0625 physics teacher guide 2014
TRANSCRIPT
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Teacher GuideCambridge IGCSEreg
Physics
0625
Cambridge Secondary 2
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Cambridge International Examinations retains the copyright on all its publications Registered Centres are
permitted to copy material from this booklet for their own internal use However we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre
reg IGCSE is the registered trademark of Cambridge International Examinations
copy Cambridge International Examinations February 2015
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Contents
Introduction 2The purpose of the teacher guide
What do I need to get started
Section 1 Syllabus overview 3
11 Aims
12 Assessment objectives
13 The assessment structure
14 Curriculum content
15 Practical assessment
Section 2 Planning the course 8
21 Key factors to consider when planning your course
22 Long-term planning
23 Medium-term planning
24 Short-term planning
Section 3 Planning lessons 11
31 Lesson plans and templates
32 Constructing a lesson plan
33 Re1047298ection and evaluation
Section 4 Classroom practice 13
41 Practical lessons42 Active learning
43 Differentiation
Section 5 Preparing learners for final assessment 15
51 Use of past papers mark schemes and Principal Examinersrsquo Reports
52 Command words
Section 6 Resources and support 17
61 Finding and evaluating resources
62 Training
Appendices 18Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Introduction
2 Cambridge IGCSE Physics
Introduction
The purpose of the teacher guideThis teacher guide is designed to introduce you to the IGCSE Physics syllabus and support materials from
Cambridge It will help you to organise and plan your teaching It also offers advice and guidance on delivery
classroom practice (including practical work) and preparing your learners for their final assessment
What do I need to get startedWhen planning your course your starting point should be the syllabus which contains a large quantity of
essential information It is most important that you become thoroughly familiar with all parts of the syllabus
document
You then need to devise a scheme of work To do this you need to think how you will organise the timethat you have available to help students to understand and learn all of the facts and concepts required by
the syllabus and to develop the skills ndash such as handling data and planning experiments ndash that are also
required Cambridge provides a sample scheme of work that you could use as a starting point but you will
undoubtedly want to produce your own at some point
Your scheme of work will help you to determine what resources you will require to deliver the course You
need to ensure that you have sufficient laboratory facilities to allow learners to carry out the practical work
that is needed You will also need to build up teaching learning and reference resources such as text books
and worksheets
You should make sure at an early stage that you have access to the secure online support available to
Cambridge teachers Teacher Support at httpteacherscieorguk
This provides a wide range of resources to help you including past examination papers mark schemes
and examiner reports All of these are invaluable in helping you and your learners to understand exactly
what Cambridge expects of candidates in examinations which will help you to prepare your students
appropriately
This guidance document provides suggestions and help with all of these aspects of planning your IGCSE
Physics course
Please have your copy of the most recent syllabus with you as you read through this document as
you will need to refer to it frequently References indicate the relevant pages of the syllabus and alsoother documents to which you should refer as you work through this guide
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Section 1 Syllabus overview
3 Cambridge IGCSE Physics
Section 1 Syllabus overview
11 AimsThe syllabus aims which are not in order of priority are listed at the start of Section 5 in the syllabus
The aims provide you with an overview of what Cambridge expects learners to experience and achieve
as they follow their IGCSE Physics course You should bear these in mind as you plan your scheme of
work Notice that many of the aims relate to attitudes and skills rather than simply the accumulation of
knowledge A Cambridge IGCSE Physics learner should develop attitudes and skills that will be useful in
many areas of their life long after they have taken their IGCSE Physics examinations
12 Assessment objectives
The assessment objectives are statements about what will actually be tested in the final examinations Eachquestion or task that is set in the examination relates to one or more of these assessment objectives (AOs)
All of the IGCSE Science syllabuses have the same three AOs These are
AO1 Knowledge with understanding
AO2 Handling information and problem solving
AO3 Experimental skills and investigations
Each of these AOs has several components
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of
1 scientific phenomena facts laws definitions concepts theories
2 scientific vocabulary terminology conventions (including symbols quantities and units)
3 scientific instruments and apparatus including techniques of operation and aspects of safety
4 scientific and technological applications with their social economic and environmental applications
The knowledge that learners should acquire is described in the Content section of the syllabus
AO2 Handling information and problem solving
Candidates should be able using oral written symbolic graphical and numerical forms of presentation to
1 locate select organise and present information from a variety of sources
2 translate information from one form to another
3 manipulate numerical and other data
4 use information to identify patterns report trends and draw inferences
5 present reasoned explanations of phenomena patterns and relationships
6 make predictions and propose hypotheses
7 solve problems including some of a quantitative nature
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Section 1 Syllabus overview
4 Cambridge IGCSE Physics
Questions testing AO2 will frequently be based on contexts and information that are unfamiliar to
candidates They will require candidates to apply the facts principles and concepts that they have learnt
(specified in the syllabus content) to new situations Candidates need to develop confidence in applying their
knowledge and understanding in a logical way using reasoning or calculation to deduce suitable answers
This means that your course needs to do much more than simply teach learners the material described
in the Content section of the syllabus It must also help them to develop these skills of reasoning and
deduction
AO3 Experimental skills and investigations
Candidates should be able to
1 demonstrate knowledge of how to safely use techniques apparatus and materials (including following a
sequence of instructions where appropriate)
2 plan experiments and investigations
3 make and record observations measurements and estimates
4 interpret and evaluate experimental observations and data
5 evaluate methods and suggest possible improvements
The development of experimental skills (scientific enquiry skills) should be an important part of your scheme
of work Learners should have the opportunity to do a wide range of practical work throughout their course
Some of this will require laboratory facilities but most practical activities in Physics can be done in a normal
classroom
13 The assessment structureIt is a good idea right from the start of planning your IGCSE Physics course to make sure that you have a
full understanding of how your learners will be assessed by Cambridge at the end of it There are choices
to be made about which papers students can be entered for You do not need to make final decisions about
these straight away ndash they are made when you actually enter your learners for the examinations a few
months before the examination period ndash but you should keep them in mind as you construct your scheme of
work and lesson plans
Each learner will need to take three components called lsquopapersrsquo
Paper 1 or Paper 2
Each candidate takes either Paper 1 (Core) or Paper 2 (Extended) These are multiple-choice papers Thequestions test AO1 and AO2 The Papers are taken in an examination room under strict examination
conditions The completed answer sheets are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
Paper 3 or Paper 4
Each candidate takes either Paper 3 (Core) or Paper 4 (Extended) These are both made up of structured
questions which test AO1 and AO2 The papers are taken in an examination room under strict examination
conditions The completed papers are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
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Section 1 Syllabus overview
5 Cambridge IGCSE Physics
Papers 1 and 3 are easier than Papers 2 and 4 This is because
Paper 1 tests candidates on their knowledge and understanding of the Core syllabus content only while
Paper 2 tests them on their knowledge and understanding of the Core and Supplement content (See 141
for an explanation of Core and Supplement content)
Paper 3 tends to contain questions that are slightly less demanding in terms of reasoning skills than Paper 4
The questions tend to be shorter contain less reading for candidates and require shorter answers
However many marks candidates obtain on Papers 1 and 3 they cannot achieve more than a Grade C
Candidates taking Papers 2 and 4 can achieve any grade from A down to G
An understanding of the differences between these papers will help you to decide on whether you will
teach both the Core and Supplement syllabus content or the Core only Candidates who are unlikely to get
a Grade C are likely to achieve a better grade if they study only the Core and take Papers 1 and 3 However
candidates who you think stand a good chance of achieving a Grade C or above should study both Core
and Supplement (known as the lsquoExtended Curriculumrsquo) and take Papers 2 and 4 This is also important for
candidates who are likely to want to continue their studies of Physics beyond IGCSE
Paper 5 or Paper 6
Each candidate takes either Paper 5 or Paper 6 These test AO3 Experimental skills and investigations (See
also section 15 Practical assessment)
Paper 5 is a practical examination The paper typically consists of four questions three of which will require
the use of apparatus
Several weeks before the examination is taken Cambridge will send you a list of apparatus that you need to
supply During the examination your candidates will work in a laboratory each with their own working space
and set of apparatus under strict examination conditions They will write their answers in an examination
paper just as they would for a theory examination The examination paper is sent back to Cambridge to be
marked
Paper 6 is a written paper The questions test the same experimental skills as Paper 5 and contains many of
the same question parts The paper is taken in a normal examination room and is sent to Cambridge to be
marked
Weightings
The lsquoweightingrsquo of a paper tells you the relative importance of that paper in deciding the candidatersquos overall
mark and final grade The table below summarises the weightings of the three components that a candidate
will take at the end of their course
Paper Weighting
Paper 1 or 2 30
Paper 3 or 4 50
Paper 5 or 6 20
You will remember that Papers 1 2 3 and 4 test largely AO1 and AO2
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Section 1 Syllabus overview
6 Cambridge IGCSE Physics
The table below summarises how the three assessment objectives are tested in the three examination
components It also shows the weighting of the three AOs in the whole examination
Assessment
objective
Paper 1
and 2
Paper 3
and 4
Paper 5
and 6
Weighting of
AO in overallqualification
AO1 Knowledge with
understanding
63 63 ndash 50
AO2 Handling
information and
problem solving
37 37 ndash 30
AO3 Experimental
skills and
investigations
ndash ndash 100 20
Weighting of paper in
overall examination
30 50 20
If you look at the final column of the table above you can see that
bull Assessment Objective 1 makes up 50 of the whole assessment
bull Assessment Objective 2 makes up 30 of the whole assessment
bull Assessment Objective 3 makes up 20 of the whole assessment
This means that only half of the total marks in the three examination papers are for knowledge and
understanding of the syllabus content Half of the marks are for being able to use this knowledge and
understanding in new contexts and for experimental skills It is essential to bear this in mind as you plan
your IGCSE Physics course You need to spend at least as much time helping students to develop their AO2
and AO3 skills as in helping them to learn facts and concepts
14 Curriculum contentThe largest section in the syllabus is Section 6 Syllabus content It is here that you will find details of
exactly what your learners need to know and understand by the end of the course It is presented as a
series of bullet points (learning objectives) which state clearly what candidates should be able to do in theexamination papers that they take at the end of their course Each question that is included in the papers
tests one or more of these learning objectives Learning objectives for the practical and experimental skills
that your learners will also need to be taught are listed in Section 7 of the syllabus
You should read each learning objective very carefully Each one gives you clear guidance about exactly
what candidates should learn
141 Core and Supplement
One of the first things you will notice about the syllabus content is that it is presented in two columns
The left hand column is the lsquoCorersquo content All candidates need to cover all of this This will be tested in all
papers
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Cambridge International Examinations retains the copyright on all its publications Registered Centres are
permitted to copy material from this booklet for their own internal use However we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre
reg IGCSE is the registered trademark of Cambridge International Examinations
copy Cambridge International Examinations February 2015
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Contents
Introduction 2The purpose of the teacher guide
What do I need to get started
Section 1 Syllabus overview 3
11 Aims
12 Assessment objectives
13 The assessment structure
14 Curriculum content
15 Practical assessment
Section 2 Planning the course 8
21 Key factors to consider when planning your course
22 Long-term planning
23 Medium-term planning
24 Short-term planning
Section 3 Planning lessons 11
31 Lesson plans and templates
32 Constructing a lesson plan
33 Re1047298ection and evaluation
Section 4 Classroom practice 13
41 Practical lessons42 Active learning
43 Differentiation
Section 5 Preparing learners for final assessment 15
51 Use of past papers mark schemes and Principal Examinersrsquo Reports
52 Command words
Section 6 Resources and support 17
61 Finding and evaluating resources
62 Training
Appendices 18Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Introduction
2 Cambridge IGCSE Physics
Introduction
The purpose of the teacher guideThis teacher guide is designed to introduce you to the IGCSE Physics syllabus and support materials from
Cambridge It will help you to organise and plan your teaching It also offers advice and guidance on delivery
classroom practice (including practical work) and preparing your learners for their final assessment
What do I need to get startedWhen planning your course your starting point should be the syllabus which contains a large quantity of
essential information It is most important that you become thoroughly familiar with all parts of the syllabus
document
You then need to devise a scheme of work To do this you need to think how you will organise the timethat you have available to help students to understand and learn all of the facts and concepts required by
the syllabus and to develop the skills ndash such as handling data and planning experiments ndash that are also
required Cambridge provides a sample scheme of work that you could use as a starting point but you will
undoubtedly want to produce your own at some point
Your scheme of work will help you to determine what resources you will require to deliver the course You
need to ensure that you have sufficient laboratory facilities to allow learners to carry out the practical work
that is needed You will also need to build up teaching learning and reference resources such as text books
and worksheets
You should make sure at an early stage that you have access to the secure online support available to
Cambridge teachers Teacher Support at httpteacherscieorguk
This provides a wide range of resources to help you including past examination papers mark schemes
and examiner reports All of these are invaluable in helping you and your learners to understand exactly
what Cambridge expects of candidates in examinations which will help you to prepare your students
appropriately
This guidance document provides suggestions and help with all of these aspects of planning your IGCSE
Physics course
Please have your copy of the most recent syllabus with you as you read through this document as
you will need to refer to it frequently References indicate the relevant pages of the syllabus and alsoother documents to which you should refer as you work through this guide
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Section 1 Syllabus overview
3 Cambridge IGCSE Physics
Section 1 Syllabus overview
11 AimsThe syllabus aims which are not in order of priority are listed at the start of Section 5 in the syllabus
The aims provide you with an overview of what Cambridge expects learners to experience and achieve
as they follow their IGCSE Physics course You should bear these in mind as you plan your scheme of
work Notice that many of the aims relate to attitudes and skills rather than simply the accumulation of
knowledge A Cambridge IGCSE Physics learner should develop attitudes and skills that will be useful in
many areas of their life long after they have taken their IGCSE Physics examinations
12 Assessment objectives
The assessment objectives are statements about what will actually be tested in the final examinations Eachquestion or task that is set in the examination relates to one or more of these assessment objectives (AOs)
All of the IGCSE Science syllabuses have the same three AOs These are
AO1 Knowledge with understanding
AO2 Handling information and problem solving
AO3 Experimental skills and investigations
Each of these AOs has several components
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of
1 scientific phenomena facts laws definitions concepts theories
2 scientific vocabulary terminology conventions (including symbols quantities and units)
3 scientific instruments and apparatus including techniques of operation and aspects of safety
4 scientific and technological applications with their social economic and environmental applications
The knowledge that learners should acquire is described in the Content section of the syllabus
AO2 Handling information and problem solving
Candidates should be able using oral written symbolic graphical and numerical forms of presentation to
1 locate select organise and present information from a variety of sources
2 translate information from one form to another
3 manipulate numerical and other data
4 use information to identify patterns report trends and draw inferences
5 present reasoned explanations of phenomena patterns and relationships
6 make predictions and propose hypotheses
7 solve problems including some of a quantitative nature
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Section 1 Syllabus overview
4 Cambridge IGCSE Physics
Questions testing AO2 will frequently be based on contexts and information that are unfamiliar to
candidates They will require candidates to apply the facts principles and concepts that they have learnt
(specified in the syllabus content) to new situations Candidates need to develop confidence in applying their
knowledge and understanding in a logical way using reasoning or calculation to deduce suitable answers
This means that your course needs to do much more than simply teach learners the material described
in the Content section of the syllabus It must also help them to develop these skills of reasoning and
deduction
AO3 Experimental skills and investigations
Candidates should be able to
1 demonstrate knowledge of how to safely use techniques apparatus and materials (including following a
sequence of instructions where appropriate)
2 plan experiments and investigations
3 make and record observations measurements and estimates
4 interpret and evaluate experimental observations and data
5 evaluate methods and suggest possible improvements
The development of experimental skills (scientific enquiry skills) should be an important part of your scheme
of work Learners should have the opportunity to do a wide range of practical work throughout their course
Some of this will require laboratory facilities but most practical activities in Physics can be done in a normal
classroom
13 The assessment structureIt is a good idea right from the start of planning your IGCSE Physics course to make sure that you have a
full understanding of how your learners will be assessed by Cambridge at the end of it There are choices
to be made about which papers students can be entered for You do not need to make final decisions about
these straight away ndash they are made when you actually enter your learners for the examinations a few
months before the examination period ndash but you should keep them in mind as you construct your scheme of
work and lesson plans
Each learner will need to take three components called lsquopapersrsquo
Paper 1 or Paper 2
Each candidate takes either Paper 1 (Core) or Paper 2 (Extended) These are multiple-choice papers Thequestions test AO1 and AO2 The Papers are taken in an examination room under strict examination
conditions The completed answer sheets are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
Paper 3 or Paper 4
Each candidate takes either Paper 3 (Core) or Paper 4 (Extended) These are both made up of structured
questions which test AO1 and AO2 The papers are taken in an examination room under strict examination
conditions The completed papers are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
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Section 1 Syllabus overview
5 Cambridge IGCSE Physics
Papers 1 and 3 are easier than Papers 2 and 4 This is because
Paper 1 tests candidates on their knowledge and understanding of the Core syllabus content only while
Paper 2 tests them on their knowledge and understanding of the Core and Supplement content (See 141
for an explanation of Core and Supplement content)
Paper 3 tends to contain questions that are slightly less demanding in terms of reasoning skills than Paper 4
The questions tend to be shorter contain less reading for candidates and require shorter answers
However many marks candidates obtain on Papers 1 and 3 they cannot achieve more than a Grade C
Candidates taking Papers 2 and 4 can achieve any grade from A down to G
An understanding of the differences between these papers will help you to decide on whether you will
teach both the Core and Supplement syllabus content or the Core only Candidates who are unlikely to get
a Grade C are likely to achieve a better grade if they study only the Core and take Papers 1 and 3 However
candidates who you think stand a good chance of achieving a Grade C or above should study both Core
and Supplement (known as the lsquoExtended Curriculumrsquo) and take Papers 2 and 4 This is also important for
candidates who are likely to want to continue their studies of Physics beyond IGCSE
Paper 5 or Paper 6
Each candidate takes either Paper 5 or Paper 6 These test AO3 Experimental skills and investigations (See
also section 15 Practical assessment)
Paper 5 is a practical examination The paper typically consists of four questions three of which will require
the use of apparatus
Several weeks before the examination is taken Cambridge will send you a list of apparatus that you need to
supply During the examination your candidates will work in a laboratory each with their own working space
and set of apparatus under strict examination conditions They will write their answers in an examination
paper just as they would for a theory examination The examination paper is sent back to Cambridge to be
marked
Paper 6 is a written paper The questions test the same experimental skills as Paper 5 and contains many of
the same question parts The paper is taken in a normal examination room and is sent to Cambridge to be
marked
Weightings
The lsquoweightingrsquo of a paper tells you the relative importance of that paper in deciding the candidatersquos overall
mark and final grade The table below summarises the weightings of the three components that a candidate
will take at the end of their course
Paper Weighting
Paper 1 or 2 30
Paper 3 or 4 50
Paper 5 or 6 20
You will remember that Papers 1 2 3 and 4 test largely AO1 and AO2
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Section 1 Syllabus overview
6 Cambridge IGCSE Physics
The table below summarises how the three assessment objectives are tested in the three examination
components It also shows the weighting of the three AOs in the whole examination
Assessment
objective
Paper 1
and 2
Paper 3
and 4
Paper 5
and 6
Weighting of
AO in overallqualification
AO1 Knowledge with
understanding
63 63 ndash 50
AO2 Handling
information and
problem solving
37 37 ndash 30
AO3 Experimental
skills and
investigations
ndash ndash 100 20
Weighting of paper in
overall examination
30 50 20
If you look at the final column of the table above you can see that
bull Assessment Objective 1 makes up 50 of the whole assessment
bull Assessment Objective 2 makes up 30 of the whole assessment
bull Assessment Objective 3 makes up 20 of the whole assessment
This means that only half of the total marks in the three examination papers are for knowledge and
understanding of the syllabus content Half of the marks are for being able to use this knowledge and
understanding in new contexts and for experimental skills It is essential to bear this in mind as you plan
your IGCSE Physics course You need to spend at least as much time helping students to develop their AO2
and AO3 skills as in helping them to learn facts and concepts
14 Curriculum contentThe largest section in the syllabus is Section 6 Syllabus content It is here that you will find details of
exactly what your learners need to know and understand by the end of the course It is presented as a
series of bullet points (learning objectives) which state clearly what candidates should be able to do in theexamination papers that they take at the end of their course Each question that is included in the papers
tests one or more of these learning objectives Learning objectives for the practical and experimental skills
that your learners will also need to be taught are listed in Section 7 of the syllabus
You should read each learning objective very carefully Each one gives you clear guidance about exactly
what candidates should learn
141 Core and Supplement
One of the first things you will notice about the syllabus content is that it is presented in two columns
The left hand column is the lsquoCorersquo content All candidates need to cover all of this This will be tested in all
papers
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Contents
Introduction 2The purpose of the teacher guide
What do I need to get started
Section 1 Syllabus overview 3
11 Aims
12 Assessment objectives
13 The assessment structure
14 Curriculum content
15 Practical assessment
Section 2 Planning the course 8
21 Key factors to consider when planning your course
22 Long-term planning
23 Medium-term planning
24 Short-term planning
Section 3 Planning lessons 11
31 Lesson plans and templates
32 Constructing a lesson plan
33 Re1047298ection and evaluation
Section 4 Classroom practice 13
41 Practical lessons42 Active learning
43 Differentiation
Section 5 Preparing learners for final assessment 15
51 Use of past papers mark schemes and Principal Examinersrsquo Reports
52 Command words
Section 6 Resources and support 17
61 Finding and evaluating resources
62 Training
Appendices 18Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Introduction
2 Cambridge IGCSE Physics
Introduction
The purpose of the teacher guideThis teacher guide is designed to introduce you to the IGCSE Physics syllabus and support materials from
Cambridge It will help you to organise and plan your teaching It also offers advice and guidance on delivery
classroom practice (including practical work) and preparing your learners for their final assessment
What do I need to get startedWhen planning your course your starting point should be the syllabus which contains a large quantity of
essential information It is most important that you become thoroughly familiar with all parts of the syllabus
document
You then need to devise a scheme of work To do this you need to think how you will organise the timethat you have available to help students to understand and learn all of the facts and concepts required by
the syllabus and to develop the skills ndash such as handling data and planning experiments ndash that are also
required Cambridge provides a sample scheme of work that you could use as a starting point but you will
undoubtedly want to produce your own at some point
Your scheme of work will help you to determine what resources you will require to deliver the course You
need to ensure that you have sufficient laboratory facilities to allow learners to carry out the practical work
that is needed You will also need to build up teaching learning and reference resources such as text books
and worksheets
You should make sure at an early stage that you have access to the secure online support available to
Cambridge teachers Teacher Support at httpteacherscieorguk
This provides a wide range of resources to help you including past examination papers mark schemes
and examiner reports All of these are invaluable in helping you and your learners to understand exactly
what Cambridge expects of candidates in examinations which will help you to prepare your students
appropriately
This guidance document provides suggestions and help with all of these aspects of planning your IGCSE
Physics course
Please have your copy of the most recent syllabus with you as you read through this document as
you will need to refer to it frequently References indicate the relevant pages of the syllabus and alsoother documents to which you should refer as you work through this guide
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Section 1 Syllabus overview
3 Cambridge IGCSE Physics
Section 1 Syllabus overview
11 AimsThe syllabus aims which are not in order of priority are listed at the start of Section 5 in the syllabus
The aims provide you with an overview of what Cambridge expects learners to experience and achieve
as they follow their IGCSE Physics course You should bear these in mind as you plan your scheme of
work Notice that many of the aims relate to attitudes and skills rather than simply the accumulation of
knowledge A Cambridge IGCSE Physics learner should develop attitudes and skills that will be useful in
many areas of their life long after they have taken their IGCSE Physics examinations
12 Assessment objectives
The assessment objectives are statements about what will actually be tested in the final examinations Eachquestion or task that is set in the examination relates to one or more of these assessment objectives (AOs)
All of the IGCSE Science syllabuses have the same three AOs These are
AO1 Knowledge with understanding
AO2 Handling information and problem solving
AO3 Experimental skills and investigations
Each of these AOs has several components
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of
1 scientific phenomena facts laws definitions concepts theories
2 scientific vocabulary terminology conventions (including symbols quantities and units)
3 scientific instruments and apparatus including techniques of operation and aspects of safety
4 scientific and technological applications with their social economic and environmental applications
The knowledge that learners should acquire is described in the Content section of the syllabus
AO2 Handling information and problem solving
Candidates should be able using oral written symbolic graphical and numerical forms of presentation to
1 locate select organise and present information from a variety of sources
2 translate information from one form to another
3 manipulate numerical and other data
4 use information to identify patterns report trends and draw inferences
5 present reasoned explanations of phenomena patterns and relationships
6 make predictions and propose hypotheses
7 solve problems including some of a quantitative nature
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Section 1 Syllabus overview
4 Cambridge IGCSE Physics
Questions testing AO2 will frequently be based on contexts and information that are unfamiliar to
candidates They will require candidates to apply the facts principles and concepts that they have learnt
(specified in the syllabus content) to new situations Candidates need to develop confidence in applying their
knowledge and understanding in a logical way using reasoning or calculation to deduce suitable answers
This means that your course needs to do much more than simply teach learners the material described
in the Content section of the syllabus It must also help them to develop these skills of reasoning and
deduction
AO3 Experimental skills and investigations
Candidates should be able to
1 demonstrate knowledge of how to safely use techniques apparatus and materials (including following a
sequence of instructions where appropriate)
2 plan experiments and investigations
3 make and record observations measurements and estimates
4 interpret and evaluate experimental observations and data
5 evaluate methods and suggest possible improvements
The development of experimental skills (scientific enquiry skills) should be an important part of your scheme
of work Learners should have the opportunity to do a wide range of practical work throughout their course
Some of this will require laboratory facilities but most practical activities in Physics can be done in a normal
classroom
13 The assessment structureIt is a good idea right from the start of planning your IGCSE Physics course to make sure that you have a
full understanding of how your learners will be assessed by Cambridge at the end of it There are choices
to be made about which papers students can be entered for You do not need to make final decisions about
these straight away ndash they are made when you actually enter your learners for the examinations a few
months before the examination period ndash but you should keep them in mind as you construct your scheme of
work and lesson plans
Each learner will need to take three components called lsquopapersrsquo
Paper 1 or Paper 2
Each candidate takes either Paper 1 (Core) or Paper 2 (Extended) These are multiple-choice papers Thequestions test AO1 and AO2 The Papers are taken in an examination room under strict examination
conditions The completed answer sheets are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
Paper 3 or Paper 4
Each candidate takes either Paper 3 (Core) or Paper 4 (Extended) These are both made up of structured
questions which test AO1 and AO2 The papers are taken in an examination room under strict examination
conditions The completed papers are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
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Section 1 Syllabus overview
5 Cambridge IGCSE Physics
Papers 1 and 3 are easier than Papers 2 and 4 This is because
Paper 1 tests candidates on their knowledge and understanding of the Core syllabus content only while
Paper 2 tests them on their knowledge and understanding of the Core and Supplement content (See 141
for an explanation of Core and Supplement content)
Paper 3 tends to contain questions that are slightly less demanding in terms of reasoning skills than Paper 4
The questions tend to be shorter contain less reading for candidates and require shorter answers
However many marks candidates obtain on Papers 1 and 3 they cannot achieve more than a Grade C
Candidates taking Papers 2 and 4 can achieve any grade from A down to G
An understanding of the differences between these papers will help you to decide on whether you will
teach both the Core and Supplement syllabus content or the Core only Candidates who are unlikely to get
a Grade C are likely to achieve a better grade if they study only the Core and take Papers 1 and 3 However
candidates who you think stand a good chance of achieving a Grade C or above should study both Core
and Supplement (known as the lsquoExtended Curriculumrsquo) and take Papers 2 and 4 This is also important for
candidates who are likely to want to continue their studies of Physics beyond IGCSE
Paper 5 or Paper 6
Each candidate takes either Paper 5 or Paper 6 These test AO3 Experimental skills and investigations (See
also section 15 Practical assessment)
Paper 5 is a practical examination The paper typically consists of four questions three of which will require
the use of apparatus
Several weeks before the examination is taken Cambridge will send you a list of apparatus that you need to
supply During the examination your candidates will work in a laboratory each with their own working space
and set of apparatus under strict examination conditions They will write their answers in an examination
paper just as they would for a theory examination The examination paper is sent back to Cambridge to be
marked
Paper 6 is a written paper The questions test the same experimental skills as Paper 5 and contains many of
the same question parts The paper is taken in a normal examination room and is sent to Cambridge to be
marked
Weightings
The lsquoweightingrsquo of a paper tells you the relative importance of that paper in deciding the candidatersquos overall
mark and final grade The table below summarises the weightings of the three components that a candidate
will take at the end of their course
Paper Weighting
Paper 1 or 2 30
Paper 3 or 4 50
Paper 5 or 6 20
You will remember that Papers 1 2 3 and 4 test largely AO1 and AO2
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Section 1 Syllabus overview
6 Cambridge IGCSE Physics
The table below summarises how the three assessment objectives are tested in the three examination
components It also shows the weighting of the three AOs in the whole examination
Assessment
objective
Paper 1
and 2
Paper 3
and 4
Paper 5
and 6
Weighting of
AO in overallqualification
AO1 Knowledge with
understanding
63 63 ndash 50
AO2 Handling
information and
problem solving
37 37 ndash 30
AO3 Experimental
skills and
investigations
ndash ndash 100 20
Weighting of paper in
overall examination
30 50 20
If you look at the final column of the table above you can see that
bull Assessment Objective 1 makes up 50 of the whole assessment
bull Assessment Objective 2 makes up 30 of the whole assessment
bull Assessment Objective 3 makes up 20 of the whole assessment
This means that only half of the total marks in the three examination papers are for knowledge and
understanding of the syllabus content Half of the marks are for being able to use this knowledge and
understanding in new contexts and for experimental skills It is essential to bear this in mind as you plan
your IGCSE Physics course You need to spend at least as much time helping students to develop their AO2
and AO3 skills as in helping them to learn facts and concepts
14 Curriculum contentThe largest section in the syllabus is Section 6 Syllabus content It is here that you will find details of
exactly what your learners need to know and understand by the end of the course It is presented as a
series of bullet points (learning objectives) which state clearly what candidates should be able to do in theexamination papers that they take at the end of their course Each question that is included in the papers
tests one or more of these learning objectives Learning objectives for the practical and experimental skills
that your learners will also need to be taught are listed in Section 7 of the syllabus
You should read each learning objective very carefully Each one gives you clear guidance about exactly
what candidates should learn
141 Core and Supplement
One of the first things you will notice about the syllabus content is that it is presented in two columns
The left hand column is the lsquoCorersquo content All candidates need to cover all of this This will be tested in all
papers
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Introduction
2 Cambridge IGCSE Physics
Introduction
The purpose of the teacher guideThis teacher guide is designed to introduce you to the IGCSE Physics syllabus and support materials from
Cambridge It will help you to organise and plan your teaching It also offers advice and guidance on delivery
classroom practice (including practical work) and preparing your learners for their final assessment
What do I need to get startedWhen planning your course your starting point should be the syllabus which contains a large quantity of
essential information It is most important that you become thoroughly familiar with all parts of the syllabus
document
You then need to devise a scheme of work To do this you need to think how you will organise the timethat you have available to help students to understand and learn all of the facts and concepts required by
the syllabus and to develop the skills ndash such as handling data and planning experiments ndash that are also
required Cambridge provides a sample scheme of work that you could use as a starting point but you will
undoubtedly want to produce your own at some point
Your scheme of work will help you to determine what resources you will require to deliver the course You
need to ensure that you have sufficient laboratory facilities to allow learners to carry out the practical work
that is needed You will also need to build up teaching learning and reference resources such as text books
and worksheets
You should make sure at an early stage that you have access to the secure online support available to
Cambridge teachers Teacher Support at httpteacherscieorguk
This provides a wide range of resources to help you including past examination papers mark schemes
and examiner reports All of these are invaluable in helping you and your learners to understand exactly
what Cambridge expects of candidates in examinations which will help you to prepare your students
appropriately
This guidance document provides suggestions and help with all of these aspects of planning your IGCSE
Physics course
Please have your copy of the most recent syllabus with you as you read through this document as
you will need to refer to it frequently References indicate the relevant pages of the syllabus and alsoother documents to which you should refer as you work through this guide
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Section 1 Syllabus overview
3 Cambridge IGCSE Physics
Section 1 Syllabus overview
11 AimsThe syllabus aims which are not in order of priority are listed at the start of Section 5 in the syllabus
The aims provide you with an overview of what Cambridge expects learners to experience and achieve
as they follow their IGCSE Physics course You should bear these in mind as you plan your scheme of
work Notice that many of the aims relate to attitudes and skills rather than simply the accumulation of
knowledge A Cambridge IGCSE Physics learner should develop attitudes and skills that will be useful in
many areas of their life long after they have taken their IGCSE Physics examinations
12 Assessment objectives
The assessment objectives are statements about what will actually be tested in the final examinations Eachquestion or task that is set in the examination relates to one or more of these assessment objectives (AOs)
All of the IGCSE Science syllabuses have the same three AOs These are
AO1 Knowledge with understanding
AO2 Handling information and problem solving
AO3 Experimental skills and investigations
Each of these AOs has several components
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of
1 scientific phenomena facts laws definitions concepts theories
2 scientific vocabulary terminology conventions (including symbols quantities and units)
3 scientific instruments and apparatus including techniques of operation and aspects of safety
4 scientific and technological applications with their social economic and environmental applications
The knowledge that learners should acquire is described in the Content section of the syllabus
AO2 Handling information and problem solving
Candidates should be able using oral written symbolic graphical and numerical forms of presentation to
1 locate select organise and present information from a variety of sources
2 translate information from one form to another
3 manipulate numerical and other data
4 use information to identify patterns report trends and draw inferences
5 present reasoned explanations of phenomena patterns and relationships
6 make predictions and propose hypotheses
7 solve problems including some of a quantitative nature
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Section 1 Syllabus overview
4 Cambridge IGCSE Physics
Questions testing AO2 will frequently be based on contexts and information that are unfamiliar to
candidates They will require candidates to apply the facts principles and concepts that they have learnt
(specified in the syllabus content) to new situations Candidates need to develop confidence in applying their
knowledge and understanding in a logical way using reasoning or calculation to deduce suitable answers
This means that your course needs to do much more than simply teach learners the material described
in the Content section of the syllabus It must also help them to develop these skills of reasoning and
deduction
AO3 Experimental skills and investigations
Candidates should be able to
1 demonstrate knowledge of how to safely use techniques apparatus and materials (including following a
sequence of instructions where appropriate)
2 plan experiments and investigations
3 make and record observations measurements and estimates
4 interpret and evaluate experimental observations and data
5 evaluate methods and suggest possible improvements
The development of experimental skills (scientific enquiry skills) should be an important part of your scheme
of work Learners should have the opportunity to do a wide range of practical work throughout their course
Some of this will require laboratory facilities but most practical activities in Physics can be done in a normal
classroom
13 The assessment structureIt is a good idea right from the start of planning your IGCSE Physics course to make sure that you have a
full understanding of how your learners will be assessed by Cambridge at the end of it There are choices
to be made about which papers students can be entered for You do not need to make final decisions about
these straight away ndash they are made when you actually enter your learners for the examinations a few
months before the examination period ndash but you should keep them in mind as you construct your scheme of
work and lesson plans
Each learner will need to take three components called lsquopapersrsquo
Paper 1 or Paper 2
Each candidate takes either Paper 1 (Core) or Paper 2 (Extended) These are multiple-choice papers Thequestions test AO1 and AO2 The Papers are taken in an examination room under strict examination
conditions The completed answer sheets are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
Paper 3 or Paper 4
Each candidate takes either Paper 3 (Core) or Paper 4 (Extended) These are both made up of structured
questions which test AO1 and AO2 The papers are taken in an examination room under strict examination
conditions The completed papers are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
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Section 1 Syllabus overview
5 Cambridge IGCSE Physics
Papers 1 and 3 are easier than Papers 2 and 4 This is because
Paper 1 tests candidates on their knowledge and understanding of the Core syllabus content only while
Paper 2 tests them on their knowledge and understanding of the Core and Supplement content (See 141
for an explanation of Core and Supplement content)
Paper 3 tends to contain questions that are slightly less demanding in terms of reasoning skills than Paper 4
The questions tend to be shorter contain less reading for candidates and require shorter answers
However many marks candidates obtain on Papers 1 and 3 they cannot achieve more than a Grade C
Candidates taking Papers 2 and 4 can achieve any grade from A down to G
An understanding of the differences between these papers will help you to decide on whether you will
teach both the Core and Supplement syllabus content or the Core only Candidates who are unlikely to get
a Grade C are likely to achieve a better grade if they study only the Core and take Papers 1 and 3 However
candidates who you think stand a good chance of achieving a Grade C or above should study both Core
and Supplement (known as the lsquoExtended Curriculumrsquo) and take Papers 2 and 4 This is also important for
candidates who are likely to want to continue their studies of Physics beyond IGCSE
Paper 5 or Paper 6
Each candidate takes either Paper 5 or Paper 6 These test AO3 Experimental skills and investigations (See
also section 15 Practical assessment)
Paper 5 is a practical examination The paper typically consists of four questions three of which will require
the use of apparatus
Several weeks before the examination is taken Cambridge will send you a list of apparatus that you need to
supply During the examination your candidates will work in a laboratory each with their own working space
and set of apparatus under strict examination conditions They will write their answers in an examination
paper just as they would for a theory examination The examination paper is sent back to Cambridge to be
marked
Paper 6 is a written paper The questions test the same experimental skills as Paper 5 and contains many of
the same question parts The paper is taken in a normal examination room and is sent to Cambridge to be
marked
Weightings
The lsquoweightingrsquo of a paper tells you the relative importance of that paper in deciding the candidatersquos overall
mark and final grade The table below summarises the weightings of the three components that a candidate
will take at the end of their course
Paper Weighting
Paper 1 or 2 30
Paper 3 or 4 50
Paper 5 or 6 20
You will remember that Papers 1 2 3 and 4 test largely AO1 and AO2
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Section 1 Syllabus overview
6 Cambridge IGCSE Physics
The table below summarises how the three assessment objectives are tested in the three examination
components It also shows the weighting of the three AOs in the whole examination
Assessment
objective
Paper 1
and 2
Paper 3
and 4
Paper 5
and 6
Weighting of
AO in overallqualification
AO1 Knowledge with
understanding
63 63 ndash 50
AO2 Handling
information and
problem solving
37 37 ndash 30
AO3 Experimental
skills and
investigations
ndash ndash 100 20
Weighting of paper in
overall examination
30 50 20
If you look at the final column of the table above you can see that
bull Assessment Objective 1 makes up 50 of the whole assessment
bull Assessment Objective 2 makes up 30 of the whole assessment
bull Assessment Objective 3 makes up 20 of the whole assessment
This means that only half of the total marks in the three examination papers are for knowledge and
understanding of the syllabus content Half of the marks are for being able to use this knowledge and
understanding in new contexts and for experimental skills It is essential to bear this in mind as you plan
your IGCSE Physics course You need to spend at least as much time helping students to develop their AO2
and AO3 skills as in helping them to learn facts and concepts
14 Curriculum contentThe largest section in the syllabus is Section 6 Syllabus content It is here that you will find details of
exactly what your learners need to know and understand by the end of the course It is presented as a
series of bullet points (learning objectives) which state clearly what candidates should be able to do in theexamination papers that they take at the end of their course Each question that is included in the papers
tests one or more of these learning objectives Learning objectives for the practical and experimental skills
that your learners will also need to be taught are listed in Section 7 of the syllabus
You should read each learning objective very carefully Each one gives you clear guidance about exactly
what candidates should learn
141 Core and Supplement
One of the first things you will notice about the syllabus content is that it is presented in two columns
The left hand column is the lsquoCorersquo content All candidates need to cover all of this This will be tested in all
papers
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
8182019 0625 Physics Teacher Guide 2014
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 1 Syllabus overview
3 Cambridge IGCSE Physics
Section 1 Syllabus overview
11 AimsThe syllabus aims which are not in order of priority are listed at the start of Section 5 in the syllabus
The aims provide you with an overview of what Cambridge expects learners to experience and achieve
as they follow their IGCSE Physics course You should bear these in mind as you plan your scheme of
work Notice that many of the aims relate to attitudes and skills rather than simply the accumulation of
knowledge A Cambridge IGCSE Physics learner should develop attitudes and skills that will be useful in
many areas of their life long after they have taken their IGCSE Physics examinations
12 Assessment objectives
The assessment objectives are statements about what will actually be tested in the final examinations Eachquestion or task that is set in the examination relates to one or more of these assessment objectives (AOs)
All of the IGCSE Science syllabuses have the same three AOs These are
AO1 Knowledge with understanding
AO2 Handling information and problem solving
AO3 Experimental skills and investigations
Each of these AOs has several components
AO1 Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding of
1 scientific phenomena facts laws definitions concepts theories
2 scientific vocabulary terminology conventions (including symbols quantities and units)
3 scientific instruments and apparatus including techniques of operation and aspects of safety
4 scientific and technological applications with their social economic and environmental applications
The knowledge that learners should acquire is described in the Content section of the syllabus
AO2 Handling information and problem solving
Candidates should be able using oral written symbolic graphical and numerical forms of presentation to
1 locate select organise and present information from a variety of sources
2 translate information from one form to another
3 manipulate numerical and other data
4 use information to identify patterns report trends and draw inferences
5 present reasoned explanations of phenomena patterns and relationships
6 make predictions and propose hypotheses
7 solve problems including some of a quantitative nature
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Section 1 Syllabus overview
4 Cambridge IGCSE Physics
Questions testing AO2 will frequently be based on contexts and information that are unfamiliar to
candidates They will require candidates to apply the facts principles and concepts that they have learnt
(specified in the syllabus content) to new situations Candidates need to develop confidence in applying their
knowledge and understanding in a logical way using reasoning or calculation to deduce suitable answers
This means that your course needs to do much more than simply teach learners the material described
in the Content section of the syllabus It must also help them to develop these skills of reasoning and
deduction
AO3 Experimental skills and investigations
Candidates should be able to
1 demonstrate knowledge of how to safely use techniques apparatus and materials (including following a
sequence of instructions where appropriate)
2 plan experiments and investigations
3 make and record observations measurements and estimates
4 interpret and evaluate experimental observations and data
5 evaluate methods and suggest possible improvements
The development of experimental skills (scientific enquiry skills) should be an important part of your scheme
of work Learners should have the opportunity to do a wide range of practical work throughout their course
Some of this will require laboratory facilities but most practical activities in Physics can be done in a normal
classroom
13 The assessment structureIt is a good idea right from the start of planning your IGCSE Physics course to make sure that you have a
full understanding of how your learners will be assessed by Cambridge at the end of it There are choices
to be made about which papers students can be entered for You do not need to make final decisions about
these straight away ndash they are made when you actually enter your learners for the examinations a few
months before the examination period ndash but you should keep them in mind as you construct your scheme of
work and lesson plans
Each learner will need to take three components called lsquopapersrsquo
Paper 1 or Paper 2
Each candidate takes either Paper 1 (Core) or Paper 2 (Extended) These are multiple-choice papers Thequestions test AO1 and AO2 The Papers are taken in an examination room under strict examination
conditions The completed answer sheets are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
Paper 3 or Paper 4
Each candidate takes either Paper 3 (Core) or Paper 4 (Extended) These are both made up of structured
questions which test AO1 and AO2 The papers are taken in an examination room under strict examination
conditions The completed papers are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
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Section 1 Syllabus overview
5 Cambridge IGCSE Physics
Papers 1 and 3 are easier than Papers 2 and 4 This is because
Paper 1 tests candidates on their knowledge and understanding of the Core syllabus content only while
Paper 2 tests them on their knowledge and understanding of the Core and Supplement content (See 141
for an explanation of Core and Supplement content)
Paper 3 tends to contain questions that are slightly less demanding in terms of reasoning skills than Paper 4
The questions tend to be shorter contain less reading for candidates and require shorter answers
However many marks candidates obtain on Papers 1 and 3 they cannot achieve more than a Grade C
Candidates taking Papers 2 and 4 can achieve any grade from A down to G
An understanding of the differences between these papers will help you to decide on whether you will
teach both the Core and Supplement syllabus content or the Core only Candidates who are unlikely to get
a Grade C are likely to achieve a better grade if they study only the Core and take Papers 1 and 3 However
candidates who you think stand a good chance of achieving a Grade C or above should study both Core
and Supplement (known as the lsquoExtended Curriculumrsquo) and take Papers 2 and 4 This is also important for
candidates who are likely to want to continue their studies of Physics beyond IGCSE
Paper 5 or Paper 6
Each candidate takes either Paper 5 or Paper 6 These test AO3 Experimental skills and investigations (See
also section 15 Practical assessment)
Paper 5 is a practical examination The paper typically consists of four questions three of which will require
the use of apparatus
Several weeks before the examination is taken Cambridge will send you a list of apparatus that you need to
supply During the examination your candidates will work in a laboratory each with their own working space
and set of apparatus under strict examination conditions They will write their answers in an examination
paper just as they would for a theory examination The examination paper is sent back to Cambridge to be
marked
Paper 6 is a written paper The questions test the same experimental skills as Paper 5 and contains many of
the same question parts The paper is taken in a normal examination room and is sent to Cambridge to be
marked
Weightings
The lsquoweightingrsquo of a paper tells you the relative importance of that paper in deciding the candidatersquos overall
mark and final grade The table below summarises the weightings of the three components that a candidate
will take at the end of their course
Paper Weighting
Paper 1 or 2 30
Paper 3 or 4 50
Paper 5 or 6 20
You will remember that Papers 1 2 3 and 4 test largely AO1 and AO2
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Section 1 Syllabus overview
6 Cambridge IGCSE Physics
The table below summarises how the three assessment objectives are tested in the three examination
components It also shows the weighting of the three AOs in the whole examination
Assessment
objective
Paper 1
and 2
Paper 3
and 4
Paper 5
and 6
Weighting of
AO in overallqualification
AO1 Knowledge with
understanding
63 63 ndash 50
AO2 Handling
information and
problem solving
37 37 ndash 30
AO3 Experimental
skills and
investigations
ndash ndash 100 20
Weighting of paper in
overall examination
30 50 20
If you look at the final column of the table above you can see that
bull Assessment Objective 1 makes up 50 of the whole assessment
bull Assessment Objective 2 makes up 30 of the whole assessment
bull Assessment Objective 3 makes up 20 of the whole assessment
This means that only half of the total marks in the three examination papers are for knowledge and
understanding of the syllabus content Half of the marks are for being able to use this knowledge and
understanding in new contexts and for experimental skills It is essential to bear this in mind as you plan
your IGCSE Physics course You need to spend at least as much time helping students to develop their AO2
and AO3 skills as in helping them to learn facts and concepts
14 Curriculum contentThe largest section in the syllabus is Section 6 Syllabus content It is here that you will find details of
exactly what your learners need to know and understand by the end of the course It is presented as a
series of bullet points (learning objectives) which state clearly what candidates should be able to do in theexamination papers that they take at the end of their course Each question that is included in the papers
tests one or more of these learning objectives Learning objectives for the practical and experimental skills
that your learners will also need to be taught are listed in Section 7 of the syllabus
You should read each learning objective very carefully Each one gives you clear guidance about exactly
what candidates should learn
141 Core and Supplement
One of the first things you will notice about the syllabus content is that it is presented in two columns
The left hand column is the lsquoCorersquo content All candidates need to cover all of this This will be tested in all
papers
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 1 Syllabus overview
4 Cambridge IGCSE Physics
Questions testing AO2 will frequently be based on contexts and information that are unfamiliar to
candidates They will require candidates to apply the facts principles and concepts that they have learnt
(specified in the syllabus content) to new situations Candidates need to develop confidence in applying their
knowledge and understanding in a logical way using reasoning or calculation to deduce suitable answers
This means that your course needs to do much more than simply teach learners the material described
in the Content section of the syllabus It must also help them to develop these skills of reasoning and
deduction
AO3 Experimental skills and investigations
Candidates should be able to
1 demonstrate knowledge of how to safely use techniques apparatus and materials (including following a
sequence of instructions where appropriate)
2 plan experiments and investigations
3 make and record observations measurements and estimates
4 interpret and evaluate experimental observations and data
5 evaluate methods and suggest possible improvements
The development of experimental skills (scientific enquiry skills) should be an important part of your scheme
of work Learners should have the opportunity to do a wide range of practical work throughout their course
Some of this will require laboratory facilities but most practical activities in Physics can be done in a normal
classroom
13 The assessment structureIt is a good idea right from the start of planning your IGCSE Physics course to make sure that you have a
full understanding of how your learners will be assessed by Cambridge at the end of it There are choices
to be made about which papers students can be entered for You do not need to make final decisions about
these straight away ndash they are made when you actually enter your learners for the examinations a few
months before the examination period ndash but you should keep them in mind as you construct your scheme of
work and lesson plans
Each learner will need to take three components called lsquopapersrsquo
Paper 1 or Paper 2
Each candidate takes either Paper 1 (Core) or Paper 2 (Extended) These are multiple-choice papers Thequestions test AO1 and AO2 The Papers are taken in an examination room under strict examination
conditions The completed answer sheets are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
Paper 3 or Paper 4
Each candidate takes either Paper 3 (Core) or Paper 4 (Extended) These are both made up of structured
questions which test AO1 and AO2 The papers are taken in an examination room under strict examination
conditions The completed papers are sent to Cambridge to be marked
You need to be aware of the differences between these two papers
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Section 1 Syllabus overview
5 Cambridge IGCSE Physics
Papers 1 and 3 are easier than Papers 2 and 4 This is because
Paper 1 tests candidates on their knowledge and understanding of the Core syllabus content only while
Paper 2 tests them on their knowledge and understanding of the Core and Supplement content (See 141
for an explanation of Core and Supplement content)
Paper 3 tends to contain questions that are slightly less demanding in terms of reasoning skills than Paper 4
The questions tend to be shorter contain less reading for candidates and require shorter answers
However many marks candidates obtain on Papers 1 and 3 they cannot achieve more than a Grade C
Candidates taking Papers 2 and 4 can achieve any grade from A down to G
An understanding of the differences between these papers will help you to decide on whether you will
teach both the Core and Supplement syllabus content or the Core only Candidates who are unlikely to get
a Grade C are likely to achieve a better grade if they study only the Core and take Papers 1 and 3 However
candidates who you think stand a good chance of achieving a Grade C or above should study both Core
and Supplement (known as the lsquoExtended Curriculumrsquo) and take Papers 2 and 4 This is also important for
candidates who are likely to want to continue their studies of Physics beyond IGCSE
Paper 5 or Paper 6
Each candidate takes either Paper 5 or Paper 6 These test AO3 Experimental skills and investigations (See
also section 15 Practical assessment)
Paper 5 is a practical examination The paper typically consists of four questions three of which will require
the use of apparatus
Several weeks before the examination is taken Cambridge will send you a list of apparatus that you need to
supply During the examination your candidates will work in a laboratory each with their own working space
and set of apparatus under strict examination conditions They will write their answers in an examination
paper just as they would for a theory examination The examination paper is sent back to Cambridge to be
marked
Paper 6 is a written paper The questions test the same experimental skills as Paper 5 and contains many of
the same question parts The paper is taken in a normal examination room and is sent to Cambridge to be
marked
Weightings
The lsquoweightingrsquo of a paper tells you the relative importance of that paper in deciding the candidatersquos overall
mark and final grade The table below summarises the weightings of the three components that a candidate
will take at the end of their course
Paper Weighting
Paper 1 or 2 30
Paper 3 or 4 50
Paper 5 or 6 20
You will remember that Papers 1 2 3 and 4 test largely AO1 and AO2
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Section 1 Syllabus overview
6 Cambridge IGCSE Physics
The table below summarises how the three assessment objectives are tested in the three examination
components It also shows the weighting of the three AOs in the whole examination
Assessment
objective
Paper 1
and 2
Paper 3
and 4
Paper 5
and 6
Weighting of
AO in overallqualification
AO1 Knowledge with
understanding
63 63 ndash 50
AO2 Handling
information and
problem solving
37 37 ndash 30
AO3 Experimental
skills and
investigations
ndash ndash 100 20
Weighting of paper in
overall examination
30 50 20
If you look at the final column of the table above you can see that
bull Assessment Objective 1 makes up 50 of the whole assessment
bull Assessment Objective 2 makes up 30 of the whole assessment
bull Assessment Objective 3 makes up 20 of the whole assessment
This means that only half of the total marks in the three examination papers are for knowledge and
understanding of the syllabus content Half of the marks are for being able to use this knowledge and
understanding in new contexts and for experimental skills It is essential to bear this in mind as you plan
your IGCSE Physics course You need to spend at least as much time helping students to develop their AO2
and AO3 skills as in helping them to learn facts and concepts
14 Curriculum contentThe largest section in the syllabus is Section 6 Syllabus content It is here that you will find details of
exactly what your learners need to know and understand by the end of the course It is presented as a
series of bullet points (learning objectives) which state clearly what candidates should be able to do in theexamination papers that they take at the end of their course Each question that is included in the papers
tests one or more of these learning objectives Learning objectives for the practical and experimental skills
that your learners will also need to be taught are listed in Section 7 of the syllabus
You should read each learning objective very carefully Each one gives you clear guidance about exactly
what candidates should learn
141 Core and Supplement
One of the first things you will notice about the syllabus content is that it is presented in two columns
The left hand column is the lsquoCorersquo content All candidates need to cover all of this This will be tested in all
papers
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 1 Syllabus overview
5 Cambridge IGCSE Physics
Papers 1 and 3 are easier than Papers 2 and 4 This is because
Paper 1 tests candidates on their knowledge and understanding of the Core syllabus content only while
Paper 2 tests them on their knowledge and understanding of the Core and Supplement content (See 141
for an explanation of Core and Supplement content)
Paper 3 tends to contain questions that are slightly less demanding in terms of reasoning skills than Paper 4
The questions tend to be shorter contain less reading for candidates and require shorter answers
However many marks candidates obtain on Papers 1 and 3 they cannot achieve more than a Grade C
Candidates taking Papers 2 and 4 can achieve any grade from A down to G
An understanding of the differences between these papers will help you to decide on whether you will
teach both the Core and Supplement syllabus content or the Core only Candidates who are unlikely to get
a Grade C are likely to achieve a better grade if they study only the Core and take Papers 1 and 3 However
candidates who you think stand a good chance of achieving a Grade C or above should study both Core
and Supplement (known as the lsquoExtended Curriculumrsquo) and take Papers 2 and 4 This is also important for
candidates who are likely to want to continue their studies of Physics beyond IGCSE
Paper 5 or Paper 6
Each candidate takes either Paper 5 or Paper 6 These test AO3 Experimental skills and investigations (See
also section 15 Practical assessment)
Paper 5 is a practical examination The paper typically consists of four questions three of which will require
the use of apparatus
Several weeks before the examination is taken Cambridge will send you a list of apparatus that you need to
supply During the examination your candidates will work in a laboratory each with their own working space
and set of apparatus under strict examination conditions They will write their answers in an examination
paper just as they would for a theory examination The examination paper is sent back to Cambridge to be
marked
Paper 6 is a written paper The questions test the same experimental skills as Paper 5 and contains many of
the same question parts The paper is taken in a normal examination room and is sent to Cambridge to be
marked
Weightings
The lsquoweightingrsquo of a paper tells you the relative importance of that paper in deciding the candidatersquos overall
mark and final grade The table below summarises the weightings of the three components that a candidate
will take at the end of their course
Paper Weighting
Paper 1 or 2 30
Paper 3 or 4 50
Paper 5 or 6 20
You will remember that Papers 1 2 3 and 4 test largely AO1 and AO2
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Section 1 Syllabus overview
6 Cambridge IGCSE Physics
The table below summarises how the three assessment objectives are tested in the three examination
components It also shows the weighting of the three AOs in the whole examination
Assessment
objective
Paper 1
and 2
Paper 3
and 4
Paper 5
and 6
Weighting of
AO in overallqualification
AO1 Knowledge with
understanding
63 63 ndash 50
AO2 Handling
information and
problem solving
37 37 ndash 30
AO3 Experimental
skills and
investigations
ndash ndash 100 20
Weighting of paper in
overall examination
30 50 20
If you look at the final column of the table above you can see that
bull Assessment Objective 1 makes up 50 of the whole assessment
bull Assessment Objective 2 makes up 30 of the whole assessment
bull Assessment Objective 3 makes up 20 of the whole assessment
This means that only half of the total marks in the three examination papers are for knowledge and
understanding of the syllabus content Half of the marks are for being able to use this knowledge and
understanding in new contexts and for experimental skills It is essential to bear this in mind as you plan
your IGCSE Physics course You need to spend at least as much time helping students to develop their AO2
and AO3 skills as in helping them to learn facts and concepts
14 Curriculum contentThe largest section in the syllabus is Section 6 Syllabus content It is here that you will find details of
exactly what your learners need to know and understand by the end of the course It is presented as a
series of bullet points (learning objectives) which state clearly what candidates should be able to do in theexamination papers that they take at the end of their course Each question that is included in the papers
tests one or more of these learning objectives Learning objectives for the practical and experimental skills
that your learners will also need to be taught are listed in Section 7 of the syllabus
You should read each learning objective very carefully Each one gives you clear guidance about exactly
what candidates should learn
141 Core and Supplement
One of the first things you will notice about the syllabus content is that it is presented in two columns
The left hand column is the lsquoCorersquo content All candidates need to cover all of this This will be tested in all
papers
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 1 Syllabus overview
6 Cambridge IGCSE Physics
The table below summarises how the three assessment objectives are tested in the three examination
components It also shows the weighting of the three AOs in the whole examination
Assessment
objective
Paper 1
and 2
Paper 3
and 4
Paper 5
and 6
Weighting of
AO in overallqualification
AO1 Knowledge with
understanding
63 63 ndash 50
AO2 Handling
information and
problem solving
37 37 ndash 30
AO3 Experimental
skills and
investigations
ndash ndash 100 20
Weighting of paper in
overall examination
30 50 20
If you look at the final column of the table above you can see that
bull Assessment Objective 1 makes up 50 of the whole assessment
bull Assessment Objective 2 makes up 30 of the whole assessment
bull Assessment Objective 3 makes up 20 of the whole assessment
This means that only half of the total marks in the three examination papers are for knowledge and
understanding of the syllabus content Half of the marks are for being able to use this knowledge and
understanding in new contexts and for experimental skills It is essential to bear this in mind as you plan
your IGCSE Physics course You need to spend at least as much time helping students to develop their AO2
and AO3 skills as in helping them to learn facts and concepts
14 Curriculum contentThe largest section in the syllabus is Section 6 Syllabus content It is here that you will find details of
exactly what your learners need to know and understand by the end of the course It is presented as a
series of bullet points (learning objectives) which state clearly what candidates should be able to do in theexamination papers that they take at the end of their course Each question that is included in the papers
tests one or more of these learning objectives Learning objectives for the practical and experimental skills
that your learners will also need to be taught are listed in Section 7 of the syllabus
You should read each learning objective very carefully Each one gives you clear guidance about exactly
what candidates should learn
141 Core and Supplement
One of the first things you will notice about the syllabus content is that it is presented in two columns
The left hand column is the lsquoCorersquo content All candidates need to cover all of this This will be tested in all
papers
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 1 Syllabus overview
7 Cambridge IGCSE Physics
The right hand column is the lsquoSupplementrsquo content All candidates who you think are likely to achieve a good
Grade C or above should cover all of this as well as the Core The Core plus Supplement makes up the
Extended content This will be tested only in Papers 2 and 4
142 Syllabus contentThe syllabus content has five main sections
1 General Physics
2 Thermal Physics
3 Properties of waves including light and sound
4 Electricity and magnetism
5 Atomic physics
These sections vary in their amount of content
15 Practical assessmentSection 7 of the syllabus covers the alternative ways of assessing practical skills in some detail Paper 5
involves actually carrying out practical work in a practical examination at the end of the course Paper 6 is a
written paper designed to assess the same practical skills
The following points must be noted
bull the same assessment objectives apply
bull the same practical skills are to be learned and developed
bull the same sequence of practical activities during the course is appropriate
In section 71 of the syllabus there is a list of apparatus that may be required by candidates entering for
Paper 5 The availability of this apparatus should be checked before entering candidates for the practical
examination The confidential Instructions sent by Cambridge a few weeks before the examination will
provide details of the exact requirements
The Cambridge teachersrsquo website (httpteacherscieorguk) has further very helpful information about
Practical Physics under the heading lsquoPractical Physics Notes ndash Addendum to Syllabusrsquo This contains a list
of apparatus that is typically used to teach the IGCSE Physics syllabus and more advice relating to Papers 5
and 6
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 2 Planning the course
8 Cambridge IGCSE Physics
Section 2 Planning the course
This section looks at how you can plan your course to ensure that you can cover the whole syllabus
(whether this is to be just the Core or the Core plus Supplement) within the time that you have available Itincludes long-term planning (developing a scheme of work) and planning for individual lessons
21 Key factors to consider when planning your courseThese factors will need to be considered before starting the planning of your course
bull the amount of teaching time available each week for the duration of the course
bull the availability of resources such as laboratories and chemical equipment
bull the previous learning of your students
bull whether your teaching groups will be mixed ability or will be streamed by ability
bull the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
bull the school calendar ( holidays examinations etc)
22 Long-term planningA long-term plan will provide the overall structure of your course It will include the order in which topics will
be taught the approximate length of time to be spent on each and the factors listed in section 21 above
It will need to take into account the number and nature of the groups following the course and if they should
all follow the same path through the course There may for example be issues with the use of laboratory
space if two groups are studying a topic requiring a large amount of practical work at the same time In this
case it would be better if the plan was organised so that groups could study such a topic at different times
Topics should also ideally be arranged so that they fit into the schoolrsquos sessions so that a topic is not split
because of a school holiday or an examination session
In a two year course the second year will probably have fewer weeks because of the timing of the
Cambridge examinations
It is important to note that you do not need to teach the syllabus content in the order in which it is printedin the syllabus It is likely that you will want to order your teaching to suit your particular needs and
preferences This may be done in a number of ways
bull Starting with a course in practical techniques to generate enthusiasm
bull Starting with topics which are conceptually easier saving the more difficult topics for the second year of
the course
bull Using the suggested pattern in the lsquoschemes of workrsquo provided on Teacher Support
bull Following your own interests and enthusiasms to begin with
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 2 Planning the course
9 Cambridge IGCSE Physics
23 Medium-term planningMedium-term planning is the most important of the three types It defines in some detail what will be
taught and when It also details how practical work and other activities are to be incorporated into the
course
Medium-term plans are often called lsquoSchemes of Workrsquo and these schemes inform you and other Physics
teachers in your school what will happen and when
Some examples of schemes of work can be found on Teacher Support httpteacherscieorguk A
password is needed to access the site and your Examination Officer will be able to provide you with one
These schemes of work are useful resources but are not really suitable as an alternative to your own
medium-term planning because
bull they take no account of the situation in your Centre
bull they are arranged in a way which may not be what you had designed in your long term planbull they have no statement of the amount of time required
bull they have many suggestions for suitable activities and web sites which you would not necessarily have
the time or the resources to follow
However they can still be useful
bull They could be used as they stand as one way of moving through the course although timings for each
section would have to be added
bull They are certainly a good source of possible practical exercises and web addresses
However
Always check URLs before using them Web addresses do change from time to time and you need to know
what you would be accessing in advance
It is really better to develop your own scheme of work as this is more likely to be suitable for your Centre
and your learners
An example of a medium-term plan is included in Appendix C
A medium-term plan is best developed with contributions from all of the teachers who will be using it If
they have had an input they will feel an lsquoownershiprsquo of the plan and will be more likely to adhere to it
A medium-term plan like a long-term plan should not be lsquoset in stonersquo It should if necessary be amended
if it is found not to be working as planned It should certainly be reviewed at the end of each year to assess
how well it has worked and to decide if any improvements could be incorporated
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
8182019 0625 Physics Teacher Guide 2014
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 2 Planning the course
10 Cambridge IGCSE Physics
24 Short-term planningShort-term planning involves planning for a single lesson or perhaps a small group of lessons It involves not
only the content of the lesson but also the activities which will take place and the progress that is expected
of the learners during the lesson
Short-term planning is something which is done by an individual teacher taking into account their own
strengths and the needs of the learners they will be teaching Teachers new to the subject may need
guidance but the plan should still be their own
This process is covered in more detail in the next section
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 3 Planning lessons
11 Cambridge IGCSE Physics
Section 3 Planning lessons
31 Lesson plans and templatesA lesson plan is written by the teacher and should include details of how the lesson is intended to proceed
It should take account of
bull what is to be taught (learning objectives)
bull what is to be achieved by the learners (lesson objectives)
bull what the learners already know (previous learning)
It should detail the learning activities which will take place and have approximate timings showing how long
each part of the lesson will last
A lesson should ideally have three main parts
bull a beginning which engages and motivates the learners
bull a middle which covers the main learning activities of the lesson
bull an end in which learners can assess their understanding of what has gone before
It is most convenient to have a printed template to use in lesson planning You could design your own but
there are many available on the internet or in books One example is included in Appendix D A sample
lesson using the template is provided in Appendix E
32 Constructing a lesson plan1 Learning objectives This will be based on something written in your medium-term plan It will state
which part of the syllabus the lesson is going to address
2 Lesson objectives These may be the same as the learning objectives but more often will be only a
part of them This is what you intend the learners to fully grasp by the end of the lesson It should be a
realistic target and many learning objectives will take more than one lesson to be fully understood
3 Lesson beginning (starter) This should be a relatively brief part of the lesson and should lsquoswitch the
learners onrsquo to Physics rather than what they were doing previously It may be a short question and
answer session a video clip or a simple written task to assess what they know about the topic to be
covered It could even be a rapid practical demonstration to introduce them to the topic to be covered in
the lesson Give an estimated time usually about five minutes
4 Lesson middle (the main activity) This may build on and extend previous understanding explore and
solve practical problems develop knowledge and skills practise previously learned techniques or any of
many other alternatives It is important not to include too many activities but equally important not to
spend so much time on one activity that learners become de-motivated Good lessons will involve the
learners in the activities as much as possible Timings should be included for each separate activity
5 Lesson end (plenary) This part of the lesson brings it to an organised conclusion Learners can
assess how well they understand the material covered during the lesson This may involve a short
written exercise or a question and answer session It may also be used to link to whatever is going tohappen in the next session This should again take around five minutes at most
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 3 Planning lessons
12 Cambridge IGCSE Physics
6 Resources Your plan should also include a list of the resources (books internet practical equipment
chemicals etc) which will be needed in each session of the lesson
7 Risk Assessment If your lesson includes any practical activity whether a demonstration or a class
practical an assessment of the risks involved should be included with the lesson plan
8 Assessment of Learning How will you check
bull what your learners knowunderstand before the lesson
bull how this has changed after the lesson
9 Differentiation How will you try to ensure that the lesson is accessible to all of the learners so that all
will benefit from the experience This is especially important with mixed ability groups There is more
on differentiation in the next section
33 Re1047298ection and evaluationAs soon as possible after the lesson you need to think about how well (or badly) it went There are two
reasons for this if you share your plan with other teachers in your Centre it will enable them to learn from
your experiences It is a good idea to discuss with colleagues how well lessons went This applies whether
they went well or whether there were problems
It will also help next time you teach the same topic If the timing was wrong or the activities did not fully
occupy the learners you may want to change some aspects of the lesson next time
There is no need to re-plan a successful lesson every year but it is always good to learn from experience
and to incorporate improvements next time
In the template in the appendix there is a place to record your evaluation of the lesson
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 4 Classroom practice
13 Cambridge IGCSE Physics
Section 4 Classroom practice
The aim of any teacher is to get their learners to gain knowledge and understanding and to develop as many
skills as possible in the time available
The teaching should also differentiate between the different needs and abilities of the learners in the group
It is not always possible to fulfil all of these but it is good to try Lessons should at least be interesting and
involve the learners as much as possible
41 Practical lessonsPhysics is a practical subject The syllabus does not specify many particular experiments because Centres
will have different apparatus available However all sections should be enhanced by the use of practical
work or practical simulations where experiments are not possible (for example in the radioactivity section)
A list of possible practicals linked to syllabus sections is provided in Appendix F
Practical work is usually motivating to learners whether it is a class practical or a teacher demonstration but
it should always have a purpose other than entertainment It may
bull develop the skills that the learners need
bull generate enthusiasm
bull illustrate facts or concepts which are being studied
bull provide a stimulus for further study
It may of course accomplish more than one of these
411 Class practicals
Ideally class practicals should be carried out in small groups (two or three learners) In this way students
learn to work co-operatively and can also by discussion develop their understanding of what is taking place
Working in groups also means that less equipment is needed
Candidates entering for Paper 5 will also need to practise on their own as this is what they will need to do in
the practical examination
It is essential to try out a practical activity before asking a class to do it In this way you can anticipate theproblems that they might discover It also gives you a good idea of how long the activity might last learners
will probably take longer than you
It is important that the instructions you give are clear Oral instructions are fine for a simple task but if there
are a number of steps involved a written worksheet is a good idea Such a sheet can be reused each time
the practical is attempted Worksheets are also useful to teachers who are new to teaching your scheme
It is important that learners know why they are carrying out the practical activity They should be
encouraged to re1047298ect on what they are doing so that they are not merely following a set of instructions
but seeing the purpose of the activity Discussion with the teacher is very important in order that learners
understand the significance of the results can draw a conclusion suggest precautions required for reliability
and recognise the variables that should be controlled There should be opportunities for learners to plan andcarry out their own investigations and write their own methods as well as following given instructions
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 4 Classroom practice
14 Cambridge IGCSE Physics
412 Demonstration experiments
There are occasions when an experiment demonstrated by the teacher in front of the class is necessary
or more appropriate but this type of practical should never replace class practical work A practical may be
demonstrated
bull where complex or expensive apparatus is required
bull where the procedure is too dangerous for a class practical
bull where the teacher wishes to demonstrate a technique to be used by the class
413 Risk assessment
It is essential that the risks involved in any practical carried out by a teacher or a learner are assessed What
is safe for a teacher to do may not be safe in a class practical What is safe for one group of learners may
not be safe for another
A risk assessment involves not only the apparatus used and what is to be done with it but also who isdoing it and where
42 Active learningNot every topic in Physics can be taught by means of a memorable experiment but these should be
included wherever possible as well-focused practical work can provide a good opportunity for active
learning
A description or explanation by the teacher is easily forgotten by the learner even if it was understood in the
first place Videos and computer animations can help but they are still lsquopassiversquo The learner is not involved
in lsquodiscoveringrsquo the information
Research has shown that the more a learner is involved in the process of learning the more they retain
More active learning activities include teaching others for example by preparing a presentation practising
doing questions calculations and practical techniques and engaging in group discussion
43 DifferentiationDifferentiation is a way of trying to ensure that members of your group with differing abilities can all access
the material you are delivering There are a number of ways of approaching this problem and again they can
be found in books and on the web They fall into three main categories
bull Differentiation by outcome In this method an open-ended task is set which can be accessed by all eg
lsquoFind out how high a ball bouncesrsquo Learners will produce different results according to their ability but
all of their lsquooutputsrsquo will be valid
bull Differentiation by task Learners are set slightly different tasks based on the same objective This may
involve worksheets which pose questions on the same topic where differing amounts of understanding
are required
bull Differentiation by support All learners undertake the same task but those who are weaker are given
additional support writing frames where a template is provided for them to record their work are one
way of doing this
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 5 Preparing learners for final assessment
15 Cambridge IGCSE Physics
Section 5 Preparing learners for final assessment
Your Physics course will end with your learners being assessed by an external examination It is clearly a
good idea to ensure that they are prepared as well as possible for this There are a number of things to bearin mind when approaching this task
51 Use of past papers mark schemes and Principal Examinersrsquo
ReportsThere are plenty of past papers on Teacher Support These can be downloaded and used to give your
learners practice in answering the type of questions they will meet in the actual examination There are also
mark schemes which will inform you of which answers were considered correct by the examiners The
Principal Examinerrsquos report for each paper will tell you of common errors made by candidates who sat that
paper and the type of answers that showed very good understanding and skill
Work on whole papers should of course be done towards the end of your course but individual questions
can be used as tests at the end of individual topics This can be useful not only when the topic is first
taught but also when it is brie1047298y revised at the end of the course
Examination papers and questions can be set and marked by the teacher but it is also useful for learners to
mark each otherrsquos papers as you go through the answers or to allow learners to mark their own papers as
part of a class exercise as you discuss with them what the correct answers might be
There are different things that need to be borne in mind in the different papers
Papers 1 and 2These papers consist of forty multiple choice questions Each question has four possible responses the
correct answer and three lsquodistractorsrsquo Some of these distractors are intentionally very similar to the correct
answer and it is easy to choose the wrong one especially if a candidate does not read all of the possible
responses and instead opts for the first one which seems lsquoabout rightrsquo
The following are useful pieces of advice for those attempting multiple-choice questions
bull Never leave an answer blank No marks are lost for wrong answers
bull Always read all of the responses before deciding on an answer (see above)
bull Look out for the word lsquonotrsquo as in lsquowhich of the following is notrsquo candidates often get such questionswrong through carelessness
bull If you do not know the correct answer donrsquot just guess cross out any which are obviously wrong first It
is better to guess one of two than one of four
bull Donrsquot spend too long thinking about a difficult question leave it and come back to it later
bull Some questions may involve carrying out a calculation candidates may find it helpful to write out the
relevant equation and working on the question paper
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 5 Preparing learners for final assessment
16 Cambridge IGCSE Physics
Papers 3 and 4
Both of these papers consist of a number of short answer questions together with a smaller number of
questions requiring longer answers In both papers 3 and 4 you will find questions requiring calculations
The following are useful pieces of advice for those attempting these papers
bull If an answer is given more than one mark more than one piece of information is needed
bull In answers involving calculations show your working
bull The number of lines provided for an answer is a guide to the amount of information required
Papers 5 and 6
To prepare for these papers candidates need to have had plenty of experience of practical work during the
IGCSE course Additionally candidates should practise using past papers in order to be familiar with the
amount of work required in the time allowed for the examination Section 7 of the syllabus lists the different
experimental skills tested in papers 5 and 6 Information on the recording and presentation of data is givenin Section 8
52 Command wordsSection 84 in the syllabus gives a very useful list of command words used in examinations and their
meanings These tell candidates about the type of answer that is required For example lsquostatersquo implies
a concise answer with little or no supporting argument whereas lsquosuggestrsquo implies that there are several
acceptable answers and that the candidate is asked to select one
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Section 6 Resources and support
17 Cambridge IGCSE Physics
Section 6 Resources and support
61 Finding and evaluating resourcesTeacher Support is Cambridgersquos online facility for Cambridge teachers It can be found at
httpteacherscieorguk Teacher Support lists many suitable resources including endorsed text books Text
books should be selected depending on the learners needs It is a good idea to have a range of different text
books as a resource for teachers in addition to the one chosen as the class text book
Teacher Support also has a large bank of past papers mark schemes Principal Examinersrsquo reports in
addition to subject specific discussion forums and community pages
There is a huge amount of material available on the internet but this must be used with great care as much
is of relatively poor quality and some contains wrong Physics A very reliable and good source for practical
work is to be found at wwwnuffieldfoundationorgpractical-physics
62 TrainingTeacher Support carries details about training events Face-to-face training events are held in a variety of
countries around the world Here you can meet other IGCSE Physics teachers and take part in training led by
a Cambridge trainer
Online courses spread over a few weeks and designed to help improve your teaching skills are also offered
and short (usually 2 hours) on-line interactive seminars focus on specific issues ndash for example the most
recent examination
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
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Appendices
18 Cambridge IGCSE Physics
Appendices
Appendix A A suggested teaching order (1)
Appendix B A suggested teaching order (2)
Appendix C Sample medium-term plan
Appendix D Sample lesson plan template
Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
Appendix F Suggested practical activities
8182019 0625 Physics Teacher Guide 2014
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix A A suggested teaching order (1)
19 Cambridge IGCSE Physics
Appendix A A suggested teaching order (1)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
LIGHT Start with something the
students already know about
They have all looked in mirrors
This builds confidence at the
beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ELECTRICITY Tackle a difficult topic next ndash itthen has plenty of time to sink in
before the final examinations
Electric charge 421
Current 422
Electro-motive force 423
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix A A suggested teaching order (1)
20 Cambridge IGCSE Physics 20v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ENERGY Another difficult concept that
needs plenty of discussion andtime to absorb The concept of
energy will reappear all through
the course
Energy 171
Energy resources 172
Work 173
Power 174
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
fairly early in the course to give
time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12 Include an investigation of thesimple pendulum Short time
intervals to be measured (part of
11)
Scalars and vectors 155
Pressure 18
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
ac generator 462
Transformer 463
The magnetic effect of a current 464
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix A A suggested teaching order (1)
21 Cambridge IGCSE Physics21 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
Force on a current-carrying conductor 465
dc motor 466
MECHANICS 2 Another more mathematical
section
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
THERMAL PHYSICS Well over half way into
the course now so a more
descriptive section that can be
fairly readily understood
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
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Appendix A A suggested teaching order (1)
22 Cambridge IGCSE Physics 22v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Sound 34
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understood
here there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds ofemission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A final descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
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Appendix B A suggested teaching order (2)
23 Cambridge IGCSE Physics23 Cambridge IGCSE Physics v01
Appendix B A suggested teaching order (2)
The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference
The notes on each section brie1047298y explain the reasoning behind the teaching order
Note that section 11 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics
Topic Syllabus
Section
Notes
MECHANICS 1 This section contains the most
mathematics Some students
find this daunting so it is covered
at the beginning of the course to
give time for plenty of practice
Density 14 amp part
11
Mass and weight 13
Motion 12
Scalars and vectors 155 Include an investigation of the
simple pendulum Short time
intervals to be measured (part of
11)
Pressure 18
Effects of forces 151
Turning effect 152
Conditions for equilibrium 153
Centre of mass 154
Momentum 16
ELECTRICITY Tackle another difficult topic
next ndash it then has plenty of
time to sink in before the final
examinations
Electric charge 421
Current 422
Electro-motive force 423
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix B A suggested teaching order (2)
24 Cambridge IGCSE Physics 24v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
Potential difference 424
Circuit diagrams 431
Series and parallel circuits 432
Resistance 425 Include an investigation of
length and resistance of a wire
Diameter of wire measured with
a micrometer (part of 11)
Electrical working 426
Dangers of electricity 45
LIGHT Next something the students
already know about They have
all looked in mirrors This builds
confidence after the more
difficult beginning of the course
Re1047298ection of light 321
Refraction of light 322
Thin converging lens 323
Dispersion of light 324
ENERGY 1 Another difficult concept that
needs plenty of discussion and
time to absorb The concept of
energy will reappear all through
the course
Energy 171
Work 173
Power 174
ELECTROMAGNETISM Some difficult concepts here but
students should by now have the
confidence to tackle it However
there is still time for the concepts
to be absorbed
Simple phenomena of magnetism 41
Electromagnetic induction 461
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix B A suggested teaching order (2)
25 Cambridge IGCSE Physics25 Cambridge IGCSE Physics v01
Topic Syllabus
Section
Notes
ac generator 462
Transformer 463
The magnetic effect of a current 464
Force on a current-carrying conductor 465
dc motor 466
THERMAL PHYSICS Well over half way into the
course but students can be
encouraged that all the most
difficult concepts have now beencovered
States of matter 211
Molecular model 212
Evaporation 213
Pressure changes 214
Thermal expansion of solids liquids and
gases
221
Measurement of temperature 222
Thermal capacity 223
Melting and boiling 224
Conduction 231
Convection 232
Radiation 233
Consequences of energy transfer 234
WAVES Another largely descriptive
section with a challenge to
understand diffraction
General wave properties 31
Electromagnetic spectrum 33
Sound 34
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix B A suggested teaching order (2)
26 Cambridge IGCSE Physics 26v01 Cambridge IGCSE Physics
Topic Syllabus
Section
Notes
ATOMIC AND NUCLEAR PHYSICS The final examinations approach
Once the basics are understoodhere there is not too much to
learn
Atomic model 511
Nucleus 512
Detection of radioactivity 521
Characteristics of the three kinds of
emission
522
Radioactive decay 523
Half-life 524
Safety precautions 525
ELECTRONICS A descriptive section as the
examinations are close This can
provide a break from revision to
maintain interest
Action and use of circuit components 432
Digital electronics 433
ENERGY 2 A final descriptive section that is
quite easy for students to absorb
before the examinations
Energy resources 172
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
8182019 0625 Physics Teacher Guide 2014
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix C Sample medium-term plan
27 Cambridge IGCSE Physics27 Cambridge IGCSE Physics v01
Appendix C Sample medium-term plan
Syllabus
Reference
Learning objective Teaching
activities
Resources
Re1047298ection of
light 321
CORE Describe the formation
of an optical image by a
plane mirror and give its
characteristics
SUPPLEMENT Recall that
the image in a plane mirror is
virtual
Class practical to
find the position
of the image in
a plane mirror by
the method of no
parallax
Optics pins plane
mirror and holder
cork mat or similar
(for pins to stick
in) plain A4 paper
321 CORE recall and use the law
angle of incidence = angle of
re1047298ection
SUPPLEMENT Perform simple
constructions measurements
and calculations for re1047298ection
by plane mirrors
Class practical
to investigate
relationship
between angle
of incidence and
angle of re1047298ection
using a plane
mirror
Ray box plane
mirror and holder
plain A4 paper
Refraction
of light
322
CORE Describe an
experimental demonstration of
the refraction of light
Use the terminology for theangle of incidence i and angle
of refraction r and describe
the passage of light through
parallel-sided transparent
material
SUPPLEMENT Recall and use
the definition of refractive index
n in terms of speed Recall and
use the equation
sini sinr = n
Class practicals
showing refraction
(eg pencil half in
water)
Class practical
tracing the
passage of rays
through a parallel-
sided transparent
block
Pencils or wooden
rods 250cm3
beakers water
Optics pinstransparent block
cork mat or similar
(for pins to stick
in) plain A4 paper
322 CORE Give the meaning of
critical angle
Describe internal and total
internal re1047298ection
SUPPLEMENT Recall and use
n = 1 sinc
Describe and explain the actionof optical fibres particularly in
medicine and communications
technology
Class practicals
showing internal
and total internal
re1047298ection
Ray box semi-
circular transparent
block plain A4
paper
Examples of
optical fibres
eg table lamps
childrenrsquos toys
etc
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix C Sample medium-term plan
28 Cambridge IGCSE Physics 28v01 Cambridge IGCSE Physics
Syllabus
Reference
Learning objective Teaching
activities
Resources
Thin
converginglens
323
CORE Describe the action of a
thin converging lens on a beamof light
Use the terms principal focus
and focal length
Draw ray diagrams for the
formation of a real image by a
single lens
SUPPLEMENT Draw and use
ray diagrams for the formation
of a virtual image by a singlelens
Class practicals
showing passageof rays of light
through a thin
converging lens
Class exercise
in drawing ray
diagrams
Cylindrical
converging lensray box with three
slits plain A4
paper
Graph or squared
paper
323 CORE Describe the nature
of an image using the terms
enlargedsame sizediminished
and uprightinverted
SUPPLEMENT Use and
describe the use of a single
lens as a magnifying glass
Show understanding of the
terms real image and virtual
image
Class practicals to
show formation
of enlarged
and diminished
images
Illuminated object
converging lens
with holder
screen metre rule
Dispersion
of light
324
CORE Give a qualitative
account of the dispersion of
light as shown by the action on
light of a glass prism including
the seven colours of the
spectrum in their correct order
SUPPLEMENT recall thatlight of a single frequency is
described as monochromatic
Class practicals
or teacher
demonstration to
show dispersion
60deg glass prism
ray box screen
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix D Sample lesson plan template
29 Cambridge IGCSE Physics29 Cambridge IGCSE Physics v01
Appendix D Sample lesson plan template
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Lesson objectives
Vocabulary
terminology and
phrases
Previous learning
Plan
Planned
timings
Planned activities Resources
Beginning
Middle
End
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix D Sample lesson plan template
30 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Re1047298ection and evaluation
Re1047298ection
Were the lessonobjectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work well
Did I stick to timings
What changes did I make
from my plan and why
Evaluation
Summary evaluation
What two things went really well (consider both teaching and learning)
1
2
What two things would have improved the lesson (consider both teaching and learning)
1
2
What have I learned from this lesson about the class or individuals that will inform my next
lesson
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
31 Cambridge IGCSE Physics
Appendix E Sample plan for a 70 minute lesson on the law of
re1047298ection
Lesson School
Date Teacher name
Class Number present Absent
Learning objective(s)
that this lesson is
contributing to
Recall and use the law angle of incidence = angle of re1047298ection
Lesson objectives Investigate i = r practically Understand the term lsquonormalrsquo
Record readings in a table Draw a conclusion understanding the
concept of lsquowithin the limits of experimental accuracyrsquo Appreciate the
precautions taken to improve reliability
Vocabulary
terminology and
phrases
Angle of incidence angle of re1047298ection normal precaution
experimental accuracy
Previous learning Experiment to find the position of the image in a plane mirror Students
will have already been challenged about the difference between
recording actual readings and writing down lsquoexpectedrsquo readings
Plan
Planned
timings
Planned activities Resources
Beginning
5 mins
10 mins
Reminder of previous experiment then quick
look at plane mirrors to see different parts of the
room according to the angle that the mirror is
held at
Describe experiment to be carried out
Plane mirrors
Middle
35 mins
Students collect apparatus and carry out
experiment
Ray box plane mirror and
holder plain A4 paper (for
each pair of students)
End
20 mins
Go round class asking each group to tell the
class their readings Discuss as necessary if any
appear to have lsquoexactrsquo results Highly unlikely
due to inherent inaccuracies Discuss idea oflsquowithin the limits of experimental accuracyrsquo
Discuss conclusion Class writes conclusion
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix E Sample plan for a 70 minute lesson on the law of re1047298ection
32 Cambridge IGCSE Physics
Additional information
Differentiation ndash how
do you plan to give
more support How doyou plan to challenge
the more able learners
Assessment ndash how are
you planning to check
learnersrsquo learning
Health and safety check
ICT links
Pre-prepared readings
table for some students
Test understanding
of practical skills by
discussion
Test knowledge of
terminology and law of
re1047298ection in subsequent
class test
Watch for broken or chipped mirrors
Warn about hot lamp in ray box
Re1047298ection and evaluation
Re1047298ection
Were the lesson
objectives realistic
What did the students
learn today
What was the learning
atmosphere like
Did my planned
differentiation work wellDid I stick to timings
What changes did I make
from my plan and why
Evaluation
Some needed help to construct the readings table Some were too
careless locating the position of the rays and keeping the mirror in
position
Experiment generally went well though
Summary evaluation
What two things went really well (consider both teaching and learning)
1 Conveying the idea of lsquowithin the limits of experimental accuracyrsquo
2 Sensible handling of apparatus
What two things would have improved the lesson (consider both teaching and learning)
1 Clearer description of how to mark the rays
2 A short activityvideo clipquiz related to re1047298ection to end the lessonWhat have I learned from this lesson about the class or individuals that will inform my next
lesson
One group was very slow to actually start the experiment and had only three sets of readings when
the others had finished
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix F Suggested practical activities
33 Cambridge IGCSE Physics
Appendix F Suggested practical activities
Opportunities for Practical Activities
Syllabus reference Practical Activity
1 General physics
11 Length and time
Core
bull Use and describe the use of rules and measuring
cylinders to calculate a length or a volume
bull Use and describe the use of clocks and devices for
measuring an interval of time
Supplement
bull Use and describe the use of a mechanical method
for the measurement of a small distancebull Measure and describe how to measure a short
interval of time (including the period of a pendulum)
This section will be covered practically during
the course Investigation of a pendulum
provides opportunity for an investigative
practical The diameter of the pendulum bob
could be measured with a micrometer as
part of the investigation covering the use of
a mechanical method for measurement of a
small distance
12 Speed velocity and acceleration
Core
bull Define speed and calculate average speed from
total time
total distance
bull Plot and interpret a speedtime graph or a distance-
time graph
bull Recognise from the shape of a speed-time graph
when a body is
ndash at rest
ndash moving with constant speed
ndash moving with changing speed
bull Calculate the area under a speed-time graph to work
out the distance travelled for motion with constant
acceleration
bull Demonstrate understanding that acceleration is
related to changing speed
bull State that the acceleration of free fall for a body near
to the Earth is constant
Supplement
bull Distinguish between speed and velocity
bull Recognise linear motion for which the
bull acceleration is constant and calculate the
acceleration
bull Recognise motion for which the acceleration is not
constant
bull Describe qualitatively the motion of bodies falling
in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
Many opportunities to use apparatus such as
dynamics trolleys Graph plotting skills can be
included
Students aiming for the Extended Paper
can use (or see demonstrated) a free fall
apparatus to determine the acceleration of
free fall g
An investigation of freely falling bodies
(including model parachutes) can be carried
out to illustrate the concept of terminal
velocity
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix F Suggested practical activities
34 Cambridge IGCSE Physics
13 Mass and weight
Core
bull Show familiarity with the idea of the mass of a body
bull State that weight is a gravitational forcebull Distinguish between mass and weight
bull Recall and use the equation W = mg
bull Demonstrate understanding that weights (and hence
masses) may be compared using a balance
Supplement
bull Demonstrate an understanding that mass is a
property that lsquoresistsrsquo change in motion
bull Describe and use the concept of weight as the
effect of a gravitational field on a mass
Students should become familiar with mass
and weight as they carry out a number of
experiments during the course
14 DensityCore
bull Recall and use the equation ρ =m
V bull Describe an experiment to determine the density of
a liquid and of a regularly shaped solid by the method
of displacement and make the necessary calculation
bull Describe the determination of the density of
an irregularly shaped solid by the method of
displacement
bull Predict whether an object will 1047298oat based on density
data
Opportunity here to use the displacement
method to find density in addition to mass
and volume determinations for regularly
shaped solids and for liquids
The approximate density of a pupil can
be determined by knowing the mass and
calculating volume by regarding the body
as made up of a number of cylinders with a
sphere on top
Note that specific experiments are part of the
syllabus here
15 Forces
151 Effects of forces
Core
bull Recognise that a force may produce a change in size
and shape of a body
bull Plot and interpret extension-load graphs and
describe the associated experimental procedure
bull Describe the ways in which a force may change the
motion of a bodybull Find the resultant of two or more forces acting along
the same line
bull Recognise that if there is no resultant force on
a body it either remains at rest or continues at
constant speed in a straight line
bull Understand friction as the force between two
surfaces which impedes motion and results in heating
bull Recognise air resistance as a form of friction
Opportunities for stretching spring type class
experiments Note that a specific experiment
is part of the syllabus here A standard
lsquoexpendablersquo steel spring can be used and
lsquofollow-uprsquo experiment with a homemade
copper spring (wind about 1m of 26swg bare
copper wire around a pencil to make the
spring) to show the effect when the elasticlimit is exceeded Plenty of opportunities
here for practising graph skills A collection
of elastic bands can be used to follow this
work with an investigation (effects of length
thickness of elastic band on extension
produced by loads)
Opportunities for class experiments and
demonstrations of circular motion
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix F Suggested practical activities
35 Cambridge IGCSE Physics
15 Forces (Continued)
151 Effects of forces
Supplement
bull State Hookersquos Law and recall and use the expressionF = k x where k is the spring constant
bull Recognise the significance of the term lsquolimit of
proportionalityrsquo for an extension-load graph
bull Recall and use the relation between force mass and
acceleration (including the direction) F = ma
bull Describe qualitatively motion in a circular path due to
a perpendicular force
(F = mv 2 r is not required)
152 Turning effect
Corebull Describe the moment of a force as a measure of its
turning effect and give everyday examples
bull Understand that increasing force or distance from
the pivot increases the moment of a force
bull Calculate moment using the product force times
perpendicular distance from the pivot
bull Apply the principle of moments to the balancing of a
beam about a pivot
Supplement
bull Apply the principle of moments to differentsituations
Note that a specific experiment is part of thesyllabus here
There is a variety of class experiments
that can be done illustrate the Principle of
Moments with good opportunities to practise
recording skills and drawing conclusions
153 Conditions for equilibrium
Core
bull Recognise that when there is no resultant force and
no resultant turning effect a system is in equilibrium
Supplement
bull Perform and describe an experiment (involving
vertical forces) to show that there is no net moment
on a body in equilibrium
Note that a particular type of experiment is
required here
154 Centre of mass
Core
bull Perform and describe an experiment to determine
the position of the centre of mass of a plane lamina
bull Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects
Note that a specific experiment is part of the
syllabus here
The standard experiment expected is
ideal for class participation There are
many opportunities for experiments and
demonstrations to illustrate how stability
depends on the position of centre of mass
and the size of the base of an object
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix F Suggested practical activities
36 Cambridge IGCSE Physics
155 Scalars and vectors
Supplement
bull Understand that vectors have a magnitude and
direction
bull Demonstrate an understanding of the difference
between scalars and vectors and give common
examples
bull Determine graphically the resultant of two vectors
16 Momentum
bull Understand the concepts of momentum and impulse
bull Recall and use the equation
momentum = mass times velocity p =mv
bull Recall and use the equation for impulse
Ft = mv ndash mu
bull Apply the principle of the conservation of
momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins
or Newtonrsquos cradle (for example) can be used
to show the idea Momentum experiments
using dynamics trolleys can be used for
quantitative work
17 Energy work and power
171 Energy
Core
bull Identify changes in kinetic gravitational potential
chemical elastic (strain) nuclear and internal energy
that have occurred as a result of an event or process
bull Recognise that energy is transferred during eventsand processes including examples of transfer by
forces (mechanical working) by electrical currents
(electrical working) by heating and by waves
bull Apply the principle of energy conservation to simple
examples
Supplement
bull Recall and use the expressions
kinetic energy = frac12mv 2 and change in gravitational
potential energy = mg ∆h
bull Apply the principle of conservation of energy to
examples involving multiple stages
bull Explain that in any event or process the energy tends
to become more spread out among the objects and
surroundings (dissipated)
Toy cars on 1047298exible tracks can be used to
show the conversion of gravitational potential
energy to kinetic energy
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix F Suggested practical activities
37 Cambridge IGCSE Physics
172 Energy resources
Core
bull Describe how electricity or other useful forms of
energy may be obtained from
ndash chemical energy stored in fuel
ndash water including the energy stored in waves in
tides and in water behind hydroelectric dams
ndash geothermal resources
ndash nuclear fission
ndash heat and light from the Sun (solar cells and
panels)
ndash wind
bull Give advantages and disadvantages of each method
in terms of renewability cost reliability scale and
environmental impact
bull Show a qualitative understanding of efficiency
Supplement
bull Understand that the Sun is the source of energy for
all our energy resources except geothermal nuclear
and tidal
bull Show an understanding that energy is released by
nuclear fusion in the Sun
bull Recall and use the equation
efficiency = energy input
useful energy output
times 100
efficiency =power input
usefulpower output times 100
173 Work
Core
bull Demonstrate understanding that
work done = energy transferred
bull Relate (without calculation) work done to the
magnitude of a force and the distance moved in the
direction of the force
Supplement
bull Recall and use W = Fd = ∆E
Opportunity for simple quick class
experiments measuring forces required to
move objects over measured distances
174 Power
Core
bull Relate (without calculation) power to work done and
time taken using appropriate examples
Supplement
bull Recall and use the equation P = ∆E t in simple
systems
Opportunity for class experiments involving
students calculating personal power
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
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Appendix F Suggested practical activities
38 Cambridge IGCSE Physics
18 Pressure
Core
bull Recall and use the equation p = F A
bull Relate pressure to force and area using appropriateexamples
bull Describe the simple mercury barometer and its use
in measuring atmospheric pressure
bull Relate (without calculation) the pressure beneath
a liquid surface to depth and to density using
appropriate examples
bull Use and describe the use of a manometer
Supplement
bull Recall and use the equation p = hρ g
Opportunity for class experiment in which
students determine the pressure on the 1047298oor
due to their own weight
Simple manometers can be used
Opportunity for demonstration experiments to
show pressure in a liquid increases with depth
and pressure in a liquid acts in all directions
2 Thermal physics
21 Simple kinetic molecular model of matter
211 States of matter
Core
bull State the distinguishing properties of solids liquids
and gases
212 Molecular model
Core
bull Describe qualitatively the molecular structure of
solids liquids and gases
bull Interpret the temperature of a gas in terms of the
motion of its molecules
bull Describe qualitatively the pressure of a gas in terms
of the motion of its molecules
bull Show an understanding of the random motion of
particles in a suspension as evidence for the kinetic
molecular model of matter
bull Describe this motion (sometimes known as
Brownian motion) in terms of random molecular
bombardment
Supplement
bull Relate the properties of solids liquids and gases to
the forces and distances between molecules and to
the motion of the molecules
bull Explain pressure in terms of the change of
momentum of the particles striking the walls
creating a force
bull Show an appreciation that massive particles may be
moved by light fast-moving molecules
Brownian Motion experiment (eg using
smoke cells viewed under a microscope)
Opportunity to use students themselves to
model the behaviour of atoms and molecules
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
39 Cambridge IGCSE Physics
213 Evaporation
Core
bull Describe evaporation in terms of the escape of
more-energetic molecules from the surface of a
liquid
bull Relate evaporation to the consequent cooling of the
liquid
Supplement
bull Demonstrate an understanding of how temperature
surface area and draught over a surface in1047298uence
evaporation
bull Explain the cooling of a body in contact with an
evaporating liquid
Opportunity for simple class experiments
showing evaporation and the cooling effect
214 Pressure changes
Core
bull Describe qualitatively in terms of molecules the
effect on the pressure of a gas of
ndash a change of temperature at constant volume
ndash a change of volume at constant temperature
Supplement
bull Recall and use the equation pV = constant for a fixed
mass of gas at constant temperature
Opportunity for Boylersquos Law demonstration
experiment
22 Thermal properties and temperature
221 Thermal expansion of solids liquids and gasesCore
bull Describe qualitatively the thermal expansion of
solids liquids and gases at constant pressure
bull Identify and explain some of the everyday
applications and consequences of thermal expansion
Supplement
bull Explain in terms of the motion and arrangement of
molecules the relative order of the magnitude of the
expansion of solids liquids and gases
Opportunity for demonstration experiments to
show expansion of a metal rod and the force
of expansion (bar-breaker experiment)
Also the expansion of a liquid (water) using
a round-bottom 1047298ask and tube (model
thermometer) and the expansion of a gas (air)
using the lsquofountainrsquo experiment
222 Measurement of temperature
Core
bull Appreciate how a physical property that varies with
temperature may be used for the measurement of
temperature and state examples of such properties
bull Recognise the need for and identify fixed points
bull Describe and explain the structure and action of
liquid-in-glass thermometers
Opportunity for heating and cooling curve
experiments giving graph plotting practice and
possible investigation activities
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Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4255
Appendix F Suggested practical activities
40 Cambridge IGCSE Physics
22 Thermal properties and temperature
222 Measurement of temperature
Supplement
bull Demonstrate understanding of sensitivity range andlinearity
bull Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
223 Thermal capacity (heat capacity)
Core
bull Relate a rise in the temperature of a body to an
increase in internal energy
bull Show an understanding of what is meant by the
thermal capacity of a body
Supplement
bull Give a simple molecular account of an increase in
internal energy
bull Recall and use the equation thermal capacity = mc
bull Describe an experiment to measure the specific heat
capacity of a substance
bull Recall and use the equation
change in energy = mc ∆θ
Note that a specific experiment is part of the
syllabus here
Class experiment to determine specific heat
capacity (or if necessary a demonstration
experiment)
224 Melting and boiling
Core
bull Describe melting and boiling in terms of energy input
without a change in temperature
bull State the meaning of melting point and boiling point
bull Describe condensation and solidification in terms of
molecules
Supplement
bull Distinguish between boiling and evaporation
bull Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
bull Define specific latent heat
bull Describe an experiment to measure specific latent
heats for steam and for ice
bull Recall and use the equation energy = ml
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiments to
determine the specific latent heats for steam
and for ice
Opportunity for class experiment to
investigate cooling curve for stearic acid
(melting point around 60 983151C) as it soli difies
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4455
Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4555
Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4355
Appendix F Suggested practical activities
41 Cambridge IGCSE Physics
23 Thermal processes
231 Conduction
Core
bull Describe experiments to demonstrate the propertiesof good and bad conductors of heat
Supplement
bull Give a simple molecular account of heat transfer
in solids including lattice vibration and transfer by
electrons
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat
232 Convection
Core
bull Recognise convection as an important method of
thermal transfer in 1047298uids
bull Relate convection in 1047298uids to density changes anddescribe experiments to illustrate convection
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
illustrate convection in liquids (water) andgases (air)
233 Radiation
Core
bull Identify infra-red radiation as part of the
electromagnetic spectrum
bull Recognise that thermal energy transfer by radiation
does not require a medium
bull Describe the effect of surface colour (black or
white) and texture (dull or shiny) on the emission
absorption and re1047298ection of radiationSupplement
bull Describe experiments to show the properties of
good and bad emitters and good and bad absorbers
of infra-red radiation
bull Show understanding that the amount of radiation
emitted also depends on the surface temperature
and surface area of a body
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments to
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation
234 Consequences of energy transfer
Core
bull Identify and explain some of the everyday
applications and consequences of conduction
convection and radiation
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4555
Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
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Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
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Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
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Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
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Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
42 Cambridge IGCSE Physics
3 Properties of waves including light and sound
31 General wave properties
Core
bull Demonstrate understanding that waves transferenergy without transmitting matter
bull Describe what is meant by wave motion as
illustrated by vibration in ropes and springs and by
experiments using water waves
bull Use the term wavefront
bull Give the meaning of speed frequency wavelength
and amplitude
bull Distinguish between transverse and longitudinal
waves and give suitable examples
bull Describe how waves can undergo
ndash re1047298ection at a plane surface
ndash refraction due to a change of speed
ndash diffraction through a narrow gap
bull Describe the use of water waves to demonstrate
re1047298ection refraction and diffraction
Supplement
bull Recall and use the equation v = f λ
bull Describe how wavelength and gap size affects
diffraction through a gap
bull Describe how wavelength affects diffraction at anedge
Opportunity for class and demonstration
experiments to illustrate wave motion using
lsquoSlinkyrsquo springs ropes etc
Note that a specific experiment is part of the
syllabus here
A ripple tank can be used to show re1047298ection
refraction and diffraction of water waves
32 Light
321 Re1047298ection of light
Core
bull Describe the formation of an optical image by a
plane mirror and give its characteristics
bull Recall and use the law
angle of incidence = angle of re1047298ection
Supplement
bull Recall that the image in a plane mirror is virtual
bull Perform simple constructions measurements and
calculations for re1047298ection by plane mirrors
Opportunity for class experiments using
optics pins and ray boxes to show the position
of an image in a plane mirror and the law of
re1047298ection
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Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5155
Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4555
Appendix F Suggested practical activities
43 Cambridge IGCSE Physics
322 Refraction of light
Core
bull Describe an experimental demonstration of the
refraction of light
bull Use the terminology for the angle of incidence i and
angle of refraction r and describe the passage of
light through parallel-sided transparent material
bull Give the meaning of critical angle
bull Describe internal and total internal re1047298ection
Supplement
bull Recall and use the definition of refractive index n in
terms of speed
bull Recall and use the equationsinrsini
= n
bull Recall and use n = sinc1
bull Describe and explain the action of optical fibres
particularly in medicine and communications
technology
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction critical angle and total internal
re1047298ection
323 Thin converging lens
Core
bull Describe the action of a thin converging lens on a
beam of light
bull Use the terms principal focus and focal length
bull Draw ray diagrams for the formation of a real image
by a single lens
bull Describe the nature of an image using the terms
enlargedsame sizediminished and uprightinverted
Supplement
bull Draw and use ray diagrams for the formation of a
virtual image by a single lens
bull Use and describe the use of a single lens as a
magnifying glass
bull Show understanding of the terms real image and
virtual image
Opportunity for class experiments using
converging lenses
324 Dispersion of light
Core
bull Give a qualitative account of the dispersion of light
as shown by the action on light of a glass prism
including the seven colours of the spectrum in their
correct order
Supplement
bull Recall that light of a single frequency is described as
monochromatic
Opportunity for class or demonstration
experiments to show dispersion of white light
using a glass or Perspex prism
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4655
Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4755
Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4855
Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4955
Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5055
Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5155
Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4655
Appendix F Suggested practical activities
44 Cambridge IGCSE Physics
33 Electromagnetic spectrum
Core
bull Describe the main features of the electromagnetic
spectrum in order of wavelength
bull State that all em waves travel with the same high
speed in a vacuum
bull Describe typical properties and uses of radiations
in all the different regions of the electromagnetic
spectrum including
ndash radio and television communications (radio
waves)
ndash satellite television and telephones (microwaves)
ndash electrical appliances remote controllers for
televisions and intruder alarms (infra-red)
ndash medicine and security (X-rays)
bull Demonstrate an awareness of safety issues
regarding the use of microwaves and X-rays
Supplement
bull State that the speed of electromagnetic waves in a
vacuum is 30 times 108 m s and is approximately the
same in air
34 Sound
Core
bull Describe the production of sound by vibrating
sources
bull Describe the longitudinal nature of sound waves
bull State that the approximate range of audible
frequencies for a healthy human ear is 20 Hz to
20 000 Hz
bull Show an understanding of the term ultrasound
bull Show an understanding that a medium is needed to
transmit sound waves
bull Describe an experiment to determine the speed of
sound in air
bull Relate the loudness and pitch of sound waves to
amplitude and frequency
bull Describe how the re1047298ection of sound may produce
an echo
Supplement
bull Describe compression and rarefaction
bull State typical values of the speed of sound in gases
liquids and solids
Opportunity for class experiments using a
variety of musical instruments tuning forks
etc to describe the production of sound by
vibrating sources
Note that a specific experiment is part of the
syllabus here
A simple experiment to determine the speed
of sound in air involving timing the delay
between seeing a sound being produced
and hearing it a significant distance away or
a similar method using the echo from a large
building is appropriate here
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4755
Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4855
Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4955
Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5055
Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5155
Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4755
Appendix F Suggested practical activities
45 Cambridge IGCSE Physics
4 Electricity and magnetism
41 Simple phenomena of magnetism
Core
bull Describe the forces between magnets and betweenmagnets and magnetic materials
bull Give an account of induced magnetism
bull Distinguish between magnetic and non-magnetic
materials
bull Describe methods of magnetisation to include
stroking with a magnet use of dc in a coil and
hammering in a magnetic field
bull Draw the pattern of magnetic field lines around a bar
magnet
bull Describe an experiment to identify the pattern of
magnetic field lines including the direction
bull Distinguish between the magnetic properties of soft
iron and steel
bull Distinguish between the design and use of
permanent magnets and electromagnets
Note that a specific experiment is part of the
syllabus here
Opportunity for class experiments using
magnets iron filings and plotting compasses
Opportunity for class experiments using
iron cores and lengths of wire to make and
investigate electromagnets
42 Electrical quantities
421 Electric charge
Core
bull State that there are positive and negative charges
bull State that unlike charges attract and that like chargesrepel
bull Describe simple experiments to show the production
and detection of electrostatic charges
bull State that charging a body involves the addition or
removal of electrons
bull Distinguish between electrical conductors and
insulators and give typical examples
Supplement
bull State that charge is measured in coulombs
bull State that the direction of an electric field at a pointis the direction of the force on a positive charge at
that point
bull Describe an electric field as a region in which an
electric charge experiences a force
bull Describe simple field patterns including the field
around a point charge the field around a charged
conducting sphere and the field between two
parallel plates (not including end effects)
bull Give an account of charging by induction
bull Recall and use the simple electron model to
distinguish between conductors and insulators
Note that specific experiments are part of the
syllabus here
Class and demonstration experiments toshow the production detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4855
Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4955
Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5055
Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5155
Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4855
Appendix F Suggested practical activities
46 Cambridge IGCSE Physics
422 Current
Core
bull State that current is related to the 1047298ow of charge
bull Use and describe the use of an ammeter bothanalogue and digital
bull State that current in metals is due to a 1047298ow of
electrons
Supplement
bull Show understanding that a current is a rate of 1047298ow
of charge and recall and use the equation I = Q t
bull Distinguish between the direction of 1047298ow of
electrons and conventional current
Opportunity for class experiments using
simple circuits with an ammeter
423 Electromotive force
Corebull State that the emf of an electrical source of energy
is measured in volts
Supplement
bull Show understanding that emf is defined in terms
of energy supplied by a source in driving charge
round a complete circuit
424 Potential difference
Core
bull State that the potential difference across a circuit
component is measured in volts
bull Use and describe the use of a voltmeter both
analogue and digital
Supplement
bull Recall that 1 V is equivalent to 1 J C
425 Resistance
Core
bull State that resistance = pd current and understand
qualitatively how changes in pd or resistance affect
current
bull Recall and use the equation R = V I
bull Describe an experiment to determine resistance
using a voltmeter and an ammeter
bull Relate (without calculation) the resistance of a wire
to its length and to its diameter
Supplement
bull Sketch and explain the current-voltage characteristic
of an ohmic resistor and a filament lamp
bull Recall and use quantitatively the proportionality
between resistance and length and the inverse
proportionality between resistance and cross-
sectional area of a wire
Note that a specific experiment is part of the
syllabus here
Class experiment to determine resistance
using a voltmeter and an ammeter
Opportunity for class investigation style
experiments to relate the resistance of a wire
to its length and cross-sectional area
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4955
Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5055
Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5155
Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 4955
Appendix F Suggested practical activities
47 Cambridge IGCSE Physics
426 Electrical working
Core
bull Understand that electric circuits transfer energy
from the battery or power source to the circuit
components then into the surroundings
Supplement
bull Recall and use the equations P = I V and E = I Vt
43 Electric circuits
431 Circuit diagrams
Core
bull Draw and interpret circuit diagrams containing
sources switches resistors (fixed and variable)
heaters thermistors light-dependent resistors
lamps ammeters voltmeters galvanometersmagnetising coils transformers bells fuses and
relays
Supplement
bull Draw and interpret circuit diagrams containing
diodes
432 Series and parallel circuits
Core
bull Understand that the current at every point in a series
circuit is the same
bull Give the combined resistance of two or moreresistors in series
bull State that for a parallel circuit the current from the
source is larger than the current in each branch
bull State that the combined resistance of two resistors
in parallel is less than that of either resistor by itself
bull State the advantages of connecting lamps in parallel
in a lighting circuit
Supplement
bull Calculate the combined emf of several sources in
parallel bull Recall and use the fact that the sum of the pds
across the components in a series circuit is equal to
the total pd across the supply
bull Recall and use the fact that the current from the
source is the sum of the currents in the separate
branches of a parallel circuit
bull Calculate the effective resistance of two resistors in
parallel
Opportunity for class experiments using
series and parallel circuits with ammeters
voltmeters and other components (lamps
variable resistors etc)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5055
Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5155
Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5055
Appendix F Suggested practical activities
48 Cambridge IGCSE Physics
433 Action and use of circuit components
Core
bull Describe the action of a variable potential divider
(potentiometer)
bull Describe the action of thermistors and light-
dependent resistors and show understanding of their
use as input transducers
bull Describe the action of a relay and show
understanding of its use in switching circuits
Supplement
bull Describe the action of a diode and show
understanding of its use as a rectifier
bull Recognise and show understanding of circuits
operating as light-sensitive switches and
temperature-operated alarms (to include the use ofa relay)
Opportunity for a variety of class experiments
using circuits with potential dividers
thermistors capacitors relays diodes light-
dependent resistors transistors etc
44 Digital electronics
Supplement
bull Explain and use the terms analogue and digital in
terms of continuous variation and highlow states
bull Describe the action of NOT AND OR NAND and
NOR gates
bull Recall and use the symbols for logic gates
bull Design and understand simple digital circuits
combining several logic gates
bull Use truth tables to describe the action of individual
gates and simple combinations of gates
Opportunity for a variety of class experiments
using logic gates
45 Dangers of electricity
Core
bull State the hazards of
ndash damaged insulation
ndash overheating of cables
ndash damp conditions
bull State that a fuse protects a circuitbull Explain the use of fuses and circuit breakers and
choose appropriate fuse ratings and circuit-breaker
settings
bull Explain the benefits of earthing metal cases
Opportunity for class or demonstration
experiments to show the action of a fuse
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5155
Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5155
Appendix F Suggested practical activities
49 Cambridge IGCSE Physics
46 Electromagnetic effects
461 Electromagnetic induction
Core
bull Show understanding that a conductor movingacross a magnetic field or a changing magnetic field
linking with a conductor can induce an emf in the
conductor
bull Describe an experiment to demonstrate
electromagnetic induction
bull State the factors affecting the magnitude of an
induced emf
Supplement
bull Show understanding that the direction of an induced
emf opposes the change causing it
bull State and use the relative directions of force field
and induced current
Note that a specific experiment is part of the
syllabus here
Class or demonstration experiment using a
coil sensitive meter and a magnet to show
that a changing magnetic field can induce an
emf in a circuit
462 ac generator
Core
bull Distinguish between direct current (dc) and
alternating current (ac)
Supplement
bull Describe and explain a rotating-coil generator and
the use of slip rings
bull Sketch a graph of voltage output against time for asimple ac generator
bull Relate the position of the generator coil to the peaks
and zeros of the voltage output
463 Transformer
Core
bull Describe the construction of a basic transformer
with a soft-iron core as used for voltage
transformations
bull Recall and use the equation (V p V s) = (N p N s)
bull Understand the terms step-up and step-down
bull Describe the use of the transformer in high-voltage
transmission of electricity
bull Give the advantages of high-voltage transmission
Supplement
bull Describe the principle of operation of a transformer
bull Recall and use the equation I p V p = I s V s
(for 100 efficiency)
bull Explain why power losses in cables are lower when
the voltage is high
Opportunity for a demonstration experiment
using a lsquodemountable transformerrsquo kit (if
available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5255
Appendix F Suggested practical activities
50 Cambridge IGCSE Physics
464 The magnetic effect of a current
Core
bull Describe the pattern of the magnetic field (including
direction) due to currents in straight wires and in
solenoids
bull Describe applications of the magnetic effect of
current including the action of a relay
Supplement
bull State the qualitative variation of the strength of the
magnetic field over salient parts of the pattern
bull State that the direction of a magnetic field line at a
point is the direction of the force on the N pole of a
magnet at that point
bull Describe the effect on the magnetic field of
changing the magnitude and direction of the current
Opportunity for class and demonstration
experiments to show the pattern of the
magnetic field due to the current in straight
wires and solenoids using iron filings andplotting compasses
465 Force on a current-carrying conductor
Core
bull Describe an experiment to show that a force acts
on a current-carrying conductor in a magnetic field
including the effect of reversing
ndash the current
ndash the direction of the field
Supplement
bull State and use the relative directions of force fieldand current
bull Describe an experiment to show the corresponding
force on beams of charged particles
Note that specific experiments are part of the
syllabus here
The lsquocatapultrsquo experiment or similar to
show that a force acts on a current-carrying
conductor in a magnetic field
Demonstration experiment to show the
force on beams of charged particles using a
lsquoTeltronrsquo tube
466 dc motor
Core
bull State that a current-carrying coil in a magnetic field
experiences a turning effect and that the effect is
increased by
ndash increasing the number of turns on the coil
ndash increasing the current ndash increasing the strength of the magnetic field
Supplement
bull Relate this turning effect to the action of an electric
motor including the action of a split-ring commutator
Opportunity for class experiments where
students make electric motors using simple
dc motor kits
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
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Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5355
Appendix F Suggested practical activities
51 Cambridge IGCSE Physics
5 Atomic physics
51 The nuclear atom
511 Atomic model
Core
bull Describe the structure of an atom in terms of a
positive nucleus and negative electrons
Supplement
bull Describe how the scattering of α-particles by thin
metal foils provides evidence for the nuclear atom
512 Nucleus
Core
bull Describe the composition of the nucleus in terms of
protons and neutrons
bull State the charges of protons and neutrons
bull Use the term proton number Z
bull Use the term nucleon number A
bull Use the term nuclide and use the nuclide notationAZ X
bull Use and explain the term isotope
Supplement
bull State the meaning of nuclear fission and nuclear
fusion
bull Balance equations involving nuclide notation
52 Radioactivity
521 Detection of radioactivity
Core
bull Demonstrate understanding of background radiation
bull Describe the detection of α-particles β-particles and
γ-rays (β + are not included β-particles will be taken
to refer to β ndash)
522 Characteristics of the three kinds of emission
Core
bull Discuss the random nature of radioactive emission
bull Identify α β and γ-emissions by recalling
ndash their nature
ndash their relative ionising effects
ndash their relative penetrating abilities
(β+ are not included β-particles will be taken to
refer to β ndash)
Supplement
bull Describe their de1047298ection in electric fields and in
magnetic fields
bull Interpret their relative ionising effects
bull Give and explain examples of practical applications
of α β and γ-emissions
Opportunity for demonstration experiments
using a Geiger counter radioactive sources
and absorbers (if available)
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5455
Appendix F Suggested practical activities
52 Cambridge IGCSE Physics
523 Radioactive decay
Core
bull State the meaning of radioactive decay
bull State that during α- or β-decay the nucleus changesto that of a different element
Supplement
bull Use equations involving nuclide notation to represent
changes in the composition of the nucleus when
particles are emitted
524 Half-life
Core
bull Use the term half-life in simple calculations which
might involve information in tables or decay curves
Supplementbull Calculate half-life from data or decay curves from
which background radiation has not been subtracted
Opportunity for a class simulation experiment
using coins dice or small cubes to produce a
graph showing half-life characteristics
525 Safety precautions
Core
bull Recall the effects of ionising radiations on living
things
bull Describe how radioactive materials are handled
used and stored in a safe way
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom
8182019 0625 Physics Teacher Guide 2014
httpslidepdfcomreaderfull0625-physics-teacher-guide-2014 5555
Cambridge International Examinations
1 Hills Road Cambridge CB1 2EU United Kingdom