IP Physics Syllabus

Introduction
The Sec 3 and 4 physics syllabus provides students with a coherent understanding of
energy, matter, and their interrelationships. It focuses on investigating natural
phenomena and then applying patterns, models (including mathematical ones),
principles, theories and laws to explain the physical behaviour of the universe. Classical
physics theories and concepts are presented in this syllabus. Modern physics,
developed to explain the quantum properties at the atomic and sub-atomic level, is built
on knowledge of these classical theories and concepts.
It is envisaged that teaching and learning programmes based on this syllabus would
feature a wide variety of learning experiences designed to promote acquisition of
scientific expertise and understanding, and to develop values and attitudes relevant to
science. Teachers are encouraged to use a combination of appropriate strategies to
effectively engage and challenge their students. It is expected that students will apply
investigative and problem-solving skills, effectively communicate the theoretical
concepts covered in this course and appreciate the contribution physics makes to our
understanding of the physical world.
Aim of Syllabus
The aims of a course based on this syllabus should be to:
1. provide, through well-designed studies of experimental and practical Physics, a
worthwhile educational experience for all students, whether or not they go on to
study Physics beyond Sec 4 and, in particular, to enable them to acquire sufficient
understanding and knowledge to:
1.1 become confident citizens in a technological world and able to take or develop an
informed interest in matters of scientific import;
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its
applicability in other disciplines and in everyday life;
1.3
be suitably prepared to take up H2 Physics at A level.
2. develop abilities and skills that:
2.1 are relevant to the study and practice of science;
2.2 are useful in everyday life;
2.3 encourage efficient and safe practice;
2.4 encourage effective communication.
3. develop attitudes relevant to science such as:
3.1
concern for accuracy and precision;
3.2
objectivity;
3.3
integrity;
3.4
the skills of enquiry;
3.5
initiative;
3.6
inventiveness.
4. promote an awareness:
4.1 that the study and practice of Physics are co-operative and cumulative activities, and
are subject to social, economic, technological, ethical and cultural influences and
limitations;

4.2 that the implications of Physics may be both beneficial and detrimental to the
individual, the community and the environment;
4.3 of the importance of the use of IT for communications, as an aid to experiments and
as a tool for the interpretation of experimental and theoretical results;
4.4 that Physics transcends national boundaries and that the language of science,
correctly and rigorously applied, is universal.
5. stimulate students and create a sustained interest in Physics so that the study of the
subject is enjoyable and satisfying.
Assessment Objectives
The assessment objectives listed below reflect those parts of the aims that will be
assessed in the examination.
A Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding in relation to:
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 quantities and their determination;
5. scientific and technological applications with their social, economic and
environmental implications.
The syllabus content defines the factual knowledge that candidates may be required to
recall and explain. Questions testing these objectives will often begin with one of the
following words: define, state, describe or explain. (See the glossary of terms).
B Handling, applying and evaluating information
Candidates should be able in words or by using 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, draw inferences and report
conclusions;
5. present reasoned explanations for phenomena, patterns and relationships;
6. make predictions and put forward hypotheses;
7. apply knowledge, including principles, to novel situations;
8. evaluate information and hypotheses;
These assessment objectives cannot be precisely specified in the syllabus content
because questions testing such skills may be based on information that is unfamiliar to
the candidate. In answering such questions, candidates are required to use principles
and concepts that are within the syllabus and apply them in a logical, reasoned or
deductive manner to a novel situation. Questions testing these objectives will often begin
with one of the following words: predict, suggest, deduce, calculate or determine. (See
the glossary of terms).

C Experimental skills and investigations

Candidates should be able to:
1. follow a detailed set or sequence of instructions and use techniques, apparatus and
materials safely and effectively;
2. make observations and measurements with due regard for precision and accuracy;
3. interpret and evaluate observations and experimental data;
4. identify a problem, design and plan investigations, evaluate methods and techniques,
and suggest possible improvement;
5. record observations, measurements, methods and techniques with due regard for
precision, accuracy and units.
Weighting of Assessment Objectives
Theory Papers (For Term Tests and EOY examinations)
A Knowledge with Understanding, approximately 50% of the marks with approximately
20% allocated to recall of knowledge and 30% allocated to comprehension of physics
concept.
B Handling Information and Solving Problems, approximately 50% of the marks with
20% allocated to application of concepts, 30% of analysis, synthesis and evaluation of
data provided.
School-Based Science Practical Assessment (SPA)
C Experimental Skills and Investigations, 100% of the marks.
Scheme of Assessment
2010 Sec 3
Type
Term tests
EOY Exam

Number
3
1

Weightings
30%
70%

2010 Sec 4
Type
Term tests
ACE

Number
3
3

Weightings
20%
10% (include 5% for
SPA Skill 3)
10%
10%
50%

SPA
OP
EOY Exam

2 (once in sec 3)
3
1

Student are required to sit for 3 term tests

Section
Item Type
Duration
A
Multiple Choice
15 mins
Structured and
B
45 min
Restricted
Response

Marks
10
30

Section A (15 mins , 10 marks), consisting of 10 compulsory multiple choice items

Section B (45 min, 30 marks), consisting of a variable number of compulsory structured
or restricted response questions.
Students are required to sit for 2 Papers for EOY Exam
Paper
Type of Paper
Duration
1
Multiple Choice
45 min
Structured and
2
1 h 45 min
Free Response

Marks
30

Weighting
30 %

70

70 %

Paper 1 (1 h, 30 marks), consisting of 30 compulsory multiple choice items

Paper 2 (1 h 45 min, 70 marks), consisting of two sections.
Section A will carry 40 marks and will consist of a variable number of compulsory
structured or restricted response questions.
Section B will carry 30 marks and will consist of three questions. The first two questions
are compulsory questions, one of which will be a data-based question requiring students
to interpret, evaluate or solve problems using a stem of information.
The last question will be presented in an either/or form and will carry 10 marks.
Students are required to sit for 3 assessments for SPA
Assessment
Skill Set
Duration

Marks

Weighting

1 and 2

1h

14

5%

1 and 2

1h

14

5%

1h

5%

The School-based Science Practical Assessment (SPA) will be conducted to assess

appropriate aspects of objectives C1 to C5. SPA will take place over two years. The
assessment of science practical skills is grouped into 3 skill sets:
Skill set 1 Performing
Skill set 2 Observing and Analysing
Skill set 3 Planning
Each student is to be assessed only twice for each of skill sets 1 and 2 and only once for
skill set 3.

SMTP students are also required to sit for an additional Higher Physics Paper.
Section
Item Type
Duration
Marks
Structured and
A
30 min
20
Restricted
Response
Structured and
B
30 min
20
Restricted
Response
Section A will carry 20 marks and will consist of a two compulsory structured or
restricted response questions.
Section B will carry 20 marks and will consist of three questions. Students are expected
to choose two out of the three questions. All questions in Section A and B are databased questions that require students to interpret, evaluate or solve problems using a
stem of information. Each question carries 10 marks.

SEC 3 IP PHYSICS SPECIFIC INSTRUCTIONAL OBJECTIVES

INTRODUCTION TO PHYSICS
-- Recognize that physics is the most basic of the living and nonliving sciences.
-- Recognize the contributions of famous physicists e.g. Albert Einstein, Sir Isaac
Newton and realize the importance of their contributions to the present day scientific
development.
-- Study the relevance of physics in their lives and possible future career developments.

PHYSICAL QUANTITIES, UNITS AND MEASUREMENT

-- understanding that all physical quantities consist of a numerical magnitude and a unit
--recall the following base quantities and their units: mass (kg), length (m), time(s),
current (A), temperature (K), amount of substance (mol)
--use the following prefixes and their symbols to indicate decimal sub-multiples and
multiples of the SI units: nano (n), micro (), milli (m), centi (c), deci (d), kilo (k), mega (M)
-- show understanding of the orders of magnitude of the sizes of common objects
ranging from a typical atom to the Earth
-- differentiate between accuracy and precision
--describe how to measure a variety of lengths with appropriate accuracy by means of
tapes, rules, micrometers and callipers, using a vernier scale as necessary
--describe how to measure a short interval of time including the period of a simple
pendulum with appropriate accuracy using stopwatches or appropriate instruments
--represent physical quantities in appropriate accuracies.
--*suggest appropriate method of estimating physical quantities
--*describe how to reduce the effects of random uncertainties and systematic
errors

REFRACTION
--recall and use the terms used in refraction, including normal, angle of incidence and
angle of refraction
--recall and apply the relationship sin i/sin r = constant to new situations or to solve
related problems
--understand relative refractive index and absolute refractive index
--explain refraction by means of a change in speed of light in different optical media
--explain the terms critical angle and total internal reflection
--identify the main ideas in total internal reflection and apply them to the use of optical
fibres in telecommunication and state the advantages of their use
LENS
--describe the action of converging lens and diverging lens on a beam of light
--define the term focal length of a converging lens
--draw ray diagrams to illustrate the formation of real and virtual images of an object by
converging lens
--*recall and apply the relationship the lens equations. (1/f = 1/u + 1/v) to new
situations or to solve related problems

SIMPLE KINETIC MOLECULAR MODEL OF MATTER

--compare the properties of solids, liquids and gases
--infer from Brownian motion experiment the evidence for the movement of molecules
--describe qualitatively the molecular structure of solids, liquids and gases, relating their
properties to the forces and distances between molecules and to the motion of the
molecules
--describe the relationship between the motion of molecules and temperature
--explain the pressure of a gas in terms of the motion of the molecules
-- recall and explain the following relationships using the kinetic model (stating of the
corresponding gas laws is not required)
a change in pressure of a fixed mass of gas at constant volume is caused by a
change in temperature of the gas
a change in volume of a fixed mass of gas at constant pressure is caused by a
change in temperature of the gas
a change in pressure of a fixed mass of gas at constant temperature is caused by
a change in volume of the gas
-- use the relationships stated above to solve problems (qualitative treatment would
suffice)
-- * show understanding that at absolute zero, particles have minimum energy and
that the system neither emits nor absorbs energy

EFFECTS OF THERMAL ENERGY (SELF STUDY)

-- infer that generally solids, liquids and gases expand when heated and contract when
cooled
-- discuss the strange expansion of water
-- describe some effects and application of expansion and contraction in everyday life
riveting, gaps in bridges, pavement and MRT lines, overhead power and
telephone lines, thermostats

TRANSFER OF THERMAL ENERGY

--show understanding that thermal energy is transferred from a region of higher
temperature to a region of lower temperature
--describe, in molecular terms, how energy transfer occurs in solids
--describe, in terms of density change, convection in fluids
--explain that energy transfer of a body by radiation does not require a material medium
and the rate of energy transfer is affected by
(i) colour and texture of the surface
(ii) surface temperature
(iii) surface area
-- apply the concept of thermal energy transfer to everyday applications

TEMPERATURE
--explain how a physical property which varies with temperature may be used to define
temperature scale and state examples of such properties
--explain the need for fixed points and state what is meant by ice point and steam point
--explain how a temperature scale is constructed.
--discuss the structure, sensitivity, range, linearity and responsiveness of thermometers.
-- discuss the action of a thermocouple thermometer, showing an understanding of its
use for measuring high temperatures and temperatures which varies very rapidly
-- state the relation between Kelvin and Celsius scales of temperatures (T = + 273)

THERMAL PROPERTIES OF MATTER

--describe a rise in temperature of a body to an increase in internal energy
(random
thermal energy)
--define the terms heat capacity and specific heat capacity
--recall and apply the relationship thermal energy = mass x specific heat capacity x
change in temperature to new situations or to solve related problems
--describe melting/solidification and boiling/condensation in terms of energy transfer
without a change in temperature
--explain the difference between boiling and evaporation
--define the terms latent heat and specific latent heat
--explain latent heat in terms of molecular behaviour
--recall and apply the relationship thermal energy = mass x specific latent heat to new
situations or to solve related problems
--sketch and interpret a cooling curve

SPEED, VELOCITY AND ACCELERATION

-- define displacement, speed, velocity and acceleration.
--use graphical methods to represent displacement, speed, velocity and acceleration.
-- find displacement from the area under a velocity-time graph.
-- use the slope of a displacement-time graph to find the velocity.
--use the slope of a velocity-time graph to find the acceleration.
-- interpret given examples of non-uniform acceleration
--state equations which represent uniformly accelerated motion in a straight line.
--state that the acceleration of free fall for a body near to the Earth is constant and is
approximately 10 m/s2
--solve problems using equations which represent uniformly accelerated motion in a
straight line, including the motion of bodies falling in a uniform gravitational field without
air resistance.

DYNAMICS
-- state each of Newton's 1st and 2nd laws of motion.
-- state Newtons 3rd law of motion.
--describe the effect of balanced and unbalanced forces on a body
--describe the ways in which a force may change the motion of a body
--show an understanding that mass is the property of a body which resists change in
motion.
-- state that a gravitational field is a region in which a mass experiences a force due to
gravitational attraction
-- define gravitational field strength g as gravitational force per unit mass
--identify forces acting on an object and draw free body diagram(s) representing the
forces acting on the object (for cases involving forces acting in at most two dimensions)
-- describe and use the concept of weight as the effect of a gravitational field on a mass.
-- define linear momentum as the product of mass and velocity.
-- define force as rate of change of momentum.
-- recall and solve problems using the relationship F = ma, appreciating that acceleration
and force are always in the same direction.
-- apply the relationship between resultant force, mass and acceleration to new
situations or to solve related problems
-- describe the motion of bodies with constant weight falling with or without air resistance,
including reference to terminal velocity

SCALARS AND VECTORS

--state what is meant by scalars and vectors quantities and give common examples of
each
--add two vectors to determine a resultant (a graphical method will suffice)
--solve problems for a static point mass under the action of 3 forces for 2-dimensional
cases (a graphical method will suffice)

ENERGY, WORK AND POWER

--show understanding that kinetic energy, elastic potential energy, gravitational potential
energy, chemical potential energy
--state the principle of the conservation of energy
--apply the principle of the conservation of energy to new situations or to solve related
problems
--state that kinetic energy = mv2 and gravitational potential energy = mgh (for potential
energy changes near the Earths surface)
--apply the relationships for kinetic energy and potential energy to new situations or to
solve related problems
--recall and apply the relationship work done = magnitude of a force x the distance
moved in the direction of the force
--understand the relation between work done and energy change
--recall and apply the relationship power = work done/time taken to new situations or to
solve related problems

WAVES
--describe what is meant by wave motion as illustrated by vibration in ropes, springs and
experiments using a ripple tank
--state what is meant by the term wavefront
--show understanding that waves transfer energy without transferring matter
--define speed, frequency, wavelength, period and amplitude
--recall and apply the relationship velocity = frequency x wavelength to new situations or
to solve related problems
--compare transverse and longitudinal waves and give suitable examples of each
--*understand qualitatively the phenomenon of interference and its relation to
wave-particle duality theory.
--*state some examples of diffraction.
--* describe the diffraction fringe patterns produced by a single edge, a narrow slit
and a circular aperture.
--* state the principle of superposition and explain what is meant by constructive
and destructive interference.

ELECTROMAGNETIC SPECTRUM (SELF STUDY)

--state that all electromagnetic waves are transverse waves that travel with the same
high speed in vacuo and state the magnitude of this speed
--describe the main components of the electromagnetic spectrum
--discuss the role of the following components in the stated applications:
(i)
radiowaves in radio and television communication
(ii)
microwaves in satellite television and microwave oven
(iii)
infra-red waves in infra-red remote controllers and intruder alarms
(iv)
light in optical fibres for medical uses and telecommunications
(v)
ultra-violet in sunbeds, and sterilisation
(vi)
X-rays in radiological and engineering applications
(vii)
Gamma rays in medical treatment
--describe the effects of absorbing electromagnetic waves, e.g. heating, ionisation and
damage to living cells and tissue
SOUND (SELF STUDY)
--describe the production of sound by vibrating sources
--describe the longitudinal nature of sound waves and describe compression and
rarefaction and deduce that
(i)
a medium is required in order to transmit these waves
(ii)
the speed of sound differs in air, liquids and solids
--describe a direct method for the determination of the speed of sound in air and make
necessary calculation
--explain how the loudness and pitch of sound waves to amplitude and frequency
--explain why different instruments produce sounds of different quality
--describe how the reflection of sound may produce an echo, and how this may be used
for measuring distances
-- define ultrasound and describe one use of ultrasound, e.g. cleaning, quality control
and pre-natal scanning
--* describe and explain the Doppler effect

10

SEC 4 IP PHYSICS SPECIFIC INSTRUCTIONAL OBJECTIVES

STATIC ELECTRICITY
-- state that there are positive and negative charges and that charge is measured
coulombs
-- state that unlike charges attract and that like charges repel
--describe an electric field as a region in which an electric charge experiences a force
--draw the field of an isolated point charge and show understanding that the direction
the field lines gives the direction of the force acting on a positive test charge
-- draw the electric field pattern between 2 isolated point charges
-- show understanding that electrostatic charging by rubbing involves a transfer
electrons
--describe experiments to show electrostatic charging by friction and induction
-- distinguish between electrical conductors and insulators and give typical examples
each
--*explain that charge Q is quantized i.e. Q = ne where e = 1.6 x 10-19 C
-- describe examples where electrostatic charging may be a potential hazard
-- describe an example of the use electrostatic charging e.g. photocopier, spraying
paint, electrostatic precipitator and laser printer

in

of
of
of

of

CURRENT ELECTRICITY
--state that a current is a rate of flow of charge measured in amperes
--distinguish between conventional current and electron flow
--recall and apply the relationship charge = current x time time i.e. * Q = It = ne to new
situations or to solve related problems
-- define electromotive force (e.m.f.) as the work done by a source in driving a unit
charge around a complete circuit
-- calculate the total e.m.f. where several sources are arranged in series
--state that the e.m.f. of a source and the potential difference across a circuit component
is measured in volts
--define the p.d. across a component in a circuit as the work done to drive a unit charge
through the component
--*distinguish between e.m.f. and p.d. in terms of energy considerations
--*recall and solve problems using the equation V = W/Q
-- define resistance of a component as the ratio of potential difference across it to the
current flowing through it
-- apply the relationship R= V/I to new situations or to solve related problems
--describe an experiment to determine resistance using a voltmeter and an ammeter and
make the necessary calculations
-- recall and apply the formulae for the effective resistance of a number of resistors in
series and in parallel to new situations or to solve related problems
--recall and apply the relationship of the proportionality between resistance and length
and the cross-sectional area of a wire to new situations or to solve related problems
--state Ohms law
--describe the effect of temperature increase on the resistance of a metallic conductor
--sketch and interpret the V-I characteristic graph for metallic conductor at constant
temperature, a filament lamp and for a semiconductor diode
-- show an understanding of the use of a diode as a rectifier

11

D.C. CIRCUITS
-- draw circuit diagrams with power sources (cell or battery), switches, lamps, resistors
(fixed and variable), fuses, ammeters and voltmeters, bells, light-dependent resistors,
thermistors and light-emitting diodes
--state that the current at every point in a series circuit is the same and apply the
principle to new situations or to solve related problems
--state that the sum of the p.d.'s in a series circuit is equal to the p.d. across the whole
circuit and apply the principle to new situations or to solve related problems
--state that the current from the source is the sum of the currents in the separate
branches of the parallel circuit and apply the principle to new situations or to solve
related problems
-- state that the potential differences across the separate branches of a parallel circuit is
the same and apply the principle to new situations or to solve related problems
--* show an understanding of conservation of charges and energy
-- recall and apply the relevant relations, including R = V/I and those for potential
differences in series and in parallel circuits, resistors in series and in parallel, in
calculations involving a whole circuit
--describe the action of a variable potential divider (potentiometer)
--describe the action of thermistors and light-dependent-resistors and explain their use
as input transducers in potential dividers
-- solve simple circuit problems involving thermistors and light-dependent resistors
--* show understanding of the structure and operation of CRO
-- describe the use of a CRO to display waveforms and to measure p.d.s and short time
intervals of time (detailed circuits, structure and operation of the CRO are not required
-- interpret CRO displays of waveforms, p.d.s and time intervals to solve related
problems
PRACTICAL ELECTRICITY
--describe the use of the heating effect of electricity in appliances such as kettles, ovens
and heaters
--recall the relationships P = VI, E = VIt
-- apply the relationships for electrical power and energy to new situations or to solve
related problems
--calculate the cost of using electrical appliances where energy unit is the kWh
--state the hazards of
(i) damaged insulation
(ii) overheating of cables
(iii) damp conditions
--explain the use of fuses and circuit breakers in electrical circuits and of fuse ratings
--explain the need for earthing metal cases and for double insulation
--state the meaning of the terms: live, neutral and earth
--describe how to wire a mains plug
--explain why switches, fuses and circuit breakers are wired into the live conductor

12

MAGNETISM
--state properties of magnets
--describe induced magnetism
--describe electrical methods of magnetisation and demagnetisation
--describe the plotting of magnetic field lines with a compass
--draw the magnetic pattern around a bar magnet and between the poles of two bar
magnets
--distinguish between the magnetic properties and uses of temporary magnets (e.g. iron)
and permanent magnets (e.g. steel)

ELECTROMAGNETISM
--draw the pattern of magnetic field due to currents in straight wires and in solenoids and
state the effect on the magnetic field of changing the magnitude and/or direction of the
current
--describe the applications of the magnetic effect of a current in a circuit breaker
--describe an experiment to show the force on a current-carrying conductor, and on a
beam of charged particles in a magnetic field, including the effect of reversing
(i) the current
(ii) the direction of the field
--deduce the relative directions of force, field and current when any two of these
quantities are at right angles to each other using Flemings left-hand rule
--describe the field patterns between currents in parallel conductors and relate these to
the forces which exist between the conductors (excluding the Earths field)
--explain how a current-carrying coil in a magnetic field experiences a turning effect and
that the effect is increased by increasing
(i) the number of turns in the coil
(ii) the current
--discuss how this turning effect to the action of an electric motor
--describe the action of a split-ring commutator in a two-pole, single coil motor and the
effect of a soft-iron cylinder
-- * show an understanding of similarities and differences between D.C. motor and
A.C. motor
ELECTROMAGNETIC INDUCTION
--deduce from Faradays experiments on electromagnetic induction or other appropriate
experiments:
(i) that a changing magnetic field can induce an e.m.f. in a circuit
(ii) that the direction of the induced e.m.f. opposes the change producing it
(iii) the factors affecting the magnitude of the induced e.m.f.
--describe a simple form of a.c. generator (rotating coil or rotating magnet) and the use
of slip rings (where needed)
--sketch a graph of voltage output against time for a simple a.c. generator
--* show an understanding of similarities and differences between D.C generator
and A.C. generator
--describe the structure and principle of operation of a basic iron-cored transformer as
used for voltage transformations

13

--recall and apply the equation (Vs/Vp ) = (Ns/Np ) and Vs Is = Vp Ip (for ideal
transformer) to new situations or to solve related problems
--describe the energy loss in cables and deduce the advantages of high voltage
transmission
RESOLUTION OF VECTOR
-- use a vector triangle to represent forces in equilibrium
-- represent a vector as two perpendicular components.
--*show an understanding of the independence of perpendicular vector quantities
PROJECTILE MOTION
-- describe and explain motion of an object that is projected horizontally with a uniform
velocity
-- * describe and explain motion of an object that is projected at an angle to the
horizontal direction

TURNING EFFECT OF FORCES

-- define and apply the moment of a force and the torque of a couple and give everyday
examples
--recall and apply the relationship moment of a force (or torque) = force x perpendicular
distance from the pivot to new situations or to solve related problems
-- show an understanding that a couple is a pair of forces which tends to produce
rotation only.
-- show an understanding that, when there is no resultant force and no resultant torque,
a system is in equilibrium.
-- state the principle of moments for a body in equilibrium
-- apply the principle of moments to new situations or to solve related problems.
-- show understanding that the weight of a body may be taken as acting at a single point
known as its centre of gravity
--describe qualitatively the effect of the position of the centre of gravity on the stability of
simple objects

PRESSURE
--define the term pressure in terms of force and area
-- recall apply the relationship pressure = force/area to new situations or to solve related
problems
--recall and apply the relationship pressure due to a liquid column = height of column x
density of the liquid x gravitational field strength to new situations or to solve related
problems
--describe how the height of a liquid column may be used to measure the atmospheric
pressure
--describe the use of a manometer in the measurement of pressure difference
--describe and explain the transmission of pressure in hydraulic systems with particular
reference to the hydraulic press and hydraulic brakes on vehicles
(* For SMTP classes only)

14

SUMMARY OF KEY QUANTITIES, SYMBOLS AND UNITS

Students should be able to state the symbols for the following physical quantities and,
where indicated, state the units in which they are measured. Students should be able to
define those items indicated by an asterisk (*).
Quantity
Length
Area

Symbol
l, h ...
A

Volume
weight*
Mass
time
period*
density*
speed*
acceleration*
acceleration of free fall
force*
moment of force*
work done*
energy
power*
pressure*
atmospheric pressure
temperature
heat capacity
specific heat capacity*
latent heat
specific latent heat*
frequency*
wavelength*
focal length
angle of incidence
angles of reflection, refraction
critical angle
potential difference*/voltage
current*
charge
e.m.f.*
resistance

V
W
m, M
t
T

u, v
a
g
F, f

Unit
km, m, cm, m
2

m , cm

m , cm
N*
kg, g, mg
h, min, s, ms
s
-3

-3

g cm , kg m
km h-1, m s-1, cm s-1
m s-2
-2

m s , N kg-1
N
Nm
J*
J, kW h*
W*

W, E
E
P
p, P

-2

Pa*, N m
use of millibar
C, K
J C-1, J K-1
J g-1 C-1, J kg-1 K-1
J
J kg-1, J g-1
Hz
m, cm
m, cm
degree ()
degree ()
degree ()
V*, mV
A, mA
C, A s
V

, T, t
C
c
L
l
f

f
i
r
c
V
I
q, Q
E
R

15

GLOSSARY OF TERMS USED IN PHYSICS PAPERS

It is hoped that the glossary will prove helpful to candidates as a guide, although it is not
exhaustive. The glossary has been deliberately kept brief not only with respect to the
number of terms included but also to the descriptions of their meanings. Candidates
should appreciate that the meaning of a term must depend in part on its context. They
should also note that the number of marks allocated for any part of a question is a guide
to the depth of treatment required for the answer.
1. Define (the term(s) ) is intended literally. Only a formal statement or equivalent
paraphrase, such as the defining equation with symbols identified, being required.
2. What is meant by normally implies that a definition should be given, together with
some relevant comment on the significance or context of the term(s) concerned,
especially where two or more terms are included in the question. The amount of
supplementary comment intended should be interpreted in the light of the indicated mark
value.
3. Explain may imply reasoning or some reference to theory, depending on the context.
4. State implies a concise answer with little or no supporting argument, e.g. a numerical
answer that can be obtained by inspection.
5. List requires a number of points with no elaboration. Where a given number of points
is specified, this should not be exceeded.
6. Describe requires candidates to state in words (using diagrams where appropriate)
the main points of the topic. It is often used with reference either to particular
phenomena or to particular experiments. In the former instance, the term usually implies
that the answer should include reference to (visual) observations associated with the
phenomena. The amount of description intended should be interpreted in the light of the
indicated mark value.
7. Discuss requires candidates to give a critical account of the points involved in the
topic.
8. Deduce/Predict implies that candidates are not expected to produce the required
answer by recall but by making a logical connection between other pieces of information.
Such information may be wholly given in the question or may depend on answers
extracted in an earlier part of the question.
9. Suggest is used in two main contexts. It may either imply that there is no unique
answer or that candidates are expected to apply their general knowledge to a novel
situation, one that formally may not be in the syllabus.
10. Calculate is used when a numerical answer is required. In general, working should
be shown.
11. Measure implies that the quantity concerned can be directly obtained from a suitable
measuring instrument, e.g. length, using a rule, or angle, using a protractor.
12. Determine often implies that the quantity concerned cannot be measured directly
but is obtained by calculation, substituting measured or known values of other quantities
into a standard formula, e.g. the Young modulus, relative molecular mass.
13. Show is used when an algebraic deduction has to be made to prove a given
equation. It is important that the terms being used by candidates are stated explicitly.
14. Estimate implies a reasoned order of magnitude statement or calculation of the
quantity concerned. Candidates should make such simplifying assumptions as may be
necessary about points of principle and about the values of quantities not otherwise
included in the question.
15. Sketch, when applied to graph work, implies that the shape and/or position of the
curve need only be qualitatively correct. However, candidates should be aware that,
depending on the context, some quantitative aspects may be looked for, e.g. passing

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through the origin, having an intercept, asymptote or discontinuity at a particular value.

On a sketch graph it is essential that candidates clearly indicate what is being plotted on
each axis.
16. Sketch, when applied to diagrams, implies that a simple, freehand drawing is
acceptable: nevertheless, care should be taken over proportions and the clear exposition
of important details.
17. Compare requires candidates to provide both similarities and differences between
things or concepts.

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