Teacher Guide: Cambridge IGCSE Physics

Teacher Guide
Cambridge IGCSE
Physics
0625
Cambridge Secondary 2
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Cambridge International Examinations February 2015
Contents
Introduction ....................................................................................................................... 2
The purpose of the teacher guide
What do I need to get started?
Section 1: Syllabus overview ............................................................................................... 3

1.1
1.2
1.3
1.4
1.5
Aims
Assessment objectives
The assessment structure
Curriculum content
Practical assessment
Section 2: Planning the course ............................................................................................ 8

2.1
2.2
2.3
2.4
Key factors to consider when planning your course

Long-term planning
Medium-term planning
Short-term planning
Section 3: Planning lessons ............................................................................................... 11

3.1 Lesson plans and templates
3.2 Constructing a lesson plan
3.3 Reflection and evaluation
Section 4: Classroom practice ........................................................................................... 13

4.1 Practical lessons
4.2 Active learning
4.3 Differentiation
Section 5: Preparing learners for final assessment ............................................................ 15

5.1 Use of past papers, mark schemes and Principal Examiners Reports
5.2 Command words
Section 6: Resources and support ..................................................................................... 17

6.1 Finding and evaluating resources
6.2 Training
Appendices ...................................................................................................................... 18
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 reflection
Appendix F: Suggested practical activities
Introduction
Introduction
The purpose of the teacher guide
This 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 started?

When 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 time
that 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 such as handling data and planning experiments 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 http://teachers.cie.org.uk
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 also
other documents to which you should refer as you work through this guide.
Cambridge IGCSE Physics
Section 1: Syllabus overview

1.1 Aims
The 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.
1.2 Assessment objectives

The assessment objectives are statements about what will actually be tested in the final examinations. Each
question 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
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.
1.3 The assessment structure

It 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 they are made when you actually enter your learners for the examinations, a few
months before the examination period 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 papers.
Paper 1 or Paper 2
Each candidate takes either Paper 1 (Core) or Paper 2 (Extended). These are multiple-choice papers. The
questions 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.
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 1.4.1
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 Extended Curriculum), 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 1.5 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 weighting of a paper tells you the relative importance of that paper in deciding the candidates 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.
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 overall
qualification
AO1: Knowledge with

understanding
63%
63%
50%
AO2: Handling
information and
problem solving
37%
37%
30%
100%
20%
30%
50%
20%
AO3: Experimental
skills and
investigations
Weighting of paper in
overall examination
If you look at the final column of the table above, you can see that:
Assessment Objective 1 makes up 50% 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.
1.4 Curriculum content

The 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 the
examination 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.
1.4.1 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 Core content. All candidates need to cover all of this. This will be tested in all
papers.
The right hand column is the Supplement 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.
1.4.2 Syllabus content

The 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.
1.5 Practical assessment

Section 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:
the same assessment objectives apply
the same practical skills are to be learned and developed
the same sequence of practical activities during the course is appropriate
In section 7.1 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 teachers website (http://teachers.cie.org.uk) has further very helpful information about
Practical Physics under the heading Practical Physics Notes Addendum to Syllabus. 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.
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. It
includes long-term planning (developing a scheme of work) and planning for individual lessons.
2.1 Key factors to consider when planning your course

These factors will need to be considered before starting the planning of your course:
the amount of teaching time available each week for the duration of the course.
the availability of resources such as laboratories and chemical equipment.
the previous learning of your students.
whether your teaching groups will be mixed ability or will be streamed by ability.
the number of lessons you will need to cover the syllabus (the recommended time for an IGCSE course
is 130 hours of teaching time)
the school calendar ( holidays, examinations, etc.).
2.2 Long-term planning

A 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 2.1 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 schools 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 printed
in 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.
Starting with a course in practical techniques to generate enthusiasm.
Starting with topics which are conceptually easier, saving the more difficult topics for the second year of
the course.
Using the suggested pattern in the schemes of work provided on Teacher Support.
Following your own interests and enthusiasms to begin with.
2.3 Medium-term planning

Medium-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 Schemes of Work 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 http://teachers.cie.org.uk. 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:
they take no account of the situation in your Centre
they are arranged in a way which may not be what you had designed in your long term plan
they have no statement of the amount of time required
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.
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.
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 ownership of the plan and will be more likely to adhere to it.
A medium-term plan, like a long-term plan, should not be set in stone. 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.
2.4 Short-term planning

Short-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

3.1 Lesson plans and templates
A lesson plan is written by the teacher and should include details of how the lesson is intended to proceed.
It should take account of:
what is to be taught (learning objectives)
what is to be achieved by the learners (lesson objectives)
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:
a beginning which engages and motivates the learners
a middle which covers the main learning activities of the lesson
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.
3.2 Constructing a lesson plan

1.
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 switch the
learners on 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 to
happen in the next session. This should again take around five minutes at most.
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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:
9.
what your learners know/understand before the lesson
how this has changed after the lesson.
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.
3.3 Reflection and evaluation

As 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

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.
4.1 Practical lessons

Physics 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
develop the skills that the learners need
generate enthusiasm
illustrate facts or concepts which are being studied
provide a stimulus for further study.
It may, of course, accomplish more than one of these.
4.1.1 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 the
problems 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 reflect 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 and
carry out their own investigations, and write their own methods, as well as following given instructions.
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4.1.2 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:
where complex or expensive apparatus is required
where the procedure is too dangerous for a class practical
where the teacher wishes to demonstrate a technique to be used by the class.
4.1.3 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 is
doing it and where.
4.2 Active learning

Not 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 passive. The learner is not involved
in discovering 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.
4.3 Differentiation
Differentiation 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.
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Differentiation by outcome. In this method an open-ended task is set which can be accessed by all, e.g.
Find out how high a ball bounces. Learners will produce different results according to their ability, but
all of their outputs will be valid.
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.
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.
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 bear
in mind when approaching this task.
5.1 Use of past papers, mark schemes and Principal Examiners

Reports
There 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 Examiners 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 briefly 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 others 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 2
These papers consist of forty multiple choice questions. Each question has four possible responses: the
correct answer and three distractors. 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 about right.
The following are useful pieces of advice for those attempting multiple-choice questions.
Never leave an answer blank. No marks are lost for wrong answers.
Always read all of the responses before deciding on an answer (see above).
Look out for the word not as in which of the following is not...; candidates often get such questions
wrong through carelessness.
If you do not know the correct answer, dont just guess, cross out any which are obviously wrong first. It
is better to guess one of two than one of four.
Dont spend too long thinking about a difficult question; leave it and come back to it later.
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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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.
If an answer is given more than one mark, more than one piece of information is needed.
In answers involving calculations, show your working.
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 given
in Section 8.
5.2 Command words

Section 8.4 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, state implies
a concise answer with little or no supporting argument whereas suggest 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
Section 6: Resources and support

6.1 Finding and evaluating resources
Teacher Support is Cambridges online facility for Cambridge teachers. It can be found at
http://teachers.cie.org.uk. 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 Examiners 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 www.nuffieldfoundation.org/practical-physics
6.2 Training
Teacher 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 for example the most
recent examination.
17
Appendices
Appendices
18

The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference.
The notes on each section briefly explain the reasoning behind the teaching order.
Note that section 1.1 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics.
Topic
Syllabus
Section
LIGHT
Notes
Start with something the

students already know about.
They have all looked in mirrors.
This builds confidence at the
beginning of the course.
Reflection of light
3.2.1
Refraction of light
3.2.2
Thin converging lens
3.2.3
Dispersion of light
3.2.4
ELECTRICITY
Tackle a difficult topic next it

then has plenty of time to sink in
before the final examinations.
Electric charge
4.2.1
Current
4.2.2
Electro-motive force
4.2.3
Potential difference
4.2.4
Circuit diagrams
4.3.1
Series and parallel circuits
4.3.2
Resistance
4.2.5
Electrical working
4.2.6
Dangers of electricity
4.5
Include an investigation of
length and resistance of a wire.
Diameter of wire measured with
a micrometer (part of 1.1)
19
Topic
Syllabus
Section
ENERGY
Another difficult concept that

needs plenty of discussion and
time to absorb. The concept of
energy will reappear all through
the course.
Energy
1.7.1
Energy resources
1.7.2
Work
1.7.3
Power
1.7.4
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
1.4 & part

1.1
Mass and weight
1.3
Motion
1.2
Scalars and vectors
1.5.5
Pressure
1.8
ELECTROMAGNETISM
20
Include an investigation of the

simple pendulum. Short time
intervals to be measured (part of
1.1)
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
4.1
Electromagnetic induction
4.6.1
a.c. generator
4.6.2
Transformer
4.6.3
The magnetic effect of a current
4.6.4
Notes
v0.1 Cambridge IGCSE Physics
20
Topic
Syllabus
Section
Force on a current-carrying conductor
4.6.5
d.c. motor
4.6.6
MECHANICS 2
Another more mathematical

section.
Effects of forces
1.5.1
Turning effect
1.5.2
Conditions for equilibrium
1.5.3
Centre of mass
1.5.4
Momentum
1.6
THERMAL PHYSICS
Well over half way into

the course now so a more
descriptive section that can be
fairly readily understood.
States of matter
2.1.1
Molecular model
2.1.2
Evaporation
2.1.3
Pressure changes
2.1.4
Thermal expansion of solids, liquids and

gases
2.2.1
Measurement of temperature
2.2.2
Thermal capacity
2.2.3
Melting and boiling
2.2.4
Conduction
2.3.1
Convection
2.3.2
Radiation
2.3.3
Consequences of energy transfer
2.3.4
WAVES
21
Another largely descriptive

section with a challenge to
understand diffraction.
General wave properties
3.1
Electromagnetic spectrum
3.3
Cambridge IGCSE Physics v0.1
Notes
21
Topic
Syllabus
Section
Sound
3.4
ATOMIC AND NUCLEAR PHYSICS
The final examinations approach.

Once the basics are understood
here there is not too much to
learn.
Atomic model
5.1.1
Nucleus
5.1.2
Detection of radioactivity
5.2.1
Characteristics of the three kinds of

emission
5.2.2
Radioactive decay
5.2.3
Half-life
5.2.4
Safety precautions
5.2.5
ELECTRONICS
22
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
4.3.2
Digital electronics
4.3.3
Notes
22

The table shows a teaching order with the CIE Physics 0625 Syllabus sections alongside for easy reference.
The notes on each section briefly explain the reasoning behind the teaching order.
Note that section 1.1 is not taught as a separate topic but the knowledge and skills are taught within
practical work related to other topics.
Topic
Syllabus
Section
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
1.4 & part

1.1
Mass and weight
1.3
Motion
1.2
Scalars and vectors
1.5.5
Pressure
1.8
Effects of forces
1.5.1
Turning effect
1.5.2
Conditions for equilibrium
1.5.3
Centre of mass
1.5.4
Momentum
1.6
ELECTRICITY
23
Include an investigation of the

simple pendulum. Short time
intervals to be measured (part of
1.1)
Tackle another difficult topic

next it then has plenty of
time to sink in before the final
examinations.
Electric charge
4.2.1
Current
4.2.2
Electro-motive force
4.2.3
Notes
23
Topic
Syllabus
Section
Potential difference
4.2.4
Circuit diagrams
4.3.1
Series and parallel circuits
4.3.2
Resistance
4.2.5
Electrical working
4.2.6
Dangers of electricity
4.5
LIGHT
Reflection of light
3.2.1
Refraction of light
3.2.2
Thin converging lens
3.2.3
Dispersion of light
3.2.4
Another difficult concept that
needs plenty of discussion and
time to absorb. The concept of
energy will reappear all through
the course.
Energy
1.7.1
Work
1.7.3
Power
1.7.4
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
4.1
Electromagnetic induction
4.6.1
Include an investigation of
length and resistance of a wire.
Diameter of wire measured with
a micrometer (part of 1.1)
Next, something the students

already know about. They have
all looked in mirrors. This builds
confidence after the more
difficult beginning of the course.
ENERGY 1
24
Notes
24
Topic
Syllabus
Section
a.c. generator
4.6.2
Transformer
4.6.3
The magnetic effect of a current
4.6.4
Force on a current-carrying conductor
4.6.5
d.c. motor
4.6.6
THERMAL PHYSICS
Well over half way into the

course but students can be
encouraged that all the most
difficult concepts have now been
covered.
States of matter
2.1.1
Molecular model
2.1.2
Evaporation
2.1.3
Pressure changes
2.1.4
Thermal expansion of solids, liquids and

gases
2.2.1
Measurement of temperature
2.2.2
Thermal capacity
2.2.3
Melting and boiling
2.2.4
Conduction
2.3.1
Convection
2.3.2
Radiation
2.3.3
Consequences of energy transfer
2.3.4
WAVES
25
Another largely descriptive

section with a challenge to
understand diffraction.
General wave properties
3.1
Electromagnetic spectrum
3.3
Sound
3.4
Notes
25
Topic
Syllabus
Section
ATOMIC AND NUCLEAR PHYSICS
The final examinations approach.

Once the basics are understood
here there is not too much to
learn.
Atomic model
5.1.1
Nucleus
5.1.2
Detection of radioactivity
5.2.1
Characteristics of the three kinds of

emission
5.2.2
Radioactive decay
5.2.3
Half-life
5.2.4
Safety precautions
5.2.5
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
4.3.2
Digital electronics
4.3.3
ENERGY 2
Energy resources
26
Notes
A final descriptive section that is

quite easy for students to absorb
before the examinations.
1.7.2
26

Syllabus
Reference
Learning objective
Teaching
activities
Resources
Reflection of
light 3.2.1
CORE: Describe the formation

of an optical image by a
plane mirror, and give its
characteristics
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.
Class practical
to investigate
relationship
between angle
of incidence and
angle of reflection
using a plane
mirror.
Ray box, plane

mirror and holder,
plain A4 paper.
Class practicals
showing refraction
(e.g. pencil half in
water).
Pencils or wooden
rods, 250cm3
beakers, water.
SUPPLEMENT: Recall that

the image in a plane mirror is
virtual.
3.2.1
CORE: recall and use the law

angle of incidence = angle of
reflection
SUPPLEMENT: Perform simple
constructions, measurements
and calculations for reflection
by plane mirrors.
Refraction
of light
3.2.2
CORE: Describe an
experimental demonstration of
the refraction of light.
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.
Class practical
tracing the
passage of rays
through a parallelsided transparent
block.
Optics pins,
transparent block,
cork mat or similar
(for pins to stick
in), plain A4 paper.
SUPPLEMENT: Recall and use

the definition of refractive index
n in terms of speed. Recall and
use the equation
sini / sinr = n
3.2.2
CORE: Give the meaning of

critical angle.
Describe internal and total
internal reflection.
SUPPLEMENT: Recall and use
n = 1 / sinc.
Describe and explain the action
of optical fibres particularly in
medicine and communications
technology.
27
Class practicals
showing internal
and total internal
reflection.
Ray box, semicircular transparent

block, plain A4
paper.
Examples of
optical fibres,
e.g. table lamps,
childrens toys,
etc.
27
Syllabus
Reference
Learning objective
Teaching
activities
Resources
Thin
converging
lens
3.2.3
CORE: Describe the action of a

thin converging lens on a beam
of light.
Class practicals
showing passage
of rays of light
through a thin
converging lens.
Cylindrical
converging lens,
ray box with three
slits, plain A4
paper.
Class exercise
in drawing ray
diagrams.
Graph or squared
paper.
Class practicals to
show formation
of enlarged
and diminished
images.
Illuminated object,
converging lens
with holder,
screen, metre rule.
Class practicals
or teacher
demonstration to
show dispersion.
60 glass prism,
ray box, screen.
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 single
lens.
3.2.3
CORE: Describe the nature

of an image using the terms
enlarged/same size/diminished
and upright/inverted.
SUPPLEMENT: Use and
describe the use of a single
lens as a magnifying glass.
Show understanding of the
terms real image and virtual
image.
Dispersion
of light
3.2.4
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 that
light of a single frequency is
described as monochromatic.
28
28

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
29
29
Additional information
Differentiation how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
Assessment how are

you planning to check
learners learning?
Health and safety check

ICT links
Reflection and evaluation

Reflection
Were the lesson
objectives 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?
30
Appendix E: Sample plan for a 70 minute lesson on the law of

reflection
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 reflection.
Lesson objectives
Investigate i = r practically. Understand the term normal.

Record readings in a table. Draw a conclusion, understanding the
concept of within the limits of experimental accuracy. Appreciate the
precautions taken to improve reliability.
Vocabulary,
terminology and
phrases
Angle of incidence, angle of reflection, 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 expected readings.
Plan
Planned
timings
Planned activities
Resources
Beginning
5 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.
Plane mirrors
10 mins
Describe experiment to be carried out.
Middle
35 mins
Students collect apparatus and carry out

experiment.
End
20 mins
Go round class asking each group to tell the

class their readings. Discuss as necessary if any
appear to have exact results. Highly unlikely
due to inherent inaccuracies. Discuss idea of
within the limits of experimental accuracy.
Discuss conclusion. Class writes conclusion.
Ray box, plane mirror and

holder, plain A4 paper (for
each pair of students).
31
Additional information
Differentiation how
do you plan to give
more support? How do
you plan to challenge
the more able learners?
Assessment how are

you planning to check
learners learning?
Health and safety check

ICT links
Pre-prepared readings
table for some students.
Test understanding
of practical skills by
discussion.
Watch for broken or chipped mirrors.

Warn about hot lamp in ray box.
Test knowledge of
terminology and law of
reflection in subsequent
class test.
Reflection and evaluation
Reflection
Were the lesson
objectives 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
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 within the limits of experimental accuracy.
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 activity/video clip/quiz, related to reflection, to end the lesson.
What 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.
32

Opportunities for Practical Activities
Syllabus reference
Practical Activity
1. General physics
1.1 Length and time
Core
Use and describe the use of rules and measuring

cylinders to calculate a length or a volume
Use and describe the use of clocks and devices for

measuring an interval of time
Supplement
Use and describe the use of a mechanical method

for the measurement of a small distance
Measure and describe how to measure a short

interval of time (including the period of a pendulum)
1.2 Speed, velocity and acceleration

Core
Define speed and calculate average speed from

total distance
total time
Plot and interpret a speed/time graph or a distancetime graph
Recognise from the shape of a speed-time graph
when a body is
at rest
moving with constant speed
moving with changing speed
Calculate the area under a speed-time graph to work

out the distance travelled for motion with constant
acceleration
Demonstrate understanding that acceleration is

related to changing speed
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.
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.
State that the acceleration of free fall for a body near

to the Earth is constant
Supplement
Distinguish between speed and velocity
Recognise linear motion for which the
acceleration is constant and calculate the

acceleration
Recognise motion for which the acceleration is not

constant
Describe qualitatively the motion of bodies falling

in a uniform gravitational field with and without air
resistance (including reference to terminal velocity)
33
1.3 Mass and weight

Core
Show familiarity with the idea of the mass of a body
State that weight is a gravitational force
Distinguish between mass and weight
Recall and use the equation W = mg
Students should become familiar with mass

and weight as they carry out a number of
experiments during the course.
Demonstrate understanding that weights (and hence

masses) may be compared using a balance
Supplement
Demonstrate an understanding that mass is a

property that resists change in motion
Describe, and use the concept of, weight as the

effect of a gravitational field on a mass
1.4 Density
Core
m
Recall and use the equation = V
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
Describe the determination of the density of

an irregularly shaped solid by the method of
displacement
Predict whether an object will float 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.
1.5 Forces
1.5.1 Effects of forces
Core
Recognise that a force may produce a change in size

and shape of a body
Plot and interpret extension-load graphs and

describe the associated experimental procedure
Describe the ways in which a force may change the

motion of a body
Find the resultant of two or more forces acting along

the same line
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
Understand friction as the force between two

surfaces which impedes motion and results in heating
34
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
expendable steel spring can be used and
follow-up 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 elastic
limit 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.
1.5 Forces (Continued)

1.5.1 Effects of forces
Supplement
State Hookes Law and recall and use the expression

F = k x, where k is the spring constant
Recognise the significance of the term limit of

proportionality for an extension-load graph
Recall and use the relation between force, mass and

acceleration (including the direction), F = ma
Describe qualitatively motion in a circular path due to

a perpendicular force
(F = mv 2/r is not required)
1.5.2 Turning effect

Core
Describe the moment of a force as a measure of its

turning effect and give everyday examples
Understand that increasing force or distance from

the pivot increases the moment of a force
Calculate moment using the product force

perpendicular distance from the pivot
Note that a specific experiment is part of the

syllabus 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.
Apply the principle of moments to the balancing of a

beam about a pivot
Supplement
Apply the principle of moments to different

situations
1.5.3 Conditions for equilibrium

Core
Recognise that, when there is no resultant force and

no resultant turning effect, a system is in equilibrium
Supplement
Perform and describe an experiment (involving

vertical forces) to show that there is no net moment
on a body in equilibrium
1.5.4 Centre of mass

Core
Note that a particular type of experiment is

required here
Perform and describe an experiment to determine

the position of the centre of mass of a plane lamina
Describe qualitatively the effect of the position of
the centre of mass on the stability of simple objects

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.
35
1.5.5 Scalars and vectors

Supplement
Understand that vectors have a magnitude and

direction
Demonstrate an understanding of the difference

between scalars and vectors and give common
examples
Determine graphically the resultant of two vectors
1.6 Momentum
Understand the concepts of momentum and impulse
Recall and use the equation

momentum = mass velocity, p=mv
Recall and use the equation for impulse

Ft = mv mu
Apply the principle of the conservation of

momentum to solve simple problems in one
dimension
Simple experiments involving a row of coins

or Newtons cradle (for example) can be used
to show the idea. Momentum experiments
using dynamics trolleys can be used for
quantitative work.
1.7 Energy, work and power

1.7.1 Energy
Core
Identify changes in kinetic, gravitational potential,

chemical, elastic (strain), nuclear and internal energy
that have occurred as a result of an event or process
Recognise that energy is transferred during events

and processes, including examples of transfer by
forces (mechanical working), by electrical currents
(electrical working), by heating and by waves
Apply the principle of energy conservation to simple

examples
Supplement
36
Recall and use the expressions

kinetic energy = mv 2 and change in gravitational
potential energy = mgh
Apply the principle of conservation of energy to

examples involving multiple stages
Explain that in any event or process the energy tends

to become more spread out among the objects and
surroundings (dissipated)
Toy cars on flexible tracks can be used to

show the conversion of gravitational potential
energy to kinetic energy.
1.7.2 Energy resources

Core
Describe how electricity or other useful forms of

energy may be obtained from:
chemical energy stored in fuel
water, including the energy stored in waves, in

tides, and in water behind hydroelectric dams
geothermal resources
nuclear fission
heat and light from the Sun (solar cells and

panels)
wind
Give advantages and disadvantages of each method

in terms of renewability, cost, reliability, scale and
environmental impact
Show a qualitative understanding of efficiency

Supplement
Understand that the Sun is the source of energy for

all our energy resources except geothermal, nuclear
and tidal
Show an understanding that energy is released by

nuclear fusion in the Sun
Recall and use the equation:

useful energy output
100%
efficiency =
energy input
efficiency =
useful power output

100%
power input
1.7.3 Work
Core
Demonstrate understanding that

work done = energy transferred
Opportunity for simple, quick class

experiments measuring forces required to
move objects over measured distances.
Relate (without calculation) work done to the

magnitude of a force and the distance moved in the
direction of the force
Supplement
Recall and use W = Fd = E
1.7.4 Power
Core
Relate (without calculation) power to work done and

time taken, using appropriate examples
Supplement
Opportunity for class experiments involving

students calculating personal power.
Recall and use the equation P = E / t in simple

systems
37
1.8 Pressure
Core
Recall and use the equation p = F / A
Relate pressure to force and area, using appropriate

examples
Describe the simple mercury barometer and its use

in measuring atmospheric pressure
Relate (without calculation) the pressure beneath

a liquid surface to depth and to density, using
appropriate examples
Opportunity for class experiment in which

students determine the pressure on the floor
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.
Use and describe the use of a manometer

Supplement
Recall and use the equation p = hg
2. Thermal physics
2.1 Simple kinetic molecular model of matter
2.1.1 States of matter
Core
State the distinguishing properties of solids, liquids

and gases
2.1.2 Molecular model

Core
Describe qualitatively the molecular structure of

solids, liquids and gases
Interpret the temperature of a gas in terms of the

motion of its molecules
Describe qualitatively the pressure of a gas in terms

of the motion of its molecules
Show an understanding of the random motion of

particles in a suspension as evidence for the kinetic
molecular model of matter
Describe this motion (sometimes known as

Brownian motion) in terms of random molecular
bombardment
Supplement
38
Relate the properties of solids, liquids and gases to

the forces and distances between molecules and to
the motion of the molecules
Explain pressure in terms of the change of

momentum of the particles striking the walls
creating a force
Show an appreciation that massive particles may be

moved by light, fast-moving molecules
Brownian Motion experiment (e.g. using

smoke cells viewed under a microscope).
Opportunity to use students themselves to
model the behaviour of atoms and molecules.
2.1.3 Evaporation
Core
Describe evaporation in terms of the escape of

more-energetic molecules from the surface of a
liquid
Opportunity for simple class experiments

showing evaporation and the cooling effect
Relate evaporation to the consequent cooling of the

liquid
Supplement
Demonstrate an understanding of how temperature,

surface area and draught over a surface influence
evaporation
Explain the cooling of a body in contact with an

evaporating liquid
2.1.4 Pressure changes

Core
Describe qualitatively, in terms of molecules, the

effect on the pressure of a gas of:
a change of temperature at constant volume
Opportunity for Boyles Law demonstration

experiment
a change of volume at constant temperature

Supplement
Recall and use the equation pV = constant for a fixed

mass of gas at constant temperature
2.2 Thermal properties and temperature

2.2.1 Thermal expansion of solids, liquids and gases
Core
Describe qualitatively the thermal expansion of

solids, liquids, and gases at constant pressure
Identify and explain some of the everyday

applications and consequences of thermal expansion
Supplement
Explain, in terms of the motion and arrangement of

molecules, the relative order of the magnitude of the
expansion of solids, liquids and gases
2.2.2 Measurement of temperature

Core
Appreciate how a physical property that varies with

temperature may be used for the measurement of
temperature, and state examples of such properties
Recognise the need for and identify fixed points
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 flask and tube (model
thermometer) and the expansion of a gas (air)
using the fountain experiment.
Opportunity for heating and cooling curve

experiments giving graph plotting practice and
possible investigation activities.
Describe and explain the structure and action of

liquid-in-glass thermometers
39
2.2 Thermal properties and temperature

2.2.2 Measurement of temperature
Supplement
Demonstrate understanding of sensitivity, range and

linearity
Describe the structure of a thermocouple and show
understanding of its use as a thermometer for
measuring high temperatures and those that vary
rapidly
2.2.3 Thermal capacity (heat capacity)

Core
Relate a rise in the temperature of a body to an

increase in internal energy
Show an understanding of what is meant by the

thermal capacity of a body
Supplement

change in energy=mc
Describe melting and boiling in terms of energy input

without a change in temperature
State the meaning of melting point and boiling point
Describe condensation and solidification in terms of

molecules
Supplement
40
Class experiment to determine specific heat

capacity (or, if necessary a demonstration
experiment).
Give a simple molecular account of an increase in

internal energy
Recall and use the equation thermal capacity = mc
Describe an experiment to measure the specific heat
capacity of a substance
2.2.4 Melting and boiling

Core

syllabus here.
Distinguish between boiling and evaporation

Use the terms latent heat of vaporisation and latent
heat of fusion and give a molecular interpretation of
latent heat
Define specific latent heat
Describe an experiment to measure specific latent
heats for steam and for ice
Recall and use the equation energy = ml

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 oC) as it soli difies.
2.3 Thermal processes

2.3.1 Conduction
Core
Describe experiments to demonstrate the properties

of good and bad conductors of heat
Supplement
Give a simple molecular account of heat transfer

in solids including lattice vibration and transfer by
electrons
2.3.2 Convection
Core
Recognise convection as an important method of

thermal transfer in fluids
Relate convection in fluids to density changes and
describe experiments to illustrate convection
2.3.3 Radiation
Core
Identify infra-red radiation as part of the

electromagnetic spectrum
Recognise that thermal energy transfer by radiation
does not require a medium

syllabus here.
Class and demonstration experiments to
demonstrate the properties of good and bad
conductors of heat.

syllabus here.
illustrate convection in liquids (water) and
gases (air).

syllabus here.
demonstrate the properties of good and bad
absorbers and emitters of infra-red radiation.
Describe the effect of surface colour (black or

white) and texture (dull or shiny) on the emission,
absorption and reflection of radiation
Supplement
Describe experiments to show the properties of

good and bad emitters and good and bad absorbers
of infra-red radiation
Show understanding that the amount of radiation

emitted also depends on the surface temperature
and surface area of a body
2.3.4 Consequences of energy transfer

Core
Identify and explain some of the everyday

applications and consequences of conduction,
convection and radiation
41
3. Properties of waves, including light and sound

3.1 General wave properties
Core
Demonstrate understanding that waves transfer

energy without transmitting matter
Describe what is meant by wave motion as

illustrated by vibration in ropes and springs and by
experiments using water waves
Use the term wavefront
Give the meaning of speed, frequency, wavelength

and amplitude
Distinguish between transverse and longitudinal

waves and give suitable examples
Describe how waves can undergo:
reflection at a plane surface
refraction due to a change of speed
diffraction through a narrow gap
Opportunity for class and demonstration

experiments to illustrate wave motion using
Slinky springs, ropes, etc.
syllabus here.
A ripple tank can be used to show reflection,
refraction and diffraction of water waves.
Describe the use of water waves to demonstrate

reflection, refraction and diffraction
Supplement
Recall and use the equation v = f
Describe how wavelength and gap size affects

diffraction through a gap
Describe how wavelength affects diffraction at an

edge
3.2 Light
3.2.1 Reflection of light
Core
Describe the formation of an optical image by a

plane mirror, and give its characteristics
Recall and use the law

angle of incidence = angle of reflection
Supplement
42
Recall that the image in a plane mirror is virtual
Perform simple constructions, measurements and

calculations for reflection 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
reflection.
3.2.2 Refraction of light

Core
Describe an experimental demonstration of the

refraction of light
Use the terminology for the angle of incidencei and

angle of refraction r and describe the passage of
light through parallel-sided transparent material
Give the meaning of critical angle

syllabus here.
optics pins and ray boxes with rectangular
and semicircular Perspex blocks to show
refraction, critical angle and total internal
reflection.
Describe internal and total internal reflection

Supplement
Recall and use the definition of refractive index n in

terms of speed
sin i
=n
sin r
1
Recall and use n =
sin c
Describe and explain the action of optical fibres
particularly in medicine and communications
technology
3.2.3 Thin converging lens

Core
Describe the action of a thin converging lens on a

beam of light
Use the terms principal focus and focal length
Draw ray diagrams for the formation of a real image

by a single lens

converging lenses.
Describe the nature of an image using the terms

enlarged/same size/diminished and upright/inverted
Supplement
Draw and use ray diagrams for the formation of a

virtual image by a single lens
Use and describe the use of a single lens as a

magnifying glass
Show understanding of the terms real image and

virtual image
3.2.4 Dispersion of light

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
Opportunity for class or demonstration

experiments to show dispersion of white light
using a glass or Perspex prism.
Supplement
Recall that light of a single frequency is described as

monochromatic
43
3.3 Electromagnetic spectrum

Core
Describe the main features of the electromagnetic

spectrum in order of wavelength
State that all e.m. waves travel with the same high
speed in a vacuum
Describe typical properties and uses of radiations

in all the different regions of the electromagnetic
spectrum including:
radio and television communications (radio

waves)
satellite television and telephones (microwaves)
electrical appliances, remote controllers for

televisions and intruder alarms (infra-red)
medicine and security (X-rays)
Demonstrate an awareness of safety issues

regarding the use of microwaves and X-rays
Supplement
State that the speed of electromagnetic waves in a

vacuum is 3.0 10 8 m / s and is approximately the
same in air
3.4 Sound
Core
Describe the production of sound by vibrating

sources
Describe the longitudinal nature of sound waves
State that the approximate range of audible

frequencies for a healthy human ear is 20 Hz to
20 000 Hz
Show an understanding of the term ultrasound
Show an understanding that a medium is needed to

transmit sound waves
Describe an experiment to determine the speed of

sound in air
Relate the loudness and pitch of sound waves to

amplitude and frequency
Describe how the reflection of sound may produce

an echo
Supplement
44
Describe compression and rarefaction
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.
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.
4. Electricity and magnetism

4.1 Simple phenomena of magnetism
Core
Describe the forces between magnets, and between

magnets and magnetic materials
Give an account of induced magnetism
Distinguish between magnetic and non-magnetic

materials
Describe methods of magnetisation, to include

stroking with a magnet, use of d.c. in a coil and
hammering in a magnetic field
Draw the pattern of magnetic field lines around a bar

magnet
Describe an experiment to identify the pattern of

magnetic field lines, including the direction
Distinguish between the magnetic properties of soft

iron and steel
Distinguish between the design and use of

permanent magnets and electromagnets

syllabus here.
magnets, iron filings and plotting compasses.
iron cores and lengths of wire to make and
investigate electromagnets.
4.2 Electrical quantities

4.2.1 Electric charge
Core
State that there are positive and negative charges
State that unlike charges attract and that like charges

repel
Describe simple experiments to show the production

and detection of electrostatic charges
State that charging a body involves the addition or

removal of electrons

syllabus here.
show the production, detection and properties
of electrostatic charges using cellulose
acetate and polythene rods with dusters and
(if available) a Van der Graaf generator.
Distinguish between electrical conductors and

insulators and give typical examples
Supplement
State that charge is measured in coulombs
State that the direction of an electric field at a point

is the direction of the force on a positive charge at
that point
Describe an electric field as a region in which an

electric charge experiences a force
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)
Give an account of charging by induction
Recall and use the simple electron model to

distinguish between conductors and insulators
45
4.2.2 Current
Core
State that current is related to the flow of charge
Use and describe the use of an ammeter, both

analogue and digital

simple circuits with an ammeter.
State that current in metals is due to a flow of

electrons
Supplement
Show understanding that a current is a rate of flow

of charge and recall and use the equation I = Q / t
Distinguish between the direction of flow of

electrons and conventional current
4.2.3 Electromotive force

Core
State that the e.m.f. of an electrical source of energy

is measured in volts
Supplement
Show understanding that e.m.f. is defined in terms

of energy supplied by a source in driving charge
round a complete circuit
4.2.4 Potential difference

Core
State that the potential difference across a circuit

component is measured in volts
Use and describe the use of a voltmeter, both

analogue and digital
Supplement
Recall that 1 V is equivalent to 1J / C
4.2.5 Resistance
Core
State that resistance = p.d. / current and understand

qualitatively how changes in p.d. or resistance affect
current
Recall and use the equation R = V / I
Describe an experiment to determine resistance

using a voltmeter and an ammeter
Relate (without calculation) the resistance of a wire

to its length and to its diameter
Supplement
46
Sketch and explain the current-voltage characteristic

of an ohmic resistor and a filament lamp
Recall and use quantitatively the proportionality

between resistance and length, and the inverse
proportionality between resistance and crosssectional area of a wire

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.
4.2.6 Electrical working

Core
Understand that electric circuits transfer energy

from the battery or power source to the circuit
components then into the surroundings
Supplement
Recall and use the equations P = IV and E = IVt
4.3 Electric circuits

4.3.1 Circuit diagrams
Core
Draw and interpret circuit diagrams containing

sources, switches, resistors (fixed and variable),
heaters, thermistors, light-dependent resistors,
lamps, ammeters, voltmeters, galvanometers,
magnetising coils, transformers, bells, fuses and
relays
Supplement
Draw and interpret circuit diagrams containing

diodes
4.3.2 Series and parallel circuits

Core
Understand that the current at every point in a series

circuit is the same
Give the combined resistance of two or more

resistors in series
State that, for a parallel circuit, the current from the

source is larger than the current in each branch
State that the combined resistance of two resistors

in parallel is less than that of either resistor by itself

series and parallel circuits with ammeters,
voltmeters and other components (lamps,
variable resistors etc).
State the advantages of connecting lamps in parallel

in a lighting circuit
Supplement
Calculate the combined e.m.f. of several sources in

parallel
Recall and use the fact that the sum of the p.d.s
across the components in a series circuit is equal to
the total p.d. across the supply
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
Calculate the effective resistance of two resistors in

parallel
47
4.3.3 Action and use of circuit components

Core
Describe the action of a variable potential divider

(potentiometer)
Describe the action of thermistors and lightdependent resistors and show understanding of their
use as input transducers
Opportunity for a variety of class experiments

using circuits with potential dividers,
thermistors, capacitors, relays, diodes, lightdependent resistors, transistors etc.
Describe the action of a relay and show

understanding of its use in switching circuits
Supplement
Describe the action of a diode and show

understanding of its use as a rectifier
Recognise and show understanding of circuits

operating as light-sensitive switches and
temperature-operated alarms (to include the use of
a relay)
4.4 Digital electronics

Supplement
Explain and use the terms analogue and digital in

terms of continuous variation and high/low states
Describe the action of NOT, AND, OR, NAND and

NOR gates
Recall and use the symbols for logic gates
Design and understand simple digital circuits

combining several logic gates
Use truth tables to describe the action of individual

gates and simple combinations of gates
4.5 Dangers of electricity

Core
48
State the hazards of:
damaged insulation
overheating of cables
damp conditions
State that a fuse protects a circuit
Explain the use of fuses and circuit breakers and

choose appropriate fuse ratings and circuit-breaker
settings
Explain the benefits of earthing metal cases
Opportunity for a variety of class experiments

using logic gates.
Opportunity for class or demonstration

experiments to show the action of a fuse.
4.6 Electromagnetic effects

4.6.1 Electromagnetic induction
Core
Show understanding that a conductor moving

across a magnetic field or a changing magnetic field
linking with a conductor can induce an e.m.f. in the
conductor
Describe an experiment to demonstrate
electromagnetic induction

syllabus here.
Class or demonstration experiment using a
coil, sensitive meter and a magnet to show
that a changing magnetic field can induce an
e.m.f. in a circuit.
State the factors affecting the magnitude of an

induced e.m.f.
Supplement
Show understanding that the direction of an induced

e.m.f. opposes the change causing it
State and use the relative directions of force, field

and induced current
4.6.2 a.c. generator

Core
Distinguish between direct current (d.c.) and

alternating current (a.c.)
Supplement
Describe and explain a rotating-coil generator and

the use of slip rings
Sketch a graph of voltage output against time for a

simple a.c. generator
Relate the position of the generator coil to the peaks

and zeros of the voltage output
4.6.3 Transformer
Core
Describe the construction of a basic transformer

with a soft-iron core, as used for voltage
transformations
Recall and use the equation (Vp / Vs) = (Np / Ns)
Understand the terms step-up and step-down
Describe the use of the transformer in high-voltage

transmission of electricity
Opportunity for a demonstration experiment

using a demountable transformer kit (if
available).
Give the advantages of high-voltage transmission

Supplement
Describe the principle of operation of a transformer
Recall and use the equation Ip Vp = Is Vs

(for 100% efficiency)
Explain why power losses in cables are lower when

the voltage is high
49
4.6.4 The magnetic effect of a current

Core
Describe the pattern of the magnetic field (including

direction) due to currents in straight wires and in
solenoids
Describe applications of the magnetic effect of

current, including the action of a relay
Supplement
State the qualitative variation of the strength of the

magnetic field over salient parts of the pattern
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
Describe the effect on the magnetic field of

changing the magnitude and direction of the current
4.6.5 Force on a current-carrying conductor

Core
Describe an experiment to show that a force acts

on a current-carrying conductor in a magnetic field,
including the effect of reversing:
the current
the direction of the field

Supplement
State and use the relative directions of force, field

and current
Describe an experiment to show the corresponding

force on beams of charged particles
4.6.6 d.c. motor

Core
State that a current-carrying coil in a magnetic field

experiences a turning effect and that the effect is
increased by:
increasing the number of turns on the coil
increasing the current
increasing the strength of the magnetic field

Supplement
50
Relate this turning effect to the action of an electric

motor including the action of a split-ring commutator
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 and
plotting compasses.

syllabus here.
The catapult 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
Teltron tube.
Opportunity for class experiments where

students make electric motors using simple
d.c. motor kits.
5. Atomic physics
5.1 The nuclear atom
5.1.1 Atomic model
Core
Describe the structure of an atom in terms of a

positive nucleus and negative electrons
Supplement
Describe how the scattering of -particles by thin

metal foils provides evidence for the nuclear atom
5.1.2 Nucleus
Core
Describe the composition of the nucleus in terms of

protons and neutrons
State the charges of protons and neutrons
Use the term proton number Z
Use the term nucleon number A
Use the term nuclide and use the nuclide notation Z X
Use and explain the term isotope

Supplement
State the meaning of nuclear fission and nuclear

fusion
Balance equations involving nuclide notation
5.2 Radioactivity
5.2.1 Detection of radioactivity
Core
Demonstrate understanding of background radiation
Describe the detection of -particles, -particles and

-rays ( + are not included: -particles will be taken
to refer to )
5.2.2 Characteristics of the three kinds of emission

Core
Discuss the random nature of radioactive emission
Identify , and -emissions by recalling
their nature
their relative ionising effects
Opportunity for demonstration experiments

using a Geiger counter, radioactive sources
and absorbers (if available).
their relative penetrating abilities

(+ are not included, -particles will be taken to
refer to )
Supplement
Describe their deflection in electric fields and in

magnetic fields
Interpret their relative ionising effects
Give and explain examples of practical applications

of , and -emissions
51
5.2.3 Radioactive decay

Core
State the meaning of radioactive decay
State that during - or -decay the nucleus changes

to that of a different element
Supplement
Use equations involving nuclide notation to represent

changes in the composition of the nucleus when
particles are emitted
5.2.4 Half-life
Core
Use the term half-life in simple calculations, which

might involve information in tables or decay curves
Supplement
Calculate half-life from data or decay curves from

which background radiation has not been subtracted
5.2.5 Safety precautions

Core
52
Recall the effects of ionising radiations on living

things
Describe how radioactive materials are handled,

used and stored in a safe way
Opportunity for a class simulation experiment

using coins, dice or small cubes to produce a
graph showing half-life characteristics.
Cambridge International Examinations

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Tel: +44 (0)1223 553554 Fax: +44 (0)1223 553558
Email: info@cie.org.uk www.cie.org.uk
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Cambridge International Examinations February 2015 v1
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Teacher Guide: Cambridge IGCSE Physics

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Teacher Guide

Section 1: Syllabus overview ............................................................................................... 3

Section 2: Planning the course ............................................................................................ 8

Key factors to consider when planning your course

Section 3: Planning lessons ............................................................................................... 11

Section 4: Classroom practice ........................................................................................... 13

Section 5: Preparing learners for final assessment ............................................................ 15

Section 6: Resources and support ..................................................................................... 17

What do I need to get started?

Cambridge IGCSE Physics

Section 1: Syllabus overview

Section 1: Syllabus overview

1.2 Assessment objectives

AO1: Knowledge with understanding

AO2: Handling information and problem solving

Cambridge IGCSE Physics

Section 1: Syllabus overview

AO3: Experimental skills and investigations

1.3 The assessment structure

Cambridge IGCSE Physics

Section 1: Syllabus overview

Papers 1 and 3 are easier than Papers 2 and 4. This is because:

Cambridge IGCSE Physics

Section 1: Syllabus overview

AO1: Knowledge with

Assessment Objective 1 makes up 50% of the whole assessment

Assessment Objective 2 makes up 30% of the whole assessment

Assessment Objective 3 makes up 20% of the whole assessment

1.4 Curriculum content

1.4.1 Core and Supplement

Cambridge IGCSE Physics

Section 1: Syllabus overview

1.4.2 Syllabus content

1.5 Practical assessment

the same assessment objectives apply

the same practical skills are to be learned and developed

the same sequence of practical activities during the course is appropriate

Cambridge IGCSE Physics

Section 2: Planning the course

Section 2: Planning the course

2.1 Key factors to consider when planning your course

the availability of resources such as laboratories and chemical equipment.

the previous learning of your students.

the school calendar ( holidays, examinations, etc.).

2.2 Long-term planning

Starting with a course in practical techniques to generate enthusiasm.

Following your own interests and enthusiasms to begin with.

Cambridge IGCSE Physics

Section 2: Planning the course

2.3 Medium-term planning

they take no account of the situation in your Centre

they have no statement of the amount of time required

However, they can still be useful.

Cambridge IGCSE Physics

Section 2: Planning the course

2.4 Short-term planning

Cambridge IGCSE Physics

Section 3: Planning lessons