6.1Energy
6.1.1Energy changes in a system, and the ways energy is stored before and after such changes
01.7 — Describing what happens to the temperature of a resistor when there is a current in it
05.4 — Identifying the energy stores involved when a spring in a toaster is stretched
03.3 — Completing sentences about energy transfers when a wind turbine charges a battery
02.1 — Completing sentences about energy store changes as an athlete crosses a river using a pole (6.1.1.2 noted)
02.2 — Identifying a change in an athlete's energy store between two positions
05.3 — Identifying an energy store of a fully charged battery
02.1 — Identifying how far a counterweight moves compared with a lift
02.2 — Identifying the change in gravitational potential energy of a counterweight as it moves down
02.4 — Completing sentences about energy transfers caused by friction between brakes and a cable (6.1.2.1 noted)
02.1 — Identifying the change in gravitational potential energy as a person accelerates down a zip wire
02.2 — Identifying the change in kinetic energy as a person accelerates down a zip wire
03.1 — Identifying the point of least gravitational potential energy during a jump (6.1.1.2 noted)
03.1 — Calculating the gravitational potential energy of a skateboarder
03.2 — Calculating the kinetic energy of a skateboarder
05.5 — Identifying the equation needed to calculate a change in gravitational potential energy
05.6 — Calculating the speed of toast leaving a toaster, using a change in gravitational potential energy
02.3 — Calculating the change in gravitational potential energy of an athlete falling a given height
02.4 — Calculating the speed of an athlete, given kinetic energy and mass
02.3 — Calculating the change in gravitational potential energy of a lift, given mass and height
02.6 — Calculating the elastic potential energy of a stretched cable, given a spring constant
02.3 — Calculating the gravitational potential energy of a counterweight block, given mass and height
02.4 — Calculating the maximum speed of a trolley, given kinetic energy and mass
02.5 — Calculating the height a mass of water is pumped, given gravitational potential energy
03.2 — Calculating the kinetic energy of a person, given mass and speed
03.3 — Calculating the gravitational potential energy of a person, given mass and height
03.4 — Explaining how take-off speed differs to jump onto a higher box
03.5 — Suggesting why a person is more likely to be injured falling from a greater height
07.2 — Writing down the equation linking kinetic energy, mass and speed
07.3 — Calculating the maximum kinetic energy of a car
03.6 — Identifying what the gradient of a temperature-time graph represents (6.3.2.2 noted; WS 3.5, MS 4d)
02.5 — Identifying two factors that affect the energy transferred by a lift motor
06.1 — Calculating the specific heat capacity of aluminium — Required practical 14 (MS 3b/3c, WS 4.3/4.6)
06.2 — Describing a method to determine the specific heat capacity of aluminium — Required practical 14 (AT 1, AT 5, WS 2.2-2.7, WS 3.8)
06.3 — Identifying two reasons why insulating aluminium improves the accuracy of a specific heat capacity result (6.1.2.1 noted) — Required practical 14
04.6 — Calculating the change in thermal energy of oil, given mass, specific heat capacity and temperature rise
03.5 — Calculating the average energy transferred to solar panels, given power and time (6.2.4.2 noted, since E=Pt is assessed)
02.6 — Identifying what is meant by the power of an athlete
02.7 — Completing sentences comparing the power of two athletes
06.3 — Writing down the equation linking energy transferred, power and time
06.4 — Calculating the time taken for a heating element to transfer a given amount of energy
02.3 — Calculating the total energy transferred from a pool's surface, using power per unit area
02.4 — Identifying which unit is the same as one joule per second
06.2 — Writing down the equation linking power, time and work done
06.3 — Calculating the work done by a whisk motor, given power and time
04.1 — Identifying two pieces of apparatus missing from a specific heat capacity investigation diagram — RP14 context (WS 2.3)
04.2 — Identifying the independent and dependent variables in a specific heat capacity investigation — RP14 context (WS 2.4)
04.3 — Giving two safety precautions for a specific heat capacity investigation — RP14 context (WS 2.4)
04.4 — Suggesting an improvement to a specific heat capacity investigation method — RP14 context (WS 2.7)
04.5 — Calculating a mean temperature rise from investigation results, to 2 significant figures — RP14 context (MS 2b, MS 2a)
6.1.2Conservation and dissipation of energy
03.3 — Identifying two reasons why not all gravitational potential energy transferred to kinetic energy
03.4 — Explaining how lubricating skateboard wheels can increase speed, using ideas about energy
03.4 — Identifying advantages of a roof with lower thermal conductivity
02.5 — Identifying the effect of work done against friction on a trolley — energy transferred to thermal stores
04.8 — Identifying the effect of thermal insulation on the rate of energy transfer
04.9 — Identifying the best thermal insulator from comparison data (WS 3.5)
04.1 — Calculating the average decrease in temperature per second, using investigation data
04.2 — Labelling an axis and completing a bar chart with two missing bars [Figure — print if needed] (MS 2c, WS 3.1)
04.3 — Identifying which material has the highest thermal conductivity, using bar chart data
04.4 — Determining a temperature value for a material with greater thermal conductivity, using a pattern in data (MS 1d, WS 3.5)
02.5 — Identifying the effect of work done against friction on a moving trolley
02.6 — Explaining how oiling trolley wheels affects the speed of a person on a zip wire (WS 3.5)
05.1 — Explaining why a shipping container used as a data centre is made of metal
05.1 — Describing how energy stores change in a car engine burning fossil fuel
07.1 — Describing how energy stores change as a car moves, powered by a battery
07.4 — Explaining why a more efficient motor increases a car's top speed
02.5 — Calculating the efficiency of a solar panel, given input and useful output energy
03.6 — Identifying the equation linking efficiency, total power input and useful power output
03.7 — Calculating the average useful power output of solar panels, given efficiency and power input
04.4 — Calculating the useful power output of a solar water heater, given efficiency and input power (MS 1c, MS 3c)
02.7 — Identifying how a more efficient system affects the energy transferred by a motor
04.6 — Calculating the efficiency of a kettle, given input and useful output energy
04.7 — Explaining an advantage of an electrical appliance having a high efficiency (6.1.2.1, 6.2.4.2 noted)
05.4 — Calculating the efficiency of a heater, given energy supplied and useful energy transferred
6.1.3National and global energy resources
01.1 — Identifying two renewable energy resources
01.2 — Identifying the statement that correctly describes a reliable energy resource
01.3 — Calculating the power output of one wind turbine from total power output data
01.4 — Giving two reasons why people might not like wind turbines near their homes
01.5 — Explaining the environmental impacts of changes in electricity generation resources, using graph data
02.1 — Identifying the variable that should be controlled in a solar panel investigation (WS 2.2 — identifying a control variable)
02.2 — Identifying the type of error shown by a non-zero voltmeter reading with nothing connected (WS 3.7 — systematic/zero error)
02.3 — Identifying an anomalous result from a table of solar panel data (WS 3.7)
02.4 — Determining a likely mean output value using a pattern in table data (WS 3.5)
02.6 — Completing a sentence describing what makes an energy resource renewable
02.8 — Identifying an environmental benefit of using solar panels to charge electrical devices
03.1 — Identifying what is meant by a renewable energy resource
03.2 — Completing a table to show whether energy resources are renewable or non-renewable [Figure — print if needed]
03.8 — Suggesting a limitation of using solar panels as an energy resource
04.1 — Determining mean solar intensity from graph data (MS 2b, MS 4a)
04.2 — Suggesting why solar water heaters are less effective in cities further from the equator
04.3 — Completing a sentence about a gas released when fossil fuels are burned
04.5 — Suggesting how the size of a heating panel affects the power input to a solar water heater
05.1 — Determining the percentage of maximum electrical demand generated using gas, from data (MS 1c)
05.2 — Identifying which energy resources need to be used less to reduce fossil fuel dependence
05.1 — Identifying a renewable energy resource from a list
05.2 — Converting a given energy value in gigajoules to an equivalent value (MS 1b, WS 4.5)
05.3 — Evaluating trends in mean power output from renewable energy resources over time, using graph data (MS 4a, WS 3.5)
02.1 — Identifying which statement describes a geothermal energy resource
02.2 — Identifying a feature of a swimming pool heated by a geothermal energy resource
02.6 — Explaining an environmental disadvantage of heating a pool by burning fossil fuels
05.2 — Naming a fuel produced using plants
05.3 — Suggesting how cars without a fuel-burning engine are powered
05.4 — Identifying the correct conclusion from a graph of renewable electricity generation
05.5 — Explaining why it will take years to generate all electricity from renewable resources
05.6 — Giving a negative environmental impact of hydro-electric power
07.5 — Evaluating which car is more economical over a given period, using cost data (MS 1c, WS 3.5)
6.2Electricity
6.2.1Standard circuit diagram symbols
04.5 — Identifying a component from a circuit symbol
01.1 — Identifying a component from a circuit diagram
05.4 — Drawing the circuit symbol for a fuse [Figure — print if needed]
03.1 — Identifying what is measured by an ammeter
03.3 — Drawing a series circuit diagram including a variable resistor [Figure — print if needed] (AT 6/7)
05.5 — Identifying a circuit component from a diagram
01.1 — Identifying a component from a circuit symbol
01.2 — Identifying which component was used to adjust potential difference across a lamp (6.2.1.4 noted)
04.1 — Identifying the symbol for a component whose resistance decreases as temperature increases
06.1 — Completing a circuit diagram to show correct voltmeter placement [Figure — print if needed] (AT 7)
02.1 — Drawing a circuit diagram to measure current in a filament lamp [Figure — print if needed] (6.2.1.4 noted) — Required practical 16 (AT 6/7)
04.2 — Writing down the equation linking charge flow, current and time
04.3 — Calculating the charge flow through a wire, given current and time
01.2 — Comparing current through two components in a circuit
01.3 — Determining an increase in number of steps from graph data, using cell number
01.4 — Identifying how to check the repeatability of an investigation (WS 3.7)
01.8 — Calculating the charge flow through a resistor, given current and time
01.7 — Calculating the charge flow in a wire, given current and time
03.2 — Identifying what is meant by an electric current
03.6 — Writing down the equation linking charge flow, current and time
03.7 — Calculating the charge flow through a filament lamp, given current and time
03.8 — Determining how many times greater one current value is than another (MS 1c)
03.9 — Determining a range of currents from a given value and uncertainty (WS 3.4, MS 1c)
04.2 — Completing a sentence relating resistance and current in a circuit
01.5 — Calculating the charge flow through a lamp, given current and time
02.2 — Identifying the source of energy for a circuit
02.3 — Calculating the charge flow in a filament lamp, given current and time
06.2 — Describing the effect of increasing resistance on current in a circuit — Required practical 16 (WS 3.6)
06.3 — Suggesting how to change a circuit to give a range of potential difference readings — Required practical 16 (WS 2.2)
06.4 — Identifying a directly proportional relationship between current and potential difference — Required practical 16 (WS 3.5)
06.5 — Writing the equation linking potential difference, current and resistance — Required practical 16 (WS 3.3)
06.6 — Calculating the resistance of a resistor, given current and potential difference
01.2 — Identifying the independent variable in a wire-resistance investigation — Required practical 15
01.3 — Identifying the dependent variable in a wire-resistance investigation — Required practical 15
01.4 — Calculating a mean potential difference from repeated readings — Required practical 15 (MS 2b)
01.5 — Calculating the resistance of a wire, given potential difference and current — Required practical 15
01.8 — Drawing a line on a graph to show how resistance varies with length for a thicker wire [Figure — print if needed] — Required practical 15
03.4 — Identifying how to increase the current in a series circuit
05.1 — Identifying the correct rearrangement of the resistance equation
05.2 — Calculating the resistance of a mobile phone circuit, given potential difference and current
01.4 — Calculating the mean current in a lamp from repeated readings (MS 2b)
01.6 — Calculating the resistance of a lamp, given potential difference and current
06.3 — Writing down the equation linking current, resistance and potential difference
06.4 — Calculating the resistance of a second resistor, given total resistance and one resistor's value
06.5 — Plotting data and drawing a line of best fit on a resistance graph [Figure — print if needed] (WS 3.1, MS 4c)
06.6 — Determining a resistance value from a graph, given a total resistance target (MS 4a)
06.7 — Identifying the type of error shown by a difference between two scale readings (WS 3.7)
06.8 — Interpreting a category system based on height and mass measurements (MS 4a, WS 3.5)
01.4 — Calculating the resistance of a lamp, given potential difference and current
02.4 — Calculating the resistance of a filament lamp, given current and potential difference
06.3 — Explaining the effect on lamp brightness of a change in the circuit
06.4 — Writing down the equation linking current, potential difference and resistance
06.5 — Calculating the resistance of a lamp, given current and potential difference
04.4 — Drawing another line on a current-potential difference graph for a wire with different resistance [Figure — print if needed]
06.1 — Identifying the correct way to connect an ammeter and voltmeter into a circuit — Required practical 16 (Physics AT 6/7)
01.1 — Completing the circuit symbols for a voltmeter and an ammeter [Figure — print if needed] (6.2.1.3 also noted) — Required practical 15
05.6 — Explaining what happens to current in a component as its temperature increases, at constant potential difference
01.3 — Identifying how to correct voltmeter readings for a zero error (WS 3.4)
01.7 — Completing sentences about how temperature and resistance change as current increases in a filament lamp — Required practical 16
01.8 — Identifying the correct current-potential difference graph for a filament lamp — Required practical 16
06.5 — Identifying why an electric heating element switches off at a certain temperature, using a thermostat
06.6 — Explaining a temperature-time graph for a heating element that switches on and off (MS 4a, WS 3.5)
04.3 — Completing a circuit diagram to investigate resistance-temperature variation [Figure — print if needed] (AT 6/7)
04.4 — Identifying the relationship between temperature and resistance from a graph (MS 4a)
04.5 — Determining a change in resistance between two temperatures, using a graph (MS 4a, MS 1c)
01.6 — Explaining why lamp resistance increases immediately after being switched on
04.1 — Completing a circuit diagram by adding a voltmeter in the correct position [Figure — print if needed] (6.2.1 noted) — Required practical 16 (AT 6/7)
04.2 — Identifying which component should be adjusted to change potential difference across a diode — Required practical 16
04.3 — Identifying the random error shown by varying current measurements — Required practical 16 (WS 3.7)
04.4 — Calculating a mean current from repeated measurements — Required practical 16 (WS 3.3, MS 2b)
04.5 — Plotting both points and drawing a line of best fit [Figure — print if needed] — Required practical 16 (WS 3.1/3.2, MS 4c)
04.6 — Describing a non-linear relationship shown on a graph — Required practical 16 (WS 3.5)
04.7 — Explaining that current decreases to 0.00 A when connections to a diode are reversed — Required practical 16
02.5 — Describing the relationship between potential difference and current for a filament lamp — Required practical 16 (WS 3.5, MS 4a)
02.6 — Identifying what happens to resistance as filament lamp temperature increases
06.6 — Sketching a current-potential difference graph for a filament lamp [Figure — print if needed]
6.2.2Series and parallel circuits
06.2 — Explaining why a calculated total resistance value for two resistors cannot be correct
01.1 — Comparing the current in two lamps connected in a circuit
01.2 — Calculating the potential difference across a second lamp, given battery and first lamp values
01.7 — Identifying what happens to a lamp when a parallel-connected lamp breaks, with a reason
06.1 — Identifying the correct statement about current through two lamps in a circuit
06.2 — Identifying what happens to current in a lamp when a parallel-connected lamp breaks
6.2.3Domestic uses and safety
05.2 — Identifying the potential difference and frequency of the UK mains supply
04.1 — Identifying the frequency of the UK mains electricity supply
01.1 — Identifying the approximate potential difference of the UK mains electricity supply
01.5 — Identifying the approximate frequency of the UK mains electricity supply
04.1 — Suggesting why some ceiling lights do not have an earth wire
05.1 — Identifying the purpose of the earth wire in an appliance
05.2 — Identifying the colours of wire insulation in a three-core cable
05.1 — Identifying how to connect the wires in a plug correctly
05.3 — Identifying the potential difference between the neutral wire and the earth wire
05.5 — Explaining why it would not be safe to touch a faulty appliance's metal case without an earth wire
05.6 — Explaining why it would be safe to touch a faulty appliance's metal case with an earth wire connected
06.6 — Identifying the potential difference between live and neutral wires in the mains supply
04.2 — Matching wires to the colour of their insulation [Figure — print if needed]
01.2 — Labelling the wires on a three-core cable diagram [Figure — print if needed]
01.3 — Explaining why mains cable wires are always the same colours
01.4 — Completing sentences describing what happens when the live wire is touched
6.2.4Energy transfers
02.2 — Calculating the power of a portable power source, given current and potential difference
01.5 — Calculating the power dissipated by a resistor, given potential difference and current
01.6 — Identifying an alternative equation to calculate power dissipated by a resistor
01.6 — Calculating the power dissipated in a length of wire, given potential difference and current
03.5 — Calculating the power of a filament lamp, given current and potential difference
01.5 — Calculating the power of a lamp, given potential difference and current
04.6 — Writing down the equation linking current, potential difference and power
04.7 — Calculating the current in a heater, given power and potential difference
01.3 — Calculating the power of a lamp, given potential difference and current
06.4 — Identifying the equation linking current, power and resistance
06.5 — Calculating the resistance of a whisk motor, given current and power
06.7 — Identifying that current decreases when beater speed is reduced
04.3 — Writing down the equation linking current, potential difference and power
04.4 — Calculating the current in a kettle, given power and potential difference
02.1 — Explaining why a phone battery needs recharging, in terms of energy stores
02.3 — Suggesting why a student chose a particular power source, using given data
02.7 — Calculating the energy transferred by a solar panel, given potential difference and charge
05.3 — Calculating the energy transferred by a toaster, given power and time
05.4 — Calculating the energy transferred by a discharging battery, given power and time
06.1 — Giving two energy stores that increase when an electric whisk is switched on
02.7 — Evaluating filament lamps compared with LED bulbs, using comparison data
05.3 — Explaining how step-up transformers make the National Grid efficient
05.4 — Explaining the role of transformers in the National Grid
01.6 — Calculating the voltage output of a step-up transformer
01.7 — Identifying why voltage is increased by a transformer in the National Grid
01.8 — Identifying why voltage is decreased by a transformer before reaching consumers
6.3Particle model of matter
6.3.1Changes of state and the particle model
07.1 — Describing a method to determine the density of an irregular object — Required practical 17 (AT 1; WS 2.2, 2.3, 2.6, 3.8)
07.2 — Determining the density of plastic materials from table data (2 marks for correct y-axis values, 2 for correctly drawn bars)
07.3 — Determining a mean density value from repeated measurements, identifying an anomalous result (WS 3.7, MS 2b)
07.3 — Using melting/boiling point data to identify the state of three substances
01.1 — Explaining why a ruler could not be used to calculate the volume of an irregular limestone piece
01.2 — Describing a method to determine the volume of an irregular piece of limestone — Required Practical 17 (AT 1)
01.3 — Calculating the density of a piece of limestone, given mass and volume
01.4 — Identifying another unit for density
01.5 — Drawing a bar on a chart to show the density of an unknown rock [Figure — print if needed] (MS 2c, WS 3.1)
01.6 — Identifying a likely rock type from density data
01.7 — Giving a reason why a rock type cannot be identified with certainty from density data alone (WS 3.5)
01.9 — Completing a sentence about how air holes affect the density of pumice compared to other rock
04.6 — Identifying the term for a measuring instrument giving a more precise reading (WS 3.3)
04.7 — Writing down the equation linking density, mass and volume
04.8 — Calculating the mass of a cube of material, given density and volume
03.6 — Describing how particle spacing changes as steel melts and density decreases (6.3.1.2 noted)
03.8 — Interpreting data about the mass of carbon in different types of steel (MS 1c, WS 3.5)
05.2 — Drawing an arrangement of gas particles [Figure — print if needed]
05.6 — Calculating the volume of a container, given length and cross-sectional area
05.7 — Writing down the equation linking density, mass and volume
05.8 — Calculating the average density of a container and its contents
05.1 — Describing changes in particle arrangement as ice melts and evaporates [Figure — print if needed] (6.2.4.2 noted — electrical heating also assessed)
05.2 — Identifying two control variables in an ice-melting investigation (WS 2.2)
04.6 — Describing how the movement of copper particles changes as copper melts
07.4 — Explaining changes in the arrangement of argon particles as temperature decreases
01.8 — Identifying the diagram showing particle arrangement in a gas
06.7 — Identifying why water becoming steam in a deep fryer is a physical change
03.3 — Identifying why solid steel cannot be poured, in terms of particle arrangement
03.4 — Completing a sentence about mass conservation as steel melts
03.5 — Identifying the diagram showing particle arrangement change from solid to liquid
03.7 — Completing a sentence identifying melting as a physical change
6.3.2Internal energy and energy transfers
04.2 — Selecting the thermometer suitable for measuring liquid-nitrogen temperature
04.4 — Completing statements that particle kinetic energy and speed decrease as a gas cools (6.3.3.1 noted)
03.2 — Identifying what is meant by the internal energy of a substance
05.5 — Calculating the change in thermal energy as water is heated to its boiling point
07.2 — Calculating the mass of ice produced, using a change in internal energy and specific latent heat of fusion (6.1.1.3 noted)
04.3 — Explaining that insulating gloves prevent cold burns/frostbite
04.5 — Calculating the specific heat capacity of air, given mass, temperature change and thermal energy (6.1.1.3 noted)
04.6 — Identifying what is meant by the specific heat capacity of water
04.7 — Calculating the temperature change of water, given a change in thermal energy and specific heat capacity (MS 3c)
06.1 — Describing a method to determine the specific heat capacity of vegetable oil — Required Practical 14: investigate the specific heat capacity of one or more materials (AT 1, AT 5)
06.2 — Identifying a risk when using heating equipment in a specific heat capacity investigation — Required Practical 14 (WS 2.4)
03.1 — Calculating the change in thermal energy of steel, given mass, specific heat capacity and temperature change (MS 3c)
04.7 — Calculating the energy needed to melt a given mass of copper, using specific latent heat of fusion
03.4 — Determining the melting point of gold from a graph
03.5 — Determining how long it took for gold to fully melt, using graph data
04.6 — Identifying what happens to temperature as nitrogen boils
04.7 — Identifying the type of state change occurring as nitrogen boils
04.8 — Calculating the specific latent heat of vaporisation of nitrogen, given mass and energy transferred
04.5 — Calculating the energy needed to melt ice, using specific latent heat of fusion
03.9 — Calculating the specific latent heat of fusion of steel, given mass and energy required
04.5 — Calculating the specific latent heat of vaporisation, given mass and energy
05.3 — Identifying the correct term for energy needed to melt a substance
6.3.3Particle model and pressure
07.1 — Explaining how air particle motion causes pressure to change as temperature decreases
04.1 — Identifying how gas particles move in a container
05.3 — Identifying how air particles exert pressure on a container
05.4 — Completing a sentence about particle motion as temperature decreases
05.5 — Describing the pressure trend as gas temperature decreases and then increases
6.4Atomic structure
6.4.1Atoms and isotopes
06.4 — Determining the radius of a magnesium atom, using a given hydrogen atom radius
03.2 — Calculating the diameter of a gold nucleus, using given scale information
03.3 — Explaining what happens to an electron that absorbs energy, in terms of energy levels
06.1 — Comparing the radius of a helium atom with the radius of an alpha particle
06.2 — Identifying what happens to an atom when it is ionised by an alpha particle (6.4.2.1 noted)
03.1 — Identifying the approximate size of a helium atom
03.2 — Giving a difference between a helium atom and an alpha particle
04.1 — Identifying the correct symbol for an atom, given its mass and atomic number
03.1 — Identifying how atoms of two isotopes of radium differ
07.2 — Calculating the number of neutrons in a gold atom, given its mass and atomic number
01.1 — Identifying the difference between atoms of different isotopes of lead
03.3 — Identifying the atomic number of a helium atom from a diagram
03.4 — Explaining the charge on a helium atom
03.5 — Suggesting why helium is important despite being scarce on Earth
06.1 — Explaining why the total positive charge in every atom of an element is always the same
06.2 — Explaining how alpha particle scattering results led to a new model of the atom
06.3 — Calculating the speed of alpha particles fired at gold foil, as a percentage of the speed of light
03.1 — Describing what happened to alpha particles that passed close to a gold nucleus
07.3 — Explaining how the alpha particle scattering experiment changed the model of the atom (WS 1.1, WS 1.2)
07.4 — Identifying which scientist's work led to the discovery of the neutron
6.4.2Atoms and nuclear radiation
05.1 — Identifying which type of radiation is the most penetrating
05.2 — Identifying which type of radiation is the most ionising
05.3 — Identifying which type of radiation has the longest range in air
04.5 — Identifying the type of radiation emitted, using its penetration range
06.4 — Identifying what gamma radiation consists of
06.5 — Explaining a nuclear decay sequence and identifying the types of radiation emitted (6.4.1.2, 6.4.2.2 noted)
06.3 — Explaining how a spark detector shows the presence of alpha radiation
06.4 — Describing a method the teacher could use to detect gamma radiation (WS 2.2, WS 2.6, WS 3.6)
03.2 — Identifying the furthest distance alpha radiation can travel in air
03.3 — Explaining why a decreased count rate reading shows a source emits alpha radiation
03.5 — Calculating the smallest count rate this could have been, from a rounded value (MS 1d, WS 3.4)
03.6 — Identifying the control, dependent and independent variables in a radiation investigation (WS 2.2)
03.7 — Describing the relationship between distance from a radioactive source and count rate, using graph data (MS 4a, WS 3.5)
01.2 — Identifying the number of protons in an alpha particle
01.5 — Calculating the count-rate of a radioactive source, given counts and time (MS 3c)
01.6 — Identifying the effect of a lead sheet on count-rate and giving a reason (gamma is attenuated, not fully stopped)
01.8 — Completing a sentence describing what gamma radiation consists of
03.3 — Suggesting how equipment was adjusted to detect alpha particles from toothpaste
03.4 — Interpreting activity results from different tubes in a radiation investigation
03.5 — Identifying the independent variable in a radiation investigation (WS 2.2)
03.6 — Identifying the dependent variable in a radiation investigation (WS 2.2)
03.8 — Identifying which property makes nuclear radiation hazardous (6.4.2.4 noted)
07.1 — Identifying what an alpha particle consists of
01.2 — Identifying what is meant by a radioactive isotope
01.3 — Identifying what beta radiation is
01.8 — Identifying which type of radiation has the greatest range in air
01.9 — Identifying which type of radiation is the least penetrating
02.1 — Identifying which statement could apply to a radioactive nucleus
02.5 — Identifying which type of radiation would not be detectable outside the body
05.4 — Completing a table of neutron and proton numbers for a decay equation
06.1 — Identifying the mass number value in a nuclear decay equation
06.2 — Identifying the atomic number value in a nuclear decay equation
06.3 — Identifying the mass number and atomic number values in a nuclear decay equation
03.1 — Identifying the correct nuclear equation for a named decay
03.4 — Identifying the correct symbol for a beta particle in a decay equation
01.1 — Identifying the type of radiation represented by a given nuclear symbol
01.3 — Determining an unknown value in a nuclear decay equation
02.2 — Comparing the nuclei of potassium-40 and calcium-40, given a decay equation
04.2 — Drawing a line of best fit on a count-rate decay graph [Figure — print if needed] (WS 3.2)
04.3 — Determining time taken for count rate to fall to a given value, using a graph (WS 3.5)
04.4 — Determining the half-life of a radioactive isotope from a graph
02.2 — Determining the activity of a radioactive sample at a later date, using a graph
02.3 — Determining the time taken for activity to halve, using a graph
02.4 — Determining the half-life of a radioactive isotope from graph data
02.5 — Calculating the percentage of atoms remaining after a given time
02.6 — Explaining why repeated activity readings vary, in terms of the random nature of decay
01.4 — Completing a sentence about activity after one half-life
03.2 — Determining the approximate half-life of radium-228 from a graph
01.4 — Determining the initial activity of a radioactive sample from a graph
01.5 — Calculating the activity of a sample after one half-life
01.6 — Estimating the age of an item from an activity value, using a graph
01.7 — Explaining how removing other radioactive substances affects an age estimate (6.4.2.1 noted)
02.3 — Explaining why repeated activity readings of a sample differ
02.4 — Determining the half-life of potassium-40 from a graph
04.6 — Explaining why articles in scientific journals are generally more trustworthy than newspaper articles (WS 1.6 — peer review)
02.1 — Completing a sentence naming the process of radioactive dust settling on an area
02.7 — Identifying an appropriate safety precaution when handling radioactive materials
02.8 — Naming the process by which scientific results are checked by other scientists (WS 1.6 — peer review)
01.7 — Identifying what happened to lead irradiated by gamma radiation
01.9 — Suggesting why long tongs were safer than short tongs for handling a radioactive source (WS 1.5)
03.7 — Identifying what happened to the health risk from a radioactive item after 100 years
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