4.1Energy
4.1.1Energy changes in a system, and the ways energy is stored before and after such changes
04.1 — Identifying the energy store that decreases as a cyclist rides at constant speed
04.4 — Calculating the percentage increase in cyclist speed as power output changes (MS 1c)
07.2 — Explaining why kinetic energy increase is less than gravitational potential energy decrease
07.3 — Explaining why different people reach different speeds at the end of a zip wire (4.1.1.2 noted)
08.2 — Calculating the speed of a toy car using gravitational potential energy and kinetic energy (4.1.1.2 noted; MS 3b, MS 3c)
08.3 — Determining the kinetic energy needed to complete a loop, with a reason
09.2 — Suggesting two reasons why total power output was greater than a calculated value (4.1.2.1 noted)
09.3 — Explaining how a boy with a longer time could have the same power output as a girl with a shorter time, using mass, gravitational potential energy and time
10.2 — Completing a sentence about an energy store decrease as an aeroplane moves upward
10.3 — Giving one factor that would increase the horizontal distance a toy aeroplane travels
07.2 — Describing the energy transfers as a baby moves between two stationary positions
01.1 — Identifying which energy store increases when water is heated (4.3.2.1 noted)
01.2 — Identifying which energy store increases when water is pumped uphill into a reservoir
10.1 — Calculating the maximum speed of a toy car, using elastic potential energy and kinetic energy (4.1.1.2 noted; MS 2a, MS 3b, MS 3c)
10.2 — Explaining energy transfers as a toy car moves around a loop section of track
10.2 — Describing the effect on power output when wind speed is halved (MS 1c)
10.3 — Calculating the speed of air passing wind turbine blades, given mass flow and density (4.3.1.1 noted; MS 3b, MS 3c)
03.1 — Calculating jump height from muscle power and jump time (MS 3b, MS 3c)
03.2 — Writing down the equation linking kinetic energy, mass and speed
03.3 — Calculating the mass of a volunteer, given kinetic energy and speed (MS 3b, MS 3c)
03.4 — Comparing the muscle power of males with females, using graph data (WS 3.5, MS 4a)
07.1 — Calculating the change in vertical height of a person, using gravitational potential energy data (MS 3b, MS 3c)
06.1 — Identifying two measurements needed to determine the speed of a rider and sled (AT 1, AT 3)
06.2 — Calculating the mass of a rider and sled, using gravitational potential energy and height (MS 3b, MS 3c)
06.3 — Explaining why all riders reach approximately the same speed at the bottom of a slide
10.1 — Calculating the maximum speed of a toy aeroplane, using elastic potential energy and kinetic energy (MS 1a, MS 3b, MS 3c)
04.1 — Calculating the mean vertical height change of water passing through a hydroelectric generator, using energy data (MS 1b, MS 3b, MS 3c)
07.1 — Suggesting why a baby bouncer should not be used above a maximum mass
07.3 — Calculating the spring constant, given elastic potential energy and extension (MS 1a, MS 3b, MS 3c)
06.1 — Identifying which energy store increases as bungee cords are stretched
06.2 — Calculating the maximum height reached by a bungee pod, given elastic potential energy and mass (MS 3b, MS 3c)
09.1 — Calculating the mass of water pumped each second, given gravitational potential energy transferred (MS 3b, MS 3c)
10.3 — Identifying two measurements needed to determine the speed of a toy car using a light gate (AT 1, AT 3)
09.3 — Calculating the mass of water heated by a coffee machine, using power, time and specific heat capacity data (4.2.4.2, 4.1.1.2, 4.3.1.1 noted; MS 3b, MS 3c)
07.1 — Suggesting why kettle water temperature did not immediately start increasing when switched on
07.2 — Determining the mass of water in a kettle, using energy transferred and specific heat capacity data (4.3.2.2 noted; MS 3b, MS 3c)
07.3 — Explaining how the gradient of a straight graph section can be used to determine a kettle's useful power output (4.3.2.2, 4.1.1.4 noted; MS 4d)
04.4 — Calculating the mass of water used in an investigation, using energy transferred, specific heat capacity and temperature change — Required Practical 2 (MS 3b, MS 3c)
02.1 — Suggesting why a thermometer was left in an iron block for a few minutes before an initial reading — Required Practical 1: investigate the specific heat capacity of one or more materials by linking energy transfer to temperature rise (AT 1, WS 2.6)
02.2 — Calculating the specific heat capacity of iron, using graph data — Required Practical 1 (MS 4a, MS 3b, MS 3c)
02.3 — Identifying the effects of adding insulation to a specific heat capacity investigation — Required Practical 1 (AT 5, WS 3.7)
08.3 — Calculating the temperature increase of air, given its specific heat capacity, energy and mass (4.3.2.2 noted; MS 1b, MS 3b, MS 3c)
02.1 — Giving one hazard in a specific heat capacity investigation (4.3.2.2 noted) — Required practical activity 1 (WS 2.4)
02.2 — Describing how a student could determine the specific heat capacity of water, using given apparatus (4.3.2.2 noted) — Required practical activity 1: determine the specific heat capacity of one or more materials by linking energy transfer to temperature increase (WS 2.2, 2.3, 2.6, AT 1, AT 5)
02.3 — Suggesting a change to reduce energy loss to the surroundings in a specific heat capacity investigation (4.3.2.2 noted) — Required practical activity 1 (WS 2.7)
02.4 — Calculating the percentage difference between an experimental and an accepted specific heat capacity value (4.3.2.2 noted) — Required practical activity 1 (MS 1c)
05.3 — Explaining why a fusion reactor's walls should undergo only a small temperature rise and avoid melting (4.3.2.2, 4.3.2.3 noted)
04.1 — Choosing the most appropriate thermometer resolution for an investigation (WS 2.3)
04.4 — Calculating the mass of water used in an investigation, using energy and specific heat capacity data (MS 3b, MS 3c)
04.5 — Giving a reason why an investigation's result is only an estimate (WS 3.7)
04.2 — Writing down the equation linking work done, power and time
04.3 — Calculating the work done by a cyclist, given power and time (MS 3c)
04.5 — Explaining how cycling uphill affects a cyclist's maximum speed
01.1 — Identifying what is meant by the power input of a light bulb
03.5 — Suggesting why the highest muscle power reading was used instead of an average (WS 3.7)
06.4 — Calculating the time for a motor to transfer a given amount of useful energy (MS 3b, MS 3c)
01.2 — Identifying the equation linking energy transferred, power and time (4.2.4.2 noted; MS 3c)
01.3 — Calculating the time to fully recharge a battery, given power output (4.2.4.2 noted; MS 3b, MS 3c)
05.1 — Calculating the mean energy transferred from the National Grid each second, in standard form (MS 1b, MS 3c)
09.1 — Calculating the total power output of a person running up stairs, given mass, height and time (4.1.1.2 noted; MS 3b, MS 3c)
04.2 — Calculating the time for a generator to transfer a given amount of energy, given power (MS 1b, MS 3b, MS 3c, WS 4.5)
02.2 — Writing down the equation linking energy, power and time (4.2.4.2 noted)
02.3 — Calculating the energy output of a nuclear power station, given power and time (4.2.4.2 noted; MS 1b, MS 3c)
04.2 — Writing down the equation linking energy transferred, power and time
04.3 — Calculating the mean power supplied by the Sun to water in a pan (MS 1a, MS 3c)
4.1.2Conservation and dissipation of energy
02.1 — Describing a method to investigate the insulating properties of newspaper — Required practical activity 2: investigate the effectiveness of different materials as thermal insulators and factors affecting thermal insulation (WS 2.2, AT 1, AT 5)
02.2 — Explaining why a temperature probe and datalogger were not necessary for an investigation — Required practical activity 2 (WS 2.3)
08.2 — Identifying which metal a heating investigation used, with a reason (WS 3.5)
08.3 — Suggesting a source of random error in an investigation (WS 3.7)
08.1 — Identifying why a toy car and racing track can be considered a closed system
01.3 — Explaining how oiling a wind turbine's mechanical parts would affect its efficiency (4.1.2.2 noted)
04.1 — Identifying the independent and dependent variables in a thermal insulation investigation — Required Practical 2: investigate the effectiveness of materials as thermal insulators and factors affecting thermal insulation (WS 2.2)
04.2 — Identifying the resolution of a thermometer — Required Practical 2 (AT 1, WS 2.6, WS 3.7)
04.3 — Giving a reason why one thermometer is more likely to be misread than another — Required Practical 2 (AT 1, WS 3.7)
04.5 — Identifying the best thermal insulator, using comparison data — Required Practical 2 (WS 3.5)
06.3 — Explaining why the actual maximum height reached is lower than a calculated value (4.1.2.2 noted)
05.3 — Giving two conclusions from a motor investigation, using graph data (WS 3.5, MS 4a)
05.4 — Identifying the main energy transfer that is not useful in a motor
05.3 — Identifying what is meant by 'more energy efficient'
01.4 — Writing down the equation linking efficiency, total power input and useful power output
01.5 — Calculating a missing useful power output value using efficiency data (MS 3b, MS 3c)
01.6 — Suggesting why light bulbs should also be labelled with visible light emission rate (4.1.1.4 noted)
02.5 — Writing down the equation linking efficiency, total power input and useful power output
02.6 — Calculating the useful power output of an LED, given total power input and efficiency (MS 3b, MS 3c)
05.3 — Calculating the useful power output of solar cells, given total power input and efficiency (MS 1a, MS 3b, MS 3c)
01.4 — Explaining why people should be encouraged to use energy efficient electrical devices (4.1.3 noted)
03.3 — Identifying the equation linking efficiency, total power input and useful power output
03.4 — Calculating the efficiency of a pavement tile system, given power input and output (MS 1a, MS 3b, MS 3c)
01.4 — Identifying the equation linking efficiency, total energy input and useful energy output
01.5 — Calculating the useful energy output from a power station, given total input and efficiency (MS 1a, MS 3b, MS 3c)
09.3 — Explaining why a more efficient replacement pump motor allows a greater mass of water to be pumped each second, as less energy is wasted
05.1 — Giving one variable that a student controlled in a motor efficiency investigation (WS 2.2)
05.2 — Giving two reasons for taking repeat readings in an investigation (WS 3.7)
05.5 — Stating the efficiency of a motor that could not lift a given weight
4.1.3National and global energy resources
08.1 — Comparing the advantages of nuclear power over burning shale gas (WS 1.4)
04.1 — Explaining the difference in journey time between an electric and diesel car
04.2 — Showing why a diesel car has a greater range than an electric car, using data (MS 1a, MS 3c)
04.3 — Suggesting two disadvantages of charging electric cars by plugging into the mains
04.4 — Suggesting how batteries in parked electric cars could help meet peak electricity demand
03.5 — Explaining how a hydroelectric power station's electricity generation compares to UK demand, using graph data (WS 3.5, MS 4a)
04.1 — Determining the percentage increase in electricity generated by gas-fired power stations over time (MS 1c)
04.2 — Giving two environmental advantages of gas-fired over coal-fired power stations
04.3 — Explaining how graph data suggests climate change is occurring (WS 3.5, MS 4a)
02.3 — Suggesting two reasons why models were tested before building a nuclear fusion power station (WS 1.2, WS 1.3, WS 1.5)
02.4 — Explaining one environmental effect of generating electricity using fossil fuels
05.4 — Explaining why a location may not be suitable for large-scale solar power systems
01.1 — Calculating the mean power needed for one home, given total wind farm power output (MS 1a, MS 3c)
01.2 — Suggesting two reasons why wind power could not meet UK electricity demand on a given day
04.3 — Identifying a suitable renewable energy resource for a remote location, using graph data (MS 4a, WS 3.5)
01.3 — Comparing the advantages and disadvantages of two energy storage methods, using data and calculations (4.1.1.1, 4.3.2.1, 4.1.1.2, 4.1.2.2 noted; MS 1c, WS 3.5)
01.4 — Explaining one change to reduce carbon dioxide released by transport and by electricity generation
02.5 — Calculating the number of days a power station generated electricity, given a percentage (MS 1c)
01.1 — Describing the difference between renewable and non-renewable energy resources
01.4 — Giving two conclusions about tidal turbine power output using graph data (WS 3.5, MS 4a)
01.5 — Comparing the environmental impacts of a wind turbine and a tidal turbine (WS 1.4)
04.1 — Explaining one environmental problem caused by carbon dioxide emissions
04.2 — Calculating the mass of carbon dioxide produced during manufacture of an electric car, using graph data (MS 4a)
04.3 — Determining the distance at which two cars' carbon dioxide emissions become equal, using graph data (MS 4a, WS 3.5)
04.4 — Explaining why an electric car still produces carbon dioxide indirectly as distance travelled increases
04.5 — Identifying two energy resources that do not emit carbon dioxide when generating electricity
03.1 — Suggesting a reason for the shape of a fossil fuel power output graph at a given time
03.2 — Suggesting a time when electricity demand was low, using graph data (WS 3.5, MS 4a)
03.3 — Suggesting two reasons why fossil fuel power stations only produce a fraction of their maximum output
4.2Electricity
4.2.1Current, potential difference and resistance
03.1 — Completing a circuit diagram by adding an ammeter and voltmeter [Figure — print if needed] (4.2.1.3, AT 6, AT 7 noted) — Required practical activity 3: use circuit diagrams to set up and check circuits investigating resistance, including wire length and series/parallel combinations
01.1 — Completing a circuit diagram by adding an ammeter and a voltmeter [Figure — print if needed] (AT 6, AT 7) — Required practical activity 4: construct circuits to investigate I-V characteristics of a filament lamp, diode and resistor at constant temperature
02.1 — Identifying the correct circuit diagram for a torch with one LED, one switch and three cells
05.4 — Drawing the circuit symbol for a thermistor [Figure — print if needed]
10.2 — Drawing the circuit symbol for a fuse [Figure — print if needed]
08.1 — Completing a circuit diagram to obtain given results [Figure — print if needed] (4.2.1.3 noted; WS 2.2, AT 6, AT 7)
02.2 — Writing down the equation linking charge flow, current and time
02.3 — Calculating the total charge flow through cells, given current and time (MS 1a, MS 3c)
05.2 — Calculating the mean current in a cable, given charge and time (MS 1a, MS 3b, MS 3c, WS 4.5)
10.3 — Calculating the current in a fuse wire, given charge flow and time (MS 1a, MS 3b, MS 3c)
03.2 — Describing a method to investigate how resistance varies with wire length, including a risk assessment — Required practical activity 3 (WS 2.2, 2.3, 2.4, 2.6, AT 1, AT 6, AT 7)
03.3 — Identifying why switching off the circuit between readings would improve accuracy (WS 2.7, WS 3.7)
03.4 — Explaining how using a jockey instead of crocodile clips would affect accuracy (WS 2.3, WS 3.7)
05.5 — Determining the resistance of an LDR at a given potential difference, with a reason (4.2.2 noted; MS 3c)
05.6 — Calculating the current through an LDR, given resistance, to 2 significant figures (4.2.2 noted; MS 2a, 3b, 3c)
10.3 — Calculating the resistance of a defibrillator circuit, given current, time and potential difference (4.2.1.2 noted; MS 3b, MS 3c)
01.3 — Writing down the equation linking current, potential difference and resistance — Required practical activity 4
01.4 — Determining the resistance of a filament lamp at a given potential difference, using a graph — Required practical activity 4 (MS 3b, MS 3c, MS 4a)
08.1 — Calculating a missing resistance value needed to give a stated mean — Required practical activity 3 (MS 2b)
08.2 — Explaining why a fourth reading would not improve precision — Required practical activity 3 (WS 3.7)
08.3 — Demonstrating, using several data pairs, that the number of parallel resistors is inversely proportional to mean total resistance — Required practical activity 3 (MS 1c, MS 3a, WS 3.5)
08.4 — Explaining why adding resistors in parallel decreases total resistance (4.2.2 noted) — Required practical activity 3
01.4 — Identifying the equation linking current, potential difference and resistance
01.5 — Calculating the resistance of a motor, given potential difference and current (MS 3b, MS 3c)
07.2 — Explaining how graph data shows current is inversely proportional to resistance (MS 1c, MS 4a, WS 3.5)
06.2 — Determining the resistance of a filament lamp at a given potential difference, using a graph (MS 4a, MS 3b, MS 3c)
03.1 — Describing a method to investigate how wire length affects resistance — Required practical activity 3: use circuit diagrams to investigate resistance, including wire length and series/parallel combinations (WS 2.2, 2.3, 2.4, 2.6, AT 1, AT 6, AT 7)
03.2 — Identifying the correct graph showing resistance against wire length at constant temperature (4.2.1.4 noted) — Required practical activity 3 (MS 4a)
03.3 — Explaining why a 1.50 V cell was not an electrical hazard in the investigation — Required practical activity 3 (WS 1.5)
05.3 — Suggesting why dirty coins are not recognised by a vending machine
05.5 — Determining the potential difference across a thermistor at a given temperature, using a graph (4.2.2 noted; MS 3b, MS 3c, MS 4a)
03.2 — Identifying the equation linking current, potential difference and resistance — Required practical activity 4
03.3 — Determining the resistance of an LED at a given potential difference, using a graph — Required practical activity 4 (MS 3b, MS 3c, MS 4a)
03.4 — Explaining why an ammeter reads zero when connections to an LED are reversed (4.2.1.4 noted) — Required practical activity 4
09.2 — Calculating the charge flow through a pump motor in a given time, given power and resistance (4.2.4.1, 4.2.1.2 noted; MS 1a, MS 3b, MS 3c)
08.3 — Explaining why one lamp has the higher resistance at any potential difference, using lower current/gradient from a graph (4.2.1.4 noted; MS 4a)
08.4 — Determining the potential difference range for ohmic behaviour, using a graph (4.2.1.4 noted; MS 4a)
05.1 — Completing a sentence about the relationship between current and potential difference for an ohmic conductor
05.2 — Explaining how the resistance of a filament lamp changes as potential difference increases
01.2 — Drawing a line to show the relationship between negative current and potential difference values [Figure — print if needed] — Required practical activity 4 (MS 4c, WS 3.1)
01.5 — Identifying what is meant by a zero error — Required practical activity 4 (WS 3.7)
02.4 — Explaining why a torch did not work with cells inserted the wrong way around (4.2.1.3 noted)
04.4 — Identifying the most suitable thermistor and justifying it using resistance change over a temperature range, using graph data (WS 3.5, MS 4a)
03.1 — Describing a method to investigate how current varies with potential difference for a resistor [Figure — print if needed] — Required Practical 4: use circuit diagrams to construct circuits to investigate the I-V characteristics of a filament lamp, diode and resistor at constant temperature (AT 6, AT 7, WS 2.2, WS 2.3, WS 2.6, WS 3.1)
03.2 — Explaining how an increased resistor temperature would have affected an investigation's results — Required Practical 4 (WS 3.5)
06.1 — Describing a method to investigate current-potential difference characteristics, including a circuit diagram [Figure — print if needed] — Required Practical 4: use circuit diagrams to construct circuits to investigate I-V characteristics of a filament lamp, diode and resistor at constant temperature (AT 6, AT 7, WS 2.2, WS 2.3, WS 2.6)
06.4 — Evaluating a student's prediction about lamp power output, using given data (4.2.4.1 noted; MS 1c, MS 4a, WS 3.6)
03.1 — Giving one way to vary the potential difference across an LED — Required practical activity 4 (AT 6, AT 7)
4.2.2Series and parallel circuits
05.4 — Identifying what happens to potential difference and current in an LDR circuit as light changes
06.2 — Explaining why a lawn mower handle should be held with both hands, in terms of current paths
03.3 — Identifying the resolution of a moving-coil ammeter — Required Practical 4 (AT 6, WS 2.6)
03.4 — Explaining why a digital ammeter with higher resolution does not necessarily give a more accurate reading — Required Practical 4 (AT 6, WS 3.7)
07.3 — Explaining how closing a switch would affect the current in a variable resistor (4.2.1.3 noted)
10.4 — Explaining why an aluminium wire is a better conductor than a steel wire of the same length (4.2.1.4 noted)
06.3 — Explaining how closing both switches in a circuit changes total resistance, current and power output (4.2.4.1 noted)
07.1 — Calculating the potential difference across a resistor, given ammeter reading (4.2.1.3 noted; MS 3c)
07.2 — Calculating the resistance of a labelled resistor in a circuit (4.2.1.3 noted; MS 3b, MS 3c)
07.3 — Stating what happens to the total circuit resistance when a switch is closed (4.2.1.3 noted)
4.2.3Domestic uses and safety
06.1 — Identifying the frequency of the UK mains electricity supply, with unit
09.3 — Interpreting graph data to identify that 50 Hz gives the lowest maximum let-go current (WS 3.5, MS 4a)
01.1 — Explaining what is meant by 'direct potential difference'
03.1 — Explaining what is meant by 'direct potential difference'
05.1 — Identifying the frequency and potential difference of the UK mains electricity supply
09.1 — Explaining why it would be dangerous for a live wire to touch a metal case
09.2 — Explaining why an electrician would receive a shock unless the circuit was disconnected before working on a switch
10.1 — Identifying the colour of insulation on the live wire in a three-core cable
4.2.4Energy transfers
09.2 — Calculating the current in a coffee machine, given power and mains potential difference (MS 3b, MS 3c)
01.2 — Writing down the equation linking current, potential difference and power
01.3 — Calculating the current in a light bulb, given power and mains potential difference (MS 3b, MS 3c)
06.3 — Calculating the current in a lawn mower motor, given power and resistance (MS 3b, MS 3c, MS 3d)
09.1 — Calculating the resistance of a person during an electric shock, using mean power, current and potential difference (4.2.1.3 noted; MS 2b, MS 3b, MS 3c)
01.6 — Comparing the recharging time of two different charging systems, using current data
07.1 — Calculating the potential difference across a battery, given power and resistance (MS 3b, MS 3c)
03.1 — Identifying the equation linking current, potential difference and power
03.2 — Calculating the current generated by pavement tiles, given power and potential difference (MS 3b, MS 3c)
01.2 — Identifying the equation linking current, power and resistance
01.3 — Calculating the resistance of a transmission cable, given power loss and current (MS 1b, MS 3b, MS 3c)
05.2 — Calculating the resistance of a coin, given power dissipated and current (MS 1a, MS 2a, MS 3b, MS 3c)
08.2 — Explaining which lamp is brighter, requiring higher current and power output, using given data (4.2.1.3 noted)
10.2 — Calculating the charge transferred in a spark, given potential difference and energy (MS 3b, MS 3c)
03.3 — Writing down the equation linking energy transferred, power and time
03.4 — Calculating the maximum energy transferred by electrical generators, given power and time (MS 1c, MS 3c)
06.3 — Calculating the charge flow through a large battery, using energy transferred and potential difference (MS 3b, MS 3c)
03.2 — Identifying the equation linking charge flow, energy and potential difference
03.3 — Calculating the charge flow through a battery, given energy transferred (MS 3b, MS 3c)
06.3 — Calculating the energy transferred by a filament lamp in a given time (4.1.1.4, 4.2.1.2, 4.2.4.1 noted; MS 1a, MS 3c, WS 4.5)
04.4 — Calculating the potential difference of a spark, given energy transferred and charge (MS 1b, MS 3b, MS 3c)
06.2 — Calculating the charge flow available from a battery, given energy transferred and potential difference (MS 1b, MS 3b, MS 3c)
10.1 — Explaining why potential difference is increased before transmission in the National Grid
06.1 — Explaining why a step-up transformer is used in the National Grid
06.2 — Explaining why a step-down transformer is used in the National Grid
01.1 — Completing sentences describing how a transformer changes potential difference and current
4.2.5Static electricity (physics only)
01.1 — Explaining why friction causes a student walking on carpet to become charged
01.3 — Explaining why a negatively charged student receives an electric shock touching a metal tap (4.2.1.2, 4.2.1.3 noted)
01.4 — Suggesting why thin copper wires in a carpet reduce the risk of an electric shock (4.2.1.3 noted)
05.1 — Explaining why a cloth becomes positively charged after being rubbed with a plastic rod
05.2 — Explaining why a balance reading increases when a charged rod is held above it
05.3 — Explaining why a zero error is not important in a particular electrostatics experiment (WS 3.7)
04.1 — Explaining why a student's hair moves away from a charged metal dome
04.5 — Identifying which change would increase the distance a spark can jump (WS 3.5)
06.1 — Explaining how an uncharged object may become positively charged
01.2 — Drawing three arrows to complete an electric field pattern [Figure — print if needed] (WS 1.2)
10.1 — Identifying the type and direction of the force between a charged student's hair and a balloon
10.2 — Explaining why a person could receive a fatal electric shock flying a kite near a power cable
10.3 — Drawing a line to show how electric field strength changes with increased humidity [Figure — print if needed] (WS 3.5)
05.4 — Explaining why a spark jumps between a charged rod and an earthed conductor
04.2 — Explaining what is meant by an electric field
04.3 — Describing how electric field strength changes with distance from a charged dome
06.2 — Drawing the electric field pattern around an isolated charged metal dome [Figure — print if needed] (WS 1.2)
06.3 — Identifying the position where a positive charge would experience the greatest force in an electric field (WS 3.5)
4.3Particle model of matter
4.3.1Changes of state and the particle model
10.1 — Calculating the mass of air passing wind turbine blades per second, given density and volume flow (MS 3b, MS 3c)
09.1 — Explaining how using a metre rule would have affected the accuracy of a measurement — Required practical activity 5 (WS 2.3, AT 1)
09.2 — Explaining how to correct for a zero error on a balance — Required practical activity 5 (WS 3.7, AT 1)
09.3 — Calculating the mass of a cube, given side length and density — Required practical activity 5 (AT 1, MS 1b, MS 3b, MS 3c, MS 5c)
11.2 — Identifying how the particle model explains the density difference between a liquid and a gas
03.1 — Writing down the equation linking density, mass and volume
03.2 — Calculating the mass of water in a reservoir, given volume and density, in standard form (MS 1b, MS 3c)
04.1 — Identifying another piece of equipment needed to determine the density of an irregular object — Required Practical 5: use appropriate apparatus to determine the densities of regular and irregular solids and liquids, using displacement for an irregular solid (AT 1, WS 2.3)
04.2 — Writing down the equation linking density, mass and volume — Required Practical 5 (MS 3a)
04.3 — Calculating the volume of an apple, given mass and density — Required Practical 5 (MS 3b, MS 3c)
04.4 — Explaining why single volume measurements cannot show a method gives precise readings — Required Practical 5 (WS 3.7)
02.1 — Describing a method to determine the density of a rock — Required Practical 5: determine the densities of regular and irregular solids and liquids, using displacement for an irregular solid (AT 1, WS 2.2, WS 2.3, WS 2.6)
02.2 — Determining the maximum and minimum density values, using an uncertainty range — Required Practical 5 (WS 3.4)
02.3 — Identifying which two rock types match a density value, using table data — Required Practical 5 (WS 3.5)
02.4 — Explaining why taking repeated density measurements may improve accuracy — Required Practical 5 (MS 2b, WS 3.7)
03.5 — Explaining changes in particle arrangement, movement, potential energy and kinetic energy as ice melts and water warms to 5°C (4.3.2.1 noted)
07.1 — Identifying the type of error caused by an incorrect eye position when reading a scale (WS 3.7) — Required practical activity 5
07.2 — Suggesting why a student should account for string volume in a density measurement — Required practical activity 5 (WS 3.7)
07.3 — Giving a reason why a measuring cylinder could not give an accurate volume value — Required practical activity 5 (AT 1, WS 2.3)
07.4 — Suggesting how a student could account for a non-zero balance reading after removing an object — Required practical activity 5 (WS 3.7)
07.5 — Calculating the mass of a ring, given density and volume — Required practical activity 5 (MS 1b, MS 3b, MS 3c)
01.2 — Writing down the equation linking density, mass and volume
01.3 — Calculating the volume of seawater passing through a tidal turbine each second, given mass and density (MS 3b, MS 3c)
01.3 — Writing down the equation linking density, mass and volume
01.4 — Calculating the density of helium, given mass and volume, with correct unit (MS 1a, MS 3c)
4.3.2Internal energy and energy transfers
11.1 — Explaining how the internal energy of water changes as it is heated from 20°C to 25°C
08.2 — Explaining the change in internal energy as liquid nitrogen becomes a gas, distinguishing potential and kinetic energy changes (4.3.2.3 noted)
01.2 — Identifying the name given to the total kinetic and potential energy of gas particles
08.1 — Explaining why the initial temperature of each ice cube needed to be the same (WS 3.7)
08.4 — Calculating the mass of ice, using specific heat capacity and specific latent heat data (4.3.2.3 noted; MS 3b, MS 3c, MS 3d)
02.2 — Calculating the energy needed to increase the temperature of deuterium, given specific heat capacity (4.1.1.3 noted; MS 1a, MS 3c, WS 4.5)
06.1 — Calculating the temperature increase of a heating pad material, given energy and mass (4.1.1.3 noted; MS 3b, MS 3c)
11.3 — Explaining how measured mass and time data could be used to estimate the power output of a Bunsen burner (4.1.1.4 noted; MS 3b, MS 3c)
08.1 — Identifying the measuring instrument needed to measure a volume of water (AT 1, WS 2.3)
08.2 — Identifying a hazard in a specific latent heat investigation (WS 2.4)
08.3 — Calculating the specific latent heat of vaporisation of water, given mass and energy data (AT 5, MS 1a, MS 3b, MS 3c)
08.4 — Explaining how heat loss to surroundings affected a specific latent heat result (WS 3.7)
08.5 — Explaining how evaporation before boiling affected a specific latent heat result (WS 3.7)
03.4 — Calculating the specific latent heat of fusion of ice, given energy and mass (MS 3b, MS 3c)
10.4 — Calculating the mass of fuse wire that melts, given energy and specific latent heat (MS 1b, MS 3b, MS 3c)
08.1 — Calculating the specific latent heat of vaporisation of nitrogen, given energy and mass (MS 1a, MS 3b, MS 3c)
4.3.3Particle model and pressure
10.1 — Identifying which statements describe the movement of gas particles in a balloon
10.3 — Explaining, using the particle model, why gas pressure increases as temperature increases at constant volume (WS 1.2)
09.1 — Completing a sentence describing the movement of air particles in a tyre
09.2 — Explaining why pumping more air into a tyre increases pressure, at constant volume and temperature (4.3.3.2 noted; WS 1.2)
09.3 — Explaining why tyre pressure changes as air temperature increases (WS 1.2)
08.2 — Identifying how an increase in temperature affects gas particles in a piston
08.3 — Explaining how gas pressure changes as temperature increases after boiling (WS 1.2)
01.1 — Describing the movement of particles of helium gas inside a balloon
07.1 — Giving two reasons why taking repeat readings could provide more accurate data (WS 3.3, WS 3.7)
07.2 — Explaining what type of error would be caused by parallax when reading a scale (WS 3.7)
07.4 — Calculating the volume of a gas at a different pressure, at constant temperature (MS 3b, MS 3c)
10.2 — Calculating the new pressure of a compressed gas at constant temperature (MS 3b, MS 3c)
09.1 — Identifying a range of values for gas pressure, using given uncertainty (WS 3.4)
09.2 — Giving one control variable in a gas pressure investigation (WS 2.2)
09.3 — Calculating the pressure of a gas at a decreased volume, at constant temperature (MS 3b, MS 3c)
09.4 — Explaining, using the particle model, why gas pressure changed as the volume in a syringe decreased (WS 1.2)
08.1 — Explaining, using the particle model, why gas pressure increases as a plunger is pushed in at constant temperature (WS 1.2)
07.3 — Explaining how a temperature increase would affect the pressure exerted by a gas (HT)
07.5 — Explaining why the internal energy of air increases as a tyre is inflated (HT)
4.4Atomic structure
4.4.1Atoms and isotopes
05.1 — Comparing the structure of a carbon-14 atom with a carbon-12 atom (4.4.1.2 noted)
08.2 — Explaining why an alpha particle takes a particular path near a nucleus (4.2.5.1, 4.2.5.2 noted)
08.3 — Explaining why one alpha particle's path is more tightly curved than another's (4.2.5.1, 4.2.5.2 noted)
08.6 — Explaining how an electron can move between energy levels in an atom (WS 1.2)
06.1 — Identifying which two atoms in a diagram represent the same element
06.2 — Identifying which two atoms in a diagram are isotopes of each other
05.1 — Describing what is meant by 'isotopes' of an element
09.4 — Determining the name of an element formed by radioactive decay, using given information
08.1 — Matching subatomic particles to their year of discovery [Figure — print if needed] (WS 1.1)
08.4 — Identifying what can be deduced about atomic structure from alpha particle scattering paths (WS 1.1)
08.5 — Identifying how the Bohr model differs from the nuclear model of the atom (WS 1.1)
07.1 — Identifying why scientists sometimes change the model used to describe atomic structure
02.1 — Explaining what led to the plum pudding model of the atom being replaced by the nuclear model
4.4.2Atoms and nuclear radiation
02.1 — Calculating the count rate for a radioactive rock, given counts and background rate (4.4.3.1 noted; MS 1a, MS 3c)
02.2 — Calculating the activity of a kitchen worktop, given activity per kilogram and mass (MS 1a, MS 3c)
06.1 — Explaining why a smoke alarm switches on when smoke particles enter the plastic casing
06.2 — Explaining why it is safe to use an alpha radiation source in a household smoke alarm
06.3 — Explaining why a smoke alarm would not work with a beta or gamma radiation source
07.1 — Identifying what an alpha particle consists of
05.4 — Determining which isotope poses the greatest health risk, based on half-life data (4.4.3.3 noted; WS 1.5, WS 3.5)
05.7 — Explaining how distance from a radiation source affects a worker's exposure (WS 1.5)
09.1 — Explaining how given data shows a source only emits alpha radiation (4.4.3.1 noted; WS 3.5, MS 4a)
09.2 — Explaining how an absorbing material could be used to determine if a source emits beta or gamma radiation (WS 2.3)
09.5 — Determining the activity of a radioactive sample at 300 seconds, by drawing a tangent to a graph and calculating its gradient [Figure — print if needed] (MS 4e, WS 3.3)
07.5 — Comparing the activity of polonium-209 and polonium-210 samples, using their different half-lives (4.4.2.3 noted)
05.1 — Completing a nuclear decay equation (MS 1b, MS 1c)
06.3 — Drawing an arrow to represent alpha decay on a diagram [Figure — print if needed] (MS 1c, WS 1.2)
06.5 — Completing a nuclear equation for a two-stage alpha and beta decay sequence (MS 1c, MS 3c)
07.2 — Completing a nuclear equation for alpha decay, identifying mass and atomic numbers
07.3 — Completing the nuclear equation for the decay of polonium-210
09.3 — Determining the atomic number of a new element formed by radioactive decay
09.5 — Determining the type of radiation emitted as protactinium decays, with a reason
06.4 — Explaining, using a graph, why a smoke alarm source needs a long half-life to keep the count rate above the alarm threshold (WS 3.5, MS 4a)
05.3 — Calculating the initial mass of a polonium-210 sample after three half-lives, given final mass (MS 1b, MS 1c)
05.5 — Explaining why nuclear fusion waste having a shorter half-life than fission waste is an advantage (WS 1.5)
06.4 — Explaining what is meant by the 'random nature of radioactive decay'
05.2 — Explaining what is meant by 'a half-life of 5700 years'
05.3 — Calculating the age of a fluorine-17 sample, using activity and half-life data (MS 1c)
07.4 — Calculating the time for a polonium-210 sample to decay to a given fraction, using half-life data (MS 1c)
09.1 — Giving two assumptions made when modelling radioactive decay using dice (WS 1.2)
09.2 — Determining the half-life of a decay model, using graph data (MS 4a, WS 3.5)
02.4 — Suggesting a reason why 'Banana Equivalent Dose' may help public awareness of radiation risk (WS 1.5)
05.2 — Explaining why internal contamination by an alpha-emitting material is highly dangerous
07.3 — Explaining why internal contamination from an alpha-emitting source is a greater risk than external exposure (WS 1.5)
05.5 — Describing the difference between irradiation and contamination (WS 1.5)
02.4 — Suggesting one precaution to reduce the hazard from long-half-life radioactive waste (WS 1.5)
09.3 — Suggesting a safety precaution to reduce radiation dose to a teacher (WS 1.5)
09.4 — Suggesting a safety precaution to avoid becoming contaminated (WS 1.5)
07.2 — Explaining why early scientists working with radioactivity were irradiated and contaminated
09.6 — Explaining that gloves prevent contamination but do not prevent irradiation (WS 1.5)
4.4.3Hazards and uses of radioactive emissions and background radiation (physics only)
02.3 — Explaining why a householder should not be concerned about their yearly radiation dose, using given data (MS 1c, WS 3.5)
05.1 — Giving one other man-made source of background radiation
05.8 — Comparing radiation exposure risks for nuclear power workers and aircraft pilots (MS 1c, MS 3c)
06.5 — Explaining the ideal properties of a radioactive source for use in medical diagnosis
05.6 — Giving one health risk to a person working close to a radiation source
4.4.4Nuclear fission and fusion (physics only)
08.2 — Describing the process of nuclear fission
08.3 — Describing the process of nuclear fission in more detail
05.2 — Giving the name of one nuclear fuel
05.3 — Describing the process of nuclear fission inside a nuclear reactor
02.1 — Completing sentences describing the nuclear fission process
05.4 — Giving one consequence of an uncontrolled nuclear fission chain reaction
10.1 — Completing a diagram to show how the fission process starts a chain reaction [Figure — print if needed] (WS 1.2)
10.2 — Explaining how control rods regulate the rate of energy release in a nuclear reactor
10.3 — Calculating the rate of increase of power output at a given time, using the gradient of a tangent to a graph (MS 4e)
05.4 — Explaining how the process of nuclear fusion leads to the release of energy
02.1 — Completing sentences about nuclear fusion, in terms of particles joining and mass change
05.2 — Explaining how nuclear fusion releases energy
No questions match your search.
Select a question
📄
Select a question to view the exam paper