Paper 1

Topics

Choose a topic to revise

Sample objectives

What this unit covers

• Motion and forces: Analyse distance/time graphs covering determination of speed from the gradient.
• Motion and forces: Explain that a scalar quantity has magnitude (size) but no specific direction.
• Motion and forces: Explain that a vector quantity has both magnitude (size) and a specific direction.
• Motion and forces: Build an explanation of the difference between vector and scalar quantities.
• Motion and forces: Recall accurately vector and scalar quantities, covering: a displacement/distance b velocity/speed c acceleration d force e weight/mass f momentum g energy.
• Motion and forces: Recall accurately that velocity is speed in a stated direction.
• Motion and forces: Recall accurately and then apply the equations: a (average) speed (metre per second, m/s) = distance (metre, m) ÷ time (s) b distance travelled (metre, m) = average speed (metre per second, m/s) × time (s).
• Motion and forces: Recall accurately and then apply the equation: acceleration (metre per second squared, m/s 2) = change in velocity (metre per second, m/s) ÷ time taken (second, s) () v − u a = t.
• Motion and forces: Apply the equation: (final velocity) 2 ((metre/second) 2, (m/s) 2) – (initial velocity) 2 ((metre/second) 2, (m/s) 2) = 2 × acceleration (metre per second squared, m/s 2) × distance (metre, m) v 2 − u 2 = 2 × a × x.
• Motion and forces: Analyse velocity/time graphs to: a compare acceleration from gradients qualitatively b calculate the acceleration from the gradient (for uniform acceleration only) c determine the distance travelled by applying the area between the graph line and the time axis (for uniform acceleration only).
• Motion and forces: Give a clear account of a range of laboratory methods for determining the speeds of objects for example the use of light gates.
• Motion and forces: Recall accurately some typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems.
• Motion and forces: Recall accurately that the acceleration, g, in free fall is 10 m/s 2 and develop the ability to estimate the magnitudes of everyday accelerations.
• Motion and forces: Recall accurately Newton’s first law and use it in the following situations: a where the resultant force on a body is zero, i.e. the body is moving at a constant velocity or is at rest b where the resultant force is not zero, i.e. the speed and/or direction of the body change(s).
• Motion and forces: Recall accurately and then apply Newton’s second law as: force (newton, N) = mass (kilogram, kg) × acceleration (metre per second squared, m/s 2) F = m × a.
• Motion and forces: Define weight, recall and use the equation: weight (newton, N) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) W = m × g.
• Motion and forces: Give a clear account of the way weight is measured.
• Motion and forces: Give a clear account of the connection between the weight of a body and the gravitational field strength.
• Motion and forces: Explain that an object moving in a circular orbit at constant speed has a changing velocity (qualitative only).
• Motion and forces: Explain that for motion in a circle there must be a resultant force known as a centripetal force that acts towards the centre of the circle.
• Motion and forces: Recall accurately and apply Newton’s third law both to equilibrium.
• Motion and forces: At Higher tier, master the complete requirement: Recall accurately and apply Newton’s third law both to equilibrium situations and to collision interactions and relate it to the conservation of momentum in collisions.
• Motion and forces: Define momentum, recall and use the equation: momentum (kilogram metre per second, kg m/s) = mass (kilogram, kg) × velocity (metre per second, m/s) p = m × v.
• Motion and forces: Give a clear account of examples of momentum in collisions.
• Motion and forces: Apply Newton’s second law as: force (newton, N) = change in momentum (kilogram metre per second, kg m/s) ÷ time (second, s) () mv − mu F = t.
• Motion and forces: Explain methods of measuring human reaction times and recall typical results.
• Motion and forces: Recall accurately that the stopping distance of a vehicle is made up of the sum of the thinking distance and the braking distance.
• Motion and forces: Explain that the stopping distance of a vehicle is affected by a range of factors covering: a the mass of the vehicle b the speed of the vehicle c the driver’s reaction time d the state of the vehicle’s brakes e the state of the road f the amount of friction between the tyre and the road surface.
• Motion and forces: Give a clear account of the factors affecting a driver’s reaction time covering drugs and distractions.
• Motion and forces: Build an explanation of the dangers resulting from large decelerations and.
• Motion and forces: At Higher tier, master the complete requirement: Build an explanation of the dangers resulting from large decelerations and estimate the forces involved in typical situations on a public road.
• Motion and forces: Estimate how the distance required for a road vehicle to stop in an emergency varies over a range of typical speeds.
• Motion and forces: Carry out calculations on work done to show the dependence of braking distance for a vehicle on initial velocity squared (work done to bring a vehicle to rest equals its initial kinetic energy).
• Conservation of energy: Recall accurately and then apply the equation to calculate the change in gravitational PE when an object is raised above the ground: change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m) ∆ GPE = m × g × ∆ h.
• Conservation of energy: Recall accurately and then apply the equation to calculate the amounts of energy associated with a moving object: 1 kinetic energy (joule, J) = × mass (kilogram, kg) × 2 (speed) 2 ((metre/second) 2, (m/s) 2) KE = 1 × m × v 2 2.
• Conservation of energy: Draw and interpret diagrams to represent energy transfers.
• Conservation of energy: Explain what is meant by conservation of energy.
• Conservation of energy: Analyse the changes involved in the way energy is stored when a system changes, covering: a an object projected upwards or up a slope b a moving object hitting an obstacle c an object being accelerated by a constant force d a vehicle slowing down e bringing water to a boil in an electric kettle.
• Conservation of energy: Explain that where there are energy transfers in a closed system there is no net change to the total energy in that system.
• Conservation of energy: Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings.
• Conservation of energy: Explain, using examples, how in all system changes energy is dissipated so that it is stored in less useful ways.
• Conservation of energy: Explain ways of reducing unwanted energy transfer covering through lubrication, thermal insulation.
• Conservation of energy: Give a clear account of the effects of the thickness and thermal conductivity of the walls of a building on its rate of cooling qualitatively.
• Conservation of energy: Recall accurately and then apply the equation: () useful energy transferre d by the device efficiency = () total energy sup plied to the device.
• Conservation of energy: Build an explanation of the way efficiency may be increased.
• Conservation of energy: Give a clear account of the main energy sources available for use on Earth (covering fossil fuels, nuclear fuel, bio-fuel, wind, hydro- electricity, the tides and the Sun), and compare the ways in which both renewable and non-renewable sources are used.
• Conservation of energy: Explain patterns and trends in the use of energy resources.
• Waves: Recall accurately that waves transfer energy and information without transferring matter.
• Waves: Give a clear account of evidence that with water and sound waves it is the wave and not the water or air itself that travels.
• Waves: Define and use the terms frequency and wavelength as applied to waves.
• Waves: Apply the terms amplitude, period, wave velocity and wavefront as applied to waves.
• Waves: Give a clear account of the difference between longitudinal and transverse waves by referring to sound, electromagnetic, seismic and water waves.
• Waves: Recall accurately and then apply both the equations below for all waves: wave speed (metre/second, m/s) = frequency (hertz, Hz) × wavelength (metre, m) v = f × λ wave speed (metre/second, m/s) = distance (metre, m) ÷ time (second, s) x v = t.
• Waves: Give a clear account of the way to measure the velocity of sound in air and ripples on water surfaces.
• Waves: Work out depth or distance from time and wave velocity.
• Waves: Give a clear account of the effects of a reflection b refraction c transmission d absorption of waves at material interfaces.
• Waves: Build an explanation of the way waves will be refracted at a boundary by referring to the change of direction and speed.
• Waves: Give a clear account of the processes which convert wave disturbances between sound waves and vibrations in solids, and a explain why such processes only work over a limited frequency range b use this to explain the way the human ear works.
• Waves: Recall accurately that sound with frequencies greater than 20 000 hertz, Hz, is known as ultrasound.
• Waves: Recall accurately that sound with frequencies less than 20 hertz, Hz, is known as infrasound.
• Waves: Explain uses of ultrasound and infrasound, covering a sonar b foetal scanning c exploration of the Earth’s core.
• Waves: Give a clear account of the way changes, if any, in velocity, frequency and wavelength, in the transmission of sound waves from one medium to another are inter-related.
• Light and the electromagnetic spectrum: Explain, with the aid of ray diagrams, reflection, refraction and total internal reflection (TIR), covering the law of reflection and critical angle.
• Light and the electromagnetic spectrum: Build an explanation of the difference between specular and diffuse reflection.
• Light and the electromagnetic spectrum: Build an explanation of the way colour of light is related to a differential absorption at surfaces b transmission of light through filters.
• Light and the electromagnetic spectrum: Relate the power of a lens to its focal length and shape.
• Light and the electromagnetic spectrum: Apply ray diagrams to show the similarities and differences in the refraction of light by converging and diverging lenses.
• Light and the electromagnetic spectrum: Build an explanation of the effects of distinct types of lens in producing real and virtual images.
• Light and the electromagnetic spectrum: Recall accurately that all electromagnetic waves are transverse, that they travel at an identical speed in a vacuum.
• Light and the electromagnetic spectrum: Explain, with examples, that all electromagnetic waves transfer energy from source to observer.
• Light and the electromagnetic spectrum: Plan and carry out the core practical investigating refraction in rectangular glass blocks by referring to the interaction of electromagnetic waves with matter.
• Light and the electromagnetic spectrum: Recall accurately the main groupings of the continuous electromagnetic spectrum covering (in order) radio waves, microwaves, infrared, visible (covering the colours of the visible spectrum), ultraviolet, x-rays and gamma rays.
• Light and the electromagnetic spectrum: Give a clear account of the electromagnetic spectrum as continuous from radio waves to gamma rays and that the radiations within it may be grouped in order of decreasing wavelength and increasing frequency.
• Light and the electromagnetic spectrum: Recall accurately that our eyes can only detect a limited range of frequencies of electromagnetic radiation.
• Light and the electromagnetic spectrum: Recall accurately that distinct substances may absorb, transmit, refract or reflect electromagnetic waves in ways that vary with wavelength.
• Light and the electromagnetic spectrum: Build an explanation of the effects of differences in the velocities of electromagnetic waves in distinct substances.
• Light and the electromagnetic spectrum: Explain that all bodies emit radiation, that the intensity and wavelength distribution of any emission depends on their temperature.
• Light and the electromagnetic spectrum: Explain that for a body to be at a constant temperature it needs to radiate an identical average power that it absorbs.
• Light and the electromagnetic spectrum: Explain what happens to a body if the average power it radiates is less or more than the average power that it absorbs.
• Light and the electromagnetic spectrum: Build an explanation of the way the temperature of the Earth is affected by factors controlling the balance between incoming radiation and radiation emitted.
• Light and the electromagnetic spectrum: Plan and carry out the core practical investigating how the nature of a surface affects the amount of thermal energy radiated or absorbed.
• Light and the electromagnetic spectrum: Recall accurately that the potential danger associated with an electromagnetic wave increases with increasing frequency.
• Light and the electromagnetic spectrum: Give a clear account of the harmful effects on people of excessive exposure to electromagnetic radiation, covering: a microwaves: internal heating of body cells b infrared: skin burns c ultraviolet: damage to surface cells and eyes, leading to skin cancer and eye conditions d x-rays and gamma rays: mutation or damage to cells in the body.
• Light and the electromagnetic spectrum: Give a clear account of some uses of electromagnetic radiation a radio waves: covering broadcasting, communications and satellite transmissions b microwaves: covering cooking, communications and satellite transmissions c infrared: covering cooking, thermal imaging, short range communications, optical fibres, television remote controls and security systems d visible light: covering vision, photography and illumination e ultraviolet: covering security marking, fluorescent lamps, detecting forged bank notes and disinfecting water f x-rays: covering observing the internal structure of objects, airport security scanners and medical x-rays g gamma rays: covering sterilising food and medical equipment, and the detection of cancer and its treatment.
• Light and the electromagnetic spectrum: Recall accurately that radio waves may be produced by, or can themselves induce, oscillations in electrical circuits.
• Light and the electromagnetic spectrum: Recall accurately that changes in atoms and nuclei can a generate radiations over a wide frequency range b be resulting from absorption of a range of radiations.
• Radioactivity: Give a clear account of an atom as a positively charged nucleus, consisting of protons and neutrons, surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleus.
• Radioactivity: Recall accurately the typical size (order of magnitude) of atoms and small molecules.
• Radioactivity: Give a clear account of the structure of nuclei of isotopes by applying the terms atomic (proton) number and mass (nucleon) number and using symbols in the format using symbols in the format 13 C 6.
• Radioactivity: Recall accurately that the nucleus of each element has a characteristic positive charge, but that isotopes of an element differ in mass by having distinct numbers of neutrons.
• Radioactivity: Recall accurately the relative masses and relative electric charges of protons, neutrons, electrons and positrons.
• Radioactivity: Recall accurately that in an atom the quantity of protons equals the quantity of electrons and is therefore neutral.
• Radioactivity: Recall accurately that in each atom its electrons orbit the nucleus at distinct set distances from the nucleus.
• Radioactivity: Explain that electrons change orbit when there is absorption or emission of electromagnetic radiation.
• Radioactivity: Build an explanation of the way atoms may form positive ions by losing outer electrons.
• Radioactivity: Recall accurately tha t alpha, β – (beta minus), β+ (positron), gamma rays and neutron radiation are emitted from unstable nuclei in a random process.
• Radioactivity: Recall accurately that alpha, β – (beta minus), β+ (positron) and gamma rays are ionising radiations.
• Radioactivity: Explain what is meant by background radiation.
• Radioactivity: Give a clear account of the origins of background radiation from Earth and space.
• Radioactivity: Give a clear account of methods for measuring and detecting radioactivity limited to photographic film and a Geiger–Müller tube.
• Radioactivity: Recall accurately that an alpha particle is equivalent to a helium nucleus, a beta particle is an electron emitted from the nucleus and a gamma ray is electromagnetic radiation.
• Radioactivity: Compare and distinguish alpha, beta and gamma radiations by referring to their abilities to penetrate and ionise.
• Radioactivity: Give a clear account of the way and why the atomic model has changed over time covering reference to the plum pudding model and Rutherford alpha particle scattering leading to the Bohr model.
• Radioactivity: Give a clear account of the process of β – decay (a neutron becomes a proton plus an electron).
• Radioactivity: Give a clear account of the process of β+ decay (a proton becomes a neutron plus a positron).
• Radioactivity: Build an explanation of the effects on the atomic (proton) number and mass (nucleon) quantity of radioactive decays (α, β, γ and neutron emission).
• Radioactivity: Recall accurately that nuclei that have undergone radioactive decay often undergo nuclear rearrangement with a loss of energy as gamma radiation.
• Radioactivity: Apply given data to balance nuclear equations by referring to mass and charge.
• Radioactivity: Give a clear account of the way the activity of a radioactive source decreases over a period of time.
• Radioactivity: Recall accurately that the unit of activity of a radioactive isotope is the Becquerel, Bq.
• Radioactivity: Explain that it cannot be predicted when a particular nucleus will decay but half-life enables the activity of a very large quantity of nuclei to be predicted during the decay process.
• Radioactivity: Apply the concept of half-life to carry out simple calculations on the decay of a radioactive isotope, covering graphical representations.
• Radioactivity: Give a clear account of uses of radioactivity, covering: a household fire (smoke) alarms b irradiating food c sterilisation of equipment d tracing and gauging thicknesses e diagnosis and treatment of cancer.
• Radioactivity: Give a clear account of the dangers of ionising radiation by referring to tissue damage and possible mutations and relate this to the precautions needed.
• Radioactivity: Build an explanation of the way the dangers of ionising radiation depend on half- life and relate this to the precautions needed.
• Radioactivity: Build an explanation of the precautions taken to ensure the safety of people exposed to radiation, covering limiting the dose for patients and the risks to medical personnel.
• Radioactivity: Give a clear account of the differences between contamination and irradiation effects and compare the hazards associated with these two.
• Radioactivity: Compare and distinguish and contrast the treatment of tumours using radiation applied internally or externally.
• Radioactivity: Explain some of the uses of radioactive substances in diagnosis of medical conditions, covering PET scanners and tracers.
• Radioactivity: Give reasons why isotopes used in PET scanners have to be produced nearby.
• Radioactivity: Make a supported judgement about the benefits and limitations of nuclear power for generating electricity, covering the lack of carbon dioxide emissions, risks, public perception, waste disposal and safety issues.
• Radioactivity: Recall accurately that nuclear reactions, covering fission, fusion and radioactive decay, may be a source of energy.
• Radioactivity: Build an explanation of the way the fission of U-235 produces two daughter nuclei and the emission of two or more neutrons, accompanied by a release of energy.
• Radioactivity: Build an explanation of the principle of a controlled nuclear chain reaction.
• Radioactivity: Build an explanation of the way the chain reaction is controlled in a nuclear reactor, covering the action of moderators and control rods.
• Radioactivity: Give a clear account of the way thermal (heat) energy from the chain reaction is used in the generation of electricity in a nuclear power station.
• Radioactivity: Recall accurately that the products of nuclear fission are radioactive.
• Radioactivity: Give a clear account of nuclear fusion as the creation of larger nuclei resulting in a loss of mass from smaller nuclei, accompanied by a release of energy, and recognise fusion as the energy source for stars.
• Radioactivity: Build an explanation of the difference between nuclear fusion and nuclear fission.
• Radioactivity: Give reasons why nuclear fusion does not happen at low temperatures and pressures, because of electrostatic repulsion of protons.
• Radioactivity: Relate the conditions for fusion to the difficulty of making a practical and economic form of power station.
• Astronomy: Build an explanation of the way and why both the weight of any body and the value of g differ between the surface of the Earth and the surface of other bodies in space, covering the Moon.
• Astronomy: Recall accurately that our Solar System consists of the Sun (our star), eight planets and their natural satellites (for example our Moon); dwarf planets; asteroids and comets.
• Astronomy: Recall accurately the names and order, by referring to distance from the Sun, of the eight planets.
• Astronomy: Give a clear account of the way ideas about the structure of the Solar System have changed over time.
• Astronomy: Give a clear account of the orbits of moons, planets, comets and artificial satellites.
• Astronomy: Explain for circular orbits how the force of gravity can lead to changing velocity of a planet but unchanged speed.
• Astronomy: Build an explanation of the way, for a stable orbit, the radius must change if orbital speed changes (qualitative only).
• Astronomy: Compare and distinguish the Steady State and Big Bang theories.
• Astronomy: Give a clear account of evidence supporting the Big Bang theory, limited to red-shift and the cosmic microwave background (CMB) radiation.
• Astronomy: Recall accurately that as there is more evidence supporting the Big Bang theory than the Steady State theory, it is the currently accepted model for the origin of the Universe.
• Astronomy: Give a clear account of that if a wave source is moving relative to an observer there will be a change in the observed frequency and wavelength.
• Astronomy: Give a clear account of the red-shift in light received from galaxies at distinct distances away from the Earth.
• Astronomy: Give reasons why the red-shift of galaxies provides evidence for the Universe expanding.
• Astronomy: Build an explanation of the way both the Big Bang and Steady State theories of the origin of the Universe both account for red-shift of galaxies.
• Astronomy: Build an explanation of the way the discovery of the CMB radiation led to the Big Bang theory becoming the currently accepted model.
• Astronomy: Give a clear account of the evolution of stars of similar mass to the Sun through the following stages: a nebula b star (main sequence) c red giant d white dwarf.
• Astronomy: Build an explanation of the way the balance between thermal expansion and gravity affects the life cycle of stars.
• Astronomy: Give a clear account of the evolution of stars with a mass larger than the Sun.
• Astronomy: Give a clear account of the way methods of observing the Universe have changed over time covering why some telescopes are located outside the Earth’s atmosphere.