CONTENTS

INTRODUCTION
AIMS
ASSESSMENT OBJECTIVES
SCHEME OF ASSESSMENT

INTRODUCTION

The syllabus has been designed to build on and extend the content coverage at O level. Candidates will be
assumed to have knowledge and understanding of Physics at O level, either as a single subject or as part of
a balanced science course.

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AIMS

These are not listed in order of priority.
The aims of a course based on this syllabus should be to:

1. provide, through well-designed studies of experimental and practical Physics, a worthwhile educational
experience for all students, whether or not they go on to study Physics beyond this level and, in
particular, to enable them to acquire sufficient understanding and knowledge to:
1.1 become confident citizens in a technological world and able to take or develop an informed interest
in matters of scientific importance
1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in
other disciplines and in everyday life
1.3 be suitably prepared for studies beyond A level.

2. develop abilities and skills that:
2.1 are relevant to the study and practice of science
2.2 are useful in everyday life
2.3 encourage efficient and safe practice
2.4 encourage effective communication.

3. develop attitudes relevant to science such as:
3.1 concern for accuracy and precision
3.2 objectivity
3.3 integrity
3.4 the skills of enquiry
3.5 initiative
3.6 inventiveness.

4. promote an awareness:
4.1 that the study and practice of Physics are co-operative and cumulative activities, and are subject to
social, economic, technological, ethical and cultural influences and limitations
4.2 that the implications of Physics may be both beneficial and detrimental to the individual, the
community and the environment
4.3 of the importance of the use of IT for communications, as an aid to experiments and as a tool for
the interpretation of experimental and theoretical results
4.4 that Physics transcends national boundaries and that the language of science, correctly and
rigorously applied, is universal.

5. stimulate students and create a sustained interest in Physics so that the study of the subject is
enjoyable and satisfying.

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ASSESSMENT OBJECTIVES

The assessment objectives listed below reflect those parts of the aims that will be assessed in the
examination.

A Knowledge with understanding
Candidates should be able to demonstrate knowledge and understanding in relation to:
1. scientific phenomena, facts, laws, definitions, concepts, theories

2. scientific vocabulary, terminology, conventions (including symbols, quantities and units)
3. scientific instruments and apparatus, including techniques of operation and aspects of safety
4. scientific quantities and their determination
5. scientific and technological applications with their social, economic and environmental implications.
The syllabus content defines the factual knowledge that candidates may be required to recall and explain.
Questions testing these objectives will often begin with one of the following words: define, state, describe or
explain. (See the glossary of terms)

B Handling, applying and evaluating information
Candidates should be able – in words or by using written, symbolic, graphical and numerical forms of
presentation – to:
1. locate, select, organise and present information from a variety of sources
2. translate information from one form to another
3. manipulate numerical and other data
4. use information to identify patterns, report trends, draw inferences and report conclusions
5. present reasoned explanations for phenomena, patterns and relationships
6. make predictions and put forward hypotheses

7. apply knowledge, including principles, to novel situations
8. evaluate information and hypotheses
9. demonstrate an awareness of the limitations of physical theories and models.
These assessment objectives cannot be precisely specified in the syllabus content because questions
testing such skills may be based on information that is unfamiliar to the candidate. In answering such
questions, candidates are required to use principles and concepts that are within the syllabus and apply
them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will
often begin with one of the following words: predict, suggest, deduce, calculate or determine. (See the
glossary of terms).

While candidates are not assessed on their practical skills, it is expected that they engage in practical work in
their routine lessons to support the learning of the subject and develop the necessary skills that are essential
in scientific exploration and investigation.

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SCHEME OF ASSESSMENT

All school candidates are required to enter for Papers 1 and 2.

Paper Type of Paper Duration Marks Weighting (%)
1 Multiple Choice 1 h 30 33
2 Structured Questions 2 h 80 67

Paper 1
30 multiple-choice questions. All questions will be of the direct choice type with 4 options.

Paper 2
This paper will consist of 2 sections. All answers will be written in spaces provided on the Question Paper.
Section A (40 marks)
This section will consist of a variable number of structured questions including one data-based question, all
compulsory.
Section B (40 marks)
This section will consist of three 20-mark questions of which candidates will answer two. The questions will
require candidates to integrate knowledge and understanding from different areas of the syllabus.

Marks allocated to assessment objectives
Theory Papers (Papers 1 and 2)

Type Assessment Objectives Weightage (%)
Knowledge with understanding (Assessment Objectives A1–A5) 40
Handling, applying and evaluating information (Assessment Objectives B1–B9) 60
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