2022 2024 Syllabus
2022 2024 Syllabus
2022 2024 Syllabus
Syllabus overview
Content overview
Candidates for Cambridge International AS Level Physics study the following topics:
1 Physical quantities and units
2 Kinematics
3 Dynamics
4 Forces, density and pressure
5 Work, energy and power
6 Deformation of solids
7 Waves
8 Superposition
9 Electricity
10 D.C. circuits
11 Particle physics
Candidates for Cambridge International A Level Physics study the AS Level topics and the following topics:
12 Motion in a circle
13 Gravitational fields
14 Temperature
15 Ideal gases
16 Thermodynamics
17 Oscillations
18 Electric fields
19 Capacitance
20 Magnetic fields
21 Alternating currents
22 Quantum physics
23 Nuclear physics
24 Medical physics
25 Astronomy and cosmology
Assessment overview
Paper 1 Paper 4
Paper 2 Paper 5
Paper 3
1.2 SI units
Candidates should be able to:
1 recall the following SI base quantities and their units: mass (kg), length (m), time (s), current (A),
temperature (K)
2 express derived units as products or quotients of the SI base units and use the derived units for
quantities listed in this syllabus as appropriate
3 use SI base units to check the homogeneity of physical equations
4 recall and use the following prefixes and their symbols to indicate decimal submultiples or multiples of
both base and derived units: pico (p), nano (n), micro ( ), milli (m), centi (c), deci (d), kilo (k), mega (M),
giga (G), tera (T)
2 Kinematics
2.1 Equations of motion
Candidates should be able to:
1 define and use distance, displacement, speed, velocity and acceleration
2 use graphical methods to represent distance, displacement, speed, velocity and acceleration
3 determine displacement from the area under a velocity–time graph
4 determine velocity using the gradient of a displacement–time graph
5 determine acceleration using the gradient of a velocity–time graph
6 derive, from the definitions of velocity and acceleration, equations that represent uniformly accelerated
motion in a straight line
7 solve problems using equations that represent uniformly accelerated motion in a straight line, including
the motion of bodies falling in a uniform gravitational field without air resistance
8 describe an experiment to determine the acceleration of free fall using a falling object
9 describe and explain motion due to a uniform velocity in one direction and a uniform acceleration in a
perpendicular direction
3 Dynamics
An understanding of forces from Cambridge IGCSE/O Level Physics or equivalent is assumed.
3.1 Momentum and Newton’s laws of motion
Candidates should be able to:
1 understand that mass is the property of an object that resists change in motion
2 recall F = ma and solve problems using it, understanding that acceleration and resultant force are always
in the same direction
3 define and use linear momentum as the product of mass and velocity
4 define and use force as rate of change of momentum
5 state and apply each of Newton’s laws of motion
6 describe and use the concept of weight as the effect of a gravitational field on a mass and recall that the
weight of an object is equal to the product of its mass and the acceleration of free fall
6 Deformation of solids
6.1 Stress and strain
Candidates should be able to:
1 understand that deformation is caused by tensile or compressive forces (forces and deformations will be
assumed to be in one dimension only)
2 understand and use the terms load, extension, compression and limit of proportionality
3 recall and use Hooke’s law
4 recall and use the formula for the spring constant k = F / x
5 define and use the terms stress, strain and the Young modulus
6 describe an experiment to determine the Young modulus of a metal in the form of a wire
7 Waves
An understanding of colour from Cambridge IGCSE/O Level Physics or equivalent is assumed.
7.1 Progressive waves
Candidates should be able to:
1 describe what is meant by wave motion as illustrated by vibration in ropes, springs and ripple tanks
2 understand and use the terms displacement, amplitude, phase difference, period, frequency, wavelength
and speed
3 understand the use of the time-base and y-gain of a cathode-ray oscilloscope (CRO) to determine
frequency and amplitude
4 derive, using the definitions of speed, frequency and wavelength, the wave equation v = f
5 recall and use v = f
6 understand that energy is transferred by a progressive wave
7 recall and use intensity = power/area and intensity (amplitude)2 for a progressive wave
7.5 Polarisation
Candidates should be able to:
1 understand that polarisation is a phenomenon associated with transverse waves
2 recall and use Malus’s law (I = I0 cos2 ) to calculate the intensity of a plane polarised electromagnetic
wave after transmission through a polarising filter or a series of polarising filters
8 Superposition
8.1 Stationary waves
Candidates should be able to:
1 explain and use the principle of superposition
2 show an understanding of experiments that demonstrate stationary waves using microwaves, stretched
strings and air columns (it will be assumed that end corrections are negligible; knowledge of the concept
of end corrections is not required)
3 explain the formation of a stationary wave using a graphical method, and identify nodes and antinodes
4 understand how wavelength may be determined from the positions of nodes or antinodes of a stationary
wave
8.2 Diffraction
Candidates should be able to:
1 explain the meaning of the term diffraction
2 show an understanding of experiments that demonstrate diffraction including the qualitative effect of
the gap width relative to the wavelength of the wave; for example diffraction of water waves in a ripple
tank
8.3 Interference
Candidates should be able to:
1 understand the terms interference and coherence
2 show an understanding of experiments that demonstrate two-source interference using water waves in a
ripple tank, sound, light and microwaves
3 understand the conditions required if two-source interference fringes are to be observed
4 recall and use = ax / D for double-slit interference using light
9 Electricity
9.1 Electric current
Candidates should be able to:
1 understand that an electric current is a flow of charge carriers
2 understand that the charge on charge carriers is quantised
3 recall and use Q = It
4 use, for a current-carrying conductor, the expression I = Anvq, where n is the number density of charge
carriers
10 D.C. circuits
10.1 Practical circuits
Candidates should be able to:
1 recall and use the circuit symbols shown in section 6 of this syllabus
2 draw and interpret circuit diagrams containing the circuit symbols shown in section 6 of this syllabus
3 define and use the electromotive force (e.m.f.) of a source as energy transferred per unit charge in
driving charge around a complete circuit
4 distinguish between e.m.f. and potential difference (p.d.) in terms of energy considerations
5 understand the effects of the internal resistance of a source of e.m.f. on the terminal potential difference
11 Particle physics
11.1 Atoms, nuclei and radiation
Candidates should be able to:
1 infer from the results of the -particle scattering experiment the existence and small size of the nucleus
2 describe a simple model for the nuclear atom to include protons, neutrons and orbital electrons
3 distinguish between nucleon number and proton number
4 understand that isotopes are forms of the same element with different numbers of neutrons in their
nuclei
5 understand and use the notation AZX for the representation of nuclides
6 understand that nucleon number and charge are conserved in nuclear processes
– +
7 describe the composition, mass and charge of -, - and -radiations (both (electrons) and
(positrons) are included)
8 understand that an antiparticle has the same mass but opposite charge to the corresponding particle,
and that a positron is the antiparticle of an electron
–
9 state that (electron) antineutrinos are produced during decay and (electron) neutrinos are produced
during + decay
10 understand that -particles have discrete energies but that -particles have a continuous range of
energies because (anti)neutrinos are emitted in -decay
238
11 represent - and -decay by a radioactive decay equation of the form 92
U " 234
90
Th + 24
12 use the unified atomic mass unit (u) as a unit of mass
13 Gravitational fields
13.1 Gravitational field
Candidates should be able to:
1 understand that a gravitational field is an example of a field of force and define gravitational field as force
per unit mass
2 represent a gravitational field by means of field lines
14 Temperature
14.1 Thermal equilibrium
Candidates should be able to:
1 understand that (thermal) energy is transferred from a region of higher temperature to a region of lower
temperature
2 understand that regions of equal temperature are in thermal equilibrium
15 Ideal gases
15.1 The mole
Candidates should be able to:
1 understand that amount of substance is an SI base quantity with the base unit mol
2 use molar quantities where one mole of any substance is the amount containing a number of particles of
that substance equal to the Avogadro constant NA
3 <c 2 >
understand that the root-mean-square speed cr.m.s. is given by
4 compare pV = ⅓Nm<c2> with pV = NkT to deduce that the average translational kinetic energy of a
molecule is 3–2 kT
16 Thermodynamics
An understanding of energy from Cambridge IGCSE/O Level Physics or equivalent is assumed.
16.1 Internal energy
Candidates should be able to:
1 understand that internal energy is determined by the state of the system and that it can be expressed
as the sum of a random distribution of kinetic and potential energies associated with the molecules of a
system
2 relate a rise in temperature of an object to an increase in its internal energy
17 Oscillations
17.1 Simple harmonic oscillations
Candidates should be able to:
1 understand and use the terms displacement, amplitude, period, frequency, angular frequency and phase
difference in the context of oscillations, and express the period in terms of both frequency and angular
frequency
2 understand that simple harmonic motion occurs when acceleration is proportional to displacement from
a fixed point and in the opposite direction
2
3 use a = – x and recall and use, as a solution to this equation, x = x0 sin t
18 Electric fields
18.1 Electric fields and field lines
Candidates should be able to:
1 understand that an electric field is an example of a field of force and define electric field as force per unit
positive charge
2 recall and use F = qE for the force on a charge in an electric field
3 represent an electric field by means of field lines
19 Capacitance
19.1 Capacitors and capacitance
Candidates should be able to:
1 define capacitance, as applied to both isolated spherical conductors and to parallel plate capacitors
2 recall and use C = Q / V
3 derive, using C = Q / V, formulae for the combined capacitance of capacitors in series and in parallel
4 use the capacitance formulae for capacitors in series and in parallel
20 Magnetic fields
20.1 Concept of a magnetic field
Candidates should be able to:
1 understand that a magnetic field is an example of a field of force produced either by moving charges or
by permanent magnets
2 represent a magnetic field by field lines
21 Alternating currents
An understanding of the practical and economic advantages of transmission of power by electricity from
Cambridge IGCSE / O Level Physics or equivalent is assumed.
21.1 Characteristics of alternating currents
Candidates should be able to:
1 understand and use the terms period, frequency and peak value as applied to an alternating current or
voltage
2 use equations of the form x = x0 sin t representing a sinusoidally alternating current or voltage
3 recall and use the fact that the mean power in a resistive load is half the maximum power for a sinusoidal
alternating current
4 distinguish between root-mean-square (r.m.s.) and peak values and recall and use I r.m.s. = I0 / 2 and
Vr.m.s. = V0 / 2 for a sinusoidal alternating current
22 Quantum physics
22.1 Energy and momentum of a photon
Candidates should be able to:
1 understand that electromagnetic radiation has a particulate nature
2 understand that a photon is a quantum of electromagnetic energy
3 recall and use E = hf
4 use the electronvolt (eV) as a unit of energy
5 understand that a photon has momentum and that the momentum is given by p = E / c
23 Nuclear physics
23.1 Mass defect and nuclear binding energy
Candidates should be able to:
1 understand the equivalence between energy and mass as represented by E = mc2 and recall and use this
equation
2 represent simple nuclear reactions by nuclear equations of the form 147 N + 24 He " 178 O + 11 H
3 define and use the terms mass defect and binding energy
4 sketch the variation of binding energy per nucleon with nucleon number
5 explain what is meant by nuclear fusion and nuclear fission
6 explain the relevance of binding energy per nucleon to nuclear reactions, including nuclear fusion and
nuclear fission
7 calculate the energy released in nuclear reactions using E = c2 m
6 understand the exponential nature of radioactive decay, and sketch and use the relationship x = x0e– t,
where x could represent activity, number of undecayed nuclei or received count rate
24 Medical physics
24.1 Production and use of ultrasound
Candidates should be able to:
1 understand that a piezo-electric crystal changes shape when a p.d. is applied across it and that the crystal
generates an e.m.f. when its shape changes
2 understand how ultrasound waves are generated and detected by a piezoelectric transducer
3 understand how the reflection of pulses of ultrasound at boundaries between tissues can be used to
obtain diagnostic information about internal structures
4 define the specific acoustic impedance of a medium as Z = c, where c is the speed of sound in the
medium
5 use IR / I0 = (Z1 – Z2)2 / (Z1 + Z2)2 for the intensity reflection coefficient of a boundary between two media
6 recall and use I = I0e–μx for the attenuation of ultrasound in matter
Forty multiple-choice items of the four-choice type testing assessment objectives AO1 and AO2. Questions are
based on the AS Level syllabus content.
Structured questions testing assessment objectives AO1 and AO2. Questions are based on the AS Level syllabus
content.
Two questions assess the AS Level practical skills in the Practical assessment section of the syllabus. The content of
the questions may be outside the syllabus content.
Questions are based on the A Level syllabus; knowledge of material from the AS Level syllabus content will be
required.
Questions are based on the A Level practical skills of planning, analysis and evaluation but may require knowledge
of practical skills from the AS Level syllabus. The content of the questions may be outside of the syllabus content.
Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will relate
to the subject context.
5 Practical assessment
Introduction
Teachers should ensure that learners practise experimental skills throughout their course of study. As a guide,
learners should spend at least 20 per cent of their time doing practical work individually or in small groups. This 20
per cent does not include the time spent observing demonstrations of experiments.
The practical work that learners do during their course should aim to:
provide learning opportunities so they develop the skills they need to carry out experimental and investigative
work
reinforce their learning of the theoretical subject content of the syllabus
instil an understanding of the relationship between experimentation and theory in scientific method
be enjoyable, contributing to the motivation of learners.
Candidates’ experimental skills will be assessed in Paper 3 and Paper 5. In each of these papers, the questions may
be based on physics not included in the syllabus content, but candidates will be assessed on their practical skills
rather than their knowledge of theory. Where appropriate, candidates will be given any additional information that
they need.
Centres should refer to the document ‘How to manage your sciences practical exams’ for advice on making entries
and organisation of candidates for practical exams.
Question 1 will be an experiment requiring candidates to collect data, to plot a graph and to draw conclusions.
Question 2 will be an experiment requiring candidates to collect data and to draw conclusions, but may or may not
include the plotting of a graph. In the second question, the experimental method to be followed will be inaccurate,
and candidates will be required to evaluate the method and suggest improvements.
The two questions will be set in different areas of physics. No prior knowledge of the theory will be required.
Question 1
Skill Breakdown of skills Minimum
mark
allocation*
Manipulation, measurement and Successful collection of data
7 marks
observation Quality of data
Table of results
Presentation of data and
Recording of data, observations and calculations 6 marks
observations
Graph
Interpretation of graph
Analysis, conclusions and evaluation 4 marks
Drawing conclusions
*The remaining 3 marks will be allocated across the skills in this grid and their allocation may vary from paper to
paper.
Question 2
Skill Breakdown of skills Minimum
mark
allocation*
* The remaining 3 marks will be allocated across the skills in this grid and their allocation may vary from paper to
paper.
* Where calipers are required in the examination, centres may provide either vernier or digital calipers. Candidates
should be familiar with the type of calipers provided.
Some candidates will be unable to set up their apparatus without help and may ask for assistance from the
supervisor. Supervisors will be given clear instructions on what assistance may be given to candidates, but this
assistance should never go beyond the minimum necessary to enable candidates to take some readings: under no
circumstances should help be given with the presentation of data, analysis or evaluation sections. All assistance
must be reported to the Examiners by recording details of the help given on the supervisor’s report, and candidates
who require assistance will not be awarded full credit for the successful collection of data.
Quality of data
Candidates should be able to:
make and record accurate measurements
make measurements that span the largest possible range of values within the limits either of the equipment
provided or of the instructions given.
Marks will be awarded for measured data in which the values obtained are reasonable. In some cases, the award of
the mark will be based on the scatter of points on a graph; in other cases, the candidate’s data may be compared
with information supplied by the supervisor or known to the Examiners. The Examiners will only consider the extent
to which the candidate has affected the quality of the data: allowances will be made where the quality of data is
limited by the experimental method required or by the apparatus used.
Table of results
Candidates should be able to:
present numerical data and values in a single table of results
record all data in the table
draw up the table in advance of taking readings so that they do not have to copy up their results
include in the table of results columns for raw data and for values calculated from them
use column headings that include both the quantity and the unit and that conform to accepted scientific
conventions.
As an example of accepted scientific convention in column headings, if the quantity being measured is current
in milliamperes, then ‘I / mA’ would be the usual way to write the column heading, but ‘I in mA’ or ‘I (mA)’ or
‘current / mA’ would be allowed. Headings such as ‘I mA’ or just ‘mA’ are not acceptable. The quantity or the unit
or both may be written in words rather than symbols. Conventional symbols or abbreviations (such as p.d.) may be
used without explanation.
For example, if one measurement of length in a column of raw data is given to the nearest millimetre, then all
the lengths in that column should be given to the nearest millimetre. The degree of precision used should be
compatible with the measuring instrument used: it would be inappropriate to record a distance measured on a
millimetre scale as either ‘2 cm’ or ‘2.00 cm’.
When a value is calculated from measured quantities (except by addition or subtraction), the appropriate number
of significant figures for the calculated value usually depends on the measured quantity with the least number of
significant figures. If this quantity has n significant figures, then n or n+1 significant figures are appropriate for the
calculated value.
For example, if values of a potential difference and of a current are measured to 2 and 4 significant figures
respectively, then the corresponding resistance should be given to 2 or 3 significant figures, but not 1 or 4. The
number of significant figures may, if necessary, vary down a column of values for a calculated quantity.
Graph: Layout
Candidates should be able to:
clearly label graph axes with both the quantity and the unit, following accepted scientific conventions
choose scales for graph axes such that the data points occupy at least half of the graph grid in both x- and
y-directions
use a false origin where appropriate
choose scales for the graph axes that allow the graph to be read easily, such as 1, 2 or 5 units to a 2 cm square
place regularly-spaced numerical labels along the whole of each axis at least every 2 cm.
The accepted scientific conventions for labelling the axes of a graph are the same as for the column headings in a
table of results.
Points should be finely drawn with a sharp pencil, but must still be visible. A fine cross or an encircled dot is
suitable; plotted points should have a diameter of less than 1 mm.
The trend line should show an even distribution of points on either side of the line along its whole length. Lines
should be finely drawn, continuous, and with a thickness of less than 1 mm, and should not contain kinks. If
necessary, candidates may identify one point as anomalous and ignore this point when drawing the line. The
anomalous point must be identified, e.g. circled or labelled.
Interpretation of graph
Candidates should be able to:
relate straight-line graphs to equations of the form y = mx + c, and derive expressions that equate to the
gradient and/or the y-intercept of their graphs
read the coordinates of points on the trend line of a graph
determine the gradient of a straight-line graph or of a tangent to a curve
determine the y-intercept of a straight-line graph or of a tangent to a curve, including where these are on
graphs with a false origin.
When a gradient is to be determined, the points on the line chosen for the calculation should be separated by more
than half of the length of the line drawn.
In cases where the y-intercept cannot be read directly from the y-axis, it is expected that the coordinates of a point
on the line and the gradient will be substituted into y = mx + c to determine the y-intercept
Estimating uncertainties
Candidates should be able to:
estimate the absolute uncertainty in measurements
express the uncertainty in a measurement as an absolute or percentage uncertainty, and translate between
these forms
express the absolute uncertainty in a repeated measurement as half the range of the repeated readings, where
this is appropriate.
Drawing conclusions
Candidates should be able to:
draw conclusions from an experiment, including determining the values of constants
explain whether experimental data supports a given hypothesis
make predictions.
To determine whether a relationship containing a constant is supported by experimental data, candidates should:
calculate the percentage difference between values of the constant
compare this percentage difference with a given percentage uncertainty
give a conclusion based on this comparison.
Identifying limitations
Candidates should be able to:
identify and describe the limitations in an experimental procedure
identify the most significant sources of uncertainty in an experiment.
For uncertainties in measured quantities, candidates should state the quantity being measured and a reason for the
uncertainty.
Suggesting improvements
Candidates should be able to:
suggest modifications to an experimental arrangement that will improve the accuracy of the experiment or to
extend the investigation to answer a new question
describe these modifications clearly in words or diagrams.
Candidates’ suggestions should be realistic, so that in principle they are achievable in practice in a school
laboratory. The suggestions may include the use of other apparatus or different procedures, but not a different
experiment. The suggested modifications may relate to sources of uncertainty identified by the candidate.
Improvements that could have been made with the apparatus provided while following the instructions in the
question will not normally gain credit.
Administration of Paper 3
Detailed regulations on the administration of Cambridge International practical examinations are contained in the
Cambridge Handbook.
Details of the specific requirements for apparatus and materials for a particular examination are given in the
confidential instructions which are sent to centres several weeks prior to the examination. Centres should contact
Cambridge International if they believe the confidential instructions have not been received.
It is the responsibility of centres to provide the apparatus for practical examinations. Cambridge is not able to
supply apparatus directly or provide advice on local suppliers of apparatus.
cells: 1.5 V
connecting leads and crocodile clips
digital ammeter, minimum ranges 0–1 A reading to 0.01 A or better, 0–200 mA reading to 0.1 mA or better,
0–20 mA reading to 0.01 mA or better (digital multimeters are suitable)
digital voltmeter, minimum ranges 0–2 V reading to 0.001 V or better, 0–20 V reading to 0.01 V or better (digital
multimeters are suitable)
lamp and holder: 6 V 60 mA; 2.5 V 0.3 A
power supply: variable up to 12 V d.c. (low resistance)
rheostat (with a maximum resistance of at least 8 , capable of carrying a current of at least 4 A)
switch
wire: constantan 26, 28, 30, 32, 34, 36, 38 swg or similar metric sizes
The attention of centres is drawn to any local regulations relating to safety and first aid.
To prepare candidates for this exam, it should be emphasised that candidates will need extensive experience of
laboratory work of A Level standard. In particular, learners cannot be taught to plan experiments effectively unless,
on a number of occasions, they are required to:
plan an experiment
perform the experiment according to their plan
evaluate what they have done.
This requires many hours of laboratory-based work and careful supervision from teachers to ensure that
experiments are performed safely.
Question 1 will be a planning question, in which candidates will be required to design an experimental investigation
of a given problem. The question will not be highly structured: candidates will be expected to answer with a
diagram and an extended piece of writing.
Question 2 will be an analysis, conclusions and evaluation question, in which candidates will be given an equation
and some experimental data. From these they will be required to find the value of a constant. This question will
be structured but candidates will be expected to decide for themselves what they need to do in order to reach an
answer. They will also be required to estimate the uncertainty in their answer.
Some questions on this paper may be set in areas of physics that are difficult to investigate experimentally in
school laboratories, either because of the cost of equipment or because of restrictions on the availability of
materials (e.g. radioactive materials). No question will require knowledge of theory or equipment that is beyond
the syllabus. Candidates will be given the necessary information for questions set on topics that do not form part of
the syllabus.
Question 1
Skill Breakdown of skills Mark
allocation
Defining the problem
Methods of data collection
Planning 15 marks
Method of analysis
Additional detail including safety considerations
Question 2
Skill Breakdown of skills Mark
allocation
Data analysis
Table of results
Analysis, conclusions and
Graph 15 marks
evaluation
Conclusion
Treatment of uncertainties
For full credit to be awarded in this section, the overall arrangement must be workable, that is, it should be possible
to collect the data required without undue difficulty if the apparatus were assembled as described. The measuring
instruments chosen should be fit for purpose, in that they should measure the correct physical quantity to a
suitable precision for the experiment.
Method of analysis
Candidates should be able to:
describe how the data should be used in order to reach a conclusion, including details of derived quantities to
be calculated from graphs.
How these marks are awarded will depend on the experiment that is to be planned, but they might, for example,
include marks for describing how additional variables are to be kept constant, or for a diagram of a circuit needed
to make a particular measurement or a description of initial experiments or an explanation of how to obtain
calibration curves.
Data analysis
Candidates should be able to:
rearrange expressions into the forms y = mx + c, y = axn and y = aekx
understand how a graph of y against x is used to find the constants m and c in an equation of the form
y = mx + c
understand how a graph of log y against log x is used to find the constants a and n in an equation of the form
y = axn
understand how a graph of ln y against x is used to find the constants a and k in an equation of the form
y = aekx
decide what derived quantities to calculate from raw data in order to enable an appropriate graph to be
plotted.
Table of results
Candidates should be able to:
complete a table of results following the conventions required for Paper 3
calculate other quantities from raw data and record them in a table
use the correct number of significant figures for calculated quantities following the conventions required for
Paper 3.
Where logarithms are required, units should be shown with the quantity whose logarithm is being taken,
e.g. ln (d / cm). The logarithm itself does not have a unit.
For logarithmic quantities, the number of decimal places should correspond to the number of significant figures.
For example, if L / cm is 76.5 (3 sf), then lg (L / cm) should be either 1.884 (3 dp) or 1.8837 (4 dp).
Graph
Candidates should be able to:
plot a graph following the conventions required for Paper 3
show error bars, in both directions where appropriate, for each point on the graph
draw a straight line of best fit and a worst acceptable straight line through the points on the graph.
The worst acceptable line should be either the steepest possible line or the shallowest possible line that passes
through the error bars of all the data points. It should be distinguished from the line of best fit either by being
drawn as a broken line or by being clearly labelled.
Conclusion
Candidates should be able to:
determine the gradient and y-intercept of a straight-line graph
derive expressions that equate to the gradient or the y-intercept of their straight lines of best fit
draw the required conclusions, with correct units and appropriate number of significant figures, from these
expressions.
Treatment of uncertainties
Candidates should be able to:
convert absolute uncertainty estimates into fractional or percentage uncertainty estimates and vice versa
show uncertainty estimates, in absolute terms, beside every value in a table of results
calculate uncertainty estimates in derived quantities
estimate the absolute uncertainty in the gradient of a graph by recalling that
absolute uncertainty = gradient of line of best fit – gradient of worst acceptable line
estimate the absolute uncertainty in the y-intercept of a graph by recalling that
absolute uncertainty = y-intercept of line of best fit – y-intercept of worst acceptable line
express a quantity as a value, an uncertainty estimate and a unit.
6 Additional information
Mathematical requirements
We expect candidates to be able to use the following mathematical skills and knowledge in the assessment.
Teaching the mathematical requirements should be included in the AS & A Level Physics course.
Arithmetic
Candidates should be able to:
recognise and use expressions in decimal and standard form (scientific) notation
use a calculator for addition, subtraction, multiplication and division, and find arithmetic means, powers
(including reciprocals and nth-roots), sines, cosines, tangents (and the inverse functions)
understand how to perform calculations so that significant figures are neither lost unnecessarily nor carried
beyond what is justified
use approximations to check the magnitude of calculated results.
Algebra
Candidates should be able to:
change the subject of an equation (most relevant equations involve only the simpler operations but may
include positive and negative indices and nth-roots)
solve simple algebraic equations
solve a system of two linear simultaneous equations
-b ! b 2 - 4ac
recall and use the formula x = to solve quadratic equations
2a
substitute physical quantities into physical equations using consistent units and check the dimensional
consistency of such equations
set up simple algebraic equations as mathematical models of physical situations, and identify inadequacies of
such models
use percentages to express changes or uncertainties
n
understand and use the symbols <, >, , , , , . , ±, /, , x (= xr ) , / , x, , .
Vectors
Candidates should be able to:
find the resultant of two coplanar vectors, recognising situations where vector addition is appropriate
obtain expressions for components of a vector in perpendicular directions, recognising situations where vector
resolution is appropriate.
Graphs
Candidates should be able to:
select appropriate variables and scales for graph plotting
determine the gradient, intercept and intersection of linear graphs
choose, by inspection, a straight line which will serve as the line of best fit through a set of data points
presented graphically
draw a curved trend line through a set of data points presented graphically, when the arrangement of these
data points is clearly indicative of a non-linear relationship
1 1
sketch and recognise the forms of plots of common simple expressions like x , x2, 2 , sin x, cos x
x
draw a tangent to a curve, and understand and use the gradient of the tangent as a means to obtain the
gradient of the curve at a point
understand and use the area below a curve where the area has physical significance.
This list is for use in both AS Level and full A Level qualifications.
Data
Formulae
hydrostatic pressure p = g h
upthrust F = gV
fs v
Doppler effect for sound waves fo = v ! v
s
Formulae
hydrostatic pressure p = g h
upthrust F = gV
fs v
Doppler effect for sound waves fo = v ! v
s
1 1 1
resistors in parallel = + + ...
R R1 R2
GM
gravitational potential =– r
GMm
gravitational potential energy EP = – r
1 Nm
pressure of an ideal gas p = 3 V c2
2
simple harmonic motion a =– x
Q
electric potential V =
4rf0 r
Qq
electrical potential energy EP =
4rf0 r
1 1 1
capacitors in series = + + ...
C C1 C2
t
discharge of a capacitor x = x0 e-RC
BI
Hall voltage VH =
ntq
0.693
decay constant m =
t1
2
IR (Z1 Z2) 2
intensity reflection coefficient =
I0 (Z1 + Z2) 2
2 4
Stefan–Boltzmann law L =4
Dm Df v
Doppler redshift c
m f
Circuit symbols
The following table gives a guide to the circuit symbols that may be used in examination papers.
cell switch
lamp loudspeaker
thermistor ammeter A
light-dependent
voltmeter V
resistor
heater galvanometer
potentiometer oscilloscope
diode capacitor
light-emitting diode
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
You can view the timetable for your administrative zone at www.cambridgeinternational.org/timetables
You can enter candidates in the June and November exam series. If your school is in India, you can also enter your
candidates in the March exam series.
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. However, it is expected that private candidates learn in an
environment where practical work is an integral part of the course. Candidates will not be able to perform well in
this assessment or progress successfully to further study without this necessary and important aspect of science
education. For more information, please refer to the Cambridge Guide to Making Entries.
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Retakes
Candidates can retake Cambridge International AS Level and Cambridge International A Level as many
times as they want to. To confirm what entry options are available for this syllabus, refer to the Cambridge Guide to
Making Entries for the relevant series.
Candidates can carry forward the result of their Cambridge International AS Level assessment from one series to
complete the Cambridge International A Level in a following series, subject to the rules and time limits described in
the Cambridge Handbook.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities or learning
difficulties. We can put arrangements in place for these candidates to enable them to access the assessments and
receive recognition of their attainment. We do not agree access arrangements if they give candidates an unfair
advantage over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Language
This syllabus and the related assessment materials are available in English only.
Grades a, b, c, d or e indicate the standard a candidate achieved at Cambridge International AS Level, with ‘a’ being
the highest grade.
‘Ungraded’ means that the candidate’s performance did not meet the standard required for the lowest grade (E
or e). ‘Ungraded’ is reported on the statement of results but not on the certificate. In specific circumstances your
candidates may see one of the following letters on their statement of results:
Q (pending)
X (no result)
Y (to be issued).
If a candidate takes a Cambridge International A Level and fails to achieve grade E or higher, a Cambridge
International AS Level grade will be awarded if both of the following apply:
the components taken for the Cambridge International A Level by the candidate in that series included all the
components making up a Cambridge International AS Level
the candidate’s performance on the AS Level components was sufficient to merit the award of a Cambridge
International AS Level grade.
On the statement of results and certificates, Cambridge International AS & A Levels are shown as General
Certificates of Education, GCE Advanced Subsidiary Level (GCE AS Level) and GCE Advanced Level (GCE A Level).
‘Cambridge International A Levels are the ‘gold standard’ qualification. They are based on
rigorous, academic syllabuses that are accessible to students from a wide range of abilities yet
have the capacity to stretch our most able.’
Director of Studies, Auckland Grammar School, New Zealand
How students, teachers and higher education can use the grades
Cambridge International A Level
Assessment at Cambridge International A Level has two purposes:
to measure learning and achievement
The assessment:
– confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge International A Level Physics will be published after the first assessment of the
A Level in 2022. Find more information at www.cambridgeinternational.org/alevel
The syllabus has been reviewed and revised for first examination in 2022.
You are strongly advised to read the whole syllabus before planning your teaching programme.
From 2022, the A Level components will assume knowledge of the revised AS Level content. All candidates should
therefore be familiar with the AS Level content in this syllabus.
Changes to syllabus The Practical assessment section has been updated and further explanation
content continued has been provided.
The Mathematical requirements have been updated.
The Summary of key quantities, symbols and units section has been updated.
The Data and formulae have been updated. Separate formulae are provided
for AS Level and A Level.
The Circuit symbols have been updated.
The list of command words has been updated.
Changes to assessment The syllabus aims have been updated to improve the clarity of wording and
(including changes to the consistency between AS & A Level Biology, Chemistry and Physics.
specimen papers) The wording of the assessment objectives (AOs) has been updated to
ensure consistency across AS & A Level Biology, Chemistry and Physics. The
assessment objectives still test the same knowledge and skills as previously.
The weightings of the AOs are now given as an approximate weighting.
Please see section 2 Syllabus overview for details.
In addition to reading the syllabus, you should refer to the updated specimen papers. The specimen papers will help
your students become familiar with exam requirements and command words in questions. The specimen mark
schemes explain how students should answer questions to meet the assessment objectives.
Any textbooks endorsed to support the syllabus for examination from 2022 are suitable for use with
this syllabus.