IGCSE Physics Lesson Objectives and other Important Information

At the end of Grade 10, the final IGCSE assessment will be determined by 3 examinations outlined below

Paper Length of exam Assessment componentAll Paper 1 MCQ’s (40 questions) 45 minutes 30%

Core Paper 2OR

Extension Paper 3

1 hour 15 minutes 50%

ALL Alternative to Practical Paper 6 1 hour 20%

Throughout Grade 9 and 10 you will study the IGCSE Physics syllabus by completing activities in class, practicals, lab reports and practice past papers. The assessment for Grade 9 is shown below

Term Assessment Weighting Topic/Assessment focus1 2 Written Tests (60%) Simple kineic molecular modelof matter

Thermal propertiesTransfer of thermal energy

Simple phenomena of magnetismElectromagnetic effects

Practical (20%) Lab Report 1: Measuring specific heat capacity

Teacher Assessment (20%)

Ongoing teacher assessment (Classwork, homework, etc)

2 2 Written Tests (60%) Cathode-ray oscilloscopesThe nuclear atom

RadioactivityPractical (20%) Lab Report 2: Electromagnet

Teacher Assessment (20%)

Ongoing teacher assessment (Classwork, homework, etc)

3 End of Year Examination (80%)

All Topics covered this year

Practical exam (20%) Non Practical Paper 6 Paper

The composition (type of question) of the IGCSE papers, end of term tests and end of year tests is shown below.

Assessment Focus Marks (maximum 80) Percentage weightingsimple recall, 25 (31%)knowledge and understanding 25 (31%）handing info and solving problems

30 (38%）

Look at the Paper 1 (Multiple Choice Questions), Paper 3 (extension Short Answer questions) and Paper 6 (Alternative to Practical) past exam papers to get an idea of the assessment you will complete at the end of grade 10.

You will be very well prepared by the time you take these exams.

iGCSE Physics Command Terms

These are the main terms used in IGCSE exam questions. They are used throughout the syllabus to let you know what you are expected to do with each piece of information. PLEASE learn them early and get a head-start! Writing down everything you know on a topic will not get you high marks. To achieve a good grade, you must be able to understand exactly what the question/examiner wants from you. Make sure you know exactly what these command terms mean. Ask your teacher if there are any you are still unsure about.

1. Define (the term(s) ... ) is intended literally, only a formal statement or equivalent paraphrase being required.2. What do you understand by/What is meant by (the term(s) ... ) normally implies that a definition should be given, together with some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark value.3. State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can readily be obtained ‘by inspection’.4. List requires a number of points, generally each of one word, with no elaboration. Where a given number of points is specified, this should not be exceeded.5. (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way of asking candidates to give reasons for. The candidate needs to leave the examiner in no doubt why something happens.(b) Give a reason/Give reasons is another way of asking candidates to explain why something happens.6. (a) Describe, the data or information given in a graph, table or diagram, requires the candidate to state the key points that can be seen in the stimulus material. Where possible, reference should be made to numbers drawn from the stimulus material.(b) Describe, a process, requires the candidate to give a step by step written statement of what happens during the process. Describe and explain may be coupled, as may state and explain.7. Discuss requires the candidate to give a critical account of the points involved in the topic.8. Outline implies brevity (short, key points), i.e. restricting the answer to giving essentials.9. Predict implies that the candidate is not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an earlier part of the question. Predict also implies a concise answer, with no supporting statement required.10. Deduce is used in a similar way to predict except that some supporting statement is required, e.g. reference to a law or principle, or the necessary reasoning is to be included in the answer.11. (a) Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in Biology, there are a variety of factors that might limit the rate of photosynthesis in a plant in a glasshouse),(b) Suggest may also be used to imply that candidates are expected to apply their general knowledgeand understanding of biology to a ‘novel’ situation, one that may be formally ‘not in the syllabus’ – many data response and problem solving questions are of this type.12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.13. Calculate is used when a numerical answer is required. In general, working should be shown, especially where two or more steps are involved.14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument (e.g. length, using a rule, or mass, using a balance).EXAM TIP: If you know the meanings of all the command terms, then you know what the examiner expects you to do – no

more, no less. Pay attention to the number of marks available for that question and make at least that many relevant

points (better to try to make >2 extra points)

Top tips for Exam Success!1. Practice, practice, practice, practice, practice, practice, practice, practice, practice, 2. Learn the Command Terms!3. Revise well ahead of time4. Check that you are happy with all the relevant lesson objectives. Can you give them all 5. Start your revision with the bits you DON”T like – then you can fill in the gaps before you start going

over all the stuff you already know6. Practice some more. Ask for more practice. And then do more practice. There are only so many

questions the examiners can think of, so if you master them all, you can’t go wrong!In The Exam

1. Read the paper through once completely before you even write anything down. It will help you judge the time.

2. Read every question carefully. Avoid silly mistakes3. Highlight the Command Terms as you go through – it will help you focus on what the examiner

wants to read4. If the question is worth one mark, write one point. If it is worth five marks, they are looking for

five bits of information. If possible write six or seven relevant points. Pay attention to the marks!5. Of course, CHECK YOUR ANSWERS.

Strategies for Data-based Questions: Questions will ask you to read the data or draw conclusions from it. Check the marks for each question. The examiner will compare your answer to the accepted

answer. You can write as much as you like as long as you don’t contradict yourself. If you write something wrong, no marks are deducted, BUT if you contradict yourself, you will receive no marks.

You are expected to use the data within the question Become familiar with units - m/s If asked to calculate , you must show working Compare – clearly relate BOTH similarities and differences between 2 sets of data, usually involves

numeric data and MUST include units. Do a full comparison and be sure to state whether any difference is an increase or decrease.

Use a RULER to draw lines on graph to help you increase your chance of being within the tolerance allowed by mark scheme.

Strategy for Open-ended Questions You MUST be familiar with Command terms. Discuss, explain, describe and outline – give the facts.. Explain – relate mechanism of how something works, usually requires a long response. There are

no penalties for writing too much. Check the marks. Discuss – make sure you present at least two alternate views. Eg. Imagine there is a discussion

question on conserving the rainforest. You must give opposing views why the rain forest should and should not be conserved.

List – you must give the EXACT number of things asked. Eg. If asked to list 3 factors which affect distribution of plant species – only list 3. If you list 4, the fourth answer will not be marked.

TIPS TO REMEMBER1. The examiner does not know you. You must communicate fully what you know and not expect the

examiner to “fill in the blanks” for information that you do not relate.2. State the obvious in your answers. Many of the items in the mark scheme will be information that

is very basic in relation to the question.3. Do not use abbreviations that may be unfamiliar to someone else. Be clear and concise with your

choice of words4. If you have handwriting which is very small or not clear, PRINT your response. If the examiner

cannot read your writing, you will get NO MARKS

IGCSE Physics Lesson Objectives

Use these lesson objectives to check if you have understood the lessons and focus in on the topics you need to do more homework/revision on. Ask your teacher if you are unsure what the lesson objective or word means. Your teacher uses these objectives to plan your lessons but you need to take charge of your learning and check if you have understood the objective and keywords. Your teacher will help you with any objectives you are having problems understanding and answering questions on.

TOPICS/UNITS STUDIED IN GRADE 9

Unit 1 Genera l P hysics

LESSON OBJECTIVESLESSON

CHECKLISTREVISION

CHECKLISTLength and timeUse and describe the use of rules and measuring cylinders to calculate a

length or a volume

Use and describe the use of clocks and devices for measuring an interval

of time

Supplement

• Use and describe the use of a mechanical method for the measurement of a

small distance (including use of a micrometer screw gauge)

• Measure and describe how to measure a short interval of time (including the

period of a pendulum)

DensityDescribe an experiment to determine the density of a liquid and of a regularly shaped

solid and make the necessary calculation

Supplement

• Describe the determination of the density of an irregularly shaped solid by

the method of displacement, and make the necessary calculation

Speed, velocity and acceleration• Define speed and calculate speed from total distance /total time

• Plot and interpret a speed/time graph or a distance/ time graph

• Recognise from the shape of a speed/time graph when a body is

–  at rest

–  moving with constant speed

–  moving with changing speed

Calculate the area under a speed/time graph to work out the distance travelled for

motion with constant acceleration

Demonstrate some understanding that acceleration is related to changing speed

State that the acceleration of free fall for a body near to the Earth is constant

Supplement

• Distinguish between speed and velocity

• Recognise linear motion for which the acceleration is constant and calculate

the acceleration

• Recognise motion for which the acceleration is not constant

• Describe qualitatively the motion of bodies falling in a uniform gravitational

field with and without air resistance (including reference to terminal velocity)

Mass and weight• Show familiarity with the idea of the mass of a body

• State that weight is a force

• Demonstrate understanding that weights (and hence masses) may be compared

using a balance

Supplement

• Demonstrate an understanding that mass is a property that ‘resists’ change

in motion

• Describe, and use the concept of, weight as the effect of a gravitational field

on a mass

Forces(a) Effects of forces

• State that a force may produce a change in size and shape of a body

• Plot extension/load graphs and describe the associated experimental procedure

• Describe the ways in which a force may change the motion of a body

• Find the resultant of two or more forces acting along the same line

(b) Turning effect

• Describe the moment of a force as a measure of its turning effect and give

everyday examples

• Describe qualitatively the balancing of a beam about a pivot

Supplement

• Perform and describe an experiment (involving vertical forces) to show that

there is no net moment on a body in equilibrium

• Apply the idea of opposing moments to simple systems in equilibrium

(c) Conditions for equilibrium

• State that, when there is no resultant force and no resultant turning effect, a system

is in equilibrium

(d) Centre of mass

• Perform and describe an experiment to determine the position of the centre of mass

of a plane lamina

• Describe qualitatively the effect of the position of the centre of mass on the stability

of simple objects

(e) Scalars and vectors

Supplement

• Demonstrate an understanding of the difference between scalars and vectors

and give common examples

• Add vectors by graphical representation to determine a resultant

• Determine graphically the resultant of two vectors

Energy, Work and power(a) Energy

• Demonstrate an understanding that an object may have energy due to its motion or

its position, and that energy may be transferred and stored

• Give examples of energy in different forms, including kinetic, gravitational,

chemical, strain, nuclear, internal, electrical, light and sound

• Give examples of the conversion of energy from one form to another, and of its

transfer from one place to another

• Apply the principle of energy conservation to simple examples

Supplement

• Recall and use the expressions k.e. = 1⁄2 mv2 and p.e. = mgh

(b) Energy resources

• Distinguish between renewable and non-renewable sources of energy

• Describe how electricity or other useful forms of energy may be obtained from:

– chemical energy stored in fuel

– water, including the energy stored in waves, in tides, and in water behind

hydroelectric dams

– geothermal resources

– nuclear fission

– heat and light from the Sun (solar cells and panels)

• Give advantages and disadvantages of each method in terms of cost, reliability,

scale and environmental impact

• Show a qualitative understanding of efficiency

Supplement

• Show an understanding that energy is released by nuclear fusion in the Sun

• Recall and use the equation:

efficiency = useful energy output

× 100%

energy input

(c) Work

• Relate (without calculation) work done to the magnitude of a force and the distance

moved

Supplement

• Describe energy changes in terms of work done

• Recallanduse ∆W=Fd=∆E

(d) Power

• Relate (without calculation) power to work done and time taken, using appropriate

examples

Supplement

• Recall and use the equation P = E/t in simple systems

Pressure

• Relate (without calculation) pressure to force and area, using appropriate examples

• Describe the simple mercury barometer and its use in measuring atmospheric

pressure

• Relate (without calculation) the pressure beneath a liquid surface to depth and to

density, using appropriate examples

• Use and describe the use of a manometer

Supplement

• Recall and use the equation p = F/A

• Recall and use the equation p = hρg

Unit 3: P roperties of waves, including light and sound

LESSON OBJECTIVESLESSON

CHECKLISTREVISION

CHECKLISTGeneral wave porpertiesGeneral wave properties

• Describe what is meant by wave motion as illustrated by vibration in ropes and

springs and by experiments using water waves

• Use the term wavefront

• Give the meaning of speed, frequency, wavelength and amplitude

• Distinguish between transverse and longitudinal waves and give suitable examples

• Describe the use of water waves to show:

– reflection at a plane surface

– refraction due to a change of speed

– diffraction produced by wide and narrow gaps

Supplement

• Recall and use the equation v = f λ

• Interpret reflection, refraction and diffraction using wave theory

Light(a) Reflection of light

• Describe the formation of an optical image by a plane mirror, and give its

characteristics

• Use the law angle of incidence = angle of reflection

Supplement

• Perform simple constructions, measurements and calculations

(b) Refraction of light

• Describe an experimental demonstration of the refraction of light

• Use the terminology for the angle of incidence i and angle of refraction r and

describe the passage of light through parallel-sided transparent material

• Give the meaning of critical angle

• Describe internal and total internal reflection

Supplement

• Recall and use the definition of refractive index n in terms of speed

• Recall and use the equation sin i /sin r = n

• Describe the action of optical fibres particularly in medicine and

communications technology

(c) Thin converging lens

• Describe the action of a thin converging lens on a beam of light

• Use the terms principal focus and focal length

• Draw ray diagrams to illustrate the formation of a real image by a single lens

Supplement

• Draw ray diagrams to illustrate the formation of a virtual image by a single

lens

• Use and describe the use of a single lens as a magnifying glass

(d) Dispersion of light

• Give a qualitative account of the dispersion of light as shown by the action on light

of a glass prism

(e) Electromagnetic spectrum

• Describe the main features of the electromagnetic spectrum and state that all e.m.

waves travel with the same high speed in vacuo

• Describe the role of electromagnetic waves in:

– radio and television communications (radio waves)

– satellite television and telephones (microwaves)

– electrical appliances, remote controllers for televisions and intruder alarms

(infrared)

– medicine and security (X-rays)

• Demonstrate an awareness of safety issues regarding the use of microwaves and

X-rays

Supplement

• State the approximate value of the speed of electromagnetic waves

• Use the term monochromatic

Sound

• Describe the production of sound by vibrating sources

• Describe the longitudinal nature of sound waves

• State the approximate range of audible frequencies

• Show an understanding that a medium is needed to transmit sound waves

• Describe an experiment to determine the speed of sound in air

• Relate the loudness and pitch of sound waves to amplitude and frequency

• Describe how the reflection of sound may produce an echo

Supplement

• Describe compression and rarefaction

• State the order of magnitude of the speed of sound in air, liquids and solids

Unit 4: Electricity and magnetism

LESSON OBJECTIVESLESSON

CHECKLISTREVISION

CHECKLISTSimple phenomena of magnetismSimple phenomena of magnetism

• State the properties of magnets

• Give an account of induced magnetism

• Distinguish between ferrous and non-ferrous materials

• Describe methods of magnetisation and of demagnetisation

• Describe an experiment to identify the pattern of field lines round a bar magnet

• Distinguish between the magnetic properties of iron and steel

• Distinguish between the design and use of permanent magnets and electromagnets

Electrical quantities(a) Electric charge

• Describe simple experiments to show the production and detection of electrostatic

charges

• State that there are positive and negative charges

• State that unlike charges attract and that like charges repel

• Describe an electric field as a region in which an electric charge experiences a

force

• Distinguish between electrical conductors and insulators and give typical examples

Supplement

• State that charge is measured in coulombs

• State the direction of lines of force and describe simple field patterns,

including the field around a point charge and the field between two parallel

plates

• Give an account of charging by induction

• Recall and use the simple electron model to distinguish between conductors

and insulators

(b) Current

• State that current is related to the flow of charge

• Use and describe the use of an ammeter

Supplement

• Show understanding that a current is a rate of flow of charge and recall and

use the equation I = Q/t

• Distinguish between the direction of flow of electrons and conventional

current

(c) Electro-motive force

• State that the e.m.f. of a source of electrical energy is measured in volts

Supplement

• Show understanding that e.m.f. is defined in terms of energy supplied by a

source in driving charge round a complete circuit

(d) Potential difference

• State that the potential difference across a circuit component is measured in volts

• Use and describe the use of a voltmeter

Resistance(e) Resistance

• State that resistance = p.d./current and understand qualitatively how changes in

p.d. or resistance affect current

• Recall and use the equation R = V/I

• Describe an experiment to determine resistance using a voltmeter and an ammeter

• Relate (without calculation) the resistance of a wire to its length and to its diameter

Supplement

• Recall and use quantitatively the proportionality between resistance and

length, and the inverse proportionality between resistance and cross-sectional

area of a wire

(f) Electrical energy

Supplement

• Recall and use the equations P=IV and E=IVt

Electric circuits

(a) Circuit diagrams

• Draw and interpret circuit diagrams containing sources, switches, resistors (fixed

and variable), lamps, ammeters, voltmeters, magnetising coils, transformers, bells,

fuses and relays

Supplement

• Draw and interpret circuit diagrams containing diodes and transistors

(b) Series and parallel circuits

• Understand that the current at every point in a series circuit is the same

• Give the combined resistance of two or more resistors in series

• State that, for a parallel circuit, the current from the source is larger than the current

in each branch

• State that the combined resistance of two resistors in parallel is less than that of

either resistor by itself

• State the advantages of connecting lamps in parallel in a lighting circuit

Supplement

• Recall and use the fact that the sum of the p.d.s across the components in a series circuit is equal to the

total p.d. across the supply

• Recall and use the fact that the current from the source is the sum of the currents in the separate branches

of a parallel circuit

• Calculate the effective resistance of two resistors in parallel

(c) Action and use of circuit components

• Describe the action of a variable potential divider (potentiometer)

• Describe the action of thermistors and light- dependent resistors and show

understanding of their use as input transducers

• Describe the action of a capacitor as an energy store and show understanding of its

use in time- delay circuits

• Describe the action of a relay and show understanding of its use in switching

circuits

Supplement

• Describe the action of a diode and show understanding of its use as a

rectifier

• Describe the action of a transistor as an electrically operated switch and

show understanding of its use in switching circuits

• Recognise and show understanding

of circuits operating as light sensitive switches and temperature-operated

alarms (using a relay or a transistor)

(d) Digital electronics

Supplement

• Explain and use the terms digital and analogue

• State that logic gates are circuits containing transistors and other

components

• Describe the action of NOT, AND, OR, NAND and NOR gates

• Design and understand simple digital circuits combining several logic gates

• State and use the symbols for logic gates (candidates should use the

American ANSI#Y 32.14 symbols)

Dangers of electricity

• state the hazards of

– damaged insulation

– overheating of cables

– damp conditions

• Show an understanding of the use of fuses and circuit-breakers

TOPICS/UNITS STUDIED IN GRADE 10

Unit 4: Electricity and magnetism

Electromagnetic effects(a) Electromagnetic induction

• Describe an experiment that shows that a changing magnetic field can induce an

e.m.f. in a circuit

Supplement

• State the factors affecting the magnitude of an induced e.m.f.

• Show understanding that the direction of an induced e.m.f. opposes the

change causing it

(b) a.c. generator

• Describe a rotating-coil generator and the use of slip rings

• Sketch a graph of voltage output against time for a simple a.c. generator

(c) Transformer

• Describe the construction of a basic iron-cored transformer as used for voltage

transformations

• Recall and use the equation (Vp /Vs) = (Np /Ns)

• Describe the use of the transformer in high-voltage transmission of electricity

• Give the advantages of high-voltage transmission

Supplement

• Describe the principle of operation of a transformer

• Recall and use the equation

Vp Ip = Vs Is (for 100% efficiency)

• Explain why energy losses in cables are lower when the voltage is high

(d) The magnetic effect of a current

• Describe the pattern of the magnetic field due to currents in straight wires and in

solenoids

• Describe applications of the magnetic effect of current, including the action of a

relay

Supplement

• State the qualitative variation of the strength of the magnetic field over salient

parts of the pattern

• Describe the effect on the magnetic field of changing the magnitude and

direction of the current

(e) Force on a current-carrying conductor

• Describe an experiment to show that a force acts on a current-carrying conductor in

a magnetic field, including the effect of reversing:

(i) the current

(ii) the direction of the field

Supplement

• Describe an experiment to show the corresponding force on beams of

charged particles

• State and use the relative directions of force, field and current

(f) d.c. motor

• State that a current-carrying coil in a magnetic field experiences a turning effect and

that the effect is increased by increasing the number of turns on the coil

• Relate this turning effect to the action of an electric motor

Supplement

• Describe the effect of increasing the current

Cathode-ray oscilloscopes(a) Cathode rays

• Describe the production and detection of cathode rays

• Describe their deflection in electric fields

• State that the particles emitted in thermionic emission are electrons

(b) Simple treatment of cathode-ray oscilloscope

Supplement

• Describe (in outline) the basic structure and action of a cathode-ray

oscilloscope (detailed circuits are not required)

• Use and describe the use of a cathode-ray oscilloscope to display waveforms

Unit 2: Thermal physics

LESSON OBJECTIVESLESSON

CHECKLISTREVISION

CHECKLISTSimple kinetic molecular model of matter(a) States of matter

• State the distinguishing properties of solids, liquids and gases

(b) Molecular model

• Describe qualitatively the molecular structure of solids, liquids and gases

• Interpret the temperature of a gas in terms of the motion of its molecules

• Describe qualitatively the pressure of a gas in terms of the motion of its molecules

• Describe qualitatively the effect of a change of temperature on the pressure of a gas

at constant volume

• Show an understanding of the random motion of particles in a suspension as

evidence for the kinetic molecular model of matter

• Describe this motion (sometimes known as Brownian motion) in terms of random

molecular bombardment

Supplement

• Relate the properties of solids, liquids and gases to the forces and distances

between molecules and to the motion of the molecules

• Show an appreciation that massive particles may be moved by light, fast-

moving molecules

(c) Evaporation

• Describe evaporation in terms of the escape of more-energetic molecules from the

surface of a liquid

• Relate evaporation to the consequent cooling

Supplement

• Demonstrate an understanding of how temperature, surface area and draught

over a surface influence evaporation

(d) Pressure changes

• Relate the change in volume of a gas to change in pressure applied to the gas at

constant temperature

Supplement

• Recall and use the equation pV = constant at constant temperature

Thermal properties(a) Thermal expansion of solids, liquids and gases

• Describe qualitatively the thermal expansion of solids, liquids and gases

• Identify and explain some of the everyday applications and consequences of thermal

expansion

• Describe qualitatively the effect of a change of temperature on the volume of a gas at

constant pressure

Supplement

• Show an appreciation of the relative order of magnitude of the expansion of

solids, liquids and gases

(b) Measurement of temperature

• Appreciate how a physical property that varies with temperature may be used for the

measurement of temperature, and state examples of such properties

• Recognise the need for and identify fixed points

• Describe the structure and action of liquid-in-glass thermometers

Supplement

• Demonstrate understanding of sensitivity, range and linearity

• Describe the structure of a thermocouple and show understanding of its use

for measuring high temperatures and those that vary rapidly

(c) Thermal capacity

• Relate a rise in the temperature of a body to an increase in internal energy

• Show an understanding of the term thermal capacity

Supplement

• Describe an experiment to measure the specific heat capacity of a substance

(d) Melting and boiling

• Describe melting and boiling in terms of energy input without a change in temperature

• State the meaning of melting point and boiling point

• Describe condensation and solidification

Supplement

• Distinguish between boiling and evaporation

• Use the terms latent heat of vaporisation and latent heat of fusion and give a

molecular interpretation of latent heat

• Describe an experiment to measure specific latent heats for steam and for ice

Transfer of thermal energy(a) Conduction

• Describe experiments to demonstrate the properties of good and bad conductors of

heat

Supplement

• Give a simple molecular account of heat transfer in solids

b) Convection

• Relate convection in fluids to density changes and describe experiments to illustrate

convection

(c) Radiation

• Identify infra-red radiation as part of the electromagnetic spectrum

Supplement

• Describe experiments to show the properties of good and bad emitters and

good and bad absorbers of infra-red radiation

(d) Consequences of energy transfer

• Identify and explain some of the everyday applications and consequences of

conduction, convection and radiation

Unit 5 : Atomic physics

LESSON OBJECTIVESLESSON

CHECKLISTREVISION

CHECKLISTRadioactivity(a) Detection of radioactivity

• Show awareness of the existence of background radiation

• Describe the detection of α-particles, β-particles and γ-rays (β+ are not

included: β-particles will be taken to refer to β–)

(b) Characteristics of the three kinds of emission

• State that radioactive emissions occur randomly over space and time

• State, for radioactive emissions:

– their nature

– their relative ionising effects

– their relative penetrating abilities

• Describe their deflection in electric fields and magnetic fields

• Interpret their relative ionising effects

c) Radioactive decay

• State the meaning of radioactive decay, using equations (involving words or

symbols) to represent changes in the composition of the nucleus when particles

are emitted

(d) Half-life

• Use the term half-life in simple calculations, which might involve information in

tables or decay curves

(e) Safety precautions

• Describe how radioactive materials are handled, used and stored in a safe

way

The nuclear atom(a) Atomic model

• Describe the structure of an atom in terms of a nucleus and electrons

Supplement

• Describe how the scattering of α-particles by thin metal foils provides

evidence for the nuclear atom

(b) Nucleus

• Describe the composition of the nucleus in terms of protons and neutrons

• Use the term proton number Z

• Use the term nucleon number A

• Use the term nuclide and use the nuclide notation ZA X

(c) Isotopes

Supplement

• Use the term isotope

• Give and explain examples of practical applications of isotopes