02 0972 FOA2 Syllabus
02 0972 FOA2 Syllabus
02 0972 FOA2 Syllabus
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Cambridge IGCSE (9–1) Physics 0972 syllabus for 2023, 2024 and 2025.
4 Details of the assessment .................................................................................................. 40 Cambridge IGCSE (9–1) Physics develops a set of transferable skills
Core assessment 40 including handling data, practical problem-solving and applying
the scientific method. Learners develop relevant attitudes, such as
Extended assessment 40 concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the
Practical assessment 41 essential scientific skills required for progression to further studies or employment.
Language of measurement 43
Our approach in Cambridge IGCSE (9–1) Physics encourages learners to be:
Apparatus 44
Safety in the laboratory 46 confident, interested in learning about science, questioning ideas and using scientific language to communicate
their views and opinions
Electrical symbols 47
Symbols and units for physical quantities 48 responsible, working methodically and safely when working alone or collaboratively with others
Mathematical requirements 50 reflective, learning from their experiences and interested in scientific issues that affect the individual, the
Presentation of data 51 community and the environment
Conventions (e.g. signs, symbols, terminology and nomenclature) 52 innovative, solving unfamiliar problems confidently and creatively
Command words 53 engaged, keen to develop scientific skills, curious about scientific principles and their application in the world.
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Important: Changes to this syllabus
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Candidates who have studied the Core syllabus content, or who are expected to achieve a grade 3 or below, should
be entered for Paper 1, Paper 3 and either Paper 5 or Paper 6. These candidates will be eligible for grades 5 to 1, AO1 Knowledge with understanding
where 5 is the highest grade. Candidates should be able to demonstrate knowledge and understanding of:
x scientific phenomena, facts, laws, definitions, concepts and theories
Candidates who have studied the Extended syllabus content (Core and Supplement), and who are expected to
x scientific vocabulary, terminology and conventions (including symbols, quantities and units)
achieve a grade 4 or above, should be entered for Paper 2, Paper 4 and either Paper 5 or Paper 6. These candidates
will be eligible for grades 9 to 1, where 9 is the highest grade. x scientific instruments and apparatus, including techniques of operation and aspects of safety
x scientific and technological applications with their social, economic and environmental implications.
Core assessment
Subject content defines the factual material that candidates may be required to recall and explain.
Core candidates take Paper 1 and Paper 3. The questions are based on the Core subject content only:
Paper 1: Multiple Choice (Core) Paper 3: Theory (Core) Candidates will also be asked questions which require them to apply this material to unfamiliar contexts and to
apply knowledge from one area of the syllabus to another.
45 minutes 1 hour 15 minutes
40 marks 30% 80 marks 50%
AO2 Handling information and problem-solving
40 four-option multiple-choice questions Short-answer and structured questions
Candidates should be able, in words or using other written forms of presentation (i.e. symbolic, graphical and
Externally assessed Externally assessed numerical), to:
x locate, select, organise and present information from a variety of sources
Extended assessment x translate information from one form to another
Extended candidates take Paper 2 and Paper 4. The questions are based on the Core and Supplement subject x manipulate numerical and other data
content:
x use information to identify patterns, report trends and form conclusions
Paper 2: Multiple Choice (Extended) Paper 4: Theory (Extended) x present reasoned explanations for phenomena, patterns and relationships
45 minutes 1 hour 15 minutes x make predictions based on relationships and patterns
40 marks 30% 80 marks 50% x solve problems, including some of a quantitative nature.
40 four-option multiple-choice questions Short-answer and structured questions Questions testing these skills may be based on information that is unfamiliar to candidates, requiring them to apply
Externally assessed Externally assessed the principles and concepts from the syllabus to a new situation, in a logical, deductive way.
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Assessment objectives as a percentage of the qualification
Where appropriate you are responsible for selecting resources and examples to support your learners’ study. These
Assessment objective Weighting in IGCSE % should be appropriate for the learners’ age, cultural background and learning context as well as complying with
your school policies and local legal requirements.
AO1 Knowledge with understanding 50
All candidates should be taught the Core subject content. Candidates who are only taught the Core subject content
AO2 Handling information and problem-solving 30
can achieve a maximum of grade 5. Candidates aiming for grades 9 to 4 should be taught the Extended subject
AO3 Experimental skills and investigations 20 content. The Extended subject content includes both the Core and the Supplement.
Total 100 Scientific subjects are, by their nature, experimental. Learners should pursue a fully integrated course which allows
them to develop their experimental skills by doing practical work and investigations.
Assessment objectives as a percentage of each component Practical work helps students to:
Assessment objective Weighting in components % x use equipment and materials accurately and safely
x develop observational and problem-solving skills
Papers 1 and 2 Papers 3 and 4 Papers 5 and 6
x develop a deeper understanding of the syllabus topics and the scientific approach
AO1 Knowledge with understanding 63 63 – x appreciate how scientific theories are developed and tested
AO2 Handling information and problem-solving 37 37 – x transfer the experimental skills acquired to unfamiliar contexts
x develop positive scientific attitudes such as objectivity, integrity, cooperation, enquiry and inventiveness
AO3 Experimental skills and investigations – – 100 x develop an interest and enjoyment in science.
Total 100 100 100
1 Motion, forces and energy
1.1 Physical quantities and measurement techniques
Core Supplement
1 Describe the use of rulers and measuring
cylinders to find a length or a volume
2 Describe how to measure a variety of time
intervals using clocks and digital timers
3 Determine an average value for a small distance
and for a short interval of time by measuring
multiples (including the period of oscillation of a
pendulum)
4 Understand that a scalar quantity has magnitude
(size) only and that a vector quantity has
magnitude and direction
5 Know that the following quantities are scalars:
distance, speed, time, mass, energy and
temperature
6 Know that the following quantities are vectors:
force, weight, velocity, acceleration, momentum,
electric field strength and gravitational field
strength
7 Determine, by calculation or graphically, the
resultant of two vectors at right angles, limited
to forces or velocities only
1.7 Energy, work and power continued 1.7 Energy, work and power continued
(b)
(useful power output)
(%) efficiency = (u 100%)
(total power input)
2.1 Kinetic particle model of matter continued 2.2 Thermal properties and temperature
2.1.2 Particle model 2.2.1 Thermal expansion of solids, liquids and gases
3 Waves
2.3.3 Radiation
3.1 General properties of waves
Core Supplement
1 Know that thermal radiation is infrared radiation Core Supplement
and that all objects emit this radiation 1 Know that waves transfer energy without
2 Know that thermal energy transfer by thermal 4 Know that for an object to be at a constant transferring matter
radiation does not require a medium temperature it needs to transfer energy away 2 Describe what is meant by wave motion as
from the object at the same rate that it receives illustrated by vibrations in ropes and springs, and
energy by experiments using water waves
3 Describe the effect of surface colour (black 5 Know what happens to an object if the rate at 3 Describe the features of a wave in terms of
or white) and texture (dull or shiny) on the which it receives energy is less or more than the wavefront, wavelength, frequency, crest (peak),
emission, absorption and reflection of infrared rate at which it transfers energy away from the trough, amplitude and wave speed
radiation object
4 Recall and use the equation for wave speed
6 Know how the temperature of the Earth is
v = fȜ
affected by factors controlling the balance
between incoming radiation and radiation 5 Know that for a transverse wave, the
emitted from the Earth’s surface direction of vibration is at right angles to the
direction of propagation and understand that
continued
electromagnetic radiation, water waves and
seismic S-waves (secondary) can be modelled as
transverse
continued
Core Supplement
1 Describe the dispersion of light as illustrated by
the refraction of white light by a glass prism
2 Know the traditional seven colours of the visible 3 Recall that visible light of a single frequency is
spectrum in order of frequency and in order of described as monochromatic
wavelength
4.2.3 Electromotive force and potential difference 4.3.1 Circuit diagrams and circuit components
5.2 Radioactivity continued 6.1 Earth and the Solar System continued
6.1 Earth and the Solar System continued 6.2 Stars and the Universe continued
Candidates are expected to be familiar with and may be asked questions using the following experimental contexts: x make and record observations, measurements and estimates:
x measurement of physical quantities such as length, volume or force – take readings from apparatus (analogue and digital) or from diagrams of apparatus
x measurement of small distances or short intervals of time – take readings with appropriate precision, reading to the nearest half-scale division where required
x determining a derived quantity such as the extension per unit load for a spring, the value of a known resistance – correct for zero errors where required
or the acceleration of an object – make observations, measurements or estimates that are in agreement with expected results or values
x testing and identifying the relationship between two variables such as between the potential difference across – take sufficient observations or measurements to be reliable
a wire and its length
– repeat observations or measurements where appropriate
x comparing measured quantities such as angles of reflection
– record qualitative observations from tests
x comparing derived quantities such as density
– record observations and measurements systematically, for example in a suitable table, to an appropriate
x cooling and heating, including measurement of temperature degree of precision and using appropriate units
x experiments using springs and balances
x timing motion or oscillations x interpret and evaluate experimental observations and data:
x electric circuits, including the connection and reconnection of these circuits, and the measurement of current – process data, including for use in further calculations or for graph plotting, using a calculator as appropriate
and potential difference – present data graphically, including the use of best-fit lines where appropriate
x optics experiments using equipment such as optics pins, mirrors, prisms, lenses, glass or Perspex blocks – analyse and interpret observations and data, including data presented graphically
(both rectangular and semi-circular), including the use of transparent, translucent and opaque substances to
– use interpolation and extrapolation graphically to determine a gradient or intercept
investigate the transmission of light
– form conclusions justified by reference to observations and data and with appropriate explanation
x procedures using simple apparatus, in situations where the method may not be familiar to the candidate.
– evaluate the quality of observations and data, identifying any anomalous results and taking appropriate
action
– comment on and explain whether results are equal within the limits of experimental accuracy (assumed to
be ± 10% at this level of study)
The definitions in the table below should be used by teachers during the course to encourage students to use the The following suggested equipment has been categorised, but equipment can be used in any topic.
terminology correctly and consistently.
General
Candidates will not be required to recall the specific definition of these terms in the examinations.
x adhesive putty (e.g. Patafix, Blu Tack®)
true value the value that would be obtained in an ideal measurement x adhesive tape (e.g. Sellotape®)
measurement error the difference between a measured value and the true value of a quantity x card
accuracy a measurement result is described as accurate if it is close to the true value x dropping pipette (2.5 cm3) or small plastic syringe (e.g. 5 cm3)
precision how close the measured values of a quantity are to each other x ruler, 30 cm, graduated in mm
repeatability a measurement is repeatable if the same or similar result is obtained when x S-hook
the measurement is repeated under the same conditions, using the same x scissors
method, within the same experiment x set square
reproducibility a measurement is reproducible if the same or similar result is obtained when x string
the measurement is made under either different conditions or by a different x thread
method or in a different experiment
x top pan (electronic) balance to measure up to 500 g, with precision of at least 0.1 g
validity of experimental design an experiment is valid if the experiment tests what it says it will test. The
x tracing paper
experiment must be a fair test where only the independent variable and
dependent variable may change, and controlled variables are kept constant x wooden board, rigid, 150 cm u 20 cm u 1.5 cm
range the maximum and minimum value of the independent or dependent
variables Mechanics
anomaly an anomaly is a value in a set of results that appears to be outside the x expendable steel springs, with spring constant of approx. 0.25 N / cm
general pattern of the results, i.e. an extreme value that is either very high or x force meter, with maximum reading or full scale deflection of between 1.0 N and 3.0 N
very low in comparison to others
x G-clamp
independent variable independent variables are the variables that are changed in a scientific
x glass ball (marble), ball bearing (approx. 10 mm in diameter) and table tennis ball
experiment by the scientist. Changing an independent variable may cause a
change in the dependent variable x half-metre ruler, graduated in mm
dependent variable dependent variables are the variables that are observed or measured in a x masses, 10 u 10 g, 10 u 100 g, including holders
scientific experiment. Dependent variables may change based on changes x metre ruler, graduated in mm
made to the independent variables x modelling clay (e.g. Plasticine®)
x pendulum bob
x pivots (e.g. 15 cm nails, triangular wooden blocks)
x retort stand, boss and clamp
x stopwatch, reading to 0.1 s or better
battery of cells All candidates should be able to use the following multipliers: M mega, k kilo, c centi, m milli
Extended candidates should also be able to use the following multipliers: G giga, μ micro, n nano
or earth or ground
Core Supplement
weight W N
a.c. power supply motor M
mass m, M kg, g mass m, M mg
speed u, v km / h, m / s, cm / s
variable resistor ammeter A
acceleration a m / s2
acceleration of g m / s2
free fall
thermistor voltmeter V
force F N
gravitational field g N / kg
light-dependent strength
diode
resistor
spring constant k N / m, N / cm
momentum p kg m / s
heater light-emitting diode
impulse Ns
moment of a force Nm
potential divider fuse
work done W J, kJ, MJ
temperature ș, T °C, K
magnetising coil electric bell
Graphs, charts and statistics x Unless instructed otherwise, the scales for the axes should allow more than half of the graph grid to be used in
both directions, and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the
x draw graphs and charts from data variable (or 10, 20 or 50, etc.)
x interpret graphs and charts, including interpolation and extrapolation of data x Points on the graph should be clearly marked as plus signs (+), crosses (u) or encircled dots (b) of appropriate
x determine the gradient (slope) of a line on a graph, including* by drawing a tangent to a curved line size.
x determine the intercept of the line on a graph, extending the line graphically (extrapolating) where appropriate x Each data point should be plotted to an accuracy of one half of one of the smallest squares on the grid.
x select suitable scales and axes for graphs x A best-fit line (trend line) should be a single, thin, smooth straight-line or curve, drawn by inspection. The line
x understand that y = mx + c represents a linear relationship does not need to coincide exactly with any of the points; where there is scatter evident in the data, examiners
x recognise direct proportionality from a graph would expect a roughly even distribution of points either side of the line over its entire length. Points that are
clearly anomalous and identified by the candidate should be ignored when drawing the best-fit line.
x calculate and use the average (mean) for a set of data
x Candidates should be able to take readings from the graph by extrapolation or interpolation.
* Extended candidates only x Data values should be read from a line on a graph to an accuracy of one half of one of the smallest squares on
the grid. The same accuracy should be used in reading off an intercept.
x The gradient of a straight line should be taken using a triangle whose hypotenuse extends over at least half the
length of the candidate’s best-fit line, and this triangle should be marked on the graph.
Presentation of data
x Calculation of the gradient should be to two or three significant figures.
Taking readings x When the gradient or intercept of a graph is used in subsequent calculations, it will be assumed to have units
consistent with the graph axes.
x Data values should be read from an instrument to an accuracy of one half of one of the smallest divisions on
the scale.
x Interpolation between scale divisions should be to an accuracy of one half of a division. That is, where a reading
lies between two scale marks, it should be interpolated to the nearest half division.
Conventions (e.g. signs, symbols, terminology and nomenclature)
Candidates are expected to be familiar with the nomenclature used in the syllabus. The syllabus and question
Recording readings papers conform with accepted international practice. In particular, the following document, produced by the
x Data should be recorded so as to reflect the precision of the measuring instrument, i.e. the smallest difference Association for Science Education (ASE), should be used as a guideline.
that can reliably be detected on the measuring instrument scale should be reflected by the number of decimal
places and unit given in the measurement. Signs, Symbols and Systematics: The ASE Companion to 16–19 Science (2000).
x A measurement or calculated quantity must be accompanied by a correct unit, where appropriate.
Decimal markers
x Each column of a table should be headed with the name or symbol of the measured or calculated quantity and
the appropriate unit, e.g. time / s. The solidus (/) is to be used for separating the quantity and the unit in tables, In accordance with current ASE convention, decimal markers in examination papers will be a single dot on the line.
graphs and charts. Candidates are expected to follow this convention in their answers.
x Units should not be included with data in the body of a table.
Numbers
x Each reading should be repeated, where appropriate, and recorded.
x The number of significant figures given for measured quantities should be appropriate to the measuring Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to 10 000
instrument used. will be printed without commas. A space will be left between each group of three digits, e.g. 4 256 789.
x The number of significant figures given for calculated quantities should be the same as the least number of
significant figures in the raw data used in that specific calculation. Units
x A ratio should be expressed as x : y. To avoid any confusion concerning the symbol for litre, the equivalent quantity, the cubic decimetre (dm3) will be
used in place of l or litre.
Drawing and analysing graphs
In practical work, candidates will be expected to use SI units or, where appropriate, units approved by the BIPM
x The column headings of a table can be directly transferred to the axes of a constructed graph. for use with the SI (e.g. minute). A list of SI units and units approved for use with the SI may be found in the SI
x A graph should be drawn with a sharp pencil. brochure at www.bipm.org. The use of imperial/customary units such as the inch and degree Fahrenheit are not
x The axes should be labelled with the name or symbol of the measured or calculated quantity and the acceptable and should be discouraged.
appropriate unit, e.g. time / s.
In all examinations, where data is supplied for use in questions, candidates will be expected to use units that are
consistent with the units supplied and should not attempt conversion to other systems of units unless this is a
requirement of the question.
Suggest apply knowledge and understanding to situations where there are a range of valid Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to Making
responses in order to make proposals / put forward considerations Entries.
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How students and teachers can use the grades
Retakes Assessment at Cambridge IGCSE has two purposes:
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at x to measure learning and achievement
www.cambridgeinternational.org/entries
The assessment:
Equality and inclusion – confirms achievement and performance in relation to the knowledge, understanding and skills specified in
the syllabus, to the levels described in the grade descriptions.
We have taken great care to avoid bias of any kind in the preparation of this syllabus and related assessment x to show likely future success
materials. In our effort to comply with the UK Equality Act (2010) we have taken all reasonable steps to avoid any
direct and indirect discrimination. The outcomes:
– help predict which students are well prepared for a particular course or career and/or which students are
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate more likely to be successful
is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive – help students choose the most suitable course or career.
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 Grade descriptions
parts of the assessment they have completed.
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
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performance in some other aspect.
Language Grade descriptions for Cambridge IGCSE (9–1) Physics will be published after the first assessment of the syllabus in
This syllabus and the related assessment materials are available in English only. 2023. Find more information at www.cambridgeinternational.org/0972
Changes to this syllabus for 2023, 2024 and 2025 Changes to assessment x The syllabus aims have been updated to improve the clarity of
(including changes to specimen wording and the consistency between Cambridge IGCSE (9–1) Biology,
The syllabus has been updated. This is version 2 published September 2022. papers) Chemistry and Physics.
x The wording of the assessment objectives (AOs) has been updated to
You must read the whole syllabus before planning your teaching programme.
ensure consistency across Cambridge IGCSE (9–1) Biology, Chemistry
and Physics. The assessment objectives still test the same knowledge
Changes to syllabus content x The symbol for electric bell as been included in the electrical symbols and skills as previously.
section on page 47
x Section 3.3.7 (b) on page 24 has been updated and clarified. In addition to reading the syllabus, you should refer to the updated specimen assessment materials. The specimen
papers will help your students become familiar with exam requirements and command words in questions. The
Changes to syllabus version 1, published September 2020. specimen mark schemes explain how students should answer questions to meet the assessment objectives.