新加坡O水准物理考试大纲

1、PHYSICSGCE Ordinary Level (Syllabus 5052PAGENOTES . 1 Physics 5052Introduction. 2 Aims. 2 Assessment Objectives . 3 Scheme of Assessment. 4SubjectContent. 6 Summary of Key Quantities, Symbols and Units. 19 Practical Assessment . 20 IT Usage. 23 Glossary of Terms. 26NOTESNomenclatureThe proposals in

2、Signs, Symbols and Systematics (The Association for Science Education Companion to 5-16 Science, 1995 and the recommendations on terms, units and symbols in Biological Nomenclature (2000 published by the Institute of Biology, in conjunction with the ASE, will generally be adopted. Reference should b

3、e made to the joint statement on chemical nomenclature issued by the GCE boards. In particular, the traditional names sulphate, sulphite, nitrate, nitrite, sulphurous and nitrous acids will be used in question papers.It is intended that, in order to avoid difficulties arising out of the use of l as

4、the symbol for litre, use of dm3 in place of l or litre will be made.In chemistry, full structural formulae (displayed formulae in answers should show in detail boththe relative placing of atoms and the number of bonds between atoms. Hence -CONH2 and-CO 2H are not satisfactory as full structural for

5、mulae, although either of the usual symbols for the benzene ring is acceptable. Units, significant figuresCandidates should be aware that misuse of units and/or significant figures, i.e. failure to quote units where necessary, the inclusion of units in quantities defined as ratios or quoting answers

6、 to an inappropriate number of significant figures, is liable to be penalised.PHYSICSGCE ORDINARY LEVEL(Syllabus 5052INTRODUCTIONThis syllabus is designed to place less emphasis on factual material and greater emphasis on the understanding and application of scientific concepts and principles. This

7、approach has been adopted in recognition of the need for students to develop skills that will be of long-term value in an increasingly technological world rather than focusing on large quantities of factual material, which may have only short-term relevance.AIMSThese are not listed in order of prior

8、ity. The aims are to:1. provide, through well-designed studies of experimental and practical Physics, a worthwhileeducational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge

9、 to1.1 become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific import;1.2 recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life;1.3 be suitably pr

10、epared and stimulated for studies beyond Ordinary Level in Physics, in applied sciences or in science-dependent vocational courses.2.develop abilities and skills that 2.1 are relevant to the study and practice of science; 2.2 are useful in everyday life;2.3 encourage efficient and safe practice; 2.4

11、encourage effective communication.3. develop attitudes relevant to science such as 3.1concern for accuracy and precision;3.2 objectivity; 3.3 integrity; 3.4 enquiry; 3.5 initiative; 3.6 inventiveness.4. stimulate interest in and care for the local and global environment.5. promote an awareness that

12、5.1the study and practice of science are co-operative and cumulative activities, and are subject to social, economic, technological, ethical and cultural influences and limitations;5.2 the applications of science may be both beneficial and detrimental to the individual, the community and the environ

13、ment;5.3 science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal;5.4 the use of information technology (IT is important for communications, as an aid to experiments and as a tool for the interpretation of experimental and theoretical re

14、sults.ASSESSMENT OBJECTIVESA Knowledge with Un derstan din gStudents should be able to demonstrate knowledge and understanding in relation to: 1. scientific phenomena, facts, laws, definitions, concepts and theories;2. scientific vocabulary, terminology and conventions (including symbols, quantities

15、 and units; 3. scientific instruments and apparatus, including techniques of operation and aspects of safety; 4. scientific quantities and their determination;5. scientific and technological applications with their social, economic and environmentalimplications. The subject content defines the factu

16、al knowledge that candidates may be required to recall and explain. Questions testing those objectives will often begin with one of the following words: define, state, describe, explain or outline . (See the glossary of terms. B Handling Information and Solving ProblemsStudents should be able - in w

17、ords or by using symbolic, graphical and numerical forms of presentation - to:1. locate, select, organise and present information from a variety of sources; 2. translate information from one form to another; 3. manipulate numerical and other data;4. use information to identify patterns, report trend

18、s and draw inferences; 5. present reasoned explanations for phenomena, patterns and relationships; 6. make predictions and propose hypotheses; 7. solve problemsThese assessment objectives cannot be precisely specified in the subject content because questions testing such skills may be based on infor

19、mation which is unfamiliar to the candidate. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical, reasoned or deductive manner to a novel situation. Questions testing these objectives will often begin with one o

20、f the following words: predict, suggest, calculate or determine. (See the glossary of terms.C Experimental Skills and InvestigationsStudents should be able to: 1. follow a sequence of instructions; 2. use techniques, apparatus and materials;3. make and record observations, measurements and estimates

21、; 4. interpret and evaluate observations and experimental results; 5. plan investigations, select techniques, apparatus and materials; 6.evaluate methods and suggest possible improvements.Weighting of Assessment Objectives Theory Papers (Papers 1 and 2 A Knowledge with Understanding, approximately 6

22、0% of the marks with approximately 30% allocated to recall.BHandling Information and Solving Problems, approximately 40% of the marks.Practical Assessment (Paper 3Paper 3 is designed to test appropriate skills in C, Experimental Skills and Investigations.In one or both of the questions in Paper 3, c

23、andidates will be expected to suggest a modification or an extension which does not need to be executed. Depending on the context in which the modification/extension element is set, the number of marks associated with this element will be in the range of 10% to 20% of the total marks available for t

24、he practical test.SCHEME OF ASSESSMENTCandidates are required to enter for Papers 1, 2 and 3.PaperType of paperDuration Marks Weighting Choice 1 h 40 26.7% 2Structured and Free Response1 h 45 min 80 53.3% test 1 h 30 min3020.0%Theory papersPaper 1 (1 h, 40 marks,Consisting of 40 compulsory multiple

25、choice items of the direct choice type. These questions will involve four response options.Paper 2 (1 h 45 min, 80 marks,Consisting of two sections.Section A will carry 50 marks and will consist of a number of compulsory, structured questions of variable mark value.Section B will carry 30 marks and

26、will consist of three compulsory questions. Each question will carry 10 marks. The last question will be presented in an either/or form.Practical assessmentPaper 3 (1 h 30 min, 30 marks, consisting of two compulsory 45 min practical experimentquestions (15 marks each.In one or both of the questions,

27、 candidates will beexpected to suggest a modification or an extension whichdoes not need to be executed.SUBJECT CONTENTStudents should recognise and use the signs and symbols contained in Signs, Symbols and Systematics, Association for Science Education, 1995.Reference should also be made to the sum

28、mary list of symbols, units and definitions of quantities. Asterisks (* placed alongside learning outcomes indicate areas of the syllabus where it is anticipated that teachers might use applications of information technology (IT, as appropriate. It should be appreciated that the list is not exhausti

29、ve. SECTION I: GENERAL PHYSICS1. Physical Quantities and Units Content1.1 Physical quantities1.2 SIunits1.3 Prefixes1.4 Scalars and vectors1.5 Measurement of length and time Learning Outcomes:Candidates should be able to:(a show understanding that all physical quantities consist of a numerical magni

30、tude and aunit (b recall the following base quantities and their units: mass (kg, length (m, time (s, current(A, temperature (K, amount of substance (mol(c use the following prefixes and their symbols to indicate decimal sub-multiples andmultiples of the SI units: micro (, milli (m, centi (c, deci (

31、d, kilo (k, mega (M(d state what is meant by scalar and vector quantities and give common examples of each (e add two vectors to determine a resultant (a graphical method will suffice(f describe how to measure a variety of lengths with appropriate accuracy by means oftapes, rules, micrometers and ca

32、lipers, using a vernier as necessary(g describe how to measure a variety of time intervals by means of clocks and stopwatches,including the period of a simple pendulum2. Kinematics Content2.1 Speed, velocity and acceleration2.2 Graphical analysis of motion2.3 Free-fallLearning Outcomes:Candidates sh

33、ould be able to:(a state what is meant by speed and velocity(b state what is meant by uniform acceleration and calculate the value of an accelerationusing change in velocity / time taken(c interpret given examples of non-uniform acceleration(d calculate average speed using distance travelled / time

34、taken(e *plot and *interpret distance-time graphs and speed-time graphs(f *deduce from the shape of a distance-time graph when a body is:(i at rest(ii moving with uniform speed(iii moving with non-uniform speed(g *deduce from the shape of a speed-time graph when a body is:(i at rest(ii moving with u

35、niform speed(iii moving with uniform acceleration(iv moving with non-uniform acceleration(h *calculate the area under a speed-time graph to determine the distance travelled formotion with uniform speed or uniform acceleration(i state that the acceleration of free fall for a body near to the Earth is

36、 constant and isapproximately 10 m/s23. DynamicsContent3.1 Balanced and unbalanced forces3.2 FrictionLearning Outcomes:Candidates should be able to:(a describe the effect of balanced and unbalanced forces on a body(b describe the ways in which a force may change the motion of a body(c recall the rel

37、ationship resultant force = mass x acceleration(d *apply the relationship between resultant force, mass and acceleration to new situationsor to solve related problems(e explain the effects of friction on the motion of a body4. Mass, Weight and DensityContent4.1 Mass and weight4.2 Gravitational field

38、 and field strength4.3 DensityLearning Outcomes:Candidates should be able to:(a state that mass is a measure of the amount of substance in a body(b state that the mass of a body resists a change in the state of rest or motion of the body (c state that a gravitational field is a region in which a mas

39、s experiences a force due togravitational attraction(d define gravitational field strength g as gravitational force per unit mass(e recall the relationship weight = mass x gravitational field strength(f apply the relationship between weight, mass and gravitational field strength to newsituations or

40、to solve related problems(g recall the relationship density = mass / volume(h apply the relationship between density, mass and volume to new situations or to solverelated problems5.1 Moments5.2 Centre of gravity5.3 StabilityLearning Outcomes:Candidates should be able to:(a describe the moment of a f

41、orce in terms of its turning effect and describe everydayexamples in terms of moments(b recall the relationship moment of a force (or torque = force x perpendicular distancefrom the pivot(c apply the relationship between moment of a force, force and perpendicular distance fromthe pivot to new situat

42、ions or to solve related problems(d state the principle of moments for a body in equilibrium(e apply the principle of moments to new situations or to solve related problems(f show understanding that the weight of a body may be taken as acting at a single pointknown as its centre of gravity(g describ

43、e qualitatively the effect of the position of the centre of gravity on the stability ofsimple objects6. PressureContent6.1 Pressure6.2 Pressure changesLearning Outcomes:Candidates should be able to:(a define the term pressure in terms of force and area and recall the relationshippressure = force /ar

44、ea(b apply the relationship between pressure, force and area to new situations or to solverelated problems(c recall the relationship pressure due to a liquid column = height of column x density of theliquid x gravitational field strength(d apply the relationship between pressure due to a liquid colu

45、mn, height of column, densityof the liquid and gravitational field strength to new situations or to solve related problems (e describe how the height of a liquid column may be used to measure the atmosphericpressure(f describe the use of a manometer in the measurement of pressure difference(g descri

46、be and explain the transmission of pressure in hydraulic systems with particularreference to the hydraulic press and hydraulic brakes on vehicles (a diagram of the system is not required(h describe how a change in volume of a fixed mass of gas at constant temperature iscaused by a change in pressure

47、 applied to the gas(i recall the relationship p 1V 1 = p 2V 2 (for constant temperature changes(j apply the relationship between pressure and volume (for constant temperature changesto new situations or to solve related problems7.1 Energy conversion and conservation7.2 Work7.3 PowerLearning Outcomes

48、Candidates should be able to:(a show understanding that kinetic energy, elastic potential energy, gravitational potentialenergy and chemical potential energy are examples of different forms of energy(b state the principle of the conservation of energy(c apply the principle of the conservation of ene

49、rgy to new situations or to solve relatedproblems(d state that kinetic energy E k = 1/2 mv 2 and gravitational potential energy E p = mgh(for potential energy changes near the Earths surface(e apply the relationships for kinetic energy and potential energy to new situations or tosolve related proble

50、ms(f recall the relationship work done = force x distance moved in the direction of the force (g apply the relationship between work done, force and distance moved in the direction ofthe force to new situations or to solve related problems(h recall the relationship power = work done / time taken(i a

51、pply the relationship between power, work done and time taken to new situations or tosolve related problemsSECTION II: THERMAL PHYSICS8. Kinetic Model of MatterContent8.1 States of matter8.2 Brownian motion8.3 Molecular modelLearning Outcomes:Candidates should be able to:(a compare the properties of

52、 solids, liquids and gases(b show understanding that Brownian motion provides evidence for the kinetic molecularmodel of matter(c *describe qualitatively the molecular structure of solids, liquids and gases, relating theirproperties to the forces and distances between molecules and to the motion of

53、the molecules(d describe the relationship between the motion of molecules and temperature(e explain the pressure of a gas in terms of the motion of its molecules9.Transfer of Thermal Energy Content9.1 Thermal equilibrium9.2 Conduction9.3 Convection9.4 RadiationLearning Outcomes:Candidates should be

54、able to:(a show understanding that thermal energy is transferred from a region of highertemperature to a region of lower temperature(b show understanding that regions of equal temperature are in thermal equilibrium (c describe, in molecular terms, how energy transfer occurs in solids(d describe, in

55、terms of density changes, convection in fluids(e show understanding that the energy transfer of a body by radiation does not require amaterial medium and that the rate of energy transfer is affected by(i colour and texture of the surface(ii surface temperature(iii surface area(f apply the concept of thermal energy transfer to everyday applications10. TemperatureContent10.1 Principles of thermometry10.2 Liquid-in-glass thermometers Learning Outcomes:Candidates should be able