8dCosmology

Syllabus objectives

• 8.13describe the past evolution of the universe and the main arguments in favour of the Big Bang theorySeparate Physics only
• 8.14describe evidence that supports the Big Bang theory (red-shift and cosmic microwave background - CMB - radiation)Separate Physics only
• 8.15describe that if a wave source is moving relative to an observer, there will be a change in the observed frequency and wavelengthSeparate Physics only
• 8.16use the equation relating to change in wavelength, reference wavelength, velocity of a galaxy and the speed of light: light of speed galaxy a of velocity wavelength reference wavelength in change = c v==− λ Δλ λ λλSeparate Physics only
• 8.17describe the red-shift in light received from galaxies at different distances away from the EarthSeparate Physics only
• 8.18explain why the red-shift of galaxies provides evidence for the expansion of the universe 4 Assessment information Assessment requirements Paper number Level Assessment information Number of marks allocated in the paper Paper 1P 1/2 Assessed through a 2-hour written examination, set and marked by Pearson. The paper is weighted at 61.1% of the qualification. A combination of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Assesses the content that is not in bold and does not have a ‘P’ reference. Questions may come from any topic area across the specification. Paper 2P 1/2 Assessed through a 1-hour and 15-minute written examination, set and marked by Pearson. The paper is weighted at 38.9% of the qualification. A combination of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions. Assesses all the content, including content that is in bold and has a ‘P’ reference. Questions may come from any topic area across the specification. Statements in bold cover some sub-topics in greater depth. The total number of marks for this qualification is 180. This total is obtained by adding the mark for Paper 1P (out of 110 marks) to the mark for Paper 2P (out of 70 marks). The marks for the papers are not scaled. Based on the overall mark, candidates will be awarded a grade. The grades available range from 9 to 1, where 9 is the highest grade. Experimental skills The best way to develop experimental skills is to embed practical investigations in teaching or theory. The development of knowledge and experimental skills can then happen together, leading to secure acquisition of both knowledge and skills. Our practical investigations are embedded within Section 3: Physics content as specification points in italics. The skills developed through these and other practicals will be assessed through written examinations. In the assessment of experimental skills, students may be tested on their ability to: • solve problems set in a practical context • apply scientific knowledge and understanding in questions with a practical context • devise and plan investigations, using scientific knowledge and understanding when selecting appropriate techniques • demonstrate or describe appropriate experimental and investigative methods, including safe and skilful practical techniques • make observations and measurements with appropriate precision, record these methodically and present them in appropriate ways • identify independent, dependent and control variables • use scientific knowledge and understanding to analyse and interpret data to draw conclusions from experimental activities that are consistent with the evidence • communicate the findings from experimental activities, using appropriate technical language, relevant calculations and graphs • assess the reliability of an experimental activity • evaluate data and methods, taking into account factors that affect accuracy and validity. Calculators Students will be expected to have access to a suitable electronic calculator for all examination papers. Calculators that allow for the retrieval of text or formulae, or QWERTY keyboards will not be allowed for use in examinations. Assessment objectives and weightings % in International GCSE AO1 Knowledge and understanding of physics 38–42 AO2 Application of knowledge and understanding, analysis and evaluation of physics 38–42 AO3 Experimental skills, analysis and evaluation of data and methods in physics 19–21 100 Relationship of assessment objectives and papers Paper number Assessment objective AO1 AO2 AO3 Physics Paper 1 23.2–25.7% 23.2–25.7% 11.6–12.8% Physics Paper 2 14.8–16.3% 14.8–16.3% 7.4–8.2% Total for International GCSE 38–42% 38–42% 19–21% 5 Administration and general information Entries and forbidden combinations Details of how to enter students for the examinations for this qualification can be found in our International information manual. A copy is made available to all examinations officers and is also available on our website. Students should be advised that if they take two qualifications in the same subject, colleges, universities and employers are very likely to take the view that they have achieved only one of the two GCSEs/International GCSEs. Students or their advisers, who have any doubts about subject combinations should check with the institution to which they wish to progress before embarking on their programmes. This qualification may not be taken alongside: • Pearson Edexcel International GCSE in Science (Double Award) (Linear) (4SD0) • Pearson Edexcel International GCSE in Science (Double Award) (Modular) (4XSD1) • Pearson Edexcel International GCSE in Physics (Modular) (4XPH1). Access arrangements, reasonable adjustments, special consideration and malpractice Equality and fairness are central to our work. Our equality policy requires all students to have equal opportunity to access our qualifications and assessments, and our qualifications to be awarded in a way that is fair to every student. We are committed to making sure that: • students with a protected characteristic (as defined by the UK Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to students who do not share that characteristic • all students achieve the recognition they deserve for undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers. Language of assessment Assessment of this qualification will be available in English only. All student work must be in English. We recommend that students have the ability to read and write in English at Level B2 of the Common European Framework of Reference for Languages. Access arrangements Access arrangements are agreed before an assessment. They allow students with special educational needs, disabilities or temporary injuries to: • access the assessment • show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the particular needs of an individual student with a disability without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the UK Equality Act 2010 to make ‘reasonable adjustments’. Access arrangements should always be processed at the start of the course. Students will then know what is available and have the access arrangement(s) in place for assessment. Reasonable adjustments The UK Equality Act 2010 requires an awarding organisation to make reasonable adjustments where a student with a disability would be at a substantial disadvantage in undertaking an assessment. The awarding organisation is required to take reasonable steps to overcome that disadvantage. A reasonable adjustment for a particular student may be unique to that individual and therefore might not be in the list of available access arrangements. Whether an adjustment will be considered reasonable will depend on a number of factors, including: • the needs of the student with the disability • the effectiveness of the adjustment • the cost of the adjustment • the likely impact of the adjustment on the student with the disability and other students. An adjustment will not be approved if it involves unreasonable costs to the awarding organisation or unreasonable timeframes or if it affects the security or integrity of the assessment. This is because the adjustment is not ‘reasonable’. Special considerations Special consideration is a post-examination adjustment to a candidate's mark or grade to reflect temporary injury, illness or other indisposition at the time of the examination/assessment, which has had, or is reasonably likely to have had, a material effect on a candidate’s ability to take an assessment or demonstrate their level of attainment in an assessment. Further information Please see our website for further information about how to apply for access arrangements and special considerations. For further information about access arrangements, reasonable adjustments and special considerations, please refer to the JCQ website: www.jcq.org.uk Malpractice Candidate malpractice Candidate malpractice refers to any act by a candidate that compromises or seeks to compromise the process of assessment which undermines the integrity of the qualifications or the validity of results/certificates. Candidate malpractice in controlled assessments discovered before the candidate has signed the declaration of authentication form does not need to be reported to Pearson. Candidate malpractice found in controlled assessments after the declaration of authenticity has been signed, and in examinations must be reported to Pearson on a JCQ Form M1 (available at http://www.jcq.org.uk/exams-office/malpractice). The completed form should be emailed to candidatemalpractice@pearson.com. Please provide as much information and supporting documentation as possible. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report candidate malpractice constitutes staff or centre malpractice. Staff/centre malpractice Staff and centre malpractice includes both deliberate malpractice and maladministration of our qualifications. As with candidate malpractice, staff and centre malpractice is any act that compromises or seeks to compromise the process of assessment, or undermines the integrity of the qualifications or the validity of results/certificates. All cases of suspected staff malpractice and maladministration must be reported immediately, before any investigation is undertaken by the centre, to Pearson on a JCQ Form M2(a) (available at www.jcq.org.uk/exams-office/malpractice). The form, supporting documentation and as much information as possible should be emailed to pqsmalpractice@pearson.com. Note that the final decision regarding appropriate sanctions lies with Pearson. Failure to report malpractice itself constitutes malpractice. More-detailed guidance on malpractice can be found in the latest version of the document JCQ Suspected Malpractice: Policies and Procedures, available at www.jcq.org.uk/exams- office/malpractice. Awarding and reporting The International GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total subject mark where 9 is the highest grade. Individual papers are not graded. The first certification opportunity for the Pearson Edexcel International GCSE in Physics is in June 2019. Students whose level of achievement is below the minimum judged by Pearson to be of sufficient standard to be recorded on a certificate will receive an unclassified U result. Student recruitment and progression Pearson’s policy concerning recruitment to our qualifications is that: • they must be available to anyone who is capable of reaching the required standard • they must be free from barriers that restrict access and progression • equal opportunities exist for all students. Prior learning and other requirements The qualification builds on the content, knowledge and skills developed in the Key Stage 3 Programme of Study (ages 11–14) or international equivalences for science. Progression Students can progress from this qualification to: • International Advanced Subsidiary Level, for example in Physics • International Advanced Level, for example in Physics • GCE Advanced Subsidiary Level, for example in Physics • GCE Advanced Level, for example in Physics • Level 3 vocational qualifications in science, for example BTEC Level 3 in Applied Science • other comparable, Level 3 qualifications, such as the International Baccalaureate • employment, for example in a science-based industry where an apprenticeship may be available. Appendices Appendix 1: Codes 39 Appendix 2: Pearson World Class Qualification design principles 41 Appendix 3: Transferable skills 43 Appendix 4: Mathematical skills 45 Appendix 5: Command word taxonomy 47 Appendix 6: Suggested practical investigations 49 Appendix 7: Physics formulae for relationships 51 Appendix 8: Electrical circuit symbols 53 Appendix 9: Glossary 55 Appendix 1: Codes Type of code Use of code Code Subject codes The subject code is used by centres to enter students for a qualification. Pearson Edexcel International GCSE in Physics – 4PH1 Pearson Edexcel International GCSE in Science (Double Award) – 4SD0 Paper codes These codes are provided for information. Students may need to be entered for individual papers. Physics Paper 1: 4PH1/1P, 4SD0/1P Physics Paper 2: 4PH1/2P Appendix 2: Pearson World Class Qualification design principles Pearson’s World Class Qualification design principles mean that all Edexcel qualifications are developed to be rigorous, demanding, inclusive and empowering. We work collaboratively to gain approval from an external panel of educational thought leaders and assessment experts from across the globe. This is to ensure that Pearson Edexcel qualifications are globally relevant, represent world-class best practice in qualification and assessment design, maintain a consistent standard and support learner progression in today’s fast-changing world. Pearson’s Expert Panel for World-class Qualifications is chaired by Sir Michael Barber, a leading authority on education systems and reform. He is joined by a wide range of key influencers with expertise in education and employability. ‘I’m excited to be in a position to work with the global leaders in curriculum and assessment to take a fresh look at what young people need to know and be able to do in the 21st century, and to consider how we can give them the opportunity to access that sort of education.’ Sir Michael Barber. Endorsement from Pearson’s Expert Panel for World Class Qualifications for the International GCSE development process May 2014 “We were chosen, either because of our expertise in the UK education system, or because of our experience in reforming qualifications in other systems around the world as diverse as Singapore, Hong Kong, Australia and a number of countries across Europe. We have guided Pearson through what we judge to be a rigorous world class qualification development process that has included: • extensive international comparability of subject content against the highest-performing jurisdictions in the world • benchmarking assessments against UK and overseas providers to ensure that they are at the right level of demand • establishing External Subject Advisory Groups, drawing on independent subject-specific expertise to challenge and validate our qualifications. Importantly, we have worked to ensure that the content and learning is future oriented, and that the design has been guided by Pearson’s Efficacy Framework. This is a structured, evidence-based process, which means that learner outcomes have been at the heart of this development throughout. We understand that ultimately it is excellent teaching that is the key factor to a learner’s success in education but as a result of our work as a panel we are confident that we have supported the development of Edexcel International GCSE qualifications that are outstanding for their coherence, thoroughness and attention to detail and can be regarded as representing world-class best practice.” Sir Michael Barber (Chair) Chief Education Advisor, Pearson plc Professor Lee Sing Kong Dean and Managing Director, National Institute of Education International, Singapore Dr Peter Hill Former Chief Executive ACARA Bahram Bekhradnia President, Higher Education Policy Institute Professor Jonathan Osborne Stanford University Dame Sally Coates Director of Academies (South), United Learning Trust Professor Dr Ursula Renold Federal Institute of Technology, Switzerland Professor Bob Schwartz Harvard Graduate School of Education Professor Janice Kay Provost, University of Exeter Jane Beine Head of Partner Development, John Lewis Partnership Jason Holt CEO, Holts Group All titles correct as at May 2014 Appendix 3: Transferable skills The need for transferable skills In recent years, higher education institutions and employers have consistently flagged the need for students to develop a range of transferable skills to enable them to respond with confidence to the demands of undergraduate study and the world of work. The Organisation for Economic Co-operation and Development (OECD) defines skills, or competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned and that enable individuals to successfully and consistently perform an activity or task and can be built upon and extended through learning.’ [1] To support the design of our qualifications, the Pearson Research Team selected and evaluated seven global 21st-century skills frameworks. Following on from this process, we identified the National Research Council’s (NRC) framework [2] as the most evidence-based and robust skills framework, and have used this as a basis for our adapted skills framework. The framework includes cognitive, intrapersonal skills and interpersonal skills. The skills have been interpreted for this specification to ensure they are appropriate for the subject. All of the skills listed are evident or accessible in the teaching, learning and/or assessment of the qualification. Some skills are directly assessed. Pearson materials will support you in identifying these skills and developing these skills in students. The table on the next page sets out the framework and gives an indication of the skills that can be found in physics and indicates the interpretation of the skill in this area. A full subject interpretation of each skill, with mapping to show opportunities for students’ development is provided on the subject pages of our website: qualifications.pearson.com 1 OECD – Better Skills, Better Jobs, Better Lives: A Strategic Approach to Skills Policies (OECD Publishing, 2012) 2 Koenig J A, National Research Council - Assessing 21st Century Skills: Summary of a Workshop (National Academies Press, 2011) Cognitive skills Cognitive processes and strategies • Critical thinking • Problem solving • Analysis • Reasoning • Interpretation • Decision making • Adaptive learning • Executive function Creativity • Creativity • Innovation Intrapersonal skills Intellectual openness • Adaptability • Personal and social responsibility • Continuous learning • Intellectual interest and curiosity Work ethic/ conscientiousness • Initiative • Self-direction • Responsibility • Perseverance • Productivity • Self-regulation (metacognition, forethought, reflection) • Ethics • Integrity Positive core self-evaluation • Self-monitoring/self- evaluation/self-reinforcement Interpersonal skills Teamwork and collaboration • Communication • Collaboration • Teamwork • Cooperation • Interpersonal skills Leadership • Leadership • Responsibility • Assertive communication • Self-presentation Problem solving in the application of unifying patterns and themes in physics, and using them in new and changing situations. Initiative when using knowledge of physics, independently (without guided learning), to further own understanding. Communication to convey a physical process or technique (verbally or written) to peers and teachers, and answer questions from others. Appendix 4: Mathematical skills The table below identifies the mathematical skills that will be developed and assessed throughout this qualification. These are not explicitly referenced in the content. Details of the mathematical skills in other science subjects are given for reference. B C P 1 Arithmetic and numerical computation A Recognise and use numbers in decimal form    B Recognise and use numbers in standard form    C Use ratios, fractions, percentages, powers and roots    D Make estimates of the results of simple calculations, without using a calculator   E Use calculators to handle sin x and sin-1 x, where x is expressed in degrees  2 Handling data A Use an appropriate number of significant figures    B Understand and find the arithmetic mean (average)    C Construct and interpret bar charts    D Construct and interpret frequency tables, diagrams and histograms   E Understand the principles of sampling as applied to scientific data  F Understand simple probability    G Understand the terms mode and median  H Use a scatter diagram to identify a pattern or trend between two variables    I Make order of magnitude calculations    3 Algebra A Understand and use the symbols <, >, ∝, ~   B Change the subject of an equation    C Substitute numerical values into algebraic equations using appropriate units for physical quantities    D Solve simple algebraic equations    4 Graphs A Translate information between graphical and numerical form    B Understand that y = mx + c represents a linear relationship   C Plot two variables (discrete and continuous) from experimental or other data    D Determine the slope and intercept of a linear graph    E Understand, draw and use the slope of a tangent to a curve as a measure of rate of change   F Understand the physical significance of area between a curve and the x-axis, and measure it by counting squares as appropriate  B C P 5 Geometry and trigonometry A Use angular measures in degrees  B Visualise and represent 2D and 3D objects, including 2D representations of 3D objects  C Calculate areas of triangles and rectangles, surface areas and volumes of cubes   Appendix 5: Command word taxonomy The following table lists the command words used in the external assessments. Command word Definition Add/Label Requires the addition or labelling of a stimulus material given in the question, for example labelling a diagram or adding units to a table. Calculate Obtain a numerical answer, showing relevant working. Comment on Requires the synthesis of a number of variables from data/information to form a judgement. Complete Requires the completion of a table/diagram. Deduce Draw/reach conclusion(s) from the information provided. Describe To give an account of something. Statements in the response need to be developed, as they are often linked but do not need to include a justification or reason. Design Plan or invent a procedure from existing principles/ideas. Determine The answer must have an element that is quantitative from the stimulus provided, or must show how the answer can be reached quantitatively. To gain maximum marks, there must be a quantitative element to the answer. Discuss • Identify the issue/situation/problem/argument that is being assessed within the question. • Explore all aspects of an issue/situation/problem/argument. • Investigate the issue/situation etc. by reasoning or argument. Draw Produce a diagram using a ruler or freehand. Estimate Find an approximate value, number or quantity from a diagram/given data or through a calculation . Evaluate Review information (e.g. data, methods) then bring it together to form a conclusion, drawing on evidence including strengths, weaknesses, alternative actions, relevant data or information. Come to a supported judgement of a subject’s quality and relate it to its context. Explain An explanation requires a justification/exemplification of a point. The answer must contain some element of reasoning/justification – this can include mathematical explanations. Give/State/Name All of these command words are really synonyms. They generally all require recall of one or more pieces of information. Give a reason/reasons When a statement has been made and the requirement is only to give the reason(s) why. Identify Usually requires some key information to be selected from a given stimulus/resource. Command word Definition Justify Give evidence to support (either the statement given in the question or an earlier answer). Plot Produce a graph by marking points accurately on a grid from data that is provided and then draw a line of best fit through these points. A suitable scale and appropriately labelled axes must be included if these are not provided in the question. Predict Give an expected result. Show that Verify the statement given in the question. Sketch Produce a freehand drawing. For a graph, this would need a line and labelled axes with important features indicated. The axes are not scaled. State what is meant by When the meaning of a term is expected but there are different ways for how it can be described. Suggest Use your knowledge to propose a solution to a problem in a novel context. Verb preceding a command word Analyse the data/graph to explain Examine the data/graph in detail to provide an explanation. Multiple-choice questions What, Why, Which Direct command words used for multiple-choice questions. Appendix 6: Suggested practical investigations The following suggestions are additional practical investigations that exemplify the scientific process. They can be used to supplement students’ understanding of physics in addition to the practical investigations found in the main body of the content. • Investigate the power consumption of low-voltage electrical items. • Investigate factors affecting the generation of electric current by induction. • Investigate how the nature of a surface affects the amount of energy radiated or absorbed. • Investigate models to show refraction, such as toy cars travelling into a region of sand. • Investigate the areas beyond the visible spectrum, such as those found by Herschel and Ritter, who discovered infrared and ultraviolet (UV) respectively. • Investigate the relationship between potential difference (voltage), current and resistance. • Investigate the relationship between force, mass and acceleration. • Investigate the forces required to slide blocks along different surfaces, with differing amounts of friction. • Investigate how crumple zones can be used to reduce the forces in collisions. • Investigate forces between charges. • Conduct experiments to show the relationship between potential difference (voltage), current and resistance, for a component whose resistance varies with a given factor, such as temperature, light intensity and pressure. • Investigate the motion of falling. • Investigate momentum during collisions. • Investigate power by running up the stairs or lifting objects of different weights. • Investigate the critical angle for Perspex®/air, glass/air or water/air boundaries. • Investigate factors affecting the height of rebound of bouncing balls. • Investigate the temperature and volume relationship for a gas. • Investigate the volume and pressure relationship for a gas. • Investigate the absorption of light by translucent materials in order to simulate the absorption of rays. Safety is an overriding requirement for all practical work. Centres are responsible for ensuring that whenever their students complete practical work, appropriate safety procedures are followed. Appendix 7: Physics formulae for relationships The relationships listed below will not be provided for students either in the form given or in rearranged form. (1) the relationship between average speed, distance moved and time taken: distance movedaverage speed = time taken (2) the relationship between force, mass and acceleration: force = mass × acceleration (3) the relationship between acceleration, change in velocity and time taken: change in velocityacceleration = time taken (4) the relationship between momentum, mass and velocity: momentum = mass × velocity momentum = m × v (5) the relationship between density, mass and volume: massdensity volume= (6) the relationship between work done, force and distance moved: work done = force × distance moved (7) the energy relationships: energy transferred = work done kinetic energy = 21 × mass × speed2 gravitational potential energy = mass × g × height (8) the relationship between mass, weight and gravitational field strength: weight = mass × gravitational field strength (9) the relationship between an applied force, the area over which it acts and the resulting pressure: forcepressure area= (10) The relationship between the moment of a force and its perpendicular distance from the pivot: moment = force × perpendicular distance from the pivot (11) the relationship between charge, current, voltage, resistance, energy and power: charge = current × time voltage = current × resistance electrical power = voltage × current energy transferred = charge x voltage (12) the relationship between speed, frequency and wavelength of wave: wave speed = frequency × wavelength (13) the relationship between turns and voltage for a transformer: input (primary) voltage primary turns output (secondary) voltage secondary turn s= (14) the relationship between refractive index, angle of incidence and angle of refraction: r i n sin sin= (15) the relationship between refractive index and critical angle: nc 1=sin (16) the relationship for efficiency: useful energy outputefficiency ×100%total energy output= (17) the relationship for pressure difference: pressure difference = height × density × gravitational field strength p = h × ρ × g (18) input power = output power sspp IV IV = for 100% efficiency Appendix 8: Electrical circuit symbols Although these are the forms of circuit symbols that will be used in examination papers, there may be other internationally agreed symbols that are acceptable in student answers. Appendix 9: Glossary Term Definition Assessment objectives The requirements that students need to meet to succeed in the qualification. Each assessment objective has a unique focus, which is then targeted in examinations or coursework/non-examined assessment. Assessment objectives may be assessed individually or in combination. External assessment An examination that is held at the same time and place in a global region. JCQ Joint Council for Qualifications. This is a group of UK exam boards that develop policy related to the administration of examinations. Linear Linear qualifications have all assessments at the end of a course of study. It is not possible to take one assessment earlier in the course of study. DB100924 9781446931196_INT_GCSE_PHYSICS_ISS4.DOC.1–62/0 For information about Pearson Qualifications, including Pearson Edexcel, BTEC and LCCI qualifications visit qualifications.pearson.com Edexcel and BTEC are registered trademarks of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: 80 Strand, London WC2R 0RL VAT Reg No GB 278 537121 Getty Images: Alex BelmonlinskySeparate Physics only