GCE A Level Physics Question G481 Mechanics Visually Impaired

Cambridge International AS & A LevelDC (JC/CT) 182587/3© UCLES 2020[Turn overThis document has 12 pages. Blank pages are indicated.*5745011940*PHYSICS 9702/33Paper 3 Advanced Practical Skills 1 February/March 20202 hoursYou must answer on the question paper.You will need: The materials and apparatus listed in the confidential instructionsINSTRUCTIONS●Answer all questions.●Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs.●Write your name, centre number and candidate number in the boxes at the top of the page. ●Write your answer to each question in the space provided. ●Do not use an erasable pen or correction fluid. ●Do not write on any bar codes.●You will be allowed to work with the apparatus for a maximum of 1 hour for each question.●You should record all your observations in the spaces provided in the question paper as soon as theseobservations are made. ●You may use a calculator.●You should show all your working and use appropriate units.INFORMATION●The total mark for this paper is 40.●The number of marks for each question or part question is shown in brackets [ ].For Examiner’s Use 12TotalBLANK PAGE © UCLES 20209702/33/F/M/209702/33/F/M/20© UCLES 2020[Turn overYou may not need to use all of the materials provided.1In this experiment you will investigate the oscillations of a rod.(a)• Assemble the apparatus as shown in Fig. 1.1. •A djust the apparatus until the two springs are approximately 15 cm apart. Each springshould be vertical and the same distance from the middle of the rod. The rod should beparallel to the bench.Fig. 1.1•T he distance between the two springs where they support the rod is x , as shown in Fig. 1.1. Measure and record x .x = ....................................................cm [1](b)•L ift one end of the rod a short distance and push the other end of the rod down a shortdistance. Release the rod so that it oscillates with a rocking motion, as shown in Fig. 1.2.FRONT VIEWFig. 1.2•T ake measurements to determine the period T of the oscillation.T = .......................................................s [2](c) •C hange x by moving the stands. Adjust the apparatus until the springs are vertical andthe rod is parallel to the bench. Measure x and T.•Repeat until you have six sets of values of x and T.•Record your results in a table. Include values of 1x in your table.[9](d) (i) Plot a graph of T on the y-axis against 1x on the x-axis. [3](ii) Draw the straight line of best fit. [1] (iii) Determine the gradient and y-intercept of this line.gradient = ...............................................................y-intercept = ...............................................................[2]9702/33/F/M/20© UCLES 2020© UCLES 2020[Turn over9702/33/F/M/20(e) It is suggested that the quantities T and x are related by the equationT = ax + bwhere a and b are constants.Use your answers in (d)(iii) to determine the values of a and b.Give appropriate units.a = ...............................................................b = ...............................................................[2][Total: 20]9702/33/F/M/20© UCLES 2020You may not need to use all of the materials provided.2 In this experiment you will investigate the magnetic field produced by an electrical current.(a) You are provided with a length of wire wrapped around a plastic channel to form a coil, asshown in Fig. 2.1.other groove)Fig. 2.1Count and record the number N of turns of wire in the coil.N = (1)© UCLES 2020[Turn over9702/33/F/M/20•S lide the compass into the plastic channel so that it is in the middle of the coil.(b)•C onnect the circuit as shown in Fig. 2.2.•R otate the channel on the bench until the arrow of the compass is perpendicular to the channel, as shown.clipFig. 2.2•T he distance between the first and last turns of wire is L, as shown in Fig. 2.2. Measure and record L.L = (1)(c) •C lose the switch. The compass arrow will rotate through an angle θ.•M easure and record θ.θ = .............................................................°•R ecord the ammeter reading I.I = ...............................................................•O pen the switch.[2]© UCLES 20209702/33/F/M/20(d)Estimate the percentage uncertainty in your value of θ.percentage uncertainty = (1)(e) Calculate the value of B usingB = μ0(N−1) ILwhere μ0 = 1.26 × 10–6 N A–2.B = .........................................N A–1 m–1 [1]9702/33/F/M/20© UCLES 2020[Turn over(f) •D isconnect the crocodile clips and remove the compass.•R emove the tape and the wire. Re-wind the wire in adjacent grooves (instead of every other groove), as shown in Fig. 2.3.•Re-fix the tape.Fig. 2.3•R epeat (a), (b), (c) and (e).N = ...............................................................L = ...............................................................θ = .............................................................°I = ...............................................................B = ...............................................N A–1 m–1[3]© UCLES 20209702/33/F/M/209702/33/F/M/20© UCLES 2020[Turn over(g) It is suggested that the relationship between θ and B istan θ = B kwhere k is a constant.(i) Using your data, calculate two values of k .first value of k = ............................................................... second value of k = ............................................................... [1] (ii)Justify the number of significant figures you have given for your values of k . ........................................................................................................................................... ........................................................................................................................................... ..................................................................................................................................... [1] (iii)Explain whether your results in (g)(i) support the suggested relationship. ........................................................................................................................................... ........................................................................................................................................... . (1)9702/33/F/M/20© UCLES 2020Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity.To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at after the live examination series.Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.(h) (i) Describe four sources of uncertainty or limitations of the procedure for this experiment.1 ...................................................................................................................................................................................................................................................................................2 ...................................................................................................................................................................................................................................................................................3 ...................................................................................................................................................................................................................................................................................4 ........................................................................................................................................ (4)(ii) Describe four improvements that could be made to this experiment. You may suggest the use of other apparatus or different procedures.1 ...................................................................................................................................................................................................................................................................................2 ...................................................................................................................................................................................................................................................................................3 ...................................................................................................................................................................................................................................................................................4 ........................................................................................................................................ (4)[Total: 20]。

2024届北京市朝阳区高三下学期5月学业水平等级性考试物理试题一、单选题 (共7题)第(1)题风洞实验可以模拟高空跳伞情况下人体所承受气流的状态。

已知物体受到的空气阻力F与物体相对空气的速度v满足（S为物体迎风面积，C为风阻系数，为空气密度）。

图甲中风洞竖直向上匀速送风，一质量为m的物体从A处由静止下落，一段时间后在B处打开降落伞，相对速度的平方与加速度大小a的关系图像如图乙所示，重力加速度为g，下列说法正确的是（ ）A．开伞前加速度向下，越来越大B．开伞后加速度向上，越来越大C．开伞前物体迎风面积为D．开伞后物体迎风面积为第(2)题在空间技术发展过程中，喷气背包曾经作为宇航员舱外活动的主要动力装置，它能让宇航员保持较高的机动性。

如图所示，宇航员在距离空间站舱门为d的位置与空间站保持相对静止，启动喷气背包，压缩气体通过横截面积为S的喷口以速度持续喷出，宇航员到达舱门时的速度为。

若宇航员连同整套舱外太空服的质量为M，不计喷出气体后宇航员和装备质量的变化，忽略宇航员的速度对喷气速度的影响以及喷气过程中压缩气体密度的变化，则喷出压缩气体的密度为（ ）A．B．C．D．第(3)题据中国载人航天工程办公室消息，神舟十六号载人飞船入轨后，于2023年5月30日16时29分成功对接于空间站天和核心舱径向端口，神舟十六号成功对接空间站如图甲所示，在对接之前的某段时间内，“神舟十六号”和“空间站”分别在圆形轨道Ⅰ和Ⅱ上做匀速圆周运动如图乙所示，已知对接后组合体可看作绕地球做匀速圆周运动，运行轨道距地面高度为h。

地球半径为R，地球表面重力加速度为g，下列说法正确的是（ ）A．对接前神舟十六号运行周期大于空间站的运行周期B．神舟十六号飞船与空间站对接后，空间站因质量增大，其加速度将减小C．组合体轨道处的重力加速度为D．组合体的运行速度为第(4)题如图所示，含理想变压器的电路中，两端接在输出电压的交流电源上，的阻值是R的4倍。

A-level physics课程介绍物理课程简介A-Level物理是大部分学习理工科学生的必选科目，也是部分商科学生的备选科目。

此外物理基本上也会是这部分学生进入大学之后的公共课或者必修课，A-Level阶段的学习可以帮助学生及早掌握大量的专业单词，从而降低进入大学后学习的难度，可以为大学阶段的学习打下良好语言和专业知识基础。

A-Level物理课程如其它所有A-Level的学科一样总共有6个单元，分为AS，A2两本书，都包含理论、实验两大部分。

理论部分为四个单元，分别为Unit 1：Physics on the Go；Unit 2：Physics at Work；Unit 4：Physics on the Move；Unit 5：Physics from Creation to Collapse。

实验部分为两个单元进行，分别是Unit 3和Unit6。

下面将对A-Level物理考试与国内物理学习的不同之处，A-Level物理的评分标准，每个单元的考试内容做一简单的分析介绍。

A-Level物理与国内物理的大不同首先A-Level物理考试分单元进行，所学内容分别出现在六份试卷中，而不是像国内一样所有内容在一份试卷中完成，所以综合各类试题很少，这在一定程度上降低了学习的难度。

其次是A-Level的物理考试更重视学生对物理知识的理解以及在实际生活中的应用，这致使A-Level物理考试的题型与国内物理考试有很大的不同。

在A-Level的物理考试中有一类很经典的题型就是解释题，就是要求学生根据所学的物理原理对生活中的一些问题进行解释，而且此类型题目的比例相当重，分值不少于卷面总分值的一半，因此对学生的语言有一定的要求。

对中国学生利好的一面是A-Level考试中的计算题不多，即使有也是很简单的计算，对学生的计算技能要求不高。

再有，为了帮助学生更好地理解所学的内容，A-Level的课程设置里面特别强调了相关知识点的实验，教材中有两个单元（Unit 3 and Unit 6）是专门讲物理实验的。

超实用！这些GCSE/A-level物理学习网站简直是神助攻！GCSE，中文译为普通中等教育证书，是英国学生完成第一阶段中等教育会考所颁发的证书。

GCSE有一年制和两年制之分。

必修课包括英语、数学、设计与技术、语言、自然科学、宗教、通讯技术及体育等。

GCSE即英国普通初级中学毕业文凭，相当于中国国内的初中毕业考试文凭，但实际上，GCSE是英国中学10年级和11年级的学习课程，程度和要求都比国内初中毕业生要高，从理论上说应该是国内的高一学生申请较为合适。

在英国，学生在十四岁左右时进入GCSE课程学习，学制两年。

两年的课程结束后，需参加GCSE的统一考试，学生的成绩主要取决于考试，只有少数科目是根据学生全年的学习情况进行评估，成绩等级从最高的A*一直到G。

还包括U与X，U就是ungraded；X为absent。

A-Level（General Certificate of Education Advanced Level ），英国高中课程，是英国全民课程体系，是英国普通中等教育证书考试高级水平课程，也是英国学生的大学入学考试课程。

英国的大多数中学开设的ALevel课程科目相当广泛，有文科、商科、经济、语言、数学、理科、计算、法律、媒体、音乐等。

A- Level课程一般在中国开设数学、进阶数学（或称高等数学）、物理、计算机学、会计学、商业学、经济学等课程供学生选择。

应该选择哪几门课程是学生和家长都普遍关注的问题，但也是非常难回答的一个问题。

英国、加拿大、爱尔兰、澳大利亚、新西兰、新加坡等英语国家没有统一的大学入学标准，虽然它们都认可A-Level证书，但是各所大学、各个专业对学生学过哪几门A-Level课程以及成绩都有不同的要求。

所以怎样选择课程并没有一个唯一的答案。

学生选择课程时，一般要考虑现在自己的优势科目和将来的发展方向，即你想选择哪个大学、什么专业，从而根据他们的要求有的放矢地选课。

然而，对于16-18岁的学生做这样的选择也是很难的，因为自己可能还没有一个清晰的决定。

中英中学物理实验考题支架构建特点的分析与启示蒋昱宸陈航燕(苏州大学物理科学与技术学院江苏苏州215006)(收稿日期:20210220)摘要:以电学实验题为例,对苏州中考和江苏高考,以及英国剑桥委员会设立的I G C S E ㊁A S ㊁A L e v e l 这5类考试中考查支架的搭建特点进行了对比分析.以苏州中考及江苏高考为例的国内考试中的实验题支架,旨在培养学生控制变量㊁注意实验安全,以及进行误差分析;英国I G C S E 及A S 考试中的实验题支架,目的在于为考生给出明确的操作指示,培养其实验操作能力.此外,与我国高考实验题的支架设置不同,基于I G C S E 及A S 阶段的基础学习,AL e v e l 考试的实验题完全拆除了支架,不再给学生提供解题思路与步骤,考查学生独立设计实验的能力.这种进阶式实验题支架搭建及拆除的模式,能为学生的实验能力培养提供有效帮助.关键词:苏州中考江苏高考I G C S E 考试AL e v e l 考试支架教学1 问题的提出实验是物理学研究的基础,实验教学是高中物理课程教学的重要组成部分[1].在高中毕业时,考生还不能独立进行实验,这使得学生在进入大学后会感到跨度很大,在大学物理实验中常常碰壁.笔者在研究时发现,我国的中/高考中均设有实验题,且实验题是以问答题的形式出现.与之相比,英国剑桥委员会设立的I G C S E 考试(相当于我国的中考)和A L e v e l 考试(相当于我国的高考)中设有专门的实验笔试卷及操作卷.由于英国的物理考试十分重视对实验技能的培养,因此通过对比分析两类考试实验考题,对我国实验教学的考核会有所启发.2 理论建构在最初接触到物理实验操作时,学生离不开教师的指导;在进行实验类题目答题过程中,也需要根据题干的指引才能顺利完成.这些 帮助 ,都属于教育学中的 支架 .这些支架是为了让学生在学习知识时,能够拥有一个不断向上的平台[2],从而在心中构筑起知识的高楼大厦.支架的设立最终目的是为了拆除支架后,学生能够自主 搭建 支架,构建完整的知识体系,学会自问自答,找到解题思路,并能举一反三,真正融会 支架 思想[3].根据JF e r r e i r a -B a u t i s t a a n d M P i f a r r é的支架理论,支架的类型有概念支架㊁程序性支架和策略性支架[4].在物理实验中,概念支架一般为知识支架,即物理量的含义㊁理论㊁公式等;程序性支架一般为过程支架,即实验步骤的设计㊁为数据处理搭建好的表格等;策略性支架为帮助培养学生思维的支架,如误差分析支架.3 国内中考到高考的支架搭建进阶3.1 苏州中考题支架构建分析ʌ例1ɔ(苏州市2019年中考题第30题)题目略.该题涉及的主要知识点及问题如下.(1)将电路图连接完整(图1);(2)判断闭合开关前,滑动变阻器滑片所处位置;(3)给出故障现象,判断故障原因;(4)判断电压表量程的选取范围;(5)求出待测电阻阻值.图1 苏州中考题图作者简介:蒋昱宸(1998 ),女,在读硕士研究生,研究方向为中外物理教学对比.指导教师:陈航燕(1984 ),女,副教授,研究方向为学科教学(物理).401 2021年第9期 物理通报 物理实验教学该题原题有4问,支架构建分析如下:第(1)问中,搭建了电路图的概念支架,引出实验方法.第(2)问中提供实验策略支架,引导学生有意识地关注实验安全事项.第(3)问中,题干搭建了故障检验的过程支架.第(4)问中搭建好了程序性框架,旨在让学生脱离定势思维,拓展学生的思考模式.这里,提出的方法属于策略性支架, 均匀电阻丝阻值与长度成正比 属于知识支架.题干要求利用表中 所有 数据求出电阻阻值,是一个误差分析支架.题目测量数据表中的3组数据求出的电阻值并不相同,这说明实验中有随机误差,需要多次测量取平均值来提高实验的准确度.3.2江苏省高考题支架构建分析ʌ例2ɔ(2020年高考江苏第10题)题略.该题中的实验电路图如图2所示.题目主要问题表述如下:(1)将实物电路连接完整;(2)调节滑动变阻器,在方格纸上作出I U 图线;(3)根据I U图线,判断该元件是否为线性元件;(4)若用导线代替R0,选出可能会导致的后果.图2江苏高考题图不难发现,与中考题相似.在第(1)问中,给出了实验图的概念支架,实验方法明确.与中考题相比,在第(2)问中加入了数据处理的要求,但数据直接给出,数据处理表的坐标轴与标度也已经标好,为学生搭建好了数据分析的支架.在第(3)问中 根据作出的I U曲线可知 给出了判断依据,属于分析支架的搭建.在第(4)问中搭建了误差分析和电路安全分析的支架.3.3我国中考题与高考题的对比分析对比我国中考与高考的实验题,可以发现有以下特点.3.3.1都重视电路安全和误差分析中考和高考题都考查了电路安全和误差分析的知识点,这对于考生的实操非常重要.由于中考学生年龄小,思维接受能力有限,所以只考查了随机误差的减小方式,但 多次测量取平均值 这一考点频繁出现,使学生可以通过 死记硬背 的方式解题.高考题对减小误差的措施没有考到,可见误差分析的考查还没有到位.电路安全方面,中考和高考题都给出了明显的支架,学生只需要做出判断.这样的考查方式并不能让学生在实际操作时自主地实行保护实验安全的操作.3.3.2在数据处理的要求和电路的复杂程度方面有进阶中考题中的待测电阻是一个定值电阻,而高考题中的待测电阻是一个非线性元件,学生需从I U 图像的性质中得到所需结论.从数据处理的进阶方式可以看出,考题尊重了学生思维发展的特点,高中生处理数据的方式更加抽象.中考题中的电路图是一个简单的串联电路,而高考题中的电路图是一个混联电路,这对学生对电路图原理的掌握程度的要求加深了.3.3.3支架没有明显减少中考题中每一问前都有一个支架,高考题中的支架也十分明显,从电路连接到作数据分析图,题干都给了明确的指示和要求,尤其是作图时,坐标标度已经给出.在判断电路安全与误差分析时,给出了具体步骤,并指明了选择的范围.4英国剑桥委员会考试的支架搭建进阶4.1I G C S E阶段试题支架构建分析ʌ例3ɔ(I G C S E2020年夏季考试第5卷第1题)题目涉及测量白炽灯的电阻.电路图如图3所示.主要问题如下:(1)测量电路中的电流I1,灯泡L1的电势差V1.运用公式R1=V1I1,计算出灯泡L1的电阻R1,给出电阻单位.5012021年第9期物理通报物理实验教学图3 I G C S E 考试题图(2)将灯泡L 2与L 1串联.测量电路中的电流I 2和灯泡L 2两端的电势差V 2.(3)将灯泡L 3与L 1,L 2串联.测量电路中的电流I 3,灯泡L 3两端的电势差V 3.(4)计算R 1+R 2+R 3.(5)学生们对实验结果做出了评论.评论A :R 1+R 2+R 3应当等于3R 1;评论B :R 1+R 2+R 3应当小于3R 1;评论C :R 1+R 2+R 3应当大于3R 1.哪个评论与你的结果吻合?根据你的结果证明你的答案是正确的.(6)一名学生想要研究第(5)问中的陈述对于3个相同的串联的灯泡是否总是正确的.请说明他应该改变的变量,以及如何改变.I G C S E 的考试给出了非常明确与细致的过程支架,对学生所有的操作步骤都有着明确的指示.在涉及到计算时,考题直接给出了知识支架,即公式R =V I .在记录数据时,明确了规范性,例如 给出单位 用合适的有效数字来表示答案 .在第(6)问中要求在支架的指引下对实验进行设计.通过对题目的分析可以总结出I G C S E 具有以下特点.4.1.1 重视测量这一道考题中出现了6次测量,对学生的动手能力以及数据的读取有着要求.测量能力是物理学中最基础的能力,若是没有掌握测量的方法,则很难获得科学的数据,也无从得出科学的实验结论.I G C S E 对基础性实验能力的重视值得引起我们的关注.4.1.2 让学生在实验中感受实验安全与国内中考题相似,I G C S E 在考查中也涉及到了实验安全.但不同的是,国内中考是采取让学生判断如何操作才能保证实验安全,而I G C S E 考试是利用明确的操作指示,让学生在实验中感受到实验规范,在做实验时处处牢记实验安全.4.1.3 重视实验过程而不是理论在(5)问中,由于实验中必然存在误差,且小灯泡也并非严格的线性原件,导致了实验测出的数据很难得出理论上的相等结论.但评分标准上明确写着,只要写出的评论与实验数据相符即可.这种没有所谓的 正确而唯一 的答案的评分方法,能够培养勇于尝试的科学精神.4.2 A S 阶段试题支架构建分析ʌ例4ɔ(A S 学年段2020年实验考试第1题)题目略.实验图如图4所示.主要问题表述如下.图4 A S 考试题图(1)记录电阻阻值R .接通开关,记录电压表的读数V 后,断开开关.(2)改变R 处的电阻,重复(1),直至得到6组R 和V 的读数.自行设计记录表记录结果.(3)(ⅰ)画出以1V 为y 轴,1R为x 轴的图像.(ⅱ)画出最佳拟合线.(ⅲ)求出这条线的斜率和纵截距.(4)物理量V 和R 用公式1V =A R+B 相关联.利用你在第(3)问(ⅲ)中得到的结果,求出A 和B .(5)(ⅰ)已知B =2E,E 是电源电动势,求出E .(ⅱ)当R =X 时,已知1V =3E,求出X .A S 考试相当于我国高二结束后参加的考试.A S 阶段电学实验考试具有以下特点.4.2.1 电路复杂程度与数据处理进阶A S 考试的电路图是混联电路,电路的复杂程度升高也直接影响了电路连接的难度.学生从测量中得到的数据,需设计出合适的表格来记录.并且,此阶段的考试加入了作图要求,作图的坐标标度未知,学生需根据自己记录的数据找到误差最小的作图方法.这说明,在数据处理部分,题干给出的支架已经十分有限.601 2021年第9期 物理通报 物理实验教学4.2.2不拘泥于学过的知识在题目的后半部分,题干给出的理论没有在书本上出现过,这使得实验试题不仅仅是将学习过的知识重演.当学生发现自己测出的实验数据经过分析可以得出新的物理量之间的关系时,可以大大增强其学习信心,激发学生探索新知识的积极性和学习兴趣.4.3 A L e v e l阶段试题支架构建分析ʌ例5ɔ图5所示为发光二极管.某学生正在研究L E D发光所需电势差V和发出光的波长λ之间的关系.有人认为这种关系是:V=kλn请设计一个实验来测试V和λ之间的关系.解释如何用你的结果来确定k和n的值.画图表示你对实验仪器的摆放方式.在你的设计中,需特别注意:应遵循的程序㊁要进行的测量㊁控制变量㊁数据分析㊁任何要采取的安全预防措施.图5发光二极管及其符号A L e v e l阶段的实验考题主要考查实验规划㊁分析与评估.有以下特点.4.3.1支架基本全部拆除该题要求学生自己根据题意,设计实验步骤.此时,题干中已经没有对该实验的操作步骤提示,只给出了实验目标.这说明,在参加这场考试前,学生对实验的流程与方法应当已经充分掌握.题干中提到的5点注意事项就是曾经考试中(I G C S E和A S阶段考试)搭建过的支架,学生需要将曾经的支架内化,才能完成A L e v e l阶段的挑战.4.3.2与实际问题贴近此题的实验背景是测量二极管的特性,二极管是我们生活中常见的电路元件,因此问题的设置与实际情境相似.并且,在实际的物理探究问题中,我们也是先找到要探究的问题,再查询相关资料,找到可能合适的理论,再设计实验,最终进行实验.本题的探究过程和实际物理探究的过程是相符的.5国内考试与英国剑桥委员会考试的对比5.1我国中学阶段的实验考试缺少支架拆除阶段国内的中考和高考题的模式是相似的,学生可以沿着题目的支架前进,让学生产生了依赖性,这也是高考后学生并没有掌握自主实验能力的可能原因之一.而A L e v e l阶段的考试,将支架全部拆除,让学生自己设计实验,这种方式让学生对完成实验的整个过程都有了自己的思考,有助于学生实验能力的升级.5.2我国的考试没有动手操作模块相比于英国的I G C S E考试与A S阶段的考试都考核了动手操作部分,我国在实验操作部分就显得有些薄弱.在理论层面上,我国考试的要求是高于英国的考试要求的,但理论知识的掌握程度并不能完全替代实验操作的重要性.当理论没有实验佐证时,物理学习就会脱离实际.5.3我国考试的背景较书本化我国考试题目的背景都是学生经过平时反复训练的物理模型.这使得实验题充满了 套路 .学生面对实验题不再思考 实验技巧 而是 解题模板 ,这样当他们接触到物理实验时,实验情境与套路不相符了,他们的知识库就无法调动了.而A L e v e l阶段的考试会选择生活中的 实验器材 ,没有固定的套路,学生就只能注重于培养自己的实验能力了. 6启示从评价的特点来看,实验考核的目的是为了提高学生的实验技能.从支架教学的原理来看,只有拆除了支架才能代表学生真正掌握了知识.我国中考对实验的整个流程都搭建了完整的支架,这说明我国在初中阶段对培养学生的实验素养十分重视, 搭支架 的过程考虑全面,且不失趣味性.而我国的高考对实验的重视程度有所下降,实验题形式单一,且难度较低.特别是支架的设立依然很多,对学生的要求停留在了初级阶段.相比之下,I G C S E的考试支架设立完整,难度远低于我国中考的难度,但其对基本物理能力 测量 的重视,值得引起我们的关注.I G C S E考试给学生传达的思想,即实验数据比理论更加可靠的思想,也是我国没有涉及到的.A S 考试和我国的高考题难度类似,但我国没有对实验操作的要求,使得A S考试考查的实验题的含金量更高.从I G C S E到A S阶段,学生的实验能力进步更快,这说明对基本实验操作的培养是有助于实验7012021年第9期物理通报物理实验教学教学和学生实验能力的进阶的.A L e v e l 考试相当于我国的高考,但A L e v e l 考试对考生的要求已经相当于我国大学普通物理的要求.这样的安排使得学习A L e v e l 课程的学生在进入大学后更容易适应大学的物理课程.参考文献1 薛华国.优化细节助力高中物理实验教学[J ].中学物理教学参考,2020(2):94~952 孙春凤.用 支架教学 改善低效的物理习题讲评课[J ].中学物理教学参考,2015(12):11~133 陈力铭.由果索因 探寻支架教学在物理习题讲评中的新思路[J ].当代教育实践与教育研究,2017(1):184~1854 JF e r r e i r a -B a u t i s t aa n d M P i f a r r é.S c a f f o l d st os u p p o r t t h e d e v e l o p m e n t o f s c i e n t i f i c s k i l l s i n p h y s i c s [J ].P h ys .:C o n f .S e r .,2019.1287012030A n a l y s i s a n dE n l i g h t e n m e n t o n t h eC h a r a c t e r i s t i c s o f S c a f f o l d s C o n s t r u c t i o no fE x a m i n a t i o n Q u e s t i o n s o f P h y s i c sE x pe r i m e n t i nC h i n e s e a n dE n g l i s hJ u n i o r -s e n i o rH i ghS c h o o l J i a n g Y u c h e n C h e nH a n g ya n (S c h o o l o fP h y s i c sS c i e n c e a n dT e c h n o l o g y ,S o o c h o w U n i v e r s i t y ,S u z h o u ,J i a n gs u 215006)A b s t r a c t :T a k i n g e l e c t r i c a le x p e r i m e n ta s a n e x a m p l e ,t h i s p a p e r m a k e s a c o m p a r a t i v e a n a l ys i s o n t h e c o n s t r u c t i o n c h a r a c t e r i s t i c s o f t h e t e s t s c a f f o l d s i nr e s p e c to fS u z h o u H i g hS c h o o lE n t r a n c eE x a m i n a t i o n ,J i a n gs u C o l l e g eE n t r a n c eE x a m i n a t i o n ,I G C S Ea n dA S /A L e v e lE x a m i n a t i o nb y C a m b r i d g eC o mm i t t e e .T h ee x pe r i m e n t a l q u e s t i o ns c af f o l d si n d o m e s t i ce x a m i n a t i o n sa r e m a i n l y d e s ig n e dt o s t r e n gt h e n s t u d e n t s a b i l i t i e s o fv a r i a b l e s c o n t r o l l i n g ,s a f e t yp r e c a u t i o n s a n de r r o r a n a l y s i s .O nt h e c o n t r a r y ,t h e p u r p o s eo f s c a f f o l d s i nB r i t i s hI G C S Ea n d A Se x p e r i m e n t a l q u e s t i o n s i s t o g i v e c l e a r i n s t r u c t i o n s f o r c a n d i d a t e s t od e v e l o p t h e i r e x p e r i m e n t a l o p e r a t i o na b i l i t ya t f i r s tt w o y e a r s o ft r a i n i n g ,a n df i n a l l y a i m e d o n r e m o v i n g s c a f f o l d i n g c o m p l e t e l y a tt h e A l e v e la f t e ra c o m p r e h e n s i v e l e a r n i n gp r o c e s s .A t t h i s s t a g e ,s t u d e n t s a r en o l o n g e r p r o v i d e dw i t ha n yp r ob l e m -s o l v i n g s o l u t i o n s a n d s t e p s f o r w a r d t ot e s t t h e i ra b i l i t y o f i n d e p e n d e n t l y d e s i g n i n g a n df i n i s he x pe r i m e n t s .T h i sa d v a n c e d m o d e l of s c a f f o l d i ng c o n s t r u c t i o n a n d d i s m a n t l i n g c a n p r o v i d e e f f e c t i v eh e l p t o c u l ti v a t e s t u d e n t s e x p e r i m e n t a l e x p l o r i n g a b i l i -t y.K e y wo r d s :S u z h o uh i g hs c h o o l e n t r a n c e e x a m i n a t i o n ;J i a n g s u c o l l e g e e n t r a n c e e x a m i n a t i o n ;I G C S E ;A -L e v e l ;s c a f f o l d i n 췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍췍g(上接第103页)S t u d y o n t h eC o n s t r u c t i o na n d I m pl e m e n t a t i o n o f t h e I n q u i r y -t y p eE x p e r i m e n tR e po r t s X i o n g H u a h u i L i uZ h i x i a n g G u oX u e q i a n Y a nH u a g a n g Z h a n g H a i x i a H u a n g J u y i n gH u a n g X i a o q i n g X uL i l i Q uD i a n L i S h a n s h a n J i C h a n g j i n H u a n g Y a qi (S c h o o l o fB i o m e d i c a l E n g i n e e r i n g ,C a p i t a lM e d i c a lU n i v e r s i t y ,B e i j i n g100069)A b s t r a c t :T h i s r e s e a r c h p r o p o s e s t h e i n q u i r y -t y p e e x p e r i m e n t r e p o r tw h i c h i s k e y i s s u e o r i e n t e d a n d e m p h a s i z e s t h e e l e m e n t s i n c l u d i n g c o r e p r o b l e ma n dd a t a c o l l e c t i n g a n dd i s c u s s i o n ,a n dw h i c hc a nh e l p s t u d e n t s e n g a g ed e e p l y a n d t h i n ka b o u t t h e d e s i g n p r i n c i p l e a n d p r o c e d u r e .T h u s ,b y t h i sw a y s t u d e n t s i m p r o v e t h e i r a b i l i t i e s i n p r o b l e ma -n a l y s i s a n d s o l v i n g .A n d ,i t a l s o p r o m o t e s t h e s t u d e n t s d e v e l o p m e n t o f t h e i r c o r e l i t e r a c y.K e y wo r d s :e x p e r i m e n t t e a c h i n g ;i n q u i r y ;l a b o r a t o r y r e p o r t ;c o r e a c c o m p l i s h m e n t801 2021年第9期 物理通报 物理实验教学。

讲授教材内容使学生对这部分知识掌握得不深不透。

通过游戏的互动，学生牢牢地掌握了相关的知识，并通过与医院3种不同的输血要求相结合，拓宽了学生视野，陶冶了学生的情操，收到了良好的效果。

主要参考文献1宋有平.人类血型知识筒介和应用.中学生物学,2004,(2):7—9.2李立宏,李萍.血型检验教学体会.检验医学教育,2007,14(1):6—7.3王为民.人体血液知识概述.中国科技创新导刊,2007,(458): 79—80.4周霞.“血液循环”的教学随笔.生物学通报,1996,51(11):38. 5於剑.“流动的组织———血液”教学设计.中学生物学,2008, 24(6):30—31.（E－mail：chenlxqt@）英国的GCE生物学A级水平考试与我国的生物学高考类似。

目前，英国最大的考试服务机构———评价与资格联盟（AQA）为该考试提供了2种模式：一是更具科普性的生物学/人类生物学（A 类）考试，二是为选拔专业人才而设置的生物学（B类）考试。

考虑到目前我国大部分地区大都实施理科综合考试，故笔者选取了近年来AQA所编制的A类考试中的典型试题，对其命题特点进行了重点分析。

1命题特点英国的GCE生物学A级水平考试（A类）主要从4个维度：知识和理解力，对知识的应用、理解、分析与评估，实验与探究，以及知识、理解与技能的整合来考查评价学生。

试题从形式、内容上均与评价维度充分吻合，特点鲜明。

1.1以复合开放式题型为主，难易适中从整体来看，笔试部分未设客观选择题，而代之以结构性问答题、材料题、概要性问答题、小论文写作题等复合开放式的题型。

题目信息量大，内容广泛，尤其是材料题，提供了大量的科学信息，且层层递进地设置问题，符合学生的逻辑思维；尽管题目所给的信息量大，但试题考查知识点有较强的基础性，难易适中。

例题1［1］：鱼的皮肤对水并不具有很强的渗透性。

令人不解的是，即使是那些能通过皮肤吸收氧气的鱼也是如此。

然而，所有的鱼都拥有大量的可渗透的上皮组织，该组织可以与其生存环境中的水相接触。

中学生标准学术能力诊断性测试2021年7月测试物理试卷本试卷共100分，考试时间90分钟。

一、不定项选择题：此题共14小题，每题3分，共42分。

在每题给出的四个选项中，有一项或多项符合题意，全部选对得3分，局部选对得2分，有错选或不选得0分。

1.一节地铁车厢长为22m ；车辆高度为〔最大处〕3695mm ；车体宽度为〔最大处〕2800mm ；车厢地板距轨道高度为1100mm 。

：阿伏伽德罗常数为6.02×1023mol-1，标准状态下气体的摩尔体积为22.4L/mol 。

可以算出，这节车厢空载时厢内的空气中分子数约为 A.4×1024个B.4×1027个C.6×1024个D.6×1027个2.如下图，一束细白光从半圆形玻璃砖顶点垂直于PQ 向圆心O 射去。

保持入射光不变让玻璃砖绕圆心逆时针缓慢转动，当转过α角时，恰好没有任何光线从PQ 边射出。

由此可以判定A ZX ，静止在匀强磁场中的该核在P 点发生α衰变后，新核做逆时针的匀速圆周运动，二者的运动轨迹如下图，以下判定正确的选项是α粒子的动能大4.某同学将一根不可伸长的轻绳一端系上摆球，另一端系在力传感器上，测得轻绳的拉力大小F 随时间t 变化的图像如下图，假设已经测得摆长为L ，摆球质量为m ，结合图中信息可以推测出当地重力加速度为A.224L T πB.22L T πC.224L T πD.2216L T πO 从0时刻开始向上振动，由此在水平绳OO '引发的一列横波在某时刻1t 的波形如下图，在图示空间第一次出现如下图的波形。

那么此波的速度为A.123a tB.12a tC.134a tD.189a t 6.假设在无风的天气里，下落的毽子受到的空气阻力与其下落的速度大小成正比，一毽子从高处竖直向下落到地面，此过程中毽子的重力势能为P E 〔以地面为0势能面〕，毽子下落全程的P E t -图像可能正确的有〔图中实线为曲线，虚线为直线段〕A. B.C. D.7.如下图，一根不可伸长的轻绳两端各系一个小球a 和ba 球置于地面上，轻绳两段都恰好伸直，质量为m 的b 球在与细杆等高处从静止释放。

2024届清华大学中学生标准学术能力诊断性测试物理高二第一学期期中学业水平测试模拟试题注意事项：1．答题前，考生先将自己的姓名、准考证号填写清楚，将条形码准确粘贴在考生信息条形码粘贴区。

2．选择题必须使用2B铅笔填涂；非选择题必须使用0．5毫米黑色字迹的签字笔书写，字体工整、笔迹清楚。

3．请按照题号顺序在各题目的答题区域内作答，超出答题区域书写的答案无效；在草稿纸、试题卷上答题无效。

4．保持卡面清洁，不要折叠，不要弄破、弄皱，不准使用涂改液、修正带、刮纸刀。

一、单项选择题：本题共6小题，每小题4分，共24分。

在每小题给出的四个选项中，只有一项是符合题目要求的。

1、关于磁场和磁感线的描述，正确的说法有（）A．磁极之间的相互作用是通过磁场发生的，磁场和电场一样，都不是一种物质B．磁感线可以形象地表现磁场的强弱与方向C．磁感线总是从磁铁的北极出发，到南极终止D．磁感线就是细铁屑在磁铁周围排列出的曲线，没有细铁屑的地方就没有磁感线2、如图一根不可伸长的绝缘细线一端固定于O点，另一端系一带电小球，置于水平向右的匀强电场中，现把细线水平拉直，小球从A点静止释放，经最低点B后，小球摆到C点时速度为0，则A．小球在B点时的速度最大B．从A到C的过程中小球的电势能一直增大C．小球从A到C的过程中，机械能先减少后增大D．小球在B点时的绳子拉力最大3、两个小灯泡，分别标有“1 A 4 W”和“2 A 1 W”的字样，则它们均正常发光时的电阻阻值之比为( )A．2∶1 B．16∶1 C．4∶1 D．1∶164、某物体做直线运动的v-t图像如图所示，下列说法正确的是A．0 ~ 2s内物体做匀速直线运动B．0 ~ 2s内物体做匀减速直线运动C．0 ~ 2s内物体的位移为2mD．0 ~ 2s内物体的位移为零5、一个带电小球，用细线悬挂在水平方向的匀强电场中，当小球静止后把细线烧断，则小球将（假定电场足够大）（）A．做自由落体运动B．做曲线运动C．做变加速直线运动D．做匀加速直线运动6、关于物理学家和他们的贡献，下列说法中正确的是（）A．法拉第发现了电磁感应现象，并制作了世界上第一台发电机B．奥斯特发现了电流的磁效应，并提出了分子电流假说C．牛顿发现万有引力定律，并通过实验测出了引力常量D．库仑提出了库仑定律，并最早用实验测得元电荷e的数值二、多项选择题：本题共4小题，每小题5分，共20分。

【alevel物理教材CIE笔记】目录1. 介绍2. 重要知识点总结3. 例题解析4. 实验数据分析5. 学习策略与技巧【1. 介绍】alevel物理教材CIE笔记是针对剑桥国际考试委员会（CIE）推出的alevel物理教材编写的一套复习笔记。

该教材涵盖了alevel物理课程的所有重要知识点，并结合了大量例题和实验数据，旨在帮助学生全面复习和准备考试。

【2. 重要知识点总结】在alevel物理教材CIE笔记中，涵盖了大量重要的知识点总结，包括力学、热力学、电磁学、波动等各个领域。

这些知识点总结不仅涵盖了基本概念和公式推导，还包括了相关的例题和习题，以及常见的解题技巧和注意事项。

通过系统地学习这些知识点总结，学生可以对整个物理课程有一个系统、全面的了解，并能够更好地应对考试和实际问题的解决。

【3. 例题解析】除了重要知识点总结外，alevel物理教材CIE笔记还包括了大量例题解析。

这些例题是根据实际考试的题型和难度进行筛选和整理的，涵盖了各个知识点和难度级别的问题。

每个例题都会详细解析，包括解题思路、关键步骤和注意事项，以及常见的错误和误区。

通过学习这些例题解析，学生可以更好地理解知识点的应用和实际解题的技巧，提高解题水平和应试能力。

【4. 实验数据分析】alevel物理教材CIE笔记还包括了实验数据分析部分，该部分涵盖了实验的设计、操作、数据采集和分析、结果的处理和解释等全过程。

通过学习实验数据分析，学生可以更好地理解物理原理和科学方法，并具备实验操作和数据分析的基本能力和技巧。

实验数据分析也是考试和未来科研工作中必不可少的一部分，对于学生的综合素质和未来的发展都具有重要意义。

【5. 学习策略与技巧】alevel物理教材CIE笔记还包括了一些学习策略与技巧，帮助学生更高效地学习和复习物理知识。

这些策略与技巧包括了学习方法、复习计划、解题技巧、考试技巧等各个方面。

通过学习这些策略与技巧，学生可以更好地规划和安排学习时间，掌握解题和应试的技巧，提高学习效率和成绩表现。

标准学术能力诊断性测试2024年9月测试物理试卷本试卷共100分，考试时间90分钟。

一、单项选择题：本题共8小题，每小题3分，共24分。

每小题只有一个选项符合题目要求。

1．关于运动的合成与分解，下列说法正确的是（）A．合速度不可能比两个分速度都小B．两个匀速直线运动的合运动可能是曲线运动C．两个互成角度的匀变速直线运动的合运动一定是匀变速运动D．一个匀速直线运动和一个匀加速直线运动的合运动一定是曲线运动2．“套圈”是夜市中非常受欢迎的游戏。

如图所示，某次游戏中父子俩把圈在同一竖直线上同时水平抛出，恰好套中同一玩具。

若圈离手后的运动可视为平抛运动，下列说法正确的是（）A．父亲的圈先落入碗中B．两人掷出的圈同时落入碗中C．父亲掷出圈的速度大于儿子掷出圈的速度D．儿子掷出圈的速度大于父亲掷出圈的速度3．近年来，“水上飞人”娱乐项目非常火爆，其原理是借助脚下的喷水装置产生向上的反冲动力，使人在空中或静止或匀速运动或变速运动，不计空气阻力，下列说法正确的是（）A．人在空中静止的一段时间内，反冲动力对人做正功B．人在匀速上升的一段时间内，反冲动力对人不做功C．人在加速上升的一段时间内，反冲动力对人做正功D．人在减速上升的一段时间内，反冲动力对人做负功4．2024年4月25日，神舟十八号载人飞船运载的三名宇航员成功与轨道高度为400～450千米的中国空间站实现对接，六名宇航员成功会师。

2020年6月23日，中国在西昌卫星发射中心成功发射北斗系统第55颗导航卫星暨北斗三号最后一颗全球组网卫星，此次发射的卫星属地球静止轨道卫星，至此北斗三号全球卫星导航系统星座部署全面完成。

假设空间站和该卫星都做圆周运动，那么空间站和卫星在各自轨道上运行时（）A ．空间站运行的线速度比卫星小B ．空间站运行的周期比卫星短C ．空间站运行的角速度比卫星小D ．空间站运行的加速度比卫星小5．随着汛期临近，多地举行了抗洪抢险应急演练。

某次演练中，抢险志愿者驾驶摩托快艇到对岸救人，快艇在静水中的航行速度大小为，河流的水流速度大小为，若快艇恰好到达了正对出发点的对岸，河流宽度为，则渡河的时间为（ ）A ．B ．C ．D ．6．用细绳悬挂一个小球由静止开始沿竖直方向运动，如图甲所示。

清华大学中学生标准学术能力诊断性测试2024届物理高一第二学期期末达标测试试题注意事项：1．答卷前，考生务必将自己的姓名、准考证号、考场号和座位号填写在试题卷和答题卡上。

用2B铅笔将试卷类型（B）填涂在答题卡相应位置上。

将条形码粘贴在答题卡右上角"条形码粘贴处"。

2．作答选择题时，选出每小题答案后，用2B铅笔把答题卡上对应题目选项的答案信息点涂黑；如需改动，用橡皮擦干净后，再选涂其他答案。

答案不能答在试题卷上。

3．非选择题必须用黑色字迹的钢笔或签字笔作答，答案必须写在答题卡各题目指定区域内相应位置上；如需改动，先划掉原来的答案，然后再写上新答案；不准使用铅笔和涂改液。

不按以上要求作答无效。

4．考生必须保证答题卡的整洁。

考试结束后，请将本试卷和答题卡一并交回。

一、选择题：本大题共10小题，每小题5分，共50分。

在每小题给出的四个选项中，有的只有一项符合题目要求，有的有多项符合题目要求。

全部选对的得5分，选对但不全的得3分，有选错的得0分。

1、(本题9分)一快艇要从岸边某一不确定位置处到达河中离岸边100m远的一浮标处，已知快艇在静水中的速度v x图象和水流的速度v y图象如图甲、乙所示，则下列说法中正确的是A．快艇的运动轨迹为直线B．快艇应该从上游60m处出发C．最短时间为10sD．快艇的船头方向应该斜向上游2、(本题9分)下列关于自由落体运动的说法中，正确的是A．初速度等于零的竖直方向上的运动，就是自由落体运动B．加速度为g的竖直方向上的运动，就是自由落体运动C．羽毛与石块做自由落体运动时的加速度不等D．物体只在重力作用下由静止开始所做的运动就是自由落体运动3、(本题9分)下列有关分子运用理论的说法中正确的是（）A．分子的平均动能越大，分子运动得越剧烈B．物体的状态变化时，它的温度一定变化C．物体内分子间距离越大，分子间引力一定越大D．布朗运动是液体分子的热运动4、(本题9分)如图，某个做匀变速曲线运动的质点的轨迹示意图．己知B点的速度方向与加速度方向相互垂直．则下列说法中正确的是A．D点的速率比C点的速率大B．A点的加速度与速度的夹角小于90°C．A点的加速度比D点的加速度大D．相等时间内，速度变化量越来越大5、如图所示，质量为m的小球，从离桌面H高处由静止下落，桌面离地高度为h．若以地面为参考平面，那么小球落地时的重力势能及整个过程中重力势能的变化分别是A．mgh，减少mg(H－h)B．mgh，增加mg(H＋h)C．0，增加mg(H－h)D．0，减少mg(H＋h)6、(本题9分)轻质弹簧竖直放在地面上，物块P的质量为m，与弹簧连在一起保持静止。

2024届清华大学中学生标准学术能力诊断性测试物理高二第一学期期中教学质量检测模拟试题考生请注意：1．答题前请将考场、试室号、座位号、考生号、姓名写在试卷密封线内，不得在试卷上作任何标记。

2．第一部分选择题每小题选出答案后，需将答案写在试卷指定的括号内，第二部分非选择题答案写在试卷题目指定的位置上。

3．考生必须保证答题卡的整洁。

考试结束后，请将本试卷和答题卡一并交回。

一、单项选择题：本题共6小题，每小题4分，共24分。

在每小题给出的四个选项中，只有一项是符合题目要求的。

1、在光滑的水平桌面上，质量为m的物块A以速度v向右运动，与静止在桌面上的质量为3m的物块B发生正碰，以向右为正方向，碰撞后,物块A的速度不可能为( )A．0 B．-15v C．25v D．110v2、如图所示，AB、CD为两平行金属板，A、B两板间电势差为U．C、D始终和电源相接(图中并未画出)，且板间的场强为E．一质量为m、电荷量为q的带电粒子(重力不计)由静止开始，经AB加速进入CD之间并发生偏转，最后打在荧光屏上，CD极板长均为x，与荧光屏距离为L，则：A．该粒子带负电B．该粒子在电场中的偏移量为C．该粒子打在屏上O点下方和O相距的位置D．该粒子打在屏上的动能为qU3、把竖直向下的90N的力分解为两个分力，一个分力在水平方向上等于120N，则另一个分力的大小为( )A．30N B．90N C．120N D．150N4、一段粗细均匀的柱形电阻丝，电阻为2Ω，当把它均匀拉长，使其横截面的直径变为原来的12，则此电阻丝的阻值为A．4ΩB．8ΩC．16ΩD．32Ω5、某静电场方向平行于x轴，其电势φ随x的变化规律如图所示．设x轴正方向为电场强度E的正方向，下图分别表示x轴上各点的电场强度E随x的变化图象，其中可能正确的是A．B．C．D．6、物理学引入“质点”、“点电荷”等概念，从科学研究方法上来说是属于A．控制变量的方法B．实验观察的方法C．建立理想化的物理模型的方法D．等效替代的方法二、多项选择题：本题共4小题，每小题5分，共20分。

SyllabusCambridge O Level PhysicsSyllabus code 5054For examination in June and November 2011Note for Exams Officers: Before making Final Entries, please check availability of the codes for the components and options in the E3 booklet (titled “Procedures for the Submission of Entries”) relevant to the exam session. Please note that component and option codes are subject to change.Cambridge O Level PhysicsSyllabus code 50541. Introduction (2)1.1 Why choose Cambridge?1.2 Why choose Cambridge O Level Physics?1.3 How can I find out more?2. Assessment at a glance (5)3. Syllabus aims and assessment (6)3.1 Aims3.2 Assessment objectives3.3 Testing of assessment objectives3.4 Weighting of assessment objectives3.5 Exam combinations3.6 Nomenclature, units, significant figures4. Curriculum content (10)5. Practical assessment (32)5.1 Paper 3: Practical test5.2 Paper 4: Alternative to Practical Paper6. Appendix (36)6.1 Summary of key quantities, symbols and units6.2 Glossary of terms used in science papers6.3 Resource listAlterations to the 2011 syllabus content are indicated by black vertical lines on both sides of the text.1.1 Why choose Cambridge?University of Cambridge International Examinations (CIE) is the world’s largest provider of international qualifications. Around 1.5 million students from 150 countries enter Cambridge examinations every year. What makes educators around the world choose Cambridge?Developed for an international audienceInternational O Levels have been designed specially for an international audience and are sensitive to the needs of different countries. These qualifications are designed for students whose first language may not be English and this is acknowledged throughout the examination process. The curriculum also allows teaching to be placed in a localised context, making it relevant in varying regions.RecognitionCambridge O Levels are internationally recognised by schools, universities and employers as equivalent to UK GCSE. They are excellent preparation for A/AS Level, the Advanced International Certificate of Education (AICE), US Advanced Placement Programme and the International Baccalaureate (IB) Diploma. CIE is accredited by the UK Government regulator, the Qualifications and Curriculum Authority (QCA). Learn more at /recognition.SupportCIE provides a world-class support service for teachers and exams officers. We offer a wide range of teacher materials to Centres, plus teacher training (online and face-to-face) and student support materials. Exams officers can trust in reliable, efficient administration of exams entry and excellent, personal support from CIE Customer Services. Learn more at /teachers.Excellence in educationCambridge qualifications develop successful students. They not only build understanding and knowledge required for progression, but also learning and thinking skills that help students become independent learners and equip them for life.Not-for-profit, part of the University of CambridgeCIE is part of Cambridge Assessment, a not-for-profit organisation and part of the University of Cambridge. The needs of teachers and learners are at the core of what we do. CIE invests constantly in improving its qualifications and services. We draw upon education research in developing our qualifications.1.2 Why choose Cambridge O Level Physics?International O Levels are established qualifications that keep pace with educational developments and trends. The International O Level curriculum places emphasis on broad and balanced study across awide range of subject areas. The curriculum is structured so that students attain both practical skills and theoretical knowledge.Cambridge O Level Physics is recognised by universities and employers throughout the world as proofof knowledge and understanding. Successful Cambridge O Level Physics candidates gain lifelong skills, including:• c onfidence in a technological world, with an informed interest in scientific matters• a n understanding of how scientific theories and methods have developed, and continue to develop, as a result of groups and individuals working together• a n understanding that the study and practice of science are affected and limited by social, economic, technological, ethical and cultural factors• a n awareness that the application of science in everyday life may be both helpful and harmful to the individual, the community and the environment• k nowledge that science overcomes national boundaries and that the language of science, used correctly and thoroughly, is universal• a n understanding of the usefulness (and limitations) of scientific method, and its application in other subjects and in everyday life• a concern for accuracy and precision• an understanding of the importance of safe practice• improved awareness of the importance of objectivity, integrity, enquiry, initiative and inventiveness• an interest in, and care for, the environment• a n excellent foundation for advanced study in pure sciences, in applied science or in science-dependent vocational courses.Candidates may also study for a Cambridge O Level in a number of other science subjects including Chemistry and Biology. In addition to Cambridge O Levels, CIE also offers Cambridge IGCSE and International A & AS Levels for further study in both Physics as well as other science subjects.See for a full list of the qualifications you can take.1.3 How can I find out more?If you are already a Cambridge CentreY ou can make entries for this qualification through your usual channels, e.g. your regional representative, the British Council or CIE Direct. If you have any queries, please contact us at international@.If you are not a Cambridge CentreY ou can find out how your organisation can become a Cambridge Centre. Email either your local British Council representative or CIE at international@. Learn more about the benefits of becoming a Cambridge Centre at .Cambridge O Level Physics Syllabus code 5054papers – Papers 1 and 2 and either 3 or 4.All candidates enter for three3.1 AimsThe aims of the science curricula are the same for all students. These are set out below and describe the educational purposes of an O Level/School Certificate course in Physics. They are not listed in order of priority.The aims are to:1. p rovide, through well-designed studies of experimental and practical science, a worthwhile educationalexperience for all students, whether or not they go on to study science beyond this level and, inparticular, to enable them to acquire sufficient understanding and knowledge1.1 t o become confident citizens in a technological world, able to take or develop an informed interest inmatters of scientific import;1.2 t o recognise the usefulness, and limitations, of scientific method and to appreciate its applicability inother disciplines and in everyday life;1.3 t o be suitably prepared for studies beyond O Level in pure sciences, in applied sciences or inscience-dependent vocational courses.2. develop abilities and skills that2.1 a re relevant to the study and practice of science;2.2 a re useful in everyday life;2.3 e ncourage efficient and safe practice;2.4 e ncourage effective communication.3. develop attitudes relevant to science such as3.1 c oncern for accuracy and precision;3.2 o bjectivity;3.3 i ntegrity;3.4 e nquiry;3.5 i nitiative;3.6 i nventiveness.4. stimulate interest in and care for the local and global environment.5. promote an awareness that:5.1 t he study and practice of science are co-operative and cumulative activities, that are subject tosocial, economic, technological, ethical and cultural influences and limitations;5.2 t he applications of sciences may be both beneficial and detrimental to the individual, the communityand the environment.3.2 Assessment objectivesThe skills appropriate to Physics may, for convenience, be broadly categorised as follows:A Knowledge with understandingB Handling information and solving problemsC Experimental skills and investigationsA description of each of these categories is given below:A Knowledge with understandingCandidates should be able to demonstrate knowledge with understanding in relation to:1. scientific phenomena, facts, laws, definitions, concepts, theories;2. scientific vocabulary, terminology, conventions (including symbols, quantities 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 environmental implications. The subject content defines the factual knowledge that candidates may be required to recall and explain. Questions testing these objectives will often begin with one of the following words: define, state, describe, explain or outline. (See the glossary of terms in this syllabus.)B Handling information and solving problemsCandidates should be able – using visual, aural and written (including symbolic, diagrammatic, graphical and numerical) information – to:1. l ocate, select, organise and present information from a variety of sources, including everydayexperience;2. translate information from one form to another;3. manipulate numerical and other data;4. use information to identify patterns, report trends and draw inferences;5. present reasoned explanations for phenomena, patterns and relationships;6. make predictions and hypotheses;7. solve problems.C Experimental skills and investigationsCandidates should be able to:1. follow instructions;2. carry out techniques, use apparatus, handle measuring devices and materials effectively and safely;3. m ake and record observations, measurements and estimates with due regard to precision, accuracy andunits;4. interpret, evaluate and report upon observations and experimental data;5. i dentify problems, plan and carry out investigations, including the selection of techniques, apparatus,measuring devices and materials;6. evaluate methods and suggest possible improvements.3.3 Testing of assessment objectivesThe skill areas listed under B also form the Assessment Objectives which the examination is designed to test. Such assessment objectives cannot readily be fully specified in the syllabus content. One reason is that questions testing skills in physics may be based on information (given in the question paper) whichis unfamiliar to the candidates or on everyday experience. In answering such questions, candidates are required to use principles and concepts that are within the syllabus and apply them in a logical manner. Questions testing these objectives will often begin with one of the following words: predict, suggest, calculate, or determine. (See the glossary of terms in this syllabus.)3.4 Weighting of assessment objectivesTheory Papers (Papers 1 and 2)A K nowledge with understanding, approximately 65% of the marks with approximately 30% allocated torecall.B Handling information and solving problems, approximately 35% of the marks.Practical Assessment (Papers 3 and 4)This is designed to test appropriate skills in C Experimental skills and investigations, and will carry 20% of the marks for the subject.3.5 Exam combinationsCandidates can combine this syllabus in an exam session with any other CIE syllabus, except:• syllabuses with the same title at the same level• 0625 Physics• 0652 Physical Science• 0653 Combined Science• 0654 Co-ordinated Sciences (Double)• 5124 Science (Physics, Chemistry)• 5125 Science (Physics, Biology)• 5129 Combined Science• 5130 Additional Combined SciencePlease note that O Level, Cambridge Level 1/Level 2 Certificates and IGCSE syllabuses are at the same level.3.6 Nomenclature, units, significant figures NomenclatureThe proposals in ‘Signs, Symbols and Systematics (The Association for Science Education Companion to16–19 Science, 2000)’ will generally be adopted.It is intended that, in order to avoid difficulties arising out of the use of l as the symbol for litre, use of dm3 in place of l or litre will be made.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 to an inappropriate number of significant figures, is liable to be penalised.Students should have adequate mathematical skills to cope with the curriculum.The attention of teachers is drawn to the publication Signs, Symbols and Systematics, The ASE Companion to 16–19 Science, Association for Science Education, 2000.Reference should also be made to the summary list of symbols, units and definitions of quantities in this syllabus. Throughout the course, attention should be paid to showing the relevance of concepts to the student’s everyday life and to the natural and man-made world.Certain learning outcomes of the syllabus have been marked with an asterisk (*) to indicate the possibility of the application of IT.SECTION I: GENERAL PHYSICS1. Physical Quantities, Units and MeasurementContent1.1 Scalars and vectors1.2 Measurement techniques1.3 Units and symbolsLearning OutcomesCandidates should be able to:(a) define the terms scalar and vector.(b) determine the resultant of two vectors by a graphical method.(c)l ist the vectors and scalars from distance, displacement, length, speed, velocity, time, acceleration,mass and force.(d)d escribe how to measure a variety of lengths with appropriate accuracy using tapes, rules, micrometers,and calipers using a vernier as necessary.(e) describe how to measure a variety of time intervals using clocks and stopwatches.(f)r ecognise and use the conventions and symbols contained in ‘Signs, Symbols and Systematics’,Association for Science Education, 2000.SECTION II: NEWTONIAN MECHANICS2. KinematicsContent2.1 Speed, velocity and acceleration2.2 Graphical analysis of motion2.3 Free-fallLearning OutcomesCandidates should be able to:(a)state what is meant by speed and velocity.(b)calculate average speed using distance travelled/time taken.(c)s tate what is meant by uniform acceleration and calculate the value of an acceleration using change invelocity/time taken.(d)discuss non-uniform acceleration.(e)*plot and *interpret speed-time and distance-time graphs.(f)*recognise from the shape of a speed-time graph when a body is(1) at rest,(2) moving with uniform speed,(3) moving with uniform acceleration,(4) moving with non-uniform acceleration.(g)c alculate the area under a speed-time graph to determine the distance travelled for motion with uniformspeed or uniform acceleration.(h)s tate that the acceleration of free-fall for a body near to the Earth is constant and is approximately10m/s2.(i)d escribe qualitatively the motion of bodies with constant weight falling with and without air resistance(including reference to terminal velocity).3. DynamicsContent3.1 Balanced and unbalanced forces3.2 Friction3.3 Circular motionLearning OutcomesCandidates should be able to:(a)state Newton’s third law.(b) describe the effect of balanced and unbalanced forces on a body.(c) describe the ways in which a force may change the motion of a body.(d)do calculations using the equation force =mass×acceleration.(e)explain the effects of friction on the motion of a body.(f)d iscuss the effect of friction on the motion of a vehicle in the context of tyre surface, road conditions(including skidding), braking force, braking distance, thinking distance and stopping distance.(g)d escribe qualitatively motion in a circular path due to a constant perpendicular force, includingelectrostatic forces on an electron in an atom and gravitational forces on a satellite. (F=mv 2/r is not required.)(h)discuss how ideas of circular motion are related to the motion of planets in the solar system.4. Mass, Weight and DensityContent4.1 Mass and weight4.2 Gravitational fields4.3 DensityLearning OutcomesCandidates should be able to:(a)state that mass is a measure of the amount of substance in a body.(b)state that mass of a body resists change from its state of rest or motion.(c)state that a gravitational field is a region in which a mass experiences a force due to gravitational attraction.(d)calculate weight from the equation weight=mass×gravitational field strength.(e)explain that weights, and therefore masses, may be compared using a balance.(f)describe how to measure mass and weight by using appropriate balances.(g)describe how to use a measuring cylinder to measure the volume of a liquid or solid.(h)d escribe how to determine the density of a liquid, of a regularly shaped solid and of an irregularly shapedsolid which sinks in water (volume by displacement).(i) make calculations using the formula density=mass/volume.5. Turning Effect of ForcesContent5.1 Moments5.2 Centre of mass5.3 StabilityLearning OutcomesCandidates should be able to:(a) describe the moment of a force in terms of its turning effect and relate this to everyday examples.(b)state the principle of moments for a body in equilibrium.(c)m ake calculations using moment of a force=force×perpendicular distance from the pivot and theprinciple of moments.(d) describe how to verify the principle of moments.(e)describe how to determine the position of the centre of mass of a plane lamina.(f)describe qualitatively the effect of the position of the centre of mass on the stability of simple objects.6. DeformationContent6.1 Elastic deformationLearning OutcomesCandidates should be able to:(a)state that a force may produce a change in size and shape of a body.(b)*plot, draw and interpret extension-load graphs for an elastic solid and describe the associatedexperimental procedure.(c)*recognise the significance of the term “limit of proportionality” for an elastic solid.(d)calculate extensions for an elastic solid using proportionality.7. PressureContent7.1 Pressure7.2 Pressure changesLearning OutcomesCandidates should be able to:(a)d efine the term pressure in terms of force and area, and do calculations using the equationpressure = force/area.(b)explain how pressure varies with force and area in the context of everyday examples.(c)describe how the height of a liquid column may be used to measure the atmospheric pressure.(d)e xplain quantitatively how the pressure beneath a liquid surface changes with depth and density of theliquid in appropriate examples.(e)do calculations using the equation for hydrostatic pressure p=ρgh.(f)describe the use of a manometer in the measurement of pressure difference.(g)d escribe and explain the transmission of pressure in hydraulic systems with particular reference to thehydraulic press and hydraulic brakes on vehicles.(h)d escribe how a change in volume of a fixed mass of gas at constant temperature is caused by a changein pressure applied to the gas.(i)do calculations using p1V1=p2V2.SECTION III: ENERGY AND THERMAL PHYSICS8. Energy Sources and Transfer of EnergyContent8.1 Energy forms8.2 Major sources of energy8.3 Work8.4 Efficiency8.5 PowerLearning OutcomesCandidates should be able to:(a)list the different forms of energy with examples in which each form occurs.(b)s tate the principle of the conservation of energy and apply this principle to the conversion of energyfrom one form to another.(c)s tate that kinetic energy Ek = ½mv 2 and that potential energy EP=mgh and use these equations incalculations.(d)list renewable and non-renewable energy sources.(e)describe the processes by which energy is converted from one form to another, including reference to(1) chemical/fuel energy (a re-grouping of atoms),(2) hydroelectric generation (emphasising the mechanical energies involved),(3) solar energy (nuclei of atoms in the Sun),(4) nuclear energy,(5) geothermal energy,(6) wind energy.(f)explain nuclear fusion and fission in terms of energy releasing processes.(g)do calculations using the mass-energy equation E=mc 2.(h)d escribe the process of electricity generation and draw a block diagram of the process from fuel inputto electricity output.(i)discuss the environmental issues associated with power generation.(j)calculate work done from the formula work=force × distance moved in the line of action of the force. (k)c alculate the efficiency of an energy conversion using the formula efficiency=energy converted to the required form/total energy input.(l)discuss the efficiency of energy conversions in common use, particularly those giving electrical output. (m)discuss the usefulness of energy output from a number of energy conversions.(n)calculate power from the formula power=work done/time taken.9. Transfer of Thermal EnergyContent9.1 Conduction9.2 Convection9.3 Radiation9.4 Total transferLearning OutcomesCandidates should be able to:(a)describe how to distinguish between good and bad conductors of heat.(b)describe, in terms of the movement of molecules or free electrons, how heat transfer occurs in solids.(c)describe convection in fluids in terms of density changes.(d)describe the process of heat transfer by radiation.(e)d escribe how to distinguish between good and bad emitters and good and bad absorbers of infra-redradiation.(f)describe how heat is transferred to or from buildings and to or from a room.(g)state and explain the use of the important practical methods of thermal insulation for buildings.10. TemperatureContent10.1 Principles of thermometry10.2 Practical thermometersLearning OutcomesCandidates should be able to:(a)e xplain how a physical property which varies with temperature may be used for the measurement oftemperature and state examples of such properties.(b)explain the need for fixed points and state what is meant by the ice point and steam point.(c)discuss sensitivity, range and linearity of thermometers.(d)d escribe the structure and action of liquid-in-glass thermometers (including clinical) and of athermocouple thermometer, showing an appreciation of its use for measuring high temperatures and those which vary rapidly.11. Thermal Properties of MatterContent11.1 Specific heat capacity11.2 Melting and boiling11.3 Thermal expansion of solids, liquids and gasesLearning OutcomesCandidates should be able to:(a)d escribe a rise in temperature of a body in terms of an increase in its internal energy (random thermalenergy).(b)define the terms heat capacity and specific heat capacity.(c)c alculate heat transferred using the formula thermal energy=mass × specific heat capacity × change intemperature.(d)d escribe melting/solidification and boiling/condensation in terms of energy transfer without a change intemperature.(e)state the meaning of melting point and boiling point.(f)explain the difference between boiling and evaporation.(g)define the terms latent heat and specific latent heat.(h)explain latent heat in terms of molecular behaviour.(i)c alculate heat transferred in a change of state using the formula thermal energy=mass × specific latentheat.(j)describe qualitatively the thermal expansion of solids, liquids and gases.(k)describe the relative order of magnitude of the expansion of solids, liquids and gases.(l)list and explain some of the everyday applications and consequences of thermal expansion.(m)describe qualitatively the effect of a change of temperature on the volume of a gas at constant pressure.12. Kinetic Model of MatterContent12.1 States of matter12.2 Molecular model12.3 EvaporationLearning OutcomesCandidates should be able to:(a)state the distinguishing properties of solids, liquids and gases.(b)d escribe qualitatively the molecular structure of solids, liquids and gases, relating their properties to theforces and distances between molecules and to the motion of the molecules.(c)describe the relationship between the motion of molecules and temperature.(d)explain the pressure of a gas in terms of the motion of its molecules.(e)describe evaporation in terms of the escape of more energetic molecules from the surface of a liquid.(f)describe how temperature, surface area and draught over a surface influence evaporation.(g)explain that evaporation causes cooling.SECTION IV: WAVES13. General Wave PropertiesContent13.1 Describing wave motion13.2 Wave terms13.3 Wave behaviourLearning OutcomesCandidates should be able to:(a)d escribe what is meant by wave motion as illustrated by vibrations in ropes and springs and byexperiments using a ripple tank.(b)state what is meant by the term wavefront.(c)d efine the terms speed, frequency, wavelength and amplitude and do calculations usingvelocity=frequency × wavelength.(d)describe transverse and longitudinal waves in such a way as to illustrate the differences between them.(e)describe the use of a ripple tank to show(1) reflection at a plane surface,(2) refraction due to a change of speed at constant frequency.(f)describe simple experiments to show the reflection and refraction of sound waves.14. LightContent14.1 Reflection of light14.2 Refraction of light14.3 Thin converging and diverging lensesLearning OutcomesCandidates should be able to:(a)define the terms used in reflection including normal, angle of incidence and angle of reflection.(b)describe an experiment to illustrate the law of reflection.(c)d escribe an experiment to find the position and characteristics of an optical image formed by a planemirror.(d)s tate that for reflection, the angle of incidence is equal to the angle of reflection and use this inconstructions, measurements and calculations.(e)define the terms used in refraction including angle of incidence, angle of refraction and refractive index.(f)describe experiments to show refraction of light through glass blocks.(g)do calculations using the equation sin i /sin r= constant.(h)define the terms critical angle and total internal reflection.(i)describe experiments to show total internal reflection.(j)describe the use of optical fibres in telecommunications and state the advantages of their use.(k)describe the action of thin lenses (both converging and diverging) on a beam of light.(l)define the term focal length.(m)*draw ray diagrams to illustrate the formation of real and virtual images of an object by a lens.(n)d efine the term linear magnification and *draw scale diagrams to determine the focal length needed for particular values of magnification (converging lens only).(o)d escribe the use of a single lens as a magnifying glass and in a camera, projector and photographic enlarger and draw ray diagrams to show how each forms an image.(p)d raw ray diagrams to show the formation of images in the normal eye, a short-sighted eye and a long-sighted eye.(q)describe the correction of short-sight and long-sight.。

2020年浙江省杭州市常春藤A-Level国际高中高三物理期末试题含解析一、选择题：本题共5小题，每小题3分，共计15分．每小题只有一个选项符合题意1. （单选）爱因斯坦说：“伽利略理想斜面实验指出了真正建立动力学基础的线索。

”伽利略根据理想斜面实验A. 否定了“摩擦力是改变物体运动状态的原因”B. 否定了“物体越重下落越快”C. 认为“物体不受力的作用将永远运动下去”D. 认为“力是产生加速度的原因”参考答案：C 解析：伽利略通过理想斜面实验，假设没有摩擦，物体将一直运动下去不会停止，提出“力不是维持物体运动的原因”，从而推翻“力是维持物体运动的原因”．故选C．2. （单选）如图所示，放在水平桌面上的木块A处于静止状态，所挂砝码和托盘的总质量为0.6Kg,弹簧秤的读数为2N。

若轻轻取走盘中的部分砝码，使其质量减少到0.3Kg,将会出现的情况是（g=10m/s2，不计滑轮的摩擦）（）A、弹簧弹簧秤的读数将变小B、A仍静止不动C、A对桌面的摩擦力不变D、A对桌面的摩擦力将变小参考答案：BD3. 如图所示中实线和虚线分别是x轴上传播的一列简谐横波在t=0和t=0.03s时刻的波形图，x=1.2m处的质点在t=0.03s时刻向y轴正方向运动，则A．该波的频率可能是125HzB．该波的波速可能是10m/sC．t=0时，x=1.4m处质点的加速度方向沿y轴正方向D．各质点在0.03s内随波迁移0.9m参考答案：A4. 一物块沿斜面直线滑行，初速度方向沿斜面向上，其v – t 图象如图所示，取g=10m/s2。

则A．物块下滑的加速度大小为8m/s2B．物块下滑的加速度大小为2m/s2C．物块向上滑行的最大距离为2mD．斜面的倾斜角为30°参考答案：BD物块向上滑行时做匀加速直线运动，根据平均速度公式，有x1= ?0.5=1m，即物块向上滑行的最大距离为1m．物体上滑时受到重力、支持力和摩擦力，此时的加速度为a1= =-8m/s2根据牛顿第二定律，有-mgsinθ-f=ma1物体下滑时受到重力、支持力和摩擦力，此时的加速度为a2= =-2m/s2根据牛顿第二定律，有-mgsinθ+f=ma2解得θ=30°即斜面的倾角为30°．只有选项BD正确。

gce-a level 分数标准英国高考GCE-A Level是英国教育系统的一项基础教育考试。

GCE-A Level考试主要分为普通水平和高级水平两个层次，它们是英国高中课程的重要组成部分。

对于中国学生来说，GCE-A Level考试也是赴英留学的重要标准之一。

以下是GCE-A Level分数标准的详细介绍。

普通水平分数标准GCE-A Level普通水平考试共分为AS和A2两个阶段，每阶段分别包含不同科目。

这些科目包括数学、物理、化学、生物、语文、历史、地理、经济学、法律、哲学等。

普通水平考试中的AS阶段，学生需参加两门学科的考试，每门学科考试时限均为1小时30分钟。

AS阶段的考试分数是每个科目的成绩。

- A：达到高水平，成绩在80%-100%之间；- B：成绩在70%-79%之间，达到一般水平；- C：成绩在60%-69%之间，达到二等水平；- D：成绩在50%-59%之间，达到低水平；- E：成绩在40%-49%之间，达到不及格水平。

GCE-A Level高级水平考试是普通水平考试的进阶。

高级水平考试主要包含两个阶段，即AS阶段和A2阶段。

AS阶段学生必须参加三门学科的考试，每门学科考试时限均为2小时。

A2阶段学生将选择一个或两个学科考试，每门学科考试时限均为3小时。

高级水平考试所包含的科目与普通水平考试相同。

总结在GCE-A Level考试中，要达到高水平，成绩需要在80%以上。

在AS阶段，学生至少需要取得B级以上成绩，并在A2阶段达到A或B级。

这些成绩是英国大学入学的主要考虑因素之一，因此对学生们而言，取得优异的GCE-A Level成绩可以帮助他们成功申请到英国顶尖大学。

2019-2020学年浙江省杭州市常春藤A-Level国际高中高三物理月考试题含解析一、选择题：本题共5小题，每小题3分，共计15分．每小题只有一个选项符合题意1. 如图所示，水平放置的平行金属导轨的左端接有电阻Ｒ，导线ab的有效电阻为r，匀强磁场垂直穿过框架平面，当ab匀速向右移动时，以下说法中错误的是（忽略一切摩擦）：( )Ａ.导线ab除受拉力作用外，还受磁场力的作用Ｂ.导线ab移动速度越大，所需拉力越大Ｃ.导线ab移动速度一定，若将电阻阻值Ｒ增大，则拉动导线的力可减小Ｄ.当导线ab运动达到某一速度υ后，撤去外力，电阻Ｒ上产生的总的焦耳热为参考答案：D2. ．下列关于电磁波的说法正确的是（）A．电磁波在真空和介质中传播的速度相同B．变化的磁场能够在空间产生电场C．电磁波的波长、波速、周期的关系为v =λ?TD．电磁波既可能是横波，也可能是纵波参考答案：B解析：电磁波在真空和介质中传播的速度不相同，选项A错误；变化的磁场能够在空间产生电场，选项B正确；电磁波的波长、波速、周期的关系为v =λ/T，选项C错误；电磁波只可能是横波，选项D错误。

3. 如图所示，物体A在与水平方向成α角斜向下的推力作用下，沿水平地面向右匀速运动，若推力变小而方向不变，则物体A将A．向右加速运动 B．仍向右匀速运动C．向右减速运动 D．向左加速运动参考答案：C4. 完全相同的直角三角形滑块A、B如图所示叠放，设A、B接触的斜面光滑，A 与桌面的动摩擦因数为，现在B上施加一水平推力F，恰好使A、B保持相对静止且一起匀速运动，则A对桌面的动摩擦因数跟斜面倾角的关系为A. B.C. D. 与无关参考答案：C5. 一小球自空中自由落下，与正下方的直立轻质弹簧接触，直至速度为零的过程中，关于小球运动状态，正确的是A．接触后，小球作减速运动，加速度的绝对值越来越大，速度越来越小，最后等于零B．接触后，小球先做加速运动，后做减速运动，其速度先增加后减小直到为零C．接触后，速度为零的地方就是弹簧被压缩最大之处，加速度为零的地方也是弹簧被压缩最大之处D．接触后，小球速度最大的地方就是加速度等于零的地方参考答案：BD二、填空题：本题共8小题，每小题2分，共计16分6. 在探究“加速度与力、质量的关系”的活动中：①某同学在接通电源进行实验之前，将实验器材组装如图所示。