content booklet - magnus church of england academy
TRANSCRIPT
Physics Paper 2 Content Booklet
Topics P5 – P7
Exam: Friday 14th June 2019
Name ________________ Class _______________
pg. 2
pg. 3
Contents Page
P5 – Forces
Topic Booklet Pages
Revision Guide Pages
Exam Questions
Force Interactions 6-10 203-205 3-9
Work Done 11-13 205 10-16
Forces and Elasticity 14-21 206-207 17-25
Forces and Motion 22-32 208-211 26-32
Newton’s Laws 33-40 212-213 33-37
Forces and Braking 41-43 215-217 38-45
P6 – Waves
Topic Booklet Pages
Revision Guide Pages
Exam Questions
Waves in Air, Fluids and Solids 44-52 219-221 46-53
Electromagnetic Waves 53-58 223-228 54-59
P7 - Magnetism
Topic Booklet Pages
Revision Guide Pages
Exam Questions
Magnetic Forces and Fields 59-61 229 60-69
Electromagnetism 62-64 230 60-69
pg. 4
Physics Equation Sheet
These are the equations you have to learn
pg. 5
These are the equations you are given in the exam
How to use a Formula Triangle
Cover the quantity you are trying to find, then follow the rules in the diagram.
Quantities and Units
Quantity Quantity Symbol Unit Unit
Symbol Mass
Weight
Gravitational Field Strength
Work Done
Force
Distance
Elastic Potential Energy
Spring Constant
Extension
Speed/Velocity
Time
Acceleration
Wave Speed
Frequency
Wavelength
pg. 6
P5 – Force Interactions – Revision Guide Pages 203-205
Vectors and Scalars
Complete the following:
1. A vector is……..
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2. A scalar is…….
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3. Examples of vectors include……
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4. Examples of scalars include…….
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pg. 7
Contact and Non-Contact Forces
1. What is a force?
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2. What is the difference between a contact and a non-contact force?
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3. Sort the following forces into contact and non-contact forces:
friction, air resistance, magnetic force, tension, gravitational force, electrostatic force,
normal contact force
Contact Forces Non-Contact Forces
4. When an object exerts a force on a second object, the second object pushes
back. What do we call this force?
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5. How would you describe the force which is produced by object 2?
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Mass, Weight and Gravity
Mass is the amount of _______________ in an object. It is measured in ___________________.
Weight is the ______________ on an object because of ________________. The units of weight
are ________________ and weight can be measured using a _____________________.
The _____________ of an object does not change, however the ___________ of an object
will change, depending on the strength of ____________.
Mass and weight are ____________ proportional. This means that if the mass of an object
doubles, then the __________________________________.
pg. 8
Write the equation which links: mass, weight and gravitational field strength
Equation in Words
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Equation in Symbols
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Formula Triangle
Remember: fill in the mass, weight and gravitational field strength sections of the
quantities table.
Common Conversions
Worked Example
pg. 9
Mass, Weight and Gravity – Practise Questions
1. Laika the dog (the first dog in space) had a mass of 4.6kg on Earth.
Calculate Laika’s weight. (g = 9.8N/kg)
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2. If Laika had ever made it to the moon, what would her weight have been?
(g = 1.6N/kg)
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3. A man loses 87N at Weight Watchers. How much mass has he lost? (g = 9.8N/kg)
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4. A frog has a mass of 450g. What is its weight? (g = 9.8N/kg)
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5. A piece of space debris has a mass of 140g. Its weight as it orbits Jupiter is 3.4N.
What is the strength of gravity on Jupiter?
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pg. 10
Resultant Forces
What is a resultant force?
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Example:
Task
Work out the resultant forces for the following:
pg. 11
P5 – Work Done – Revision Guide Page 205
1. What is work done?
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2. Describe the energy transfer when work is done to push something along a carpet
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3. Describe the energy transfer when work is done by the brake pads of a car on the
wheel
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pg. 12
Write the equation which links: work done, force and distance
Equation in Words
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Equation in Symbols
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Formula Triangle
Remember: fill in the work done, force and distance sections of the quantities table.
Common Conversions
Worked Example
pg. 13
Work Done, Force and Distance – Practise Questions
1. What is the work done when a force of 5 N is applied to a ball and it
moves 80 m?
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2. What is the work done on a box if a force of 1.3N is applied and the box moves
605cm?
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3. A snake slithers with a force of 20N while doing 2500J of work. How far did the snake
slither?
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4. David’s catapult will store 3kJ of energy in its elastic store. If the stone is fired with a
force of 80N, will it move far enough to hit Goliath, who is 35m away?
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5. A swimmer does 4 lengths of an Olympic size swimming pool which is 25m long.
They did 210kJ of work. What force did they need to apply?
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pg. 14
P5 – Forces and Elasticity– Revision Guide Pages 206-207
Deforming Objects
1. How can you ‘deform’ an object?
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2. How many forces do you need to apply to an object to deform it?
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3. What does elastic deformation mean?
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4. How about inelastic deformation?
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5. Why can we say that we are ‘doing work’ on a spring when we compress it?
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pg. 15
Investigating Springs
1. The distance between which two letters shows the extension of the spring?
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2. The distance between which two letters shows the original length of the spring?
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3. What is the limit of proportionality?
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4. Where is it found on the graph?
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5. The extension of a spring is directly proportional to the force on the spring. What
does this mean?
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6. If we say that force and extension have a ‘linear relationship’, how will the graph
look?
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pg. 16
Write the equation which links: force, spring constant and extension
Equation in Words
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Equation in Symbols
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Formula Triangle
Remember: fill in the force, spring constant and extension sections of the quantities table.
Common Conversions
Worked Example
pg. 17
Force, Spring Constant and Extension – Practise Questions
1. What is the force needed to stretch a spring with a spring constant of
150N/m by 1.2m?
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2. What force is needed to compress a suspension spring with a spring constant of
150N/m by 3cm
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3. How much does a spring with a spring constant of 0.9N/m extend by when a force
of 2.1N is applied
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4. A chest expander extends by 120cm when a force of 200N is applied. What is the
spring constant?
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5. A man with a mass of 80kg completes a bungee jump. His rope is 100m long, but
the total height he will fall is 233m. What is the spring constant of his bungee rope?
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pg. 18
Extension of a Spring – Required Practical
https://www.youtube.com/watch?v=QQCJeAqBumE
1. Why do we clamp the ruler in place?
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2. Why do we use a ruler with no little gap at the end before zero?
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3. We record force in the table. How do we convert the mass into a force (weight)?
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4. How do we convert cm to m?
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5. Why do you get to eye level to take readings?
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6. Why do we wait until it stops oscillating (moving up and down)?
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7. Fill in the results table as the video plays
Force (N) Extension (m)
1
2
3
4
5
8. When we remove the spring, why do we check that the spring goes back to the
original shape?
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pg. 19
9. Label the axes on the graph
10. Why did the graph not cross the y-axis at 0?
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11. Calculate the gradient of the line on the graph
pg. 20
Write the equation which links: elastic potential energy, spring constant and extension
Equation in Words
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Equation in Symbols
…………………………………………………………………………………………………………………
Formula Triangle
Remember: fill in the elastic potential energy, spring constant and extension sections of
the quantities table.
Common Conversions
Worked Example
pg. 21
Elastic Potential Energy, Spring Constant and Extension – Practise Questions
1. A spring with a spring constant of 40 N/m extends elastically by 0.5m.
How much energy is stored in its elastic store?
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2. A spring with a spring constant of 806 N/m extends elastically by 15 cm. How much
energy is stored in its elastic store?
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3. Calculate the spring constant of a spring which compresses by 0.2 m when storing
80J of energy
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4. Calculate the spring constant of a bungee rope which extends by 30m when
storing 3kJ of energy
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pg. 22
P5 – Forces and Motion– Revision Guide Pages 208-211
Distance, Speed and Acceleration
1. Describe the difference between distance and displacement.
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2. If a man runs three times around a 400m running track, what is his displacement?
What distance has he covered?
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3. Describe the difference between speed and velocity?
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4. Give the average walking, running and cycling speed.
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5. List a range of factors which can affect these speeds.
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6. Give the average speed of sound in air.
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7. What is meant by acceleration?
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8. What does it mean when acceleration is negative?
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9. What is meant by ‘uniform acceleration’?
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pg. 23
Write the equation which links: distance, speed and time
Equation in Words
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Equation in Symbols
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Formula Triangle
Remember: fill in the distance, speed and time sections of the quantities table.
Common Conversions
Worked Example
pg. 24
Distance, Speed and Time – Practise Questions
1. A person walks 240m in 120 seconds. What is her speed?
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2. A snail crawls 2m in 6 minutes. What is its speed?
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3. A car travels at a speed of 10m/s. How far does it travel in 10 seconds?
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4. A cyclist travels at 6 m/s between 2 towns 3000m apart. How long does it take?
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5. An aeroplane travelling at 270 m/s travels 2000 km. How long does it take?
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pg. 25
Write the equation which links: acceleration, change in velocity and time
Equation in Words
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Equation in Symbols
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Formula Triangle
Remember: fill in the acceleration, velocity and time sections of the quantities table.
Common Conversions
Worked Example
pg. 26
Acceleration, Change in Velocity and Time – Practise Questions
1. A car accelerates from rest, up to a speed of 30 m/s in 12 seconds.
Calculate the acceleration.
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2. A cyclist in the Tour de France accelerates down a hill from 22 m/s to a speed of
37 m/s. This acceleration takes him 2 seconds. Calculate the acceleration.
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3. A lizard scurries with an acceleration of 2 m/s2 for 3 seconds. If he started at rest,
what will his final speed be?
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4. If a car with a deceleration of -3 m/s2 slows from 25 m/s to 10 m/s. How long will this
take?
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5. A space shuttle accelerates at a rate of 20 m/s2 from rest for 5 minutes. What is its
final speed?
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pg. 27
Calculating Uniform Acceleration
final velocity2 – initial velocity2 = 2 x acceleration x distance
v2 – u2 = 2as
Practise Questions
1. A car begins at a speed of 3 m/s and accelerates at 2m/s2 over a distance
of 40 m, calculate the final speed of the car.
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2. A runner reaches a speed of 3 m/s after accelerating at 2.25 m/s2 whilst travelling a
distance of 2 m, calculate the initial speed of the runner.
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3. A bicycle accelerates from rest to 6 m/s in a distance of 50 m, calculate the
acceleration.
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pg. 28
4. A person who is initially stationary is eventually walking at a speed of 1.5 m/s after
an acceleration of 0.5 m/s2, calculate the distance it takes them to reach this
speed.
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5. A car reaches a speed of 15 m/s after an acceleration of 2m/s2 over a distance of
44 m, calculate the initial speed.
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Distance-Time Graphs
Section 1 shows…
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Section 2 shows…
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Section 3 shows…
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Section 4 shows…
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pg. 29
Describing a Journey
Describe the journey, calculating the speed for each part.
During part A, Tom is walking at a __________ speed of _______ m/s away from his house.
After _______m he turns round and heads back towards home at a speed of _______m/s
(part B).
Once he gets _________m from his house he ____________ ____________ again and walks
the final _______________m to the bus stop
(part C) at a speed of ________m/s. This is the ____________ part of Tom’s journey. We know
this because the gradient of the line is ______________ during part C. He arrives at the bus
stop and _____________ still for _____________ s (part D).
pg. 30
Velocity-Time Graphs
Section 1 shows…
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Section 2 shows…
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Section 3 shows…
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Section 4 shows…
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Section 5 shows…
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pg. 31
Describing a Journey
1. Calculate the acceleration for each part of the graph
Part A - hint: work out the change in velocity, then divide this by the time taken
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Part B
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Part C
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Part D
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2. Explain how you know which part of the graph shows the largest acceleration
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pg. 32
Terminal Velocity
6. Why does an object speed up when it first starts to fall?
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7. Why does the speed eventually become constant?
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8. Describe the resultant force on the skydiver once he has reached the first terminal
velocity.
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9. Why does the speed of the skydiver reduce suddenly once they open the
parachute?
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pg. 33
P5 – Newton’s Laws – Revision Guide Pages 212-213
Newton’s First Law
1. What does Newton’s First Law tell us?
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2. Describe the motion of an object where the resultant force is zero (2 possibilities)
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3. Describe the forces acting on an object when it is travelling at a constant speed
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4. If the resultant force is NOT zero, what will happen?
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For each example, work out the resultant force and use this to describe the car’s motion
pg. 34
Newton’s Second Law
1. What does Newton’s Second Law state?
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2. What does directly proportional mean?
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3. What does inversely proportional mean?
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4. What is the relationship between force and acceleration?
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5. What is the relationship between mass and acceleration?
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6. An object has a larger mass than another object. Both are pushed with the same
force, which will accelerate the most? Explain your answer.
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pg. 35
Write the equation which links: force, mass and acceleration (Newton’s Second Law)
Equation in Words
…………………………………………………………………………………………………………………
Equation in Symbols
…………………………………………………………………………………………………………………
Formula Triangle
Remember: fill in the force, mass and acceleration sections of the quantities table.
Common Conversions
Worked Example
pg. 36
Force, Mass and Acceleration (Newton’s Second Law) – Practise Questions
1. Calculate the force needed to accelerate a car of mass 1500 kg by 5 m/s2.
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2. Calculate the force needed to accelerate a ball of mass 200 g by 15 m/s2.
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3. Calculate the acceleration of a train of mass 30,000 kg when driven by a force of
15000 N.
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4. Calculate the mass of a toy car if a force of 2 N causes it to accelerate by 10 m/s2
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5. If a bus accelerates from 10 m/s to 15 m/s in 10 seconds with a force of 3 kN what is
its mass?
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pg. 37
Using Newton’s Second Law
In each case, work out the resultant force, then use this (along with the mass) to calculate
the acceleration of each object.
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pg. 38
Investigating Newton’s Second Law – Required Practical
https://www.youtube.com/watch?v=J9-J0cFQCrE
1. What is the weight of 100 g?
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2. What is the weight of 10g?
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3. Why do we use a light gate?
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4. Why do we use a data logger?
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5. What would happen if the string was too long?
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6. Why do we do repeats when we collect results?
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7. How do we work out the average or mean result?
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8. When we remove the masses from the hanger, why do we need to put them on the
trolley?
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9. Why are the results slightly different than the actual values?
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pg. 39
Newton’s Third Law
What does Newton’s Third Law say?
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Example 1:
A person standing on a skateboard pushes on a wall.
The skater has exerted (put) a force on the wall and the wall has exerted an equal and
opposite force on the skater.
They move backwards, the wall doesn’t move. This is because the wall has more mass
than the skater so it does not accelerate easily.
Example 2:
Explain why hunters typically get a bruised shoulder after firing their shotgun?
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pg. 40
Example 3:
You and a friend are on ice skates. You push her and you both move in opposite
directions.
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pg. 41
P5 – Forces and Braking – Revision Guide Pages 215-217
Stopping Distances
1. What is stopping distance?
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2. What is thinking distance?
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3. What is braking distance?
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4. List the factors that affect thinking distance.
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5. Why is driving while tired unsafe?
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6. Why is driving above the speed limit is unsafe?
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7. List the factors that affect braking distance.
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pg. 42
Braking Forces
When brakes are pressed, brake pads cause _______________ on the wheels. We say that
_____________ is done on the wheels which means that ____________ is transferred from the
____________ store of the car to the _______________ store of the brakes. This makes the
brakes get hot.
Faster vehicles need to transfer ___________ energy from the kinetic store which can be
dangerous. Brakes can ________________ so they don’t work properly and the car might
________.
pg. 43
Reaction Times
1. What is a typical reaction time?
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2. List 2 experiments that we could do to investigate our reaction time.
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3. The following questions are about the ruler drop test.
a. Why do we keep the same person dropping the ruler?
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b. Why is it important that we drop the ruler without warning?
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c. What is the equation used to calculate reaction time?
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d. What is the value of acceleration due to gravity?
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e. Why do we repeat an investigation?
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pg. 44
P6 – Waves in Air, Fluids and Solids – Revision Guide Pages 219-222
Describing Waves
1. What is a ‘medium’?
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2. What is ‘matter’?
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3. Give an example from everyday life which demonstrates the idea that waves
transfer energy, but not matter?
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4. Describe the movement of vibrations in a transverse wave
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5. Describe the movement of vibrations in a longitudinal wave
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6. Give examples of both types of wave
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7. On the longitudinal wave diagram below, label an area of compression and an
area of rarefaction.
pg. 45
Comparing Waves
Create a Venn diagram to compare the two types of wave.
• Transfers energy
• Does not transfer matter
• Vibrations are at right angles to the direction of the wave
• Vibrations are back and forth in the same direction as the wave
• Examples include water waves and electromagnetic waves
• Examples include sound waves
Extension: use the Venn diagram to compare the two types of wave
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Transverse Longitudinal
pg. 46
Wave Diagrams
On the diagram below, label the following points:
amplitude, peak, crest, rest position, wavelength
1. What is meant by the amplitude of a wave?
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2. What is meant by the wavelength of a wave?
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3. What is meant by the frequency of a wave?
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4. What units are used for frequency?
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5. What is meant by the ‘period’ of a wave?
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pg. 47
6. What units are used for the period?
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7. How do you calculate the period of a wave from the frequency?
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8. Calculate the period of a wave with a frequency of 2Hz.
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9. A wave takes 5 ms (milliseconds) to pass a point. Calculate the frequency.
[HINT: Don’t forget to convert milliseconds to seconds]
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pg. 48
Write the equation which links: wave speed, frequency and wavelength
Equation in Words
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Equation in Symbols
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Formula Triangle
Remember: fill in the wave speed, frequency and wavelength sections of the quantities
table.
Common Conversions
Worked Example
pg. 49
Wave Speed, Frequency and Wavelength – Practise Questions
1. A sea wave has a frequency of 3 Hz and a wavelength of 2 metres.
How quickly is it travelling?
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2. Calculate the speed of a wave that has a frequency of 30 kHz and a wavelength
of 0.011 m.
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3. Calculate the frequency of a wave travelling at 12 m/s with a wavelength of 0.5 m.
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4. Calculate the wavelength of a wave travelling at 150 m/s with a frequency of
86 Hz.
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5. Calculate the wavelength of a radio wave that has speed of 3x108 m/s and a
frequency of 98MHz.
Hint: 1 MHz = 1,000,000 Hz
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pg. 50
Measuring the Speed of Sound
1. Use the diagram to describe how 2 students are able to use this method to
calculate the speed of sound.
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2. What equipment will they need?
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3. Why is this experiment not very accurate?
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pg. 51
Investigating Waves – in a string
1. Why do we use the signal generator?
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2. What is the frequency of the wave?
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3. How can you measure the wavelength of a wave accurately
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4. How can you calculate the speed of the wave?
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pg. 52
Investigating Waves – in water
1. How do we work out the frequency of the waves?
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2. How can you measure the wavelength of a wave accurately
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3. How can you calculate the speed of the wave?
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pg. 53
P6 – Electromagnetic Waves – Revision Guide Pages 223-238
Refraction
When a wave crosses a _______________ between two materials, it can change
____________________. This is called __________________.
A line can be drawn at 90° to the boundary. This is called the _____________. If the wave
hits the boundary after travelling along the normal, it is not _______________, but if it hits the
boundary at an _____________, it will be.
The _______________ ray is the ray coming into a boundary and the _______________ ray is
the ray leaving it.
The angle of incidence is the angle between the _____________ ray and the ____________.
The angle of refraction is the angle between the _____________ ray and the ___________.
Task:
1. Label the boundary and the normal on the diagram
2. Label the incident ray and the angle of incidence
3. Label the refracted ray and the angle of refraction
pg. 54
Electromagnetic (EM) Waves
1. What type of waves are electromagnetic waves?
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2. What do all electromagnetic waves have in common
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3. What is different about each part of the electromagnetic spectrum?
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4. Describe the 2 changes in atoms which can make electromagnetic waves be
absorbed or emitted
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5. Add the names of each part of the EM spectrum into the diagram
6. Which part of the EM spectrum has the longest wavelength?
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7. Which part of the EM spectrum has the shortest wavelength?
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8. Which part of the EM spectrum has the highest frequency?
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9. Which part of the EM spectrum has the lowest frequency?
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pg. 55
pg. 56
Electromagnetic Waves
1. Why are longer wavelength radio waves used for international radio stations?
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2. Explain how microwaves can heat up food (talk about water molecules in your
answer).
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3. Describe the changes in energy stores when an object absorbs infrared radiation.
What effect will this have on the object’s temperature?
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4. What are optical fibres?
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5. How do UV security pens work?
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6. Why are x-rays suitable for looking at broken bones?
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7. How can x-rays and gamma rays be used to treat cancer?
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pg. 57
8. What is a ‘medical tracer’?
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9. Why are sunbeds dangerous?
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10. What does ionising radiation do to atoms?
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11. What are the 3 types of ionising radiation?
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12. What is the link between the frequency of a wave and the damage that it causes?
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13. How is radiation dose measured?
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pg. 58
Investigating Infrared (IR) – Required Practical
https://www.youtube.com/watch?v=LFwio38EK9s
1. What is a Leslie cube?
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2. Why do we use a cap?
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3. Why might we use a heat proof mat?
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4. Why do we make sure we measure it at the same distance?
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5. Which side was the best emitter of infrared?
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6. Which colour was the best absorber of infrared?
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7. Which colour is the worst absorber of infrared?
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pg. 59
P7 – Magnetic Forces and Fields – Revision Guide Page 229
Magnets
All magnets have a _________ and a south ________. Magnets put a non-contact force on
each other. This means that they do not have to ____________. Two of the same poles will
___________ each other, whereas different poles will ____________. There are 3 metals
which are magnetic. These are ___________, ____________ and _____________. The area
around a magnet is called the _________ ________________.
Magnetic Fields
Add field lines to the magnet to show the magnetic field.
Complete the sentences:
The direction of the lines go…
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When lines are close together it means…
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The magnetic field is strongest…
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Field lines must not…
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pg. 60
Drawing Magnetic Fields
Order the steps of the method below telling us how to draw a magnetic field.
Put a compass by the magnet
Move the compass so the tail end of the needle is where the tip of the needle was before
Draw around a magnet on a piece of paper
Mark the direction the compass needle points in by drawing a dot at each end of the needle
Repeat this lots of times. Join up all the marks. You will end up with a drawing of one field line
Types of Magnets
There are two types of magnet:
• Permanent
• Induced
Complete the table below to compare the two types of magnets.
Permanent Magnets Induced Magnets
Are they always magnetic?
Can they attract an object?
Can they repel an object?
pg. 61
Hints:
• Think about the aluminium. What happens when you put a magnet near
aluminium?
• Think about the difference between a permanent magnet and a temporary
magnet like the piece of iron.
• How do they act differently when they are near a magnet? Does it matter which
end of the magnet is facing the block?
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pg. 62
P7 – Electromagnetism – Revision Guide Page 230
Right-Hand Grip Rule
1. What happens when a current flows through a wire?
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2. How can you see this effect?
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3. What shape is the field around a wire?
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4. What happens if you reverse the direction of the current?
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5. Where is the magnetic field the strongest?
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pg. 63
6. Describe how to use the right hand grip rule.
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7. Complete the questions below:
pg. 64
Electromagnets
1. What is a solenoid?
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2. Describe the magnetic field inside a solenoid
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3. How can we turn a solenoid into an electromagnet?
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4. How do we increase the strength of a solenoid?
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5. Add the field lines to this solenoid diagram: