Experiment Name:



General Physics

IGCSE Physics

Revision Book - Section 1

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Name: _________________________________

Teacher: _________________________________

Syllabus Content_______________________________

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Syllabus Details________________________________

1.1 Length and time

Core

• Use and describe the use of rules and measuring cylinders to calculate a length or a volume

THINGS TO REMEMBER...

• Always align your eye with the position being measured

• This avoids parallax errors

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• Use and describe the use of clocks and devices for measuring an interval of time

THINGS TO REMEMBER...

• Remember there is always a reaction time associated with using a clock or stopwatch

Supplement

• Use and describe the use of a mechanical method for the measurement of a small distance (including use of a micrometer screw gauge)

• Micrometers are used to measure small distances accurately

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• Measure and describe how to measure a short interval of time (including the period of a pendulum)

THINGS TO REMEMBER...

• For measuring short intervals of time (when each period is the same), multiple measurements can be taken and then averaged

e.g. Period of a pendulum = Time for 10 oscillations / 10

1.2 Speed, velocity and acceleration

Core

• Define speed and calculate speed from total distance / total time

| |Symbol |Definition |SI unit |Vector / Scalar |

|Speed |v or u |Speed = total distance / total time |m/s |Scalar |

• Plot and interpret a speed/time graph or a distance/time graph

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• Recognise from the shape of a speed/time graph when a body is

– at rest

– moving with constant speed

– moving with changing speed

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• Calculate the area under a speed/time graph to work out the distance travelled for motion with constant acceleration

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• Demonstrate some understanding that acceleration is related to changing speed

| |Symbol |Definition |SI unit |Vector / Scalar |

|Acceleration |a |Acceleration |m/s2 |Vector (for |

| | |= change in velocity or speed / time | |changing v) |

• State that the acceleration of free fall for a body near to the Earth is constant

Acceleration of free fall near the Earth is constant

• All objects near the earth fall with a constant acceleration

• The acceleration of free fall is NOT dependent on mass

• The acceleration is ~10m/s2

Supplement

• Distinguish between speed and velocity

| |Symbol |Definition |SI unit |Vector / Scalar |

|Displacement |s |Distance moved in particular direction from a fixed |m |Vector |

| | |point | | |

|Velocity |v or u |Velocity = change in displacement / time |m/s |Vector |

|Speed |v or u |Speed = total distance / total time |m/s |Scalar |

Speed has magnitude but no direction - SCALAR

Velocity has magnitude and direction - VECTOR

• Recognise linear motion for which the acceleration is constant and calculate the acceleration

Acceleration is constant if...

• A constant resultant force acts

o Eg.

▪ Objects falling in a vacuum

Equations that can be used for constant acceleration...

v=u+at

s=[(u+v)/2]/t

v2=u2+2as

s=ut+1/2at2

s=vt-1/2at2

• Recognise motion for which the acceleration is not constant

Acceleration is NOT constant if...

• A varying resultant force acts

o Eg.

▪ Objects falling in air. The air resistance increases with velocity so the resultant force changes

▪ A car accelerating. As the velocity of the car increases the air resistance also increases, so the resultant force changes.

• Describe qualitatively the motion of bodies falling in a uniform gravitational field with and without air resistance (including reference to terminal velocity)

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1.3 Mass and weight

Core

• Show familiarity with the idea of the mass of a body

• State that weight is a force

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• Demonstrate understanding that weights (and hence masses) may be compared using a balance

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Supplement

• Demonstrate an understanding that mass is a property that ‘resists’ change in motion

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• Describe, and use the concept of weight as the effect of a gravitational field on a mass

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• A gravitational field shows a region in which a mass will feel a force due to another mass nearby

• The Earth is a very large mass so a strong gravitational field exists around it

• Weight is the force acting on a mass due to the Earth’s gravitational field

1.4 Density

Core

• Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation

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Supplement

• Describe the determination of the density of an irregularly shaped solid by the method of displacement, and make the necessary calculation

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1.5 (a) Effects of forces

Core

• State that a force may produce a change in size and shape of a body

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• Plot extension/load graphs and describe the associated experimental procedure

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• Describe the ways in which a force may change the motion of a body

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• Find the resultant of two or more forces acting along the same line

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Supplement

• Interpret extension/load graphs

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• State Hooke’s Law and recall and use the expression F = k x

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• Recognise the significance of the term ‘limit of proportionality’ for an extension/load graph

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• Recall and use the relation between force, mass and acceleration (including the direction)

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REMEMBER:

o Acceleration is a vector and so has direction

o Force is a vector and so has direction

• Describe qualitatively motion in a curved path due to a perpendicular force

(F = mv2/r is not required)

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1.5 (b) Turning effect

Core

• Describe the moment of a force as a measure of its turning effect and give everyday examples

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• Describe qualitatively the balancing of a beam about a pivot

Supplement

• Perform and describe an experiment (involving vertical forces) to show that there is no net moment on a body in equilibrium

• Apply the idea of opposing moments to simple systems in equilibrium

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1.5 (c) Conditions for equilibrium

Core

• State that, when there is no resultant force and no resultant turning effect, a system is in equilibrium

FOR A SYSTEM IN EQUILIBRIUM: There is no resultant force and no turning effect

1.5 (d) Centre of mass

Core

• Perform and describe an experiment to determine the position of the centre of mass of a plane lamina

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• Hang the lamina freely

• Hang a plum line from the position the lamina is hang from

• Draw a line along the plum line

• Repeat this procedure for another position

• Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects

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1.5 (e) Scalars and vectors

Supplement

• Demonstrate an understanding of the difference between scalars and vectors and give common examples

|SCALAR |VECTOR |

|Property with magnitude but no direction |Property with magnitude and direction |

|Example: |Example: |

|Speed |Velocity |

|Distance |Acceleration |

|Pressure |Force |

|Area |Displacement |

|Volume | |

|Work | |

• Add vectors by graphical representation to determine a resultant

• Determine graphically the resultant of two Vectors

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1.6 (a) Energy

Core

• Demonstrate an understanding that an object may have energy due to its motion or its position, and that energy may be transferred and stored

Energy...

• cannot be created or destroyed

• can be transferred from one form to another

• can be stored in to be transferred later

• Give examples of energy in different forms, including kinetic, gravitational, chemical, strain, nuclear, internal, electrical, light and sound

|Energy Type |Example |

| | |

|Kinetic Energy |Moving objects (Car) |

|Gravitational Potential Energy |Raised objects (Water in a dam) |

|Chemical Energy |Energy stored in bonds (coal, oil) |

|Strain Energy |Energy due to flexing of materials (elastic band) |

|Nuclear Energy |Energy associated with atomic nuclei (Fission reactors) |

|Internal Energy |Energy of materials – kinetic from particles moving + potential from bonds |

|Electrical Energy |Energy from moving charges (electricity) |

|Light Energy |Energy from Electromagnetic waves (light, IR) |

|Sound Energy |Energy due to vibrating particles (sound) |

• Give examples of the conversion of energy from one form to another, and of its transfer from one place to another

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• Apply the principle of energy conservation to simple examples

• For any change to occur in nature energy must be transferred.

• Energy is not created or destroyed it is changed from one form into another

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Supplement

• Recall and use the expressions k.e. = ½ mv 2 and p.e. = mgh

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1.6 (b) Energy resources

Core

• Distinguish between renewable and non-renewable sources of energy

Non-renewable: Energy sources that when used cannot be replaced (or at least it will take millions of years).e.g. Coal, Oil Natural gas.

Renewable: Energy sources which can be used repeatedly without being used up. Solar energy, Wind, Tidal etc.

• Describe how electricity or other useful forms of energy may be obtained from:

– chemical energy stored in fuel

• Coal can be burnt to release thermal energy - which heats water and makes it move – which turns a generator – which generates electricity

– water, including the energy stored in waves, in tides, and in water behind hydroelectric dams

• Water stored behind a dam or tidal barrier can be allowed to flow down – this moving water turns a generator – which generates electricity

– geothermal resources

• Cold water is pumped underground – the earth warms the water which rises – this moving water turns a generator – which generates electricity

– nuclear fission

• Atoms are split in a nuclear reactor – this releases energy which heats water – the water moves and turns a generator – which generates electricity

– heat and light from the Sun (solar cells and panels)

• Solar energy from the sun can be converted directly into electricity using a solar cell

• Solar energy can also be used to heat water directly (IR)

• Give advantages and disadvantages of each method in terms of cost, reliability, scale and

environmental impact

|Energy Source |Cost |Reliability |Scale |Environmental Impact |

|Chemical (Coal) |Low |Reliable |Large |High |

|Hydroelectric / tidal |High initially |Reliable (unless a |Large |High |

| | |drought) | | |

|Geothermal |High initially |Reliable |Small |Low |

|Nuclear |High |Reliable |Large |Low |

|Solar Energy |High |Unreliable (only |Small |Low |

| | |available during the | | |

| | |day) | | |

• Show a qualitative understanding of efficiency

In any energy transfer process energy is “lost” to non-useful forms.

CAR: Chemical Energy is converted to kinetic energy (useful) + Thermal energy (waste)

Supplement

• Show an understanding that energy is released by nuclear fusion in the Sun

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NUCLEAR FUSION IN THE SUN

• In the Sun hydrogen nuclei fuse together to form helium nuclei

• In this process energy is released

• Recall and use the equation: efficiency = useful energy output / energy input × 100%

Efficiency = useful output energy / useful input energy

Percentage Efficiency = ( useful output energy / useful input energy ) x 100

• In the transfer of energy from one form into another, there will always be losses, normally to heat energy.

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• The efficiency of the process tells use how much useful energy we get and how much is lost

1.6 (c) Work

Core

• Relate (without calculation) work done to the magnitude of a force and the distance moved

Supplement

• Describe energy changes in terms of work done

• Recall and use ΔW = Fd = ΔE

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EXAMPLES OF WORK BEING DONE

• A car engine does work against friction and accelerating the car

• When you lift an object you do work against gravity

1.6 (d) Power

Core

• Relate (without calculation) power to work done and time taken, using appropriate examples

Supplement

• Recall and use the equation P = E/t in simple Systems

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1.7 Pressure

Core

• Relate (without calculation) pressure to force and area, using appropriate examples

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• Describe the simple mercury barometer and its use in measuring atmospheric pressure

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• The height of the mercury column relates to the atmospheric pressure

• Relate (without calculation) the pressure beneath a liquid surface to depth and to density, using appropriate examples

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• Use and describe the use of a manometer

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• Recall and use the equation p = F/A

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• Recall and use the equation p = hρg

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