SALTERS HORNERS AS AND A LEVEL PHYSICS

Transcription

1 NEW FOR 015 SALTERS HORNERS AS AND A LEVEL PHYSICS COURSE GUIDE Developing successful independent scientists for AS, A level and beyond NEW EDITIONS

2 How is A level changing? Why choose our Salters Horners AS and A level Physics resources? Salters Horners Advanced Physics has been developed through extensive research to meet the needs of the new 015 specifications and assessments. These needs arise from key changes to the science specifications. Key changes include: l AS and A level have become linear qualifications and exams are to be taken at the end of the courses l AS will be a stand-alone qualification meaning it won t form part of a student s full A level grade l the inclusion of over-arching questions that may draw on two or more different topics at a time l new requirements for the assessment of mathematics at Level or above (Physics 40%) l the assessment of core practical skills through written questions in exams and teacher assessment of techniques and competency that will count towards the Practical Endorsement at A level. l changes to subject content. For all the latest information on the new Edexcel AS and A level qualifications, please visit Following successful use in centres around the country, our 015 SHAP resources are the only Physics A level resources that are supported by a dedicated project team, run by the University of York Science Education Group, giving advice to SHAP teachers and technicians. Developed in collaboration with schools, educational specialists and scientists from universities and industry, the new 015 edition of Salters Horners Advanced Physics continues to offer a context-led approach to A level physics designed to stimulate scientific interest and enquiry set in real-life contexts. Salters Horners Advanced Physics focuses on: Developing a deep subject understanding SHAP uses real-life contexts to engage students and make learning relevant. Principles of physics are introduced as required in each situation, with the whole course carefully designed to develop ideas across contexts, building on ideas to consolidate and extend learning to provide a thorough understanding of the concepts that underpin physics today. Revisiting ideas in this way allows connections to be made between them, and supports a synoptic approach, particularly valuable with the changes to a linear qualification and exams at the end of the two-year course. Understanding the core concepts and acquiring key scientific skills A key feature of the SHAP course is that students not only develop their physics knowledge and understanding to form a solid basis for any further study in the subject but they also acquire the wider skills essential to physicists working in the 1st century. SHAP embraces an activity-based approach to teaching and learning which is supported by a wealth of resources. And there is much more! Turn the page now for more on how our Salters Horners AS and A level Physics resources meet the changes to the specifications 1

3 How do our new Salters Horners AS and A level Physics resources address the changes to the new specifications? Change to specification Where addressed How addressed A level exams sat at end of two-year course. Paper 3 will include synoptic questions that may draw on two or more different topics. New requirement for assessment of mathematics at Level or above (Physics 40%). Science Practical Endorsement and assessment of practical skills through examinations. Revision Guides and Workbooks A cumulative approach to learning constantly builds on what has previously been learnt. Study notes, chapter introductions and summaries highlight prior learning requirements and link to future learning. Achievements list the specification points covered in each chapter and show where each is addressed. End of chapter questions provide opportunities for students to check understanding and apply what they have learnt to a variety of contexts. End of chapter tests provide additional practice in the style of the new exam papers. Chapter overviews highlight links to prior and future learning for each section. The Edexcel Physics Revision Guides and Workbooks contain features such as one-topic-per-page format, practice questions, knowledge checks and skills checks provide hassle-free AS and A level revision. Build students' confidence in preparation for the exam, with guided questions, unguided questions, practice papers and a full set of answers. Link the Learning sections require students to use knowledge from throughout the chapter and apply it to new contexts. Study notes highlight prior learning requirements and link to future learning. End of chapter questions include questions that draw on prior learning and apply concepts in unfamiliar contexts. Chapter overviews highlight links to prior and future learning for each section. Integrated maths references highlight the maths skills required throughout each chapter, providing the opportunity for students to check understanding and remedy gaps. Maths notes sections provide guidance on key maths skills that students can refer to throughout the course. Chapter questions present mathematical demands at Level throughout each chapter. Edexcel Physcics - Homework, practice and support Maths for Physicists is available (sold separately): provides a scaffolded method to work through the maths required and takes learners through three levels of each skill. Practical activities provides the opportunity for students to develop their skills through an investigative approach to practical work. Practical skills section provides guidance that students can refer to throughout the course. A coherent approach to practical work develops practical skills and approaches. Student sheets, notes are provided for all core practicals plus additional practicals, providing many opportunities for students to develop and demonstrate practical skills. Chapter overviews highlight practical opportunities. Co-teaching of AS and A level. Changes to subject content. Simple division of content: 1 supports a standalone AS course and provides the first year of a two-year A level course; s 1 and together support the full A level course. Material updated to reflect revisions, additions and deletions. 3

4 What s in the new Salters Horners AS and A level Physics? s Updated to match the new 015 Edexcel AS and A level Physics specifications, our Salters Horners Advanced Physics Books will help develop scientific thinking and provide your students with a deep understanding of the subject, creating confident, independent scientists. Easy co-teaching of AS and A level. 1 supports a standalone AS course and provides the first year of a two-year A level course; s 1 and together support the full A level course. AS All s include a free online ActiveBook, l Salters Horners AS/A level Physics 1 l Salters Horners AS/A level Physics 1 Additional resources ActiveLearn Digital Service Homework, practice and support Available for AS and A level Physics. Revision Guides and Workbooks Available for AS and A level Physics. See page 11 for more information. A level All s include a free online ActiveBook, l Salters Horners AS/A level Physics 1 l Salters Horners AS/A level Physics 1 l Salters Horners A level Physics l Salters Horners A level Physics Resource Pack REVISE EDEXCEL AS/A LEVEL Physics ALWAYS LEARNING REVISION GUIDE REVISE EDEXCEL AS/A LEVEL Physics REVISION WORKBOOK ALWAYS LEARNING All samples taken from Salter Horners AS/A level Physics 1 4 A common special case is when there are just three forces: here the polygon is a triangle usually 5 6 worked example Study notes, chapter introductions and summaries highlight prior learning requirements and link to future learning. q A rock climber of mass 71 kg (including kit) pushes down against a foothold with a force of 900 N at 10 to the vertical. Draw a free-body diagram showing forces on the climber and use a vector addition diagram to find the resultant force acting on her. (There is no tension in her climbing rope.) What is her acceleration? Hooke s law a She experiences a force In Activity in the opposite 18 you might direction have to found that some of your samples Scale had 1 cm a constant = 100 N stiffness for the one she exerts on a range the foothold. of loads. Figure Samples 1.33(a) that behave in this way are said to obey Hooke s law. For such a W + F shows the two forces sample: acting on her. W + F = 50 N From the vector diagram in tension Figure 1.33(b), extension the resultant force is approximately 50 N at 40 to the vertical. or 40 at 40 to vertical The magnitude of the acceleration F is = kx (18) a = 50 N/71 kg = 3.5 where m s F. She is the accelerates net applied in force the and x is the resulting extension. The constant k is defined as the same direction as the stiffness resultant of the force, sample, i.e. 40 and to the SI units of stiffness are N m 1. In graphical terms, for Hooke s law the vertical. to hold, the force extension graph has to be linear and F pass = 900 through N the origin. You will probably find that your results show that Hooke s law is not very closely followed. A point where the graph starts to deviate significantly W = from 700 NHooke s law is called the limit of proportionality. questions F = 900 N 10 Q 8 A certain rope extends by 0.00 m when supporting a load of 800 N and by 0.01 m when 10 supporting a load of 600 N. Does the rope obey Hooke s law? Calculate the stiffness of the rope under each of the loads. Q 9 Suppose a m length of climbing rope obeys Hooke s law and has a stiffness of 60 kn m 1. W = 700 N = 71 kg (a) 9.8 Nkg If 1 the rope supports the weight of a 650 N climber, by how much does the rope extend? = 700 N (b) If 4 m of the same rope supports the same climber, what would the extension be? (a) (b) Figure 1.33 (a) Free-body drop diagram testsand (b) force vector diagram for a climber The skill in designing climbing ropes for different tasks is to get the right combination of stiffness and strength. Climbing ropes are subjected to a standard drop test for safety certification: a mass of 80 kg. n the ropes attached to 5 m of the rope is dropped freely and the force exerted on the rope is measured as it brings the mass to rest. Climbing ropes obviously have to be strong (a large tension is needed to break them). Hanging practical SKillS from a horizontally supported rope can produce tensions several times the hanging weight, and reference if you fall while climbing.3 the safety Balancing rope must be able to exert large decelerating forces on your Scientific questions and body. In Section.1 you drew free-body diagrams in which a person or an object was represented as information research a single point (its centre of gravity) and all forces acted through that point. However, it is not Climbing ropes are also elastic always possible they stretch to represent when things put under quite so tension simply. and Forces return often (not act always through different points in an See Practical skills notes completely) to the original extended length object, when and the even load if is the removed. resultant A force useful is term zero there to compare can be a different turning effect that causes samples is stiffness: one the rope object is stiffer to rotate. than If another object if the is pinned extension down is smaller at one point for the then same that force. point acts as a pivot and Planning and experimental (The opposite of stiffness the is object compliance.) rotates about it. design Rock climbers must take care that their Climbing weight and and the balancing other forces acting on HFS their body do See Practical skills notes activity 18 tension not give and rise extension to a turning effect otherwise they would fall. Yet in sports such as gymnastics and.1. Test a variety of fibres athletics, that might turning be used effects to make are climbing important ropes as athletes (Figure use 1.34). them Find to out control how the the motion of their bodies Carrying out practical work extension of a fibre varies and the with equipment tension and they find use the (see breaking Figure strength 1.35). combining force vectors by drawing of each sample. Figure See Practical 1.3 shows skills notes three forces W, T 1 and T that are in The equilibrium turning effect and or so moment, their resultant M, of is a force, zero. F, about any point is defined as: Do they combine like displacement vectors? Activity 14 provides M = Fx the answer. (19) Analysis and interpretation blocks ruler marker of data where x is the perpendicular distance between the force s line of action and that point (Figure 1.36). With force in newtons (N) and distance in metres (m), moment has the SI unit See Practical skills notes θnewton-metre (N m) θ 1 T T 1 Think about what Equation 19 means. For example, it is easier to hold a heavy object close to Conclusion and evaluation your body rather than with your arm outstretched. The mass (and weight) is unchanged, the only is length under test See Practical skills notes difference being the distance from your shoulder. The turning effect (moment) of the force is Figure 1.34 Diagram for Activity greater W 18 when the distance is greater. Figure 1.3 Three force vectors in equilibrium Climbing and balancing MatHS reference Graphs and proportionality See Maths note _SHAP ch01.indd 6 05/1/014 15: _SHAP ch01.indd 7 05/1/014 15:13 activity 14 FOrceS in equilibrium Use the apparatus shown in Figure 1.4 to investigate whether force vectors combine like displacement vectors. For each equilibrium arrangement, construct a vector addition diagram and see if it is closed do we end up back where we started? The critical step is to choose a scale so that each force is represented by a line of length proportional to its magnitude, e.g. cm to 1 N. Careful measurements show that forces do indeed behave as displacement vectors when they combine. This means that when any number of forces is in equilibrium, the vectors form a closed polygon. This can be expressed in symbols: ΣF = 0 (13) The symbol Σ (Greek sigma) means the sum of all. When applied to vectors, the sum must take account of their directions as well as the magnitudes. called the triangle of forces. 7 N angles measured with a protractor 7 N 8 N 11 3 each mass exerts a force equal to its weight Figure 1.4 Apparatus for Activity 14 4 N 8 N MatHS reference The symbol Σ See Maths note 0.3 T θ HFS Study note There are some materials (notably metals) that follow Hooke s law quite well for small extensions and then suddenly deviate from it. You will study this behaviour in the chapter Spare Part Surgery. Figure 1.35 Gymnast Dorina Boczogo on a balance beam Practical activities provide the opportunity for students to force F point develop their skills through line of action of the force an investigative approach to Figure 1.36 Moment of a force practical work. perpendicular distance x Integrated maths references highlight maths skills required throughout each chapter, provide the opportunity for students to check understanding and remedy gaps. 7 question force due to wind

5 were the commentators proved wrong in 1954, but in the sixty years since then, 16 seconds have been lopped off the world record mile. More impressive still, a full six minutes have been hacked off the women s 5000 metres record. Off the track, the story is the same. Before the authorities stepped in and changed the design of the javelin, javelin throws were beginning to endanger the crowd at the other end of the stadium. What s going on? Are we becoming a more powerful species? The place to search for an explanation of this record-breaking frenzy is in the laboratory. With physiology, psychology and physics, science has revolutionised sport, giving us a better understanding of how to train winners using physical and mental processes (Figure 1.1a, b, c). The emergence of the new scientific discipline of sports science helped to build today s champions. Using tools such as computer-linked video, researchers can now analyse the movements involved in sporting activity in minute detail. This allows trainers to correct even tiny errors in an athlete s performance. Advances in the science of materials have brought equally dramatic changes, with almost every conceivable property of an athlete s clothing and footwear optimised for performance. With so much resting on winning, measurement technology now enables races to be decided on differences of just a few milliseconds. Higher, Faster, Stronger is (loosely) the Olympic motto. In this chapter, you will see how many basic physics concepts can be applied to sports ranging from sprinting to bungee jumping in order to help athletes go higher, faster, stronger. Figure 1.1a Highest Higher, faster, stronger Figure 1.1b Fastest Figure 1.1c Strongest Overview OF physics principles and techniques In this chapter, you will study the physics of motion, force and energy. In later chapters you will do further work on: You may be familiar with some of the ideas from GCSE. Here, you will vectors in Probing the Heart of Matter deepen your understanding of these concepts by applying them to solve graphs in Digging Up the Past, The Medium is the Message and real problems. Many of the concepts, such as force and energy, are Probing the Heart of Matter fundamental to the whole of physics, and you will meet them in almost every part of the course. kinematics and dynamics in Good Enough to Eat and Transport on Track You will have many opportunities for practical work, investigations and computer datalogging. You will learn how to extract additional kinetic energy and work in Transport on Track, Probing the Heart of information from a set of measurements, and you will also use Matter and Reach for the Stars computer software to analyse various sporting activities, just as sports properties of materials in Good Enough to Eat, Spare Part Surgery science researchers do. and Build or Bust? HFS 3 s 1 HIGHER, CHAPTER FASTER, STRONGER Each topic is introduced within a wider context. Concepts are revisited and developed in later chapters. why a chapter called Higher, Faster, Stronger? Unthinkable they said; Surely no-one will ever run a mile in under four minutes. Not only were the commentators proved wrong in 1954, but in the sixty years since then, 16 seconds have been lopped off the world record mile. More impressive still, a full six minutes have been hacked off the women s 5000 metres record. Off the track, the story is the same. Before the authorities stepped in and changed the design of the javelin, javelin throws were beginning to endanger the crowd at the other end of the stadium. What s going on? Are we becoming a more powerful species? The place to search for an explanation of this record-breaking frenzy is in the laboratory. With physiology, psychology and physics, science has revolutionised sport, giving us a better understanding of how to train winners using physical and mental processes (Figure 1.1a, b, c). The emergence of the new scientific discipline of sports science helped to build today s champions. Using tools such as computer-linked video, researchers can now analyse the movements involved in sporting activity in minute detail. This allows trainers to correct even tiny errors in an athlete s performance. Advances in the science of materials have brought equally dramatic changes, with almost every conceivable property of an athlete s clothing and footwear optimised for performance. With so much resting on winning, measurement technology now enables races to be decided on differences of just a few milliseconds. Higher, Faster, Stronger is (loosely) the Olympic motto. In this chapter, you will see how many basic physics concepts can be applied to sports ranging from sprinting to bungee jumping in order to help athletes go higher, faster, stronger. A cumulative approach to learning constantly builds on what has previously been learnt. Figure 1.1b Fastest All samples taken from Salter Horners AS/A level Physics 1 Figure 1.1c Strongest Higher, faster, stronger HFS Overview OF physics principles and techniques In this chapter, you will study the physics of motion, force and energy. You may be familiar with some of the ideas from GCSE. Here, you will deepen your understanding of these concepts by applying them to solve real problems. Many of the concepts, such as force and energy, are fundamental to the whole of physics, and you will meet them in almost every part of the course. You will have many opportunities for practical work, investigations and computer datalogging. You will learn how to extract additional information from a set of measurements, and you will also use computer software to analyse various sporting activities, just as sports science researchers do. In later chapters you will do further work on: vectors in Probing the Heart of Matter graphs in Digging Up the Past, The Medium is the Message and Probing the Heart of Matter kinematics and dynamics in Good Enough to Eat and Transport on Track kinetic energy and work in Transport on Track, Probing the Heart of Matter and Reach for the Stars properties of materials in Good Enough to Eat, Spare Part Surgery and Build or Bust? Figure 1.1a Highest ActiveBook included with every An ActiveBook gives your students easy online access to the content in the. Students can make it their own with notes, highlights and links to their wider reading. Perfect for supporting revision. 1 CHAPTER why a chapter called Higher, Faster, Stronger? Unthinkable they said; Surely no-one will ever run a mile in under four minutes. Not only 3 6 7

6 Student Books Practical skills section provides guidance on practical work within an investigative framework. Link the Learning sections require students to use knowledge from throughout the chapter and apply it to new contexts. 1LINK THE LEARNING MATHS NOTES MATHS REFERENCE Order of magnitude See Maths note 7.4 LINK THE LEARNING Maths notes section: provides guidance on key maths skills that students can refer to throughout the course. 6 Link the learning: Last lap PRACTICAL SKILLS PRACTICAL SKILLS 1 Scientific questions and information research 1.1 State the scientific problem to be investigated Before you start any practical task, you should have a clear idea of what you are setting out to do. Any report of your work should begin by saying what this is. It is helpful to express the task as an hypothesis (an educated guess ) to be tested, for example as a question or as a design brief: Is the refractive index of glass independent of the angle of incidence? How does the frequency of a vibrating string vary with tension? Design and carry out an experiment to find the Young modulus of copper. Calibrate a thermistor and potential divider circuit for use as a thermostat. Sometimes you might start with only a general idea of a topic for investigation (for instance, you might be interested in absorption of radiation). You will need to research some information and discuss your ideas with your teacher before stating your research question or design brief (using this example, you might investigate how the intensity of gamma radiation varies with thickness of absorber). 1. R Link the learning Last lap 6.1 Summing up the chapter in this chapter you have studied some aspects of motion, balanced and unbalanced forces, moments and energy. this concluding session is intended to help you to look back over the whole chapter and consolidate your knowledge and understanding. Q 61 When an aeroplane lands on an aircraft carrier, it can be stopped by a huge steel arresting wire that is stretched across the deck. A plane of mass 0 t lands at 50 m s 1 and the wire has a stiffness k = N m 1. (1 t = kg). Find: (a) the kinetic energy of the plane landing activity 36 SpOrtS consultant (b) the amount the arresting wire stretches (assuming the wire obeys Hooke s law). Look back through the chapter and make sure you know the meanings of the key terms printed in bold. Q 6 A car skidded off the road and hit a low stone wall. Glass from the windscreen was found Use what you have learned in this chapter to write a brief guide for a coach 4.0 or sports m in front teacher of to the help car them windscreen in the field. integrate physics into their training. Choose any sport you like that involves one or more of the concepts you have studied in the chapter. Here are a few possibilities: high jump, skiing, (a) paragliding, If the height sailing. of the middle of the windscreen was 1. m, estimate the speed of the car Include explanations of the relevant physics principles, and how to apply them as to it the hit sport. the wall. Write in an appropriate style for your readers. (b) Why is this value likely to be lower than the actual speed of the car when it had been on the road? Throughout this chapter, you have seen how graphs can be just as useful as equations in calculating physical quantities. You have used the gradient of a 6. graph and achievements the area under a graph. Now you have studied this chapter you should be able to achieve the outcomes listed in Table 1.5. activity 37 using GrapHS table 1.5 achievements FOr the chapter HiGHer, FaSter, StrOnGer Summarise in a table all the different quantities you know how to find using gradients and areas of graphs along with the graph they are measured from. Statement from Examination Specification Section(s) in this chapter 1 know and understand the distinction between base and derived quantities and their 1., 1.4, 1.5, questions Ole c SI units.3, 3.1 demonstrate their per knowledge of practical skills and techniques for both familiar and 1.3, 1.4, 1.5, unfamiliar experiments.1,.,.3 3 be able to estimate values for physical quantities and use their estimate to solve 1.4, 3.1, 3.3, problems be able to communicate information and ideas in appropriate ways using appropriate 3.1, 3.3, 3.4, terminology be able to use the equations for uniformly accelerated motion in one dimension: 1., 1.3 MATHS NOTES 0 Signs and symbols (u + v)t s = 0.1 Equations and comparisons In physics, we are often interested in whether two quantities are exactly equal, or almost equal, or whether one is greater than the other. Table 1 lists the signs used for expressing such relationships. Symbol Meaning Notes is equal to is exactly the same as used to emphasis the point that two expressions are two ways of writing exactly the same thing (as opposed to two different things being the same size) is not equal to is approximately equal to is the same order of magnitude as is less than the smaller quantity is written at the narrow end of the symbol End of chapter questions provide opportunities for students to check understanding and apply what they have learnt to a variety of contexts. Achievements list the specification points covered in each chapter and show where each is addressed. HFS The is designed to give you maximum support for Salters Horners AS/A level Physics. Student Sheets Salters Horners Advanced Physics Book 1 Activity 7 Core Practical HFS FINDING g BY TIMING FREE FALL Carry out some explorations of freely falling objects that show how the time of fall is related to the distance fallen. Use your results to find the acceleration due to gravity. PRACTICAL SKILLS REFERENCE Scientific questions and information research See Practical Skills notes 1.1 Planning and experimental design See Practical Skills notes.1. Carrying out practical work See Practical Skills notes Analysis and interpretation of data See Practical Skills notes Conclusion and evaluation See Practical Skills notes Scientific questions and information research Many falling objects can be considered to be in free fall (Figure 7.1). Their motion can be analysed to find a value for g, the acceleration due to gravity. Salters Horners Advanced Physics Book 1 Additional Sheet 1 HFS CHAPTER TEST 1 MOMENTUM AND FORCES 30 marks total Answer ALL the questions. Write your answers in the spaces provided. The marks for individual questions and the parts of questions are shown in round brackets, e.g. (). There are 9 questions in this test. You will be assessed on your ability to organise and present information, ideas, descriptions and arguments clearly and logically, including your use of grammar, punctuation and spelling. 1 Which of the following is not a vector? (1) A velocity B distance C acceleration D force. Which statement about momentum is incorrect? (1) A Momentum is a vector quantity. B Momentum is conserved in collisions. C Momentum has the SI unit kg m s. D A resultant force is needed to change the momentum of an object. 3 Which of these statements about Newton s third law are true? (1) (1) The two forces are equal in size. () The two forces are opposite in direction. (3) Two different objects are involved. A (1) only B (1) and () only C (1) and (3) only D all of them. 4 A 0 cm long spanner is used by a mechanic to tighten a nut. As shown in the diagram, she ert ally downwards the sp nd applie N. Salters Horners Advanced Physics Book 1 Additional Sheet 6 HFS AREA UNDER A GRAPH Figure 6.1 shows a graph of motion with uniform acceleration. Figure 6.1 The area under a straight velocity time graph By finding the area under this graph we can derive another useful equation for uniformly accelerated motion because the area under a velocity time graph is equal to the displacement. area of rectangle = initial velocity time interval area of rectangle = u t area of triangle = 1 base height area of triangle = 1 t (v u) but from Equation 3a in the : (v u) = a t so: area of triangle = 1 a( t) and: displacement s = area of rectangle + area of triangle s = u t + 1 a( t) (Equation 4 in ) sua you will see Equation 4 writ n using just t (not t) to represent Additional erall time sheets taken and s to l displace Salters Horners Advanced Physics Book 1 Additional Sheet 13 HFS MARK SCHEME FOR HFS CHAPTER TEST 1: MOMENTUM AND FORCES Deduct a maximum of marks on the paper for the numerical answer given without its unit or with an inappropriate number of significant figures. 1 B (1) C (1) 3 D (1) 4 B (1) 5 (a) Centre of mass is at 50 cm mark shown by X on diagram. (1) (b) The ruler is uniform, so there is equal weight on either side of the pivot point, meaning that anticlockwise moment equals clockwise moment. (1) (c) Weight of ruler = kg 9.81 N kg 1 = N (1) Anticlockwise moment of ruler s weight about pivot = N 0.0 m = N m (1) To give an equal clockwise moment, force F = N m/0.30 m = N. (1) (Total for Question 5 = 5 marks) 6 (a) B and C (1) (b) Appropriate line drawn as gradient on graph = 0 m s 1. () (c) Appropriate area marked on graph = 65 m. () (Total for Question 6 = 5 marks) 7 Award 1 mark for each of the following points up to a maximum of 4 if all three laws are discussed. Maximum 3 marks if not all laws are discussed. (i) Newton I: Skater initially at rest because no resultant force acts on him. (1) Weight and normal contact force have equal size and opposite direction. (1) (ii) Newton III: Skater exerts force on wall, wall exerts equal and opposite force on skater. (1) II: While in cont skat nces a r (1) Figure 7.1 Free fall Your task: make some measurements on a free-falling object and use those measurements to work out a value for g. As you prepare to carry out the laboratory work, here are some things to think about and research: (i) What is free fall and how is it defined? Under what conditions can a body be considered to be in free fall? ( consider the force(s) End-of-chapter tests provide additional practice in the style of the new exam papers with mark schemes for teachers. Support and guidance on practical and other activities (including all core practicals and many more). All samples taken from Salter Horners AS/A level Physics 1 for revision or extension work. Mark schemes for chapter tests and activity answers.

7 Teacher Notes Detailed teaching notes written in parallel with the. Salters Horners Advanced Physics Book 1 Teacher Notes HFS Overview of chapter Table 1.1 summarises the content and skills covered in this chapter, and Table 1. lists the learning outcomes required by the exam specification. The latter are also listed as Achievements in the final section of the chapter in the. Table 1.1 Summary of the chapter Higher, Faster, Stronger Outline and reference to student materials Key points How Science Skills Notes works Section 1.1 Introductory video Scope of physics in Biomechanics and reading analysing and improving Salters Horners Advanced Physics Book 1 Teacher Notes HFS performance Salters Horners Advanced Physics Book 1 Teacher Notes HFS Section 1. Analysing speed Activity 1 Plotting and Application of GCSE revision Describing record data Additional Sheet extrapolating a graph number motion 1 Average speed Going the distance Discussion of Activity Idea of vectors Table 1. Learning outcomes specified GCSE revision for Higher, Faster, Stronger distance and Additional sheets 6 and 7 Additional Sheet Statement from examination specification Section(s) in direction this chapter Students often take a while to get used to the idea of the area under a graph. Two points, in particular, Calculations with Additional Equations for Application of GCSE revision are worth emphasising. First, the area under a graph is found using the numbers on velocity the axes; and it is not 1 know and understand the distinction between base and derived quantities and their SI units 1., 1.4, 1.5, Sheet 3 uniformly accelerated number.3, 3.1 the actual area occupied on the paper. Second, the area must extend down to zero on acceleration the y-axis; if the Activity 3 motion graph is plotted with the y-axis starting above zero, then part of the area will be chopped off. (Areas Free fall demonstrate their knowledge of practical skills and techniques for both familiar and unfamiliar experiments 1.3, 1.4, 1.5, under graphs will be used again later in this chapter.).1,.,.3 Section 1.3 Finding Activity 4 Analysis using small Practical work 3 be able to estimate values for physical quantities and use their estimate to solve problems 1.4, 3.1, 3.3, 4.3 Motion graphs instantaneous time intervals ACTIVITY 6 TANGENTS AND GRADIENTS Use of ICT velocity and 5 be able to communicate information and ideas in appropriate ways using appropriate terminology 3.1, 3.3, 3.4, 5.3 Application of Additional sheet 5 acceleration using 9 be able number to use the equations for uniformly accelerated motion in one dimension: 1., 1.3 For many students, this might be the first time they have encountered the idea of a tangent to ticker-tape, a graph, and video the idea of a gradient. Make sure that they appreciate that clips, software... ( u v ) t s = drawing a tangent and finding its gradient is equivalent to calculating x/ t (or v/ t) using a very... and small graphs time Additional Gradients of Application of Optional interval. Sheet 4 displacement time number v = u + at extension: Activity 5 and velocity time s = ut + 1 differentiation For extra practice, students could use graphs of their own measurements from Activity 5. If they join the plotted at graphs points with a smooth curve, they should then find that the gradient of a tangent on their displacement graph Additional Sheet v = u + as gives a velocity close to the one they calculated for that time interval. They could do likewise with graphs 5 10 be able to draw and interpret displacement time, velocity time and acceleration time graphs 1.3 generated by Tracker. Analysing graphical Activity 6 Area under velocity 11 know the Use physical of ICT quantities Optional derived from the slopes and areas of displacement time, velocity time and 1.3 Additional sheet 5 shows how differential calculus can be used to derive analytical expressions records for velocity of motion and to Additional time and acceleration time Application of graphs, extension: including cases of non-uniform acceleration, and understand how to use the time in some instances. It is intended for those students who are studying maths alongside physics and who change She quantities integ might appreciate seeing this application of calculus. 1 understand scalar and vector quantities, and know examples of each type of quantity and recognise vector 1.,.1 notation Uniform acceleration When the acceleration is uniform, the area under the velocity time graph leads to the useful equation s = ut + 1 at. Additional sheet 6 sets out this derivation in slightly more detail than in the, for the benefit of students who might appreciate a reminder about areas of triangles. The questions on this use s = ut + 1 at in some calculations relating to free fall and to the following demonstrations. SAFETY Make sure no one can enter the stairwell as the washers are dropped. ACTIVITY 7 FINDING g BY TIMING FREE FALL Demonstrations followed by core practical. Activity sheet 7 Testing free fall by ear Ti etal washers to a length of thin s g so that the distance of each washe end is in the proportions (see Figure g Overview and plan of each chapter. List of the specification statements addressed by each chapter. 13 be able to resolve a vector into two components at right angles to each other by drawing and by calculation.1 14 be able to find the resultant of two coplanar vectors at any angle to each other by drawing, and at right angles to each other by calculation 15 understand how to make use of the independence of vertical and horizontal motion of a projectile moving freely under gravity 16 be able to draw and interpret free-body force diagrams to represent forces on a particle or on an extended but rigid body, using the concept of centre of gravity of an extended body 17 be able to use the equation F = ma, and understand how to use this equation in situations where m is constant (Newton s second law of motion), including Newton s first law of motion where a = 0, objects at rest or travelling at constant velocity. Use of the term terminal velocity is expected 18 be able to use the equations for gravitational field strength g = F/m and weight W = mg CORE PRACTICAL 1: Determine the acceleration of a freely falling object know and understand Newton s third law of motion and know the properties of pairs of forces in an interaction between two bodies 1 omentum is define , 5..1,.3 1.4, Homework, practice and support The Homework and Practice service for Edexcel A level Physics provides online learning that helps support your students where they need it most. It provides independent student learning, which helps your students develop and master the core concepts and essential maths required for A level physics. Develop a deep subject understanding Students can review and work through core concepts and develop a better understanding of the essential maths required to complete an A level Physics course. Sample taken from Edexcel AS/A level Physics - Homework, practice and support Promote student independence Students work through core subject concepts in clear step-by-step activities allowing them to reach the correct solution without additional teacher intervention. Guided hints and instant feedback help guide students to the correct answer and understand why answers are correct or incorrect. Details of suppliers of apparatus and other items (eg software). Salters Horners Advanced Physics Book 1 Technician Notes HFS Additional sheets Additional sheet 1 Speed Section 1. Additional sheet In the right direction Section 1.3 Additional sheet 3 Acceleration Section 1. Additional sheet 4 Tracker Activities 5, 8 and 6 Additional sheet 5 Velocity and acceleration by differentiation Section 1.3 Additional sheet 6 Area under a graph Section 1.3 Additional sheet 7 Displacement and velocity by integration Section 1.3 Additional sheet 8 Force and acceleration Section 1.4 Additional sheet 9 Components and resolution of vectors Section.1 Additional sheet 10 Energy Section 3.1 Additional sheet 11 Answers to questions on the whole chapter Section 6. Additional sheet 1 Chapter test 1: Momentum and forces Section 6.3 Additional sheet 13 Mark scheme for chapter test 1 Section 6.3 Additional sheet 14 Chapter test : Energy and projectiles Section 6.3 Additional sheet 15 Mark scheme for chapter test Section 6.3 Software and videos Tracker Tracker is a free video analysis and modelling tool built on the Open Source Physics (OSP) Java framework. It is designed to be used in physics education. Tracker is recommended for Activities 5, 8 and 5, and for activities in later chapters (notably Transport on Track in the second year of the course). It can be downloaded from: or from the Open Source Physics website: The software requires Java 1.6 or higher and also supports QuickTime 7 (Windows/Mac). ker website provides instr ns use and tutorials. Sampl lso be Trac All samples taken from Salter Horners AS/A level Physics Teacher and Technician 1 Notes and construction diagrams for DIY apparatus items. Salters Horners Advanced Physics Book 1 Technician Notes HFS Reaction time metre rule thin card (to cut into strips and stick on to rule) scissors Measuring g This has been designated a CORE PRACTICAL steel ball cm diameter scaler timer Either: electromagnet and trap door system or: small microphone and two leads or stiff wires taped to a ruler so that they just project over the end and can rest on the ball as in Figure 1.3 Figure 1.3 Apparatus for measuring g by timing Activity 8 Inverse dynamics Activity sheet 8 Additional sheet 4 s Technician Notes Lists of apparatus and other requirements for each activity. Try your free unit today: Revision Guides and Workbooks The UK's best-selling revision guides are now available to those studying the new Edexcel A level Physics specification, including the SHAP course. l Designed for hassle-free classroom and independent study, our Revision Guides are designed to complement the s with a range of specially designed features such as the one-topic-per-page format, practice questions, knowledge checks and skills checks. l Our Revision Workbooks are designed to help students develop vital skills throughout the course and build their confidence in preparation for the exam, with guided questions, unguided questions, practice papers and a full set of answers. REVISE EDEXCEL AS/A LEVEL Physics ALWAYS LEARNING REVISION GUIDE REVISE EDEXCEL AS/A LEVEL Physics REVISION WORKBOOK ALWAYS LEARNING

8 015 Price List Salters Horners AS and A Level Physics (SHAP) Next Steps Product ISBN Price* STUDENT BOOKS All s include a free online ActiveBook. Individual ActiveBooks are also available, please visit the website for details. Salters Horners AS/A level Physics (inc VAT) Salters Horners A level Physics (inc VAT) ACTIVELEARN DIGITAL SERVICE TEACHING SERVICE (powered by ActiveTeach) Price is per pack. Packs are one-off downloads. FREE Evaluation If you haven t already, be sure to order your FREE Evaluation Pack including Salters Horners AS and A level Physics 1 now at: Salters Horners AS/A level Physics Teacher and Technician 1 Salters Horners A level Resource Pack HOMEWORK AND PRACTICE SERVICE (powered by ActiveLearn) The price is per student for two years' access. Edexcel AS/A level Physics - Homework, practice and support (+ VAT) (+ VAT) (+ VAT) Buy online Build your order online and tailor it to meet your personal requirements at: REVISION GUIDES AND WORKBOOKS Edexcel AS/A level Physics Revision Guide Edexcel AS/A level Physics Revision Workbook * All prices are provisional until publication Call us Call our Customer Services team to place an order: We re open Monday Friday 8.00am 5.00pm. 1

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