ENDORSED BY as CHECKP¥NT |= AND BEYOND * Complete Physics for - Cambridge Be\-\ooaler-ha'an Helen Reynolds . | / WORKBOOK Oxford and Cambridge Toner ney aes OXFORDCAMBRIDGE CHECKPYINT AND BEYOND a aa , Complete Physics for Cambridge Secondary 1 a | WORKBOOK Oxford and Cambridge OXFORD PORT ere er pacer ee = Helen ReynoldsOXFORD ‘UNIVERSITY PISS reat Clarendon Suet Onn x2 DP ‘ford University Petrie department ofthe Univer of Oxford thers te Universi’ jective uf exceliace in seach shah, tnd education by poblshng melvin Oxford New York ‘Auckland Cape Town, Dares Siaam Hong Kong Kaacht Kislathimpur Maria Meltoune. Mexico chy Naot [New bein Shanghal Tape Tovoota ‘with ome in| ‘Argenina Austea_ Brit Chile Czech Republic Eaace Geesce Giatemala Hungary aly span Poland Portagal Singapore South area SwiterlndThaland Turkey Ulgsine. Wit {© oxer University Pres 2013 “The mal sights of theaters have been aterted Database righ Oxford Univer Pes he) Fst published 2013, _Allrights reserved. No part efi publicton may be reproduced sored ina Feel stem, or tasented in ay form or by any msn yao the rior permision n wing of Oxted Univers Dass, a a8 expeeeiy permite by lw, or under ems agreed wh the appropriate vepragrapics ght ‘onjnizaton. Enquiries conceit reproduction outlet scope oth above "Should sett the Rigs Cepartment, Oxford University Pent headdress You must not creat his book in anyother binging or cover an you muse lnnpose tis save condson on 2 segues Bosh brary Cataloguing in Publton Data ara avalible Isen oraossss90z%1 ‘Pratd in Gret Brin by oan Rain 2, Gaegow Acknowledgments ‘GCSEs the rpistered rademark of Cmbrlgefnteratonal Examinations ‘Cover photo: PASIEKAGet Ariwork by 2a Mea and Sein HayaPectectl Welcome to your Complete Physics for Cambridge Secondary 1 Workbook. ‘This Workbook accompanies the Student Book and includes one page of questions for every two pages of the Student Book. Each question page includes several types of question, Some questions ask you to choose words to complete sentences, These questions will help you to learn and remember key facts about the topic. Other questions ask you to identify statements as true or false, or put statements in the correct order. Some of these questions are testing your knowledge, others are asking you to apply what you know to a new situation. ‘There are many questions that ask you to interpret data from investigations, or information from other sources. When you answer these questions, you will be practising important science skills, as well as preparing for the Cambridge Checkpoint test. Some pages include comprehension questions, They ask you to read some information, and then answer questions about it. Many of these questions will help you develop skills of evaluation, Most pages have an extension box. Some of these questions will help you to extend and develop your science skills. Many others go beyond Cambridge Checkpoint Science. They include content from the Cambridge IGCSE® course. All the extension questions are designed to challenge you, and make you think hard, There aren't any spaces for your answers to these extension questions, so you'll need to work on a separate sheet of paper. This Workbook has other features to help you succeed in Cambridge Checkpoint and eventually Cambridge IGCSE: The glossary explains the meanings of important science words. It includes all the bold words in the Student Book, and others. The Cambridge Checkpoint-style questions near the back of the book are excellent practice for the Cambridge Checkpoint test. The exam-style questions show you what you are aiming for. Give them a try! I wish you every success in science, and hope you enjoy the Workbook. 1GCSE ithe registered wademark of Cambridge International ExaminationsStage 7 1 Forces and motion Ww 12 13 14 15 16 17 18 19 1.10 Introduction to forces Balanced forces Friction Gravity Questions, evidence, and explanations Air resistance Planning investigations Tension and upthrust Presenting results ~ tables and graphs Round in circles 2 Energy 24 22 23 24 25 26 27 2.8 29 2.10 What is energy? Energy from the Sun Energy types Energy transfer Conservation of energy Gravitational potential energy and kinetic energy Elastic potential energy Suggesting ideas — energy in fuels Suggesting ideas ~ field studies and models Energy calculations and Sankey diagrams. 3. The Earth and beyond 34 32 33 34 35 36 37 38 39 The night sky Day and night ‘he seasons Stars Our Solar System The Moon Explanations ~ geocentric model Explanations — heliocentric model Communicating ideas 3.10. Beyond our Solar System 3.11 Using secondary sources 3.42. The origin of the Universe 7 8 Stage 8 . 4 Forces and motion 4.1 Speed u 4.2 Taking accurate measurements 2 4.3 Distancetime graphs 3 4.4 Acceleration and 14 speed-time graphs 4.5. Presenting results in 7 tables and graphs 16 4.6 Asking scientific questions 5 Sound 7 5.1 Sound vibrations and 18 energy transfer 7 5.2. Detecting sounds . 7 5.3 Loudness and the decibel scafe n 5.4 Loudness, amplitude, and oscilloscopes 7 5.5 Pitch and frequency 3 5.6 Making simple calculations 5.7 Echoes 24 6 — Light 61 Whatis light? 5 6.2 How do we see things? 6 6.3 The speed of light 6.4 Reflection 6.5 Making measurements: 1 the law of reflection 28 6.6 Refraction: air and water 29 6.7 Refraction: air and glass 30 68 Dispersion 3” 69 Colour 32 6.10 Presenting conclusions: 33 more on colour 7 6.11 Asking scientific questions 35 6.12 Lasers 36 37 38 39 40 AL 4a 43 45 46 47 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63Magnetism A 72 73 74 15 Stage 9 8 The properties of magnets Magnetic fields Electromagnets. Identifying and controling variables Using electromagnets Forces and motion 81 8.2 83 84 85 8.6 87 88 8.9 8.10 8.11 Pressure The effects of pressure Pressure in liquids Using pressure in liquids Pressure in gases Pressure, volume, and temperature in gases, Preliminary work Density Explaining density Questions, evidence, and explanations Turning forces 8.12 Calculating moments 8.13. Planning 8.14 Centre of mass and stability Electricity 9.1 Electrostatic phenomena 9.2 Dangers of electrostatic phenomena 9.3 Digital sensors 9.4 Electric circuits - what can you remember? 9.5 Current: what is it and ‘how can we measure it? 9.6 Parallel circuits 9.7 Modelling electric circuits 9.8 How components affect the current 9.9 Voltage 9.10 Selecting ideas to test circuits 9.11 Energy and power 64 65 67 68 76 7 78 79 80 81 82 83 84 85 86 87 88 89 90 1 92 93 10 Energy 10,1 Hot and cold 10,2 Energy transfer: conduction 10.3. Energy transfer: convection 10.4 Energy transfer: radiation 10.5 Cooling by evaporation 10.6 The world's energy needs 10.7. Fossil fuels 10.8 Generating electricity 10.9 Renewable energy: solar and geothermal 10.10 Renewable energy: using water and wind 10.41 Energy for the future Practice questions Exam-style questions Glossary 102 103 104 105 116 1221 Circle the correct word or phrase in each bold pair in the sentences below. The force that pulls objects towards the surface of the Earth is gravity / air resistance. The forces that slow down objects that are moving on solid ground are gravity / friction and electrostatic force / air resistance. The forces of air resistance / friction and water resistance / gravity will act on anything falling through the air. A force called water resistance / upthrust acts on any object that is floating on water or submerged in water, 2. Astudent drew this diagram to show the forces acting on a boat that is floating on the water. drag thrust Explain what is wrong with the diagram, Label the arrows correctly on the second diagram. 3 A student measures the weight of a bag of bananas with a spring balance. a Describe what is inside a spring balance and explain how it works. b Whats the name of the force that is acting upwards on the bag of bananas? ¢ The person selling the bananas in the market says that they have a ‘weight’ of 1 kg. Explain what is wrong with this statement. Here is a list of forces: weight electrostatic force © magnetic force _— friction —_air resistance water resistance _ thrust _—_upthrust__ tension a Which forces are contact forces, and which are non-contact forces? Explain your answer, Forces can change the speed and the direction of motion of a moving object. b Describe a situation in which water resistance changes the speed of a moving object. Describe a situation in which friction changes the direction of a moving object. zmQo reee CRTs Pabalaneot torces: 1 All of the sentences below are wrong. Circle one incorrect word in each sentence, then rewrite each ‘one to make it correct, a When a gjclistis decelerating uphill the forces on him are balanced. b A cyclist cannot reach terminal velocity going downhill ‘¢ When friction and upthrust are equal to thrust the cyclist is moving at a terminal velocity. 2 Here is a box with forces acting on it. Complete the sentences to describe what will happen to the box. 5N The box will... The box.will .. The box will .. What instrument would you use to measure the forces on the block? 3 Write T next to the statements that are true. Write F next to the statements that are false. Then write corrected versions of the statements that are false. a. The forces on a floating object are balanced. b The forces ona rocket taking off are balanced. The forces on a leaf accelerating to the ground are unbalanced. d_ All objects that accelerate have balanced forces acting on them. Corrected versions of false statements: a Explain what is meant by a ‘resultant’ force. b Copy the table and complete the final column. Thrust of car(N) | Friction (N) | Air resistance (N) _[ Resultant force (N) A 1500 700 800 B 3000 500 100 c 1000) 600 500 o 2500 900 400 © The cars currently moving with a steady speed. What will happen to it in each case?1 Circle the correct word or phrase in each bold pair in the sentences below, ‘The force of friction is measured in newtons / kg and acts between two surfaces that are in contact / not in contact. You can reduce the friction between two surfaces by using streamlining / lubrication. The direction that friction acts is always the same as / opposite to the direction of motion of the object. 2. In some situations it is helpful to have a large force of friction, but in others it is helpful if the force of friction is small. Write the words ‘large’ or ‘small’ in the final column. Example Large or small force of friction The friction between your shoes and the ground when you walk should be . When you brake, the friction between your brake blocks and your bicycle wheel should be ... The friction between the moving parts in a car engine should be ... The friction between a tyre and the road should be ... 3. Match the beginning of each sentence with the correct end of the sentence, Connect the boxes together with lines. Friction .. of fiction. Itiggificut to walk on an icy rely on fiction to work. pavement because .. Matches light because ... -. there is not much fiction. Car brakes ... .. Slows things down. ‘A student is investigating friction. Here is the apparatus that he uses. He puts different materials on the ramp and puts a block of wood on top. Each time he finds the height that he needs to lft the ramp for the block to start moving, a Here are his results, Put the surfaces in order of least friction to most friction. Surface [Height he needs to lift the ramp (cm) wood 15, paper 7 carpet 25, sandpaper 20 b He tries the same experiment but this time with two blocks of wood, one on top of the other. i What would happen to the @ height biel he needs to lift the e ramp now? Eoplain your an answer, ioa. , ee mon) 1. Look at the diagram of the two people at two different points on the Earth. Draw arrows showing the force of gravity acting on each person. N A student is investigating the link between weight and mass. She takes some measurements and puts them in a table. Mass (9) 100 150, 200 250 300. Fill in the unit of weight in the table, b Which weight is incorrect? What is the correct weight? w The top drawing on the right shows part of a ride at a theme park. a Which arrow shows the direction of the weight of the people sitting in the carriage? Write down the correct letter b The bottom drawing to the right shows a different ride where the carriages are upside down, Which arrow shows the direction of the people's weight while they are upside down? Write down the correct letter, This table shows the mass and weight of objects on Earth, the Moon, and on a planet that is not in our Solar System. The gravitational field strength on Earth is 10 N/kg, and is 1.6 Nikg on the Moon. Mass of object | Weight on | Mass of object] Weight on the | Mass of object | Weight on the on Earth Earth (N)_[on the Moon |Moon (N) on the planet_| planet (N) 50g 25 5009 5 2kg 100 25kg 1250 Copy and complete the table. b Calculate the gravitational field strength on the planet. € Is the mass of the planet more or ess than the mass of the Earth? Explain your answer,POT arent tet 1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. ‘evidence . © explanations ideas questions data Scientists ask . . about the world around them. They make ... and use them to develop . Some people think that they are looking for that their . wre correct, but this is not the case. If the . supports their. .. then they are accepted, 2. Newton’s idea about gravitation was very How scientists develop explanations successful. Ask a question, Wihy is the orbit of Uranus a Why did Newton think that there was a not quite a circle? force acting on the Moon? Suggest an explanation | There is another using scientific knowledge. | planet beyond it that is affecting the orbit because of gravity. Test the explanation by collecting data. Check the evidence, Does it support the explanation, The explanation is accepted. b Why was it hard for people to believe that the Earth was exerting a force on the Moon? ae ¢ Copy and complete the table to show how to use Newton's idea to make a prediction. 3. Write T next to the statements that are true. Write F next to the statements that are false. Then write corrected versions of the statements that are false. a. tis possible to prove that a scientific explanation is true, b Newton's law of gravitation explains all observations. Newton's law of gravitation was used to send people to the Moon. d_ If new evidence does not support an explanation, then scientists look for a new explanation. Correct versions of false statements: 8 Bhaskaracharya's idea was that objects exert forces on each other, the force we now call gravity. When Bhaskaracharya told people about his ideas about gravity some people thought that the Earth must be falling down as well, a Can the Earth be falling ‘down’ as well? Explain why this idea is not correct. b How was Bhaskaracharya’s idea about gravity similar to Newton's? ¢ How was it different? |POCoe CEO Ci cistane 1. Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. If the forward force on an object is equal to the forces of . = we say that the forces are . The forces of ........... and. «+ tend to slow moving objects down. You can reduce the force of... .. by making the object more ... N The sentences below describe the forces acting on a parachutist from the moment that she jumps out of the plane until she lands, but they are in the wrong order. A When the air resistance is equal to the weight the parachutist will travel at a steady speed, called the terminal velocity. B The parachutist is travelling slowly, so that she can land safely, The air resistance increases as she accelerates. D The parachutist opens her parachute. E The air resistance suddenly increases, so the parachutist suddenly slows down, F The air resistance increases until it equals the weight of the parachutist and she reaches a lower terminal velocity than before, G As the parachutist jumps out of the plane she accelerates, Write the letters in the correct order. Explain why: a. Birds take on a streamlined shape to dive into water and catch fish. b_ Large parachutes slow you down more than small parachutes. Draw diagram showing the forces acting on a piece of paper being dropped on Earth and on the Moon. b Sketch a graph to show how the speed of the paper changes with time for each situation, i © Anastronaut called David Scott did an experiment on the Moon in 1971. He dropped a hammer and a feather together and they hit the ground at the same time, Explain why. ;On eC ‘Astudent is planning an investigation into the strength of a bridge. She uses a model bridge made of cardboard, She puts masses on a piece of cardboard supported between two piles of books and measures the deflection. deflection The student thinks of some questions to test. The first question that she thinks of is ‘How does the distance between the books affect the deflection?” 1. Write down two other questions that she could answer in this investigation. N She decides to investigate how the distance between the books affects the deflection. What do you think will happen? Write your prediction below. Write down all the variables in this investigation. = Make a list of all the equipment that the student needs. Write a plan that shows how the student can do this investigation. Draw a table for the results. a . ™ Describe one problem that the student might have doing this investigation. Describe how to deal with this problem.Dec eMC) 1 Write T next to the statements that are true. Write F next to the statements that are false. Then write corrected versions of the statements that are false. ‘a An object in a liquid sinks when its weight is greater than the upthrust acting on it. b An object floats when the upthrust is bigger than the weight. ¢ The force holding a climber on a climbing rope is upthrust. dA spring that extends 2cm with a force of 1 N will stretch 4 cm with a force of 2 Non it. Corrected versions of false statements: 2 Accompany that organises bungee jumps has to choose a new bungee cord. They tested three different types of cord by adding weight to the cord until it snapped, They plotted their results ona graph. Use the information on the graph to answer the questions below, ‘a Which cord requires the biggest force to break it? How big is that force? t t extension of bungee (m) b Which cord has the biggest extension? How big 2 is that extension? of : H © 200 40 600 800 1000 1200 1400 1600 ‘weight (N) Five people want to try bungee jumping. ~ The table shows some information about their weights. Family member | Weight (N) © Which cord cen all the people in the table use? Adi 500 Bintang 1000) Citra 750. d_ Which cord cen Bintang not use? Dewi 1300 Elsa 380 Aci and Citra safely do a tandem jump (jump together) with one of the cords. Which one? Two boys take a boat out onto a lake, The lake is shallow at the sides and deeper in the middle. The first boy says As we go into deeper water, the water level on the side of the boat will be higher’ The second boy says “The water level on the side of the boat will not change’ Who do you agree with? Why? aarte reer A student is doing an investigation into air resistance. He makes some parachutes out of paper and attaches them to a small mass. He drops each parachute and times how long it takes to reach the ground. He makes some notes of the times that it takes different parachutes to reach the ground. Area = 20 crn’, time = 15 seconds, Area = 40 crn’, time = 22 seconds, Area = WO em, time = 42 seconds. Area = 80 em, time = le seconds. Area = 100 em*, time = 4 seconds. 1 Draw a table of these results. 0 2% 40 60 8 100 120 o 2 a Plot the results on the graph paper above. Draw a line of best fit. b Explain why you have drawn the sort of graph that you have drawn. d_ Is there an anomalous point? Which point is it? What should the student do about this point? a_ Does the line of best fit that you have drawn go through (0, 0)? b [fit does, explain why it does. If it does not, explain why it does not. ¢ Another student investigates how the type of material of the parachute affects the time that it ‘takes to fall. How would the graph she draws be different from the graph that you have drawn above? Explain your answer,Lec R ULE MSR EL EER OUMILCLLTL ECE costo | | Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. - is constantly changing When an object moves in a circle its .. even though the speed stays the same. There is a force acting on the object acting towards the . of the circle. This is called the . force. Ifyou swing a ball on a string around your head, then this force is provided by ......... .The force of seve Between the . and the Moon provides the .... ... force needed to keep the Moon in a circular orbit. There are lots of situations where things move in circles. This diagram shows a hammer thrower, at * the point that he lets go of the hammer, looking from above. In which direction does the hammer move? You can think about launching a satellite into orbit like this: imagine firing a cannon that is at the top of the mountain. a What force pulls the cannonball to the ground? b_ Explain how you can get the cannonball to go into orbit. € Areal satellite is launched upwards on a rocket. When itis at the correct height a small rocket provides a force that speeds up the satelite, just like the cannonball above. What would happen if the force on the satellite was too big? = This is a ride that you find at some fairgrounds. Explain why the chains are designed to hold many times the weight of a person.Peay DAW toner ey) 1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. ... that we need every day comes from the .. .. that we -» to keep warm, and to keep your body working. re stores of energy. Energy is measured +» OF kilojoules. One kilojoule is .. 2. Here is the energy content of 1 g of some different fuels. Fuel [Energy (K)) | @ Which fuel stores the most energy? coal 20 b Which fuel stores the least eneray? oil 45 ¢ How much energy in joules is there in 1 g of coal? gas 40 d_ What mass of wood has the same energy as 1g of oil? wood 15 e Which fuel stores twice as much energy as coal? 3. Here is the energy needed for some activities. Retivity Energy for a Why does your body need energy even when you are not moving? ’ each minute a of aay | 15 How many minutes would you need to cycle for to bumn off 1007 gycling 5 am football 39 © Why do children need more energy than they use for the activities swimming B that they do each day? * Astudent wants to measure the energy stored in some foods. damp He uses a small amount of each food to heat up a test tube of water. He measures the temperature of the water before and toll tube after he burns the food, a. State the variables that the student will need to control in water this experiment, : b Predict the link between the energy content of the food and the temperature increase, [ needle ‘The student works out from the temperature rise that there are 25 0001 in 1g of peanuts. He realises that not all the 4 p burning nut energy from the food is heating up the water. z hold the ¢ Why does not all of the energy from the food heat up the water? heat resistant mat handle here Is the number that he has worked out bigger or smaller than _the actual valu ofthe energy stored? Explain our nse. | :1 Match the beginning of each sentence with the correct end of the sentence. Connect the boxes together with lines. ‘he process that converts light energy from the Sun into chemical energy is... Wind turbines tum ... Energy in our food . When it rains, water in rivers flows into artificial lakes that .. Energy in fuels comes from the Sun ... Solar panels use energy directly from the Sun... 2 Astudent is tracing the energy in fuels and food back to the Sun. Complete the diagrams by filing in the boxes, 3. We can use enetgy from the Sun directly or indirectly to generate electricity. cla Gals biofuels“ gas petiol' “sola bates a. Which word or words are a direct method of generating electricity? b Which word or words are an indirect method of generating electricity? «to heat water, --- photosynthesis in plants, -.. because biofuels and fossil fuels come from plants and animals. =~. Comes from energy stored in plants, -- Can be used to generate electricity called hydroclectricity ~-- because energy from the Sun rakes air move, Making coal Making meat light energy from] light energy from the Sun the Sun ' 4 +0 J 1 4 } makes coal makes meat Which word or words are not a method of generating electricity? d_ Which word or words took millions of years to form? “Copy the Venn diagram, Sort the words in the box into the correct sections of the diagram. Used to generate electricity from the Sun solar panels fossil fuels geothermal wind power food hydroelectricity solar cells biofuelstae 1 a Complete the table about energy types below using the words from the list. moving: vibrating electrical. light. chemical.» springs thermal lifted up Type of energy Definition/source Gravitational potential energy Kinetic energy Sound energy objects produce this, energy The Sun produces this. energy Hot objects have a lot ofthis. Elastic potential energy ..store this, .. potential energy Found in food and fuels. a energy How energy is transfered in circuits. b Which types of energy are stores? ¢ Which types of energy are ways of transferring energy? 2 Read the information in the box then answer the questions below. Mina gets on her bike to meet her fiend at the cinema, They walk upstairs to find their seat. ‘The music at the start of the film is very loud. They enjoy seeing the people in the film. They go downstairs and leave the cinema. On the way home they buy some food. Each sentence talks about a type or types of energy. What are they? ww ance a Astudent is making notes about nuclear energy but is confused, Write out a correct version of his notes. 1 The reaction that produces energy in the Sun isa chemical reaction. 2 Nuclear fusion happens when uranium breaks down, 3 Nuclear fission happens when uranium combines 4. The fuel in a nuclear power station is hydcogen gas b Explain why the Sun cannot be a huge ball of fire.MENON avait alisio! 1 Which of these statements about energy transfer diagrams are correct? Write T next to the statements that are true. Write F next to the statements that are false, ‘a. They show how energy is transferred in an object or process. b They show how energy is lost or wasted. They show the different types of energy involved in a process. d_ They show how much energy is used. 2. Fillin the boxes to show the energy transfers. afi) chemical energy] —» | energy’ + | thermal eneray a boy riding a bike | aii — | energy + | thermal eneray a battery powered fan| chemical enerqy| —> | energy’ — | sound eneray 3. Choose from this list of objects to complete the energy transfer diagrams below. You do not need to use all the words. 7" Gon lent eds Cabral ee light energy | —> | chemical eneray chemical energy | ——» | soundenergy | + | thermal energy clectical energy | —> | soundenergy | + | thermal energy a_ Draw energy transfer diagrams for the following processes. You eat your breakfast and walk to school. dl You walk up a hill and back down again. * Acandle burning. A loudspeaker in a television. b In which of the processes above does it make more sense to talk about energy ‘transfer’? 4 ¢ Inwhich of the processes above does it make more sense to talk about energy ‘changes’? i d_ Name a process in which thermal energy is not produced. i oeTOnononeray Sonar 1. Use the words and phrases from the box to complete the sentences below. Use each word ‘once, more than once, or not at all. it can only be Energy cannot be . This is the law of... --. of energy. Energy isa bit ike know how much you have to begin with you know that you will have the end. The different .... «of energy are ways of keeping track of where the energy is. Circle the correct word or phrase in each bold pair in the sentences below. a Ina loudspeaker the useful / wasted energy is sound. b Ina fan the useful / wasted energy is sound. ¢ Ina motor the useful / wasted energy is thermal, d_Inan oven the useful / wasted energy is thermal. 3 Here are some diagrams of electrical appliances. a_ Fill in the percentage of energy that is wasted. 80% of the energy 50% of the energy is used to heat is given out as he water sound radio kettle % is 1% is. wasted. b Suggest one way that energy is wasted in each device. © Which device is the most efficient? » * a Use the law of conservation of energy to fill in the table below for four machines: A, B, C, and D. Machine__| Useful energy (J) [Wasted energy (J) _| Total energy () A 25 5 8 2000 2500 c 1500 2500 D 20 30 b Explain how you used the law of conservation of energy to fil in the table. ¢ Ismachine A or D more efficient? Explain your answer, d_Ismachine B or C Jess efficient? Explain your answer,bOTarAY 1 Complete the table by placing a tick (Y) in the correct column or columns for each statement. Gravitational | Kinetic energy potential energy Energy that something has because of its position. Energy that something has because of its movement, This gets bigger ian objectis higher off the ground. Is measured in joules, A fast-moving elephant has lots of this. Awalking mouse has less of this than the elephant has. A student makes a track for marbles to roll down. He lets the marble go from point A. a Atwhich point A, B, C, D, E, or F does the marble have the most gravitational potential energy? b At which point A, B, C, D, E, or F does the marble have the no gravitational potential energy?. 0 ¢ At which point A, B,C, D, E, or F does the marble have the most kinetic energy? Could the top of the loop (C) be higher than point A? Explain your answer. e At point F the marble does not have the same amount of energy as it had at the start. Where has the energy gone? A student has dropped a ball from different heights into wet sand. a Describe the energy changes from the point when he drops the ball to the point where the ball i in the sand and has stopped. Here are some velues for the gravitational potential energy and kinetic energy at different points between his hand and the floor. They are not in the correct order. Point_| GPE () |_KE ()) b Which point A, B, C, or D is the floor? A 0 1 © Which point A, B,C, or Dis his hand? Bf 075 | 0.25 d_ At which point A, B, C, or Dis the ball c 7 o travelling the fastest? D 0.25 0.75sy 1 Write T next to the statements that are true. Write F next to the statements that are false. Then write the corrected versions of the statements that are false. a When materials deform they store chemical energy. b Ifa spring is stretched more, it will store more elastic potential energy. ¢ The springs in a mattress will store less elastic potential energy if someone heavier sits on it. df something does not return to its original shape when we remove the force, we say itis elastic. e When materials deform, the energy wasted is thermal energy. 4 The muscles in your legs act like elastic bands when you walk, Corrected versions of false statements: 2 Astudent is collecting data about the energy stored in [Elastic band _ | Distance travelled (m) different elastic bands used in a catapult. x 150 A student pulls back each band by the same amount. B 2.50 She lets go of the ball. She measures how far the C 1.25 ball travels. D 120 a What are the energy changes from the point when she lets go of the elastic band? o Astudent completes an investigation into Height of drop (em) [Height of bounce (em) _] , bouncing balls, He changes the height that he 50 7 i drops the ball from and measures the height 7 0 i to which it bounces, Here are his results. 750 30 i] a_ Explain why the ball does not bounce back 200 705 i to the same height. 250 v7 i b After the first drop the student expected the next bounce to be 80 cm. Suggest a reason why the student expected it to be 80 cm. When you double the height of the drop does the height of the bounce double, more than double or less than double?1 Here are the stages for doing a practical investigation. They are in the wrong order. Write the letters in the correct order. A Collect data. B Check the data to see if they agree with the explanation. C Ask a question, D Suggest an explanation using scientific knowledge. E Present the data in a table, graph, or chart. 2. Here are some data from an investigation [Biofuel [volume ] Volume Temperature into biofuels. of biofuel |ofwater [rise °C) a. How does the table show that the used (cmm*) | heated (cm) student did a fair test? dry wood 1 10 35 ethanol 1 10 65 b Put the fuels in order of most energy sessed : 2 = stored to least energy stored. 3. Astudent wants to investigate the different types of ball +0 in sport and how they bounce. a Change the boy's idea into a question that he can investigate that starts ‘How does... b Suggest an explanation for why different balls might bounce differently, Ona piece of paper or in your books draw a table that the student could use to collect data. "Here are the headings of some tables that students are going to use to collect data, Investigation A Investigation B Volume of liquid | Temperature change Type of surface | Height of bounce of i fuel used (cm) | of the water (°C) a ball (cm) d For investigation A and investigation B: ; a Suggest the idea that the student is going to test in each case, ‘ bb Suggest what things need to be kept the same in each case. iHulecanunon 1. Draw lines to match the methods for answering scientific questions to the definitions. Methods Definitions field study Make observations over a period of time, or in lots of places at the same time. regular observations ‘Make observations of organisms in their natural habitat, make a model Collect data or make observations in a laboratory. practical investigation Use a computer madel or physical model. 2. Here is a list of questions. Suggest which method could be used to try to answer it. a How has the temperature of the sea changed? b Do lions kill more animals in the winter than the summer? ¢ How will the weather change in the future? 3 Here are some data that scientist have collected about the levels of carbon dioxide in the atmosphere. They were collected in Hawail 7 £0. fee en) every November for over 60 years, Carbon dioxide levels are ‘measured in parts per million or ppm. a = Suggest which method scientists used to collect this data. an = 2000 368 b Scientists want to use these data to predict what might happen 2010 388 inthe future. Which method could they use to do that? ¢ What do the data show is happening to the levels of carbon dioxide in the atmosphere? d_ Do these data suggest that we should not burn fossil fuels any longer? Explain your answer. Some scientist dill down into the ce in Antarctica to [Year before now [CO level (pam) find ice containing air trapped from millions of years 700 000 225 B ago. They analyse the air in a laboratory. Here are 20000 oa fi some of the data that they collected. 60.000 790 i a Whyis it difficult to choose which of the methods 70000 a ‘they have used to collect the data? 20 000 200 i b Is there a pattern in the data? Explain your answer, 7 538 ¢ What is the question that scientists can answer with these data? d_ Suggest a question that scientists cannot answer with these data.Extension: Oar 1. Complete the equations for calculating efficiency by filing in the gaps. energy out ( energy supplied (.. x 100. efficiency (.. 2. Here are some data about some devices that transfer energy. Use the law of conservation of energy to complete the table, then calculate the efficiency of each device, Round up your answer to the nearest whole number. Device Useful energy (J) | Wasted energy!) _| Total energy ())__| Efficiency Tight bulb 5 30 kettle 500 2000) televi 2500 2500) car 100 400 3 Astudent makes some notes about the energy changes in a new energy-saving lamp. He calculates the efficiency of the lamp: Energy in = 107 Useful energy = 2.7 Eficioney = 12 x 190 = 500 a How can you tell from the efficiency that the student has not done the calculation of efficiency correctly? b What other mistake has the student made? Write out the calculation correctly in the space below. 4. A student draws a Sankey diagram for her music player. late Each square reprasents 1 J. : ao a a. Use the information on the diagram to calculate the Pear E y total energy in. elethicall | Sound energy nergy b Use the information on the diagram to calculate the too useful energy out. ; i SF rer energy © Calculate the efficiency of the music player. Round the number to the nearest percent.The Earth and beyond ENC 1 There are many objects that you can see in the night sky. Write the doesnot give letter for each object in the list below in the correct part of the combits the Earth out light Venn diagram. A planet D asteroid B moon E space station C comet / 2. Write T next to the statements that are true. Write F next to the a statements that are false, Then write the corrected versions of the statements that are false. a Allthe objects that we see in the night sky are in orbit around the Sun. b_ The stars in the night sky are smaller than our Sun. ¢ Planets appear to wander across the night sky. 4 The planets we can see without a telescope are Mercury, Venus, Mars, and Jupiter. We cannot see any man-made objects in the night sky. Corrected versions of false statements: 3 Here are some facts about asteroids, comets, and meteors. Tick (/) the correct column or columns. o Comet Meteor Asteroid made of ice and dust made of rock called shooting stars" visible in the night sky bumns up as it enters the atmosphere The time it takes for a comet to return is called its period. Here are some data about two comets. Comet Hale-Bopp | Halley's Comet period 2500 years 76 years last seen 1997 1986 furthest distance from the Sun (compared with distance from Earth to Sun) closest distance to the Sun (compared with distance from Earth to Sun) 370 35 09 06 a When will the comets next be seen? b Whatis the link between the period of the comet and the furthest distance from the Sun? ¢ Which comet comes closest to the Earth? Explain your answer,1 we OU ie ont) AVE PA Look at the diagram opposite. Label the side of the Earth where itis daytime with the word ‘day’. Label the side ofthe Earth where its night-time with the word ‘night’. Label the Earth's axis with the word ‘axis’. Label the north pole with the word ‘north’. Label the south pole with the word ‘south’. eane Here is a diagram showing the Sun's path across the sky. For each of the questions below write the correct letter. Where does the Sun rise? Where does the Sun set? Where is the Sun at midday (noon)? Which direction is South? 2 o cy ‘Where is the Sun in the morning? Where is the Sun in the afternoon? ° Use the words and phrases from the box to complete the sentences below. 0 Use each word once, more than once, or not at all, a mOHE across the sky each on its axis in .. a. The Sun appears to b The Earth ........ time one ... : If you are on the side of the Earth that is facing the Sun itis .. you are on the side of the Earth facing away fram the Sun it is . The Earth spins .... vss- a5 viewed from above. 2 Jengo and Simba are modelling the Earth and the Sun for the other students in their class. They want to explain why we get day and right, Jengo wraps a big map of the world around Simba and moves the map so that Africa is at the front. Simba holds the map in place. Simba stands with his back to Jengo. Jengo takes a big torch and shines it at Simba, Explain how Simba and Jengo can explain day and night with this model. Astudent thinks that the Earth is not spinning because she cannot feel it moving. How would you convince her thatit is? > oNeer Brazos 1 Look at the diagram below. a What do we call the circular path that the Earth takes as it moves around the Sun? b_ How do you know that the diagram is not to scale? northern hemispheres, Position _| Southern hemisphere Northern hemisphere A B c D 2. Circle the correct word or phrase in each bold pair in the sentences below. a When the northern hemisphere is tilted towards the Sun it is summer / winter. The days / nights are longer than the days / nights and the Sun is high / low in the sky at noon. b When the southern hemisphere is tilted away from the Sun it is summer / winter. The days / nights ae fonger than the days / nights and the Sunis high / low in the sky at noon, ‘The weather is warmer / colder in the summer because the Sun is shining for a longer / shorter time and has more / less time to warm up the air and ground. The Sun is higher in the sky so its rays are / are not spread out. Time of suntise 3 Here is some information about sunrise times in a city. Tama 0530 a Is the city in the northern or the southern hemisphere? | Tapal 07:00 uly 08:30 1 October 07:00 b Explain how you worked out the answer to part a. . ‘teacher is showing her class why it is hotter in the summer than the winter. She gets two ‘trays of sand and two lamps and sets them up like this. a_ Inwhich tray will the thermometer show the highest temperature? b How is this demonstration a good model for why it is hotter in summer than winter? Why?1 Write T next to the statements that are true, Write F next to the statements that are false. Then write the corrected versions of the statements that are false. a. You see the same stars all the year round, b_ People in the southern hemisphere and northern hemisphere see different stars. Our star is the brightest star. d. The stars in a constellation are all about the same distance away. Corrected versions of false statements: 2. Here is a photograph that shows the paths of the stars in the sky at night a Explain why the paths of the stars are circles. b Name the star nearest the centre in the southern hemisphere. ¢ Name the star at the centre in the northern hemisphere. d_ Why did sailors use these stars to navigate? 3. This is the constellation Cassiopeia. Here is some information about the stars in Cassiopeia, Light they give out compared | Distance to to the Sun (Sun = 1) the star A 1000 Aad B 60 99 c 4200 613 D 600 228 E 30. 54 a Cassiopeia is a constellation. What is a constellation? b All the stars give out a lot more light than the Sun. Why do they not look as bright as the Sun? ¢ All the stars look about the same brightness even though they give out different amounts of light. Explain why.The Earth erator 1 Tick the boxes for the correct statements about planets. Correct? Allplanets orbit the Sun Pluto is an exoplanet, Dwarf planets do not orbit the Sun. Planets that are further from the Sun are colder than planets that are closer. Ail the inner planets are rocky. Asteroids orbit the Sun between Mars and Jupiter. 2 Here is some information about the planets of the Solar System. All of the data show numbers compared with the Earth, Mercury | Venus | Earth | Mars [| Jupiter [ Saturn | Uranus | Neptune distance from sun_| 0.3871 [0.7233 [ 1 | 1524 | 5.203 | 9539 | 1919 | 3006 time to orbit Sun 024 | 062 | 1 18 11.86 | 2946 | aaor | 16479 diameter oa [oo [4 05 12 94 40 40 mass 006 | 082 | 1 ott [31789 | 9518 [1453 [1714 number of moons 0 0 1 2 >28 30 24 8 Here are the planets put into different order. Identify the order, @ Mercury, Mars, Venus, Earth, Neptune, Uranus, Saturn, Jupiter = order of .... b Mercury, Venus, Earth, Mars, Neptune, Uranus, Jupiter, Saturn = order of .. © Which two quantities would produce the same order? Why? . There are different types of planet. Explain the difference between a planet and an exoplanet. Use the diagram to explain: A why someone might think that Pluto was a planet ii why someone might think that Pluto was nota planet.Extension: The WUC Caro mee Ont Here are some pictures of the phases of the Moon. INHOPOeE a Put the phases in order by writing the letters in the correct order, starting with the full moon. b Which letter or letters show a crescent moon? Which letter shows a new moon? d_ Astudent says that only the part of the Moon's surface that we see is actually lit up by the Sun. How would you correct them? This is @ diagram showing an eclipse. a Label the diagram. b Isthis a diagram of a lunar eclipse or a solar eclipse? Explain your answer. In the space below draw and label a diagram to show the other type of eclipse.Donte Ute ety aoc 1. Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. FROG From the first time that people have looked up at the night sky they have asked . what they saw. They used .-to explain what they saw. Scientists make .. ... of things that they see, These .. they make provide evidence, They use the evidence to develop .. evidence. Sometimes they make a... and use it to explain what they see. N Here is a diagram of the geocentric model but the planets, Moon, and Sun are missing. Add the planets, Moon, and Sun to the diagram and label them. 7 bb Where were the star inthis model? C) o a_ Explain the difference between the stories that people used to make up about the objects in the night sky and models such as the geocentric model. w b_ Why was the motion of the planets a problem for the geocentric model? How did Ptolemy adapt the geocentric model so he could account for the motion of the planets? 4 Why was Ptolemy's explanation so useful, and used for so many years? >, @ a Explain why Greek astronomers could not detect the motion of the stars during the year. Draw a diagram and use it to explain your answer. b_ Why can astronomers detect that motion now?Monn Pen rrore 1. Galileo made observations of the phases of Venus. These observations were made by in 1610 using a telescope. ‘a Apart from seeing the phases how does the appearance of Venus change in this diagram? At the time astronomers were using a geocentric model of the Solar System. observations o usa observations it from Earth rah et Venuss orbit ( Venus’s orbit and Epicyde oe Earth at the center wWY2e2¢ —~D-Faths orbit C A “8 b_ Which of the diagrams above shows the geocentric model? your answer, 2. This table compares True for Copernicus | True for Galileo nieaie and on wanted to talk his about ideas ae ati oe — thought that the Sun was at the column or columns for | centre of the Solar System each statement. used a telescope to make observations Here is a list of observations that provide evidence for models of the Solar System. Sort the observations into those that are explained better by the geocentric model and those that are explained better by the heliocentric model. a a phases of Venus b objects fall toward the centre of the Earth “ ¢ the stars don't seem to move during the course of a year L d_ Jupiter has moons : e the movement of the planets across the sky 24 i I Enquiry: The Earth Pres 1. Look at the information in the table about Aryabhata's explanations of some observations. ‘Answer the questions below. What we see Explanation at the time __| Aryabhata’s explanation movement of the Sun and _ | The sky rotates. The Earth spins on its axis, stars across the sky motion of the planets | The planets move around The planets move on epicycles on the Earth, orbits around the Earth. solar and lunar eclipses | Gods swallow the Sun during | Eclipses are caused by the shadow ‘solar eclipse and the Moon | of the Moon or the Earth. during a lunar eclipse. a Which observation or observations does Aryabhata correctly explain? b_ Which observation or observations does Aryabhata not correctly explain? © Atyabhata lived over a thousand years ago, Suggest two reasons why his correct explanations weren't widely known, 2 The,astronomers in ancient Egypt used lots of astronomical instruments. a What did they use a merkhet for? b How did they measure time? ¢ What is the difference between the observations that they made and the drawings that ancient people made? Here is a timeline showing how the heliocentric model of the Solar System developed. Years ago__ [Where Idea 2860 india The Earth is in motion around the Sun. 2260 Greece ‘Aristarchus describes the heliocentric model in a book. 1862 Greece Ptolemy publishes his geocentric model, 1000 traq ‘AL-Haytham writes about Ptolemy's model. THO Baghdad ‘Al-Shatir improves Ptolemy's model. A 469 Poland, Copernicus publishes the heliocentric model. | a Suggest a reason why it took over 800 years for Islamic astronomers to write about Ptolemy's model. * Suggest why the Islamic astronomers did not work on the heliocentric model.ension: The ern cart Messi 0) 1 Imagine that you could get in a spaceship and travel away from the Earth. Here is a list of things that you would pass. A the edge of the Solar System E the asteroid belt B the Andromeda galaxy F the edge of the Milky Way C the Oort cloud G Proxima Centauri D the Kuiper belt a. Write the letters in the order that you would see them. b_ Which object is inside the Solar System? Why's the edge of the Universe not on the list? 2. Astudent draws a diagram to show where things in the Universe are. She wants to place each object on the list into one of three circles. Mente 5 pigaina Conta inside the Universe but B galaxy—not —F_ star—not the Sun ‘outside the Milky Way the Milky Way Moon 5] inside the Milky Way but € comet H Kuiper belt ‘outside the Solar System ‘uiper D Oort cloud : [inside the Solar System a Why has the student put the three circles inside each other? b Put the letters of each of the objects in the correct place on the diagram. One object is difficult to put into a circle, Which one, and why? € Why would itnot be possible to add ‘planet’ to the list? 3 Aphotographer has taken a photograph of a very large crowd of people, He wants to work out how many people are in the picture. a How could he do that (approximately) without counting each one individually? b How is the method that he uses similar to the way that astronomers count stars?PORT n ee Ce ote | and beyond SEE 1 Thisis alist of places where you can find data about the temperature at noon every day. Some sources are primary sources and some are secondary sources. Tick (V) the correct colurnn Primary source Secondary source data from book in a library data from measurements that you have made data from a field study data on a website data from measurements that someone else has done and given to you 2. Here is some data about galaxies that you can see without a telescope. The information comes from awebsite. Galaxy Distance (light years) | Type Brightness (Sun = 1) large Magellanic cloud 160 000 irregular (no shape) 50 small Magellanic cloud 200 000 irregular (no shape) 10 ‘Andromeda 2500 000) spiral 5 ‘Omega Centauri 18000 spherical 4 Tiangulum 2,900 000 spiral 06 Centaurus A 13.700 000 elliptical 0.08 Bode's galany 712.000 000 spiral 0.04 a. Are the data primary or secondary data? b A student thinks that spiral galaxies are brighter than elliptical galaxies. Is she correct? Explain your answer. Another student thinks that galaxies that are closer are brighter. i Plot the distance and brightness of the first four galaxies in the table on the graph paper. Plot an axis from 0 ~ 3 000 000 light years, and a y-axis from 0-60 for brightness. Does the graph show a link between brightness and distance? iii What could you do to be surer of your answer to part ii? . ‘a. Ail scientists check their data by repeating their experiments. Why? b Ifyou are looking at data that you have found in a secondary source it is important to check them. Why?Coe ea Re 1. Write T next to the statements that are true. Write F next to the statements that are false. Then write corrected versions of the statements that are false. a. The Big Bang theory says that the Universe expanded 14 billion years ago from something smaller than an atom, b The Earth is the centre of the Universe. When astronomers look at galaxies they are all moving towards us. d The Solar System formed about 10 billion years ago. An alternative to the Big Bang theory is the Solid State theory. Corrected versions of the false statements: 2A student is making a timeline about the Whats happening [Time illion years ayo) history ofthe Universe, He takes a strip of cheba ians a paper that is 1m. Solar System formed 5000 a Which events will the student find it tah coded ‘200 dificult to write on his timeline? Why? ! - single-celled organisms 3900 oldest rock 3100 multicellular organisms 630. land plants 550 dinosaurs lived 200 b Another student says that he can solve the dinosaurs died out 65 problem by having piace of paper that is humans exist 05 twice as long, Is he correct? Explain your [today 0 answer. 3 Asstudent wants to make a model of the expanding Universe. He takes an elastic band and cuts it so that he has along piece of elastic. a Explain how he can use the elastic to model the expanding Universe. b How could he use the elastic band to show that galaxies that are further away are moving faster? © Whats the evidence that the Universe is expanding?een 1 Write T next to the statements that are true. Write F next to the statements that are false. Then write the corrected versions of the statements that are false. a To calculate speed you need to know distance and force. b Ifyou use the total distance and total time, then the speed you can calculate is the average speed. ¢ Speed is measured in units such as kilometres per hour (km/h) and newtons per second (N/s). d_ Asteady speed is a speed that is changing all the time. Corrected versions of false statements: 2 A cyclist takes 16 seconds to travel 200 metres. a Calculate her speed. Is this the speed at the start, atthe finish, or the average? b_ Explain your answer. 3 Read the report below. Some of the world’s fastest athletes competed at the Summer Olympic Games in London in August 2012. One of these athletes, David Rudisha of Kenya, ran 800 metres in 1 minute 41 seconds to win the gold medal. This was a new world record. In the same Olympic Games teenager Kirani James of Grenada won a gold medal by running 400 metres in 44 seconds. a Aw long did David Rudisha take to run 800 m in seconds? b_ What was David Rudisha’s average speed for the 800 m? (Round the number up to 2 decimal places.) ¢ What was Kirani James's average speed for the 400 m? (Round the number up to 2 decimal places.) dif Kirani ran the 800 m at the same average speed as the 400 m, how long would it take him? Here are some data about the land speed record. This is Year Speed (km/h) | Speed (m/s) the highest speed achieved by a wheeled vehicle on land. Fgog 63 18 The speed of the cars is measured over 1600 m. a 205 37 a How long would it take a car from 1898 to travel ry 334 8 1600 m? 1947 394 109 b How long would it take a car from 1928 to travel "1964 403 112 1600 m? 1965 893 248 ¢ When did the cars start to use rockets rather than 1983 1020 283 engines? How can you tell from the data? a 7228 341Ono eee ora 1. Two students are dropping paper cups in an experiment about weight and air resistance, One student uses a stop-clock. The other student uses timing gates. Here are their results. Results for student 1: Results for student 2: Number of cups [Time to fall (s) Number of cups [Time to fall (s) 1 073 1 07 2 0.62 2 06 3 0.54 3 05 4 0.43 4 04 a Which student used the timing gates? How can you tell? b Which student will have results that are more accurate? Why? ¢ Here are some times. Put them in order from the most precise to the least precise. 1.45 1.4 1452 1 2A teacher is timing a race between two students. She starts her stopwatch when she hears the gun. She stops her stopwatch when she sees the winner cross the line. a Why will it be cifficult for her to get an accurate reading of the winners time? b Why will it be difficult for her to get a precise reading of the winner's time? 3 Time-lapse photography means taking pictures at certain time intervals. This is how speed cameras work, There are lines painted on the road and the speed camera takes two pictures very close together. Using the lines on the road you can work out distance. a What else do you need to know to calculate the speed? b Ifa speed carrera was not working properly and took photographs too far apart, what would be the problem with working out the speed? € There are two speed cameras, one in an area where the speed limit is 30 km/h and another in an area where the speed limit is 50 km/h. In which one will there be a smaller time interval between the photographs? Explain your answer.aoc nto 1. Look at the graphs A to C below. A 8 c + distance (mi) stance (rm) / dl El iL t JETED Ot234567890 012345678910 “D123 45678910 time (s) time (s) time (s) Calculate the speed for each one. o = How can you tell which speed is fastest without doing a calculation? 2 Abpy races his bicycle along a track. Use this graph to answer the questions. a How many metres did he travel in total? b What was the total time for the journey in seconds? 90 time (s) . ™ A student drops a stone off a tall cliff. Look at the graph of distance against time for the stone. a. How far had the stone fallen after 2 seconds? b How can you tell from the graph that the stoneis falling © faster and faster? 8 ¢ How would the graph be different ifthe student dropped a 5 stone with a bigger area? Draw a line on the graph to show what it would look like, 1 Explain why you have drawn the graph that you have drawn, 60 50 40 0 0COLIC Qo ree ROY 1 Acar’s speed changes from 6 m/s to 18 m/s in 2 seconds. Write T next to the statements that are true. Write F next to the statements that are false. a The acceleration is 12 m/s’, b The deceleration is 6 m/s?, The acceleration is —6 m/s’. d_ The acceleration is 6 mis. 2. Look at the speed-time graphs below. z & speed speed 3 & time time ime time In which diagram or diagrams is the car: a. travelling at a constant speed? | b accelerating? ¢ decelerating? 3. Look at the graph of a bus journey. a Describe what is happening to the motion of the bus between these points: OandA B AandB speed (ms) BandC Cand D 10 12 14 16 18 20 22 24 26 time(s) b Calculate the acceleration of the bus between points D and E. ¢ Calculate the acceleration and deceleration of the bus between points B and C. Describe one way in which the graph is unrealistic.Enquiry: LO eoSe ORE) i | | 1 Astudent collected some data about other students in his class. First he timed how long it took 6 students to count to 50, Anyam took 16 seconds, Ejiro took 20 seconds, Mimi took 17 seconds, Ikenna took 17 seconds, Bayode took 14 seconds, and lyo took 22 seconds. a. Present the results of the experiment in an appropriate table in the space below. On graph paper draw an appropriate graph. Explain why you have chosen to draw the type of graph that you have drawn. Another student measured the heights of six other students and the time it took them to walk from one side of the room to the other. She wrote down the pairs of results like this: 1.35 metres and 7.2 seconds, 1.25 metres and 8.4 seconds, 1.10 metres and 9.1 seconds, 1.00 metres and 9.5 seconds, 1.40 metres and 8.1 seconds, 1.45 metres and 7.1 seconds. a Present the results of the experiment in an appropriate table in the space below. b_ On graph paper draw an appropriate graph. Explain why you have chosen to draw the type of graph that you have drawn. ‘You need to choose appropriate graphs for the data that you collect. Which graph should you plot in ‘each of these experiments? Explain your answers, a Anexperiment to measure the time it take to boil different volumes of water. b Anexperiment to measure the extension of a spring as you add weights to it.Enquiry: ores otc Clon Ufo 1. Here is a table of observations and predictions about rolling balls down slopes. The ball rolls down one slope, along a horizontal surface, and up another slope. Complete the final column. \ LL. \sarve h height, A Observation Prediction Why this doesn’t happen in real life Aball rolling down a slope speeds up and aball rolling up asslope slows down, A ball on a horizontal slope does not speed up or slow down. ‘Aba rolling up a shallower slope will oll futher than up a steep one, The ball will roll up a shallower slope until it reaches the same height. Ifyou remove the second slope the ball will continue to move. The ball will roll forever. 2. Sometimes you can do experiments in science by using your imagination. a What do we call this type of experiment? b Lots of people think that heavier objects fall faster. Ths is because a very famous scientist called Aristotle thought this was the case. Imagine that Aristotle is correct. You have a heavy ball and light ball and you drop them. What will happen? Next you tie the balls together with a piece of string, You drop them again, What will happen? d Finally you stick them together and drop them. What is the problem that Aristotle would have explaining this? @ How does this experiment show that heavier objects don’t fall faster? £ Isit more convincing to see the experiment being done with equipment rather than in your imagination? Explain your answer. ‘a Explain why it takes a large force to get a massive ‘object to stop. 'b Put these objects in order of the force required to produce the acceleration. Why do many people think that you need a force to keep something moving? Mass (kg) | Acceleration (m/s?) A 100 5 B 100 20 c 50 5 D 200 20Sound Anis SADFAt ous acne eS 1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. ai ns waves ‘solids | All sound is produced by something that is Sound can travel through solids, liquids, and gases but not through a. b Sound... consist of. (where the particles (where the particles are further apart). are close together) and 2 Here is a bar chart showing the speed of sound in different materials a A,B and C, 5000 a Which material is a solid? q 4000 =e 3000 b Is material A a solid a liquid, or a gas? 2000 1000 i : " oL f= How much faster, approximately, does sound travel in solids A than in gases? Circle one of the answers below. one thousand times faster one hundred times faster _ten times faster o * When there is an earthquake, waves called seismic waves are produced. => particle motion surface (Rayleigh) wave, Decide which wave is a transverse wave and which is a longitudinal wave, Explain your answer.Lee Con one POC 1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. cochlea . ossicles middle ear oval window inner ear eardrum auditory canal ~ auditory nerve a When you listen to music a sound wave travels along your . and makes your ... .. vibrate. This makes the small bones or vibrate, These bones make up your .. . Make up your : . «The fluid inside the . when the vibration is passed on by the... sound-detecting cells travel down the ... b Which part of the outer ear is notin the list of parts of the ear above? What is its function? vibrates, Signals produced by ++» to the brain, 2 Look at the diagram below. Identify the part that answers each of the questions below. a This part converts the sound wave into an electrical signal. b This part consists of the smallest bones in the body. © This part can be damaged by sharp objects inserted into the ear. These parts make up the outer ear. e. This is the first thing that vibrates when we detect a sound wave. 3 Read the information in the box then answer the questions below. ‘A microphone converts a sound wave into an electrical signal. Microphones have different pick-up patterns. Omni-directional microphones pick up waves that are coming from any direction. Uni-directional microphones pick up sounds from one direction only. a Underline the part of the text that describes what a transducer does. b Do singers us2 omni-directional or uni-directional microphones? Why? ¢ Would you use an omni-directional or uni-directional microphone to measure the sound levels in a classroom? Explain your answer,SUT 1 Ateacher is demonstrating how ear defenders work. She uses a loudspeaker to produce a sound and varies the loudness of the sound. Three students sit the same distance away from the loudspeaker. She asks each student to raise their hand when they can hear a sound, Here are the results: Intensity (dB) [Ear defenders Ear plugs No ear plugs or defenders 5 hand not raised hand not raised hand not raised 10 hand not raised hand not raised hand raised 20 hand not raised hand not raised hand raised 30 hand not raised hand raised hand raised 40 hand not raised hand raised hand raised 50 hand raised hand raised hand raised 60 hand raised hand raised hand raised a Are ear defenders or ear plugs better at reducing sound level? Explain your answer. b Is the experiment a fair test? Explain your answer, ¢ Suggest one improvement to this experiment. 2. There are lots of ways of reducing the risk of damaging your hearing from loud sounds. Draw a line to connect the most appropriate method of reducing risk to each of the situations on the right. Wear ear defenders, Working with loud machinery in a factory. ‘Move away from sound. Put something between you and the sound to absorb it. Reducing the length of time that you are exposed to the sound. Listening to loud music. Living close to a noisy road. Here is a graph that shows the maximum length of time you should spend exposed to different sound levels, a Describe the link between sound level and time. Look at what happens to the time each time the sound level increases. b Explain the link between sound level and time. © Apperson buys a pair of ear defenders that reduces the sound level by 12 dB, How would that affect the length of time that they could wear them: If the noise level is 100 dB? If the noise level is 109 dB? lates ‘maximum recommended time of exposure per day % 88 91 94 97 100 103 106 109 sound level (48)Sound A student has been learning about the properties of waves but is confused. This is what he writes: a The wavelength of the sound is the distance from the middle to the top of a wave. b An amplifier increases the wavelength of a wave. The frequency of a wave is the distance from the top of one wave to the top of the next wave. d_ The amplitude of a wave is the number of waves per second. Rewrite the sentences so that they are correct. a. b c.. d A student is holding a ruler as shown in the diagram. To make a sound she pushes the ruler down and lets it go. a Howis a sound produced? She holds a microphone near the ruler and shows the sound ‘on an oscilloscope. Describe how the student can make the sound louder. ¢ Drawon the diagram to the right the wave that would be produced by the louder sound. If you pluck a string it will make a sound. If you put a box underneath the string, like the box on a guitar, the sound will be louder. a In terms of the properties of a wave, what is the difference between the sound wave that you hear with the box and the sound wave that you hear without the box? b What scientific word means ‘making the sound louder’? Explain how e sound wave is displayed on an oscilloscope. d_ How does the wave produced when there is a box undemeath the string look different on the screen of an oscilloscope from the sound when there is no box?1 2 3 SOT prec anel _ ” sa Circle the correct word or phrase in each bold pair in the sentences below. The pitch of a sound depends on the frequency / amplitude of the sound wave. A higher pitched sound has a higher / lower frequency than a lower-pitched sound. Humans hear sounds from about 20 Hz to 20 million / thousand Hz. The frequency in Hz is the number of waves per minute / second. A guitar has six strings and each is tuned so that it produces a different note. The table below shows the frequencies of the six strings. Guitar string | Frequency (Ha) | @ Explain what is meant by 82 Hz’. Ast 82 ee 2nd 110 b Which string will produce the highest note? 3rd 147 4th 196 Sth a7 © Which string will produce the lowest note? 6th 330 4. The piano key A’ produces a note of the same pitch as the 2nd string of the guitar. If you heard the same note played on the guitar and the piano you could tell the difference between them. How? Hee is a bar chart that shows the range of hearing of five people or animals, a Which of A B,C, D, and Eis not a human? b Which of A, B,C, D, and Eis the youngest human? Which of A, B,C, D, and Eis the oldest human? . A student finds some information about the frequency of notes [Fipe length (m) | Frequency F2) | produced by different instruments that have pipes in them. The [9.5 7330 table below shows the length of the pipe and the frequency of 08 25 | ‘the note produced. 07 26 q a On graph paper, plot the data as a graph. a8 ote | b_ What is the link between the frequency and the length of 09 183 the pipe? 1.0 165 j i ¢ Another student says that the notes produced by longer pipes have a longer wavelength. Do you agree? Explain your answer. rtSere Enquiry: a Site) | 5.6 Making simple calculations 1 Three students do calculations of the speed of sound using this information. “A student is standing 100 metres from a wall. Her friend times how long it takes for her to clap in time with the echo 10 times. That time is 6 seconds. What is the speed of sound?" 200m 100m 200 A oped e © Spd = C tnd = m/s = Wel m/s = 720m a What is wrong with each calculation? b Write out the correct calculation. Is the measurement of time accurate? Explain your answer. “0 2. Read the information in the box then answer the questions below. For many years athletics races have been started with a starting pistol. This is a specially designed handgun that signals the start of the event. A sensor attached to the gun sends an electronic signal to the timing system to start the clock. Itis also connected to a microphone that transmits a signal to loudspeakers located behind each of the runners. In races where the competitors have a staggered start, ike the 200 metres, the loudspeakers are very important to make sure that the competitors all hear the gun at the same time. The starting pistol has now been replaced with an electronic system that sends a signal to each of the loudspeakers and starts the clock without making the sound of a gun. a What can you say about the speed of the signal that is sent to loudspeakers compared with the speed of sound? b Why are the loudspeakers even more important in staggered races than they are in races where competitors are in a line? Mach numbers tell you how fast you are travelling compared with the speed of sound. ‘a. How fast is something travelling if itis moving at Mach 3? b- What is the Mach number for a plane travelling at 495 m/s? ¢ How is an object moving if it has a Mach number less than 1?xtension: Tg 1. a A ship uses sonar to find a wrecked ship. Explain how sonar works. The ship sends out puises of ultrasound 5 seconds apart, Assume the speed of sound in water = 1500 mis. b What is the maximum depth the sonar can detect if the reflections are detected separately? ¢ Why does sonar use ultrasound rather than sound? An ultrasound scan of a baby uses reflections to build up a picture of a baby. Assume that the sound is travelling in water. How long would it take for an ultrasound pulse to be reflected from a baby at a depth of Sem? w Dilip stands a distance from a cliff. His friend Ali stands between him and the cliff. Dilip fires a starting pistol and Ali hears a sound after 1 second, and another sound 3 seconds later. Assume the speed of sound in air = 330 m/s. a How far is Ali from Dilip? 8 “How far is Ali from the cliff? ¢ When would Dilip hear an echo from the cliff? d_ How far is Dilip from the cliff? 4 The table below shows some famous wrecked ships and the depth at which they are found. Name Date lost Where Depth (m) HIMS Titanic (British passenger ship) | 1912 North Atlantic 3800) MV Bukoba (Tanzanian ferry) 1996 Lake Victoria 5 a. The Titanicwas detected by sonar in September 1985, 73 years after it sank. Calculate the time for the echo from the Titanic to be received. Round it to the nearest 0.1. b_ When a ship uses sonar it sends out pulses and receives the echoes. What is the shortest length of time between the pulses that you could use to find MV Bukoba? Explain your answer.Light 11 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. Light travels in .. -.- lines, This explains how ........ are formed on sunny days, how ... +». are formed in cameras, and why there are . in mirrors. You cannot see something unless you have ‘line of sight’ and the light can travel from the object to your eye in a ... cline, Light waves are one of the ways that energy from the Sun . seo the Earth, 2. A student has been learning about shadows and how they are formed. She sets up a torch pointing at a wall. She puts a ball half-way between the torch and the wall. She measures the shadow, it has a width of 20 cm. She then moves the torch, ball, and screen to see what happens to the size of the shadow. a Fill n the gaps in the table below using the phrase ‘closer to’ or ‘away from’. What the student did Width of the shadow (cm) Put the ball half-way between the torch and the shadow. 20 Moved the torch the ball, 30 Moved the torch Moved the ball .. the ball. 15 .e ~- the wall 10 3 Here isa diagram showing some people and some buildings. © >A <*> SLO a Which pairs of people can see each other? 1. 1¥— 1 7 ne 1 b Why can the other pairs of people not see each other? ! t . e student looks at the image of a lamp cn the screen of a pinhole camera, Explain why he sees an inverted image | b The student says that you can make a K the image the right way up by turning the camera upside down, but his friend says that you need to turn the lamp upside down. Who is right? Explain your answer.Paras 1. Join boxes from each column to make three sentences about the way that light behaves. You cannot see through ... -.. transparent materials... ... but you cannot see through them. You can see through ... «translucent materials... --- like glass. Light can get through ... - opaque materials . «+» Tike concrete, 2. Astudent investigates the light-transmitting p 15 cm properties of some materials. ! Fist he put the light meter onthe othe side ope of the material as shown in the diagram. He | ‘upay a reads the light level on his light meter. a i tay box with light mete a Whats this a reading of? ita measure of vy dnt iaht et how much light the material transmits or reflects? ‘Then he put the light meter on the same side as the ray box, pointing it at the material, and reads the light level. b What is this a reading of? Is it a measure of how much light the material transmits or reflects? 3. Astudent shines a light with an intensity of 100 lux Object_| Reflected light intensity (lux) on different materials. She measures the reflected light A 25 intansity using a light meter. B 85 a Which object is probably a mirror? Explain your answer. [ _c 6 b_ Which object is a light-coloured object? Explain your answer. ¢ Which object is a dark-coloured object? Explain your answer. ™ a Some parts of the eye transmit most of the light that hits them, and others absorb the light. ‘Complete the table by putting a tick in one column for each part of the eye. Part of the eye [Mainly transmitted | Mainly absorbed pupil comea tod cells Tens cone cells eyelidExtension: Light In 1638, Italian scientist Galileo Galilei and his lantern opened. assistant performed an experiment to measure i\ the speed of light. They stood on hills several a )) ote kilometres apart. Galileo's assistant opened his lamp and when Galileo saw the light from it, he opened his own lamp, The speed of light is 300000 kris, The distance between the two hil is 3 km. Choose the time delay that you would ‘expect to see in this experiment. Circle the correct answer. second lantern opened when light from first arrives! 10 seconds 2 1 second 1/1000 of a second 1/100 000 of a second Could you detect this time delay with the human eye? Explain your answer. o How far away would his assistant have to be to see a time delay of 1 second? What would be the problem with doing the experiment in this way? a The astronomer Ramer sometimes saw the @} eclipse of lo. This happens when lo moves longer : into the shadow of Jupiter. Explain why, farthon} cere t when Ramer saw the eclipse from Earth, {fc 7 ¢ ithad already taken place. b Sometimes lois 6.2 million km away, and sometimes itis 9.4 million km away. Calculate these distances in light time. € Describe the positions of the Earth, Sun, Jupiter, and lo when lo is the furthest from the Earth. The robot Curiosity landed on Mars in August 2012. Communicating with robots on Mars is difficult, but even more so if you have to take into account the fact that light takes time to travel. Look at the diagram of the inner planets of the Solar System on page 60 of the Student book. Explain why there is a range of values for the distance between Mars and Earth. (Mars and Earth travel at different speeds around the Sun.)1 Write T next to the statements that are true. Write F next to the statements that are false. ‘Then write the corrected versions of the statements that are false. a The image that you see in a mirror is a real image. b If you look in a mirror your image looks as if up and down are swapped over. The reflection of light that you see in a mirror is diffuse reflection. d_ The image of an object in a mirror is the same size and shape as the object. ror than you are. e Your mirror image appears closer to the mirr Corrected versions of false statements: 2. When youook in a mirror you see your image. a Complete the table. Things that are the same about you and your mirror image Things that are different about you and your mirror image b You stand 50 cm in front of a mirror. What is the distance between you and your image? You can achieve magic tricks with the reflection of light. In this trick you can make it appear that a candle is burning in a beaker of water. sexton of las a Whats behind the sheet of glass? b_ Explain why it appears that the candle is burning underwater. ¢ Copy and complete the diagram to show how the image of the candle is formed in the glass. d_ Explain how you can make it look as if an unlit candle is burning. Draw a diagram and explain what you have drawn. top view ‘lass object6.5 Making measurements: the law of reflection 1 Jamaal has done an experiment using a mirror to 4 investigate how lightis reflected. 570 He measures the angle of incidence and the é e angle of reflection. Here ate his results plotted ea ona graph. $ ~ a Which result or results should be repeated? to 7 0 20 40, 60 80, 100 angle of incidence b Why? Where should Jamaal draw a line of best fit? d_ How do his results demonstrate the law of reflection? Explain your answer. e He replaces the mirror with a white screen. The reflected ray is very faint. Why? 2 Look at the diagram. Which of these statements is correct for the reflection of a light ray in a mirror? Put Tin the final column if it is true and F ifit is false. ‘A_[Angle ais always equal to angle b. B__[ Angle bis always equal to angle c C_[Angle cis always equal to angle d. D_| Angle ais always equal to angle d. e E__| Angle a+ angle b = 90 degrees. al i at oe Ni 3 Astudent designs a puzzle that needs the law of reflection to be solved. 7 ‘| Alllof the mirrors reflect on both sides. Use an angle measurer to work out on which side of the box (A, B, C, of D) the ray of | J light will emerge after reflecting off the mirrors. J The ray will emerge on side: — ie “Uneven surfaces like the surface of a stone wall reflect light. INAe te a Ontthe diagram above draw anormal at right angles tothe surface Se where the ray hits it. uneven surface of stone wall b_ Drawan arrow to show the reflected ray. | ¢ Draw another incident ray parallel to the ray drawn above that hits a different part of the wall. d_ Draw another normal and reflected ray to show how this ray is reflected, e Explain why you cannot see your face in a stone wall. besCHOKE andearon 1 students finding out what happens when ight goes fom water into ai. Vv She puts a coin in the bottom of the cup and puts the cup on a table. She walks away until she cannot see the coin at the bottom of the cup. fe a_ Use what you know about how we see things to explain why she cannot see the coin when there is no water in the cup. ee ae b Her friend now pours water into the cup while she is looking at the coin. The coin appears. Use what you know about how we see things to explain why she can see the coin when there is water in the cup. © Complete the diagram of the cup filled with water showing rays from the coin in each case. 2. Mirages are very common in deserts. You see what oh t appears to be a sheet of water a short distance ahead ght ay of you. You don’t need to go to a desert to see a mirage, Ona hot day you often see the same effect on a road. Vv The road in front of you may appear wet or shiny but, however far you travel, you never reach the water hot road because itis an optical illusion. Wfat you are seeing is an image of the sky, which looks lke water to us. a The brain works by assuming that light travels in straight lines. Draw a line to show where the light appears to come from. b As the light travels toward the road is it moving into air that is denser or less dense? ¢ Use your answer to part b to explain why the ray bends as it does. Refractive index tells us how much light is slowed down by a medium such as air or glass. a Complete the table: i Material | Speed of light ina ‘Speed of light inthe | Refractive index] { vacuum (km/s) material (km/s) | vacuurn 300000 1 : ass 300000 200000 i alcohol 300000 1.36 f salt 300000 790000 | b_ Why does refractive index not have a unit? ¢ sit possible to have a material with a refractive index of less than 1.07 Explain your answer,Toran 1. Complete the following sentences using the words from the list. Each word may be used once, more than once, or not at all. Light is . is the angle between the normal and the ... The angle of . +1. (¢)is the angle between the normal and the ay. The ray of light changes direction when it enters the glass block because glass is. .. than air and the light travels more ... The ray of light changes direction when it leaves the glass block because light travels more .... ... in air than in glass. The rays entering and leaving the block are ..... 2. Deepak has been studying what happens when light goes into glass. ' i He measures the angle of incidence and angle of refraction. : Angle of incidence (°) | Angle of refraction (°) 10 7 20 - 1B 30 37 F 40 25 50 31 a What. the angle of refraction if the angle of incidence is zero? b Which result or results does not fit the pattern? Deepak replaces the block with one that has a lower refractive index. Write a prediction that he could make about what will happen to the angle of refraction. ™ Light travels in straight lines but can travel around Material | Speed of light in the corners in an optical fibre, material (million km/s) a_ Explain how you can see around comers but still have the light | a!" 300 travelling in straight lines. Draw a diagram and explain it. diamond 125, b Look at the speed of light in different materials. Write a list | 9!@s8 200 = of the materials with the material that refracts most first and _| plastic 187 the material that refracts least last. water 225Light 1. Write T next to the statements that are true. Write F next to the statements that are false. ‘Then write corrected versions of the statements that are false. a The spectrum is made up of nine colours. b Violets refracted more than red. ¢ Raindrops change white light into coloured light. d_ Light is reflected as it goes through a prism Corrected versions of false statements: The diagram shows a ray of white light being dispersed by a prism, ‘a On the diagram label R where you would see red light in the spectrum and V where you would see violet light. b Draw a circle around the points on the diagram that shows light being refracted. © You can add another prism to recombine the light and produce white light. On the diagram draw where you would put a second prism. w Rainbows can be formed wherever white light interacts with drops of water. This can happen when it rains or over waterfalls, Put the following statements in order to explain how a rainbow is formed. A Different colours are refracted by different amounts as the light enters the drops. B The white light enters raindrops and is refracted. The Sun emits white light, which is made up of all the different colours of light. D As the light leaves the raindrops itis refracted again spreading the colours out even more. E You have to stand with the light behind you to see the rainbow because the light has been reflected from the back of the raindrop. F All the colours of light are reflected from the inside surface of the drop. ifferent colours are refracted by different amounts, and this produces dispersion, Explain why. 3 You must include these words in your explanation: wavelength, frequency, speed. 11. Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all There are three ....... . colours of light: You can combine these colours to make and -All the other colours of the spectrum can be made by mixing different amounts of the . colours, That is why colour television or Computer screens are made of segments that emit . light. A ... vais made of a material that .. the rest of the colours. It is only . colour of light and . cone colour of light. 2 a What do filters clo to light? Complete the diagram to show what happens when light goes through filters. white white white green red light light light light light 0 red filter Coie) Co) Coie) Cred (magenta Mie gh Eo ye light cyan light light light light Is the light transmitted by a filter brighter than, less bright than, or the same brightness as the light that hits it? Explain your answer. » ‘A student makes a spectrum using a ray of white light and a prism. He looks at the colours on a ] screen. Describe and explain what he would see on the screen in each of the situations below. a. He puts a green filter between the ray box and the prism. b He puts a red filter between the prism and the screen. ¢ He puts a blue filter between the ray box and the prism and a red filter between the prism and the screen, |Light : Muneoncla onsen On Colour: 1. Circle the correct word or phrase in each bold pair in the sentences below. We see objects the colour they appear to be because in white light they transmit / reflect some colours of light, and absorb / transmit all the rest. A blue object will reflect / absorb blue light so that the object appears to be blue. it will reflect / absorb all the other colours of light. Objects that appear black reflect / absorb all colours of light and objects that appear white reflect / absorb all colours of light. The diagram shows rays of light reflecting from paper of different colours. Label the arrow to show the colour of light that the paper appears. light light whit white green L Ns light light red LZ wy L i ~ light light blue blue 0 Z LT A child is playing with some coloured building blocks. His brother uses a torch and different filters to shine light of different colours on the blocks, Use the words red, green, blue or black to complete the gaps in the table below. Colour block appears Colour of block | Colour of light hitting object, blue red blue magenta _red black green green a Which light-sensitive cells are being used to make the image? A student is holding out a pen at arm's length. He looks at the pen out of the corner of his eye and it looks black and white. He cannot tell what colour itis. He looks directly at the pen and can now see that itis red. Which light-sensitive cells are being used to make the image now? Are there rods or cones in sections A in the retina? Are there rods or cones in sections B in the retina? Explain your answers to parts cand d. o optic nerve | ino eONT RR aT 1. Read the information in the box then answer the questions below, We know that we see things because light is reflected from them into our eyes. However, this is not the only idea that people have had about why we see things. ‘The first idea was put forward 2500 years ago. This idea was that something comes out of your eye that enables you to see things. Itis called the ‘emission theory’. This is because light is emitted from your eye and you see the object when the light hits it. People thought that if you closed your eyes at night then opened them the light ftom your eyes travels immediately to the stars so r a 4 ~S =2 you can see them. The second idea was that we see things because something from the object comnes into our eyes. This was called the ‘intromission theory’. People thought that the light would take time to travel from the object into your eye. Describe the difference between the intromission and the emission theories. Here are some observations. Suggest whether each one supports or undermines the emission theory, the intromission theory, or both. Explain your answers, i Some animals, like cats, have eyes that seem to light up at night. o ii Someone with weak eyes does not see something better when someone with strong eyes looks at it. You can orly see things in your line of sight’. 2 Newton and Huygens had very different ideas about light. Describe the differences between their ideas. ‘a Describe an experiment that could demonstrate that the emission theory cannot be true, b_ Lots of people still believe the emission theory. Suggest one reason why.Extension: Light 1 Lasers have changed the way that music is recorded, stored, or transferred. a Describe how lasers are used to record music onto a CD. a ° a string of 1's and 0's, which is a binary number. pit The flat sections between pits are called ‘lands’. | j | Asignal made of 1's and 0's is a digital signal. If there is a change in the height then the CD will record a 1. If there is no change it will record a 0, 1010 The diagram above shows the number 1010. This can be converted into a normal, or decimal, number. 1010 is the same as the number 10. Decimal [1 [ 2 7 3 [4 [5 [6f[7]eée)9 i]. Binary | coo1 | ooto | oon | oro | oror | o1v0 | 0111 | 1000 | 1001 | 1010 Time (ms) | Binary | Decimal Rr TTT 0.04 ‘000 i F008 0007 0.12 0011 8} ._} _ 0.16 O10 | 0.20 om co - 024 O10 aL 0.28 0100 0.32 0010 24 }—| 036 ‘001 on 0010 5 01 02 03 04 05 06 Convert the numbers in the table into decimals. ii Plot the numbers on the graph and join them up to make a wave. You can record better quality sound by using more 1's and 0's. What impact would that have on the number of tracks on the CD? The distance between the pits on the CD depends on the wavelength of the light of the laser. If the wavelength is smaller, the pits can be closer together and they can still be read, i Will a red or a blue laser store more songs on a CD? ii Explain your answer,Magnetism Pueteprone ice ciuunanets 1. Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. Magnetic materials such as , nickel, or steel can be magnetised. When you move a magnet near a magnetic material the material will be .. .. the magnet. ... the magnet, but it will never be nails are If the pole that is touching the nail is a north pole, then the end of the nail touching the magnet has . a magnet because each one becomes a magnetised. become a ..-pole. A child has been given a magnetic fishing game. The description says: "This is a game based on magnetism that uses rods to pick up wooden fish from the box.” a How do you know that the ‘fish’ are not made of wood? fish have been made. Puta tick (7) in the blank column if you think that the game would work. The ball at the end of the rod is a magnet and the fish are made of a magnetic material. The ball at the end of the rod is made from a magnetic material and the fish are made from a magnetic material. The ball at the end of the rod is a magnet and the fish are magnets. Explain your answer to b. = Here is a drawing of someone starting to use a magnet to magnetise a rod of metal. a On the diagram: 7 4 + label the magnet i + label the rod ; + draw domains inside the magnet ‘© draw domains inside the unmagnetised rod. The rod is now magnetised. Is A the north pole or the south pole?Never 1. Magnets can be made in lots of different shapes. On each of these diagrams on the left either add the names of the poles or add the field lines to complete the patterns, 2. Draw the magnets on these diagram to show what magnet, or combination of magnets, would create each pattern, Label the north and south poles. Je =e 3. The Earth’s magnetic field enables us to navigate with compasses. In this picture a compass is shown next to a magnet, oa G) You take the compass away from the magnet and hold it in your hand. Imagine you are standing on the equator and follow the instructions below. Write down what you would see. . a You face north and look down at the compass in your hand. Is the north end of the compass needle Bointing in front of you, behind you, to your left or to your right? You turn to face west and look down at the compass again. is the north end of the compass needle pointing in front of you, behind you, to your left or to your right? € You turn to face south and look down at the compass again. s the north end of the compass needle pointing in front of you, behind you, to your left or to your right? “™ Refrigerator magnets are designed to stick to the door of your refrigerator. They are made of a plastic sheet with a picture or phrase written on it that is glued to a piece of magnetic material that has been magnetised. a What must refrigerator doors be made of? Refrigerator magnets stick to the refrigerator door but not to each other. plastic Here is a diagram of how a refrigerator magnet is made. b Which side, top or bottom, is attracted to the refrigerator? HH ¢ Explain your answer. 41. Write T next to the statements that are true, Write F next to the statements that are false. The magnetic field around an electromagnet is the same as the magnetic field around a straight wire. Replacing the iron core of an electromagnet with an aluminium core will make it stronger. Unlike permanent magnets, electromagnets can be turned off. If you change the direction that the current is flowing in an electromagnet, the poles of the electromagnet will swap over. ‘An electromagnet with more coils will pick up fewer paper clips. Permanent magnets are always stronger than electromagnets. aac 2 Astudent investigates the magnetic field around a wire. She puts a plotting compass on the card. a Add arows tothe other cicles to show the dvection that the <-— S2 compass neecle will point if more compasses were placed on SX _— the card. b_ What would happen to the compass needles if she reversed the ——- battery connections? 3 Astudent has copper wire and steel wire, nails made of iron or steel, and a battery. Explain how the student could make an electromagnet using this equipment. 1 ~ A student changes the current flowing in an electromagnet and measures the paper clips that, it can pick up. The solenoid is wrapped around a cardboard tube. These are the results. a Drawa line of best fit on the graph and label it A. b The student doubles the number of coils on L : the solenoid and repeats the experiment. 1) Where would the line of best fit be now? entert 29) Draw a line on the graph and label it B. ¢ He puts a piece of iron inside the cardboard tube and repeats the experiment. Will the line be above or below line A? Explain your answer. number of paperclpsron Arete cn 7s Ring ind controle variable 1. Atable of results for an investigation into the effect of changing the number of coils on the strength of an electromagnet is below. Number [Number of [Number of |Numberof | Average number of coils _|paperclips | paper clips _|paper clips _| of paper clips 5 5 6 7 10 9 8 7 15 u 13 12 20 17, 18 19 25. 21 22 26 30 27 25, 26 35 30 34 32 a Complete the table by calculating the average number of paper clips for each number of cols. b Write a list ofthe variables that need to be controlled in this experiment. 2. Astudent changes the number of coils, voltage, type of core, and type of wire in an electromagnet investigation. Experiment |Number | Voltage of the | Type of Type of | Number of of coils [battery (V)_| core wire paper clips A 10 3 iron copper 4 B 20 6 iron copper 2 Cc 30 3 iron steel 3 D 10 3 aluminium | copper E 30 3 iron copper 2 F 20 3 iron copper a Which experiments show the effect of changing the number of coils? b_ Which experiments show the effect of changing the voltage? ¢ Which experiments show the effect of changing the type of core? d_ Which experiments show the effect of changing the type of wire? 3. Sinta uses large paper clips to measure the strength of her electromagnet. Maharani uses small paper clips instead. a. Will the size of the paper clip affect the strength of the magnet? b Suggest one advantage of using small paper clips inthis investigation. Suggest one advantage of using large paper clips in this investigation.ens Never contacts are touching contacts jump apart electrical supply Itis designed to set off an alarm if the window is opened. Explain how the circuit works. 2. Acircuit breaker is a device that protects an electric circuit from overheating and possibly starting a fire or damaging electrical equipment. This is a simplified diagram of a circuit breaker. 10 The diagram shows the position of the circuit breaker when a reset button normal current is flowing in the circuit. The same current that is flowing in the circuit also flows through the electromagnet. The amature is pushing the contacts together. a. Explain how the circuit breaker stops the current flowing when it gets too big. contact circuit b_ Explain how the circuit breaker can be reset so that the current can flow in the circuit again. 3 How can electromagnets be used in hospitals? cae4 4 Kem s Cn 1 Circle the correct word or phrase in each bold pair in the sentences below. Pressure is a measure of how much force / mass is exerted over a certain volume / area. If the force applied to a certain area is bigger the pressure will be smaller / bigger. If you increase the area over which a force is exerted the pressure will be smaller / bigger. You can calculate pressure using the equation force divided by area / area divided by force. You can measure pressure in newtons / pascals. Use this equation to work out the pressure: a Abox weighs 50 N. Its base has an area of 5 m’, What pressure does it exert? b Another identical box is placed on top of the first box. What is the pressure now? Asnowboarder weighs 300 N, The area of the snowboard is 0.5 m?. Whats the pressure on the snow? w A gfudent is investigating the pressure that a block of wood is exerting on the floor The weight of the wood is 20 N. The block is 10 cm long, 5 cm wide, and 2 cm high. a Whats the biggest pressure that the block can exert on the floor? b Whatis the smallest pressure that the block can exert on the floor? Copy the table. Use the equation above to Force (N) Area Pressure complete the table, Remember to use the correct 20 dem units for pressure and area. 60 75 Nim? i 12 (0.05 N/m? B 15 Nom?OCI LODLE Here are some situations where pressure is important. For each situation say how the ideas of force, pressure, and area can be applied. The head of a drawing pin has allarge area but the tip has a small area. It hurts to walk on sharp stones but not on round ones. You make a deeper footprint in mud than on dry ground, ‘farmer hammers a pole into the ground that has been sharpened. You could use a plank of wood to rescue someone from quicksand. Ifyou hold a heavy bag with a narrow handle it can hurt your hand. If you build a house in a swampy area you need very wide foundations. Hockey boots have studs. Animals that live in muddy areas have big feet. The length of a knife is 15 cm, and when itis sharp its width is 0.05 cm, a Calculate the area of the knife blade. b The cook pushes with a force of 15 N on the blade. Calculate the pressure. Over time the blade becomes blunter. Its width is now 0.15 cm. ¢ Calculate the area of the knife blade. d_ The cook pushes with a force of 15 N on the blade. Calculate the pressure now. eHow much force must the cook use to cut with the blunt knife now?Prem 1. Write T next to the statements that are true. Write F next to the statements that are false. Then write corrected versions of the statements that are false, a. The pressure in a liquid decreases with depth. b The upthrust on an object is larger when it is deeper in a pool. ¢ The bottom of a dam is thinner than the top of a dam. d_ The pressure is bigger at the bottom of a lake because of the weight of water above it. Corrected versions of false statements: 2 a Ateacher has a round flask with holes in it. As she pushes down the water comes out of the holes in the way shown in picture A. Explain why. b_ She repeats the experiment with a flask with no holes. What will happen? Why? 3 Divers have to be very careful when they come up from deep water. Use the words below to explain why. Use each word once, more than once, or not at all. a Asa diver comes up the pressure will . dissolved in the blood will come back out. b Ifthe diver... it will bubble and fiz like .... «too quickly the ..... «leaves the blood so quickly vevesseee ftom a can of fizzy drink. ¢ Adiver can go into a special chamber to avoid getting th The pressure in the chamber is controlled to change slowly from a pressure to a coe Pressure, A diver takes readings of the pressure at different places in a swimming pool, The reading on the pressure gauge when it is at Ais 12 kPa. a How many Nim? are there in 12 kPa? b_ How does a pressure gauge work? ¢ He moves the pressure gauge to B and C. Choose the correct pressure readings from the list in each place, Explain your answers. 12 kPa 24 kPa 6 kPa 18 kPa 1amSOCa 1 Here is a diagram that shows how a car brake Pit brakefuid —_outbut system works. jlinder a Acar braking system is a hydraulic system. What does hy¢raulic mean? aes > input >| force applied “Winder 8 Use the words and phrases from the box to iy foot on complete the sentences below. brake pedal Use each word once, more than once, or not at all. When the driver pushes on the brake pedal the . cylinder A is pushed in. so this pressure is This produces a in the liquid, Liquids are transmitted through the liquid to the .. cylinder, It is very important that there is no. n the brake fluid. The force need to stop the caris much than a person could produce by themselves. The driver applies a force of 300 N to the brake pedal. The area of the input cylinder is 2 cm? The area of the output cylinder is 80 cm’, Calculate the pressure in the liquid. 10 Explain why a braking system is a force multiplier. eo A student thinks that you are getting ‘something for nothing Compare the distance moved by the output cylinder with the distance moved by the input cylinder. Complete this sentence: A small force moves through a distance on the input cylinder and a big force moves through a . istance on the output cylinder. ‘Another hydraulic machine is a hydraulic jack. output finder Itis also a force multiplier. ‘The jack is used to lift cars. Valve 1 opens when the mechanic pushes cown. Valve 2 opens when he pulls the handle back up. Explain why the mechanic has to pump the handle lots of times to lift the car. (Hint: look at your answer to part e of the previous question). reservoir of low pressure oil handle input cylinder valve 2 valve 1 Cohigh pressure ollAree ROL 1. Match the beginning of each sentence with the correct end of the sentence. Connect the boxes with lines. The particles in a gas are ... close together If you compress a gas . spread out. Gas pressure is produced ... you cannot compress it The particles in a liquid are . «=. When molecules collide with a container’s walls, Ifyou try to compress a the particles are closer together. 2. In the diagram to the right where is the atmospheric pressure greatest? Explain your answer. 3 A teacher demonstrates air pressure to the class. She takes a soft drinks can and puts alittle bit of water in it. Then she heats it up until the water is boiling. The students watch as the steam pushes air out of the can. The teacher then quickly takes the can, turns it over and dips the open end in a bow! of water. A short time later there is a loud bang and the can collapses. a When the teacher cools the can some of the steam tums back to water. What happens to the air pressure inside the can? b_ Why? (Use ideas about collisions in your answer) Explain why the can collapses. . ‘a What happens when you drink through a straw? When you suck the straw. There is air inside the straw that is pushing down on the liquid. The atmosphere is pushing down on the liquid. Use these ideas to explain why the liquid moves up through the straw. b There is a limit to the length of straw that you can use to suck the liquid up. It is almost impossible to drink through a straw that is more than 3 m long. Why?Extension: Forces PMID Use the words and phrases from the box to complete the sentences below. Use each word ance, more than once, or not at all. more less increases’ decreases collide with «stick to faster slower. different volume. pressure i The molecules in a gas are moving in . directions, The pressure in a gas is produced when the gas molecules . the walls of the container. When the gas is compressed into a smaller .. ., molecules collide . often with the walls of the container. This means that the pressure .. A student uses a container of water to heat the air inside a flask. The flask is connected to a pressure gauge. pressure gauge rubber tubing Increases, decreases, or stays the same Speed of gas particles fienmomrster Pressure in the flask Mass of particles can —| Volume of gas ae Complete the table to show what happens to the gas in the flask as the temperature is increased. Use ‘the words increases, decreases, or stays the same. Here are three cylinders containing the same number of molecules of oxygen. The pressure in each cylinder is the same, a Whyare the volumes different? (Hint: If the pressure is atmospheric pressure the same the molecules must be colliding with the walls of the container at the same rate.) b A student pushes down on the cylinder containing ‘oxygen at 40°C. What would happen to the pressure? Why? 10°C 40°C 20°C oxygen oxygen oxygen1 Astudent has learned that thermometers work because liquids expand when you heat them up. She wants to do an experiment to investigate how liquids expand. i column of liquid ub Her idea is to put a tube in a beaker of liquid, heat the liquid, and see how much the liquid rises up the tube. Here is some of the preliminary work that she did for her investigation. In each box write down how that preliminary work would help her to plan her experiment. Preliminary work What the preliminary work was for She tried lots of different sized diameters. She tried very hot and very cold water. o She tried lots of different ways of measuring how far the liquid went up the tube. She looked up the hazards of using different kinds of liquids. She tried different liquids. She worked out how many times she would need to repeat her experiment. You are thinking of doing an experiment about the effect of the temperature on the volume of a gas. Describe the preliminary work that you could do and how it would help you to plan your investigation,Seem ey 1 Here are some measuring instruments and the quantities that they measure. a. Match the measuring instrument with the quantity that it measures. Draw lines between them. balance: liquid volume measuring cylinder mass, ruler ‘volume of an regular solid b_ Describe one thing that is important to do to measure liquid volume accurately. 2. Complete the table. Use the correct units of density, Round your answer to 2 decimal places. Material [Mass [Volume | Density helium akg Bm salt 110g 50 cm" stone 2659 | 10cm ‘oxygen akg 30m 3. Here are some statements which describe one method to find the density of an irregular object. A Fill a measuring cylinder or beaker with water. B Find the mass of the object. +0 C Subtract the volume without the solid from the volume with the solid. D Divide the mass by the volume to get the density. E Measure the volume of water in the beaker or measuring cylinder, F Putin the solid and measure the volume again. a Put the statements in the correct order using the letters. b_ Why are there two possible orders for the letters? Write down the other order. e,. of the densest material in the Universe is the material in a neutron star. Very massive stars can form neutron stars when they collapse. The mass of 1 cm is about the same as the population of al the people on Earth. There are 7 billion (thousand million) people on Earth and their mass is about 70 kg each. 4 a Calculate the density of a neutron star. b An elephant has a mass of 3500 kg, 1 cn? of a neutron star has the mass of how many elephants? ¢ One of the least dense materials on Earth is aerogel. Its a very, very light foam. Some people call it ‘solid smoke’. It has a density of about 1 kg/m?, The rooms in a house have a volume of 75 m? and the mass of air in them is 90 kg, Is aerogel more or less dense than air?1. Circle the correct word or phrase in each bold pair in the paragraph below. The density of a solid is bigger / smaller than the density of a liquid. This is because the particles in a liquid are / are not arranged in a regular pattern. The density of a gas is much bigger / smaller than the density of a liquid because the particles in a gas are / are not much further apart than they are in aliquid. 2. Submarines and fish can change their density, so that they can move up and down in the oceans. A submarine uses a tank around the outside of the inner tank where people live. The outer tank can be flooded or can have air pumped into it. Explain how these tanks are used to submerge the submarine, Use ideas about density in your answer. bb xplain how these tanks are used to surface the submarine, Use ideas about density in your answer. 3 Blocks of four different materials are in a tank of water. All the blocks have the same volume. oo i | Write T next to the statements that are true, Write F next to the statements that are false. a Qis the least dense and $ is the most dense. b Sis the densest and R is the second densest. ¢ Qisless dense than P. d_ Ris more dense than P. None of the blocks is less dense than water. ‘The mass of a submarine, including the air inside the inner and outer tanks, is 8 000 000 kg. The volume of the submarine is 10 000m’, When the outer tanks are full of water the total mass of the water in the tanks is 6 500 000 kg. Density = mass / volume. The density of water is 1000 kg/m?. Use this information to explain why the submarine cannot float when the outer tanks are full but can when they are full of air.Enquiry: 's and motion 1 Read the information in the box, then answer the questions below. You have learned about measuring the densities of liquids, such as water, or solids, such as wood. You can measure the volume and mass of the objects and calculate the density using the equation: mass volume How do you measure the density of something much bigger, like a planet? The first person to measure the density of the Earth was a scientist called Henry Cavendish in 1798. He wes very shy and worked at home. He spent many, many hours doing experiments and hardly ever saw anyone else, He did lots of different experiments in chemistry and in physics. He used Newton's law of gravitation to make measurements to calculate the mass of the Earth. He used another scientist's measurement of the volume of the Earth to calculate the density. The result that he got was 5.48 gicm?. The measurement that scientists have made today is 5.513 g/cm? Many centuries later scientists wanted to know the density of things in space, such as stars and black holes. They used observations from telescopes all over the world to put lots of measurements together to work out those densities. They worked out that the density of the Sun is 16.220 g/cm? density = a_ In what way or ways was Henry Cavendish like Al-Biruni? b In what way or ways was Henry Cavendish not like Al-Biruni? ¢ Give one reason why the measurement of the density of the Earth that scientists have measured today is different from Cavendish’s measurement. d Is today’s measurement more or less precise than Cavendish’s measurement? Is today’s measurement more or less accurate than Cavendish’s measurement? Explain your answer, How were the methods for working out the density of the Sun different from the way that Cavendish worked? a_How much more dense is the Sun than the Earth? Choose one of these and circle it: ten times three times twice b A student says that the reason that we get better measurements of things like density is because we have better measuring instruments. Do you agree? Explain your answer. SHE EP eet1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, of not at all muttplier effort load pivot bigger machine force Alever isa simple .... . that acts as a force ... . The lever turns about a .-The force that you apply is called the . _ and the force that is produced is called the ... «To use a small force to lift a big weight you need a lever where distance between the .. veeeand the... is bigger than the distance between the ....... sees and the... 2 a Whats meant by a ‘turning force’? b Whereis the pivot in the diagram of the spanner? Label it P. ut ¢ Which letter A, B, or C is the pivot in the diagram of the spanner door handle? \ d_ Where would you apply the force to the door handle? What would you notice if you applied it atthe other labelled point? w It is much easier to open a tin of paint with a screwdriver than with your fingers, BQ a. Label the pivot in the diagram. b_ Draw an arrow to show the distance from the pivot to the load L. Draw an arrow to show the distance from the pivot to the effort E. Use what you have done to explain why the force you need to open the can with a screwdriver is very small. 2Oem) Tieonw nc 1 Which of these statements correctly state the law of moments? There may be more than one. Write T next to the statements that are true, Write F next to the statements that are false. a The clockwise and anticlockwise moments are the same. b The clockwise and anticlockwise moments add up to zero, € The force x the distance on the lett of the pivot = the force x the distance on the right of the pivot. d The total clockwise moments = the total anticlockwise moments. 2. A student is playing a balancing game. The weight of each monkey is 0.1 N. The distance between holes and the pivot and the first hole on each side is 4 cm. a Calculate the total clockwise moment. b Calculate the total anticlockwise moment. ¢ Is the picture correct? Explain your answer. 4. The student hangs another monkey on the left-hand side under the other two. Would it be possible for her to add another monkey on the right-hand side to balance? Explain your answer. 3 Priya and Tom ere on a see-saw pivoted at the centre. Priya, who weighs 400 N, sits 2 m from the centre on the left. She is balanced by Tom who weighs 500 N. a How far is Tom from the centre? b Draw a diagram of the arrangement in the box below. * The see-saw in the diagram is balanced. What is the value of x?rats SE UR UUL 1 Astudent is playing with a mass that is connected to the end of a spring. He pulls the mass down and lets it go. It goes up and down. The time it takes for the mass to go up and down is called the period. Here is his plan. ‘have decided to change the mats on the end of te spring {wil make te mass bigger and measure the time, spring { wll put my results im a table ike this Mass Time a What is wrong with the table? b Make a list of improvements that he could make that would improve the data he collects. ¢ Youhave been given the following equipment: + a box of springs of different length © ten 100 g masses 8a stopwatch, Plan an investigation to answer a different question from the one that the student was asking above. Write your plan in the box below. ‘a What can you do with your equipment before you start your investigation? b Write down two reasons why doing that is a good idea.Conte ee Ua) 1 Astudent does an experiment with a plastic bottle, He tips the bottle through different angles and measures the angle at which it topples over. Then he adds water to the bottle and measures the angle again. a Here are the results of his experiment. Plot the results on the graph paper. Volume of water (em) | Angle (°) ol —{ - 250 6 - i ees 500 50 7 | 750 40 =) 1 — | | 1000 30 8 30}~ oo | 1250 20 2 | —|-——- 1500 15 toffee 1750 10 of | | | | 2000 10 500 1000-1500 ~—«000~=«500 volume of water (cm) b Write a conclusion for this experiment. Include these words in your conclusion: stable, centre of mass. N Boats come in many different designs. Many boats have large amounts of ballast, or heavy weights in the bottom. Explain why. w This a diagram of a child's toy. The centre of mass is marked with aC.1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. electrons conductors fron negative insulators positive protons neutrons no. some plastic friction a_ Static electricity is the imbalance between ... and .. itis caused by the movement of . b are materials that don’t hold their electrons tightly and the electrons can easily move through them. An example is . < ..are materials that hold their electrons tightly and the electrons do not move easily, An example is .... 2. Astudent charges a rod and holds it over some small pieces of paper. a Is the rod positively or negatively charged? b_ How do you know? ¢_Drawa plus (+) or a minus (~) sign on the top piece of paper “Below the rod. & Explain why you have chosen the sign that you have. e Explain why the paper is attracted to the rod. 3. Here are some questions about using electrostatics. a When you spray a car with paint the car is charged negatively. i What is the charge on the paint? ii What will happen when you spray the paint at the car? ili What is one advantage of spraying a car in this way? You can clean smoke coming out of a chimney. The smoke particles move through the grid and collect a negative charge. The smoke particles are then attracted to a collecting plate. What is the charge on the collecting plate?1. Write down the definitions of these words. a earthing b spark current d tisk 2. Look at the diagram of the filling nozzle being filing nozzle used to fill up a car with petrol (gas or gasoline). a Why can flowing petrol / gas become charged Up? jue ine filing hole — e Sometimes a spark can jump from the nozzle to the car. Why would a spark be dangerous? 2 = = a g 5 q a z & 8 Q a a a 3 2 s 3 — Ss Zz 3 & 8 S z 5 2 Some petrol / gas nozzles have a metal wire connected from the nozzle to the ground along the fuel line. Explain how that would reduce the chance of producing a spark. ° Explain how your answers to parts c and d reduce the risk of damage to drivers or their cars.* wo » Describe how doing putting a lightning conductor on a building reduces the risk of damage. o Describe how sitting inside your car in a thunderstorm reduces the risk to you. y ~~ Read the information in the box below. Lightning and sparks are examples of situations where there is an electric current flowing. The current does not flow through a metal but flows through the air. The air conducts. We talk about different things being insulators but there is only really one perfect insulator, which is a complete vacuum. It is very dangerous to be out in a thunderstorm because you could be struck by lightning, and the current would go through you to earth. a Are there charged particles in the air? Explain your answer. b Whyis a vacuum an insulator? ¢ Which sentence above shows that you contain charged particles? a ae S1. Here is a diagram of a capacitor. a. Label the diagram with the following labels: plates: positive charge negative charge. -dilectiic b What has moved to produce the charge on the plates that you see in the diagram? Ifthe dielectric becomes damaged it can ‘break down’ like the air does when lightning strikes. What would happen to the charge on the plates? 2. Circle the correct word or phrase in each bold pair in the paragraph below. A touch screen on a phone is an example of a device that uses a capacitor / CCD. When you bring your finger close to the screen your finger acts as one of the plates / terminals and a sensing circuit works out the position / temperature of your finger. The camera on a phone is an example of a device that uses a capacitor / CCD. Light hits a grid of devices that produce charge / current. Each of the squares is a capacitor / pixel. 3 Here are some statements about how an image is produced and processed in a digital camera. A Starting in one corner the charge on each square is moved off the CCD. B Light enters the camera, lat signal can be stored or sent to a computer or other device. D The charges on each square are converted into a digital signal. & When the light hits a square on the CCD charge is produced. a They are in the wrong order. Write the letters for the statements in the correct order, b Explain why there is a delay between taking one photograph with a digital camera and taking the next photograph. ™ A teacher is showing the class an experiment with electric fields. She connects up two plates to a power supply, and 2 puts a candle between the plates, 1, a What is an electric field? - no charge charge b How can you tell that the candle flame contains charged particles? ‘on plates ‘on plates ¢ The charge on the plate on the left is negative, and the charge on the plate on the right is positive. What is the charge on the particles in the flame? The teacher carefully moves the candle around between the plates. The candle looks the same. What can you say about the size ofthe electric field between the plates? i Hy1 Draw lines to match each component to its picture and symbol. ‘open switch @ CA Sy motor ® lamp Se & ammeter @) ie, voltmeter Co) Fy battery oo J cell 4 I | BE 2 Here is a list of objects. Which will conduct electricity? Write each object in the correct columns in the table. +0 metal Spoon ~ wooden spoon. plastic spoon piece of gfaphite (catbor) aluminium foil iron nail ° “paper cup plastic bag Conductors Insulators 3. Explain why: a. The wires that you use to make circuits are made of metal. b The wires that you use to make circuits are covered in plastic. The pins of aV plug are made of metal. d_ The outside of a plug is made of plastic. ‘A student makes a circuit to test whether a material conducts electricity using a cell, a lamp, and some wires. a Drawa circuit diagram and explain how it works. b Another student says that if the voltage is big enough even the air will conduct electricity, Is he correct? Explain your answer,Electricity Match the beginning of each sentence with the correct end of the sentence. Connect the boxes together with lines. The currentin a wires... ~- In amperes, or amps. Inside a metal wire .. «x. the charge flowing per second. There are 1000 milliamps .. provides the push to make the electrons in a wire move. You measure current... <= i.one amp. The battery ... =a. there are lots of electrons that move. Look at the circuits below. A 8 ¢ D E &- a Inwhich circuits are the bulb or bulbs lit? b For each circuit in which the bulb or bulbs are not lit, explain what you could do to make them light. Which of these statements about current in a series circuit is true? Write T next to the statements that are true. Write F next to the statements that are false. a. The current is bigger closer to the battery. b If there are two bulbs in a circuit the first one will use up more current than the second one. ¢ The reading on an ammeter on one side of the battery will be the same as the reading on the ammeter on the other side of the battery. d_ Each bulb will use up a little bit of current. In this circuit the reading on ammeter 1 (A,) is 2A. a Whatis the reading on ammeter 2 (A,)? b_ Whats the reading on ammeter 3 (A,)? What can you say about the current through the battery?1. Here are some problems that students want to solve by building the correct circuit. Draw the circuit diagram that they could use in the boxes below. You need to decide which are series circuits and which are parallel circuits. T want to make a torch that can be switched on or off and has one bright bulb. | want to have a pair of lights in my bedroom that tum con together. | need them both to be bright and I don’t ‘want both going off if one bulb blows. 1 am wiring two lights in my daughter's room. Tike her to be able to tur the lights on and off individually but | want my own switch that turns them both off 2. Here are some parallel circuits, 7 10 A c ° 2 @ Lt LU @ x a & a Which circuits the odd one out? ... b Why? 3. Astudent has made some measurements of the current in three branches of a parallel circuit and the current near the battery. She investigated three different circuits A, B, and C. Her table is not complete. Circuit | Current in Current in Current in Current next to branch 1 (A) branch 2 (A) branch 3 (A) battery (A) Ot 02 05 8 03 04 08 c 06 Ou 04 a Complete the table. b Explain why the current is different in the branches of each circuit.See nara Thy feos VOWEL E-O1c CreeC HSU 1 Astudent wants to make a model for a series circuit using a bicycle. He starts to fill in a table comparing the bicycle model with a water model for a circuit with a bulb, ammeter, and battery. In the water model the pump pumps the water up al ‘a Complete the table. ind it falls back down. waterfall bicycle model water pump model Circuit Water model Bicycle chain model electrons chain links battery pump conducting wire [pipes bulb vertical pipes current speed of chain motion b_ How would you put a switch in the water model? ¢ How would you put a flat battery in the bicycle model? o In each case draw the circuit diagram in the space pr Astudent describes how she models circuits using the rope model. rovided. Then write down what you would see happening if you connected the circuit. Student 1 pulls the rope and student 2 and student 3. | Student 7 pulls the rope in one direction, and hold the rope. Student 2 holds more firmly than student 2 pulls the rope in the opposite direction, student 3. Student 3 holds the rope, Circuit diagram: Circuit diagram: Here is a circuit diagram for a parallel circuit, {ile Explain how you would model this circuit with: a. students carrying sweets. @ b the rope model,Circle the correct word or phrase in each bold pair in the paragraph below. Ina series circuit increasing the number of bulbs will make all the bulbs brighter / dimmer / the same brightness. In a parallel circuit if you add another bulb the other bulb or bulbs will be brighter / dimmer / the same brightness. If you add another cell in a series or parallel circuit the bulbs will be brighter / dimmer / the same brightness. If you add more bulbs in a series circuit you are making the resistance bigger / smaller / the same, and this will make the current bigger / smaller / the same. In a parallel circuit the current in the branches adds up / cancels out to the current through the battery. N Look at the circuits below. tn which of the circuits are the bulbs ‘normal brightness’? For circuits A-D give the circuit and the number of the bulb (e.g. A1). For circuits € and F just give the letter (e.g. F). 8 ¢ 1 HI {i A 8 ¢ ® ® Vv) o> W xz Vv) iF ® tT @ © Copy and complete the following table to show how the brightness of the bulbs and the readings on the meters, is different in circuits B and C compared with circuit A. In B compared with A | In C compared with A a the brightness ofthe bulb or bulbs ; the reading on the voltmeter the reading on the ammeterUse the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. “current. “voltage “energy volts push’ pull charges “resistence. voltmeter If the voltage is bigger, more .. . of a cell tells you the size of the that the cell will give to the . that flow in the wires. The ... +. flowing produce a .. .-will be transferred to the components by the . Voltage is measured in... using a... Here are some ways of connecting a voltmeter in a circuit. The battery has two cells, and each cell has a voltage of 3 V. 1 | a What is the reading on the voltmeter connected to } positions 1 and 27 b What is the reading on the voltmeter connected to 10) positions 3 and 4 when the switch is open? ¢ What is the reading on the voltmeter connected to positions 5 and 6 when the student closes the switch? Write T next to the statements that are true. Write F next to the statements that are false. a Avvoltmeter is always connected in series with a component. b Avoltmeter is used to measure voltage. ¢ You measure the voltage through a component and the current across a component. d_ The voltages across two components in series will add up to the voltage across the battery. @ Two cells of 1.5 V each would always add up to 3V. Look at the circuit below. What would happen to the following when the A } switch is closed? athe brightness of each lamp? b the reading on voltmeter 17 the reading on voltmeter 22 d_ the reading on voltmeter 3? e the reading on the ammeter? 11 Circle the ideas below that you can test by collecting data. a How does the current change if | change the number of bulbs in a series circuit? b Which battery is better? ¢ Does the time it takes for a light bulb to blow depend on how many times you turn it on and off? N A student decides to investigate the effect of changing the current in a coil of wire. Wires get hot when a current flows through them. He decides to put a coil of wire in a beaker of water and measure how hot the water gets. ‘Complete the table below to show how he can do this investigation. Independent variable Dependent variable Variables that he needs to control Preliminary work he needs to do Equipment that he will need Diagram showing how he will set up the equipment Hazards and how to control risk Table of results that he will need to draw ‘Two students are discussing different ideas that they could investigate. Here is a list of those questions. Which is the most powerful light bulb? How long does a 1.5 V battery last? How does the type of wire affect the current through it? How big a voltage do you need to ‘blow’ a lamp in a circuit? Which is the odd one out? Why? Identify one idea that you have investigated that is similar to the odd one out, ore RUN ee— _ 1 Write T next to the statements that are true. Write F next to the statements that are false. Then write corrected versions of the statement or statements that are false. a LampA that emits 500 J of light energy in 10 seconds is more powerful than lamp B that emits 60 J in 1 second. b A motor that produces 750 J of kinetic energy in one second is less powerful than a motor that produces 1200 Jin 2 seconds. ¢ Abuzzer that emits 250 J of sound energy in 5 seconds has the same power as a buzzer that emits 200 J in 4 seconds. d_Attorch bulb that emits 50 J of light energy in 10 seconds is less powerful than a torch bulb that emits 75 J in 15 seconds. e There are fewer watts in a kilowatt than in a watt. Corrected versions of false statements: 2. Calculate the power of each device and complete the table. Device Energy (J) Time Power shower 60 000 1 minute refrigerator 1800 000 ‘hour low energy lamp 252 000 Thours hairdryer 576 000 12 minutes a How much energy in joules does a 10 KW shower use per second? b_ How much energy in joules would a person having a shower use in 10 minutes? ¢ How long would it take the same shower to use 20 kJ? = A cirl uses a hairdryer to dry her hair. The power of the hairdryer is 800 W. a What is the power in KW? b She uses the hairdryer for 30 minutes per week. How many hours is 30 minutes? Calculate the energy in kWh, ¢ It costs 10 rupees per kWh. How much does it cost to use the hairdryer?OTe 1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all energy The time it takes to heat some water depends on the . Sas eR ay “fonget’ shorter’ ~~ ‘temperature’ - cof water you are heating, and ‘that you want to the water to reach. It takes a. fime to heat . of water because it needs more . Itwould also need to heat the same of water to a higher ... 2. Explain why: It takes longer to heat a cinema to the same temperature as a house, b It takes longer to boil a pan of water than to heat a pan of water to 50 °C. ¢ Rewrite this sentence so that it is correct: ‘The energy stored in the Sun is 6 million degrees C.’ 3 Complete the table by ticking the one or both columns for each statement. 18 Thermal energy | Temperature Measured in joule. Measured with a thermometer. Does not depend on how much material there is. Measured in degrees Celsius Increases if you heat something for longer. 4 It takes 4200 J to raise the temperature of 1 kg of water by 1 °C. a How much energy in kJ would it take to raise the temperature of 1 kg of water by 2 °C? b_ How much energy in kJ would it take to raise the temperature of 3 kg of water by 1 °C? It takes 4.2 kJ to raise the temperature of 1 kg of water by 1 °C, but it only takes 2.1 kJ to raise the temperature of 1 kg of cooking oil by 1 °C. Which of the statements below is true? a It takes more energy to heat 1 kg of oil from 20 °C to 30 °C than it does the same mass of water from 20 °C to 30 °C. b 11kg of oil would reach a higher temperature than 1 kg of water if heated for the same length of time. (Assume the starting temperature is the same.) It takes roughly twice as much energy to raise the temperature of 1 kg of water by 10°C as it does to raise the temperature of 1 kg of oil by 10 °C. Ort1 Write T next to the statements that are true. Write F next to the statements that are false, Then write corrected versions of the statements that are false, a Liquids are poor conductors. b Things that fee! warm conduct thermal energy away from our hands. ¢ Wood and plastic are insulators. d_ The particles in a metal that is hot are vibrating less than the particles in a metal that is cold, Corrected versions of false statements: 2. Astudentis investigating what makes @ good insulator. She wraps different materials around a can of hot water and measures the temperature drop of the water over 10 minutes. Here are her results. Material Temperature drop (| 4 Which material is the best insulator? Paper 20 7 ° : b Which material is the worst insulator? cotton 14 foam 6 wool 18 € The student cuts a piece ofthe best insulating material She notices that there are lots of pockets of air init. Explain why that will help the material to insulate the cup. °° 3 A teacher is showing her students how metals conduct. She dips the ends of three metal rods in melted wax and then sticks a drawing pin to the end of each rod. She heats the other ends of the rods with a Bunsen burner, — Metal Time for drawing pin to drop off (s) copper 60. iron 380 aluminium 200 Co Are these statements true or false? The drawing pin drops off the rod that is the best conductor firs. bb Ifthe rod was made of an insulator the drawing pin would not drop off ¢ Look at the times that it took for the drawing pins to drop off. Put them in order of best conductor to worst conductor.tray woeudey . sas 4 1 Use the words and phrases from the box to complete the sentences below. Use each word ance, more than once, or not at all. .... This means that its density ... air moves in to take its place. This ‘When air is heated it... and... movement of air is called a .... A student is doing an experiment about convection, She puts a purple crystal in the bottom ofa beaker of water and heats it from below, On the diagram draw what she would see after a few moments, b What is produced in the water when it is heated? She takes another beaker and fills it with water. ice cube This time she puts an ice cube made with purple water on top. us : On the diagram draw what she would see after a few moments. | A teacher is demonstrating convection in ait. vi The diagrams show an experiment that demonstrates convection in air. The smouldering rag produces smoke. a Add to diagram 1 what you would see soon after the experiment started. b Add to diagram 2 what you would see when the experiment has been running for several minutes. simouldering smouldering rag or taper rag or taper {t+ Explain why you have drawn what you have on the drawings. “Explain why: a_ Inan experiment to compare how well different materials insulate a beaker of water, you must put a lid on the beaker. b A bottle of water will cool quicker if you put it in the bottom of a refrigerator rather than the top. ¢ Food cooks quicker at the top of an oven rather than at the bottom.Energy ener ae isore ath 1 Read the information in the box then answer the questions below, You can help to locate survivors of an earthquake using video cameras and thermal imaging cameras. A video camera on the end of a flexible pole is squeezed through gaps in the rubble to help locate survivors. A thermal imaging camera can be used to find people as their body heat warms the rubble around them. a What is the difference between a video camera anda thermal imaging camera? b_ Explain why it would be more difficult to find someone using a thermal imaging camera if parts of the building were burning, © Would a thermal imaging camera ‘see’ someone trapped behind a metal door? Explain your answer. Describe one advantage of using a thermal imaging camera compared with a video camera. 2. The Earth's sister planet is Venus. Venus is about the same size as the Earth but it has a very different atmosphere. The planet Mercury has no atmosphere. Earth Venus Mercury. atmosphere 78% nitrogen 96% carbon dioxide [none 21% oxygen 3% nitrogen 1% other gases including | 1% other gases carbon dioxide density of atmosphere [1 56 0 compared with Earth temperature 20°C BO°Ct0+50°C) | 462°C =183 °C to +467 °C Use the information in the table to explain why the average temperature on Venus is so much higher than on Earth, Use the information in the table to explain why the temperature on Mercury varies so much more than the temperature on Earth. "a. Copy and complete the table of the waves of the electromagnetic spectrum. radio visible b_ Gamma, X rays and ultraviolet are more dangerous to the human body than radio, microwaves and infrared, Suggest why.bites Energy PAO Gooling 1 Write Tnext to the statements that are true. Write F next to the statements that are false. Then write corrected versions of the statements that are false, a. The average speed of molecules in a liquid is the fastest speed. b When a liquid evaporates the average speed of the molecules in the liquid decreases. cc If the temperature of a liquid becomes lower, the average speed of the molecules in it will be bigger. d. All liquids evaporate at the same rate. Corrected versions of false statements: 2 A nurse in a hospital is giving a child an injection. She wipes some ethanol (alcohol) on the child's arm before she gives the injection, a Why does the child's arm feel cold when she puts ethanol on it? b Water on your arm doesn’t feel as cold as ethanol on your arm, Explain why. air from 3. Ateacher demonstrates what happens when a liquid > evaporates. He sets up this experiment. Blowing air through ether (a special chemical) makes it evaporate quickly. a After a while the water under the beaker turns to ice. Why? \ b_ How does this experiment show what happens in a refrigerator? ether small amount of water insulating base Here is a graph that shows the number of molecules with different speeds in a liquid at two different temperatures. a_ Explain what the graph shows about the speeds of 4 low temperature molecules in aliquid at a lower temperature compared? g 3 with the speed of molecules at ina liquid a higher : 7 & high temperature ‘temperature. i Za bs the average speed of the molecules higher or lower at i) a higher temperature? i 5 cc Explain why warm water evaporates faster than cold 5 water, speed of molecules1. Here are two pie charts showing how the way that we generate electricity has changed. other _ other On] 07% 2007 2.6% hydroelectric Idole 15.6% bee 7 15% 40.0% nuclear rucear % 13.8% gas 13.3% 639 7 20.9% 20.9% oil 5.6% a. Which of the fuels in the pie charts are renewable (ignoring ‘other')2 b_ Which of the fuels in the pie charts are non-renewable (ignoring ‘other’? ¢ Look at the percentages on each pie chart and complete the table below. (Hint — the change in use will be negative if use has decreased, and positive if it has increased.) Fuel [Percentage use in 1971 | Percentage use in 2007 _| Percentage change in use coal il os nuclear hydro d_ List the fuels in order from the biggest drop to the biggest increase (ignoring ‘other’ in use. fe. Astudent thinks that the use of non-renewables is decreasing and the use of renewables is, increasing. Is he correct? Explain your answer. {If the change continues, which fuel will we not be using at all 20 years from now? 9 Suggest one way of generating electricity that could be in the category ‘other’. Look at the pie charts above, ‘a How many years are there between the two dates? b Calculate the percentage change per year for each fuel by dividing the percentage change by the ‘number of years. Round up your answer to 2 decimal places.tase LOE aE Ossiiud]s A! 1. Use the words and phrases from the box to complete the sentences below, Use each word once, more than once, or not at all. Coal is made from .. .. Which grew in swamps .. When they died they fell into the swamp and were covered in . turned to coal, years the 2 Complete the table by placing a tick (/) in the correct column, True for the coal True for oil__| True for both Took a very long time to form. Made from trees. Made from sea creatures. Can be found underground. Formed as a result of heat and pressure. 3 Here is a list of statements about how electricity is generated in a fossil fuel power station. They are in the wrong order. ‘A. The turbine drives a generator. B Water is heated to produce steam. C A fossil fuel is burned. D The steam drives a turbine. E Electricity is generated. a Write down the letters so that the statements are in the correct order. 20) elecical 1004 ‘energy - ; - cherrical b Here is a Sankey diagram of fossil fuel power “energy station. Complete the missing labels on the diagram. How efficient s the power station? , energy a Make a table that shows the pros and cons of using fossil fuels to generate electricity. i There should be at least three statements in each column. b_ Why is it not possible to say exactly when fossil fuels will run out? © Explain why itis not possible to make more fossil fuels, :bora Merautimelec 1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. You can generate electricity by moving a .. size of the voltage depends on the .... +++, of the movement and the ... of the magnet, b Ina model generator a .. .. rotates between the .. ... of a magnet. with .. . turns is used the voltage is greater. Spins «. .-u the voltage is greater, 2 Astudent moves a coil towards a magnet and sees an induced voltage on the voltmeter, What would she notice about the induced voltage if: a She moved the magnet towards the coil ata slower speed? b She moved the magnet towards the coil at the same speed? c ghe turned the magnet round and moved it towards the coil? 3. Here is a diagram of a simple model generator. a Label the coil and magnets. b Show how you would connect a voltmeter to measure the induced voltage. Which of these statements about the generator are true? Write T next to the statements that are true. Write F next to the statements that are false. i In areal generator the coils don't move but the magnet does. ji Areal generator contains a permanent magnet. iii_A real generator is much smaller than the model generator. . A teacher wants to demonstrate that the Earth has a magnetic field by generating electricity. She takes some students outside and they all line up. She gives them a very long piece of wire to hold and connects. the end of the wire to a voltmeter. The students move their arms up and down and the needle moves. a Ifthe needle moves left when they move their arms downwards, which way does it move when they move their arms up? b Why does the teacher need to use a very long piece of wire? c_Is there anything that the teacher could tell the students to do to make the reading on the voltmeter bigger? 1Fonte 1 Use the words and phrases from the box to complete the sentences below. Use each word once, more than once, or not at all. is the main source of .. va energy into . itis energy is a .... energy source. o «to heat ........ Solar panels use the Sun's . Solar cells and solar panels do not produce . 4. The disadvantage is that they do not produce energy when itis Kenya has lots of geothermal power stations. Here is a diagram of a geothermal power station. a Label the three arrows. Use these words or phrases: hot water, cold water, generator. A student thinks geothermal power stations do not contribute to climate change. Is that true? ‘What would you say to her? > ..to the light source and when the light source is «+ for the Earth. A solar cell transfers . energy. The output of a solar cell increases when vas Solar vv flowing through copper pipes. .. gases that can cause climate change. ae ©. Some places are more suitable for geothermal power stations than others. (Hint: Think about what you have learned about the structure of the Earth's crust.) Where is the best place to put one? Explain your answer. w Here are some advantages and disadvantages of renewable energy sources for generating electricity. Which apply to solar, which apply to geothermal, and which apply to both? Tick (V) the correct columns. ‘Advantage or disadvantage Solar Geothermal Both {tis unreliable, Itdoesn’t produce much carbon dioxide when running, tis expensive to produce/build. Itwon’t run out, BgNOG Ren cable’ Sosy 1 Match the beginning of each sentence with the correct end of the sentence. N Connect the boxes together with lines. Hydroelectricity ... ‘when they are being manufactured. ‘When water falls through turbines in a dam ... ‘can destroy habitats when valleys are flooded. ‘Atidal barrage contains turbines and generators... electricity is generated by wave power. Wind turbines produce carbon dioxide .. electricity (called hydroelectricity) is generated. When water moves into a chamber on a shoreline ... -.. to generate electricity when the tide goes in or out. The table shows the electrical power generated by A wind generator produces electricity when the wind is blowing. the wind for different wind speeds. Wind speed (km/h) 0 2 5 8 iM B 15 20 0 0 1 Power generated (watts) 50 | 600 | 1000 | 1120 [ 1170 [ 1170 Plot the data from the table on the graph. Draw a line of best fit through the points on the graph. What is the lowest wind speed needed to generate power? so a What is the maximum power generated by the wind? Use the graph to estimate the power generated when the wind speed is 7 km/h. State one advantage of using only wind power as a source of electrical power. 0 5 15 10 20 wind speed (kevh) Here are some data about wind, wave, and tidal power. q : Wind ‘Wave Tidal Coal i power output of largest power station (MW) 1020 2.25 254 5780 : typical power station (MW) 500 03 20 1000 a Why is it dificult to generate electricity from waves? b_ Which of the renewable sources has the largest € Give two disadvantages of using this source to dd Why is it unlikely that there will be lots of tidal average output? generate electricity. power stations in the future?nary I for the future 1 A farmer is thinking of installing some alternatives to generate electricity. Calculate the payback time for each one. Type Cost to install (rupees) __| Saving per year (rupees) | Payback time (years) solar water heating 450 6B solar cell (electricity) 35.000 2500 wind turbine 50 000 5000 2. Read the information in the box below about petrol (gas or gasoline), hybrid, and hydrogen fuel cell cars. The cost of running cars that use petrol or gasoline depends on the price of crude oil. This affects the price at the pumps. Petrol / gas engines emit large amounts of carbon dioxide. This is a greenhouse gas and contributes to climate change. Hybrid cars use a mixture of petrol / gas and electric batteries. Batteries cause very little pollution when used in a car. The batteries need to be charged from the electricity supply. If the electricity is generated in a fossil-fuel power station carbon dioxide is emitted at the power station. If a renewable energy source is used much less carbon dioxide is emitted. Electric cars run solely on rechargeable batteries. They need an electricity supply and the battery runs down quite quickly. Electric cars cannot travel very fast. Some cars run on hydrogen. They emit only water. Most of the hydrogen fuel is made by splitting water into hydrogen and oxygen using an electric current. This means that cars that use hydrogen may still contribute to climate change. Hydrogen cars can have a top speed as high a a petrol / gas car but need frequent refuelling, and there are very, very few refuelling stations. Here are some comments that people have made about the different types of car. Are they correct? Write a response in the boxes below each statement. Petrol / gas cars are the best. The alternatives | Hybrid cars don't contribute to climate | Electric cars aren't as fast as petrol / cart be refueled or gp so fast dhangy. 2s cas, but they are easy to refuel ‘A student makes some notes about solar cells using information from a website. Total energy needed to make solar cells is 580 kWh. They produce about 160 kWh per year and last about 20 years. They produce about 230 kg of CO, during its lifetime. A wind turbine produces about 8 million kWh per year and 20 000 kg of CO, in its lifetime. It takes 4000000 kWh tomake one wind turbine. a Why/s the CO, produced important? b Compare and contrast wind power and solar cels using this data.aereree od a Name one fuel from the list. b Which of the resources in the list are renewable? Awind turbine uses energy from the wind to generate electricity. What do we call this energy? Circle the correct answer. thermal kinetic elastic chemical _ What is the name of the energy found in coal? Circle the correct answer. thermal kinetic elastic chemical 2. Navin and Mohan were carrying out a balancing experiment. They balanced a flat ruler on top of a pivot and then put two 1 N weights on either end. 2x1N 2x1N The rule balanced. a What would happen if they removed one weight from A? b They now have 1 N at A and 2 N at D. If they wanted to rebalance the rule without adding the second weight back to A, what could they do? 3. Astudent connects up a circuit. ft RI 1) 1) (1) [2]‘a Which of the three circuit diagrams below represents this circuit? Circle the correct circuit diagram. ®& A B (1) b 1 Which of these diagrams shows a circuit which would not work? Write down the correct letter, (1) li How would you change this circuit to make it work? (1 ¢ What name is given to this type of circuit? tt ‘The student connects up a different circuit. 10 a x a € o> 5 D d- What is the name given to this type of circuit? 1) ‘ When the switch at A is closed which bulb or bulbs light up? Tick (V) the correct box: Bulb C a BulbD a Both a Neither a tt) # When the switch at B is closed which bulb or bulbs light up? Tick (V) the correct box. Bulb C Bulb D Both Neither ooaa a4. Akettle transfers electrical eneray to thermal energy. — kettle This transfer can be shown by the energy transfer diagram below kettle electrical energy > thermal energy a A train also transfers energy from one place to another. Complete the diagram below to show the useful energy transfer carried out by a train which runs on diesel. train = sn NETQY 2] b Olumide has a toy wind-up train, He winds it up with the key in its side to make it move, When he winds it up he makes the spring inside into a source of stored energy. What is this stored energy called? ® 1] The diagram represents the useful energy transfers in a car which make it move. Fill in the gaps using the correct words from the lis. thermal chemical kinetic elastic sound Car engine = energy 2] 4. From the list above name one type of wasted energy to which energy from petrol is transferred in a car engine. ti] ¢ The movement of a car drives an alternator in the engine which generates electric current for use in the car. The diagram below represents this. Fill in the gaps using the correct words from the list. thermal chemical kinetic elastic sound alternator 5 ..- energy [2] ll5 Some pupils did an experiment and plotted a graph of how a spring stretches as the load increases, The diagram below shows the experiment. a What is the name of the force which pulls the masses downwards? tl b_ When a mass is added to the spring and it stretches. While it is stretching are the forces ‘on it balanced or unbalanced? a Mass (g)| Extension of BT TT spring (em) 0 0 | 100. 12 200 24 300 30 400 4B 500 60 600 2 4 ° 0 100 200 300 i Plot the points on the graph. mass (9) [2] Draw a line of best fit on the graph. tt) iii One of the points does not fit the pattern. Circle this point on the graph. () Use the graph to predict: i What the extension would be if 350 g were added to the spring. tt ii_ If the spring stretched 65 cm, what would be the load added? {1} e What conclusion can you come to about the relationship between the mass added and extension of a spring? (] ¥ Why it is more useful to present the results as a line graph than as a table? (1)6 Kistna is experimenting with glass prisms. When he shines a light through one prism a spectrum with all the colours of the rainbow come out at the other side. His theory is that the white light going into the prism is made up of these colours. He tries to find more evidence for his theory. He puts a second prism beside the first as shown in the diagram. a_i What happens to the spectrum of light as it passes through the second prism? Rj ii How does this provide evidence in support of Kistna’s theory? 1] b_ Rainbows are spectrums formed by the sun shining through rain, What is the ‘prism’ which makes a rainbow? fi) The diagram shows how a prism breaks white light up into its colours.Explain what the lines in the diagram represent. d- Why do the lines marked blue bend more than the lines marked red? e A theatre is putting on a play and need coloured lights on the stage. There are three spotlights — red, green, and blue. if they combine light from ‘the red and green ones they get yellow. i What colour do they get if they combine light from the blue and green lights? ii How could they get white light from the three spotlights? 7 The bar chart shows the time taken for six planets to rotate once around their ‘own axes. The time taken for one rotation of Uranus is 17 hours. a On the chart, use a ruler to draw a bar for the planet Uranus. time for one rotation (on its axis (hrs) Mars Jupiter" Saturn "Uranus "Neptune Planet The table below shows the temperatures on planets in the solar system. Planet ‘Temperature on planet surface (C) Earth 2 Jupiter =150 Mars 23 Mercury 350 Neptune =220) Satu =180 Uranus =210 ‘Venus 480 [2] f i) fti Which planet's temperature is most similar to Earth's? i} ii According to the information in the table which planet is the hottest? i {ii According to the information in the table which planet is the coldest? (t] ¢ Inhis science lesson Neela says that itis strange that Venus is hotter than Mercury. Explain Neela’s comment. i] d The universe contains planets, moons, stars, galaxies, and solar systems. Which is the largest? It} Fill in the correct units in this sentence: Joel's mass is 65 ....... - His weight is 650 ... [2] The table shows what Joel's weight would be on some other planets. 7 Planet Joel's weight Mercuty 234 Jupiter 1625 Satum 728 Neptune 865, i On which planet in the list would he be heaviest? fl ii, Which planet in the list has the strongest force of gravity? fi) iii What would Joel's mass be on Mercury? Include the units. 1) 8 Abasi is cycling home from school. a The first part of his journey is along a clear flat cycle lane and he does 150 metres in 60 seconds. What is his speed? (1)b Abasi finds that if he lowers his head and body down as close to the handlebars as possible he can increase his speed on this stretch. Explain why. (1) The graph below shows his speed along different stretches of his journey. o} | distances (metres) oBRS88 88 100 «200300, 400500600700 time (seconds) i Use the graph to calculate his average speed for the whole journey. ft] ii Along the way Abasi sees a friend and stops for a quick chat. Write down the letter of the part of the journey where he does this. vo fl One part of the journey home has a steep hill which always slows him up. Write down the letter of the part of the journey where this happens. i] 9 Anyam completes an investigation into electromagnets. She wraps a piece of wire around a nail and picks up paperclips. She predicts that if there are more turns of wire then the electromagnet will be stronger. These are the results of her investigation recorded in a table Number of turns of wire Number of paperclips picked up 0 0 20 1 40 2 60 611i 80 10 100 12 120 ne ; TPa Plot the graph on the graph paper below. “ort i: TE numberof paperlips picked up | | 0 2 0 6 8100 ° umber of tums ef wre QI b Did Anyam's results prove her prediction to be correct? Explain your answer, f) ¢ Whyis iron not steel used forthe core of electromagnets? 1) 10 Abj does an investigation to find the effect of the length of a pendulum on its period (time taken for one swing). She times one swing for several different lengths of string, She plots her results on the graph below. 30 asf 20+ ——- Es t- tof Eff — as 7 — ff 00 | ‘00 020 G40 090 08 100 120 140 1.60 1.60 2.00 length (rn) 1a Suggest two things which Abi should keep the same in her investigation, (2) 13Suggest one way in which Abi could improve her investigation. iu Use the graph to predict how long the period would be at 1.1 metres. ft) d_ What conclusion would you draw from her graph show about the effect of length on the period of the pendulum? ft) 11 Emeka is learning to play the guitar. To get the notes he presses down on the string of the guitar at its neck and plucks the string further down, a How_do the strings make a sound? ft) b_ What does the sound from the string travel through to reach Emeka’s ear? tl ¢ Emeka moves his finger on the neck of the guitar slightly so that the string is shorter. What effect does this have on the sound? Tick the correct answer below. The note is louder. The note is softer. The note is higher. The note is lower. oooo0 (i vey4 What happens to the note if Emeka plucks the string with more force? Emeka decides to test the frequencies produced by a string of different lengths. His results were: Length (mm) | Frequency (Hz) 100 3200 200 1600 400 800 800 400 Predict what the frequency might be if the string was 1600 mm long. # Whats the relationship between string length and frequency? 9 Describe two things they should keep constant in this experiment. fl ] {1 ed)eT Pelton 1 Use the words in the box below to complete the sentences which follow. light sound fuel thermal kinetic warm electrical Light bulbs are useful for us because they change .......... energy into . . energy. Radios which work from batteries transfer energy in the batteries into ... energy. ¢ Traditional light bulbs also give out a lot of .........ses.+ a energy which is less useful for us. 5] 2 Amagnetis surrounded by a magnetic field. a. Which of the following diagrams shows the correct shape of a magnetic field around a bar magnet? Tick (/) the correct box. b The magnetic field around a magnet is invisible. Describe an experiment you could do to find its shape using iron filings. 8) 3. The diagram shows four forces acting on a ship travelling across the Indian Ocean. Direction A cof travel oe: 8B SS ——+d c 6 |a Which arrow represents upthrust from the water? Write down the letter. b Which two forces must be balanced, however fast the boat is travelling? Write down the letters, and When the ship is travelling at a steady speed in the direction shown, which two forces are balanced? d_ The ship speeds up. Which of the following statements is true? Tick (7) the box next to the correct statement. Force B is zero. Force B is greater than force D. Force D is equal to force B. Force D is greater than force B. oo00o0aq 4] The Earth’s tilt on its axis as it orbits the Sun gives us the four seasons, summer, autumn, winter, and spring. a Look at the tables below, Draw lines to match each season with the correct description of its day length and temperature. One has been done for you. . Description The average temperature is 20 °C and there are 16 hours of sunlight in the day. Season Summer The days have 12 hours of light and are getting longer. ‘Autumn The average temperature is 13 °C. Winter ‘The days have 12 houts of ight and are getting shorter. Spring ‘The average temperature is 13 °C. The average temperature is 6 °C and there are 8 hours of light in the day.b The diagrams below show how the Earth is tilted towards the Sun in summer and winter. Explain why this causes different lengths of day in the northern hemisphere. /Acotation rotation ants ans [PA J sunlight ; a je - 7 ight > wa Summer inthe rorthern Winter inthe northem hemisphere hemisphere ¢ Countries on the equator do not have changing day length like countries nearer the poles. Why? vo 6 5. Kiran and Laxmi were measuring the voltage at different points in the circuit, they had set up. a What is voltage? Tick the box (/) next to the two correct statements below: Voltage measures how much electrical energy is used by a component. Voltage measures the number of electrons flowing through a component. Voltage measures how much electrical energy a battery provides in a circuit. Voltage measures the number of electrons flowing from a battery into a circuit. ooou QI The diagram below shows the voltmeters they set up in their first investigation. They used two identical bulbs in their circuit. AIf the reading from the meter at B is 6 volts, what is the reading: i ata? fi atc?... ¢ They then set up a different circuit as shown. Ifthe voltage at A in this circuit is 6 volts, what will it be at B and C when the close the switch? -— (2) she stops atthe playground distance in m time in min How long does Anya stop at the playground? After they leave the shop Anya and her friend go in different directions. How far have they walked together? What is Anya's speed when she was walking with her friend? Oe fd_ When they leave the shop Anya realises she is late so she walks faster. What is her speed for the last part of the journey from the shop to home? What is Anya's average speed for the whole walk home? {5] 7 Lila and Navin set up the equipment shown below. They use blobs of wax which are each roughly the size of a pea. clamp and stand 66s oF wax stop-clock bunsen burner They time how leng it takes for each blob of wax to melt. a. Describe one safety precaution that Emily and Cameron should take when carrying out their experiment. b Lila and Navin record their results in the table shown below, Time for blob to melt (s) Distance toblob | 1 2 3. | Average (cm) 2 a [| 3 | 2 13 3 a | 2% | 23 26 4 ofa |@] a 5 33 | 52 | 54 33 i Lila and Navin have circled one of their results, They did not include this result when calculating their averages, Explain why. ji Suggest one thing in their procedure which might explain this result Give one way in which they could improve their experiment. aci What type of heat transfer are Emily and Cameron investigating? ji Using a particle model explain how heat is transferred from the end of the metal bar above the Bunsen burner to the other end. fo) 8 The diagrams below show the traces made on an oscilloscope screen by sound waves from four different sounds. vi ANN i Ca Hl} AA ai Which shows the highest frequency sound? ii Explain what this means about this sound would sound like compared to the others. b i Which shows the highest amplitude? ii Explain what this means about this sound would sound like compared to the others, ¢ Which of these four sounds would transfer the most energy and why? (6)Absorbed energy of electromagnetic radiation (e.9. ight) or sound is transferred to thermal energy on passing through or into a medium Accelerate speed up, get faster ‘Acceleration the rate of change of increasing speed (the amount by which speed increases in one second) ‘Accuracy (of a measurement) how correct a measurement is ~ hhow cose to its true value Air resistance the force on an object that is moving through the air, causing itto slow down (also known as drag) Alloy a material made of a mixture of metals or of carbon with a metal ‘Ammeter a device for measuring electric current in a crcuit “Ampere (amp) the unit of measurement of electric current, symbol A ‘Amplifier a device for making a sound louder ‘Amplitude the distance from the middle tothe top or bottom of a wave ‘Analogy a way of explaining something by saying that is lke else ‘Andromeda the nearest galaxy to the Miky Way ‘Angle of incidence the angle between the incident ray andthe ‘normal fine Angle of reflection the angle between the reflected ray and the normal fine Angle of refraction the angle between the refracted ray and the normal fine ‘Anomalous point a point on a graph that does not fit the general pattetn (also called an outlier) Anticlockwise the direction of rotation that is opposite tothe movement of the hands ofa clock Apparent depth how deep something underwater appears to be ‘when viewed from above Archimedes’ principle a law that says the upthrust on an object is equal to the weight of water displaced ‘Atmature the col of wire in an electromagnetic device such as a generator Artificial satellites spacecraft made by people to otbit the Earth for various purposes Asteroid a lump of rock in orbit around the Sun Asteroid belt a large numberof asteroids between Mars and Jupiter Astronomer a scientist who studies space ‘Atmosphere the layer of air above Earth's surface ‘Atmospheric pressure the force on an area ofthe Earth’s surface ‘due tothe weight of air above it or the pressure in the atmosphere Atom the smallest particle of an element that can exist Attract pull together, for example opposite poles of a magnet or positive and negative charges attract each other Audible can be heard Auditory canal the passage in the ear from the outer ear to the eardrum Average found by adding a set of values together and dividing by ‘the number of values (also called the mean) ‘Average speed the total distance travelled divided by the total time taken for a complete journey ‘Average speed (molecules) the typical value of the speed of ‘molecules in a gas or liquid ‘Axis, of Earth the imaginary line through the Earth around which itspins Balanced forces descrites forces that are the same size but actin ‘opposite directions on an object Bar chart a way of presenting data in which only one variable is a number Battery two or more electrical cells joined together Big Bang the expansion of space which we believe started the Universe Biodiesel a biofuel mace from plant cls Bioethanol a biofuel made from carbohydrates such as sugar Biofuel a fuel produced from renewable resources Biogas gas produced from waste products, usually methane, used, to generate electricity Biomass material from plants used for fuel, eg. wood Black dwarf a remmant of # star like our Sun that fone gives out ight Black hole a remnant ofa star much bigger than our Sun from which nothing can escape, not even light Boil to change from a liquid into a gas atthe boiling point Capacitor two plates with an insulator between them, used to store charge Carbon dioxide a gas found in small amounts in the atmosphere which plants use to make food and whichis a greenhouse gas Categoric describes a variable whose values are words not numbers Cell (electrical) a device that isa store of chemical energy which is transferred to electrical energy in a circuit Centre of gravity the point in an object where the force of gravity acts +0 Centre of mass the point in an object where the mass appears to be concentrated Centripetal force the force directed towards the centre that causes a body to move in a uniform circular path Charge positive or negative, a property of protons and electrons CCharge-coupled device (CCD) a grid of components that work Tike capacitors atthe back ofa digital camera, and produce a digital signal ‘Chemical potential energy (chemical energy) energy stored in fuels, food, and electrical batteries ‘Chemical reaction an event that creates new substances ircuit (electric) a complete pathway for an electric curent to flow incuit diagram a way of showing a circuit deaty using symbols Circuit symbol a drawing that represents a component in 2 circuit ‘Climate change changes to long-term weather patterns as a result of global warming ‘Clockwise the direction of rotation that is the same asthe ‘movernent of the hands ofa clock Coal a fossil fuel formed from dead plants that have been buried ‘underground over millions of years Coal-fired power station a place where the fossil fuel cal is burned to generate electricity Cobalt a magnetic material Cochlea a snailshaped tube in the inner ear where the sensory cells that detect sound are Colour blindness someone with colour bindness cannat tell certain colours apart, because some cone cells inthe retina of the eye do not work properly Comets bodies in space made of dust particles frozen in ice, which orbit the SunCommunicate to share and exchange information Compact disc a metal disc that can store high-quality digital recordings Compass a device containing a stall magnet that is used for finding dections ‘Component an item used in an electric circuit, such a a lamp Compressed squashed ito a smaller space ‘Compression the part of @ sound wave where the air particles are close together Conclude to make a statement about what the results of an investigation tll you Conduction (of charge) the movement of charge through a ‘material such as metal or graphite, forming an electic current Conduction (of thermal energy) the way in which thermal energy is transferred through solids (and to a much lesser extent in liquids and gases) Conductor a material such as a metal or graphite that conducts charge or thermal energy well Cone a specialised cel inthe retina that is sensitive to bright light and colour Consequence (risk) what can happen as a result of something you do Conservation (of energy) a law that says that energy isnever made of lost but is always transferred from one form to another Constant not changing Constellation a collection of stars that make a pattern in the sky Contact force a force that acts wien an object sin contact with a surface, air, or water Continuous variable a variable that can have any value across a range, such a time, temperature, length Convection the transfer of thermal energy by the movement of a gas or liquid Convegtipn current the way in which thermal energy is transfered through liquids and gases by the movement of their particles Conventional current the curent that flows from the positive to the negative terminal of a battery Core a rod of a magnetic material placed inside a solenoid to make the magnetic field ofan electromagnet stronger Cornea the transparent layer atthe front ofthe eye Correlation a lnk between two things it does not necessarily mean that one thing causes the other Creative thinking thinking in a new way Critical angle the smallest angle of incidence at which total internal reflection occurs Crude oll thick black liquid formed underground from the remains of prehistoric plants and animals that died millions of years ago. Iti used to make fuels such as petrolgasoline and diese, and many plastics. Current the flow of electri charge (electrons) around a complete circuit Data measurements taken from an investigation or experiment Day the period of time when one section of the Earth (or ther planet is facing the Sun Decelerate slow down, get slower Deceleration the amount by which speed decreases in one second Decibel (dB) a commonly used unit of sound intensity or loudness Deform change shape Degrees Celsius (°C) a temperature scale with 0°C fixed at the melting point of ice and 100 °C fixed atthe boiling point of water Demagnetise to destroy a magnet by heating it up hitting it, or putting it in an alternating current Density the mass of a substance in a certain volume Dependent variable the variable that changes when you change the independent variable Detector something that absorbs electromagnetic radiation or sound to produce a signal Dielectric the insulating material between the plates of a capacitor Diffuse particles in gases and liquids move from where there are alot ofthe particles to where there are fewer Diffuse describes reflection from a rough surface Diffusion the way particles in liquids and gases mix or spread out by themselves Digital signal a signal that is used to transfer information between sensors and computers Directly proportional a relationship in which one quantity, increases inthe same way as another Discrete describes a variable that can only have whole-number values Dispersion the splitting up ofa ray of ight of mixed wavelengths by refraction into its components Distance multiplier a type of lever that uses a lager force to produce a smaller force ata larger distance Distance-time graph a oraph showing how the distance travelled varies with time Domain a small region inside like a tiny magnet Drag a force on an object moving through air or water, causing it to slow down Dwarf planet a lump of rock in orbit around the Sun that is nearly spherical but has other objects around it Dynamo a device that transforms kinetic energy into electrical energy (a smal generator) magnetic material that behaves Ear defenders a device used to protect the ears from noise Eardrum a membrane that transmits sound vibrations from the ‘outer ear fo the middle ear Earth a rocky inner planet, the third planet from the Sun Earth (charge) to connect a metal wire from an object to the ‘ground to take any charge away Earthing the process of connecting objects to the ground Echo a reflection ofa sound wave by an object Echolocation the process of finding out where something is using echoes Eclipse the Sun or Moon is blocked from view on Earth (see also lunar eclipse or solar eclipse) Efficient describes something that does not waste much energy Effort the amount of force that you use to push down when using alever describes a type of material that can be stretched and will return to its original length when the pulling force is removed Elastic limit the point beyond which a spring will never return to its original ength when the pulling force is removed Elastic potential energy (EPE) energy stored in an elastic object that is stretched or squashed Electric car car powered by electric batteries Electric circuit a complete pathway for an electric current to flow Electric current a flow of electic charge (electrons) around a complete circuit Electrical energy energy that is transferred from a cell or battery to the components of circuit light bulb changes electrical energy to light and thermal energy. ElasElectrical signal (ear) information is transferred from the ear to ‘the brain 25 an electrical signal (nerve signal) Electromagnet a temporary magnet produced using an electric current Electromagnetic radiation radiation with electric and magnetic properties that can travel through a vacuum (such as the Sun's radiation) Electromagnetic spectrum the range of wavelenaths of electromagnetic radiation produced by the Sun and other sources Electron tiny charged particle in an atom, that flows through a ‘wire to create an electric current Electrostatic force the force between two charged objects Electrostatic phenomena things that happen because objects have become charged Element a substance consisting of atoms of only one type Emit to send something out (such as hea, light, vapour) Endoscope @ medical instrument for seeing inside the human body Energy this is needed to make things happen Energy conservation energy is never made or lost but may be transferred from one form to another, although they are not always forms we can use Energy converter something that produces a secondary source of energy, such as a power station Energy transfer energy changing from one form to anather, such as from chemical to thermal eneray Equator an imaginary lie round the middle of the Earth at an equal distance from both the North and South Poles Equilibrium balanced (as in a lever or see-saw) Evaporate to tumn from a liquid toa vapour (gas) Evaporation the process of turing from aliquid toa gas without boiling Evidence observations and measurements that support or disprove a scientific theory Exojoule a milion, million, milion joules Exoplanet a planet in orbit around a star other than our Sun Expand to increase in siz, get bigger Explanation a statement that gives a reason for something using scientific knowledge Extension the amount an object gets longer when you stretch it Eye the organ of sight, which focuses and detects light Filament the very thin, coiled piece of wire inside a light bub that glows Filter apiece of material that allows some radiation (colours) through but absorbs the rest Floating an object floats wien the upthrust from water is equal to the downward force ofthe object's weight Force a push ora pul that acts on an object to affect its ‘movernent or shape Force multiplier a lever or hydraulic machine that can lift or ‘move heavy weights using a force smaller than the weight Forcemeter a device used to measure forces Fossil fuel fuels made from the decayed remains of animals and plants that died millions of years ago. Fossil fuels include coal, oil, and natural gas. Frequency the number of complete waves or vibrations produced in one second (measured in herta) Friction a force that resists movement because of contact between surfaces Fuel a material that contains a store of energy and can be burned, eg. gas ol, coal, petrollgasoline Fuel cella device that uses chemical reactions to generate electricity Fulcrum the point about which a lever or see-saw turns Fundamental (sound) the lowest frequency of sound Galany a numberof stars and the solar systems around them ‘grouped together Gas (natural) a fossil ful that collects above oll deposits underground Gas pressure (air pressure) the force exerted by air particles ‘when they collide with 1 square metre (1 m?) of a surface Generator a device that uses kinetic energy to induce a voltage Geocentric model a model of the Universe withthe Earth at the centre Geothermal an energy source that uses the thermal eneray underground to place electricity Global positioning system (GPS) a system that pinpoints the Position of something using signals from a satellite Gravitational field a region in which there sa force on a mass due to its attraction to another mass Gravitational field strength the force on a mass of 1 ka, measured in Nikg Gravitational force (gravity) the force of attraction between ‘wo objects because of their mass Gravitational potential energy (GPE) energy stored in an ‘object because of its height above the ground Greenhouse gases gases that contribute to global warming, such as carbon dioxide, water vapour, and methane Harmonics frequencies ofa sound wave that are multiples ofthe fundamental frequency Hazard symbols warning symbols used on chemicals whith show what harm they might caus ifnot handled properly Heat to change the temperature of something; the word ‘heat'is sometimes used instead of thermal energy Heat pump a device that transfers heat from the ground to a building onthe surface Heliocentric model a model ofthe Universe withthe Sun atthe centre Hertz (H2) the unit of frequency Hubble space telescope a telescope orbiting the Earth and sending back clear picture of space Hybrid car a car that can run ether on elecicity from a battery ‘ron pettolgasoine ina petal engine Hydraulic brakes brakes that use a liquid in pipes to transfer forces and make them bigger Hydraulic machine a machine that uses aliquid in pipes to transfer forces and make them bigger Hydraulic press a press that uses liquid in pipes to transfer forces and make them bigger Hydroelectricity electricity generated using the energy of water faling downhill Hydrogen a non-metal element that exists asa qas at everyday temperatures Image the pint from which rays of light entering the eye appear tohave originated Incident ray the ray coming from a source of ight Incompressible describes something that cannot be compressed (squashed) Independent variable the variable that you change, that causes changes inthe dependent variable Induced (voltage) a voltage produced when a conductor sin a changing magnetic fieldInertia the tendency ofan object to resist a change in speed caused bya force Infinite without end Infrared (radiation) a type of electromagnetic radiation that transfers thermal energy from a hotter to a colder place, also known as heat Inner ear the pat of the ear made up of the cochlea an semi: ular canals Inner planets Mercury, Venus, Earth, and Mars Insulator a material that does not conduct thermal energy or electricity very well Intensity (sound) how loud a sound is, measured in decibels International Space Station (15S) a research sation in orbit around the Earth Interstellar space the space between stars or solar systems Inversely proportional a relationship in which one qua decreases as the other increases Inverted upside down Investigation an activity suchas an experiment or set of ‘experiments designed to produce data to answer a scientific ‘question or testa theory Iron a metal element that is the main substance in stel. ron is a magnetic material tron core an iron rod placed ina col to increase the magnetic field strength when a curtent flows inthe coll Joule the unit of energy symbol J Jupiter a large outer planet made of gas, fith from the Sun Kaleidoscope a toy containing mirors and coloured gla or paper Kilogram the unit of mass, symbol kg Kilojoule (ks) 1000 joules Kilometre per hour the unit of speed, kmh Kilowatt 1000 watts Kinetic energy movement energy Kuiper belt the region outside the Solar System where astronomers think that some comets come from Laser a device that produces an intense beam of light that does not spread out Laterally inverted the type of reversal that occurs with an image. formed by a plane mirror Law of conservation of energy the aw that says that energy «cannot be created or destroyed Law of reflection the law that says that the angle of incidence is, equal to the angle of reflection Lens a device made of shaped glass which focuses ligt rays from ‘objects to form an image Lever a simple machine consisting of a rigid bar supported at a point along is length Life cycle (of a star the process that describes how a staris formed and what will happen to it Light a form of electromagnetic radiation that comes from sources lke the Sun Light-emitting diode (LED) a low-energy lamp Light energy energy transferred by sources such as the Sun and light bulbs Light intensity the energy per square metre, measured in ux Light sources objects that emit visible light, also called luminous objects nt year the distance light travels in one year Lightning conductor a piece of metal connected to tall buildings 10 conduct lightning to the ground Line graph a way of presenting results when there are two ‘numerical variables Line of best fit a smooth line on a graph that travels through or very close to as many of the points plotted as possible Liquid pressure the pressure produced by collisions of particles ina liquid Load an extemal force that acts over a region of length, surface, or area Lodestone a naturally occurring magnetic rock Longitudinal describes a wave in which the vibrations are inthe same direction asthe drection the wave moves Loudspeaker a device that changes an electrical signal into a sound wave Lubrication reducing friction between surfaces when they rub together Luminous describes something that gives out light Lux the unit of light intensity Mach the rato of the relative speed to the speed of sound Magnet an object that that attracts magnetic materials and repels ‘other magnets Magnetic field an area around a magnet where there isa force ‘on a magnetic material or another magnet ‘Magnetic field lines imaginary lines that show the direction of the force on a magnetic material in the magnetic field “Magnetic force the force between the poles of two magnets, or bbtween a magnet anda magnetic material such as iron ‘Magnetic material a material that i attracted to a magnet, such 8 iro, steel, nickel, or cobalt Magnetic resonance imaging (MRI) scanner a machine that Uses strong magnetic fields to produce images ofthe inside of the human body Magnetised made into a magnet Magnetism the property of attracting or repeling magnets or magnetic materials Main sequence the longest stage of a star’ lfe cycle; the current stage of our Sun Mains electricity (mains supply) electricity generated in power stations and available through power sockets in buildings ‘Marsa rocky planet, fourth from the Sun ‘Mass the amount of matter in an abject. The mass affects the acceleration for a particular force. ‘Measuring cylinder a cylinder used to measure the volume of a liquid Medium (soundilight) the material that affects light or sound by slowing it down or transfering the wave Meniscus the curved upper surface of aliquid Mercury the rocky inner planet nearest the Sun Meteor a piece of rock or dust that makes a streak of light in the night sky Meteorite a stony or metallic object that has fallen to Earth from ‘outer space without burning up Metre per second the unit of speed, m/s Microphone a device for converting sound into an electrical signal ‘Middle ear the eardrum and ossicles (small bones) that transfer vibrations from the outer ear to the inner ear ‘Milky Way the galaxy containing our Sun and Solar System iliamp one thousanth of an amp Minerals chemicals in rocks Model a simplified description ofa process. A model may be a physical model built ona diferent scale to the original system, ‘rit may take the form of equations.Moment a measure ofthe ability ofa force to rotate an object about a pivot Monochromatic descrites light ofa single colour or wavelength ‘Moon a rocky body orbiting Earth itis Earth's only natural satellite ‘Moons the natural sateltes of planets Movement energy the energy of movement, also called kinetic energy Natural satellite a moon in orbit around a planet Nebula a region of dust and gas where stars are born Negative describes the charge on an electron of the charge on ‘an object that has had electrons transferred to it Negatively charged describes an object that has had electrons transferred to it Neptune a large outer planet made of gas, eighth from the Sun Neutral describes an object that has no charge; its positive and negative charges cancel out Neutral point (magnetic field) a point where there is no force ‘on a magnet or magnetic material because two of more Neutralise to cancel out, when you add an equal amount of Positive charge to negative charge Newton the unit of force including weight, symbol N Newtonmetre the unit of moment, symbol Nm Nickel a magnetic material Night the period on one section ofthe Earth or other planet when itis facing away from the Sun Noise any undesired or unwanted sound Non-contact force a magnetic, electrostatic, or gravitational force that acts without being in contact with something Non-Iuminous describes objects that produce no light; objects that are seen by reflected light Non-renewable describes an energy source that will un out eventually (Such as fossil fuels) Normal an imaginary line at right angles toa surface where a light ray strikes it Normal brightness standard brightness of asingle bul lit by a single cell North pole the pole of a magnet that points north. A north pole repels another north pole. ‘Northern hemisphere the half ofthe Earth between the equator, and the North Pole ‘Nuclear energy the energy from nuclear fusion that powers the ‘Sun and stars, or from uranium in nuclear power stations ‘Nuclear fusion the process of joining hyrogen together inthe ‘Sun and other stars that releases energy ‘Nucleus the centre of an atom that contains neutrons and protons Object something that can be seen or touched Observations the results of looking carefully at something and noticing properties or changes Oil a fossil fuel formed from sea creatures over milion of years ort cloud a cloud of comets and dust outside the Solar System Opaque describes objects that absorb, scatte or reflect ight and do not allow any light to pass through Optic nerve a sensory nerve that runs from the eye tothe brain Optical fibres a very fine tube of plastic or glass that uses total internal reflection to transmit light Orbit the path taken by one body in space around another (such a the Earth around the Sun) Oscilloscope a device that enables you to see electrical signals that change, such as those made in microphone 1 Ossicles the small bones of the middle ear (hammer, anvil, and stiup) that transfer vibrations from the eardrum to the oval window Outer ear the pinna and aucltory canal Outer planets Jupiter, Saturn, Uranus, and Neptune ‘val window the membrane that connects the ossicles to the cochlea inthe ear Oxide a compound made when an element combines with oxygen Parallel circuit an elecic circuit in which there are two or more paths for an electric current Particles tiny pieces of matter Pascal the unit of pressure, symbol Pa, equal 101 Nim? Payback time the time taken to recoup the cast of something, stich as home insulation or a wind turbine Pendulum any rigid body that swings about a fixed point Penumbra the area of blued or fuzzy shadow around the edges of the umira Perforate to make a hole in something Period the time taken to complete one cycle of motion Periscope a tube with mirrors or prisms that enables you to see cover objects Permanent magnet a piece of metal that stays magnetic Permanently extended the irreversible extension ofa spring when loaded beyond its elastic imit Petrol (gas or gasoline) a hydrocarbon fuel (containing hydrogen and carbon) that comes from crude oil Phases of the Moon parts ofthe Moon we see as it obits the Earth Photosynthesis the process by which green plants make their ‘own food from carbon dioxide and water using solar eneray Pie chart a way of presenting data in which only one vaidble is a number na the outside part of the ear that we can see ha property of sound determined by is frequency Pivot a support on which a lever turns or oscillates Pixel the small square that digital images are made of; a picture clement Plane mirror a mirror witha fat reflective surface Planet any large body that orbits a star in a solar system Plastic a type of material that can be stretched and does not return to its original length Pluto used tobe regarded asthe ninth and last planet from the Sun; now called a dwarf planet together with others ofthe same siz that ae beyond Pluto's orbit Poles, of Earth the north and south points of the Earth connected by its axis of tit Poles, of magnet the opposite and most strongly attractive parts ofa magnet Positive (charge) describes the charge on a proton, or the charge conan object that has had electrons transferred away from it Positively charged describes an object that has had electrons transfered away fom it Potential energy stored eneray Power the rate of transfer of energy, measured in watts Power station a place where fuel is burned to produce electricity Precision the number of decimal places given for a measurement Prediction statement saying to say what you think will happen Preliminary work the work that you do before or during the planning stage of an investigation, to work out how to doit Pressure the force applied by an objector fluid divided by the area of surface over which it acts Pressure gauge an instrument for measuring pressure in a liquid or gasFy colours of light are red, blue, and green Primary data data collected directly by scientists during 2 particular investigation Primary sources (of energy) energy sources from the ervironment or underground, such as coal, uranium, or the wind Principle of moments law that says that the clockwise moments, equal the antidockwise moments Prism a triangular shaped piece of glass use to produce a spectrum of light Probability (risk) the chance that something will happen Property a characteristic, fr example wavelength and amplitude ‘ate properties of a wave Proportional a relationship in which two variables increase atthe same rate, for example when one is doubled the other doubles 100 Proxima Centauri the nearest star to our Sun Pupil the hole inthe front of your eye where the light goes in Rainbow an optical phenomenon that appears asthe colours of the spectrum when faling water droplets are illuminated by sunlight Rarefaction the part of a sound wave where the air particles are most spread out Ray diagram a model of what happens to light shown by Grawing selecting rays Reaction time in humans, the time the brain takes to process information and ac in response to it Real describes an image that you can puton a screen, othe image formed in your eyes Real depth the depth underwater that an object actualy is Receiver (sonar) a device that absorbs sound waves Red giant part ofthe life cycle ofa starlike our Sun when it becgmes much bigger and cooler Reed switch a switch that uses a magnet to work Refinery a place where crude ollis refined and separated into fuels Reflected ray the ay thats reflected from a surface Reflection the change indirection ofa light ray or sound wave aftr it hits a surface and bounces off Refract to change direction because of a change in speed Refraction the change in direction of a ight ray asa result ofits change in speed Refractive index a measure of how much ight slows down in a medium Refrigerant aliquid used ina retigerator Refrigerator a machine for keeping things cold using evaporation Relay electrical device such that allows current flowing through it in one circuit to switch on and off a larger current ina second circuit Reliable describes an investigation in which very similar data would be collected if it was repeated under the same conditions Renewable describes energy resources that are constantly being replaced and are not used up, such as falling water or wind power Repel to push away Reservoir a large amount of water behind a dam used in tydroelectric power Resistance how difficult itis for current to flow through a ‘component ina circuit Resultant force the single force equivalent to two or more forces, acting on an object Retina the layer of light sensitive cells atthe ack of the eye Reverberation the persistence of a sound fora longer period than normal Risk a combination of the probability that something will happen and the consequence iit did Rod a specialised cellin the retina that i sensitive to dim light Sankey diagram a diagram that shows all the energy transfers taking place ina process, and the amount of energy in each transfer Satellite any body that orbits another (such as the Moon ot a ‘weather satelite around Earth) Saturna large outer planet made of gas, sith from the Sun Scatter plot a graph that shows al the values in a set ‘of measurements Seasons changes in the climate during the year as the Earth moves around its orbit Secondary colours colours that can be obtained by mixing two primary colours Secondary data data collected by other scientists and published Secondary sources (of energy) sources of energy that are produced from primary sources, such as electricity produced {rom coal, or etre/gasoline produced from crude oil Semicircular canals the part ofthe ear that helps you to balance Series circuit an electrical circuit in which the components are joined in a single loop Shadow an area of darkness on a surface produced when an ‘opaque object blocks out light Shield to put something in between a source and a receiver, for example sound is shielded by ear defenders Signal (electrical) a voltage that changes overtime Solar cells devices that change light energy into electrical energy Solar energy energy from the Sun which can be used directly to hheat water orto make electricity Solar panels devices tat transform light energy from the Sun into thermal eneroy Solar System the Sun (our star) and the planets and other bodies in orbit around it There are othe soar systems inthe Universe as wellas our own Sonar 2 system that uses ultrasound to detect underwater objects ‘orto determine the depth ofthe water Sound energy energy produced by vibrating objects Sound level meter a device for measuring the intensity (loudness) of a sound Sound wave a series of compressions and rarefactions that ‘moves through a medium Source (o light/sound) something that emits (gives out light or sound South pole the pole of a magnet that points south.A south pole attracts a north pole. Southern hemisphere the half of the Earth between the equator and the South Pole Spark a flash of ight that you see when the air conducts electricity Spectrum a band of colours produced when light is spread out by prism Speed the distance travelled in a given time, usually measured in metres per second, ms Speed of light the distance light travels in one second (300 milion 1/5) Speed-time graph a graph that shows how the speed of an object varies with ime‘Spring balance a device for measuring forces, sometimes called a forcemeter or a newton meter Spring a metal wire wound into spirals that can store elastic potential energy Stable describes an object in equibrium that cannot be easily toppled Star @ body in space that gives out its own light. The Sun isa sta. Steady speed a speed that doesn't change ‘Steel an alloy of iron with carbon ann uUier elements, Steels a ‘magnetic material. Streamlining describing a shape designed to reduce resistance to ‘motion from air or lil Stretch the extension wien an elastic material such asa spring is pulled outwards or downwards Sun star at the cente of our Solar System Sunlight light from the Sun Sunspots dark spots on :he surface ofthe Sun Supersonic describes a speed that i faster than the speed of sound Symbol a sign that represents something (see also circuit symbols, and hazard symbols) Tangent a straight line that touches a curve or circle Telescope a device made with lenses that allows distant objects tobe seen clearly Temperature a measure of how hot something is Tension a stretching force Terminal (ofa cel) the positive or negative end of a cell or battery ‘Terminal velocity the highest velocity an object reaches when ‘moving through a gas or aliquid; t happens when the drag force equals the fornard or gravitational force The bends the sickness ‘hat divers can suffer due to dissolved gases in their blood Thermal energy the energy due tothe motion of particles ina solid liquid, or gas ‘Thermal image an image made using thermal or infrared radiation ‘thermal imaging camera a device that forms an image using thermal a infrared radiation so that different temperatures appear as diferent colours ‘Thermal arising current of heated air ‘Thermometer a device used to measure temperature Thrust force from an engine or rocket Tidal energy/power energy from the movement of water in tides, which can be used to generate electricity Timbre the quality ofa sound resulting from the harmonics present inthe sound Timing gates two sensors connected together used to measure speed or acceleration precisely and accurately Total internal reflection the complete reflection of light at a boundary between two media ‘Transmitter a device that gives out a signa, such as sound in a sonar transmitter Transducer a device that changes an electrical signal into tight or sound, or changes light or sound into an electrical signal ‘Transfer (of energy) shifting energy from one place to another ‘Translucent describes objects that transmit ight but diffuse {scatter the light ast passes through Transmitted light or other radiation passed through an object Transparent descrives cbjects that transmit ight; you can see through transparent objects ‘Transverse describes a wave in which the vibrations are at right ‘angles tothe direction the wave moves ‘Turbine a component in @ generator that turns wien kinetic energy is transfered tit from steam, water, oF wind Turning effect a force causing an object to turn ‘Turning force the moment of a force Ultrasound sound at a frequency greater than 20 000 Hz, beyond the range of human hearing Umbra the area of total shadow behind an opaque abject where no light has reached Unbalanced forces descries forces on an object that are unequal Universe everything that exists Upright describes an image that i the right way up Upthrust the force on an object in aliquid ot gas that pushes it up Uranium a meta used in nuclear power stations Uranus a large outer planet made of gas, seventh from the Sun Useful energy the energy that you want from a process ‘Vacuum a space in which there is no matter Variable a quantity that can change, such as time, temperature, length, or mass. nan investigation you should change only cone variable ata time to see what its effects. Venus a rocky inner planet, second from the Sun Vibrate to move continuously and rapidly to and fro Vibration motion to and fro ofthe parts of aliquid or solid Virtual describes an image that cannot be focused onto a screen Volt the unit of measurement of voltage, symbol V Voltage a measute of the strength of a cel or battery used to send a current around a circuit, measured in vos Voltmeter a device for measuring voltage : Wasted energy energy transferred to non-useful forms, often thermal energy transferred tothe surroundings ‘Water resistance the force on an object moving through water that causes it to slow down (also known as drag) Watts the unit of powes, symbol W Wave a variation that transfers eneray Wave energy/power using energy in waves to generate electricity Wavelength the distance between two identical points on the ‘wave, such as two adjacent peaks or two acjacent troughs Weight the force ofthe Earth on an object due toi mass White dwarf a smal, very dense sta, part ofthe lifecycle of our sun Wind energy/power energy trom wind that can be used to generate elect ‘Wind farm a collection of wind turbines ‘Wind turbine a turbine and generator that uses the kinetic energy of the wind to generate electicity Year the length of time it takes for a planet to orbit the Sun» 7 Complete for Cambridge Secondary 1 WORKBOOK eT aS Re Ua eee ee a LR ey Cnet age lege eee ave Rotel ure ket tarot CC un Oe UU Cee ORC CRO a eC Aeulea soa aOR a Cue oe Cambridge IGCSE® with confidence enc) CREEL ye) This Workbook is matched to the Student Book to consolidate learning thoroughly and encourage strong results Nea E fer ICUS Aue CMOS R ene cece pe Re ea oT OT eat Rigorous challenge material that builds a strong foundation for future learning SC een R Kegee Le ce Me ROL Rei ca Ee eden ae ese eg NCCE Og cn eee LAN ALCOR IAT Cos eles " eracpeyenen tne ie Mh sa i 9780198390291 OXFORD Omer enone tae ISBN 978-0-19-8390254 Sos Cane Con CCEA cen ecu it UNIVERSITY PRESS email. 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