OXFORD IB PREPARED

PHYSICS

IB DIPLO MA PRO GRAMME

David Homer
 Contents
Introduction iv 10 Fields (AHL)
1 Measurements and uncertainties 10.1 Describing fields 106
10.2 Fields at work 109
1.1 Measurements in physics 2
1.2 Uncertainties and errors 5
1.3 Vectors and scalars 7
11 Electromagnetic induction
(AHL)
2 Mechanics 11.1 Electromagnetic induction 116
11.2 Power generation and transmission 118
2.1 Motion 10 11.3 Capacitance 122
2.2 Forces 13
2.3 Work, energy and power 17
12 Quantum and nuclear
2.4 Momentum 21 physics (AHL)
3 Thermal physics 12.1 The interaction of matter with radiation 128
12.2 Nuclear physics 133
3.1 Temperature and energy changes 25
3.2 Modelling a gas 28 13 Data-based and practical questions
(Section A) 140
4 Oscillations and waves
A Relativity
4.1 Oscillations 34
4.2 Travelling waves 36 A.1 Beginnings of relativity 146
4.3 Wave characteristics 40 A.2 Lorentz transformations 148
4.4 Wave behaviour 43 A.3 Spacetime diagrams 152
4.5 Standing waves 47 A.4 Relativistic mechanics (AHL) 156
A.5 General relativity (AHL) 158
5 Electricity and magnetism
B Engineering physics
5.1 Electric fields 52
5.2 Heating effect of an electric current 55 B.1 Rigid bodies and rotational dynamics 164
5.3 Electric cells 59 B.2 Thermodynamics 168
5.4 Magnetic effects of electric currents 61 B.3 Fluids and fluid dynamics (AHL) 174
B.4 Forced vibrations and resonance (AHL) 178
6 Circular motion and gravity
C Imaging
6.1 Circular motion 66
6.2 Newton’s law of gravitation 68 C.1 Introduction to imaging 182
C.2 Imaging instrumentation 188
7 Atomic, nuclear and particle physics C.3 Fibre optics 193
C.4 Medical imaging (AHL) 196
7.1 Discrete energy and radioactivity 72
7.2 Nuclear reactions 76 D Astrophysics
7.3 The structure of matter 78
D.1 Stellar quantities 202
8 Energy production D.2 Stellar characteristics and stellar evolution 205
D.3 Cosmology 210
8.1 Energy sources 84 D.4 Stellar processes (AHL) 214
8.2 Thermal energy transfer 88 D.5 Further cosmology (AHL) 217

9 Wave phenomena (AHL) Internal assessment 221

9.1 Simple harmonic motion 92 Practice exam papers 226
9.2 Single-slit diffraction 96
9.3 Interference 97 Index 241
9.4 Resolution 101
9.5 The Doppler effect 102 Answers to questions and exam papers in this book can be found
on your free support website. Access the support website here:
www.oxfordsecondary.com/ib-prepared-support

iii
1.1
1 MEASUREMENTS AND
UNCERTAINTIES
ME A S UR E M ENTS IN PH YS ICS
You must know: You should be able to:
✔ the definitions of fundamental and derived ✔ use SI units in a correct format when expressing
SI units measurements, final calculated answers and
when you are presenting raw and processed data
✔ what is meant by scientific notation
✔ use scientific notation in conjunction with
✔ the meaning of metric multipliers
metric multipliers to express answers and data
✔ that significant figures are used to indicate in as concise a way as possible
levels of precision in measurements
✔ quote and compare ratios, values, estimations
✔ what is meant by an order of magnitude and approximations to the nearest order of
✔ what is meant by an estimation. magnitude
✔ estimate quantities to an appropriate number of
significant figures.

Scientists need a shared language to communicate between themselves

The change in definitions of the
and with the wider public. Part of this language involves agreeing
SI fundamental units in May 2019
the units used to specify data. For example, if you are told that your
does not affect your IB Diploma
journey to school has a value of 5000 then you need to know whether
Programme (DP) learning as you are
this is measured in metres (originally a European measure) or fet (an
not required to know the definitions
old Icelandic length measure).
except as indicated in the subject
guide. However, you should be The agreed set of units and rules is known as the Système Internationale
aware that textbooks written d’Unités (almost always abbreviated as SI). In this system, seven
before this date may give the older fundamental (base) units are defined and all other units are derived from
definitions. these. You are required to use six of the seven fundamental units; the
seventh is the unit of luminous intensity, the candela, that is not used
in the IB Diploma Programme physics course.
Assessment tip The six fundamental units you will use in the DP physics course are
shown in this table.
In physics, unless you are
providing a final answer as a ratio Measure Unit Abbreviation
or as a fractional difference, you mass kilogramme kg
must always quote the correct length metre m
unit with your answer. Marks can time second s
be lost in an examination when a
quantity of matter mole mol
unit is missing or is incorrect.
temperature kelvin K
You should always link your current ampère A
answer value to its unit (together
with the prefix where appropriate). There are many other derived units used in the course and the
expression of these in fundamental units is usually given in this book
when you meet the derived unit for the first time. Examples of these
derived units include joule, volt, watt, pascal.

2
 1.1 ME A S UREMENTS IN P HYS ICS

Often, the use of a derived unit avoids a long string of fundamental

units at the end of a number, so 1 volt ≡ 1 J C−1 ≡ 1 kg m2 s−3 A−1. Assessment tip
There are also some units used in the course that are not SI. Examples Many marks are lost through
include MeV c−2, light year and parsec. These have special meaning careless use of units in every
in some parts of the subject and are used by scientists in those fields. DP physics examination. When
Their meaning is explained when you meet them in this book. a question begins ‘Calculate, in
kg, the mass of…’, if you do not
The SI also specifies how data in science should be written. Numbers in
quote a unit for your answer then
physics can be very large or very small. Expressing the diameter of an
the examiner will assume that
atom as 0.000 000 000 12 m is unhelpful; 1.2 × 10−10 m is much better. This
you meant kg. If you worked the
format of n.nn × 10n is known as scientific notation and should be used
answer out in g and did not say so,
whenever possible. It can also be combined with the SI prefixes that
then you will lose marks.
are permitted.
SI prefixes are added in front of a unit to modify its value, so 1012 s
can be written as 1.012 ks. The full list of prefixes that you are
allowed is included in the data booklet and you can refer to it
during examinations.

Prefix Symbol Factor Decimal number

deca da 101 10
hecto h 102 100
kilo k 103 1 000
mega M 10 6
1 000 000
giga G 109 1 000 000 000
tera T 1012 1 000 000 000 000
peta P 10 15
1 000 000 000 000 000

deci d 10−1 0.1

centi c 10 −2 0.01
milli m 10−3 0.001
micro µ 10 −6 0.000 001
nano n 10 −9 0.000 000 001
pico p 10−12 0.000 000 000 001
femto f 10−15 0.000 000 000 000 001

There are some rules here too.

• Only one prefix is allowed per unit, so it would be incorrect to write
2.5 µkg for 2.5 mg.
• You can put one prefix per fundamental unit, so 0.33 Mm ks−1 would
be acceptable for 330 m s−1 (the speed of sound in air) but nowhere
near as meaningful.
Significant figures (sf) can lead to confusion. It is important to
distinguish between significant figures and decimal places (dp). For
example:
• 2.38 kg has 3 sf and 2 dp
• 911.2 kg has 4 sf and 1 dp.
The rule for the number of sf in a calculated answer is quite clear.
Specify the answer to the same number as the quantity in the question
with the smallest number of sf.

3
1 MEASUREMENTS AND UNCERTAINTIES

Assessment tip Example 1.1.1

In Example 1.1.1, rounding up is A snail travels a distance of 33.5 cm in 5.2 minutes.
needed. You should do this for Calculate the speed of the snail.
every calculation– but only at
State the answer to an appropriate number of significant figures.
the very end of the calculation.
Rounding answers mid-solution Solution
leads to inaccuracies that may The answer, to 7 sf, is 1.073718 × 10−3 m s−1.
take you out of the allowed
It is incorrect to quote the answer to this precision as the time
tolerance for the answer. Keep all
is only quoted to 2 sf (the fact that 5.2 minutes is 312 s is not
possible sf in your calculator until
important). The appropriate answer is 1.1 × 10−3 m s−1 (or 1.1 mm s−1
the end and only make a decision
if you prefer).
about the sf in the last line. In
Example 1.1.1, an examiner would
Sometimes estimations are required in physics. This is because either:
be very happy to see …
= 1.073718 × 10−3 m s−1 so • an educated guess is needed for all or some of the quantities in a
the speed of the snail is calculation, or
1.1 × 10−3 m s−1 (to 2 sf) … • there is an assumption involved in a calculation.
as your working is then
Often it will be appropriate to express your answer to an order of
completely clear.
magnitude, meaning rounded to the nearest power of ten. The best
way to express any order of magnitude answers is as 10n, where n is an
integer.
Assessment tip
Example 1.1.2
You may see order of magnitude
answers in Paper 1 (multiple Estimate the number of air molecules in a room.
choice) written as a single integer. Solution
When the response is, say, 7, this The calculation is left for you, but you should use the following
will mean 107. steps.
It is also permissible to talk about • Estimate the volume of a room by making an educated guess at
‘a difference of two orders of its dimensions, in metres.
magnitude’; this means a ratio
of 100 (102) between the two • The density of air is about 1.3 kg m−3—call it 1 kg m−3 to make the
quantities. numbers easy later.
• The mass of 1 mol of oxygen molecules is 32 g and 1 mol of
nitrogen is 28 g—call the answer 30 g for both gases combined.
Assessment tip • Each mole contains 6 × 1023 molecules.
If the command term ‘Estimate’ The volume and density → mass of gas in room and molar mass →
is used in the examination, it will number of moles and Avogadro’s number → answer.
always be clear what is required
as you will lack some or all data
for your calculation if an educated
guess is needed. In estimation
questions, such as Example 1.1.2,
make it clear what numbers you
are providing for each step and
how they fit into the overall
calculation.

4
 1.2 UNCERTAINTIES AND ERRORS

1.2 U NCE RTA INT IES AND ERR O R S

You must know: You should be able to:
✔ what is meant by random errors and systematic ✔ explain how random and systematic errors can
errors be identified and reduced
✔ what is meant by absolute, fractional and ✔ collect data that include absolute and/or
percentage uncertainties fractional uncertainties and go on to state these
as an uncertainty range
✔ that error bars are used on graphs to indicate
uncertainties in data ✔ determine the overall uncertainty when data
with uncertainties are combined in calculations
✔ that gradients and intercepts on graphs have
involving addition, subtraction, multiplication,
uncertainties.
division and raising to a power
✔ determine the uncertainty in gradients and
intercepts of graphs.

All measurement is prone to error. The Heisenberg uncertainty

Random errors are unpredictable
principle (Topic 12) reminds us of the fundamental limits beyond changes in data collected in an
which science cannot go. However, even when the data collected are experiment. Examples include
well above this limit, then two basic types of error are implicit in the fluctuations in a measuring
data you collect: random error and systematic error. instrument or changes in the
Random errors lead to an uncertainty in a value. One way to assess environmental conditions where
the experiment is being carried out.
their impact on a measurement is to repeat the measurement several
times and then use half the range of the outlying values as an estimate Systematic errors are often
of the absolute uncertainty. produced within measuring
instruments. Suppose that an
ammeter gives a reading of +0.1 A
Uncertainty in measurement is expressed in three ways.
when there is no current between
Absolute uncertainty: the numerical uncertainty associated with a quantity. the meter terminals. This means
For example, when a length of quoted value 5.00 m has an actual value that every reading made using the
somewhere between 4.95 m and 5.05 m, the absolute uncertainty is ± 0.05 m. meter will read 0.1 A too high. The
The length will be expressed as (5.00 ± 0.05) m. effect of a systematic error can
produce a non-zero intercept on
absolute uncertainty in quantity a graph where a line through the
Fractional uncertainty = .
numerical value of quantity origin is expected.
A fractional uncertainty has no unit.
Percentage uncertainty = fractional uncertainty × 100 expressed as a
percentage. There is no unit.

Example 1.2.1
Five readings of the length of a small table are made. The data
collected are:
0.972 m, 0.975 m, 0.979 m, 0.981 m, 0.984 m
a) Calculate the average length of the table.
b) Estimate, for the length of the table, its:
i) absolute uncertainty
ii) fractional uncertainty
iii) percentage uncertainty.

5
1 MEASUREMENTS AND UNCERTAINTIES

Solution
a) The average length is:
(0.972 + 0.975 + 0.979 + 0.981 + 0.984)
= 0.978(2)m
5
b) i) The outliers are 0.972 and 0.984 which differ by 0.012 m. Half
this value is 0.006 m and this is taken to be the absolute uncertainty.
The length should be expressed as (0.978 ± 0.006) m.
(This absolute error is an estimate; another estimate is the
standard deviation of the set of measurements which in this
case is 0.004 m. 0.006 m is thus an overestimate.)
0.006
ii) The fractional uncertainty is = 0.006(13) = 0.006.
0.9782
This is a ratio of lengths and has no unit.
iii) The percentage uncertainty is 0.006 × 100 = 0.6%.

You will often need to combine quantities mathematically: a pair of

lengths, both with uncertainty, may need to be added to give a total
length. This derived quantity will also have an uncertainty.

Combining uncertainties The answer should be expressed as (1.08 ± 0.08) m2.

The two sides of a table have lengths (180 ± 5) cm and When the answer is found by division, the fractional
(60 ± 3) cm. What is the total perimeter of the table? uncertainties are still added.
The absolute uncertainties are added when quantities are Raising quantities to a power
added and subtracted. When y = a2, this is the same as a × a so using the
When y = a ± b then ∆y = ∆ a + ∆ b ∆y ∆ a ∆ a 2∆ a
algebraic rule above: = + = .
In this case, the perimeter of the table is y a a a
180 + 180 + 60 + 60 = 480 m. The absolute uncertainty is ∆y ∆a
5 + 5 + 3 + 3 = 16 cm. In the general case, when y = a n, = n , where ||
y a
The perimeter is (480 ± 16) cm or 4.8 ± 0.2 m.
means the absolute value or magnitude of the expression.
Notice that when the quantities themselves are subtracted,
the uncertainties are still added. When a quantity is raised to a power n, the fractional
uncertainty is multiplied by n.
What is the area of the table?
ab ∆y ∆ a ∆ b ∆c The radius of a sphere is (0.20 ± 0.01) m. What is the
When y = then = + + volume of the sphere?
c y a b c
4
The fractional uncertainties are added when quantities are Volume of sphere is: πr 3 =0.0335 m3
multiplied or divided. 3
where r is the radius.
The area is 1.8 × 0.60 = 1.08 m2. The two fractional 0.01
uncertainties are Fractional uncertainty of radius = = 0.05
0.05 0.03 0.20
= 0.028 and = 0.050. So, the fractional uncertainty of the radius cubed is
1.8 0.6
3 × 0.05 = 0.15.
The sum is 0.078 and this is the fractional uncertainty of
the answer. The absolute uncertainty is
0.335 × 0.15 = 0.0050 m3.
The absolute uncertainty in the
area = 0.078 × 1.08 = 0.084. The volume of the sphere is (0.335 ± 0.005) m3.

It is possible that data points, all with an associated error, are presented
on a graph. Therefore, there are errors associated with the gradient and
There is more information about
any intercept on the graph. The way to treat these errors is to add error
this topic in Chapter 13, which deals
bars to the graph. These are vertical or horizontal lines, centred on each
with Paper 3, Section A.
data point, that are equal to the length of the absolute errors.

6
 1.3 VECTORS AND SCALARS

Maximum and minimum best-fit lines can then be drawn each side of 20
the true best-fit line. The gradients of these maximum–minimum lines
15
give a range of values that corresponds to the error in the gradient. The

distance / m
intercepts of the maximum–minimum lines also have a range in values 10
that can be associated with the error in the true intercept. 5
For the graph in Figure 1.2.1, the gradient is 1.6 with a range between 0
2.1 and 1.1, so (1.6 ± 0.5) m s−1. 0 2 4 6 8 10 12
–5 time / s
The intercept is −2.4 with a range of 1.0 to −5.8, so (−2.4 ± 3.4) m.
Figure 1.2.1. Maximum and
minimum best-fit lines each side of a
true best-fit line

1.3 VECTOR S AND S CAL ARS

You must know: You should be able to:
✔ what are meant by vector and scalar quantities ✔ solve vector problems graphically and
algebraically.
✔ that vectors can be combined and resolved
(split into two separate vectors).

Quantities in DP physics are either scalars or vectors. (There is a third Scalars are quantities that have
type of physical quantity but this is not used at this level.) magnitude (size) but no direction.
A vector can be represented by a line with an arrow. When drawn to They generally have a unit
scale, the length of the line represents the magnitude, and the direction associated with them.
is as drawn. Vectors are quantities that have
both magnitude and a physical
Both scalars and vectors can be added and subtracted. Scalar quantities direction. A unit is associated with
add just as any other number in mathematics. With vectors, however, the number part of the vector.
you need to take the direction into account.
For example, the scalar quantity
Figure 1.3.1 shows the addition of two vectors. The vectors must be speed is written as v; the vector
drawn to the same scale and the direction angles drawn accurately too. quantity velocity is written
 as v
A further construction produces the parallelogram with the red solid (sometimes as v or v , but this
and dashed lines. Then the magnitude of the new vector v1 + v2 is given notation is not used in this book).
by the length of the blue vector with the direction as shown.
v2

v2
v2

v1 v

v1
v1
v1
v1
Figure 1.3.1. Adding vectors v1 and v2

Vectors can also be added algebraically. The most common situation

you meet in the DP physics course is when the vectors are at 90° to
each other (Figure 1.3.2). v2
v2
As before, addition by drawing gives the red vector which is the sum of
v1 and v2. Algebraically, the use of trigonometry gives the magnitude of
θ
v  θ
the resultant (added) vector as v 12 + v 22 and the direction θ as tan −1  2  .
 v1  Figure 1.3.2. Adding two vectors at
right angles
7
1 MEASUREMENTS AND UNCERTAINTIES

Example 1.3.1
A girl walks 500 m due north and then 1200 m due east. Calculate
her position relative to her starting point.
Solution
This is similar to the situation in Figure 1.3.2 where the first vector
has a magnitude of 500 m and the second a magnitude of 1200 m.
The magnitude of the resultant is 5002 + 12002 = 1300 m.
500 
θ is tan −1  = 22.6°.
 1200 

Another skill required in the DP physics course is that of breaking a

vector down into two components at right angles to each other – this is
known as resolving the vector. A right angle is chosen because the two
resolved components will be independent of each other. Figure 1.3.3
Fsinθ shows the process.
F
The vector F points upwards from the horizontal at θ. This length F
is the hypotenuse of the right-angled triangle. The other sides have
lengths F cos θ and F sin θ .

Example 1.3.2
θ
An object moves with a velocity 40 m s−1 at an
Fcosθ
angle N30°E. Determine the component of the
40 ms−1
velocity in the direction:

Vy = 40 sin 60°
Figure 1.3.3. Resolving a vector
a) due east
b) due north.
Solution
a) The angle between the vector and east is 60° 60°
−1
So the component due east = 40 cos60° = 20 m s Vx = 40 cos 60°

b) Due north, the component is 40 cos 30° = 40 sin 60° = 34.6 m s −1

Example 1.3.3
A girl cycles 1500 m due north, 800 m due east and 1000 m in a
south-easterly direction. Calculate her overall displacement.
Solution

A drawing of the journey is shown. The total horizontal component

of the displacement is 800 + 1000 cos 45° = 1510 m. The total vertical
component is 1500 − 1000 cos 45° = 790 m.
 790  = 28°
The displacement is 1700 m at tan −1  .
 1510 

8
 1.3 VECTORS AND SCALARS

You can now add or subtract any non-parallel vectors algebraically. Figure 1.3.4 shows the method.

V1y = V1 sin θ1
V2y = V2 sin θ2
V2 V1

θ2 θ1

V2x = V2 cos θ2 V1x = V1 cos θ1

Figure 1.3.4. Algebraic method for adding or subtracting non-parallel vectors

Horizontally the addition gives Vx = V1x + V2 x which is V1 cos θ 1 − V2 cos θ 2.

Vertically the addition gives Vy = V1y + V2 y which is V1 sin θ 1 + V2 sin θ 2 . These new vector lengths can be
 Vy 
added to give the new vector length V = Vx2 + Vy2 with an angle to the horizontal of tan −1 =  .
 V  x
To subtract two vectors, simply form the negative vector of the one being subtracted (by reversing its
original direction but leaving the length unchanged) and add this to the other vector.

Practice problems for Topic 1

Problem 1 b) Number of free electrons in the charger lead to your
You will need to have covered the relevant topic before computer.
answering this question. c) Volume of a door.
a) Express the following derived units in fundamental d) Number of atoms in a chicken’s egg (assume it is
units: watt, newton, pascal, tesla. made of water).
b) Give a suitable set of fundamental units for the e) Number of molecules of ink in a pen.
following quantities:
acceleration, gravitational field strength, electric field f) Energy stored in an AA cell.
strength, energy. g) Number of seconds you have been alive.
Problem 2 h) Thickness of tread worn off a car tyre when it
Express the following physical constants (all in the travels 10 km.
data booklet) to the specific number of significant
figures. Problem 5
Determine, the following, with their absolute and
Quantity Significant figures required percentage uncertainties.
Neutron rest mass 3
Planck’s constant 2
a) The kinetic energy of a mass (1.5 ± 0.2) kg moving at
1
Coulomb constant 2 (21.5 ± 0.3) m s−1 (use Ek = mv2).
Permeability of free space 5
2
b) The force acting on a wire of length (3.5 ± 0.4) m
Problem 3
Express the following numbers in scientific notation to carrying a current (2.5 ± 0.2) A in a magnetic field of
three significant figures. strength (5.2 ± 0.3) mT (use F = BIL).

a) 4903.5 b) 0.005194 c) The quantity of gas, in mol, in a gas of volume

(1.25 ± 0.03) m3, pressure (2.3 ± 0.1) × 105 Pa at a
c) 39.782 d) 9273844.45 temperature of (300 ± 10) K (use pV = nRT).
e) 0.035163 Problem 6
Problem 4 A car is driven at 30 m s−1 for 30 minutes due east and
Estimate these quantities. then at 25 m s−1 for 45 minutes northeast.
a) Length of a DP physics course in seconds. Calculate the final displacement of the car from its
starting point.

9
OXFORD IB PREPARED

PHYSICS
Offering an unparalleled level of assessment support at SL and HL, Author
IB Prepared: Physics has been developed directly with the IB to provide David Homer
the most up-to-date and authoritative guidance on DP assessment.
You can trust IB Prepared resources to:
➜ Consolidate essential knowledge and facilitate more effective
exam preparation via concise summaries of course content
FOR FIRST ASSESSMENT
➜ Ensure that learners fully understand assessment requirements
IN 2016
with clear explanations of each component, past paper material
and model answers
➜ Maximize assessment potential with strategic tips, highlighted
common errors and sample answers annotated with expert advice
What's on the cover?
➜ Build students’ skills and confidence using exam-style questions,
A visual representation of
practice papers and worked solutions the Higgs boson particle
10 FIELDS (AHL)

Key syllabus material is explained Figure 10.1.3 shows the gravitational field due to a spherical planet
Points on the green surface are at the same distance from the centre
of the sphere and so have the same potential. When a mass moves on
alongside key definitions the green surface no overall work is done. This gives an equipotential
surface, on which a charge or mass can move without work being
transferred.
Because work is done when a charge or mass moves along a field line,
–80 V
equipotentials must always meet field lines at 90°.

Assessment tips offer guidance and –90 V

–100 V
Example 10.1.1
A precipitation system collects dust particles in a chimney. It

warn against common errors consists of two large parallel vertical plates, separated by 4.0 m,
maintained at potentials of +25 kV and −25 kV.
a) Explain what is meant by an equipotential surface.
b) A small dust particle moves vertically up the centre of the
Figure 10.1.3. Field lines and
chimney, midway between the plates.The charge on the dust

Assessment questions and sample student

equipotentials around a planet
particle is + 5.5 nC.
i) Show that there is an electrostatic force on the particle of about

responses provide practice opportunities 0.07 mN.

ii) The mass of the dust particle is 1.2 × 10−4 kg and it moves
up the centre of the chimney at a constant vertical speed of
and useful feedback 0.80 m s−1.
Calculate the minimum length of the plates so that the particle
strikes one of them. Air resistance is negligible.
Solution
a) An equipotential surface is a surface of constant potential. This
Also available, from Oxford means that no work is done in moving charge around on the
surface.

978 0 19 8392132 b) i) The force on particle = qE =

Vq
d
where d is the distance between

the plates. The potential difference is 50 kV.

5.0 × 10 4 × 5.5 × 10−9
Assessment tip So force = = 6.875 × 10−5 N
4.0
Example 10.1.1 b) i) is a ‘show force 6.875 × 10−5
ii) The horizontal acceleration = = = 0.573 m s −2 .
that’ question. You must convince mass 1.2 × 10−4
the examiner that you have The particle is in the centre of the plates, so has to move 2.0 m
completed all the steps to carry 1
horizontally to reach a plate. Using s = ut + at 2 and knowing
out the calculation. The way to do 2
this is to quote the final answer to that the particle has no initial horizontal component of
at least one more significant figure 1 2 × 2.0
speed gives 2.0 = 0 × t + 0.573t 2 so t = = 2.63 m and,
(sf) than the question quoted. 2 0.573
Here it is quoted to 4 sf – and in therefore, the length must be 2.63 × 0.8 = 2.1 m.
this situation this is fine.
SAMPLE STUDENT ANSWER

Explain what is meant by the gravitational potential at the surface of a

planet. [2]
▲▲There are two marks for this This answer could have achieved 2/2 marks:
question and two points to make –
this answer has them both: work It is the work done per unit mass to bring a small test mass
done per unit mass, and the idea of from a point of infinity (zero PE) to the surface of that planet
taking the mass (it does not have to
be ‘small’ in a potential definition) (in the gravitational field).
from infinity to the surface.

108

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