AS Physics

Unit 1 21 The Oscilloscope

Particles, Quantum Phenomena and Electricity Unit 2

1 Constituents of the Atom Mechanics, Materials and Waves

2 Particles and Antiparticles 1 Scalars and Vectors

3 Quarks 2 Resolving Vectors

4 Hadrons 3 Moments

5 Leptons 4 Velocity and Acceleration

6 Forces and Exchange Particles 5 Motion Graphs

7 The Strong Interaction 6 Equations of Motion

8 The Weak Interaction 7 Terminal Velocity and Projectiles

9 Feynman Diagrams 8 Newton’s Laws

10 The Photoelectric Effect 9 Work, Energy and Power

11 Excitation, Ionisation and Energy Levels 10 Conservation of Energy

12 Wave Particle Duality 11 Hooke’s Law

13 QVIRt 12 Stress and Strain

14 Ohm’s Law and I-V Graphs 13 Bulk Properties of Solids

15 Resistivity and Superconductivity 14 Young’s Modulus

16 Series and Parallel Circuits 15 Progressive Waves

17 Energy and Power 16 Longitudinal and Transverse Waves

18 EMF and Internal Resistance 17 Superposition and Standing Waves

19 Kirchhoff and Potential Dividers 18 Refraction

20 Alternating Current 19 Total Internal Reflection

20 Interference 21 Diffraction

Constituents of the Atom

Unit 1
Lesson 1
To be know the constituents of the atom with their masses and charges
Learning
To be able to calculate the specific charge of the constituents
Outcomes
To be able to explain what isotopes and ions are N. DWYER

The Nuclear Model (Also seen in GCSE Physics 1 and 2) Constituent Charge (C) Mass (kg)
We know from Rutherford’s experiment that the structure of Proton 1.6 x 10-19 1.673 x 10-27
an atom consists of positively charged protons and neutral Neutron 0 1.675 x 10-27
neutrons in one place called the nucleus. The nucleus sits in Electron - 1.6 x 10 -19
9.1 x 10-31
the middle of the atom and has negatively charged electrons
orbiting it. At GCSE we used charges and masses for the constituents relative to each other, the table above
shows the actual charges and masses.
Almost all of the mass of the atom is in the tiny nucleus which takes up practically no space when compared to
the size of the atom. If we shrunk the Solar System so that the Sun was the size of a gold nucleus the furthest
electron would be twice the distance to Pluto.
If the nucleus was a full stop it would be 25 m to the first electron shell, 100 to the second and 225 to the third.

Notation (Also seen in GCSE Physics 2)

We can represent an atom of element X in the following way:
Z is the proton number. This is the number of protons in the nucleus. In an uncharged atom the number of
electrons orbiting the nucleus is equal to the number of protons.
In Chemistry it is called the atomic number
A is the nucleon number. This is the total number of nucleons in the nucleus (protons + neutrons) which can be
written as A = Z + N.
In Chemistry it is called the atomic mass number
N is the neutron number. This is the number of neutrons in the nucleus.
Isotopes (Also seen in GCSE Physics 1 and 2)
Isotopes are different forms of an element. They always have the same number of protons but have a different
number of neutrons. Since they have the same number of protons (and electrons) they behave in the same way
chemically.
Chlorine If we look at Chlorine in the periodic table we see that it is represented by . How can it have 18.5
neutrons? It can’t! There are two stable isotopes of Chlorine, which accounts for ~75% and which
accounts for ~25%. So the average of a large amount of Chlorine atoms is .
Specific Charge
Specific charge is another title for the charge-mass ratio. This is a measure of the charge per unit mass and is
simply worked out by worked out by dividing the charge of a particle by its mass.
You can think of it as a how much charge (in Coulombs) you get per kilogram of the ‘stuff’.
Constituent Charge (C) Mass (kg) Charge-Mass Ratio (C kg-1) or (C/kg)
Proton 1.6 x 10-19 1.673 x 10-27 1.6 x 10-19 ÷ 1.673 x 10-27 9.58 x 107
-27 -27
Neutron 0 1.675 x 10 0 ÷ 1.675 x 10 0
-19 -31 -19 -31
Electron (-) 1.6 x 10 9.1 x 10 1.6 x 10 ÷ 9.11 x 10 (-) 1.76 x 1011
We can see that the electron has the highest charge-mass ratio and the neutron has the lowest.
Ions (Also seen in GCSE Physics 2)
An atom may gain or lose electrons. When this happens the atoms becomes electrically charged (positively or
negatively). We call this an ion.
If the atom gains an electron there are more negative charges than positive, so the atom is a negative ion.
 Gaining one electron would mean it has an overall charge of -1, which actually means -1.6 x 10-19C.
Gaining two electrons would mean it has an overall charge of -2, which actually means -3.2 x 10 -19C.
If the atom loses an electron there are more positive charges than negative, so the atom is a positive ion.
Losing one electron would mean it has an overall charge of +1, which actually means +1.6 x 10-19C.
Losing two electrons would mean it has an overall charge of +2, which actually means +3.2 x 10 -19C.

Particles and Antiparticles

Unit 1
Lesson 2
To know what is the difference between particles and antiparticles
Learning
To be able to explain what annihilation is
Outcomes
To be able to explain what pair production is N. DWYER

Antimatter
British Physicist Paul Dirac predicted a particle of equal mass to an electron but of opposite charge (positive).
This particle is called a positron and is the electron’s antiparticle.
Every particles has its own antiparticle. An antiparticle has the same mass as the particle version but has
opposite charge. An antiproton has a negative charge, an antielectron has a positive charge but an antineutron
is also uncharged like the particle version.
American Physicist Carl Anderson observed the positron in a cloud chamber, backing up Dirac’s theory.
Anti particles have opposite Charge, Baryon Number, Lepton Number and Strangeness.
If they are made from quarks the antiparticle is made from antiquarks
Annihilation
Whenever a particle and its antiparticle meet they annihilate each other.
Annihilation is the process by which mass is converted into energy, particle
and antiparticle are transformed into two photons of energy.
Mass and energy are interchangeable and can be converted from one to
the other. Einstein linked energy and mass with the equation:

You can think of it like money; whether you have dollars or pounds you would still have the same amount of
money. So whether you have mass or energy you still have the same amount.
The law of conservation of energy can now be referred to as the conservation of mass-energy.
The total mass-energy before is equal to the total mass-energy after.
Photon
Max Planck had the idea that light could be released in ‘chunks’ or packets of energy. Einstein named these
wave-packets photons. The energy carried by a photon is given by the equation:
Since we can also write this as:
How is there anything at all?
When the Big Bang happened matter and antimatter was produced and sent out expanding in all directions. A
short time after this there was an imbalance in the amount of matter and antimatter. Since there was more
matter all the antimatter was annihilated leaving matter to form protons, atoms and everything around us.
Pair Production
Pair production is the opposite process to annihilation, energy is
converted into mass. A single photon of energy is converted into a
particle-antiparticle pair. (This happens to obey the conservation laws)
This can only happen if the photon has enough mass-energy to “pay for the mass”.
Let us image mass and energy as the same thing, if two particles needed 10 “bits” and the photon had 8 bits
there is not enough for pair production to occur.
If two particles needed 10 bits to make and the photon had 16 bits the particle-antiparticle
pair is made and the left over is converted into their kinetic energy.

If pair production occurs in a magnetic field the particle and antiparticle will move in circles of
opposite direction but only if they are charged. (The deflection of charges in magnetic fields
will be covered in Unit 4: Force on a Charged Particle)

Pair production can occur spontaneously but must occur near a nucleus which recoils to help
conserve momentum. It can also be made to happen by colliding particles. At CERN protons are accelerated and
 fired into each other. If they have enough kinetic energy when they collide particle-antiparticle pair may be
created from the energy.
The following are examples of the reactions that have occurred:

In all we can see that the conservation laws of particle physics are obeyed.

Quarks
Unit 1
Lesson 3
To know what quarks are and where they are found
Learning
To be able to explain how they were discovered
Outcomes
To know the properties of each type of quark N. DWYER

Rutherford Also seen in GCSE Physics 2

Rutherford fired a beam of alpha particles at a thin gold foil. If the atom had no inner structure the alpha
particles would only be deflected by very small angles. Some of the alpha particles were scattered at large
angles by the nuclei of the atoms. From this Rutherford deduced that the atom was mostly empty space with
the majority of the mass situated in the centre. Atoms were made from smaller particles.

Smaller Scattering
In 1968 Physicists conducted a similar experiment to Rutherford’s but they fired
a beam of high energy electrons at nucleons (protons and neutrons). The results
they obtained were very similar to Rutherford’s; some of the electrons were
deflected by large angles. If the nucleons had no inner structure the electrons
would only be deflected by small angles. These results showed that protons and
neutrons were made of three smaller particles, each with a fractional charge.

Quarks
These smaller particles were named quarks and are thought to be fundamental particles (not made of anything
smaller). There are six different quarks and each one has its own antiparticle.
We need to know about the three below as we will be looking at how larger particles are made from different
combinations of quarks and antiquarks.
Charge Baryon Strangeness Anti Charge Baryon Strangeness
Quark
(Q) Number (B) (S) Quark (Q) Number (B) (S)
d -⅓ +⅓ 0 d̄ +⅓ -⅓ 0
u +⅔ +⅓ 0 ū -⅔ -⅓ 0
s -⅓ +⅓ -1 s̄ +⅓ -⅓ +1

The other three are Charm, Bottom and Top. You will not be asked about these three
Quark Charge Baryon No. Strangeness Charmness Bottomness Topness
d -⅓ +⅓ 0 0 0 0
u +⅔ +⅓ 0 0 0 0
s -⅓ +⅓ -1 0 0 0
c +⅔ +⅓ 0 +1 0 0
b -⅓ +⅓ 0 0 -1 0
t +⅔ +⅓ 0 0 0 +1

The Lone Quark?

Never! Quarks never appear on their own. The energy required to pull two quarks
apart is so massive that it is enough to make two new particles. A quark and an
antiquark are created, another example of pair production.
A particle called a neutral pion is made from an up quark and an antiup
quark. Moving these apart creates another up quark and an antiup quark. We
now have two pairs of quarks.
Trying to separate two quarks made two more quarks.
Particle Classification
Now that we know that quarks are the smallest building blocks we can separate all other particles into two
groups, those made from quarks and those that aren’t made from quarks.
Hadrons – Heavy and made from smaller particles
Leptons – Light and not made from smaller particles

Hadrons
Unit 1
Lesson 4
To know what a hadron is and the difference between the two types
Learning
To know the properties common to all hadrons
Outcomes
To know the structure of the common hadrons and which is the most stable N. DWYER

Made from Smaller Stuff

Hadrons, the Greek for ‘heavy’ are not fundamental particles they are all made from smaller particles, quarks.
The properties of a hadron are due to the combined properties of the quarks that it is made from.
There are two categories of Hadrons: Baryons and Mesons.
Baryons Made from three quarks
Charge Baryon Strangeness Charge Baryon Strangeness
Proton Neutron
(Q) Number (B) (S) (Q) Number (B) (S)
u +⅔ +⅓ 0 d -⅓ +⅓ 0
u +⅔ +⅓ 0 u +⅔ +⅓ 0
d -⅓ +⅓ 0 d -⅓ +⅓ 0
p +1 +1 0 n 0 +1 0
The proton is the only stable hadron, all others eventually decay into a proton.
Mesons Made from a quark and an antiquark
Pion Charge Baryon Strangeness Pion Charge Baryon Strangeness
Plus (Q) Number (B) (S) Minus (Q) Number (B) (S)
u +⅔ +⅓ 0 ū -⅔ -⅓ 0
d̄ +⅓ -⅓ 0 d -⅓ +⅓ 0
+ -
π +1 0 0 π -1 0 0

Pion Charge Baryon Strangeness Pion Charge Baryon Strangeness

Zero (Q) Number (B) (S) Zero (Q) Number (B) (S)
u +⅔ +⅓ 0 d -⅓ +⅓ 0
ū -⅔ -⅓ 0 d̄ +⅓ -⅓ 0
π0 0 0 0 π0 0 0 0

Kaon Charge Baryon Strangeness Kaon Charge Baryon Strangeness

Plus (Q) Number (B) (S) Minus (Q) Number (B) (S)
u +⅔ +⅓ 0 ū -⅔ -⅓ 0
s̄ +⅓ -⅓ +1 s -⅓ +⅓ -1
K+ +1 0 +1 K- -1 0 -1

Kaon Charge Baryon Strangeness AntiKaon Charge Baryon Strangeness

Zero (Q) Number (B) (S) Zero (Q) Number (B) (S)
d -⅓ +⅓ 0 d̄ +⅓ -⅓ 0
s̄ +⅓ -⅓ +1 s -⅓ +⅓ -1
K0 0 0 +1 K̄ 0 0 0 -1

Anti Hadrons
Anti hadrons are made from the opposite quarks as their Hadron counterparts, for example a proton is made
from the quark combination uud and an antiproton is made from the combination ūūd̄
We can see that a π+ and a π- are particle and antiparticle of each other.
Anti Charge Baryon Strangeness Anti Charge Baryon Strangeness
Proton (Q) Number (B) (S) Neutron (Q) Number (B) (S)
ū -⅔ -⅓ 0 d̄ +⅓ -⅓ 0
 ū -⅔ -⅓ 0 ū -⅔ -⅓ 0
d̄ +⅓ -⅓ 0 d̄ +⅓ -⅓ 0
p̄̄ -1 -1 0 n̄ 0 -1 0
You need to know all the quark combination shown on this page as they may ask you to recite any of them.

Leptons
Unit 1
Lesson 5
To be able to explain what a lepton is
Learning
To know the properties common to all leptons
Outcomes
To be able to explain the conservation laws and be able to use them N. DWYER

Fundamental Particles
A fundamental particle is a particle which is not made of anything smaller. Baryons and Mesons are made from
quarks so they are not fundamental, but quarks themselves are. The only other known fundamental particles
are Bosons (see Lesson 6: Forces and Exchange Particles) and Leptons.
Leptons
Leptons are a family of particles that are much lighter than Baryons and Mesons and are not subject to the
strong interaction. There are six leptons in total, three of them are charged and three are uncharged.
The charged particles are electrons, muons and tauons. The muon and tauon are similar to the electron but
bigger. The muon is roughly 200 times bigger and the tauon is 3500 times bigger (twice the size of a proton).
Each of the charged leptons has its own neutrino. If a decay involves a neutrino and a muon, it will be a muon
neutrino, not a tauon neutrino or electron neutrino.
The neutrino is a chargeless, almost massless particle. It isn’t affected by the strong interaction or EM force and
barely by gravity. It is almost impossible to detect.

Charge Lepton Charge Lepton

Lepton Anti Lepton
(Q) Number (L) (Q) Number (L)
Electron e- -1 +1 Anti Electron e+ +1 -1
Electron Neutrino νe 0 +1 Anti Electron Neutrino ν̄ e 0 -1
Muon μ- -1 +1 Anti Muon μ+ +1 -1
Muon Neutrino νμ 0 +1 Anti Muon Neutrino ν̄ μ 0 -1
Tauon τ- -1 +1 Anti Tauon τ+ +1 -1
Tauon Neutrino ντ 0 +1 Anti Tauon Neutrino ν̄ τ 0 -1

Conservation Laws
For a particle interaction to occur the following laws must be obeyed, if either is violated the reaction will never
be observed (will never happen):
Charge: Must be conserved (same total value before as the total value after)
Baryon Number: Must be conserved
Lepton Number: Must be conserved
Strangeness: Conserved in EM and Strong Interaction. Doesn’t have to be conserved in Weak Interaction
Examples
In pair production a photon of energy is converted into a particle and its antiparticle
γ → e- + e+
Q 0 → -1 + +1 0 → 0 Conserved
B 0 → 0 + 0 0 → 0 Conserved
L 0 → +1 + -1 0 → 0 Conserved
S 0 → 0 + 0 0 → 0 Conserved
Let us look at beta plus decay as we knew it at GCSE. A neutron decays into a proton and releases an electron.
n → p + e-
Q 0 → +1 + -1 0 → 0 Conserved
B +1 → +1 + 0 +1 → +1 Conserved
L 0 → 0 + +1 0 → +1 Not Conserved
S 0 → 0 + 0 0 → 0 Conserved
This contributed to the search for and discovery of the neutrino.
Number Reminders
 There may be a clue to the charge of a particle; π+, K+ and e+ have a positive charge.
It will only have a baryon number if it IS a baryon. Mesons and Leptons have a Baryon Number of zero.
It will only have a lepton number if it IS a lepton. Baryons and Mesons have a Lepton Number of zero.
It will only have a strangeness if it is made from a strange quark. Leptons have a strangeness of zero.

Forces and Exchange Particles

Unit 1
Lesson 6
To know the four fundamental forces, their ranges and relative strengths
Learning
To know what each force does and what it acts on
Outcomes
To be able to explain what exchange particles are N. DWYER

The Four Interactions

There are four forces in the universe, some you will have come across already and some will be new:
The electromagnetic interaction causes an attractive or repulsive force between charges.
The gravitational interaction causes an attractive force between masses.
The strong nuclear interaction causes an attractive (or repulsive) force between quarks (and so hadrons).
The weak nuclear interaction does not cause a physical force, it makes particles decay. ‘Weak’ means there is a
low probability that it will happen.
Interaction/Force Range Relative Strength
-15
Strong Nuclear ~10 m 1 (1)
Electromagnetic ∞ ~10–2 (0.01)
-18 –7
Weak Nuclear ~10 m ~10 (0.0000001)
Gravitational ∞ ~10–36 (0.000000000000000000000000000000000001)

Exchange Particles
In 1935 Japanese physicist Hideki Yukawa put forward the idea that the interactions/forces between two
particles were caused by ‘virtual particles’ being exchanged between the two particles.
He was working on the strong nuclear force which keeps protons and neutrons together and theorised that they
were exchanging a particle back and forth that ‘carried’ the force and kept them together. This is true of all the
fundamental interactions.
The general term for exchange particles is bosons and they are fundamental particles like quarks and leptons.
Ice Skating Analogy
Imagine two people on ice skates that will represent the two bodies experiencing a force.
If A throws a bowling ball to B, A slides back when they release it and B moves back when they catch it.
Repeatedly throwing the ball back and forth moves A and B away from each other, the force causes repulsion.
The analogy falls a little short when thinking of attraction, but bear with it.
Now imagine that A and B are exchanging a boomerang (bear with it), throwing it behind them pushes A
towards B, B catches it from behind and moves towards A. The force causes attraction.

Which Particle for What Force

Each of the interactions/forces has its own exchange particles.
Interaction/Force Exchange Particle What is acts upon
Strong Nuclear Gluons between quarks Pions between Baryons Nucleons (Hadrons)
Electromagnetic Virtual Photon Charged particles
Weak Nuclear W+ W– Z0 All particles
Gravitational Graviton Particles with masses

Borrowing Energy to Make Particles

The exchange particles are made from ‘borrowed’ energy, borrowed from where? From nowhere! Yukawa used
the Heisenberg Uncertainty Principle to establish that a particle of mass-energy ΔE could exist for a time Δt as
long as where h is Planck’s constant. This means that a heavy particle can only exist for a short time
while a lighter particle may exist for longer.
h is Planck’s Constant, h = 6.63 x 10-34 J s.
In 1947 the exchange particle of the strong nuclear interaction were observed in a cloud chamber.
Lending Money Analogy
Think of making exchange particles in terms of lending somebody some money.
If you lend somebody £50 you would want it paid back fairly soon.
If you lend somebody 50p you would let them have it for longer before paying you back.

The Strong Interaction

Unit 1
Lesson 7
To know why a nucleus doesn’t tear itself apart
Learning
To know why a nucleus doesn’t collapse in on itself
Outcomes
To know why the neutron exists in the nucleus N. DWYER

The Strong Interaction

The strong nuclear force acts between quarks. Since Hadrons are the only particles made of
quarks only they experience the strong nuclear force.
In both Baryons and Mesons the quarks are attracted to each other by exchanging virtual
particles called ‘gluons’.

On a larger scale the strong nuclear force acts between the Hadrons
themselves, keeping them together. A pi-meson or pion (π) is exchanged
between the hadrons. This is called the residual strong nuclear force.

Force Graphs
Neutron-Neutron or Neutron-Proton
Here is the graph of how the force varies between two neutrons or a proton
and a neutron as the distance between them is increased.
We can see that the force is very strongly repulsive at separations of less than
0.7 fm ( x 10–15 m). This prevents all the nucleons from crushing into each
other.
Above this separation the force is strongly attractive with a peak around 1.3
fm. When the nucleons are separated by more than 5 fm they no longer
experience the SNF.
Proton-Proton
The force-separation graphs for two protons is different. They both attract each other due to the SNF but they
also repel each other due to the electromagnetic force which causes two like charges to repel.

Graph A Graph B Graph C

Graph A shows how the strong nuclear force varies with the separation of the protons
Graph B shows how the electromagnetic force varies with the separation of the protons
Graph C shows the resultant of these two forces: repulsive at separations less than 0.7 fm, attractive up to 2 fm
when the force becomes repulsive again.

Neutrons – Nuclear Cement

In the lighter elements the number of protons and
neutrons in the nucleus is the
same. As the nucleus gets bigger
more neutrons are needed to
keep it together.
 Adding another proton means that all the other nucleons feel the SNF attraction. It also means that all the other
protons feel the EM repulsion.

Adding another neutron adds to the SNF attraction between the nucleons but, since it is uncharged, it does not
contribute to the EM repulsion.

The Weak Interaction

Unit 1
Lesson 8
To be able to write the equation for alpha and beta decay
Learning
To know what a neutrino is and why is must exist
Outcomes
To be able to state the changes in quarks during beta plus and beta minus decay N. DWYER

Alpha Decay
When a nucleus decays in this way an alpha particle (a helium nucleus) is ejected from the nucleus.
or
All the emitted alpha particles travelled at the same speed, meaning they had the same amount of energy. The
law of conservation of mass-energy is met, the energy of the nucleus before the decay is the same as the
energy of the nucleus and alpha particle after the decay.
Alpha decay is NOT due to the weak interaction but Beta decay IS

Beta Decay and the Neutrino

In beta decay a neutron in the nucleus changes to a proton and releases a beta particle (an electron).
The problem with beta decay was that the electrons had a range of energies so the law of conservation of mass-
energy is violated, energy disappears. There must be another particle being made with zero mass but variable
speeds, the neutrino.
We can also see from the particle conservation laws that this is a forbidden interaction:
Charge Q: 0 +1–1 0 0 Charge is conserved
Baryon Number B: +1 +1+0 1 1 Baryon number is conserved
Lepton Number L: 0 0+1 0 1 Lepton number is NOT conserved
Beta Minus (β–) Decay
In neutron rich nuclei a neutron may decay into a proton, electron and an anti electron neutrino.

Charge Q: 0 +1–1+0 0 0 Charge is conserved

Baryon Number B: +1 +1+0+0 1 1 Baryon number is conserved
Lepton Number L: 0 0+1–1 0 0 Lepton number is conserved

In terms of quarks beta minus decay looks like this: which simplifies to:

Charge Q: – ⅓ +⅔–1+0 –⅓ –⅓ Charge is conserved

Baryon Number B: +⅓ +⅓+0+0 ⅓ ⅓ Baryon number is conserved
Lepton Number L: 0 0+1–1 0 0 Lepton number is conserved
Beta Plus (β+) Decay
In proton rich nuclei a proton may decay into a neutron, positron and an electron neutrino.

Charge Q: +1 0+1+0 1 1 Charge is conserved

Baryon Number B: +1 +1+0+0 1 1 Baryon number is conserved
Lepton Number L: 0 0–1+1 0 0 Lepton number is conserved

In terms of quarks beta plus decay looks like this: which simplifies to:

Charge Q: +⅔ –⅓+1+0 ⅔ ⅔ Charge is conserved

Baryon Number B: +⅓ +⅓+0+0 ⅓ ⅓ Baryon number is conserved
Lepton Number L: 0 0–1+1 0 0 Lepton number is conserved
Strangeness
The weak interaction is the only interaction that causes a quark to change into a different type of quark. In beta
decay up quarks and down quarks are changed into one another. In some reactions an up or down quark can
change into a strange quark meaning strangeness is not conserved.
During the weak interaction there can be a change in strangeness of ±1.

Feynman Diagrams
Unit 1
Lesson 9
To know what a Feynman diagram shows us
Learning
To be able to draw Feynman diagrams to represent interactions and decays
Outcomes
To be able to state the correct exchange particle N. DWYER

Feynman Diagrams
An American Physicist called Richard Feynman came up with a way of visualising forces and exchange particles.
Below are some examples of how Feynman diagrams can represent particle interactions.
The most important things to note when dealing with Feynman diagrams are the arrows and the exchange
particles, the lines do not show us the path that the particles take only which come in and which go out.
The arrows tell us which particles are present before the interaction and which are present after the interaction.
The wave represents the interaction taking place with the appropriate exchange particle labelled.
Examples

Diagram 1 represents the strong interaction. A proton and neutron are attracted together by the exchange of a
neutral pion.
Diagram 2 represents the electromagnetic interaction. Two electrons repel each other by the exchange of a
virtual photon.
Diagram 3 represents beta minus decay. A neutron decays due to the weak interaction into a proton, an
electron and an anti electron neutrino
Diagram 4 represents beta plus decay. A proton decays into a neutron, a positron and an electron neutrino.

Diagram 5 represents electron capture. A proton captures an electron and becomes a neutron and an electron
neutrino.
Diagram 6 represents a neutrino-neutron collision. A neutron absorbs a neutrino and forms a proton and an
electron.
Diagram 7 represents an antineutrino-proton collision. A proton absorbs an antineutrino and emits a neutron
and an electron.
Diagram 8 represents an electron-proton collision. They collide and emit a neutron and an electron neutrino.
Getting the Exchange Particle
The aspect of Feynman diagrams that students often struggle with is labelling the exchange particle and the
direction to draw it. Look at what you start with:
If it is positive and becomes neutral you can think of it as throwing away its positive charge so the boson will be
positive. This is the case in electron capture.
 If it is positive and becomes neutral you can think of it as gaining negative to neutralise it so the boson will be
negative. This is the case in electron-proton collisions.
If it is neutral and becomes positive we can think of it either as gaining positive (W+ boson) or losing negative
(W– boson in the opposite direction).
Work out where the charge is going and label it.

The Photoelectric Effect

Unit 1
Lesson 10
To know what the photoelectric effect is and how frequency and intensity affect it
Learning
To be able to explain what photon, photoelectron, work function and threshold frequency are
Outcomes
To be able to calculate the kinetic energy of a photoelectron N. DWYER

Observations
When light fell onto a metal plate it released electrons from the surface straight away. Increasing the intensity
increased the number of electrons emitted. If the frequency of the light was lowered, no electrons were
emitted at all. Increasing the intensity and giving it more time did nothing, no electrons were emitted.
If Light was a Wave…
Increasing the intensity would increase the energy of the light. The energy from the light would be evenly
spread over the metal and each electron would be given a small amount of energy. Eventually the electron
would have enough energy to be removed from the metal.
Photon
Max Planck had the idea that light could be released in ‘chunks’ or packets of energy. Einstein named these
wave-packets photons. The energy carried by a photon is given by the equation:
Since we can also write this as:

Explaining the Photoelectric Effect

Einstein suggested that one photon collides with one electron in the metal, giving it enough energy to be
removed from the metal and then fly off somewhere. Some of the energy of the photon is used to break the
bonds holding the electron in the metal and the rest of the energy is used by the electron to move away (kinetic
energy). He represented this with the equation:
hf represents the energy of the photon,  is the work function and EK is the kinetic energy.
Work Function, 
The work function is the amount of energy the electron requires to be completely removed from the surface of
the metal. This is the energy just to remove it, not to move away.
Threshold Frequency, f0
The threshold frequency is the minimum frequency that would release an electron from the surface of a metal,
any less and nothing will happen.
Since , the minimum frequency releases an electron that is not moving, so EK = 0

which can be rearranged to give:

Increasing the intensity increases the number of photons the light sources gives out each second.
If the photon has less energy than the work function an electron can not be removed. Increasing the intensity
just sends out more photons, all of which would still not have enough energy to release an electron.
Graph
If we plot a graph of the kinetic energy of the electrons against frequency
we get a graph that looks like this:
Start with and transform into .
EK is the y-axis and f is the x- axis.
This makes the equation become:
So the gradient represents Planck’s constant
and the y-intercept represents (–) the work function.
Nightclub Analogy
We can think of the photoelectric effect in terms of a full nightclub; let the people going into the club represent
the photons, the people leaving the club represent the electrons and money represent the energy.
The club is full so it is one in and one out. The work function equals the entrance fee and is £5:
If you have £3 you don’t have enough to get in so noone is kicked out.
If 50 people arrive with £3 no one has enough, so one gets in and noone is kicked out.
 If you have £5 you have enough to get in so someone is kicked out, but you have no money for booze.
If 50 people arrive with £5 you all get in so 50 people are kicked out, but you have no money for booze.
If you have £20 you have enough to get in so someone is kicked out and you have £15 to spend on booze.
If 50 people arrive with £20 you all get in so 50 people are kicked out and you have £15 each to spend on booze.
Unit 1
Lesson 11 Excitation, Ionisation and Energy Levels
To know how Bohr solved the falling electron problem
Learning
To be able to explain what excitation, de-excitation and ionisation are
Outcomes
To be able to calculate the frequency needed for excitation to a certain level N. DWYER

The Electronvolt, eV
The Joule is too big use on an atomic and nuclear scale so we will now use the electronvolt, represented by eV.
One electronvolt is equal to the energy gained by an electron of charge e, when it is accelerated through a
potential difference of 1 volt. 1eV = 1.6 x 10-19J 1J = 6.25 x 1018eV
eV  J multiply by e J  eV divide by e
The Problem with Atoms
Rutherford’s nuclear model of the atom leaves us with a problem: a
charged particle emits radiation when it accelerates. This would
mean that the electrons would fall into the nucleus.
Bohr to the Rescue
Niels Bohr solved this problem by suggesting that the electrons could
only orbit the nucleus in certain ‘allowed’ energy levels. He
suggested that an electron may only transfer energy when it moves
from one energy level to another. A change from one level to
another is called a ‘transition’.
To move up and energy level the electron must gain the
exact amount of energy to make the transition.
It can do this by another electron colliding with it or
by absorbing a photon of the exact energy.
When moving down a level the electron must lose the
exact amount of energy when making the transition.
It releases this energy as a photon of energy equal
to the energy it loses.

E1 is the energy of the level the electron starts at and E2 is

the energy of the level the electron ends at
Excitation
When an electron gains the exact amount of energy to move up one or more energy levels
De-excitation
When an electron gives out the exact amount of energy to move back down to its original energy level
Ionisation
An electron can gain enough energy to be completely removed from the atom.
The ground state and the energy levels leading up to ionisation have negative values of energy, this is because
they are compared to the ionisation level. Remember that energy must be given to the electrons to move up a
level and is lost (or given out) when it moves down a level.
Line Spectra
Atoms of the same element have same energy levels. Each
transition releases a photon with a set amount of energy meaning
the frequency and wavelength are also set. The wavelength of
light is responsible for colour it is.
We can analyse the light by using a
diffraction grating to separate light
into the colours that makes it up,
called its line spectra. Each
element has its own line spectra like a barcode.
To the above right are the line spectra of Hydrogen and Helium.
We can calculate the energy difference that created the colour.
 If we know the energy differences for each element we can work out which element is responsible for the light
and hence deduce which elements are present.
We can see that there are 6 possible transitions in the diagram to the left, A to F.
D has an energy difference of 1.9 eV or 3.04 x 10-19 J which corresponds to a frequency of 4.59 x 1014 Hz and a
wavelength of 654 nm – red.

Wave-Particle Duality
Unit 1
Lesson 12
To know how to calculate the de Broglie wavelength and what is it
Learning
To be able to explain what electron diffraction shows us
Outcomes
To know what wave-particle duality is N. DWYER

De Broglie
In 1923 Louis de Broglie put forward the idea that ‘all particles have a wave nature’ meaning that particles can
behave like waves.
This doesn’t sound too far fetched after Einstein proved that a wave can behave like a particle.
De Broglie said that all particles could have a wavelength. A particle of mass, m, that is travelling at velocity, v,
would have a wavelength given by:
which is sometime written as where p is momentum
This wavelength is called the de Broglie wavelength. The modern view is that the de Broglie wavelength is
linked to the probability of finding the particle at a certain point in space.
De Broglie wavelength is measured in metres, m
Electron Diffraction
Two years after de Broglie came up with his
particle wavelengths and idea that electrons
could diffract, Davisson and Germer proved
this to happen.
They fired electrons into a crystal structure
which acted as a diffraction grating. This
produced areas of electrons and no electrons
on the screen behind it, just like the pattern
you get when light diffracts.
Electron Wavelength
We can calculate the de Broglie wavelength
of an electron from the potential difference, V, that accelerated it.
Change in electric potential energy gained = eV
This is equal to the kinetic energy of the electron

The velocity is therefore given by:

We can substitute this into to get:

Sand Analogy
If we compare a double slit electron diffraction to sand falling from containers we can see how crazy electron
diffraction is. Imagine two holes about 30cm apart that sand is
dropping from. We would expect to find a maximum amount
of sand under each hole, right? This is not what we find! We
find a maximum in between the two holes. The electrons are
acting like a wave.
Wave-Particle Duality
Wave-particle duality means that waves sometimes behave like particles and particles sometimes behave like
waves. Some examples of these are shown below:
Light as a Wave
Diffraction, interference, polarisation and refraction all prove that light is a wave and will be covered in Unit 2.
Light as a Particle
We have seen that the photoelectric effect shows that light can behave as a particle called a photon.
Electron as a Particle
The deflection by an electromagnetic field and collisions with other particles show its particle nature.
Electron as a Wave
Electron diffraction proves that a particle can show wave behaviour.

QVIRt
Unit 1
Lesson 13
To be able to explain what current, charge, voltage/potential difference and resistance are
Learning
To know the equations that link these
Outcomes
To know the correct units to be use in each N. DWYER

Definitions (Also seen in GCSE Physics 2)

Current, I
Electrical current is the rate of flow of charge in a circuit. Electrons are charged particles that move around the
circuit. So we can think of the electrical current is the rate of the flow of electrons, not so much the speed but
the number of electrons moving in the circuit. If we imagine that electrons are Year 7 students and a wire of a
circuit is a corridor, the current is how many students passing in a set time.
Current is measured in Amperes (or Amps), A
Charge, Q
The amount of electrical charge is a fundamental unit, similar to mass and length and time. From the data sheet
we can see that the charge on one electron is actually -1.60 x 10-19 C. This means that it takes 6.25 x 1018
electrons to transfer 1C of charge.
Charge is measured in Coulombs, C
Voltage/Potential Difference, V
Voltage, or potential difference, is the work done per unit charge.
1 unit of charge is 6.25 x 1018 electrons, so we can think of potential difference as the energy given to each of
the electrons, or the pushing force on the electrons. It is the p.d. that causes a current to flow and we can think
of it like water flowing in a pipe. If we make one end higher than the other end, water will flow down in, if we
increase the height (increase the p.d.) we get more flowing. If we think of current as Year 7s walking down a
corridor, the harder we push them down the corridor the more we get flowing.
Voltage and p.d. are measured in Volts, V
Resistance, R
The resistance of a material tells us how easy or difficult it is to make a current flow through it. If we think of
current as Year 7s walking down a corridor, it would be harder to make the Year 7s flow if we added some Year
11 rugby players into the corridor. Increasing resistance lowers the current.
Resistance is measured in Ohms, Ω
Time, t
You know, time! How long stuff takes and that.
Time is measured in seconds, s
Equations
There are three equations that we need to be able to explain and substitute numbers into.
1

This says that the current is the rate of change of charge per second and backs up or idea of current as the rate
at which electrons (and charge) flow.
This can be rearranged into

which means that the charge is equal to how much is flowing multiplied by how long it flows for.

This says that the voltage/p.d. is equal to the energy per charge. The ‘push’ of the electrons is equal to the
energy given to each charge (electron).

This says that increasing the p.d. increases the current. Increasing the ‘push’ of the electrons makes more flow.
 It also shows us that for constant V, if R increases I gets smaller. Pushing the same strength, if there is more
blocking force less current will flow.

Ohm’s Laws and I-V Graphs

Unit 1
Lesson 14
To be able to sketch and explain the I-V graphs of a diode, filament lamp and resistor
Learning
To be able to describe the experimental set up and measurements required to obtain these graphs
Outcomes
To know how the resistance of an LDR and Thermistor varies N. DWYER

Ohm’s Law (Also seen in GCSE Physics 2)

After the last lesson we knew that a voltage (or potential difference) causes a current to flow and that the size
of the current depends on the size of the p.d.
For something to obey Ohm’s law the current flowing is proportional to the p.d. pushing it. V=IR so this means
the resistance is constant. On a graph of current against p.d. this appears as a straight line.

Taking Measurements
To find how the current through a component varies with
the potential difference across it we must take readings.
To measure the potential difference we use a voltmeter
connected in parallel and to measure the current we use
an ammeter connected in series.
If we connect the component to a battery we would now
have one reading for the p.d. and one for the current. But
what we require is a range of readings. One way around
this would be to use a range of batteries to give different
p.d.s. A better way is to add a variable resistor to the circuit, this allows us to use one battery and get a range of
readings for current and p.d. To obtain values for current in the negative direction we can reverse either the
battery or the component.

I-V Graphs (Also seen in GCSE Physics 2)

Resistor
This shows that when p.d. is zero so is the current. When we increase the p.d. in one
direction the current increases in that direction. If we apply a p.d. in the reverse
direction a current flows in the reverse direction. The straight line shows that current is
proportional to p.d. and it obeys Ohm’s law. Graph a has a lower resistance than graph
b because for the same p.d. less current flows through b.

Filament Lamp
At low values the current is proportional to p.d. and so, obeys Ohm’s law.
As the potential difference and current increase so does the temperature. This
increases the resistance and the graph curves, since resistance changes it no longer
obeys Ohm’s law.

Diode
This shows us that in one direction increasing the p.d. increases the current but in the
reverse direction the p.d. does not make a current flow. We say that it is forward
biased. Since resistance changes it does not obey Ohm’s law.

Three Special Resistors (Also seen in GCSE Physics 2)

Variable Resistor
A variable resistor is a resistor whose value can be changed.

Thermistor
The resistance of a thermistor varied with temperature. At
low temperatures the resistance is high, at high
temperatures the resistance is low.

Light Dependant Resistor (L.D.R)

 The resistance of a thermistor varied with light intensity. In dim light the resistance is high and in bright light
the resistance is low.

Resistivity and Superconductivity

Unit 1
Lesson 15
To be able to state what affects resistance of a wire and explain how they affect it
Learning
To be able to describe the experimental set up required to calculate resistivity and define it
Outcomes
To be able to explain superconductivity and state its uses N. DWYER

Resistance
The resistance of a wire is caused by free electrons colliding with the positive ions that make up the structure of
the metal. The resistance depends upon several factors:
Length, l Length increases – resistance increases
The longer the piece of wire the more collisions the electrons will have.
Area, A Area increases – resistance decreases
The wider the piece of wire the more gaps there are between the ions.
Temperature Temperature increases – resistance increases
As temperature increases the ions are given more energy and vibrate more, the electrons are more likely to
collide with the ions.
Material
The structure of any two metals is similar but not the same, some metal ions are closer together, others have
bigger ions.

Resistivity, ρ
The resistance of a material can be calculate using where ρ is the resistivity of the material.
Resistivity is a factor that accounts for the structure of the metal and the temperature. Each metal has its own
value of resisitivity for each temperature. For example, the resistivity of copper is 1.7x10 -8 Ωm and carbon is
3x10-5 Ωm at room temperature. When both are heated to 100°C their resistivities increase.
Resistivity is measured in Ohm metres , Ωm

Measuring Resistivity
In order to measure resistivity of a wire we need to measure the
length, cross-sectional area (using Area = πr2) and resistance.
Remember, to measure the resistance we need to measure values of
current and potential difference using the set up shown on the right

We then rearrange the equation to and substitute values in

Superconductivity
The resistivity (and so resistance) of metals increases with the
temperature. The reverse is also true that, lowering the
temperature lowers the resistivity.
When certain metals are cooled below a critical temperature
their resistivity drops to zero. The metal now has zero
resistance and allows massive currents to flow without losing
any energy as heat. These metals are called superconductors.
When a superconductor is heated above it’s critical
temperature it loses its superconductivity and behaves like
other metals.
The highest recorded temperature to date is –196°C, large
amounts of energy are required to cool the metal to below this
temperature.

Uses of Superconductors
High-power electromagnets
Power cables
 Magnetic Resonance Imaging (MRI) scanners

Series and Parallel Circuits

Unit 1
Lesson 16
To be able to calculate total current in series and parallel circuits
Learning
To be able to calculate total potential difference in series and parallel circuits
Outcomes
To be able to calculate total resistance in series and parallel circuits N. DWYER

Series Circuits (Also seen in GCSE Physics 2)

In a series circuit all the components are in
one circuit or loop. If resistor 1 in the
diagram was removed this would break the
whole circuit.

The total current of the circuit is the same at each point in the circuit.
The total voltage of the circuit is equal to the sum of the p.d.s across each resistor.
The total resistance of the circuit is equal to the sum of the resistance of each resistor.

Parallel Circuits (Also seen in GCSE Physics 2)

Components in parallel have their own separate circuit or loop. If resistor 1
in the diagram was removed this would only break that circuit, a current
would still flow through resistors 2 and 3.

The total current is equal to the sum of the currents through each resistor.

The total potential difference is equal to the p.d.s across each resistor.

The total resistance can be calculated using the equation:

Water Slide Analogy

Imagine instead of getting a potential difference we get a height difference by reaching
the top of a slide. This series circuit has three connected slides and the parallel circuit
below has three separate slides that reach the bottom.

Voltages/P.D.s
In series we can see that the total height loss is equal to how much you fall on slide 1,
slide 2 and slide 3 added together. This means that the total p.d. lost must be the p.d.
given by the battery. If the resistors have equal values this drop in potential difference will
be equal.
In parallel we see each slide will drop by the same height meaning the potential
difference is equal to the total potential difference of the battery.

Currents
If we imagine 100 people on the water slide, in series we can see that 100
people get to the top. All 100 must go down slide 1 then slide 2 and final
slide 3, there is no other option. So the current in a series circuit is the
same everywhere.
In parallel we see there is a choice in the slide we take. 100 people get to
the top of the slide but some may go down slide 1, some down slide 2 and
some down slide 3. The total number of people is equal to the number of
people going down each slide added together, and the total current is
equal to the currents in each circuit/loop.

Energy and Power

Unit 1
Power (Also seen in GCSE Physics 1)
Power is a measure of how quickly something can transfer energy. Power is linked to energy by the equation:
Power is measured in Watts, W
Energy is measured in Joules, J
Time is measured in seconds, s
New Equations
If we look at the equations from the QVIRt lesson we can derive some new equations for energy and power.
Energy
can be rearranged into and we know that so combining these equations we get a new
one to calculate the energy in an electric circuit:
<---------------------- so (1)

Power
If we look at the top equation, to work out power we divide energy by time:
which cancels out to become (2)

If we substitute into the last equation we get another equation for power:
<---------------------- so (3)

We can also rearrange into and substitute this into to get our last equation for power:

<---------------------- so (4)

Energy again
Two more equations for energy can be derived from the equation at the top and equations 3 and 4
Energy = Power x time

Equation 3 becomes (5)

Equation 4 becomes (6)

Fuses (Also seen in GCSE Physics 2)

Electrical devices connected to the Mains supply by a three-pin plug have a fuse as part of their circuit. This is a
thin piece of wire that melts if the current through it exceeds its maximum tolerance. The common fuses used
are 3A, 5A and 13A. A 100W light bulb connected to the UK Mains would have a 240V potential difference
across it. Using we can see that the current would be 0.42A so a 2A fuse would be the best to use.

Applications
The starter motor of a motor car needs to transfer a lot of energy very quickly, meaning its needs a high power.
Millions of Joules are required in seconds; since the voltage of the battery is unchanging we need current in the
region of 160A which is enormous.
The power lines that are held by pylons and form part of the National Grid are very thick and carry electricity
that has a very high voltage. Increasing the voltage lowers the current so if we look at the equation we
can see that this lowers the energy transferred to the surroundings.

EMF and Internal Resistance

Unit 1
Lesson 18
To know what emf and internal resistance are
Learning
To know how to measure internal resistance
Outcomes
To be able sketch and interpret a V-I graph, labelling the gradient and y-intercept N. DWYER
Energy in Circuits
In circuits there are two fundamental types of component: energy givers and energy takers.
Electromotive Force (emf), ε
Energy givers provide an electromotive force, they force electrons around the circuit which transfer energy.
The size of the emf can be calculate using:
This is similar to the equation we use to find voltage/potential difference and means the energy given to each
unit of charge. We can think of this as the energy given to each electron.
The emf of a supply is the p.d. across its terminals when no current flows
EMF is measured in Joules per Coulomb, JC-1 or Volts, V

Energy takers have a potential difference across them, transferring energy from the circuit to the component.
emf = energy giver p.d. = energy taker
Energy is conserved in a circuit so energy in = energy out, or:
The total of the emfs = The total of the potential differences around the whole circuit

Internal Resistance, r
The chemicals inside a cell offer a resistance to the flow of current, this is the internal resistance on the cell.
Internal Resistance is measured in Ohms, Ω
Linking emf and r
If we look at the statement in the box above and apply it to the circuit below, we can reach an equation that
links emf and r.
Total emfs = total potential differences
ε = (p.d. across r) + (p.d. across R) {Remember that V=IR}
ε = (I x r) + (I x R)
ε = Ir + IR
ε = I(r+R)
The terminal p.d. is the p.d. across the terminals of the cell when a current is
flowing
ε = internal p.d + terminal p.d.
So the above equation can be written as ε = Ir + V where V is the terminal p.d.

Measuring emf and r

We can measure the emf and internal resistance of a cell by measuring the
current and voltage as shown on the right, the variable resistor allows us to get
a range of values. If we plot the results onto a graph of voltmeter reading
against ammeter reading we get a graph that looks like the one below.

Graphs have the general equation of y = mx+c, where y is the vertical (upwards)
axis, x is the horizontal (across) axis, m is the gradient of the line and c is where
the line intercepts (cuts) the y axis.
If we take ε = Ir + V and arrange it into y=
mx + c
y axis = V and x axis = I
ε = Ir + V  V = -Ir + ε  V = -r I + ε
y =m x +c
So we can see that the:
y-intercept represents the emf
and
gradient represents (–)internal resistance

Kirchhoff and Potential Dividers

Unit 1
Lesson 19
To know Kirchhoff’s laws and be able to apply them to questions
Learning
To know what a potential dividers is and be able to calculate the output voltage
Outcomes
To be able to explain an application of a potential divider N. DWYER
Kirchhoff’s Laws
Kirchhoff came up with two (some may say rather obvious) laws concerning
conservation in electrical circuits.

Captain Obvious’ First Law

Electric charge is conserved in all circuits, all the charge that arrives at a point
must leave it.
Current going in = current going out.
In the diagram we can say that: I1 = I2 + I3 + I4
Captain Obvious’ Second Law
Energy is conserved in all circuits, for any complete circuit the sum of the emfs is
equal to the sum of the potential differences.
Energy givers = energy takers.
In the diagram we can say that: ε = pd1 + pd2 + pd3 + pd4.

Potential Dividers
A potential divider is used to produce
a desired potential difference, it can be thought of as a potential
selector.
A typical potential divider consists of two or more resistors that
share the emf from the battery/cell.
The p.d.s across R1 and R2 can be calculated using the following
equations:

This actually shows us that the size of the potential difference is equal to the input potential multiplied by what
proportion of R1 is of the total resistance.
If R1 is 10 Ω and R2 is 90 Ω, R1 contributes a tenth of the total resistance so R1 has a tenth of the available
potential. This can be represented using:

The ratio of the resistances is equal to the ratio of the output voltages.

Uses
In this potential divider the second resistor is a thermistor. When the
temperature is low the resistance (R2) is high, this makes the output voltage
high. When the temperature is high the resistance (R2) is low, this makes the
output voltage low. A use of this would be a cooling fan that works harder
when it is warm.

In the second potential divider the second resistor is a Light Dependant

Resisitor.
When the light levels are low the resistance (R2) is high, making the output
voltage
high. When the light levels increase the resistance (R2) decreases, this makes
the
output voltage decrease. A use of this could be a street light sensor that lights up
when the surrounding are dark.

Alternating Current
Unit 1
Lesson 20
To know what peak current/voltage is and to be able to identify it
 Learning To know what peak-to-peak current/voltage is and to be able to identify it
Outcomes To know what r.m.s. values are and to be able to calculate them N. DWYER

ACDC Definitions (Also seen in GCSE Physics 2)

Direct Current
Cells and batteries are suppliers of direct current; they supply an emf in one direction.
In the graph below we can see that the current and voltage are constant. The bottom line shows that when the
battery or cell is reversed the voltage and current are constants in the other direction
Alternating Current
The Mains electricity supplies an alternating current; it supplies an emf that alternates from maximum in one
direction to maximum in the other direction.
In the graph below we see the voltage and current start at zero, increase to a maximum in the positive
direction, then fall to zero, reach a maximum in the negative direction and return to zero. This is one cycle.

Alternating Current Definitions

Peak Value
The peak value of either the current or the
potential difference is the maximum in
either direction. It can be measured from
the wave as the amplitude, the distance
from 0 to the top (or bottom) of the wave.
We denote peak current with I0 and peak
p.d. with V0.
Peak-to-Peak Value
The peak-to-peak value of either the
current or potential difference is the range
of the values. This is literally the distance
from the peak above the zero line to the
peak below the line.
Time Period
In an a.c. current or p.d. this is the time taken for one complete cycle (or wave).
Frequency
As with its use at GCSE, frequency is a measure of how many complete cycles that occur per second.
Frequency is measured in Hertz, Hz.
Root Mean Squared, r.m.s.
Since the current and p.d. is constantly changing it is impossible to assign them a fixed value over a period of
time, the average would be zero. The r.m.s. current produces the same heating effect in a resistor as the
equivalent d.c. for example 12V dc = 12Vrms ac

which can be rearranged to give

which can also be rearranged to give

The Oscilloscope
Unit 1
Lesson 21
To know what are the main controls of the oscilloscope
To be able to determine the voltage and current using an oscilloscope
 To be able to determine the time period and frequency using an oscilloscope
N. DWYER
Learning

The Oscilloscope
An oscilloscope can
be used to show the
sizes of voltages and
currents in both d.c.
and a.c. circuits. This
is what a typical
oscilloscope looks
like. A trace would
be seen on the grid
display.

D.C. Traces (Also seen in GCSE Physics 2)

If we connected a battery or cell to an oscilloscope, we would see a trace similar to
the one shown here. The current of a d.c. supply is constant, this means the voltage
is constant.
We see a straight line.

A.C. Traces (Also seen in GCSE Physics 2)

If we connect anything that draws power from the Mains to an oscilloscope we will
see a similar trace to the one shown here. The current is constantly changing from
maximum flow in one direction to maximum flow in the other direction; this means
the voltage is doing the same.
We see a wave.
Controls
There are two main controls that we use are the volts/div and time base dials:
The volts/div (volts per division) dial allows you to change how much each vertical square is worth.
The time base dial allows you to change how much each horizontal square is worth.

Voltage
We can measure the voltage of a d.c. supply by counting the number or vertical squares from the origin to the
line and then multiplying it by the volts/div. In the trace the line is 2.5 squares above 0, if each square is worth 5
volts the voltage is (2.5 x 5) 12.5 volts.
We can measure the peak voltage of an a.c. supply by counting how many vertical squares from the centre of
the wave to the top and then multiplying it by the volts/div (how much voltage each square is worth). In the
trace the peak voltage is 4 squares high, if each square is worth 5 volts the voltage is (4 x 5) 20 volts.

Time and Frequency

We can measure the time for one period (wave) by counting how many horizontal squares one wavelength is
and then multiplying it by the time base (how much time each square is worth).
In the trace above one wave is 6 squares long, if each square is worth 0.02 seconds the time for one wave is
0.12 seconds.
We can calculate the frequency (how many waves or many times this happens per second) using the equation:
and
If the time period is 0.12 seconds, the frequency is 8.33Hz
Frequency is measured in Hertz, Hz

Scalars and Vectors

Unit 2
Lesson 1
To know the difference between scalars and vectors and be able to list some examples of each
 Learning To be able to add vectors by scale drawing
Outcomes To be able to add negative vectors by scale drawing N. DWYER

What is a Vector?
A vector is a physical quantity that has both magnitude (size) and direction.
Examples of Vectors: Displacement, velocity, force, acceleration and momentum.
What is a Scalar?
A scalar is a physical quantity that has magnitude only (it doesn’t act in a certain direction).
Examples of Scalars: Distance, speed, energy, power, pressure, temperature and mass.

Vector Diagrams
A vector can be represented by a vector diagram as well as numerically:
The length of the line represents the magnitude of the vector.
The direction of the line represents the direction of the vector.
We can see that vector a has a greater magnitude than vector b but acts in a different
direction.
A negative vector means a vector of equal magnitude but opposite direction.

Adding Vectors
We can add vectors together to find the affect that two or more would have if acting at the same time. This is
called the resultant vector. We can find the resultant vector in four ways: Scale drawing, Pythagoras, the Sine
and Cosine rules and Resolving vectors (next lesson).

Scale Drawing
To find the resultant vector of a + b we draw vector a then
draw vector b from the end of a. The resultant is the line
that connects the start and finish points.
The resultants of a + b, b – a, a – b, – a – b and would look
like this:

If the vectors were drawn to scale we can find the resultant

by measuring the length of the line and the angle.

Pythagoras
If two vectors are perpendicular to each other the resultant
can be found using Pythagoras:
Vector z is the resultant of vectors x and y.
Since x and y are perpendicular 
We can also use this in reverse to find x or y:
 
 

Sine and Cosine Rules

The sine rule relates the angles and lengths using this equation:

The Cosine rule relates them using these equations:

Resolving Vectors
Unit 2
Lesson 2
To be able to resolve vectors into their vertical and horizontal components
Learning
To be able to add vectors and find the resultant by resolving them
Outcomes
To know what equilibrium is and how it is achieved N. DWYER
 In the last lesson we looked at how we could add vectors together and find the resultant. In this lesson we will
first look at ‘breaking down’ the vectors and then finding the equilibrium.
Resolving Vectors
A vector can be ‘broken down’ or resolved into its vertical and horizontal components.

We can see that this vector can be resolved into two

perpendicular components, in this case two to the right
and three up.
This is obvious when it is drawn on graph paper but
becomes trickier when there isn’t a grid and still
requires an element of scale drawing.

We can calculate the vertical and horizontal components if we know the magnitude and direction of the vector.
In other words; we can work out the across and upwards bits of the vector if we know the length of the line and
the angle between it and the horizontal or vertical axis.

Adding Resolved Vectors

Now that we can resolve vectors into the vertical and horizontal components it is made from we can add them
together. Look at this example of multiple vectors acting (A).

A B C D E
If we resolve the vector c we get (B). We can now find the resultant of the horizontal components and the resultant
of the vertical components (C). We can then add these together to find the resultant vector (D) and the angle can
be found using trigonometry (E)

Equilibrium
When all the forces acting on a body cancel out equilibrium is reached and the
object does not move. As you sit and read this the downwards forces acting on
you are equally balanced by the upwards forces, the resultant it that you do
not move.
With scale drawing we can draw the vectors, one after the other. If we end up
in the same position we started at then equilibrium is achieved.
With resolving vectors we can resolve all vectors into their vertical and
horizontal components. If the components up and down are equal and the
components left and right are equal equilibrium has been reached.

Moments
Unit 2
Lesson 3
To be able to calculate the moment of a single and a pair of forces
Learning
To be able to explain what the centre of mass and gravity are
Outcomes
To be able to explain how something balances and becomes stable N. DWYER
Moments (Also seen in GCSE Physics 3)
The moment of a force is its turning affect about a fixed point (pivot).
The magnitude of the moment is given by:
moment = force x perpendicular distance from force to the pivot

In this diagram we can see that the force is not acting perpendicularly to the pivot.
We must find the perpendicular or closest distance, this is s cosθ.
The moment in this case is given as:

We could have also used the value of s but multiplied it by the vertical component of
the force. This would give us the same equation.

Moments are measured in Newton metres, Nm

Couples
A couple is a pair of equal forces acting in opposite directions. If a couple acts on an object it rotates in position. The
moment of a couple is called the torque.
The torque is calculated as: torque = force x perpendicular distance
between forces

In the diagram to the right we need to calculate the perpendicular

distance, s cosθ.
So in this case:

Torque is measured in Newton metres, Nm

Centre of Mass (Also seen in GCSE Physics 3)
If we look at the ruler to the right, every part of it has a mass. To make tackling questions
easier we can assume that all the mass is concentrated in a single point.
Centre of Gravity
The centre of gravity of an object is the point where all the weight of the object appears
to act. It is in the same position as the centre of mass.
We can represent the weight of an object as a downward arrow acting from the centre
of mass or gravity. This can also be called the line of action of the weight.

Balancing (Also seen in GCSE Physics 3)

When an object is balanced:
the total moments acting clockwise = the total moments acting anticlockwise
An object suspended from a point (e.g. a pin) will come to rest with the centre of mass directly below the point
of suspension.
If the seesaw to the left is balanced then the clockwise moments must be equal to the anticlockwise moments.
Clockwise moment due to 3 and 4

Anticlockwise moments due to 1 and 2

So
Stability (Also seen in GCSE Physics 3)
The stability of an object can be increased by lowering the centre of mass and by widening the base.
An object will topple over if the line of action of the weight falls outside of the base.

Velocity and Acceleration

Unit 2
Lesson 4
To be able to calculate distance and displacement and explain what they are
Learning
To be able to calculate speed and velocity and explain what they are
Outcomes
To be able to calculate acceleration and explain uniform and non-uniform cases N. DWYER
Distance (Also seen in Physics 2) Displacement (Also seen in Physics 2)
Distance is a scalar quantity. It is a measure of Displacement is a vector quantity. It is a measure
the total length you have moved. of how far you are from the starting position.

If you complete a lap of an athletics track: distance travelled = 400m

displacement = 0
Distance and Displacement are measured in metres, m

Speed (Also seen in Physics 2) Velocity (Also seen in Physics 2)

Speed is a measure of how the distance changes Velocity is measure of how the displacement
with time. Since it is dependent on speed it too is changes with time. Since it depends on
a scalar. displacement it is a vector too.

Speed and Velocity are is measured in metres per second, m/s

Time is measured in seconds, s
Acceleration (Also seen in Physics 2)
Acceleration is the rate at which the velocity changes. Since velocity is a vector quantity, so is acceleration.
With all vectors, the direction is important. In questions we decide which direction is positive (e.g.  +ve)
If a moving object has a positive velocity: * a positive acceleration means an increase in the velocity
* a negative acceleration means a decrease in the velocity
(it begins the ‘speed up’ in the other direction)
If a moving object has a negative velocity: * a positive acceleration means an increase in the velocity
(it begins the ‘speed up’ in the other direction)
* a negative acceleration means a increase in the velocity
If an object accelerates from a velocity of u to a velocity of v, and it takes t seconds to do it then we can write
the equations as it may also look like this where Δ means the ‘change in’

Acceleration is measured in metres per second squared, m/s2

Uniform Acceleration
In this situation the acceleration is constant – the velocity changes by the same amount each unit of time.
For example: If acceleration is 2m/s2, this means the velocity increases by 2m/s every second.
Time (s) 0 1 2 3 4 5 6 7
Velocity (m/s) 0 2 4 6 8 10 12 14
Acceleration (m/s2) 2 2 2 2 2 2 2
Non-Uniform Acceleration
In this situation the acceleration is changing – the velocity changes by a different amount each unit of time.
For example:
Time (s) 0 1 2 3 4 5 6 7
Velocity (m/s) 0 2 6 10 18 28 30 44
Acceleration (m/s2) 2 4 6 8 10 12 14

Motion Graphs
Unit 2
Lesson 5
To be able to interpret displacement-time and velocity-time graphs
Learning
To be able to represent motion with displacement-time and velocity-time graphs
Outcomes
To know the significance of the gradient of a line and the area under it N. DWYER
 Before we look at the two types of graphs we use to represent motion, we must make sure we know how to
calculate the gradient of a line and the area under it.
Gradient
We calculate the gradient by choosing two points on the line and calculating the change in the y axis (up/down)
and the change in the x axis (across).

Area Under Graph

At this level we will not be asked to calculate the area under curves, only straight lines.
We do this be breaking the area into rectangles (base x height) and triangles (½ base x height).
Displacement-Time Graphs (Also seen in GCSE Physics 2)

A B C
Graph A shows that the displacement stays at 3m, it is stationary.
Graph B shows that the displacement increases by the same amount each second, it is travelling with constant
velocity.
Graph C shows that the displacement covered each second increases each second, it is accelerating.
Since and y = displacement and x = time  

Velocity- Time Graphs (Also seen in GCSE Physics 2)

A B C
Graph A shows that the velocity stays at 4m/s, it is moving with constant velocity.
Graph B shows that the velocity increases by the same amount each second, it is accelerating by the same
amount each second (uniform acceleration).
Graph C shows that the velocity increases by a larger amount each second, the acceleration is increasing (non-
uniform acceleration).
Since and y = velocity and x = time  

area = base x height  area = time x velocity  area = displacement

This graph show the velocity decreasing in one direction and

increasing in the opposite direction.
If we decide that is negative and is positive then the graph tells
us:
The object is initially travels at 5 m/s 
It slows down by 1m/s every second
After 5 seconds the object has stopped
It then begins to move 
It gains 1m/s every second until it is travelling at 5m/s 

Equations of Motion
Unit 2
Lesson 6
To be able to use the four equations of motion
Learning
To know the correct units to be used
Outcomes
To be able to find the missing variable:, s u v a or t N. DWYER
Defining Symbols
Before we look at the equations we need to assign letters to represent each variable
Displacement =s m metres
Initial Velocity =u m/s metres per second
Final Velocity =v m/s metres per second
2
Acceleration =a m/s metres per second per second
Time =t s seconds

Equations of Motion
Equation 1
If we start with the equation for acceleration we can rearrange this to give us an equation 1

Equation 2
We start with the definition of velocity and rearrange for displacement
velocity = displacement / time  displacement = velocity x time

In situations like the graph to the right the velocity is constantly changing, we
need to use the average velocity.
displacement = average velocity x time
The average velocity is give by: average velocity =
We now substitute this into the equation above for displacement
displacement = x time 

Equation 3
With Equations 1 and 2 we can derive an equation which eliminated v. To do this we simply substitute
into
 

This can also be found if we remember that the area under a velocity-time graph represents the distance
travelled/displacement. The area under the line equals the area of rectangle A + the area of triangle B.
Area = Displacement = s = since then so the equation becomes

which then becomes equation 3

Equation 4
If we rearrange equation 1 into which we will then substitute into equation 2:

  

Any question can be solved as long as three of the variables are given in the question.
Write down all the variables you have and the one you are asked to find, then see which equation you can use.
These equations can only be used for motion with UNIFORM ACCELERATION.

Terminal Velocity and Projectiles

Unit 2
Lesson 7
To know what terminal velocity is and how it occurs
Learning
To be know how vertical and horizontal motion are connected
Outcomes
To be able to calculate the horizontal and vertical distance travelled by a projectile N. DWYER
Acceleration Due To Gravity (Also seen in GCSE Physics 2)
An object that falls freely will accelerate towards the Earth because of the force of gravity acting on it.
The size of this acceleration does not depend mass, so a feather and a bowling ball accelerate at the same rate.
On the Moon they hit the ground at the same time, on Earth the resistance of the air slows the feather more
than the bowling ball.
The size of the gravitational field affects the magnitude of the acceleration. Near the surface of the Earth the
gravitational field strength is 9.81 N/kg. This is also the acceleration a free falling object would have on Earth. In
the equations of motion a = g = 9.81 m/s.
Mass is a property that tells us how much matter it is made of.
Mass is measured in kilograms, kg
Weight is a force caused by gravity acting on a mass:
weight = mass x gravitational field strength
Weight is measured in Newtons, N
Terminal Velocity (Also seen in GCSE Physics 2)
If an object is pushed out of a plane it will
accelerate towards the ground because of its
weight (due to the Earth’s gravity). Its velocity will
increase as it falls but as it does, so does the drag
forces acting on the object (air resistance).
Eventually the air resistance will balance the
weight of the object. This means there will be no
overall force which means there will be no
acceleration. The object stops accelerating and has
reached its terminal velocity.

Projectiles
An object kicked or thrown into the air will follow a
parabolic path like that shown to the right.
If the object had an initial velocity of u, this can be
resolved into its horizontal and vertical velocity (as
we have seen in Lesson 2)
The horizontal velocity will be ucos and the vertical velocity will be usin. With these we can solve projectile
questions using the equations of motion we already know.

Horizontal and Vertical Motion

The diagram shows two balls that are released at the same time, one is released and the other has a horizontal
velocity. We see that the ball shot from the cannon falls at the same rate at the ball that was released. This is
because the horizontal and vertical components of motion are independent of each other.

Horizontal: The horizontal velocity is constant; we see that

the fired ball covers the same horizontal (across) distance
with each second.
Vertical: The vertical velocity accelerates at a rate of g
(9.81m/s2). We can see this more clearly in the released ball;
it covers more distance each second.

The horizontal velocity has no affect on the vertical velocity. If

a ball were fired from the cannon at a high horizontal velocity
it would travel further but still take the same time to reach
the ground.

Newton’s Laws
Unit 2
Lesson 8
To know and be able to use Newton’s 1st law of motion, where appropriate
Learning
To know and be able to use Newton’s 2nd law of motion, where appropriate
Outcomes
To know and be able to use Newton’s 3rd law of motion, where appropriate N. DWYER
Newton’s 1st Law
An object will remain at rest, or continue to move with uniform velocity, unless it is acted upon by an external
resultant force.
Newton’s 2nd Law
The rate of change of an object’s linear momentum is directly proportional to the resultant external force. The
change in the momentum takes place in the direction of the force.
Newton’s 3rd Law
When body A exerts a force on body B, body B exerts an equal but opposite force on body A.
Force is measured in Newtons, N
Say What?
Newton’s 1st Law
If the forward and backward forces cancel out, a stationary object will remain stationary.
If the forward forces are greater than the backwards forces, a stationary object will begin to move forwards.
If the forward and backward forces cancel out, a moving object will continue to move with constant velocity.
If the forward forces are greater than the backward forces, a moving object will speed up.
If the backward forces are greater than the forward forces, a moving object will slow down.
Newton’s 2nd Law
The acceleration of an object increases when the force is increased but decreases when the mass is increased:
but we rearrange this and use
Newton’s 3rd Law
Forces are created in pairs.
As you sit on the chair your weight pushes down on the chair, the chair also pushes up against you.
As the chair rests on the floor its weight pushes down on the floor, the floor also pushes up against the chair.
The forces have the same size but opposite directions.
Riding the Bus
Newton’s 1st Law
You get on a bus and stand up. When the bus is stationary you feel no force, when the bus accelerates you feel
a backwards force. You want to stay where you are but the bus forces you to move. When the bus is at a
constant speed you feel no forwards or backwards forces. The bus slows down and you feel a forwards force.
You want to keep moving at the same speed but the bus is slowing down so you fall forwards. If the bus turns
left you want to keep moving in a straight line so you are forced to the right (in comparison to the bus). If the
bus turns right you want to keep moving in a straight line so you are forced left (in comparison to the bus).
Newton’s 2nd Law
As more people get on the bus its mass increases, if the driving force of the bus’s engine is constant we can see
that it takes longer for the bus to gain speed.
Newton’s 3rd Law
As you stand on the bus you are pushing down on the floor with a force that is equal to your weight. If this was
the only force acting you would begin to move through the floor. The floor is exerting a force of equal
magnitude but upwards (in the opposite direction).
Taking the Lift
Newton’s 1st Law
When you get in the lift and when it moves at a constant speed you feel no force up or down. When it sets off
going up you feel like you are pushed down, you want to stay where you are. When it sets off going down you
feel like you are lighter, you feel pulled up.
Newton’s 2nd Law
As more people get in the lift its mass increases, if the lifting force is constant we can see that it takes longer for
the lift to get moving. Or we can see that with more people the greater the lifting force must be.
Newton’s 3rd Law
As you stand in the lift you push down on the floor, the floor pushes back.

Work, Energy and Power

Unit 2
Lesson 9
To be able to calculate work done (including situations involving an inclined plane)
Learning
To be able to calculate the power of a device
Outcomes
To be able to calculate efficiency and percentage efficiency N. DWYER
Energy (Also seen in GCSE Physics 1)
We already know that it appears in a number of different forms and may be transformed from one form to
another. But what is energy? Energy is the ability to do work.
We can say that the work done is equal to the energy transferred
Work done = energy transferred

Work Done (Also seen in GCSE Physics 2)

In Physics we say that work is done when a force moves through a distance and established the equation
Work Done = Force x Distance moved in the direction of the force
Work Done is measured in Joules, J
Force is measured in Newtons, N
Distance is measured in metres, m
The distance moved is not always in the direction of the force. In the diagram we can see that the block moves
in a direction that is  away from the ‘line of action’ of the force. To calculate the work done we must calculate
the distance we move in the direction of the force or the size of the force in the direction of the distance
moved. Both of these are calculated by resolving into horizontal and vertical components.
Work Done = Force x Distance moved in the direction of the force
Work Done = Size of Force in the direction of movement x Distance moved
Work Done =

 or
Power (Also seen in GCSE Physics 1 and AS Unit 1)
Power is a measure of how quickly something can transfer energy. Power is linked to energy by the equation:
Power is measured in Watts, W
Energy is measured in Joules, J
Time is measured in seconds, s
But Work Done = Energy Transferred so we can say that power is a measure of how quickly work can be done.

Now that we can calculate Work Done we can derive another equation for calculating power:
We can substitute into to become this can be separated into .

so we can write
Velocity is measured in metres per second, m/s or ms-1
Efficiency (Also seen in GCSE Physics 1)
We already know that the efficiency of a device is a measure of how much of the energy we put in is wasted.
Efficiency = useful energy transferred by the device this will give us a number less than 1
total energy supplied to the device
Useful energy means the energy transferred for a purpose, the energy transferred into the desired form.
Since power is calculated from energy we can express efficiency as:
Efficiency = useful output power of the device again this will give us a number less than 1
input power to the device
To calculate the efficiency as a percentage use the following:
percentage efficiency = efficiency x 100%

Conservation of Energy
Unit 2
Lesson 10
To be able to calculate gravitational potential energy
Learning
To be able to calculate kinetic energy
Outcomes
To be able to solve problems involving the conversion of energy N. DWYER
Energy Transformations (Also seen in GCSE Physics 1)
We already know that energy cannot be created or destroyed, only transformed from one type to another and
transferred from one thing to another. Eg a speaker transforms electrical energy to sound energy with the
energy itself is being transferred to the surroundings.
An isolated (or closed) system means an energy transformation is occurring where none of the energy is lost to
the surroundings. In reality all transformations/transfers are not isolated, and all of them waste energy to the
surroundings.

Kinetic Energy (Also seen in GCSE Physics 2)

Kinetic energy is the energy a moving object has. Let us consider a car that accelerates from being stationary
(u=0) to travelling at a velocity v when a force, F, is applied.
The time it takes to reach this velocity is give by  

The distance moved in this time is given by   

Energy transferred = Work Done, Work Done = Force x distance moved and Force = mass x acceleration
  
Velocity is measured in metres per second, m/s
Mass is measured in kilograms, kg
Kinetic Energy is measured in Joules, J
Gravitational Potential Energy
This type of potential (stored) energy is due to the position of an object. If an object of mass m is lifted at a
constant speed by a height of h we can say that the acceleration is zero. Since F=ma we can also say that the
overall force is zero, this means that the lifting force is equal to the weight of the object  F=mg
We can now calculate the work done in lifting the object through a height, h.
 
Since work done = energy transferred
Height is a measure of distance which is measured in metres, m
Gravitational Potential Energy is measured in Joules, J
Work Done against….
In many situations gravitational potential energy is converted into kinetic energy, or vice versa. Some everyday
examples of this are:
Swings and pendulums If we pull a pendulum back we give it GPE, when it is released it falls, losing its GPE but
speeding up and gaining KE. When it passes the lowest point of the swing it begins to rise (gaining GPE) and
slow down (losing KE).
Bouncing or throwing a ball Holding a ball in the air gives it GPE, when we release this it transforms this into KE.
As it rises it loses KE and gains GPE.
Slides and ramps A ball at the top of a slide will have GPE. When it reaches the bottom of the slide it has lost all its
GPE, but gained KE.

In each of these cases it appears as though we have lost energy. The pendulum doesn’t swing back to its original
height and the ball never bounces to the height it was released from. This is because work is being done against
resistive forces.
The swing has to overcome air resistance whilst moving and the friction from the top support.
The ball transforms some energy into sound and overcoming the air resistance.
Travelling down a slide transforms energy into heat due to friction and air resistance

The total energy before a transformation = The total energy after a transformation

Hooke’s Law
Unit 2
Lesson 11
To be able to state Hooke’s Law and explain what the spring constant is
Learning
To be able to describe how springs behave in series and parallel
Outcomes
To be able to derive the energy stored in a stretched material N. DWYER
Hooke’s Law
If we take a metal wire or a spring and hang it from the ceiling it will have a natural, unstretched length of l
metres. If we then attach masses to the bottom of the wire is will begin to increase in length (stretch). The
amount of length it has increased by we will call the extension and represent by e.
If the extension increases proportionally to the force applied it follows Hooke’s Law:
The force needed to stretch a spring is directly proportional to the extension of the spring from its natural length
So it takes twice as much force to extend a spring twice as far and half the force to extend it half as far.
We can write this in equation form: or
Here k is the constant that shows us how much extension in length we would get for a given force. It is called...

The Spring Constant

The spring constant gives us an idea of the stiffness (or stretchiness) of the material.
If we rearrange Hooke’s Law we get:
If we record the length of a spring, add masses to the bottom and measure its
extension we can plot a graph of force against extension. The gradient of this graph will
be equal to the spring constant.
A small force causes a large extension the spring constant will be small – very stretchy
A large force causes a small extension the spring constant will be large – not stretchy
Spring Constant is measured in Newtons per metre, N/m
Springs in Series
The combined spring constant of spring A and spring B connected in series is given by:

If A and B are identical this becomes:

 

Since this gives us a smaller value for the spring constant, applying the same force
produces a larger extension. It is stretchier
Springs in Parallel
The combined spring constant of spring A and spring B connected in parallel is:
so if A and B are identical this becomes:

Since this gives us a larger value for the spring constant applying the same force
produces a smaller extension. It is less stretchy

Energy Stored (Elastic Strain Energy)

We can calculate the energy stored in a stretched material by considering the work done on it.
We defined work done as the force x distance moved in the direction of the force or
Work done is equal to the energy transferred, in this case transferred to the material, so:
The distance moved is the extension of the material, e, making the equation:
The force is not constant; it increases from zero to a maximum of F. The average force is given by:

If we bring these terms together we get the equation which simplifies to:
This is also equal to the area under the graph of force against extension.
We can write a second version of this equation by substituting our top equation of into the one above.
 

Stress and Strain

Unit 2
Lesson 12
To know what stress is, be able to explain it, calculate it and state its units
Learning
To know what strain is, be able to explain it, calculate it and state its units
Outcomes
To be able to calculate the elastic strain energy per unit volume N. DWYER
Deforming Solids
Forces can be used to change the speed, direction and shape of an object. This section of Physics looks at using
forces to change of shape of a solid object, either temporarily or permanently.
If a pair of forces are used to squash a material we say that they are compressive forces.
If a pair of forces is used to stretch a material we say that they are tensile forces.

Tensile Stress, σ
Tensile stress is defined as the force applied per unit cross-sectional area (which is the same as pressure).
This is represented by the equations:

The largest tensile stress that can be applied to a material before it breaks is called the ultimate tensile stress
(UTS). Nylon has an UTS of 85 MPa whilst Stainless steel has a value of 600 MPa and Kevlar a massive 3100 MPa
Stress is measured in Newtons per metre squared, N/m2 or N m-2
Stress can also be measured in Pascals, Pa
A tensile stress will cause a tensile strain. Stress causes Strain

Tensile Strain, ε
Tensile strain is a measure of how the extension of a material compares to the original, unstretched length.
This is represented by the equations:

Steel wire will undergo a strain of 0.01 before it breaks. This means it will stretch by 1% of its original length
then break. Spider silk has a breaking strain of between 0.15 and 0.30, stretching by 30% before breaking
Strain has no units, it is a ratio of two lengths

Stress-Strain Graphs
A stress-strain graph is very useful for comparing different materials.
Here we can see how the strain of two materials, a and b, changes when a stress is
applied.
If we look at the dotted lines we can see that the same amount of stress causes a
bigger strain in b than in a. This means that b will increase in length more than a
(compared to their original lengths).

Elastic Strain Energy

We can build on the idea of energy stored from the previous lesson now that we know what stress and strain
are. We can work out the amount of elastic strain energy that is stored per unit volume of the material.
It is given by the equation:
There are two routes we can take to arrive at this result:
Equations
If we start with the equation for the total energy stored in the material:
The volume of the material is given by:

Now divide the total energy stored by the volume: which can be written as:

If we compare the equation to the equations we know for stress and strain we see that:
Graphs
The area under a stress-strain graph gives us the elastic strain energy per unit volume (m3). The area is given by:
 or 

Bulk Properties of Solids

Unit 2
Lesson 13
To be able to calculate density and explain what it is
Learning
To be able to explain what elastic, plastic, yield point, breaking stress, stiff, ductile and brittle are
Outcomes
To be able to label these qualities on stress-strain graphs N. DWYER
Density, ρ
Density is the mass per unit volume of a material, a measure of how much mass each cubic metre of
volume contains. Density if given by the equation:
Where ρ is density, m is mass in kilograms and V is volume in metres cubed.
Density is measured in kilograms per metre cubed, kg/m3 or kg m-3
Elasticity
Materials extend in length when a stress is applied to them (masses hung from them). A material can be
described as elastic if it returns to its original length when the stress is removed. They obey Hooke’s Law as
extension is proportional to the force applied.
Limit of Proportionality, P
Up to this point the material obeys Hooke’s Law; extension is proportional to the force applied.
Elastic Limit, E
The elastic limit is the final point where the material will return to its original length if we remove the stress
which is causing the extension (take the masses off). There is no change to the shape or size of the material.
We say that the material acts plastically beyond its elastic limit.
Yield Point, Y
Beyond the elastic limit a point is reached where small increases in stress cause a massive increase in extension
(strain). The material will not return to its original length and behaves like a plastic.
Plasticity
Materials extend in length when a stress is applied to them (masses hung from them). A material can be
described as plastic if it does not return to its original length when the stress is removed. There is a permanent
change to its shape
Breaking Stress – Ultimate Tensile Strength, UTS
This is the maximum amount of stress that can be applied to the material without making it break. It is
sometimes referred to as the strength of the material.
Breaking Point, B
This is (surprisingly?) the point where the material breaks.
Stiffness
If different materials were made into wires of equal dimensions, the stiffer materials bend the least.
Stiff materials have low flexibility
Ductility
A ductile material can be easily and permanently stretched. Copper is a good example, it can easily be drawn
out into thin wires. This can be seen in graph d below.
Brittleness
A brittle material will extend obeying Hooke’s Law when a stress is applied to it. It will suddenly fracture with no
warning sign of plastic deformation. Glass, pottery and chocolate are examples of brittle materials.
Stress-Strain Graphs

In the first graph we see a material that stretches, shows plastic behaviour and eventually breaks.
In the second graph we can see that material a is stiffer than material b because the same stress causes a
greater strain in b.
In the third graph we see materials c and e are brittle because they break without showing plastic behaviour.
The fourth graph shows how a material can be permanently deformed, the wire does not return to its original
length when the stress is removed (the masses have been removed).

The Young Modulus

Unit 2
Lesson 14
To know what the Young Modulus is, be able to explain it, calculate it and state its units
Learning
To be able to describe an experiment for finding the Young Modulus
Outcomes
To be able to calculate the Young Modulus from a stress-strain graph N. DWYER
The Young Modulus, E
The Young Modulus can be thought of as the stiffness constant of a material, a measure of how much strain will
result from a stress being applied to the material. It can be used to compare the stiffness of different materials
even though their dimensions are not the same.
The Young Modulus only applies up to the limit of proportionality of a material.
or in equation terms we have

We have equations for stress and strain which makes the equation look like this:

An easier way of writing this is which becomes:

The Young Modulus is measured in Newtons per metre squares, N/m 2 or N m-2
Stress-Strain Graphs
The Young Modulus of a material can be found from its stress-strain graph.
Since , this becomes for our graph. Our top equation stated that

so we see that the gradient of a stress-strain graph gives us the Young Modulus.
This only applied to the straight line section of the graph, where gradient (and Young Modulus) are constant.

Measuring the Young Modulus

Here is a simple experimental set up for finding the Young Modulus of a material.

 A piece of wire is held by a G-clamp, sent over

a pulley with the smallest mass attached to it.
This should keep it straight without extending
it.
 Measure the length from the clamp to the
pointer. This is the original length
(unstretched).
 Use a micrometer to measure the diameter of
the wire in several places. Use this to calculate the cross-sectional area of the wire.
 Add a mass to the loaded end of the wire.
 Record the extension by measuring how far the pointer has moved from its
start position.
 Repeat for several masses but ensuring the elastic limit is not reached.
 Remove the masses, one at a time taking another set of reading of the
extension.
 Calculate stress and strain for each mass.
 Plot a graph of stress against strain and calculate the gradient of the line which
gives the Young Modulus.

Here is a more precise way of finding the Young Modulus but involves taking the
same measurements of extension and force applied.
It is called Searle’s apparatus.

Progressive Waves
Unit 2
Lesson 15
To be know the basic measurements of a wave
Learning
To be able to calculate the speed of any wave
Outcomes
To be know what phase and path difference are and be able to calculate them N. DWYER
Waves
All waves are caused by oscillations and all transfer energy without transferring matter. This means that a water
wave can transfer energy to you sitting on the shore without the water particles far out to sea moving to the
beach.
Here is a diagram of a wave; it is one type of wave called a
transverse wave. A wave consists of something (usually
particles) oscillating from an equilibrium point. The wave
can be described as progressive; this means it is moving
outwards from the source.
We will now look at some basic measurements and characteristics or waves.

Amplitude, A Amplitude is measured in metres, m

The amplitude of a wave is the maximum displacement of the particles from the equilibrium position.
Wavelength, λ Wavelength is measured in metres, m
The wavelength of a wave is the length of one whole cycle. It can be measured between two adjacent peaks,
troughs or any point on a wave and the same point one wave later.
Time Period, T Time Period is measured in seconds, s
This is simply the time is takes for one complete wave to happen. Like wavelength it can be measured as the
time it takes between two adjacent peaks, troughs or to get back to the same point on the wave.
Frequency, f Frequency is measured in Hertz, Hz
Frequency is a measure of how often something happens, in this case how many complete waves occur in every
second. It is linked to time period of the wave by the following equations: and
Wave Speed, c Wave Speed is measured in metres per second, m s-1
The speed of a wave can be calculated using the following equations:
Here c represents the speed of the wave, f the frequency and λ the wavelength.
Phase Difference Phase Difference is measured in radians, rad
If we look at two particles a wavelength apart (such as C and G) we would see that they are oscillating in time
with each other. We say that they are completely in phase. Two points half a wavelength apart (such as I and K)
we would see that they are always moving in opposite directions. We say that they are completely out of phase.
The phase difference between two points depends on what fraction of a wavelength lies between them

B C D E F G H I J K L M
Phase Difference
½π 1π 1½π 2π 2½π 3π 3½π 4π 4½π 5π 5½π 6π
from A (radians)
Phase Difference
90 180 270 360 450 540 630 720 810 900 990 1080
from A (degrees)
Path Difference Path Difference is measured in wavelengths, λ
If two light waves leave a bulb and hit a screen the difference in how far the waves have travelled is called the
path difference. Path difference is measured in terms of wavelengths.
B C D E F G H I J K L M
Path Difference
¼λ ½λ ¾λ 1λ 1¼λ 1½λ 1¾λ 2λ 2¼λ 2½λ 2¾λ 3λ
from A
So two waves leaving A with one making it to F and the other to J will have a path difference of 1 wavelength (1λ).

Longitudinal and Transverse Waves

Unit 2
Lesson 16
To be able explain the differences between longitudinal and transverse waves
Learning
To know examples of each
Outcomes
To be explain what polarisation is and how it proves light is a transverse wave N. DWYER
Waves
All waves are caused by oscillations and all transfer energy without transferring matter. This means that a sound
wave can transfer energy to your eardrum from a far speaker without the air particles by the speaker moving
into your ear. We will now look at the two types of waves and how they are different

Longitudinal Waves
Here is a longitudinal wave; the oscillations are parallel to the direction of propagation (travel).
Where the particles are close together we call a compression and where they are spread we call a rarefaction.
The wavelength is the distance from one compression or rarefaction to the next.
The amplitude is the maximum distance the particle moves from its equilibrium position to the right of left.

Example:
sound waves
Transverse Waves
Here is a transverse wave; the oscillations are perpendicular to the direction of propagation.
Where the particles are displaced above the equilibrium position we call a peak and below we call a trough.
The wavelength is the distance from one peak or trough to the next.
The amplitude is the maximum distance the particle moves from its equilibrium position up or down.

Examples
: water waves,
Mexican waves and
waves of the EM spectrum
EM waves are produced from varying electric and magnetic field.

Polarisation
Polarisation restricts the oscillations of a wave to one plane. In the diagrams the light is initially oscillating in all
directions. A piece of Polaroid only allows light to oscillate in the same direction as it.
In the top diagram the light passes through a vertical plane Polaroid and becomes
polarized in the vertical plane. This can then pass through the second vertical
Polaroid.
In the middle diagram the light becomes polarized in the horizontal
plane.
In the bottom diagram the light becomes vertically polarized but
this cannot pass through a horizontal plane Polaroid.
This is proof that the waves of the EM spectrum are transverse
waves. If they were longitudinal waves the forwards and backwards
motion would not be stopped by crossed pieces of Polaroid; the
bottom set up would emit light.
Applications
TV aerials get the best reception when they point to the transmission
source so they absorb the maximum amount of the radio waves.

Superposition and Standing Waves

Unit 2
Lesson 17
To know and be able to explain what standing waves are and how they are formed
Learning
To know what nodes and antinodes are
Outcomes
To be able to sketch the standing wave produced at different frequencies N. DWYER
Superposition
Here are two waves that have amplitudes of 1.0 travelling in opposite directions:

Superposition is the process by which two waves combine into a single wave form when they overlap.
If we add these waves together the resultant depends on where the peaks of the waves are compared to each
other. Here are three examples of what the resultant could be: a wave with an amplitude of 1.5, no resultant
wave at all and a wave with an amplitude of 2.0

Stationary/Standing Waves
When two similar waves travel in opposite directions they can
superpose to form a standing (or stationary) wave. Here is the
experimental set up of how we can form a standing wave on a
string. The vibration generator sends waves down the string at a
certain frequency, they reach the end of the string and reflect
back at the same frequency. On their way back the two waves
travelling in opposite direction superpose to form a standing wave
made up of nodes and antinodes.
Nodes Positions on a standing wave which do not vibrate. The
waves combine to give zero displacement
Antinodes Positions on a standing wave where there is a maximum
displacement.

Standing Waves Progressive Waves

Amplitude Maximum at antinode and zero at nodes The same for all parts of the wave
Frequency All parts of the wave have the same frequency All parts of the wave have the same frequency
Wavelength Twice the distance between adjacent nodes The distance between two adjacent peaks
Phase All points between two adjacent nodes in phase Points one wavelength apart in phase
Energy No energy translation Energy translation in the direction of the wave
Waveform Does not move forward Moves forwards

Harmonics
As we increase the frequency of the vibration generator we will see standing
waves being set up. The first will occur when the generator is vibrating at the
fundamental frequency, f0, of the string.
First Harmonic f = f0 λ=2L
2 nodes and 1 antinode
Second Harmonic f = 2f0 λ=L
3 nodes and 2 antinodes
Third Harmonic f = 3f0 λ=⅔L
4 nodes and 3 antinodes
Forth Harmonic f = 4f0 λ=½L
5 nodes and 4 antinodes

Refraction
Unit 2
Lesson 18
To be able to calculate the refractive index of a material and to know what it tells us
Learning
To be able to describe and explain the direction light takes when entering a different material
Outcomes
To be able to calculate the relative refractive index of a boundary N. DWYER
Refractive Index
The refractive index of a material is a measure of how easy it is for light to travel through it. The refractive index
of material s can be calculated using:

where n is the refractive index, c is the speed of light in a vacuum and cs is the speed of light in material s.
Refractive Index, n, has no units

If light can travel at c in material x then the refractive index is:  

If light can travel at c/2 in material y then the refractive index is:  

The higher the refractive index the slower light can travel through it
The higher the refractive index the denser the material
Bending Light
When light passes from one material to another it is not only the speed of
the light that changes, the direction can change too.
If the ray of light is incident at 90° to the material then there is no change in
direction, only speed.
It may help to imagine the front of the ray of light as the front of a car to
determine the direction the light will bend. Imagine a lower refractive index as grass and a higher refractive
index at mud.
Entering a Denser Material
The car travels on grass until tyre A reaches the mud. It is harder to move through
mud so A slows down but B can keep moving at the same speed as before. The car
now points in a new direction.
Denser material – higher refractive index – bends towards the Normal
Entering a Less Dense Material
The car travels in mud until tyre A reaches the grass. It is easier to move across grass
so A can speed up but B keeps moving at the same speed as before. The car now
points in a new direction.
Less dense material – lower refractive index – bends away from the Normal
Relative Refractive Index
Whenever two materials touch the boundary between them will have a
refractive index dependent on the refractive indices of the two materials. We
call this the relative refractive index.
When light travels from material 1 to material 2 we can calculate the relative
refractive index of the boundary using any of the following:

Relative Refractive Index, 1n2, has no units

Some questions may involve light travelling through several layers of
materials. Tackle one boundary at a time.

---------------------------->

---------------------------->

Total Internal Reflection

Unit 2
Lesson 19
To know what the critical angle is and be able to calculate it
Learning
To be able to explain what fibre optics are and how they are used
Outcomes
To be able to explain how cladding helps improve the efficiency of a fibre optic N. DWYER
Total Internal Reflection (Also seen in GCSE Physics 3)
We know that whenever light travels from one material to another the majority of the light refracts but a small
proportion of the light also reflects off the boundary and stays in the first material.
When the incident ray strikes the boundary at an angle less than the critical angle the light refracts into the
second material.
When the incident ray strikes the boundary at an angle equal to the critical angle all the light is sent along the
boundary between the two materials.
When the incident ray strikes the boundary at an angle greater than the critical angle all the light is reflected
and none refracts, we say it is total internal reflection has occurred.

Critical Angle (Also seen in GCSE Physics 3)

We can derive an equation that connects the critical angle with the refractive indices of the materials.

but at the critical angle θ2 is equal to 90° which makes sinθ2 = 1 

θ1 is the critical angle which we represent as θC making the equation:

When the second material is air n2 = 1, so the equation becomes: or

Optical Fibres/Fibre Optics

An optical fibre is a thin piece of flexible glass. Light can travel down
it due to total internal reflection. Thier uses include:
*Communication such as phone and TV signals: they can carry more
information that electricity in copper wires.
*Medical endoscopes: they allow us to see down them and are
flexible so they don’t cause injury to the patient.
Cladding
Cladding is added to the outside of an optical fibre to reduce the
amount of light that is lost. It does this by giving the light rays a
second chance at TIR as seen in the diagram.
It does increase the critical angle but the shortest path through the
optical fibre is straight through, so only letting light which stays in the
core means the signal is transmitted quicker.
Consider the optical fibre with a refractive index of 1.5…

Without cladding n2 = 1

With cladding n2 = 1.4

If the cladding had a lower refractive index than the core it is easier for light to travel through so the light would
bend away from the normal, Total Internal Reflection.
If the cladding had a higher refractive index than the core it is harder for light to travel through so the light
would bend towards the normal, Refraction.

Interference
Unit 2
Lesson 20
To be able to explain what interference and coherence is
Learning
To be able to explain Young’s double slit experiment and a double source experiment
Outcomes
To be able to use the equation to describe the appearance of fringes produced N. DWYER
Interference
Interference is a special case of superposition where the waves that combine are coherent. The waves overlap
and form a repeating interference pattern of maxima and minima areas. If the waves weren’t coherent the
interference pattern would change rapidly and continuously.
Coherence: Waves which are of the same frequency, wavelength, polarisation and amplitude and in a constant
phase relationship. A laser is a coherent source but a light bulb is not.
Constructive Interference: The path difference between the waves is a whole number of wavelengths so the
waves arrive in phase adding together to give a large wave. 2 peaks overlap
Destructive Interference: The path difference between the waves is a half number of wavelengths so the waves
arrive out of phase cancelling out to give no wave at all. A peak and trough overlap

Young’s Double Slit Experiment

In 1803 Thomas Young settled a debate started over 100 years earlier between Newton and
Huygens by demonstrating the interference of light. Newton thought that light was made
up of tiny particles called corpuscles and Huygens thought that light was a wave,
Young’s interference of light proves light is a wave. Here
is Young’s double slit set up, the two slits act as
coherent sources of waves

Interference occurs where the light from the two slits

overlaps. Constructive interference produces bright
areas, while deconstructive interference produces dark
areas. These areas are called interference fringes.

Fringes
There is a
central
bright fringe directly behind the midpoint between
the slits with more fringes evenly spaced and parallel
to the slits.
As we move away from the centre of the screen we
see the intensity of the bright fringes decreases.

Double Source Experiment

The interference of sound is easy to demonstrate with two speakers connected to the same signal generator.
Waves of the same frequency (coherent) interfere with each other. Constructive interference produces loud
fringes, while deconstructive interference produces quiet fringes.

Derivation
We can calculate the separation of the fringes (w) if we
consider the diagram to the right which shows the first
bright fringe below the central fringe. The path
difference between the two waves is equal to one
whole wavelength (λ) for constructive interference.
If the distance to the screen (D) is massive compared
to the separation of the sources (s) the angle (θ) in the
large triangle can be assumed the same as the angle in the smaller triangle.
For the small triangle: For the large triangle:

Since the angles are the same we can write or which rearranges to:
Fringe Separation, Source Separation, Distance to Screen and Wavelength are measured in metres, m

Diffraction
Unit 2
Lesson 21
To know what diffraction is and when it happens the most
Learning
To be able to sketch the diffraction pattern from a single slit and a diffraction grating
Outcomes
To be able to derive dsinθ=n N. DWYER
Diffraction
When waves pass through a gap they spread
out, this is called diffraction. The amount of
diffraction depends on the size of the
wavelength compared to the size of the gap.
In the first diagram the gap is several times
wider than the wavelength so the wave only spreads out a little.
In the second diagram the gap is closer to the wavelength so it begins to spread out more.
In the third diagram the gap is now roughly the same size as the wavelength so it spreads out the most.

Diffraction Patterns
Here is the diffraction pattern from light being shone through a single slit.
There is a central maximum that is twice as wide as the others and by far the
brightest. The outer fringes are dimmer and of equal width.
If we use three, four or more slits the interference maxima become brighter,
narrower and further apart.

Diffraction Grating
A diffraction grating is a series of narrow, parallel slits. They
usually have around 500 slits per mm.
When light shines on the diffraction grating several bright sharp
lines can be seen as shown in the diagram to the right.
The first bright line (or interference maximum) lies directly behind
where the light shines on the grating. We call this the zero-order
maximum. At an angle of θ from this lies the next bright line called
the first-order maximum and so forth.
The zero-order maximum (n=0)
There is no path difference between neighbouring waves. They
arrive in phase and interfere constructively.
The first-order maximum (n=1)
There is a path difference of 1 wavelength between neighbouring
waves. They arrive in phase and interfere constructively.
The second-order maximum (n=2)
There is a path difference of 2 wavelengths between neighbouring
waves. They arrive in phase and interfere constructively.
Between the maxima
The path difference is not a whole number of wavelengths so the
waves arrive out of phase and interfere destructively.

Derivation
The angle to the maxima depends on the wavelength of the light and the separation of the
slits. We can derive an equation that links them by taking a closer look at two
neighbouring waves going to the first-order maximum.
The distance to the screen is so much bigger than the distance between two slits that
emerging waves appear to be parallel and can be treated that way.
Consider the triangle to the right.
 
For the nth order the opposite side of the triangle becomes nλ, making the equation:

A2 Physics
Unit 4 Unit 5
Fields and Further Mechanics Nuclear and Thermal Physics

1 Momentum and Collisions 1 Rutherford Scattering

2 Force and Impulse 2 Ionising Radiation

3 Circular Motion 3 Radioactive Decay

4 Centripetal Force and Acceleration 4 Modes of Decay

5 Simple Harmonic Motion 5 Nuclear Radius

6 SHM Graphs 6 Mass and Energy

7 SHM Time Periods 7 Fission and Fusion

8 Resonance and Damping 8 Nuclear Reactors

9 Gravitational Fields 9 Nuclear Safety Aspects

10 Gravitational Potential 10 Heat, Temperature and Internal Energy

11 Orbits and Escape Velocity 11 The Specifics

12 Electric Fields 12 Gas Laws

13 Electric Potential 13 Ideal Gas

14 Fields Comparison 14 Molecular Kinetic Theory Model

15 Capacitors

16 Charging and Discharging

17 Exponential Decay

18 Force on a Current Carrying Wire

19 Force on a Charged Particle

20 Magnetic Flux and Flux Linkage

21 Electromagnetic Induction

22 Transformers

Unit 4
 Lesson 1
Momentum and Collisions
To be able to calculate momentum and know the units
Learning
To be able to explain the difference between elastic and inelastic collisions
Outcomes
To be able to find the velocity of an object after a collision or explosion N. DWYER

Momentum (Also seen in GCSE Physics 2)

The momentum of an object is given by the equation: momentum = mass x velocity
Since it depends on the velocity and not speed, momentum is a vector quantity. If we assign a direction to be
positive for example if  was positive, an object with negative velocity would be moving . It would also have
a negative momentum.
Momentum is measured in kilogram metres per second, kg m/s or kg m s -1
Conservation (Also seen in GCSE Physics 2)
In an isolated system (if no external forces are acting) the linear momentum is conserved.
We can say that: the total momentum before = the total momentum after
The total momentum before and after what? A collision or an explosion.

Collisions (Also seen in GCSE Physics 2)

There are two types of collisions; in both cases the momentum is conserved.
Elastic – kinetic energy in conserved, no energy is transferred to the surroundings
If a ball is dropped, hits the floor and bounces back to the same height it would be an elastic collision with the
floor. The kinetic energy before the collision is the same as the kinetic energy after the collision.
Inelastic – kinetic energy is not conserved, energy is transferred to the surroundings
If a ball is dropped, hits the floor and bounces back to a lower height than released it would be an inelastic
collision. The kinetic energy before the collision would be greater than the kinetic energy after the collision.

Before After
In the situation above, car 1 and car 2 travel to the right with initial velocities u1 and u2 respectively. Car 1
catches up to car 2 and they collide. After the collision the cars continue to move to the right but car 1 now
travels at velocity v1 and car 2 travels a velocity v2. [ is positive]
Since momentum is conserved the total momentum before the crash = the total momentum after the crash.
The total momentum before is the momentum of A + the momentum of B
The total momentum after is the new momentum of A + the new momentum of B
We can represent this with the equation:

Explosions (Also seen in GCSE Physics 2)

We look at explosions in the same way as we look at collisions, the total momentum before is equal to the total
momentum after. In explosions the total momentum before is zero. [ is positive]

Before After
If we look at the example above we can see that the whole system is not moving, so the momentum before is
zero. After the explosion the shell travels right with velocity v2 and the cannon recoils with a velocity v1.
The momentum of the system is given as:
So the equation for this diagram would be:
But remember, v1 is negative so: 
Unit 4
 Lesson 2
Force and Impulse
To be able to calculate force from change in momentum
Learning
To be able to explain and calculate impulse
Outcomes
To know the significance of the area under a force-time graph N. DWYER

Force (Also seen in GCSE Physics 2)

If we start at F = ma we can derive an equation that links force and momentum.
we can replace a in this equation with from Unit 2

multiplying out makes the equation

or where ∆ means ‘the change in’

This states that the force is a measure of change of momentum with respect to time. This is Newton’s Second
Law of Motion:
The rate of change of an object’s linear momentum is directly proportional to the resultant external force.
The change in the momentum takes place in the direction of the force.

If we have a trolley and we increase its velocity from rest to 3m/s in 10 seconds, we know that it takes a bigger
force to do the same with a trolley that’s full of shopping. Ever tried turning a trolley around a corner when
empty and then when full?
Force is measured in Newtons, N
Car Safety (Also seen in GCSE Physics 2)
Many of the safety features of a car rely on the above equation. Airbags, seatbelts and the crumple zone
increase the time taken for the car and the people inside to stop moving. Increasing the time taken to change
the momentum to zero reduces the force experienced.

Catching
An Egg: If we held our hand out and didn’t move it the egg would smash. The change in momentum happens in
a short time, making the force large. If we cup the egg and move our hands down as we catch it we make it take
longer to come to a complete stop. Increasing the time taken decreases the force and the egg remains intact.
Cricket Ball: If we didn’t move our hands it would hurt when the ball stopped in our hands. If we make it take
longer to stop we reduce the force on our hands from the ball.

Impulse
multiply both sides by t 

multiply both sides by t 

We now have an equation for impulse. Impulse is the product of the force and the time it is applied for.
An impulse causes a change in momentum.
Impulse is measured in Newton seconds, Ns

Since , the same impulse (same force applied for the same amount of time) can be applied to a
small mass to cause a large velocity or to a large mass to cause a small velocity

Ft = m= vv m
Force-Time Graphs
The impulse can be calculated from a force-time graph, it is the
same as the area under the graph.
The area of the first graph is given by:
height x length = Force x time = Impulse

Unit 4
 Lesson 3
Circular Motion
To be able to calculate the angular displacement of an object moving in a circle
Learning
To be able to calculate the angular speed of an object moving in a circle
Outcomes
To be able to calculate the speed of an object moving in a circle N. DWYER

To the right is the path a car is taking as it moves in a circle of radius r.

Angular Displacement, θ
As the car travels from X to Y it has travelled a distance of s and has covered a
section of the complete circle it will make. It has covered and angle of θ which is
called the angular displacement.

Angular Displacement is measured in radians, rad

Radians
1 radian is the angle made when the arc of a circle is equal to the radius.

For a complete circle   

A complete circle is 360° so 360° = 2π rad

1° = 0.017 rad 57.3° = 1 rad

Angular Speed, ω
Angular speed is the rate of change of angular displacement, or the angle that is covered every second.

Angular Speed is measured in radians per second, rad/s or rad s-1

Frequency, f
Frequency is the number of complete circles that occur every second.
For one circle; , if we substitute this into the equation above we get
This equation says that the angular speed (angle made per second) is equal to one
circle divided by the time taken to do it. Very similar to speed = distance/time

Since the above equation can be written as

Frequency is measures in Hertz, Hz
Speed, v
The velocity of the car is constantly changing because the direction is constantly changing. The speed however,
is constant and can be calculated.
If we rearrange the top equation we can get , the speed then becomes

Now if we rearrange the second equation we get , the equation becomes

Cancel the t’s and we finally arrive at our equation for the speed.

Speed is measured in metres per second, m/s or m s-1

Centripetal Force and Acceleration

Unit 4
Lesson 4
To be able to calculate the centripetal acceleration of an object moving in a circle
 Learning To be able to calculate the centripetal force that keeps an object moving in a circle
Outcomes To be able to explain why the centrifugal force does not exist N. DWYER

Moving in a Circle (Also seen in GCSE Physics 3)

For an object to continue to move in a circle a force is needed that acts on the object towards the centre of the
circle. This is called the centripetal force and is provided by a number of things:
For a satellite orbiting the Earth it is provided by gravitational attraction.
For a car driving around a roundabout it is provided by the friction between the wheels and the road.
For a ball on a string being swung in a circle it is provided by the tension in the string.
Centripetal force acts from the body to the centre of a circle
Since F=ma the object must accelerate in the same direction as the resultant force. The object is constantly
changing its direction towards the centre of the circle.
Centripetal acceleration has direction from the body to the centre of the circle

Centrifugal Force
Some people thought that an object moving in a circle would experience the centripetal force acting from the
object towards the centre of the circle and the centrifugal force acting from the object away from the centre of
the circle.
They thought this because if you sit on a roundabout as it spins it feels like you are being thrown off backwards.
If someone was watching from the side they would see you try and move in a straight line but be pulled in a
circle by the roundabout.
The centrifugal force does not exist in these situations.

Centripetal Acceleration
The centripetal acceleration of an object can be derived
if we look at the situation to the right. An object of
speed v makes an angular displacement of ∆θ in time ∆t.

If we look at the triangle at the far right we can use

when θ is small. This becomes:
We can rearrange this to give:
Acceleration is given by substitute the above
equation into this one
this is the same as

In lesson 3 (Circular Motion) we established that , substitute this into the equation above

If we use we can derive two more equations for acceleration

Centripetal Acceleration is measured in metres per second squared, m/s 2 or m s-2

Centripetal Force
We can derive three equations for the centripetal force by using and the three equations of acceleration
from above.

Centripetal Force is measured in Newtons, N

Simple Harmonic Motion

Unit 4
Lesson 5
To know what simple harmonic motion is
To be able to describe the acceleration of an SHM system
 To be able to calculate the displacement, velocity and acceleration of an SHM system
N. DWYER
Learning

Oscillations
In each of the cases below there is something that is oscillating, it vibrates back and forth or up and down.
Each of these systems is demonstrating Simple Harmonic Motion (SHM).

SHM Characteristics
The equilibrium point is where the object comes to rest, in the simple pendulum it at its lowest point.
If we displace the object by a displacement of x there will be a force that brings the object back to the
equilibrium point. We call this the restoring force and it always acts in the opposite direction to the
displacement.
We can represent this as:
Since we can also write:

For an object to be moving with simple harmonic motion, its acceleration must satisfy two conditions:
*The acceleration is proportional to the displacement
*The acceleration is in the opposite direction to the displacement (towards the equilibrium point)

Equations
The following equations are true for all SHM systems but let us use the simple
pendulum when thinking about them.
The pendulum bob is displaced in the negative direction when at point 1, it is released
and swings through point 2 at its maximum speed until it reaches point 3 where it
comes to a complete stop. It then swings to the negative direction, reaches a maximum
speed at 4 and completes a full cycle when it stops at 5.

Displacement, x
The displacement of the bob after a time t is given by the equation: (CALCS IN RAD)
Since the equation can become: 
(where t is the time into the cycle and T is the time for one complete cycle)
The maximum displacement is called the amplitude, A.  MAXIMUM

Velocity, v
The velocity of the bob at a displacement of x is given by the equation:
The maximum velocity occurs in the middle of the swing (2 and 4) when displacement is zero (x = 0)
    MAXIMUM

Acceleration, a
The acceleration of the bob at a displacement of x is given by the equation:
As discussed before the acceleration acts in the opposite direction to the displacement.
The maximum acceleration occurs at the ends of the swing (1, 3 and 5) when the displacement is equal to the
amplitude (x = A).
  MAXIMUM

SHM Graphs
Unit 4
Lesson 6
To be able to sketch the graphs of displacement, velocity and acceleration for a simple pendulum
To be know what the gradients represent
 To be able to explain the energy in a full cycle and sketch the graph
N. DWYER
Learning

Pendulum
Consider the simple pendulum drawn below. When released from A the bob accelerates and moves to the
centre point. When it reached B it has reached a maximum velocity in the positive direction and then begins to
slow down. At C it has stopped completely so the velocity is zero, it is at a maximum displacement in the
positive and accelerates in the negative direction. At D it is back to the centre point and moves at maximum
velocity in the negative direction. By E the velocity has dropped to zero, maximum negative displacement and a
massive acceleration as it changes direction.
This repeats as the pendulum swings through F, G, H and back to I.
Below are the graphs that represent this:

Gradients
Since the gradient of the displacement graph gives us velocity. At C the gradient is zero and we can see
that the velocity is zero.
Also since the gradient of the velocity graph gives us acceleration. At C the gradient is a maximum in the
negative direction and we can see that the acceleration is a maximum in the negative direction.

Energy
In all simple harmonic motion systems there is a conversion between
kinetic energy and potential energy. The total energy of the system
remains constant. (This is only true for isolated systems)
For a simple pendulum there is a transformation between kinetic
energy and gravitational potential energy.
At its lowest point it has minimum gravitational and maximum
kinetic, at its highest point (when displacement is a maximum) it has
no kinetic but a maximum gravitational. This is shown in the graph.
For a mass on a spring there is a transformation between kinetic
energy, gravitational potential energy and the energy stored in the
spring (elastic potential). At the top there is maximum elastic and
gravitational but minimum kinetic. In the middle there is maximum kinetic, minimum elastic but it still has some
gravitational. At its lowest point it has no kinetic, minimum gravitational but maximum elastic.

SHM Time Periods

Unit 4
Lesson 7
To be able to calculate the time period of a simple pendulum
 Learning To be able to calculate the time period of a mass on a spring
Outcomes To be able to describe the experiment to find g N. DWYER

The Simple Pendulum

In the diagram we can see that the restoring force of the pendulum is:
When  is less than 10° (in radians) so the equation can become:

Since both and (for SHM) the equation now becomes:

This simplifies to:

Rearranging for f gives us

And since then:

Time is measured in seconds, s

Mass on a Spring
When a spring with spring constant k and length l has a mass m attached to the bottom it extends by an
extension e, this is called the static extension and is the new equilibrium point. The tension in the spring is
balanced by the weight. We can represent this as:
If the mass is pulled down by a displacement x and released it will undergo SHM.
The net upwards force will be:
This can be multiplied out to become:
Since this can become:
It simplify to:
Since both and (for SHM) the equation
now becomes:

This simplifies to:

Rearranging for f gives us:

And since the equation becomes:

Time is measured in seconds, s

Finding g
We can find the value of the gravitational field strength, g, on Earth by carrying out the following experiment.
Set up a simple pendulum of length l and measure the time for one oscillation.
If we measure the time taken for 20 oscillations and divide it by 20 we reduce the percentage human error of
the reading and make our experiment more accurate.

If we look at the equation and rearrange it to become: , by plotting a graph of T2 against

l we can find the value of g from the gradient which will be = .

Resonance and Damping

Unit 4
Lesson 8
To know what free and forced vibration are and the phase difference between the driver and driven
 Learning To know what resonance is and how it is reached
Outcomes To know what light, heavy and critical damping are and their affects on resonance N. DWYER

Free Vibration
Free vibration is where a system is given an initial displacement and then allowed to vibrate/oscillate freely. The
system will oscillate at a set frequency called the natural frequency, f0. We have seen from the last lesson that
the time period for a pendulum only depends on the length and gravitational field strength whilst the time
period of a mass and spring only depends on the mass and the spring constant. These factors govern the natural
frequency of a system.
Forced Vibration
Forced vibration is where a driving force is continuously applied to make the system vibrate/oscillate. The thing
that provides the driving force will be moving at a certain frequency. We call this the driving frequency.

Resonance
If I hold one end of a slinky and let the other oscillate freely we have a
free vibration system. If I move my hand up and down I force the slinky
to vibrate. The frequency of my hand is the driving frequency.
When the driving frequency is lower than the natural frequency the
oscillations have a low amplitude
When the driving frequency is the same as the natural frequency the
amplitude increases massively, maybe even exponentially.
When the driving frequency is higher than the natural frequency the
amplitude of the oscillations decreases again.
Phase Difference between driver and driven
When the driving force begins to oscillate the driven object the phase difference is 0.
When resonance is achieved the phase difference between them is π.
When the driving frequency increases beyond the natural frequency the phase difference increases to π/2.

Damping
Damping forces oppose the motion of the oscillating body, they slow or stop simple harmonic motion from
occurring. Damping forces act in the opposite direction to the velocity.
Galileo made an important observation while watching lamps swing in Pisa cathedral. He noticed that the
swinging gradually died away but the time taken for each swing stayed roughly the same. The swing of the lamp
was being damped by air resistance.

Light damping slowly reduces the amplitude of the oscillations, but keeps the time period almost constant.
Heavy damping allows the body to oscillate but brings it quickly to rest.
Critical damping brings the body back to the equilibrium point very quickly with out oscillation.
Over damping also prevent oscillation but makes the body take a longer
time to reach equilibrium.
Damping and Resonance
Damping reduces the size of the oscillations at resonance. There is still
a maximum amplitude reached but it is much lower than when the
system is undamped. We say that damping reduces the sharpness of
resonance. This becomes clearer if we look at the graph on the right.
It shows the amplitude of oscillation against frequency for different
levels of damping.

Gravitational Fields
Unit 4
Lesson 9
To be able to calculate the force of gravity between two masses
 Learning To be able to explain what gravitational field strength is
Outcomes To be able to calculate the gravitational field strength at a distance r from the centre N. DWYER

Newton’s Law of Gravitation (Gravity) (Also seen in GCSE Physics 3)

Gravity is an attractive force that acts between all masses. It is the masses themselves that cause the force to
exist. The force that acts between two masses, m1 and m2, whose centres are separated by a distance of r is
given by:

This was tested experimentally in a lab using large lead spheres and was refined to become:

G is the Gravitational Constant, G = 6.67 x 10-11 N m2 kg-2

When one of the masses is of planetary size, M, the force between it and a test mass, m, whose centres are
separated by a distance of r is given by:

The minus sign means that the force is attractive, the force is in the opposite direction to the distance from the
mass (displacement). This will become clearer when we look at the electric force.
Negative = Attractive
Positive = Repulsive
Force is measured in Newtons, N
Gravitational Fields
A gravitational field is the area around a mass where any other mass will experience a force. We can model a
field with field lines or lines of force.
Radial Fields
The field lines end at the centre of a mass
and tail back to infinity. We can see that
they become more spread out the further
from the mass we go.
Uniform Fields
The field lines are parallel in a uniform
field. At the surface of the Earth we can
assume the field lines are parallel, even
thou they are not.
Gravitational Field Strength, g
We can think of gravitational field strength as the concentration of the field lines at that point. We can see from
the diagrams above that the field strength is constant in a uniform field but drops quickly as we move further
out in a radial field.
The gravitational field strength at a point is a vector quantity and is defined as:
The force per unit mass acting on a small mass placed at that point in the field.
We can represent this with the equation:
If we use our equation for the gravitational force at a distance r and substitute this in for F we get:
which simplifies to:
Gravitational Field Strength is measured in Newtons per kilogram, N kg -1

Gravitational Potential
Unit 4
Lesson 10
To be able to explain what gravitational potential is and be able to calculate it
 Learning To know how gravitational potential is linked to potential energy and be able to calculate it
Outcomes To be able to sketch graphs of potential and field strength over distance from surface N. DWYER

Gravitational Potential, V
The gravitational potential at a point r from a planet or mass is defined as:
The work done per unit mass against the field to move a point mass from infinity to that point

The gravitational potential at a distance r from a mass M is given by:

The value is negative because the potential at infinity is zero and as we move to the mass we lose potential or
energy. Gravitational potential is a scalar quantity.
The gravitational field is attractive so work is done by the field in moving the mass, meaning energy is given out.
Gravitational Potential is measured in Joules per kilogram, J kg -1

Gravitational Potential Energy (Also seen in AS Unit 2)

In Unit 2 we calculated the gravitational potential energy of an object of mass m at a height of h with:

This is only true when the gravitational field strength does not change (or is constant) such as in a uniform field.
For radial fields the gravitational field strength is given by

We can use this to help us calculate the gravitational potential energy in a radial field at a height r.
 
(We have dropped the negative sign because energy is a scalar quantity)
If we look at the top equation for gravitational potential we can see that the gravitational potential energy can
be calculated using:
The work done to move an object from potential V1 to potential V2 is given by:
which can be written as
Gravitational Potential Energy is measured in Joules, J
Graphs
Here are the graphs of how gravitational field strength and gravitational potential vary with distance from the
centre of a mass (eg planet). In both cases R is the radius of the mass (planet).

The gradient of the gravitational potential graph gives us the gravitational field strength at that point. To find
the gradient at a point on a curve we must draw a tangent to the line then calculate the gradient of the tangent:

If we rearrange the equation we can see where we get the top equation for gravitational potential.
 sub in the equation for g   

Orbits and Escape Velocity

Unit 4
Lesson 11
To be able to calculate the orbital speed of a satellite if given the height from the Earth
To be able to calculate the time of orbit of a satellite if given the height from the Earth
 To be able to calculate the escape velocity from a planet
N. DWYER
Learning

Orbits (Also seen in GCSE Physics 3)

For anything to stay in orbit it requires two things:
*A centripetal force, caused by the gravitational force acting between the object orbiting and the object
being orbited
*To be moving at a high speed
We now know equations for calculating the centripetal force of an object moving in a circle of radius r AND for
calculating the gravitational force between two masses separated by a distance of r.
Centripetal force at distance r: or or

Gravitational force at distance r:

These forces are equal to each other, since it is the force of gravity causing the centripetal force.
From these we can calculate many things about an orbiting object:
The speed needed for a given radius

  

The time of orbit for a given radius

  

   

Energy of Orbit
The total energy of a body in orbit is given by the equation:
Total energy = Kinetic energy + Potential energy or

  

Geostationary Orbits (Also seen in GCSE Physics 3)

Geostationary orbiting satellites orbit around the equator from West to East. They stay above the same point
on the equator meaning that the time period is 24 hours or seconds. They are used for communication satellites
such as television or mobile phone signals.

Escape Velocity
For an object to be thrown from the surface of a planet and escape the gravitational field (to infinity)
the initial kinetic energy it has at the surface must be equal to the potential energy (work done) to take
it from the surface to infinity.
Potential energy: Kinetic energy:

  

For an object to be escape the Earth…..

v = 11183 m/s

This calculation is unrealistic. It assumes that all the kinetic energy must be provided instantaneously.
We have multistage rockets that provide a continuous thrust.

Electric Fields
Unit 4
Lesson 12
To be able to calculate the force of gravity between two charges
Learning
To be able to explain what electric field strength is
Outcomes
To be able to calculate the electric field strength at a distance r from the centre N. DWYER
Coulomb’s Law (Electric Force) (Also seen in GCSE Physics 2)
The electrostatic force acts between all charged particles and can be attractive or repulsive. It is the charges
themselves that cause the force to exist. The force that acts between two charges, Q1 and Q2, whose centres
are separated by a distance of r is given by:

Like charges Opposite charges Like charges

The proportional constant was found and the equation becomes:

ε0 is the Permittivity of Free Space, ε0 = 8.854 x 10-12 F m-1

When one of the charges is large, Q, the force between it and a test charge, q, whose centres are separated by
a distance of r is given by:

If the two charges are positive, (+Q)(+q) = + Qq A positive force means the charges repel.
If the two charges are negative, (–Q)(–q) = + Qq A positive force means the charges repel.
If one is negative and one is positive, (–Q)(+q) = – Qq A negative force means the charges attract.
Electric Fields
An electric field is the area around a charge where any other charge will experience a force. We can model a
field with field lines or lines of force.
Radial Fields
For a positive charge the field lines start at the charge and go out to infinity. For a negative charge the field lines
end at the centre of a mass and
tail back from infinity. We can
see that they become more
spread out the further from the
charge we go.
Uniform Fields
The field lines are parallel in a
uniform field. Between two
conducting plates the field lines leave the positive plate and enter the negative plate.
Electric Field Strength, E
We can think of electric field strength as the concentration of the field lines at that point. We can see from the
diagrams above that the field strength is constant in a uniform field but drops quickly as we move further out in
a radial field.
The electric field strength at a point is a vector quantity and is defined as:
The force per unit charge acting on a small charge placed at that point in the field
We can represent this with the equation:
If we use our equation for the electric force at a distance r and substitute this in for F we get:

which simplifies to: (RADIAL FIELDS)

Electric Field Strength is measured in Newtons per Coulomb, N C -1

Electric Potential
Unit 4
Lesson 13
To be able to explain what electric potential is and be able to calculate it
Learning
To know what the field strength is like in a uniform field and how it is linked to electric potential
Outcomes
To be able to sketch graphs of potential and field strength over distance from surface N. DWYER
Electric Potential, V
The electric potential at a point r from a point charge is defined as:
The work done per unit charge against the field to move a positive point charge from infinity to that point

The electric potential at a distance r from a charge Q is given by:

The value will be positive when work is done against the field (when like charges are repelling).
The value will be negative when work is done by the field (when opposite charges attract).
In both cases the potential at infinity is zero. Electric potential is a scalar quantity.
Electric Potential is measured in Joules per Coulomb, J C-1
Electric Potential Difference (Also seen in GCSE Physics 2 and AS Unit 1)
Electric potential is the work done per unit charge which can be written like this:

We came across this equation in the QVIRt lesson of Unit 1. We used it to define the potential difference as the
energy given to each charge. From what we have just defined we can now update our definition of potential
difference. Potential difference is the difference in electric potential between two points in an electric field.
The work done to move a charge from potential V1 to potential V2 is given by:
which can be written as
Uniform Fields
In a uniform field like that between two conducting plates the field strength is
constant as we have already seen. Now that we understand electric potential we can
use an equation for the field strength in a uniform field.
Where V is the potential difference between the plates and d is the separation of the plates.
Electric Field Strength can be measured in Volts per metre, V m-1
Graphs
Here are the graphs of how electric
field strength and electric potential
vary with distance from the centre of
a charged sphere. In both cases R is
the radius of the sphere.

The gradient of the electric potential

graph gives us the electric field
strength at that point. To find the
gradient at a point on a curve we
must draw a tangent to the line then
calculate the gradient of the
tangent:

If we rearrange the equation we can see where we get the top equation for electric potential.

 sub in the equation for E   

Fields Comparison
Unit 4
Lesson 14
To be able to describe and explain the motion of a charged particle in an electric field
Learning
To be able to state the similarities between gravitational and electric fields
Outcomes
To be able to state the differences between gravitational and electric fields N. DWYER
Motion in an Electric Field
A charged particle moving through an electric field will feel a force
towards the oppositely charged plate.
We see that the electron moves in a parabola towards the positive
plate and the positron moves towards the negative plate.

The field strength is constant so the force is the same at all points
in the field and is given by . The direction of the force
depends on the charge of the particle entering the field

Like the projectiles we looked at during AS Unit 2, the vertical

velocity is independent from the horizontal velocity.
The acceleration in the vertical plane will be equal to E and it will
‘freefall’ like a mass in a gravitational field.

Comparing Fields
We have seen that the characteristics of gravitational and electric fields have some similarities and differences.
Gravitational Fields Electric Fields
Force is between Masses Charges
Constant of
proportionality

Equation for force

Newton (N) Newtons (N)
Vector Vector
Like charges repel
Nature of force Attractive only
Different charges attract
Definition of field
Force per unit mass Force per unit charge
strength

Field strength in
radial field Newtons per kilogram (N/kg) Newtons per Coulomb (N/C)
Vector Vector
Definition of The work done in bringing a unit mass The work done in bringing a unit charge
potential from infinity to the point in the field from infinity to the point in the field

Potential
Joules per kilogram (J/kg) Joules per Coulomb (J/C)
Scalar Scalar
Potential at
0 0
infinity
Work done
moving between
Joules (J) Joules (J)
points of different
Scalar Scalar
potential
Gradient of
potential against Field strength Field strength
distance graph

Capacitors
Unit 4
Lesson 15
To be able to calculate capacitance
Learning
To be able to explain what happens as a capacitor charges up
Outcomes
To be able to derive the energy stored by a capacitor N. DWYER
Capacitors
A capacitor is an electronic component that can store electrical charge and then release it.
It is made of two conducting plates separated by an insulator.
The charge that is stored by the capacitor is due to the potential difference across. We can write this as:
Q V or Q = kV
k is a constant specific to the capacitor, this is called the capacitance and is represented by the symbol C

Capacitance is measured in Farads, F

Charge is measured in Coulombs, C
We can rearrange the equation into C = Q / V and from this we can see that capacitance is a measure of the
charge stored per volt of potential difference. 1 Farad means 1 Coulomb of charge is stored per Volt.

Water Analogy
We can think of the charge stored by a capacitor as the volume of water in a
bucket.
The cross-sectional area of the bucket represents the capacitance of the capacitor.
We can see that the capacitance of capacitor 1 is higher than the capacitance of
capacitor 2.
The height of the water represents the potential difference across the capacitor.
We can see that the potential difference across capacitor 2 is higher than the p.d.
across capacitor 1. The charge stored by both capacitors is the same.
A capacitor with a lower capacitance can store more charge if the p.d. across it is increased.

Charging and Discharging

When a capacitor is connected to a battery is sends out electrons to one of the plates, this becomes negatively
charged. The same amount of electrons move from the second plate and enter the battery, leaving the plate
positively charged. The capacitor is now storing a charge or is ‘charged’.

If the charged capacitor is disconnected from the battery and connected to a lamp it will give out the stored
charge or will ‘discharge’. The electrons on the negative plate move through the circuit and onto the positive
plate. The plates now have no charge on them. The energy stored by the capacitor is transferred to the bulb
whilst the electrons move (whilst a current flows).

Energy Stored by a Capacitor

The top equation shows us that the charge of a capacitor increases with the potential difference
across it. If we plotted p.d. against charge we get a graph that looks like this 

We can derive an equation to find the energy that a capacitor stores by considering the energy
transferred during the shaded section on the lower graph.
In this section the charge changes from q to q+Δq when an average p.d. of v is applied
across it.
Using E = VQ (see AS Unit 1) the energy stored is E = v Δq.
The total energy is equal to the total of all the little rectangular sections and is given
by E = ½ QV. This is also equal to the area under the graph.
We can use the top equation to derive two more equations for the energy stored by a
capacitor:

Energy is measured in Joules, J

Charging and Discharging

Unit 4
Lesson 16
To be able to sketch graphs of charge, p.d. and current over time for a charging capacitor
Learning
To be able to sketch graphs of charge, p.d. and current over time for a discharging capacitor
Outcomes
To be able to calculate the time constant and state its significance N. DWYER
 In the diagram to the right a capacitor can be charged by the battery if the switch is moved to position A. It can
then be discharged through a resistor by moving the switch to position B.

Charging a Capacitor
When the switch is moved to A the battery sends electrons to the lower plate and takes them from the upper
plate. This leaves the lower plate negatively charged and the upper plate positively charged. An electric field is
set up between the plates.
Current The current is the flow of electrons through the circuit (see Unit 1). There is a large current initially as
electrons move to the lower plate. As time passes and more electrons are on the plate it becomes more difficult
to add more due to the electrostatic repulsion of similar charges. When no more electrons move in the circuit
the current drops to zero.
Charge The charge stored by the capacitor increases with every electron the moves to the negative plate. The
amount of charge increases quickly at the beginning because a large current is flowing. As the current drops the
rate at which the charge increases also drops. A maximum charge is reached.
P.D. Since potential difference is proportional to charge, as charge builds up so does p.d. The maximum value of p.d.
is reached as is equal to the terminal p.d. of the battery.

Discharging a Capacitor
When the switch in moved to B the electrons on the negative plate repel each other and move back into the
circuit. Eventually both plates lose their charge and the electric field between them disappears.
Current There is initially a large current as the electrons leave the negative plate. As the number of electrons on the
negative plate falls so does the size of the repulsive electrostatic force, this makes the current fall at a slower
rate. When no more electrons move in the circuit the current drops to zero.
Charge The charge that was stored on the plates now falls with every electron that leaves the negative plate. The
charge falls quickly initially and then slows, eventually reaching zero when all the charge has left the plates.
P.D. As the charge falls to zero so does the potential difference across the capacitor.

Time Constant, τ
The time it takes for the capacitor to discharge depends on the ‘time constant’.
The time constant is the time it takes for the charge or p.d. of a capacitor to fall to 37% of the initial value. OR
The time constant is the time it takes for the charge or p.d. of a capacitor to fall by 63% of the initial value.
It is given by the equation:

If the capacitor has a larger capacitance it means it can hold more charge, this means it will take longer to
discharge. If the resistor has a larger resistance it means it is harder to move the electrons around the circuit,
this also means it will take longer to discharge.

Exponential Decay
Unit 4
Lesson 17
To be able to calculate the charge of a discharging capacitor after a time, t
Learning
To be able to calculate the potential difference across a discharging capacitor after a time, t
Outcomes
To be able to calculate the current through a discharging capacitor after a time, t N. DWYER
Finding τ from Graphs
The time constant of a discharging capacitor can be found from a graph of either charge, current or potential
difference against time. After one time constant the value will have dropped to 0.37 of the initial value.

In this case the time constant is 4 seconds.

Quantitative Treatment
We could use the graph above to find the charge on the capacitor after a time, t. We could also use it to find the
time it takes for the charge to fall to a value of Q.
This requires the graph to be drawn very accurately and values need to be taken from it very carefully.
Instead of doing this we can use the following equation to calculate the charge, Q after a time, t.

t is the time that has elapsed since discharge began

Q is the remaining charge
Q0 is the initial (or starting) charge
RC is the time constant, also equal to the resistance multiplied by the capacitance.
Time is measured in seconds, s
When the time elapsed is equal to the time constant the charge should have fallen to 37% of the initial value.
  (but e-1 = 0.37) 
When the time elapsed is equal to twice the time constant the charge should have fallen to 37% of 37% of the
initial value.
  (but e-2 = 0.37 x 0.37) 

Similar equations can be established for the current flowing through and the potential difference across the
capacitor after time, t:

Rearranging
The equations above can be rearranged to make t the subject. We will use the equation for charge:

   

They can also be rearranged to make RC (time constant) the subject:

  

Force on a Current Carrying Wire

Unit 4
Lesson 18
To be able to explain why a wire with a current flowing through it will experience a force
Learning
To be able to calculate the size of the force on the wire
Outcomes
To be able to state the direction of the force on the wire N. DWYER

We will be looking at the force a current carrying wire experiences when it is in a magnetic field.
 Before we look into the size and direction of the force we need to establish some basics.
Conventional Current
We know that the current flowing in a circuit is due to the negative electrons flowing from the negative terminal
of a battery to the positive terminal.
Negative to Positive is the flow of electrons
Before the discovery of the electron scientist thought that the current flowed from the positive terminal to the
negative one. By the time the electron was discovered many laws had been established to explain the world
around them using current as flowing from positive to negative.
Positive to Negative is the Conventional Current
Magnetic Field Lines
We are familiar with the shape of a magnetic field around a bar magnet. Magnetic field lines leave the North
Pole of the magnet and enter the South Pole. The poles of a magnet are stronger than the side because there
are more field lines in the same area of space.
Magnetic field lines go from North to South
A 3D Problem
We will be looking at movement, fields and currents in 3D but our page is only 2D. To solve this problem we will
use the following notation: A dot means coming out of the page and a cross means going into the page. Imagine
an arrow fired from a bow, pointy end means it’s coming towards you, cross means its moving away.
out of the page, into the page
Current Carrying Wires
When a current flows through a straight piece of wire it creates a circular magnetic field. The
Right Hand Grip Rule shows us the direction of the magnetic field. If we use our right hand and
do a thumbs up the thumb is the direction of the conventional current and the fingers point the
direction of the field lines.
Right hand thumbs up
Force on a Current Carrying Wire
When a wire is placed between a North and South Pole (in
a magnetic field), nothing happens.
When a (conventional) current flows through the wire it
experiences a force due to the magnetic fields of the
magnet and the wire. If we look at the diagram we can see
that the magnetic field lines above are more compact than
below. This forces the wire downwards.

Fleming’s Left Hand Rule

This rule links the directions of the force, magnetic field and conventional current which are all
at right angles to each other. Your first finger points from North to South, your middle finger
points from positive to negative and your thumb points in the direction of the force.

Size of the Force

The size of the force on a wire of length l, carrying a current I placed in a magnetic field of magnetic flux density
B is given by the equation:
Here the wire is at 90° to the magnetic field lines.
When the wire is at an angle of θ with the magnetic field the force is given by:
If we rearrange the equation to we see that 1 Tesla is the magnetic flux density (field strength) that
causes a 1 Newton force to act on 1 metre of wire carrying 1 Amp of current.
Magnetic Flux Density is measured in Tesla, T
This equation looks very familiar if we compare it to the force in a gravitational and electric field.

Force on a Charged Particle

Unit 4
Lesson 19
To be able to calculate the size and direction of the force on a charged particle in a magnetic field
Learning
To be able to describe the motion of a charged particle in a magnetic field
Outcomes
To be able to describe the main features of a cyclotron and explain how it works N. DWYER
Force on Charged Particle
From our equation for the force a magnetic field will exert on a wire we can derive a equation for the force it
will exert on a single charged particle.
Start with . In Unit 1 we defined the current as so we can sub this in to become

We can rewrite this equation and use from Unit 2 to arrive at the equation:

Moving in a Circle
If a charged particle enters a magnetic field it will feel a force. We now
know the size of the force (given by equation above) and direction of the
force (given by Fleming’s Left Hand Rule).
If we use the left hand rule in the diagram to the right we can see that the
force is always at right angles to the velocity. First finger points into the page, middle finger
points along the line and our thumb points upwards.
While the particle is in the magnetic field it will move in a circle.
Radius of the circle
We can calculate the radius a charged particle will move in by using our equation for
the force on a charged particle in a magnetic field and a centripetal force equation.
and are equal to each other so we can write  
Time for a complete circle
We can also calculate the time it takes for the charged particle to move in one complete circle.
Starting at we can use to make the equation become and then
The centripetal force is due to the magnetic force on the charged particle so we can put these equal to each
other. cancel the v to become which rearranges to:
So the time it takes to complete a full circle does not depend on the velocity.
The Cyclotron
A cyclotron is a particle accelerator. It consists of two hollow D-shaped electrodes
(called ‘dees’) that are attached to an alternating p.d. supply. The dees are placed in
vacuum chamber and a magnetic field which acts at right angles to them.
A particle will move in a circle because of the magnetic field.
When it reaches the gap between the dees the alternating supply has made the
other dee have the opposite charge to the particle. This causes the particle to
accelerate across the gap and enter the second dee. This continues to happen until
the particle is moving at the required speed. At this point it leaves the cyclotron.
The Mass Spectrometer
A mass spectrometer is used to analyse the types of atom that are in a sample. The atoms are given a charge,
accelerated and sent into a magnetic field. If we look at the radius equation above we can see that atoms
travelling at the same speed in the same magnetic field given the same charge will be deflected based on their
mass. Heavy atoms will move in bigger circles than lighter ones.
Pair Production
If we think back to Unit 1 we saw this phenomenon in action. Pair production is when a photon of
energy is converted into a particle and an antiparticle, such as an electron and a positron. If this
happens in a magnetic field the electron will move in a circle in one direction and the positron
will move in a circle in the other direction.

Magnetic Flux and Flux Linkage

Unit 4
Lesson 20
To be able to calculate and explain the magnetic flux through a coil of wire
Learning
To be able to calculate the magnetic flux linkage of a coil of wire
Outcomes
To be able to calculate the magnetic flux linkage of a rotating coil N. DWYER

Magnetic Flux, 
Magnetic flux is a measure of how many magnetic field lines are passing through an area of A m2.
 The magnetic flux through an area A in a magnetic field of flux density B is given by:
This is when B is perpendicular to A, so the normal to the area is in the same direction as the field lines.
Magnetic Flux is measured in Webers, Wb
The more field pass through area A, the greater the concentration and the stronger magnetic field.
This is why a magnet is strongest at its poles; there is a high concentration of field lines.

We can see that the amount of flux flowing through

a loop of wire depends on the angle it makes with
the field lines. The amount of flux passing through
the loop is given by:

θ is the angle that the normal to the loop makes with

the field lines.
Magnetic Flux Density
We can now see why B is called the magnetic flux density. If we rearrange the top equation for B we get:
So B is a measure of how many flux lines (field lines) passes through each unit area (per m2).
A flux density of 1 Tesla is when an area of 1 metre squared has a flux of 1 Weber.
Flux Linkage
We now know that the amount of flux through one loop of wire is:
If we have a coil of wire made up of N loops of wire the total flux is given by:
The total amount of flux, , is called the Magnetic Flux Linkage; this is because we consider each loop of wire
to be linked with a certain amount of magnetic flux.
Sometimes flux linkage is represented by , so which makes our equation for flux linkage
Flux Linkage is measured in Webers, Wb
Rotating Coil in a Magnetic Field
If we have a rectangle of wire that has an area of A and we place it in a magnetic field of flux density B, we have
seen that the amount of flux flowing through the wire depends on the angle between it and the flux lines.
The flux linkage at an angle θ from the perpendicular to the magnetic field is given by:
From our lessons on circular motion we established that the angular speed is given by which can be
rearranged to and substituted into the equation above to transform it into:
When t = 0 the wire is perpendicular to the field so there is a maximum amount of flux.

At 1 the flux linkage is a maximum in one direction. There is the lowest rate of change at this point.
At 2 the flux linkage is zero. There is the biggest rate of change at this point
At 3 the flux linkage is maximum but in the opposite direction. The lowest rate of change occurs here too.
At 4 the flux linkage is zero. There is the biggest rate of change at the point too but in the opposite direction.
Next lesson we will be looking at inducing an e.m.f. using a wire and a magnetic field. The size of the e.m.f.
depends on the rate of change of flux linkage.

Electromagnetic Induction
Unit 4
Lesson 21
To know how emf and current are induced
Learning
To know Faraday’s Law and be able to use it to describe the induced emf
Outcomes
To know Lenz’s Law and be able to use it to describe the induced emf N. DWYER

Making Electricity (Also seen at GCSE Physics 3)

An e.m.f. can be induced across the ends of a conducting wire in two ways:
1) Move the wire through a magnetic field or 2) Move a magnet through a coil of the wire
 In both cases magnetic field lines and wires are cutting through each other. We say that the wire is cutting
through the magnetic field lines (although it is fair to say that the field lines are cutting through the wire).
If the conductor is part of a complete circuit a current will be induced through it as well as an e.m.f. across it.
There are two laws that describe the induced e.m.f...
Faraday’s Law – Size of induced e.m.f.
The magnitude of the e.m.f. induced in a conductor equals the rate of change of flux linkages or the rate at
which the conductor cuts a magnetic flux.
Straight Wire
Imagine a straight piece of wire of length l is moved through a magnetic
field at a velocity v. If the wire is moving at right angles to the field lines an
e.m.f. is induced (because field lines are being cut).
The size of the e.m.f. is given by the equation:

For one loop of wire and the flux is given by which are combine to become

B is constant so . ΔA is the area the wire cuts through in a time t and is given by so we get:

The length of the wire and velocity are constant so it becomes which cancels to:
Rotating Coil of Wire
If we have a coil of wire with N turns, each of which has an area of A and placed it a magnetic field of flux
density B nothing would happen. If it was rotated with an angular speed of ω it would cut through the magnetic
field lines and an e.m.f. would be induced. The size of the e.m.f. is given by:
Since and we get and if we differentiate it:
This is why the Mains supply is alternating; the rotating coil cuts the field lines in one direction on the way up
and the other direction on the way down.
Lenz’s Law – Direction of induced e.m.f.
The direction of the e.m.f. induced in a conductor is such that it opposes the change producing it.
Solenoid (Right Hand Grip Rule)
A solenoid with a current flowing through it produces a magnetic
field like that of a bar magnet. We can work out which end is the
North Pole and which is the South by using the Right Hand Grip Rule
from our force on a wire lesson. If our fingers follow the direction of
the current through the coils our thumb points out of the North Pole.
*When we push the North Pole of a magnet the induced current in the solenoid
flows to make a North Pole to repel the magnet.
*When we pull the North Pole out of the solenoid the induced current flows to
make a South Pole to attract the magnet.
Fleming’s Right Hand Rule
If we are just moving a straight wire through a uniform magnetic field the direction of
the induced current can be worked out using Fleming’s Right Hand Rule.
Your first finger points in the direction of the field from North to South, your thumb
points in the direction the wire is moved and your middle finger points in the direction
of the conventional current.

Transformers
Unit 4
Lesson 22
To be able to describe a transformer and calculate the voltage and current in the secondary coil
Learning
To be able to calculate the efficiency of a transformer and explain why they are used
Outcomes
To be able to state the causes of inefficiency in transformers N. DWYER

Transformers (Also seen at GCSE Physics 3)

A transformer is a device used to change the voltage/current of a circuit
using electromagnetic induction. It consists of a soft iron core wrapped on
both side with wire. The first coil of wire is called the primary coil and the
other coil of wire is called the secondary coil.
 A current doesn’t flow from one coil of wire to the other.
How They Work
A current flows through the primary coil which creates a magnetic field.
As this field is established the field lines cut through the turns of wire on the secondary coil. This induces an
e.m.f. (voltage) and a current in the second coil.
Since the supply to the primary coil is constantly changing direction the magnetic field is constantly changing
direction. This means the secondary coil also has an alternating e.m.f. and current.
An iron core is used because it is easily magnetised and demagnetised and conducts the magnetic field.

Transforming Voltage and Current (Also seen at GCSE Physics 3)

There are two types of transformers:
Step Up
The voltage in the secondary coil is larger than the voltage in the primary coil.
The current in the secondary coil is smaller than the current in the primary coil.
There will be more turns of wire on the secondary coil meaning more flux linkage
Step Down
The voltage in the secondary coil is smaller than the voltage in the primary coil.
The current in the secondary coil is larger that the current in the primary coil.
There will be fewer turns of wire on the secondary coil meaning less flux linkage

In both cases the voltage and current (VP and IP) in the primary coil of NP turns is linked to the voltage and
current (VS and IS) in the secondary coil of NS turns by the following equation:

The National Grid (Also seen at GCSE Physics 1)

The National Grid is a system of transformers that increases the voltage (reducing the current) of an alternating
electrical supply as it leaves the power station. Thick cables held above the ground by pylons carry the supply to
our neighbourhood. A second series of transformers lowers the voltage to a safe level and increases the current
to be used in our homes.
Why Bother?
Energy is lost in the transmission of electricity. The electrons flowing in the wire are constantly colliding with the
positive ions of the metal that the wire is made from. If we increase the voltage of a supply this lowers the
current. Lowering the current reduces the number of collisions happening per second hence reducing the
amount of energy lost in reaching our homes.
The cables that carry the current have a larger cross sectional area, this lowers the resistance and energy lost.

Efficiency of a Transformer
The efficiency of a transformer can be calculated using the following equation:

Efficiency

The efficiency of a transformer can be increased by:

*Using low resistance windings to reduce the power wasted due to the heating effect of the current.
*Use a laminated core which consists of layers of iron separated by layers of insulation. This reduces heating in
the iron core and currents being induced in the core itself (referred to as eddy currents).

Rutherford Scattering
Unit 5
Lesson 1
To know the set up of Rutherford’s experiment and the results he found
Learning
To be able to explain how the results are evidence for the nucleus
Outcomes
To know the factors we must consider when choosing the particle we will scatter N. DWYER

Rutherford’s Scattering Experiment (Also seen in GCSE

Physics 2)
Hans Geiger and Ernest Marsden worked with Ernest Rutherford in his
Manchester laboratories in 1909. They fired alpha particles (which they
 knew to have a positive charge) of a few MeV into a thin piece of gold foil. This was done in an evacuated
chamber connected to a vacuum pump.
When the alpha particles passed through the gold foil they hit a zinc sulphide screen which emits light
whenever an alpha particle strikes it. This screen was observed using a moving microscope in a dark room.
At the time the accepted structure of the atom was like a plum pudding: positive dough spread evenly with
negative electrons scattered through out it like plums in a pudding.

Results (Also seen in GCSE Physics 2)

Geiger and Marsden found that almost all of the alpha particles passed through
with little or no deflection. Rutherford suggested moving the microscope in front of
the foil, when they did they found that about 1 in every 8000 was ‘reflected’ back or
scattered through an angle of more that 90°.
If the plum pudding model was the structure of the atom this would be like firing a
bullet at a piece of toilet paper and it bouncing back – mental!

The Nuclear Model (Also seen in GCSE Physics 2)

Rutherford used these results to make the following conclusions:
Most of the mass must be gathered in one small volume – the nucleus.
They can repel a fast moving alpha particle
The nucleus must be positively charged.
They repel positive alpha particles
Most of the atom is empty space.
Only 1 in 8000 alpha particles are deflected
Negative electrons orbit the nucleus at a large distance from it.
Negative charges are needed to keep the atom neutral

Which Particle to Use?

There are two things to consider when using scattering to find the structure of
things: the particle and the energy
Alpha Scattering: Rutherford used alpha particles with energies around 4MeV, any
higher and it would be close enough to the nucleus to experience the strong nuclear
force.
Electron Scattering: Electrons are accelerated to high energies of around 6GeV.
They have enough energy to be scattered within protons and neutrons; discovering
quarks. Electrons travelling at this speed have a de Broglie wavelength 1000 times
smaller than visible light meaning we can see more detail.
X-ray Scattering: X-ray photons have short wavelengths and can be scattered or
completely absorbed by atomic electrons. If the electron is tightly bound or the
photon has very little energy the electron remains in the atom and the photon loses
no energy. This is known as elastic or coherent scattering. If the photon has enough
energy it knocks the electron out of orbit (ionisation) and does lose energy.
Neutron Scattering: Very useful because they are not charged but this limits the
energies they can be accelerated to. Neutrons interact weakly with other nuclei and
do not interact with electrons at all, because of this they can penetrate further.
Their wavelengths are similar to that of atomic spacing, meaning that diffraction will
occur.

Ionising Radiation
Unit 5
Lesson 2
To know what alpha, beta and gamma are and be able to list their uses and dangers
Learning
To know the inverse-square law of radiation and be able to calculate intensity at given distances
Outcomes
To know what background radiation is and what contributes to it N. DWYER

Ionisation (Also seen in GCSE Physics 2)

The process of ionisation involves the removal of one or more electron from an atom. When radiation enters a
GM tube it may ionise the atoms inside, the electrons are attracted to a positive wire and a small current flows.
There are three types of radiation, each with its own properties, uses and dangers.
Alpha: A Helium nucleus – two protons and two neutrons
Relative mass: 4 Relative charge: +2 Deflection by E/M field: Yes
Ionising power: High Penetrating power: Low Range in air: 5cm Stopped by: Skin, paper
Uses: Smoke detectors, radiotherapy to treat cancer
Danger out of body: Low Danger in body: Cell death, mutation and cancer
Beta: A fast moving electron
Relative mass: 1/2000 Relative charge: -1 Deflection by E/M field: Yes
Ionising power: Medium Penetrating power: Medium Range in air: 2-3m Stopped by: Aluminium
Uses: Thickness control in paper production
Danger out of body: Damage to skin Danger in body: Similar to alpha but less damage
Gamma: A high frequency electromagnetic wave
Relative mass: 0 Relative charge: 0 Deflection by E/M field: No
Ionising power: Low Penetrating power: High Range in air: 15m Slowed by: Lead, concrete
Uses: Tracers: medical and industrial, sterilising surgical equipment
Danger out of body: Cell death, mutation and cancer Danger in body: Low

The Inverse-Square Law

Gamma radiation from a source will spread out. The radiation from a small source can be considered the same
in all directions (isotropic), imagine a sphere around the source. As we move further away from the source the
bigger the sphere gets. The same amount of energy is shared over a greater surface area. The further we move
from the source the less intensity of the gamma radiation.
Intensity is measured in Watts, W
The intensity, I, of the radiation at a distance x from the source is given as
Where I0 is the intensity at the source and k is a constant.

We do not always need to know the intensity at the source to find it at a given distance.
Consider two points, A and B, a certain distance away from a gamma source.

 and 

We can combine these to give 

Background Radiation (Also seen in GCSE Physics 2)

We are continuously exposed to a certain level of background radiation. In the lessons to come you must
remember to subtract the background radiation from the recorded radiation level to get the true (or
corrected) reading. The main contributors to background radiation are:
Radon and Thoron gas: 51%
Ground, rocks and buildings:
14%
Food and drink: 12%
Medical: 12%
Cosmic rays: 10%
Air travel: 0.4%
Nuclear weapons testing:
0.3%
Occupational: 0.2%
Nuclear power: 0.1%

Radioactive Decay
Unit 5
Lesson 3
To know what activity is and how to calculate it
Learning
To know what the decay constant is and how to calculate it
Outcomes
To know what half life is and be able to find it by calculation or graphical methods N. DWYER

Decay (Also seen in GCSE Physics 1)

Something that is radioactive will decay into something that is stable. Radioactive decay happens randomly and
spontaneously: there is no way of predicting when a radioactive nucleus will decay and external factors do not
influence it at all (e.g. pressure and temperature).
 What we can do is give a probability that a nucleus will decay in a given time.
Decay Constant, 
Every radioactive isotope has its own probability that a nucleus will decay, called the decay constant.
Activity, A
The activity of a radioactive source is the number of decays that happen every second.
1 becquerel is equal to one decay per second, 50 becquerels is equal to 50 decay per second,
Activity is measured in becquerels, Bq (decays per second, s-1)
During a certain amount of time, Δt, some radioactive atoms (ΔN) decay from a sample of N atoms.
The change in the number of nuclei in a certain time is this can be written as
The minus sign is there because we are losing nuclei, the number we have left is getting smaller.

Exponential Decay
As time passes the number of nuclei that decay every second will decrease.
To calculate the number of nuclei that we have left after a time, t, is given by:
Where N0 is the number of nuclei at the start and N is the current number of nuclei. This is similar to the
exponential decay equation of a discharging capacitor.
The equation for calculating the activity looks similar:

Half-Life (Also seen in GCSE Physics 1)

Each radioactive isotopes has its own half-life. We already know that it is:
The time it takes for the number of atoms in a sample to drop to half of its original sample or
The time it takes for the activity of a substance to drop to half of its original activity
Half-Life is measured in seconds, s
The half life of a substance is linked to the decay constant.
If there is a high probability that a nucleus will decay ( = BIG) then it will not take long before half the sample
has decayed to stability (half-life = short).
If there is a low probability that a nucleus will decay ( = small) then it will take a long time for half of the
sample to have decayed (half-life = LONG).

where is the half life

Graphs (Also seen in GCSE Physics 1)

We can calculate the
half-life from activity
and number of nuclei
graphs. Choose a
starting value and then
find how long it takes to
fall to half this value. In
the graphs we can see
that both fall from 50 to
25 and take 5 hours to
do this. Therefore the
half-life is 5 hours.
Knowing this we can then calculate the decay constant.

Modes of Decay
Unit 5
Lesson 4
To be able to sketch and label a graph of N against Z for stable and unstable nuclei
Learning
To be able to state the changes to the parent nuclei when it undergoes: α decay, β- decay, β+ decay,
Outcomes
nucleon emission, electron capture and gamma ray emission N. DWYER

N Against Z Graph
Here is a graph of the number of neutrons against the number of
protons in a nucleus. It shows stable and unstable nuclei.
Stable nuclei/isotopes are found on the black line/dots.
 The shaded areas above and below the line of stability represent radioactive isotopes.
Why doesn’t it follow N=Z?
Protons repel each other with the electromagnetic force but the strong nuclear force is stronger at small
distances and keeps them together in the nucleus. We can see the line of stability follows N=Z at low values.
As the nucleus gets bigger there are more protons, when they become a certain distance apart they no longer
experience the strong nuclear force that keeps them together, only the electromagnetic which pushes them
apart. To keep the nucleus together we need more neutrons which feel no electromagnetic repulsion only the
attraction of the strong nuclear force.
Points to remember
Follows N=Z around Z=20, then curves to go through Z=80 N=120
β- emitters above the line, β+ emitters below the line and α at the top

Alpha Decay (Also seen in GCSE Physics 2)

An alpha particle (a Helium nucleus) is ejected from the parent nucleus.
Loss: 2 protons, 2 neutrons
Beta Minus Decay (Also seen in GCSE Physics 2)
A neutron is transformed into a proton (that stays in the nucleus) and an electron (which is emitted).
Loss: 1 neutron Gain: 1 proton
Beta Plus Decay
A proton is transformed into a neutron and a positron.
Loss: 1 proton Gain: 1 neutron
Electron Capture
A nucleus can capture one of the orbiting electrons. A proton changes into a neutron.
Loss: 1 proton Gain: 1 neutron
Nucleon Emission Decay
It is possible for an unstable isotope to emit a nucleon from the nucleus.
In proton-rich or proton-heavy nuclei it is possible (though rare) for a
proton to be emitted.
Loss: 1 proton
In neutron-rich or neutron-heavy nuclei it is possible (though rare) for a
neutron to be emitted.
Loss: 1 neutron
Gamma Ray Emission (Also seen in GCSE Physics 2)
Alpha emission is often followed by gamma ray emission. The daughter
nuclei are left in an excited state (remember energy levels from Unit 1)
which they will at some point fall from to the ground state, emitting a
gamma photon. There is no nuclear structure change, just a change of
energy.
Loss: Energy

Nuclear Radius
Unit 5
Lesson 5
To be able to calculate the radius of a nucleus by the closest approach of alpha particles
Learning
To be able to calculate the radius of a nucleus by the diffraction angle of electrons
Outcomes
To be able to calculate the nuclear radius and nuclear density N. DWYER

Rutherford gave us an idea of the size of the nucleus compared to the atom but more experimental work has
been done to find a more accurate measurement.
Closest Approach of Alpha Particles
Rutherford fired alpha particles at gold atoms in a piece
of foil. They approach the nucleus but slow down as the
electromagnetic repulsive force become stronger.
Eventually they stop moving, all the kinetic energy has
been converted into potential energy as the particles
come to rest at a distance r from the centre of the nucleus.
  where V is the electric potential at a distance of r from the centre

 

This gives us the upper limit of the radius of a nucleus.

Calculating the nuclear radius this way gives us a value of r = 4.55 x 10-14 m or 45.5 fm (where 1 fm = 1 x 10-15 m)
Modern measurements give us values of approximately r = 6.5 fm
(Remember that 1 eV of energy is equal to 1.6 x 10-19 J)
Electron Diffraction
A beam of electrons were fired at a thin sample of atoms and the
diffraction pattern was detected and then examined.

The graph shows a

minimum at a value of θmin.
We can use this to find a
value of the nuclear radius.

Where D is the nuclear radius and λ is the de Broglie wavelength of the

beam of electrons. We can calculate this as follows:

The kinetic energy gained by the electrons is where e is the

charge on the electron and V is the potential difference used to accelerate it. So we now have:
   

We can now substitute this into the equation for de Broglie wavelength: 

Nuclear Radius
From the experimental results a graph was plotted of R against A. A graph like the
one to the right was obtained. They saw that R depends not on A, but on A⅓.
When they plotted the graph of R against A⅓ they found a straight line that cut the
origin and had a gradient of r0. (r0 is a constant representing the radius of a single
nucleon and has a value of between 1.2 and 1.5 fm)
The radius of a nucleus has been found to be:
Nuclear Density
Now that we have an equation for the nuclear radius we can calculate the density of a nucleus.
If we have a nucleus of A nucleons, we can assume the mass is Au and the volume is the volume of a sphere:

   

We can see that the density is independent of the nucleon number and gives a value of: 3.4 x 10 17 kg m-3.

Mass and Energy

Unit 5
Lesson 6
To be able to explain what mass defect is and be able to calculate
Learning
To be able to explain what binding energy is and be able to calculate
Outcomes
To be able to sketch the graph of B.E. per nucleon against nucleon number N. DWYER

Disappearing Mass
The mass of a nucleus is less than the mass of the protons and neutrons that it is made of.
(mass of protons + mass of neutrons) – mass of nucleus = ∆m
∆m is the difference in the masses and is called the mass defect.
Let us look at the nucleus of a Helium atom to see this in action. It is made up of 2 protons and 2 neutrons:
Mass of nucleons = 2 x (mass of proton) + 2 x (mass of neutron)
Mass of nucleons = 2 x (1.673 x 10-27) + 2 x (1.675 x 10-27)
Mass of nucleons = 6.696 x 10-27 kg Mass of nucleus = 6.648 x 10-27 kg
Mass defect = mass of nucleons – mass of nucleus
Mass defect = 6.696 x 10-27 – 6.648 x 10-27 = 0.048 x 10-27 kg
 As we can see, we are dealing with tiny masses. For this Particle Mass (kg) Mass (u)
reason we will use the atomic mass unit, u Proton 1.673 x 10-27 1.00728
1u = 1.661 x 10-27 kg Neutron 1.675 x 10-27 1.00867
The mass defect now becomes = 0.029 u Electron 9.11 x 10-31 0.00055

Einstein to the Rescue

In 1905, Einstein published his theory of special relativity. In this it is stated that:
Energy is equal to the mass multiplied by the speed of light squared.
This means gaining energy means a gain in mass, losing energy means losing mass. The reverse must be true.
Gaining mass means a gain in energy, losing mass means a loss in energy.
The energy we are losing is the binding energy.
where ∆m is the mass defect and E is binding energy

Binding Energy
As the protons and neutrons come together the strong nuclear force pulls them closer and they lose potential
energy. (Like how an object loses its gravitational potential energy as it falls to the Earth.)
Energy must be done against the s.n.f. to separate the nucleus into the nucleons it is made of. This is called the
binding energy (although ‘unbinding’ energy would be a better way to think of it).

The binding energy of the Helium nucleus from above would be: E = m c2  E = (0.048 x 10-27) x (3.0 x 108)2
E = 4.32 x 10-12 J
The Joule is too big a unit to use at the atomic scale. We will use the electron Volt (see AS Unit 1)
1u = 1.5 x 10-10 J and 1eV = 1.60 x 10-19 J  1u = 931.3 MeV
We can now calculate the binding energy of the Helium nucleus to be: E = 27 MeV (27 million eV)

Binding Energy Graph

The binding energy is the energy required to separate
a nucleus into its constituent nucleons. The binding
energy per nucleon gives us the energy required to
remove one proton or neutron from the nucleus.
The graph of binding energy per nucleon against
nucleon number looks like this.
There is an increase in the energy required to remove
one nucleon up until the peak of 8.8 MeV at Iron 56.
The line then gently decreases. This means Iron is the
most stable nucleus because it requires the largest
amount of energy to remove one nucleon. This will
also mean that there is the greatest mass defect.

Fission and Fusion

Unit 5
Lesson 7
To know what occurs in nuclear fission and nuclear fusion processes
Learning
To know what a chain reaction is, how it occurs and what critical mass is
Outcomes
To be able to state and explain whether fission or fusion will occur N. DWYER

Nuclear Fission (Also see GCSE Physics 2)

Fission occurs when a nucleus splits into two smaller nuclei
We make fission happen by firing slow moving neutrons at Uranium 235, Plutonium 239 or Thorium 232 nuclei.
We call this induced fission. In this processes the nucleus absorbs a neutron then splits to form two lighter
nuclei, releases energy and any neutrons left over, usually 2 or 3.
Here is a possible equation for the fission of Uranium 235:
Chain Reaction
In the above reaction two free neutrons were released,
these can also be absorbed by two heavy nuclei and cause
a fission process. These nuclei would release more
neutrons which could cause further fissions and so on.

Critical Mass
For a chain reaction to happen the mass of the fissionable
material must be greater than a certain minimum value.
This minimum value is known as the critical mass and is
when the surface area to mass ratio is too small.
If mass < critical mass: more neutrons are escaping than are produced. Stops
If mass = critical mass: number of neutrons escaping = number of neutrons produced. Steady
If mass > critical mass: more neutrons are produced than are escaping. Meltdown

Nuclear Fusion (Also see GCSE Physics 2)

Fusion occurs when two nuclei join to form a bigger nucleus
The two nuclei must have very high energies to be moving fast enough to overcome the electrostatic repulsion
of the protons then, when close enough, the strong nuclear force will pull the two nuclei together.
Here is an example of the fusing of two hydrogen isotopes:

Which Will Happen?

Looking at the graph we can see the Iron 56 has the highest
binding energy per nucleon, the most energy required to
remove one proton or neutron from the nucleus. This makes
it the most stable.

Nuclei lighter than Iron will undergo fusion.

Protons and neutrons feel the attraction of the strong
nuclear force but only protons feel the repulsion of the
electrostatic force. For light nuclei, adding an extra proton
increases the strong nuclear force to pull the nucleon
together. This is because at this range the s.n.f. force is
stronger than the other three fundamental forces.
The nucleons move closer together  potential energy is lost  energy is given out

Nuclei heavier than Iron will undergo fission.

Beyond Iron, each proton that is added to the nuclei adds to the electrostatic repulsion. The bigger the nucleus
become the less the outer protons feel the strong nuclear force from the other side. We can see the binding
energy per nucleon decrease for heavier nuclei.
A big nucleus will break into two smaller nuclei, each being stronger bonded together due to the smaller size.
The nucleons move closer together  potential energy is lost  energy is given out.

Nuclear Reactors
Unit 5
Lesson 8
To be able to explain how a nuclear reactor produces electricity
Learning
To be able to explain the roles of the fuel rods, moderator, coolant and control rods
Outcomes
To be able to give examples of the materials use for each of the above N. DWYER

Making Electricity
This is a typical nuclear fission reactor.
A nuclear power station is similar to a
power station powered by the
combustion of fossil fuels or biomass. In
such a station the fuel is burnt in a
boiler, the heat this produces it uses to
heat water into steam in the pipes that
 cover the roof and walls of the boiler. This steam is used to turn a turbine which is connected to a generator
that produces electricity (see GCSE Physics 3 and A2 Unit 4). Steam enters the cooling towers where is it
condensed into water to be used again.
In a nuclear fission reactor the heat is produced in a different way.

Components of a Nuclear Reactor

Fuel Rods
This is where nuclear fission reactions happen. They are made or Uranium and there are hundreds of them
spread out in a grid like pattern.
Natural Uranium is a mixture of different isotope. The most common are U238 which accounts for 99.28% and
U235 which accounts for only 0.72% of it. 238 will only undergo fission when exposed to very high-energy
neutrons whilst 235 will undergo fission much more easily. The Uranium that is used in fuel rods has a higher
percentage of 235 and is said to be enriched. This is so more fission reactions may take place.
Moderator
Role: The neutrons that are given out from nuclear fission are travelling too fast to cause another fission
process. They are released at 1 x 107 m/s and must be slowed to 2 x 103 m/s, losing 99.99975% of their kinetic
energy. The neutrons collide with the atoms of the moderator which turns the kinetic energy into heat.
Neutrons that are travelling slow enough to cause a fission process are called thermal neutrons, this is because
they have the same amount of kinetic energy as the atoms of the moderator (about 0.025 eV at 20°C).
Factors affecting the choice of materials: Must have a low mass number to absorb more kinetic energy with
each collision and a low tendency to absorb neutrons so it doesn’t hinder the chain reaction.
Typical materials: graphite and water.
Coolant
Role: Heat is carried from the moderator to the heat exchanger by the coolant. The pressuriser and the pump
move the hot coolant to the heat exchanger, here hot coolant touches pipes carrying cold water. Heat flows
from hot coolant to cold water turning the water into steam and cooling the coolant. The steam then leaves the
reactor (and will turn a turbine) as the coolant return to the reactor.
Factors affecting the choice of materials: Must be able to carry large amounts of heat (L11 The Specifics), must
be gas or liquid, non-corrosive, non-flammable and a poor neutron absorber (less likely to become radioactive).
Typical materials: carbon dioxide and water.
Control rods
Role: For the reactor to transfer energy at a constant rate each nuclear fission reaction must lead to one more
fission reaction. Since each reaction gives out two or more we must remove some of the extra neutrons. The
control rods absorb neutrons, reducing the amount of nuclear fission processes occurring and making the
power output constant. They can be lowered further into the fuel rods to absorb more neutrons and further
reduce the amount of fission occurring. Some neutrons leave the reactor without interacting, some travel too
fast while other are absorbed by U238 nuclei. If we need more neutrons we can raise the control rods.
Factors affecting the choice of materials: Ability to absorb neutrons and a high melting point.
Typical materials: boron and cadmium.

Nuclear Safety Aspects

Unit 5
Lesson 9
To be able to list and explain the safety features of a nuclear reactor
Learning
To be able to explain how an emergency shut-down happens in a nuclear reactor
Outcomes
To be able to state and explain the methods of nuclear waste disposal N. DWYER

Nuclear Reactor Safety

There are many safety features and controls in place designed to minimise the risk of harm to humans and the
surrounding environment.
Fuel Used
Using solids rather than liquids avoids the danger of leaks or spillages. They are inserted and removed from the
reactor by remote controlled handling devices.
Shielding
The reactor core (containing the fuel, moderator and control rods) is made from steel and designed to
withstand high temperatures and pressures.
The core itself is inside a thick, leak proof concrete box which absorbs escaping neutrons and gamma radiation.
Around the concrete box is a safety area, not to be entered by humans.
Emergency Shut-down
There are several systems in place to make it impossible for a nuclear disaster to take place:
 If the reactor needs stopping immediately the control rods are inserted fully into the core, they absorb any
neutrons present and stop any further reactions from happening.
Some reactors have a secondary set of control rods held up by an electromagnet, so if a power cut happens the
control rods fall into the core.
If there is a loss of coolant and the temperature of the core rises beyond the safe working limits an emergency
cooling system floods the core (with nitrogen gas or water) to cool it and absorb any spare neutrons.

Nuclear Waste Disposal

There are three levels of waste, each is produced, handled and disposed of in different ways:
High-level Radioactive Waste
What it is? Spent fuel rods from the reactor and unwanted, highly radioactive material separated from the
spent fuel rods.
How do we get rid? The spent fuel rods are taken from the reactor and stored in cooling ponds with in the
power station to allow most of the short-term radioactivity to die away. It is then transported to a processing
plant. Here it is encased in steel containers and kept under water.
The cladding is eventually removed and the fuel rods are separated into unused uranium and plutonium and
highly radioactive waste.
The uranium and plutonium is kept in sealed container for possible future use.
The waste is converted into powder, fused into glass blocks, sealed in air-cooled containers for around 50 years
before being stored deep underground in a stable rock formation.
Time scale? Up to a year in the cooling ponds. Radioactive waste can remain at dangerous levels for thousands
of years.

Intermediate-level Radioactive Waste

What it is? Fuel element cladding, sludge from treatment processes, contaminated equipment, hospital
radioisotopes and containers of radioactive materials.
How do we get rid? Sealed in steel drums that are encased in concrete and stored in buildings with reinforced
concrete. Also stored deep underground in a suitable location that has a stable rock formation and low water
flow.
Time scale? Thousands of years.

Low-level Radioactive Waste

What is it? Worn-out laboratory equipment, used protective clothing, wrapping material and cooling pond
water.
How do we get rid? Sealed in metal drums and buried deep underground in a supervised repository. Treated
cooling pond water is released into the environment.
Time scale? A few months.

Unit 5
Lesson 10 Heat, Temperature and Internal Energy
To know what internal energy is
Learning
To be able to explain the difference between heat, temperature and internal energy
Outcomes
To be able to explain what absolute zero is and how it was found N. DWYER

Internal Energy
The internal energy of a substance is due to the vibrations/movement energy of the particles (kinetic) and the
energy due to the bonds holding them together (potential).
Solids: In a solid the particles are arranged in a regular fixed structure, they cannot move from their position in
the structure but can vibrate. The internal energy of a solid is due to the kinetic energy of the vibrating particles
and the potential energy from the bonds between them.
Liquids: In a liquid the particles vibrate and are free to move around but are still in contact with each other.
The forces between them are less than when in solid form. The internal energy of a liquid is due to the kinetic
and potential energies of the particles but since they are free to slide past each other the potential energy is
less than that of it in solid form.
Gases: In a gas particles are free to move in all directions with high speeds. There are almost no forces of
attraction between them. The internal energy of a gas is almost entirely due to the kinetic energy of the
particles.
Temperature
Temperature is a measure of the kinetic energies of the particles in
the substance. As we can see from the graph something with a
high temperature means the particles are vibrating/moving with
higher average speeds that a substance at a lower temperature.
It is possible for two objects/substances to be at the same
temperature but have different internal energies. We will go into
this further in the next lesson: The Specifics.
Heat
Heat is the flow of thermal energy and it flows from a high temperature to a low temperature.
If two objects are at the same temperature we say that they are in thermal equilibrium and no heat flows.
If object A is in thermal equilibrium with object B and object B is in thermal equilibrium with object C then A
and C must be in thermal equilibrium with each other.
Get into a hot or cold bath and energy is transferred:
In a cold bath thermal energy is transferred from your body to the water.
In a hot bath thermal energy is transferred from the water to your body.
As the energy is transferred you and the water become the same temperature. When this happens there is no
longer a flow of energy  so no more heat. You both still have a temperature due to the vibrations of your
particles but there is no longer a temperature difference so there is no longer a flow of energy.

Temperature Scale
The Celsius scale was established by giving the temperature at which water becomes ice a value of 0 and the
temperature at which it boils a value of 100. Using these
fixed points a scale was created.
Absolute Zero and Kelvins
In 1848 William Thomson came up with the Kelvin scale for
temperature. He measured the pressure caused by gases at
known temperatures (in °C) and plotted the results. He
found a graph like this one.
By extrapolating his results he found the temperature at
which a gas would exert zero pressure. Since pressure is
caused by the collisions of the gas particles with the container, zero pressure means the particles are not
moving and have a minimum internal energy. At this point the particle stops moving completely and we call this
temperature absolute zero, it is not possible to get any colder. This temperature is -273°C.
1 Kelvin is the same size as 1 degree Celsius but the Kelvin scale starts at absolute zero.
°C = K – 273 K = °C + 273

The Specifics
Unit 5
Lesson 11
To be able to explain and calculate specific heat capacity
Learning
To be able to explain and calculate specific latent heat
Outcomes
To know the correct units to use and the assumptions we make in energy transfer N. DWYER

Specific Heat Capacity

We know that when we heat a substance the temperature will increase. The equation that links heat (energy)
and temperature is:

c is the specific heat capacity which is the energy required to raise the temperature of 1 kg of a substance by 1
degree. It can be thought of as the heat energy 1 kg of the substance can hold before the temperature will
increase by 1 degree.
Specific Heat Capacity is measured in Joules per kilogram per Kelvin, J/kg K or J kg -1 K-1
Water Analogy
We can think of the energy being transferred as volume of water. Consider two substances: one with a high
heat capacity represented by 250 ml beakers and one with a low heat capacity represented by 100 ml beakers.
When a beaker is full the temperature of the substance will increase by 1 degree.
 We can see that 2 litres of water will fill 8 of the 250 ml beakers or 20 of the 100ml beakers meaning the same
amount of energy can raise the temperature of the first substance by 8 degrees or the second by 20 degrees.

Changes of State
When a substance changes state there is no change in temperature.

When a solid is heated energy is transferred to the

particles making them vibrate more which means
the temperature increases. The potential energy of
the solid remains constant but the kinetic energy
increases.
At melting point the particles do not vibrate any
faster, meaning the kinetic energy and temperature
are constant. The bonds that keep the particles in a
rigid shape are broken and the potential energy
increases.
In liquid form the particles are still in contact with
each other but can slide past each other. As more
energy is transferred the particles vibrate more. The
kinetic energy increases but the potential energy is
constant.
At boiling point the particles do not vibrate any faster, meaning the kinetic energy and temperature are
constant. The bonds holding the particles together are all broken, this takes much more energy than when
melting since all the bonds need to be broken.
When a gas is heated the particles move faster, meaning the kinetic energy and temperature increases. The
potential energy stays constant.

Specific Latent Heat

Different substances require different amounts of energy to change them from solid to liquid and from liquid to
gas. The energy required is given by the equation:

l represents the specific latent heat which is the energy required to change 1 kg of a substance from solid to
liquid or liquid to gas without a change in temperature.
Specific Latent Heat is measured in Joules per kilogram, J/kg or J kg -1
The specific latent heat of fusion is the energy required to change 1 kg of solid into liquid
The specific latent heat of vaporisation is the energy required to change 1 kg of liquid into gas.
As we have just discussed, changing from a liquid to a gas takes more energy than changing a solid into a gas, so
the specific latent heat of vaporisation is higher than the specific latent heat of fusion.

Gas Laws
Unit 5
Lesson 12
To know and be able to use the correct units for volume, temperature and pressure
Learning
To be able to state Boyle’s Charles’ and the Pressure law for gases
Outcomes
To be able to sketch the graphs that show these laws N. DWYER

Gas Properties
Volume, V: This is the space occupied by the particles that make up the gas.
Volume is measured in metres cubed, m3
Temperature, T: This is a measure of the internal energy of the gas and this is equal to the average kinetic
energy of its particles.
Temperature is measured in Kelvin, K
Pressure, p: When a gas particle collides with the walls of its container it causes a pressure. Pressure is given by
the equation pressure = Force/Area or ‘force per unit area’.
Pressure is measured in pascals, Pa
1 pascal is equal to a pressure of 1 newton per square metre.
Understanding the Gas Laws
We are about to look at the three different laws that all gases obey. To help us understand
them let us apply each one to a simple model. Image one ball in a box; the pressure is a
measure of how many collisions between the ball and the box happen in a certain time, the
volume is the area of the box and the temperature is the average speed of the ball. To
simply thing further let us assume it is only moving back and forth in the x direction.

Boyle’s Law
The pressure of a fixed mass of gas is inversely proportional to its volume when
kept at a constant temperature.
for constant T
Think about it…
If temperature is constant this means that the ball is travelling at a fixed,
constant speed. If we increase the size of the box it makes fewer collisions in the
same time because it has to travel further before it collides with the side. If we
make the box smaller the ball will collide with the box more often since it has less
distance to travel.

Charles’ Law
All gases expand at the same rate when heated. The volume of a fixed mass of
gas is proportional to its temperature when kept at a constant pressure.

for constant p
Think about it…
If pressure is constant that means that the same number of collisions with the
box are taking place. So if the box was made bigger the ball would have to move
faster to make sure there were the same amount of collisions per unit time.

The Pressure Law

The pressure of a fixed mass of gas is proportional to its temperature when kept
at a constant volume.

for constant V
Think about it…
If the volume in constant it means the box has a fixed size. If we increase the
speed at which the ball is moving it will hit the sides of the box more often. If we
slow the ball down it will hit the sides less often.

Ideal Gases
Unit 5
Lesson 13
To be able to calculate the pressure, volume or temperature of a gas
Learning
To know and be able to use the ideal gas equation
Outcomes
To know the significance of Avogadro’s constant, Boltzmann’s constant and moles N. DWYER

Messing with Gases

The three gas laws can be combined to give us the equation:
We can rearrange this to give: constant
We can use this to derive a very useful equation to compare the pressure, volume and temperature of a gas

that is changed from one state (p1, V1, T1) to another (p2, V2, T2).

Temperatures must be in Kelvin, K

Avogadro and the Mole
One mole of a material has a mass of M grams, where M is the molecular mass in atomic mass units, u. Oxygen
has a molecular mass of 16, so 1 mole of Oxygen atoms has a mass of 16g, 2 moles has a mass of 32g and so on.
 An Oxygen molecule is made of two atoms so it has a molecular mass of 32g. This means 16g would be half a
mole of Oxygen molecules.
where n is the number of moles, m is the mass and M is the molecular mass.

Avogadro suggested that one mole of any substance contains the same number of particles, he found this to be
6.02 x 1023. This gives us a second way of calculating the number of moles

where N is the number of particles and NA is the Avogadro constant.

NA is the Avogadro Constant, NA = 6.02 x 1023 mol-1

Ideal Gases
We know from the three gas laws that constant
Ideal gases all behave in the same way so we can assign a letter to the constant. The equation becomes:

If the volume and temperature of a gas are kept constant then the pressure depends on R and the number of
particles in the container. We must take account of this by bringing the number of moles, n, into the equation:

R is the Molar Gas Constant, R = 8.31 J K-1 mol-1
This is called the equation of state for an ideal gas. The concept of ideal gases is used to approximate the
behaviour of real gases. Real gases can become liquids at low temperatures and high pressures.

Using the Avogadro’s equation for n we can derive a new equation for an ideal gas:

 

Boltzmann Constant – cheeky!

Boltzmann noticed that R and NA in the above equation are constants, so dividing one by the other will always
give the same answer. The Boltzmann constant is represented by k and is given as

k is the Boltzmann Constant, k = 1.38 x 10-23 J K-1

can become which can also be written as

Molecular Kinetic Theory Model

Unit 5
Lesson 14
To be able to list the assumptions needed to derive an equation for the pressure of a gas
Learning
To be able to derive an equation for the pressure of a gas
Outcomes
To be able to calculate the mean kinetic energy of a gas molecule N. DWYER
The time can be given by using distance/speed: the speed is vx and the distance is twice the length of the box

(the distance to collide and then collide again with the same wall) Equation 2

Force can be calculated by: Substitute in Equation 1 and 2  

 Equation 3, gives the force of one molecule acting on the side of the container.

We can now calculate the pressure this one molecule causes in the x direction:

Substituting Equation 3    Equation 4

(If we assume that the box is a cube, we can replace L3 with V, both units are m3)
 All the molecules of the gas have difference speeds in the x direction. We can find the pressure in the x
direction due to them all by first using the mean value of vx and then multiplying it by N, the total number of

molecules:  Equation 5

Equation 5 gives us the pressure in the x direction.

But since the average 
The mean speed in all directions is given by: 
velocities in all
We can substitute this into the Equation 5 for pressure above: directions are equal:

   Equation 6

Kinetic Energy of a Gas

From the equation we have just derived we can find an equation for the mean kinetic energy of a gas:
Since and combine these to get Equation 7

Kinetic energy is given by so we need to make the above equation look the same.

  

 

Don’t forget that cheeky chap Boltzmann  Equation 8