1. Write down three base units.  These are fundamental for the SI system.

2. What is meant by derived units?   Write down three derived units and their base units equivalents.  (Note:  Unit analysis is NOT part of the syllabus, but you should be aware of its existence.

3. Write down the multiplication factors for the prefixes micro, milli, centi, and kilo.  You must ensure that you know how to convert into SI units.

1. What is the difference between a vector and a scalar?

2. Write down the three ways of adding vectors, including a diagram for each one.

3. Write down in a few lines about resolution of vectors.

Equilibrium for Coplanar Forces

You should know how to solve this kind of problem by using resolved forces or a closed triangle.

1. What is meant by a free-body diagram?

2. Where there are three coplanar forces, what would happen if the overall force was NOT zero?

3. In statics, what must the forces add up to?

1. What is meant by the term “in equilibrium”?

2. Write down the three rules that determine whether forces are in equilibrium.

3. Show how a ladder resting against a wall is consistent with the first rule.

4. Now look at the example to illustrate the third rule.  Ignore the second example as we will go back to it later.

5. Find the values of T₁ and T₂.

Turning Effects of a Force

You must understand:

·        The principle of moments and its application in simple balanced situations. 

1. What is another way of describing a moment?

2. What is the formula for a moment?

3. Look at the first diagram.  How do we modify the formula if the line of action of the force is not at 90^o?

4. How can the man open the door more easily?

1. Use the principle of moments to predict how the loads will balance on the see-saw.  Try them out for two masses, then three masses.

1. What conditions do you need to have a couple?

2. Draw a diagram to illustrate your answer.

3. Do questions 6 to 10 in the interactive set of questions.  How did you get on?  Do you need to review anything?

Displacement, Speed, Velocity, and Acceleration

You are expected to recall and use the relationships:

• v = Ds/Dt
• a = Dv/Dt

1. Check out any of the key terms you are not sure of.  Write the definitions in your notes.

2. Check your understanding of the concept of scalar and vector with the interactive test.

3. What is the difference between distance and displacement?

4. Do Exercises 1 and 2, then check your understanding.  How have you got on so far?

5. What is the difference between speed and velocity?

6. Look at the animation.  Describe what is meant by average speed.

7. Now look at acceleration.  What is meant by acceleration?  Look at the animation.

8. Now go to the Hot Wheel track.  In which situations is there acceleration?

9. Write down the Rule of Thumb.

Uniform and Non Uniform Acceleration:  Graphical Methods

In this section you should be able to explain:

·        Interpretation of velocity-time and displacement-time graphs. 

·        Explain the significance of areas and gradients.

1. What does the displacement time graph look like for the car travelling at a constant speed of 10 m/s?  (Note that they call it a position-time graph)

2. What does the slope (gradient) show?

3. Now look at the animations.  Write down what you have learned from them.

4. Check your understanding.

1. Sketch velocity-time graphs for a car travelling at constant speed and accelerating.

2. What quantity does the slope (gradient) of a velocity time graph give?

3. What is meant by a positive velocity?

4. Look at the animations.  Then check your understanding.

5. Now look at the examples.  Write down what happens in each case.

6. Read how the direction of the motion affects the shape of the graph.

7. What does the area under a velocity-time graph show?

Equations of Motion

At the end of this section, you are expected to:

·        Use the equations of motion.

·        Know about acceleration due to gravity.

·        Explain Terminal speed

1. What quantities are related in the equations of motion?

2. Write down the four equations of motion, showing what each term means.  (Note: they use a different code.  Use the code given to you in the notes.)

3. Write down the problem solving strategy they suggest.

4. Work through the examples.

5. Work through the examples on free fall.

6. Now have a go at the sample problems.  Try to do them before looking at the solutions.  Learn from what you got wrong.

7. Now look at how the equations of motion are related to motion-time graphs.  Draw diagrams and explain how they are related.

1. Sketch the graphs of the ball’s motion with the bounce off.

2. Now do the same with the bounce on.  Sketch the graph.

3. Now put the air density to 1.2 kg/m³.  What happens now to the velocity and acceleration? 

4. Explain how this explains the concept of terminal speed

Independence of Horizontal and Vertical Motion

You need to be able to:

·        Explain how gravity affects an object with horizontal motion.

·        Explain that force of gravity does not affect the horizontal component.

·        Sketch the paths of projectiles.

1. What is a projectile?

2. Draw a free-body diagram of a projectile.

3. Do you have difficulty with the concept that the only force on an upward moving projectile is gravity?  Read the paragraph and make a note to convince yourself of the concept.

4. What is the motion of a canon ball with gravity turned off?  Explain your answer.  Look at the animation of the Monkey And Zookeeper (a variant on the monkey and hunter).

5. Look at the diagram comparing the cannonball’s motion with gravity turned off, then on.  Sketch it.  What do you notice about the positions of the projectile in both cases?

6. Go on to the next page and show the path of a cannonball fired from a cliff.  Watch the animation.

7. Now watch what happens when the cannon is pointed up from the horizontal.

8. Have a look at the other demonstrations of the Monkey and the Zookeeper.  Also look at the Package and the Plane, and the Ball and the Truck.

Momentum, Conservation of Linear Momentum

At the end of this section you will be expected to:

·        Recall and use p = mv

·        Do conservation calculations for elastic and inelastic collisions in one dimension. 

·        Explain Hooke’s Law. 

·        Describe analysis of motion using data logging techniques. 

·        Understand the application of principles of conservation of momentum. 

1. What is meant by momentum?  Can you get hold of a momentum?

2. What are the SI units for momentum?  Ignore the alternative units they suggest.

3. Write down the formula and learn it.

4. Why is momentum a vector?

5. Now check your understanding.

1. What is meant by Conservation of Momentum?  You do not have to follow the argument from Newton III.

2. Look at the animation Brick and Cart, Parts A and B.  Write a brief description of what you observe.  How do you know that momentum is conserved?

3. You may find the first example (from American Football) rather difficult to visualise.  If so, ignore it and go to the clown and the medicine ball.

4. Try the problems in Check Your Understanding.

5. What is meant by an elastic collision?  Compare it to an inelastic collision.

6. Look at the animations and get an idea of how momentum is conserved in each case

Newton’s Laws of Motion

You are expected to:

• Know and apply Newton’s Laws
• Explain about impulse.  Newton II as Force = rate of change of momentum.
• Explain Newton II in terms of F = ma for a constant mass.

1. Draw a diagram to illustrate Newton I.

2. Why does water spill in the Pass The Water Exercise?

3. Look at the animations.  Describe what is happening in terms of Newton I.

4. How can Newton I be used to tighten up the head on a hammer?

Ignore the material on inertia, but check out the balanced forces page is you are not clear on this.  You also might look at Lesson 2.

5. What happens when there is an unbalanced force?

6. Sum up Newton II as an equation and learn it.

7. What is the common misconception involving force and movement?

8. Have a go at some of the examples.

9. Look at the paragraph, a Word of Caution (it has a bomb icon next to it).  Does it apply to you?  Can you think of ways to overcome these difficulties?

10. Look at the Elephant and Feather demonstration.  Can you explain it?

1. What is meant by Newton III?

2. Check your understanding.

3. Identify the action and reaction pairs.

1. Why is a heavy object harder than a light object to stop?

2. Write down the equation that links force to rate of change of momentum.

3. If we rearrange the equation, we get change in momentum.  Impulse is the product of force and time (FDt).  What does it equal?  What units is impulse measured in?

4. Now work through the example of the bouncing tennis ball.

5. Now check your understanding.

6. Now go to the next page.  Summarise what the first table is saying in a couple of sentences.  You may find the pictures of the boxer helpful.

7. Look at the other examples.  You may find one of these in the exam.

8. Why are there crumple zones in cars?

Work, Energy, and Power

You are expected to:

• Recall and use W = Fs cos q
• Recall and use P = DW/Dt
• Use P = Fv

1. What is work defined as?

2. Look at the statements.  Are they work?

3. Write down the formula linking work and force.  Learn it. 

4. Why do we ignore cos q if the displacement is in the same direction as the force?

5. What are the units for work?  What must you not confuse them with?

6. Have a go at the questions.

7. What is energy?

8. Show how a pile driver does work.

9. Why is the power of a rock climber small? 

10. Write down the formula connecting power and work.  Learn it.

11. What are the units for power? 

12. Write down the formula that relates power and speed.  Can you see how it’s derived?

13. Have a go at the questions.

Conservation of Energy

You are expected to:

·        Apply the conservation of energy to examples involving gravitational potential energy and kinetic energy. 

·        Recall the equations E_p = mgDh, and E_k = ½ mv²

Ignore the material about internal and external forces; it’s not on the syllabus.

1. What is meant by potential energy? 

2. Write down the formula.  Learn it.

3. What is kinetic energy?

4. Write down the formula.  Learn it.

5. What is the sum of potential and kinetic energy called?  Ignore the bit about internal force.

6. Write down the Principle of Conservation of Energy.  Do the questions.

7. Now read the section on what happens when work is done on an object.  How does the Principle of Conservation of Energy apply here?  Try the questions.

8. Now work through each of the animations and write a few lines to sum up each one.  Note how the energy balance is altered, but the total energy remains the same.

9. Now go to the Check Your Understanding and try the problems.

Energy Change Calculations

You are expected to:

• Know about specific heat capacity and specific latent heat
• Use the equation DQ = mcDq
• Use the equation DQ = ml

1. What is meant by the specific heat capacity?  (Ignore the heat capacity; it’s not on the syllabus.)

2. What are the units for specific heat capacity?

3. Write down the formula.

4. Extension:  Read why iron has half the specific heat capacity of aluminium.  Suggest why water has a particularly high specific heat capacity.

1. What happens to the temperature when a substance changes state?

2. What is latent heat?  Draw a diagram to illustrate your answer.

3. What units are used for specific latent heat? (Ignore molar latent heat.)

4. Write down the formula.

Equation of State for an Ideal Gas

You are expected to:

·        Recall and use pV = nRt.

·        Understand the concept of absolute zero.

1. What is an ideal gas?

2. What conditions are needed for a real gas to behave ideally?

3. Explain what is happening in the three diagrams.

4. Write down the equation of state for an ideal gas.

5. Go to the Universal Gas Constant.

6. What did Avogadro suggest?

7. What is Avogadro's number?

8. Write the equation of state for an ideal gas in terms of Avogadro's Number.  Learn it.

The Molar Gas Constant and The Avogadro Constant

You are expected to:

• Explain the concept of absolute zero
• How temperature depends on the kinetic energy of ideal gas mōlecules.

You can see the details of how a pressure law experiment is done by looking at 5TP.

1. Sketch the graph that is given by the Pressure Law.

2. How do we reach absolute zero?

3. What is the value of absolute zero in K and ^oC?

4. Does the value depend on the gas involved?

5. When we do gas calculations, what temperature scale must we use?  How do we convert?

1. Explain with a diagram why the pressure of the gas increases with temperature.

2. In an ideal gas, what does the kinetic energy represent?

Pressure in an Ideal Gas

You are expected to know:

• Assumptions leading to and
• Derivation of pV = 1/3 Nm<c²>

1. What is meant by macro[scopic] scale?

2. What two energies do we find in real gases?

3. Which of these energies do we find in ideal gases?  Can you explain why?

4. Write down the five assumptions that lead to the kinetic theory of gases.

5. Write down the two equations that can be derived from kinetic theory.  How is the second of these derived from the first?

6. What is the difference between the root mean squared speed and the average speed?

Internal Energy Relation between Temperature and Molecular Kinetic Energy.  The Boltzmann Constant

You are expected to:

• Know about the random distribution of energy amongst particles in a body
• Explain thermal equilibrium
• Use the relationship ½ mc² = 3/2 kT  = 3RT/2N_A.

1. Sketch the graph showing the distribution of molecular speeds against temperature.

2. What happens to the curve if the temperature is raised?

3. Use the data in the table to show that the speed of the molecules is proportional to the Kelvin temperature.

4. Use the notes to show that the relationship ½ mc² = 3/2 kT  = 3RT/2N_A holds true.

Remember:

• Do not blindly put the numbers in.
• Pressure is in Pa.
• Temperature in Kelvin.
• Time in seconds.
• Volumes in cubic metres.
• Always quote the units.
• Marks thrown away like this can cost 6 to 8 marks, 12 to 16 percent.  That can be the difference of two to three grades!