P6 IGCSE Physics Student Objectives.doc Download this file
Wednesday 14 December 2011
6.7
6.7 starter 01 December 2011 19:37 Tell the person next to you…
1. If the field lines are close together, what does this tell you about the field?
2. If the field lines are widely spaced, what does this tell you about the field?
3. If the magnetic field lines are parallel to each other, what does this tell you about the field? Answers
1. The field is strong
2. The field is weak
3. The field is of a constant strength - a "uniform" field 6.7 28 November 2011 15:08
· 6.7 know how to use two permanent magnets to produce a uniform magnetic field pattern
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· When the field lines are parallel, the field will be uniform (constant field strength)
1. If the field lines are close together, what does this tell you about the field?
2. If the field lines are widely spaced, what does this tell you about the field?
3. If the magnetic field lines are parallel to each other, what does this tell you about the field? Answers
1. The field is strong
2. The field is weak
3. The field is of a constant strength - a "uniform" field 6.7 28 November 2011 15:08
· 6.7 know how to use two permanent magnets to produce a uniform magnetic field pattern
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· When the field lines are parallel, the field will be uniform (constant field strength)
6.6
6.6
28 November 2011 15:07· 6.6 sketch and recognise the magnetic field pattern for a permanent bar magnet and that between two bar magnets
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6.4
6.4
28 November 2011 15:07 • 6.4 understand the term ‘magnetic field line’ Observing the magnetic field around a bar magnet and a wire magnetic field around a bar magnet and wirehttp://www.youtube.com/watch?v=pjJSa148CKI· Use iron filings to observe the magnetic field around a bar magnet
· Use plotting compasses to observe the field
· Use the 3D field demonstrator to observe field 6.4 Field around bar magnet simulation 28 November 2011 15:06 Website: http://www.walter-fendt.de/ph14e/mfbar.htm Example: http://maddog11physics.posterous.com/bar-magnet 6.4 plenary questions and Earth's Magnetic Field 01 December 2011 19:12 > 6.4 plenary 2 01 December 2011 19:14
· Can you stop a magnetic field?
· Watch the incredible flying paperclip demo to find out!
· Now you can try with your hand...
6.5 and 6.3
6.5 starter 01 December 2011 18:42 Demo
· How I turned a needle into a compass to find my way out of the jungle... 6.5 and 6.3 28 November 2011 15:07
· 6.5 understand that magnetism is induced in some materials when they are placed in a magnetic field
· 6.3 recall the properties of magnetically hard and soft materials Practical
1. Stroke a magnet along a steel bar and an iron bar
2. Try picking up some bar clips
3. Bang both bars on the desk
4. Now try picking up the paperclips again
5. Repeat the experiment but this time put the bars inside an electromagnet instead of stroking them Explanation
· Steel is a magnetically hard material. It retains its magnetism when magnetised
· Iron is a magnetically soft material. It can be magnetised, but easily loses its magnetism
· How I turned a needle into a compass to find my way out of the jungle... 6.5 and 6.3 28 November 2011 15:07
· 6.5 understand that magnetism is induced in some materials when they are placed in a magnetic field
· 6.3 recall the properties of magnetically hard and soft materials Practical
1. Stroke a magnet along a steel bar and an iron bar
2. Try picking up some bar clips
3. Bang both bars on the desk
4. Now try picking up the paperclips again
5. Repeat the experiment but this time put the bars inside an electromagnet instead of stroking them Explanation
· Steel is a magnetically hard material. It retains its magnetism when magnetised
· Iron is a magnetically soft material. It can be magnetised, but easily loses its magnetism
6.2
6.2 Starter 28 November 2011 14:52 Neodymium magnets are strong…
> 6.2 starter 2 01 December 2011 18:23
· Magnetic materials are attracted by magnets.
· Can you list the 5 magnetic materials? (3 elements, 2 compounds) Answer 3 elements
1. Fe (iron)
2. Co (cobalt)
3. Ni (nickel) 2 compounds
1. Steel (an alloy of iron)
2. Fe3O4 (magnetite (lodestone), one of the oxides of iron) And the exceptions that prove the rule… ?
· Magnet moves water - diamagnetism
· Levitating frog...
· Ferrofluids… (Picture on page "6.4 6.5 6.6 6") 6.2 01 December 2011 18:21
· 6.2 recall that magnets repel and attract other magnets, and attract magnetic substances Question You have 3 bars that all look the exactly the same but they are made from:
1. a magnet
2. steel
3. aluminium You are given a horseshoe magnet. How can you use this to tell which bar is which? Answer
1. The bar magnet will be attracted to one pole of the horseshoe magnet and repelled by the other
2. The steel bar will be attracted to both poles of the horseshoe magnet
3. The aluminium bar will be attracted to neither pole of the horseshoe magnet 6.2 Plenary - Multichoice questions 01 December 2011 18:12 > 
> 6.2 starter 2 01 December 2011 18:23
· Magnetic materials are attracted by magnets.
· Can you list the 5 magnetic materials? (3 elements, 2 compounds) Answer 3 elements
1. Fe (iron)
2. Co (cobalt)
3. Ni (nickel) 2 compounds
1. Steel (an alloy of iron)
2. Fe3O4 (magnetite (lodestone), one of the oxides of iron) And the exceptions that prove the rule… ?
· Magnet moves water - diamagnetism
· Levitating frog...
· Ferrofluids… (Picture on page "6.4 6.5 6.6 6") 6.2 01 December 2011 18:21
· 6.2 recall that magnets repel and attract other magnets, and attract magnetic substances Question You have 3 bars that all look the exactly the same but they are made from:
1. a magnet
2. steel
3. aluminium You are given a horseshoe magnet. How can you use this to tell which bar is which? Answer
1. The bar magnet will be attracted to one pole of the horseshoe magnet and repelled by the other
2. The steel bar will be attracted to both poles of the horseshoe magnet
3. The aluminium bar will be attracted to neither pole of the horseshoe magnet 6.2 Plenary - Multichoice questions 01 December 2011 18:12 >
Tuesday 29 November 2011
Sunday 27 November 2011
Past Paper Answers
Dear 11.1X, 1. Finish off steps 3 for the final page (mark scheme below) 2. Do step 4 for everything in Black pen or Red pen 3. Learn your formulae (see previous mail) – test yourself/test each other/etc Cheers, Mr B P5 PPQs 08 November 2011 13:32 Getting the most out of Past Paper Questions
· Step 1 = Blue Pen: Exam Conditions
o Complete the questions under exam conditions in Blue Pen. Exam conditions means in a quiet environment away from any disturbances, without looking up anything in your books. Treat it as if this is the real test. Allow yourself 1 mark = 1 minute as a time limit. This step allows you to practice your exam technique but it doesn't teach you anything new. It's important, but not as important as...
· Step 2 = Black Pen: Open Book
o Open your books and review all questions. Make any corrections and additions in Black Pen. The aim here is to get 100%. Still not sure? Use the internet or phone your friends! This step is extremely important because this is how you will learn new stuff and improve your mark so make sure you take your time and do it carefully and thoroughly.
· Step 3 = Red Pen: Mark your work
o Using the mark scheme, mark your work and correct all mistakes in Red Pen. If you've done a really good job of step 2 your corrections should be minimal. Ask your teacher for help if unsure.
· Step 4 = Learn from your mistakes
o All the stuff in Blue Pen that was correct you already know - don't waste any time revising it.
o All the stuff in Black Pen is stuff you understand but can't yet remember. Use active revision techniques such as Q+A flashcards/bullet point notes/mind mapping/etc to help you learn it.
o All the stuff in Red Pen shows problems with your understanding - ask your teacher for help. >
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· Step 1 = Blue Pen: Exam Conditions
o Complete the questions under exam conditions in Blue Pen. Exam conditions means in a quiet environment away from any disturbances, without looking up anything in your books. Treat it as if this is the real test. Allow yourself 1 mark = 1 minute as a time limit. This step allows you to practice your exam technique but it doesn't teach you anything new. It's important, but not as important as...
· Step 2 = Black Pen: Open Book
o Open your books and review all questions. Make any corrections and additions in Black Pen. The aim here is to get 100%. Still not sure? Use the internet or phone your friends! This step is extremely important because this is how you will learn new stuff and improve your mark so make sure you take your time and do it carefully and thoroughly.
· Step 3 = Red Pen: Mark your work
o Using the mark scheme, mark your work and correct all mistakes in Red Pen. If you've done a really good job of step 2 your corrections should be minimal. Ask your teacher for help if unsure.
· Step 4 = Learn from your mistakes
o All the stuff in Blue Pen that was correct you already know - don't waste any time revising it.
o All the stuff in Black Pen is stuff you understand but can't yet remember. Use active revision techniques such as Q+A flashcards/bullet point notes/mind mapping/etc to help you learn it.
o All the stuff in Red Pen shows problems with your understanding - ask your teacher for help. >
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Tuesday 22 November 2011
Do you know your formulae?
Do you know your formulae? 28 February 2011 07:14 Unit 5 Formulae Tell the person next to you…
· All of the formulae from this unit (there are 6!)
o eg. "The formula that links ρ, m and V is…"
· All of the quantities from this unit
o eg. "ρ = density"
· All of the units from this unit
o eg. "The units of density are g/cm3 or kg/m3" Answers Formulae
· ρ = m / V
· p = F / A
· ∆p = ρgh
· p1 / T1 = p2 / T2 Gay-Lussac's Law
· p1V1 = p2V2 Boyle's Law
· TK = ToC + 273 Quantities and Units
· ρ = density (kg/m3 or g/cm3)
· m = mass (kg or g)
· V = volume (m3 or cm3)
· p = pressure (Pa or N/m2)
· F = force (N)
· A = surface area (m2)
· Δp = change in pressure (Pa or N/m2)
· g = gravitational field strength (N/kg)
· h = height/depth of fluid (m)
· T = absolute temperature (K) (not oC!)
· ToC = temperature (oC)
· All of the formulae from this unit (there are 6!)
o eg. "The formula that links ρ, m and V is…"
· All of the quantities from this unit
o eg. "ρ = density"
· All of the units from this unit
o eg. "The units of density are g/cm3 or kg/m3" Answers Formulae
· ρ = m / V
· p = F / A
· ∆p = ρgh
· p1 / T1 = p2 / T2 Gay-Lussac's Law
· p1V1 = p2V2 Boyle's Law
· TK = ToC + 273 Quantities and Units
· ρ = density (kg/m3 or g/cm3)
· m = mass (kg or g)
· V = volume (m3 or cm3)
· p = pressure (Pa or N/m2)
· F = force (N)
· A = surface area (m2)
· Δp = change in pressure (Pa or N/m2)
· g = gravitational field strength (N/kg)
· h = height/depth of fluid (m)
· T = absolute temperature (K) (not oC!)
· ToC = temperature (oC)
5.19 Boyle's Law
5.19 Boyle's Law 28 October 2011 11:11
· 5.19 use the relationship between the pressure and volume of a fixed mass of gas at constant temperature: p1V1 = p2V2 p1 = Pressure at the beginning [kPa, bar or atm] V1 = Volume at the beginning [m3 or cm3] p2 = Pressure at the end [kPa, bar or atm] V2 = Volume at the end [m3 or cm3] (Note: can use any units for V and p as long as they are the same at the beginning and end) 5.19 Boyle's Law demos 02 November 2011 20:01 > Fun with the vacuum pump!
· Marshmellows
· Food colouring in pipettes
· Surgical gloves 5.19 Ideal graph and conclusion 09 November 2011 15:15
[cid:image001.png@01CCA46B.1EC03270] 5.19 Questions 07 November 2011 14:52 PFY, p.36, Q.1a, 3 and 4 [cid:image002.png@01CCA46B.1EC03270] Extension: PFY, p.36, Q.5. [cid:image003.jpg@01CCA46B.1EC03270]
· 5.19 use the relationship between the pressure and volume of a fixed mass of gas at constant temperature: p1V1 = p2V2 p1 = Pressure at the beginning [kPa, bar or atm] V1 = Volume at the beginning [m3 or cm3] p2 = Pressure at the end [kPa, bar or atm] V2 = Volume at the end [m3 or cm3] (Note: can use any units for V and p as long as they are the same at the beginning and end) 5.19 Boyle's Law demos 02 November 2011 20:01 > Fun with the vacuum pump!
· Marshmellows
· Food colouring in pipettes
· Surgical gloves 5.19 Ideal graph and conclusion 09 November 2011 15:15
[cid:image001.png@01CCA46B.1EC03270] 5.19 Questions 07 November 2011 14:52 PFY, p.36, Q.1a, 3 and 4 [cid:image002.png@01CCA46B.1EC03270] Extension: PFY, p.36, Q.5. [cid:image003.jpg@01CCA46B.1EC03270]
Thursday 17 November 2011
5.19 Experiment
5.19 Experiment 07 November 2011 14:32
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· Change the pressure of a fixed mass of gas at a constant temperature
· Measure the volume
· Use the EXCEL spreadsheet to analyse your results 5.19 Blank EXCEL spreadsheet for Boyle's Law practical 07 November 2011 16:16 >
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· Change the pressure of a fixed mass of gas at a constant temperature
· Measure the volume
· Use the EXCEL spreadsheet to analyse your results 5.19 Blank EXCEL spreadsheet for Boyle's Law practical 07 November 2011 16:16 >
Tuesday 15 November 2011
5.18
5.17 Demo 02 November 2011 19:56 Cloud formation
· Place a little water in the bottom of a 1½ litre plastic bottle
· Squeeze a few times
· Introduce a small amount of smoke
· Squeeze and release several times
· When you squeeze, the cloud disappears; when you release, the cloud reforms Explanation
· When the pressure increases the temperature increases and vica versa
· The smoke particles are nucleating sites on which the water can condense ANSWERS Collins) p1/T1 = p2/T2 => 3/293 = p2/(273+55) => p2 = 3.4 bar a) The pressure decreases, as temperature decreases.
b) As the temperature decreases, the average kinetic energy of the particles decreases, meaning that they move around with less speed, and with less energy. This means that they hit the walls of the rigid container with less force, and since the surface area of the container is still the same (rigid container), according to the p = F/A law, the pressure decreases with temperature. (pressure is prop. to temperature) 5.18 Gay-lussac's law 28 October 2011 11:11
· 5.18 use the relationship between the pressure and Kelvin temperature of a fixed mass of gas at constant volume: p1 / T1 = p2 / T2 p1 = Pressure at the beginning [kPa, bar or atm ] T1 = Absolute temperature at the beginning [K] p2 = Pressure at the end [kPa, bar or atm] T2 = Absolute temperature at the end [K] (Note: the units of temperature must be Kelvin, not oC! The units of pressure can be any, as long as the same at the beginning and the end) 5.18 Ideal graph and conclusion 09 November 2011 15:15
[cid:image001.png@01CCA464.D69055D0] 5.18 Question 07 November 2011 15:08 Collins, p.116 [cid:image002.jpg@01CCA464.D69055D0]
a. If we cool the gas in a rigid, sealed tin can, what happens to the pressure inside the can? (1 mark)
b. Explain your answer to part a. by using the Kinetic Theory (4 marks)
· Place a little water in the bottom of a 1½ litre plastic bottle
· Squeeze a few times
· Introduce a small amount of smoke
· Squeeze and release several times
· When you squeeze, the cloud disappears; when you release, the cloud reforms Explanation
· When the pressure increases the temperature increases and vica versa
· The smoke particles are nucleating sites on which the water can condense ANSWERS Collins) p1/T1 = p2/T2 => 3/293 = p2/(273+55) => p2 = 3.4 bar a) The pressure decreases, as temperature decreases.
b) As the temperature decreases, the average kinetic energy of the particles decreases, meaning that they move around with less speed, and with less energy. This means that they hit the walls of the rigid container with less force, and since the surface area of the container is still the same (rigid container), according to the p = F/A law, the pressure decreases with temperature. (pressure is prop. to temperature) 5.18 Gay-lussac's law 28 October 2011 11:11
· 5.18 use the relationship between the pressure and Kelvin temperature of a fixed mass of gas at constant volume: p1 / T1 = p2 / T2 p1 = Pressure at the beginning [kPa, bar or atm ] T1 = Absolute temperature at the beginning [K] p2 = Pressure at the end [kPa, bar or atm] T2 = Absolute temperature at the end [K] (Note: the units of temperature must be Kelvin, not oC! The units of pressure can be any, as long as the same at the beginning and the end) 5.18 Ideal graph and conclusion 09 November 2011 15:15
[cid:image001.png@01CCA464.D69055D0] 5.18 Question 07 November 2011 15:08 Collins, p.116 [cid:image002.jpg@01CCA464.D69055D0]
a. If we cool the gas in a rigid, sealed tin can, what happens to the pressure inside the can? (1 mark)
b. Explain your answer to part a. by using the Kinetic Theory (4 marks)
Sunday 13 November 2011
5.17
5.17 starter 02 November 2011 20:01 > Why do the eggs get sucked into the bottles?! Explanation
· The burning paper in the bottle heats the air in the bottle
· When the egg gets placed on top, the oxygen supply in the bottle is rapidly depleted and the paper goes out
· The bottle is sealed by the egg and now has a constant volume of gas inside
· The hot gas in the bottle now starts to cool which reduces the pressure inside the bottle
· The pressure outside the bottle remains unchanged and so there is now an unbalanced force on the egg which accelerates the egg into the bottle 5.17 28 October 2011 11:11
· 5.17 describe the qualitative relationship between pressure and Kelvin temperature for a gas in a sealed container Instructions
· Launch the application on this website: http://phet.colorado.edu/en/simulation/gas-properties [cid:image001.png@01CCA052.5E7DD8D0]
· Put 5 pumps of gas in
· Set volume as the Constant Parameter
· Heat to 1000K
· Watch what happens to the Pressure Conclusion
· If you increase the temperature, you increase the pressure 
· The burning paper in the bottle heats the air in the bottle
· When the egg gets placed on top, the oxygen supply in the bottle is rapidly depleted and the paper goes out
· The bottle is sealed by the egg and now has a constant volume of gas inside
· The hot gas in the bottle now starts to cool which reduces the pressure inside the bottle
· The pressure outside the bottle remains unchanged and so there is now an unbalanced force on the egg which accelerates the egg into the bottle 5.17 28 October 2011 11:11
· 5.17 describe the qualitative relationship between pressure and Kelvin temperature for a gas in a sealed container Instructions
· Launch the application on this website: http://phet.colorado.edu/en/simulation/gas-properties [cid:image001.png@01CCA052.5E7DD8D0]
· Put 5 pumps of gas in
· Set volume as the Constant Parameter
· Heat to 1000K
· Watch what happens to the Pressure Conclusion
· If you increase the temperature, you increase the pressure
5.18 Gay-lussac's law
5.18 Gay-lussac's law 28 October 2011 11:11
· 5.18 use the relationship between the pressure and Kelvin temperature of a fixed mass of gas at constant volume: p1 / T1 = p2 / T2 p1 = Pressure at the beginning [kPa, bar or atm ] T1 = Absolute temperature at the beginning [K] p2 = Pressure at the end [kPa, bar or atm] T2 = Absolute temperature at the end [K] (Note: the units of temperature must be Kelvin, not oC! The units of pressure can be any, as long as the same at the beginning and the end) 5.18 Ideal graph and conclusion 09 November 2011 15:15 [cid:image001.png@01CCA052.93FBD8E0]
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· 5.18 use the relationship between the pressure and Kelvin temperature of a fixed mass of gas at constant volume: p1 / T1 = p2 / T2 p1 = Pressure at the beginning [kPa, bar or atm ] T1 = Absolute temperature at the beginning [K] p2 = Pressure at the end [kPa, bar or atm] T2 = Absolute temperature at the end [K] (Note: the units of temperature must be Kelvin, not oC! The units of pressure can be any, as long as the same at the beginning and the end) 5.18 Ideal graph and conclusion 09 November 2011 15:15 [cid:image001.png@01CCA052.93FBD8E0]
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Saturday 12 November 2011
5.16 Answers
5.16 Answers 28 October 2011 11:11 Answers
1. What variable remains constant for this experiment? Volume
2. Explain in terms of the particles what happened to the pressure when the temperature increased When the temperature is increased the particles have a greater average KE and therefore hit the walls of the container with more force and more frequently. This increases the pressure.
3. Is the temperature proportional to the average speed? Justify your answer No; the graph is not a straight line [cid:image001.png@01CCA052.32A52D30]
4. Is the temperature proportional to the average kinetic energy of the particles? Justify your answer Yes; the graph of temperature against (average speed of particles)2 is a straight line. [cid:image002.png@01CCA052.32A52D30] NB: m, the mass of the particles is a constant and so will only affect the gradient of the graph, not the shape of the graph
5. Why is the word 'average' used? The particles in the container have got a range of speeds and therefore a range of KEs. Some particles will be moving faster and some slower but, on average, T α KE. You can view this in the programme. Click on "measurement tool", "energy histograms". [cid:image003.png@01CCA052.32A52D30]
1. What variable remains constant for this experiment? Volume
2. Explain in terms of the particles what happened to the pressure when the temperature increased When the temperature is increased the particles have a greater average KE and therefore hit the walls of the container with more force and more frequently. This increases the pressure.
3. Is the temperature proportional to the average speed? Justify your answer No; the graph is not a straight line [cid:image001.png@01CCA052.32A52D30]
4. Is the temperature proportional to the average kinetic energy of the particles? Justify your answer Yes; the graph of temperature against (average speed of particles)2 is a straight line. [cid:image002.png@01CCA052.32A52D30] NB: m, the mass of the particles is a constant and so will only affect the gradient of the graph, not the shape of the graph
5. Why is the word 'average' used? The particles in the container have got a range of speeds and therefore a range of KEs. Some particles will be moving faster and some slower but, on average, T α KE. You can view this in the programme. Click on "measurement tool", "energy histograms". [cid:image003.png@01CCA052.32A52D30]
Thursday 10 November 2011
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