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Endorsement does not cover any guidance on assessment activities or
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© Nick England 2017
First published in 2017 by
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A catalogue record for this title is available from the British Library.
ISBN 978 151 040 5189
eISBN 978 151 040 5165
Contents
Getting the most from this book
Acknowledgments
Section 1 Forces and motion
1.1 How fast do things move?
1.2 Acceleration
1.3 Observing and calculating motion
1.4 Introducing forces
1.5 Forces, acceleration and Newton’s laws of motion
1.6 Applying forces
1.7 Stretching
1.8 Momentum
1.9 Collisions and explosions
1.10 Turning moments
1.11 Balancing forces
Summary
Sample answers and expert’s comments
Exam-style questions
Extend and challenge
Section 2 Electricity
2.1 Introducing electricity
2.2 Using mains electricity
2.3 Electrical power
2.4 Electric circuits
2.5 Calculating the resistance
2.6 Current, charge and voltage
2.7 Current and voltage rules
2.8 Circuit calculations
2.9 Electrostatics
2.10 Electrostatics at work
Summary
Sample answers and expert’s comments
Exam-style questions
Extend and challenge
Section 3 Waves
3.1 Introducing waves
3.2 Ripple Tanks
3.3 Electromagnetic waves
3.4 Reflection of light
3.5 Refraction of light
3.6 Total internal reflection
3.7 Sound waves
3.8 Loudness, quality and pitch
Summary
Sample answers and expert’s comments
Exam-style questions
Extend and challenge
Section 4 Energy resources and energy transfer
4.1 Energy
4.2 Conduction and convection
4.3 Radiation
4.4 What is work?
4.5 Calculating energy
4.6 Energy resources and electricity generation
Summary
Sample answers and expert’s comments
Exam-style questions
Extend and challenge
Section 5 Solids, liquids and gases
5.1 Density
5.2 Pressure
5.3 Pressure in liquids
5.4 Solids, liquids and gases
5.5 Specific heat capacity
5.6 Ideal gas molecules
Summary
Sample answers and expert’s comments
Exam-style questions
Extend and challenge
Section 6 Magnetism and electromagnetism
6.1 Magnets
6.2 Magnetising
6.3 Currents and magnetism
6.4 The motor effect
6.5 Electric motors
6.6 Electromagnetic induction
6.7 Generators
6.8 Transformers
Summary
Sample answers and expert’s comments
Exam-style questions
Extend and challenge
Section 7 Radioactivity and particles
7.1 Atomic structure
7.2 Radioactivity
7.3 The nature of α, β and γ radiations
7.4 Radioactive decay
7.5 Uses of radioactive materials
7.6 The hazards of radiation
7.7 Nuclear fission
7.8 Nuclear fusion
Summary
Sample answers and expert’s comments
Exam-style questions
Extend and challenge
Section 8 Astrophysics
8.1 Earth’s place in the Universe
8.2 Orbits
8.3 Stellar evolution
8.4 Brightness of stars and absolute magnitude
8.5 The evolution of the Universe
8.6 The evidence for the Big Bang Theory
Summary
Sample answers and expert’s comments
Exam-style questions
Extend and challenge
Index
Getting the most from this book
Welcome to the Edexcel International GCSE (9–1) Physics Student Book. This
book has been divided into eight Sections, following the structure and order of
the Edexcel Specification, which you can find on the Edexcel website for
reference.
Each Section has been divided into a number of smaller Chapters to help you
manage your learning.
The following features have been included to help you get the most from this
book.
At the start of each Section you will find the learning objectives for that
section.
DISCUSS • CALCULATE
Try the activity before you start, and then have a look at it again once
you have completed the Section to see if your responses are different
before and after learning more about the topics.
PRACTICAL
Practical boxes highlight the practical work covered in the book. They
provide hints on key things to remember, or alternative practical work
that you can do to help you learn more about that topic.
TIP
Tips throughout the book will guide you in your learning process.
STUDY QUESTIONS
At the end of each Chapter you will find Study Questions. Work
through these in class or on your own for homework. Answers are
available online.
You will find Exam-style questions at the end of each Section covering
the content of that Section and the different types of questions you will
find in an examination.
Formulae and laws have been highlighted so that you can easily find
them as you work through the book. Remember that in your exam you
will be given some formulae; others you have to memorise.
Before you try the exam-style questions, look at the sample answers
and expert’s comments to see how marks are awarded and common
mistakes to avoid.
EXTEND AND CHALLENGE
When you have completed all the Exam-style questions for the
Section, try the Extend and Challenge questions.
ANSWERS
Answers for all questions and activities in this book can be found online
at www.hoddereducation.co.uk/igcsephysics
Acknowledgments
The Publisher would like to thank the following for permission to reproduce
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1
Forces and motion
average speed is in metres per second, m/s distance moved is in metres, m time
taken is in seconds, s
Example. A train travels 440 km in 3 hours. Calculate its average speed in m/s.
To solve this problem, you need to remember that 1 km = 1000 m and that 1
hour = 3600 s.
Speed and velocity
The word speed is defined in the previous paragraph. When we use the word
velocity we are stating a speed in a certain direction – for example a car has a
velocity of 20 m/s in an easterly direction. Often you will find that speed and
velocity are used interchangeably. However, in International GCSE Physics we
must be careful because sometimes direction is important.
Distance–time graphs
When an object moves along a straight line, we can represent how far it has
moved using a distance–time graph. Figure 1.2 is a distance–time graph for a
runner. He sets off slowly and travels 20 m in the first 10 seconds. He then
speeds up and travels the next 20 m in 5 seconds.
We can calculate the speed of the runner using the gradient of the graph.
Example. Calculate the speed of the runner using the distance–time graph
(Figure 1.2)
over the first 10 seconds, b) over the time interval 10 s to 15 s.
You can see from the graph that these speeds are the gradients of each part of the
graph.
When you set off on a bicycle ride, it takes time for you to reach your top speed.
You accelerate gradually.
Figure 1.3 shows a distance–time graph for a cyclist at the start of a ride. The
gradient gets steeper as time increases. This tells us that her speed is increasing.
So the cyclist is accelerating.
We can calculate the speed of the cyclist at any point by drawing a tangent to the
curve, and then measuring the gradient.
Example. On the graph in Figure 1.3, a gradient has been drawn at point A, 20
seconds after the start of the ride. Calculate the speed at this time.
Investigating motion
The purpose of this experiment is for you to be able to determine the speed of an
object or a person, by measuring how long it takes something (or someone) to
cover a measured distance.
You can design your own experiments, or base yours on the ideas below.
Go outside and mark places at a separation of 2 m. A pupil walks slowly for 10
m, then walks quickly or runs for 10 m. His motion is recorded by ten students
with stopwatches; they start their watches as the walker starts, and they record
the time that the walker passes.
TIP
You should be familiar with an experiment to investigate the motion of
everyday objects.
1 Plot a graph of distance against time, draw the best straight lines through the
points.
2 Which student was slow to react as the walker passed?
3 Use the graph to determine the walker’s speed:
a) over the first 10 m b) over the second 10 m.
4 Explain the significance of the gradient of the graph.
STUDY QUESTIONS
1 A helicopter flies from London to Paris in 2 hours, covering a distance
of 300 km. Calculate the helicopter’s speed in km/h.
2 Curtis cycles to school. Figure 1.5 shows the distance–time graph for
his journey.
5 Ravi, Paul and Tina enter a 30 km road race. Figure 1.6 shows
Ravi’s and Paul’s progress through the race.
TIP
The units of acceleration are m/s2
Velocity–time graphs
It can be helpful to plot graphs of velocity against time.
Figure 2.3 shows the velocity–time graph for a cyclist as she goes on a short
journey.
because:
TIP
The area under a velocity-time graph is the distance travelled.
The distance travelled in the first 8 seconds, the region AB, is calculated using
the formula:
TIP
The gradient of a velocity-time graph is the acceleration.
STUDY QUESTIONS
1 Which is the correct unit for acceleration?
An athlete’s trainer used to watch them and time their motion with a stopwatch.
Now motion can be tracked with a GPS tracker in great detail. Movement can
also be analysed by high speed multiframed photography.
The following practicals show two further ways of analysing motion.
Light gates
The speed of a moving object can also be measured using light gates. Figure 3.2
shows an experiment to determine the acceleration of a rolling ball as it passes
between two light gates. When the ball passes through a light gate, it cuts a beam
of light. This allows the computer to measure the time taken by the ball to pass
through the gate. By knowing the diameter of the ball, the speed of the ball at
each gate can be calculated. You can tell if the ball is accelerating if it speeds up
between light gates A and B. Follow the questions below to show how the gates
can be programmed to do the work for you. The measurements taken in an
experiment are shown here.
1 Explain why it is important to adjust the light gates to the correct height.
2 Calculate the speed of the ball as it goes through:
a) gate A b) gate B.
3 Calculate the ball’s acceleration as it moves from gate A to gate B.
Ticker timer
Changing speeds and accelerations of objects in the laboratory can be measured
directly using light gates, data loggers and computers. However, motion is still
studied using the ticker timer (Figure 3.3), because it collects data in a clear way,
which can be usefully analysed. A ticker timer has a small hammer that vibrates
up and down 50 times per second. The hammer hits a piece of carbon paper,
which leaves a mark on a length of tape.
Figure 3.4 shows you a tape that has been pulled through the timer. You can see
that the dots are close together over the region PQ. Then the dots get further
apart, so the object moved faster over QR. The movement slowed down again
over the last part of the tape, RS. Since the timer produces 50 dots per second,
the time between dots is 1/50 s or 0.02 s. So we can work out the speed:
Equation of Motion
When an object accelerates in a straight line, the final speed, initial speed, the
acceleration and the distance travelled may be connected by the following
equation.
where v is the final velocity in metres per second, m/s
u is the initial (starting) velocity in metres per second, m/s
a is the acceleration in metres per second squared, m/s2
s is the distance in metres, m.
Provided the value of three of the quantities is known, the equation can be
rearranged to calculate the unknown quantity.
Example. The second stage of a rocket accelerates at 3 m/s2. This causes the
velocity of the rocket to increase from 450 m/s to 750 m/s. Calculate the distance
the rocket travels while it is accelerating.
Answer.
STUDY QUESTIONS
1 A model car is rolled down a slope in a laboratory. Describe
apparatus and explain how you would use that apparatus to show
that the car is accelerating.
2 The graph shows how the velocity of a jet aircraft increases as it
takes off from the deck of an aircraft carrier.
What is a force?
A force is a push or a pull. Whenever you push or pull something you are
exerting a force on it. The forces that you exert can cause three things:
You can change the shape of an object. You can stretch or squash a spring. You
can bend or break a ruler.
You can change the speed of an object. You can increase the speed of a ball
when you throw it. You decrease its speed when you catch it.
A force can also change the direction in which something is travelling. We
use a steering wheel to turn a car.
The forces described so far are called contact forces. Your hand touches
something to exert a force. There are also non-contact forces. Gravitational,
magnetic and electric forces are non-contact forces. These forces can act over
large distances without two objects touching. The Earth pulls you down whether
or not your feet are on the ground. Although the Earth is 150 million km away
from the Sun, the Sun’s gravitational pull keeps us in orbit around it. Magnets
also exert forces on each other without coming into contact. Electrostatic forces
act between charged objects.
TIP
The size of some forces
• The pull of gravity on a fly = 0.001 N
• The pull of gravity on an apple = 1 N
• The frictional force slowing a rolling football = 2 N
• The force required to squash an egg = 50 N
• The pull of gravity on a 50 kg student = 500 N
• The tension in a rope, towing a car = 1000 N
• The braking force on a car = 5000 N
It is usual for more than one force to act on something. Then we must show all
the forces acting. When Michael is pulled by the rope (Figure 4.5), his weight
still acts on him, and the floor supports him too – if the floor did not exert an
upwards force on him equal to his weight, he would be falling downwards. The
force is called the floor’s normal contact force, R. The floor will also exert a
frictional force on him, in the opposite direction to that in which he is moving.
All these forces are shown together in Figure 4.5.
Adding forces
When two forces act in the same direction, they add up to give a larger resultant
force. In Figure 4.6, for example, two people each push the car with a force of
300 N. The resultant force acting on the car is now 600 N.
If forces act in opposite directions they may cancel each other out. In Figure 4.5
Michael’s weight, which pulls him downwards, is balanced by the upwards force
from the floor. The resultant force is zero; 800 N − 800 N. We say that these
forces are balanced. Michael therefore stays on the floor.
There are other forces that act on Michael; the pull from the rope to the right is
150 N, but the frictional force to the left is 50 N. The resultant horizontal force
on Michael is therefore 150 N − 50 N = 100 N, to the right.
3 A golf ball is hit off its tee, 200 m down the fairway. Draw diagrams to
show all the forces acting on the ball:
a) when the ball rests on the tee b) while the club strikes the
ball on the tee c) as the ball is in flight.
4 For each of the diagrams state the size and direction of the resultant
force.
i)
ii)
iii)
iv)