4.5Forces
4.5.1Forces and their interactions
05.1 — Identify two scalar quantities
07.1 — Identify the force pulling a skier up a slope
07.2 — Identify the normal contact force on a skier
01.8 — Identify two non-contact forces
02.1 — Identify force A acting on a cyclist
02.2 — Identify force B acting on a cyclist
06.2 — Identify a non-contact force
10.4 — Give one other example of a contact force
02.4 — Identify a contact force
09.3 — Write the equation linking gravitational field strength, mass and weight
09.4 — Calculate the mass of a child from their weight
06.2 — Calculate the weight of a lifebuoy
07.2 — Name the point through which the weight of an object acts
07.7 — Write the equation linking gravitational field strength, mass and weight
07.8 — Calculate the mass of rice in the basket
01.7 — Calculate the weight of a piece of modelling clay
06.1 — Calculate the gravitational field strength at the surface of the Sun
04.1 — Name the point through which the weight of an object acts
04.2 — Identify the relationship between weight and mass
04.3 — Determine the mass of one orange from a balance reading
04.4 — Calculate the weight of one orange
01.3 — Calculate the weight of a mass
07.1 — Calculate the weight of water in a swimming pool
02.1 — Calculate the weight of coal in a truck
02.6 — Identify the size of the resultant force on a hailstone
02.7 — State the direction of the resultant force on a hailstone
10.2 — Determine the resultant horizontal force on an aeroplane
02.3 — Calculate the total forward force from four engines
04.3 — Explain how the horizontal forces on a car change as it accelerates to maximum speed (4-mark)
4.5.2Work done and energy transfer
07.3 — Calculate the work done to pull a skier up a slope
07.1 — Calculate the work done to lift a crate
10.2 — Write the equation linking distance, force and work done
10.3 — Calculate the braking distance from work done and braking force
07.6 — Write the equation linking distance, force and work done
07.7 — Calculate the mean force used to stop an aircraft
04.1 — Measure the angle of a ramp
04.2 — Identify the type of error shown on a newtonmeter
04.3 — Identify how to correct the error after the measurements are taken
04.4 — Plot the missing results on a graph
04.5 — Explain one advantage of a long ramp over a short ramp
04.6 — Calculate the work done to move a wheelchair up a ramp
08.1 — Suggest two factors that affect how far an electric car travels before recharging
08.5 — Write the equation linking distance, force and work done
08.6 — Calculate the work done against air resistance over a distance in km
05.5 — Complete a sentence about the force a person works against walking up steps
09.2 — Write the equation linking distance, force and work done
09.3 — Calculate the horizontal force from work done and distance
02.2 — Calculate the work done by a train engine
4.5.3Forces and elasticity
04.1 — Identify which distance gives the extension of a spring
04.2 — Complete sentences about how a tilted ruler affects the weight and extension data
04.3 — Determine the extra force needed to increase the extension from a graph
04.4 — State what the graph shows about the limit of proportionality of the spring
04.5 — Identify the relationship between weight and extension for three springs
04.6 — Complete a sentence comparing the spring constant of spring M from a graph
09.2 — Complete a sentence about the energy stored in a compressed spring
09.5 — Write the equation linking compression, force and spring constant
09.6 — Calculate the spring constant of a pogo stick spring in newtons per metre
11.1 — Describe a method to obtain force and extension data for a spring, including causes of inaccuracy (6-mark)
11.2 — Suggest why extension was measured for five forces rather than one
11.3 — Plot the missing force–extension data and draw a line of best fit
11.4 — Write the equation linking extension, force and spring constant
11.5 — Calculate the spring constant in newtons per metre
11.6 — Explain how the data supports the conclusion that the spring obeys Hooke's Law
03.6 — Determine the increase in extension of a spring from a graph
03.7 — Calculate the increase in force on a spring
05.5 — Calculate the elastic potential energy of a spring
09.1 — Explain what is meant by 'elastically deformed'
09.2 — Describe a method to obtain force–extension results, including a risk assessment (6-mark)
09.3 — Identify the equation linking extension, force and spring constant
09.4 — Determine the spring constant from a force–extension graph
09.5 — Describe how a graph supports direct proportionality between force and extension
09.6 — Calculate the elastic potential energy stored in a stretched spring
04.5 — Identify the extension of a spring for a given force
04.6 — Calculate the spring constant of a spring
04.7 — State what happens to a spring when the force is removed
01.1 — Identify the extension of a spring from a diagram
01.2 — Give one safety precaution for a spring investigation
01.4 — Identify the graph showing the relationship between force and extension
01.5 — Calculate the spring constant of a spring
07.5 — Calculate the percentage change in the length of a spring
07.6 — Write the equation linking extension, force and spring constant
07.7 — Calculate the spring constant of a diving-board spring
09.1 — Identify the independent variable in a spring investigation
09.2 — Describe one risk of harm and a safety precaution in a spring investigation
09.3 — Give two ways to improve the accuracy of spring length measurements
09.4 — Explain why a force–length graph does not pass through the origin
09.5 — Explain why a force–length graph curves above a certain force
09.6 — Identify the equation linking extension, force and spring constant
09.7 — Calculate a spring constant from force and extension
4.5.4Moments, levers and gears (physics only)
08.1 — Calculate the moment of a child about the pivot of a see-saw in newton-metres
08.2 — Explain, using moments, what happens when a child moves closer to the pivot
07.2 — State the minimum anticlockwise moment needed to stop a fork-lift truck toppling
07.3 — Write the equation linking distance, force and moment
07.4 — Calculate a distance from the moment of a force
07.1 — Identify which object is not likely to rotate
07.3 — Explain how a diagram shows that the weights on a balance are balanced
07.4 — Identify where a basket should hang to measure the largest quantity
07.5 — Write the equation linking distance, force and moment
07.6 — Calculate the weight of the rice and basket from moments
02.4 — Calculate the moment caused by a force on a bicycle pedal
02.5 — Complete a sentence about how the pedal force reaches the back wheel
09.5 — Write the equation linking distance, force and moment
09.6 — Calculate the moment of a force about a pivot
09.7 — Explain what happens to gear B when a force is applied to gear A
07.1 — Identify what is meant by the moment of a force
07.2 — Identify the resultant moment on a number balance
07.3 — Explain where to add a tag to balance the beam
07.4 — Write the equation linking distance, force and moment
07.5 — Calculate the distance between a pivot and a tag in cm
4.5.5Pressure and pressure differences in fluids (physics only)
09.1 — Calculate the pressure exerted by water on the bottom of a container and choose the unit
09.3 — State what can be concluded about pressure in a liquid from a diagram
09.4 — State what can be concluded from a model of a liquid about pressure
08.5 — Identify the equation linking pressure, force and area
08.6 — Calculate the surface area of a brake piston in standard form and give the unit
06.6 — Calculate the atmospheric pressure at the surface of a lake
09.6 — Identify the equation linking area, force and pressure
09.7 — Calculate the force of water on the bottom of a cube
07.2 — Calculate the pressure at the bottom of a swimming pool and choose the unit
07.3 — Identify the direction of the force from water pressure on the side of a pool
06.1 — Identify which floating block has the smallest weight
06.3 — Compare the upthrust on a floating lifebuoy with its weight
09.2 — Complete a diagram to show the path of water escaping from the centre hole
06.1 — Identify the approximate depth of the Earth's atmosphere
06.2 — Identify the state of matter of most of the atmosphere
06.3 — Determine the atmospheric pressure at the top of a mountain from a graph
06.4 — Determine the difference in atmospheric pressure between sea level and a mountain top
06.5 — Identify two reasons why atmospheric pressure decreases with height
10.6 — Estimate atmospheric pressure at a height by extending a graph
10.7 — Identify what happens to the air as an aeroplane climbs
4.5.6.1Forces and motion: describing motion along a line
02.9 — Draw an arrow to show the displacement of a cyclist
10.1 — Determine the magnitude of a displacement from a scale drawing
10.2 — Identify the equation linking distance travelled, speed and time
01.2 — Calculate the distance between the Sun and the Earth
01.4 — Calculate the average speed of an athlete
01.5 — Identify the typical running speed of a person
01.1 — Identify the distance fallen by the modelling clay
01.2 — Name the measuring instrument for the distance fallen
01.3 — Suggest why each piece of clay was removed from the oil before the next drop
01.4 — Calculate a mean time
01.5 — Identify which shape had the smallest resistive force, with a reason
01.6 — Identify how the fall time would change in air instead of oil
09.2 — Write the equation linking distance, speed and time
09.3 — Calculate the time for light to travel from the Sun to the Earth
07.6 — Write the equation linking distance, speed and time
07.7 — Calculate the time to move a can on a conveyor belt to 2 significant figures
07.6 — Write the equation linking distance, speed and time
07.7 — Calculate the time for sound to travel from a loudspeaker
05.4 — Calculate the distance between a mobile phone and a mast
05.3 — Calculate the average speed of a person
05.6 — Identify a typical speed for a person running
08.2 — Identify the equation linking distance, speed and time
08.3 — Calculate the time for the sound of lightning to reach a student
07.1 — Explain how velocity differs from speed
01.2 — Match parts of a distance–time graph to descriptions of motion
01.3 — Determine a distance from a distance–time graph
07.3 — Determine the speed of an aircraft from a distance–time graph
07.3 — Determine the speed of the Hubble Space Telescope from a distance–time graph in km/s
05.2 — Determine the total distance walked from a distance–time graph
05.4 — Identify when a person walked slowest from a distance–time graph, with a reason
02.5 — Identify the sketch graph that shows a train moving at constant speed
07.4 — Draw a line on a velocity–time graph to show a skier slowing to a stop
10.3 — Calculate the acceleration of a car
10.6 — Calculate the distance travelled while a car accelerates
10.1 — Describe the motion of a ball from a velocity–time graph
10.2 — Identify the direction of motion from a section of a velocity–time graph
10.4 — Explain how a velocity–time graph shows energy transfer from a bouncing ball to the Earth
06.2 — Complete a velocity–time graph for a train journey
06.3 — Write the equation linking acceleration, change in velocity and time taken
06.4 — Calculate the increase in velocity of a train
07.4 — Write the equation linking acceleration, change in velocity and time taken
07.5 — Calculate the time for an aircraft to decelerate
02.6 — Identify the change in velocity of a cyclist from a graph
02.7 — Determine the acceleration of a cyclist
02.8 — Complete a sentence about the cyclist's motion between 30 and 40 seconds
02.1 — Identify the force that causes hailstones to fall
02.2 — Identify which force increases as hailstones accelerate
02.3 — Identify the true statement about hailstones at terminal velocity
02.4 — Estimate the terminal velocity of a large hailstone by extending a graph
02.5 — Identify why a larger hailstone has a greater terminal velocity
08.2 — Write the equation linking acceleration, change in velocity and time
08.3 — Calculate the time for a car to reach a speed at maximum acceleration
08.4 — Calculate the final velocity of a car from acceleration and distance
02.4 — Calculate the time taken for a car to decelerate
10.5 — Sketch a velocity–time graph from a distance–time sketch-graph
07.4 — Calculate the acceleration of a swimmer
07.8 — Calculate the final velocity of a falling child to 2 significant figures
02.6 — Calculate the acceleration of a train
10.1 — Calculate the uncertainty in repeated time measurements
10.2 — Identify the type of error causing variation in time measurements
10.3 — Suggest one reason for the variation in time measurements
10.4 — Determine the acceleration of a falling ball from the gradient of a graph
4.5.6.2Forces and motion: forces, accelerations and Newton's Laws of motion
10.1 — Identify the motion of a car when the forces on it are balanced
06.1 — Identify when the resultant force on a train is zero
02.3 — Identify the relationship between two forces when a cyclist travels at constant velocity
10.3 — Describe the motion of an aeroplane with balanced forces
09.1 — State the resultant vertical force on a standing child, with a reason
10.4 — Identify the equation linking acceleration, mass and resultant force
10.5 — Calculate the resultant force on a car and driver
06.4 — Write the equation linking acceleration, mass and resultant force
06.5 — Calculate the acceleration of the lifebuoy
08.1 — Identify a change to stop a trolley rolling down the runway on its own
08.2 — Suggest how to stop the string rubbing on the bench
08.3 — Choose a scale, plot force–acceleration results and draw a line of best fit
08.4 — Describe the relationship between resultant force and acceleration
08.5 — Describe how to reduce the effect of random errors in the investigation
08.6 — Write the equation linking acceleration, mass and resultant force
08.7 — Calculate the acceleration of a trolley to 2 significant figures
08.2 — Identify the equation linking acceleration, mass and resultant force
08.3 — Calculate the deceleration of a car from braking force and mass
02.5 — Calculate the resultant force causing a car to decelerate
03.1 — Identify the force that stops a trolley moving
03.2 — Match each variable in the trolley investigation to the correct quantity
03.3 — Calculate a mean acceleration
03.4 — Describe the relationship between mass and acceleration from a graph
03.5 — Calculate the resultant force on a trolley
09.4 — Explain why a baby walker speeds up when it moves onto a hard floor
04.1 — Compare the maximum acceleration of two cars
04.2 — Calculate the resultant force on a car
09.1 — Identify which of Newton's Laws is shown by equal and opposite forces
01.1 — Complete a sentence comparing the forces between an athlete and the starting blocks
07.2 — Explain the effect on an aircraft engine of pushing air out of the back
4.5.6.3Forces and motion: forces and braking
10.1 — Explain the factors that affect the stopping distance of a vehicle (6-mark)
08.4 — Use a graph to determine the stopping distance at a given speed
02.2 — Describe the relationship between speed and braking distance from a graph
04.4 — Complete a sentence about what affects thinking distance
04.5 — Complete a sentence defining braking distance
04.6 — Calculate the stopping distance of a car from a graph
04.7 — Identify two factors that increase the stopping distance of a car
03.1 — Explain how a ruler-drop test can show whether music changes reaction time (4-mark)
03.2 — Give one conclusion from reaction time results for two students
03.3 — Suggest two reasons for an anomalous reaction time result
02.6 — Identify a control variable in a reaction time investigation
02.7 — Suggest why the mean for the whole class might differ from the mean for three people
02.8 — Describe how to change the investigation to find how music affects reaction time
08.1 — Explain the effect of two factors other than speed on braking distance (4-mark)
02.3 — Complete a sentence about how icy roads affect braking distance
10.7 — Explain what happens to braking distance when speed doubles, using kinetic energy (4-mark)
10.4 — Explain the dangers of a large deceleration when braking
02.1 — Complete sentences about energy transfers when a car brakes
4.6Waves
4.6.1Waves in air, fluids and solids
01.1 — Identify the type of wave a water wave is
01.2 — Describe how the water at a point on a wave moves
01.4 — Identify what is transferred by all waves
07.2 — Complete a sentence about the oscillations in a longitudinal wave
03.7 — Identify an area of compression in a sound wave
09.1 — Complete a sentence about oscillations in a transverse wave
04.5 — Identify the centre of a rarefaction in a longitudinal wave
08.1 — Describe the similarities and differences between visible light waves and sound waves (6-mark)
05.1 — Identify the amplitude of a water wave
05.2 — Identify what happens to the frequency when the bar hits the water less often
05.3 — Describe how to measure the wavelength of water waves in a ripple tank accurately
05.4 — Compare the speed of water waves with the typical walking speed of a person
03.1 — Identify what happens to the frequency of water waves when the motor speed increases
03.2 — Describe how the frequency of water waves in a ripple tank can be measured
03.3 — Calculate the period of the water waves and choose the unit
12.2 — Calculate the frequency of a seismic wave from a trace
12.3 — Write the equation linking frequency, wavelength and wave speed
12.4 — Calculate the wavelength of a P-wave
09.1 — Identify suitable apparatus to measure the wavelength on a string
09.2 — Write the equation linking frequency, wavelength and wave speed
09.3 — Calculate the wave speed on a vibrating string
09.4 — Describe how to adjust the apparatus to show one complete wave at a higher frequency
09.5 — Describe a method to investigate how tension affects wave speed on a string
03.1 — Identify the arrow that represents wavelength
03.2 — Identify the arrow that represents amplitude
03.3 — Calculate the period of a wave
03.4 — Identify how wavelength changes when frequency increases at constant speed
03.5 — Identify what else must be measured to calculate the speed of a wave in a tray
03.6 — Identify the independent variable in the wave speed investigation
03.7 — Give one conclusion from a graph of wave speed against depth
03.8 — Read the speed of a wave from a graph
01.3 — Calculate the speed of a water wave and choose the unit
01.5 — Identify the wave with the longest wavelength
01.6 — Identify the wave with the highest frequency
07.1 — Complete sentences defining wavelength and frequency for a sound wave
07.3 — Convert a frequency in kilohertz to hertz
07.4 — Calculate the period of a sound wave
07.5 — Calculate the wavelength of a sound wave and choose the unit
07.8 — Explain why sound from the further loudspeaker should be emitted first
03.6 — Calculate the period of the vibrating arm
05.1 — Identify the wavelength of a transverse wave
05.2 — Identify the amplitude of a transverse wave
06.6 — Write the equation linking frequency, wave speed and wavelength
06.7 — Calculate the wavelength of red light
04.1 — Identify the arrow that represents amplitude
04.2 — Identify the arrow that represents wavelength
04.3 — Calculate the period of a wave
04.6 — Calculate the wavelength of a sound wave
04.7 — Describe a method to determine the speed of sound in air (4-mark)
04.8 — Complete a sentence about how wavelength changes when sound passes from air into water
01.4 — Identify the amplitude of a water wave
01.5 — Identify the wavelength of a water wave
01.6 — Calculate the wavelength of a water wave and choose the unit
01.7 — Calculate the period of a water wave
14 — Describe an investigation to obtain refraction data, including causes of inaccuracy (6-mark)
05.4 — Complete a sentence about the type of error reduced by calculating a mean
05.5 — Calculate a mean angle of refraction
05.6 — Complete a conclusion comparing the angle of refraction with the angle of incidence
05.7 — Explain why the conclusion is only valid for a range of angles
05.9 — Identify what must be kept the same when comparing plastic and glass blocks
04.2 — Name the dotted line on a ray diagram
04.3 — Draw the reflected ray inside an optical fibre
09.1 — Describe a method to investigate how the angle of refraction varies with angle of incidence (6-mark)
09.2 — Label the axes, plot refraction data and draw a line of best fit
09.3 — Draw the normal and reflected ray on a plane mirror ray diagram
09.4 — Explain two ways one reflection method is better than another
06.1 — Identify why a wide beam of light gives less accurate results than a narrow beam
06.3 — Identify the resolution of a protractor
06.4 — Calculate a mean angle of refraction
08.1 — State the resolution of a protractor
08.2 — Describe a method to obtain angles of incidence and refraction for a glass block (6-mark)
08.3 — Plot additional refraction results and draw a line of best fit
08.4 — Explain how a graph shows two angles are not directly proportional
08.5 — Draw the normal and reflected ray on a headlight reflector
01.1 — Name the equipment to measure the angles of rays of light
01.2 — Label the y-axis, plot the remaining data and draw a line of best fit
01.3 — Identify the relationship between two angles from a graph
12.1 — Identify the correct statement about P-waves and S-waves
12.5 — Explain why seismic waves give evidence for the structure of the Earth's core
4.6.2Electromagnetic waves
06.1 — Identify the group of waves at a position in the electromagnetic spectrum
08.1 — Identify where visible light is in the electromagnetic spectrum
08.2 — Identify the correct statement about electromagnetic waves
04.1 — Identify where infrared is in the electromagnetic spectrum
06.1 — Identify where X-rays are in the electromagnetic spectrum
03.1 — Identify where infrared is in the electromagnetic spectrum
05.1 — Compare the speed of ultraviolet and visible light in a vacuum
05.2 — Identify the positions of ultraviolet and visible light in the electromagnetic spectrum
05.3 — Determine which type of ultraviolet has the largest range of wavelengths
05.5 — Give one piece of evidence that visible light is not absorbed by the ozone layer
01.5 — Identify how the travel times of visible light and infrared from the Sun compare
01.6 — Complete a sentence comparing the frequency of visible light and infrared
04.4 — Give an example of a transverse wave that travels through a vacuum
06.2 — Identify a wavelength of red light from a chart
05.5 — Match each variable in the infrared investigation to its description
05.6 — Identify the main hazard in the infrared investigation
05.7 — State what can be concluded from the first drawing pin to fall off
04.5 — Identify the type of variable in the infrared investigation
04.6 — Describe how to use the equipment to compare infrared emitted from the surfaces of a cube
04.7 — Identify the resolution of an infrared detector
04.8 — Complete a bar chart of the results
04.9 — Give one conclusion from the infrared results
05.1 — Label the angle of refraction on a ray diagram
05.2 — Measure the angle of incidence
05.3 — Complete a diagram to show the path of a ray through a glass block
03.2 — Identify the type of variable in the infrared investigation
03.3 — Describe how to use the equipment to test a hypothesis about surface colour and infrared absorbed
03.4 — Identify the anomalous result
03.5 — State what to do with the anomalous result
03.6 — Calculate a mean temperature increase
03.7 — Identify the conclusion from the infrared results
06.2 — Complete a diagram to show the path of light through a glass block
09.2 — Describe a method to test a hypothesis about infrared emission from different flasks (6-mark)
09.4 — Identify the dependent variable in an infrared absorption investigation
09.5 — Give two conclusions from infrared absorption results
08.6 — Identify the diagram showing light passing through a transparent cover
06.3 — Complete a sentence about why X-rays can be dangerous
08.3 — Give one danger of exposing skin to ultraviolet radiation
08.4 — Compare the risk of cancer from two types of X-ray
06.2 — Give one harmful effect of a dose of X-rays
06.3 — Compare the risk of harm from an X-ray and a CT scan
06.4 — Convert a radiation dose from millisieverts to sieverts
06.5 — Calculate the percentage of a yearly dose from one X-ray
05.4 — Explain the importance of the ozone layer in reducing the risk from ultraviolet (4-mark)
06.2 — Match types of electromagnetic wave to their uses
04.2 — Identify a use of infrared
04.3 — Complete a sentence about the image of a person from an infrared camera
04.4 — Identify how an infrared image changes when body temperature drops
04.1 — Identify two other parts of the electromagnetic spectrum used for communications
04.4 — Suggest the property optical fibres need to bend around corners
05.3 — Identify another type of electromagnetic wave used for communications
05.5 — Give one other use of microwaves
06.1 — Suggest one piece of equipment that can detect infrared radiation
12.1 — Explain why image height in cm equals magnification in an investigation
12.2 — Suggest a change to obtain accurate magnification values at large distances
12.3 — Plot missing magnification data and draw a line of best fit
12.4 — Use a graph to compare image sizes at two object distances
12.5 — Give a second way to determine magnification, with a calculation
02.1 — Identify the principal focus of a concave lens
02.2 — Identify two words that describe the image formed by a concave lens
02.3 — Calculate the magnification produced by the lens
02.4 — Complete a sentence about how the image size changes as the object moves away
08.1 — Name the distance shown on a convex lens diagram
08.2 — Complete a ray diagram to show how a convex lens forms an image
08.3 — Give one similarity and one difference between images from convex and concave lenses
08.4 — Calculate the height of an object from image height and magnification
05.1 — Identify the type of lens in a ray diagram
05.2 — Measure the image height and object height in a ray diagram
05.3 — Calculate the magnification produced by the lens
05.4 — Identify two words that describe the image
08.1 — Name the position marked F on a convex lens diagram
08.2 — Complete a ray diagram to show how a concave lens forms an image
08.3 — Give two ways the images formed by a convex and a concave lens are similar
08.4 — Calculate the image height produced by a magnifying glass
05.1 — Name point X on a lens diagram
05.2 — Identify the process by which light changes direction entering a lens
05.3 — Identify the shape of a convex lens
05.4 — Measure the image height and object height in a ray diagram
05.5 — Calculate the magnification produced by the lens
05.6 — Identify why magnification has no unit
05.1 — Identify which object is transparent
05.2 — Complete a sentence about opaque objects
05.3 — Explain why a T-shirt looks white in white light
05.4 — Explain how the colour of a cap appears to change in blue light
05.8 — Explain why a transparent block is used rather than an opaque block
04.5 — Complete sentences about light passing through coloured filters
05.5 — Complete sentences about seeing a blue object through a green filter
05.6 — Complete a sentence about white light passing through a colour filter
06.5 — Complete a sentence about white light passing through a red filter
06.3 — Give two ways the radiation a bee detects differs from what humans detect
06.4 — Complete sentences about light shining on a red flower
06.5 — Identify how a red flower looks through a green filter
06.6 — Identify the type of reflection from a rough surface
05.7 — Describe what happens to white light incident on colourless glass and blue glass
4.6.3Black body radiation (physics only)
09.3 — Identify when flasks emit infrared at the greatest rate, with a reason
01.7 — Compare the rate of infrared emitted by the Sun and the Earth, with a reason
09.5 — Identify the property of a star that its range of emitted wavelengths depends on
04.6 — Identify the true statement about perfect black bodies
4.7Magnetism and electromagnetism
4.7.1Permanent and induced magnetism, magnetic forces and fields
02.1 — Complete a sentence about the type of magnet iron nails become
02.2 — Identify which metal bar is unmagnetised iron, with a reason
04.1 — Label the poles of two magnetised paper clips
03.2 — Explain why the magnets in a coat must not have two south poles facing each other
05.1 — Explain why a floating magnet moves along a path near a fixed magnet
05.2 — Describe what happens to a piece of iron near a magnet
07.2 — Complete a sentence identifying a bar magnet as a type of magnet
01.1 — Complete a table to show whether pairs of magnets attract or repel
06.2 — Complete a sentence about the type of magnet iron nails become
02.3 — Explain why each sheet of paper used to test fridge magnets had the same thickness
02.4 — Explain whether the results support a hypothesis about magnet area and strength
03.1 — Draw the direction each compass points near a bar magnet
05.3 — Describe how to use a compass to plot the magnetic field around a bar magnet
07.1 — Draw arrows to show the direction of the magnetic field at two points
07.3 — Identify the graph showing how magnetic field strength varies with distance, with a reason
07.4 — Explain how an electromagnet and conveyor belt separate steel cans from aluminium cans
01.2 — Identify two true statements about the magnetic field around a bar magnet
01.3 — Identify the metal used for the core of an electromagnet
02.1 — Identify a magnetic metal
02.2 — Draw arrows to show the direction of the magnetic field in plotting compasses
02.3 — Identify where the magnetic field around a bar magnet is strongest
02.4 — Identify how two bar magnets are arranged from their field lines
06.1 — Identify two magnetic materials
06.3 — Identify the direction of the magnetic field between two bar magnets
4.7.2The motor effect
13.1 — Describe how to show a magnetic field around a current-carrying wire
13.2 — Explain how an electromagnetic switch in a car ignition circuit works (4-mark)
04.2 — Explain why the paper clips used to test the electromagnet were all the same size
04.3 — Describe the pattern in the electromagnet results
04.4 — Identify the most likely cause of an unexpected result
04.5 — Explain what to do with four repeat results for 50 turns
04.6 — Describe how to change the investigation to test a hypothesis about current
03.3 — Identify the magnetic field produced by a current in a coil
03.4 — Identify which rod makes the magnetic field of a coil stronger
03.5 — Explain why a spring gets longer when an electromagnet is switched on
03.8 — Describe how the strength of an electromagnet changes as current increases
05.4 — Put the steps in order to show how an electromagnetic lock opens
07.5 — Describe two ways to increase the magnetic field strength at the top of the table
01.4 — Complete a sentence about where there is a current in an electromagnet
01.5 — Identify how more turns on the coil affect the strength of an electromagnet
01.6 — Identify how removing the core affects the strength of an electromagnet
03.1 — State what the arrows on magnetic field lines represent
03.2 — Identify how to increase the strength of the magnetic field around a wire
03.3 — Identify the magnetic field pattern around a solenoid
03.4 — Put the steps in order to show how an electric bell works
03.5 — Identify a change that increases the force on the iron arm of a bell
02.5 — Describe how to use a plotting compass to show the magnetic effect of a current
02.6 — Identify how decreasing the current changes the magnetic field around a wire
02.7 — State what happens to the magnetic field when the current is reversed
06.4 — Identify the magnetic field pattern around a wire
06.5 — Give two changes that increase the strength of the magnetic field around a wire
4.8Space physics
4.8.1Solar system; stability of orbital motions; satellites (physics only)
01.1 — Give one way a historical model of the solar system differs from what we know now
01.2 — Give one way a historical model of the solar system is the same as what we know now
01.1 — Identify which galaxy the Sun is in
01.3 — Identify how many planets are missing from a table
02.1 — Complete a sentence naming the galaxy our solar system is in
02.3 — Describe how planet surface temperature changes with distance from the Sun
02.4 — Predict the mean surface temperature of Jupiter from a table
02.5 — Identify how many other planets there are in the solar system
02.8 — Calculate the diameter of the Sun
09.1 — Complete sentences about why the Sun is a stable star
03.1 — State what type of object the Sun is
03.2 — Identify the galaxy our solar system is part of
03.3 — State what a moon is
03.4 — Give reasons why two conclusions about moons and planets are wrong
04.1 — Identify a reason for replacing an old scientific model
04.2 — Compare the model of the solar system used now with an old model (4-mark)
04.3 — Describe how the time for one orbit changes with distance from the Sun
04.4 — Complete a bar chart of planet data
01.1 — Identify the name of our galaxy
01.2 — Identify what the Sun was originally formed from
01.3 — Identify the force involved in the formation of the Sun
01.4 — Complete a sentence about the process that releases energy inside stars
03.1 — Complete sentences about moons and planets
03.2 — Identify the name of our galaxy
01.5 — Explain how a star that becomes a supernova differs from the Sun
09.4 — Describe the life cycle of a star much more massive than the Sun, including forming new elements (6-mark)
06.3 — Complete the life cycle of a star that becomes a black dwarf
06.4 — Identify which star is most likely to become a black dwarf, with a reason
06.5 — Identify the stage of a star's life cycle where elements heavier than iron are made
04.5 — Match three stages to the life cycle of the Sun
03.3 — Identify what will happen to the Sun at the end of its life cycle
01.3 — Describe the orbit of an artificial satellite
01.4 — Identify what provides the force to keep a satellite in orbit
01.4 — Estimate how many years it takes Mars to orbit the Sun
01.5 — Calculate how many times Venus orbits the Sun in 9 years
02.2 — Name the force that causes planets to orbit the Sun
02.6 — Identify why the Moon is classified as a satellite
02.7 — Identify two ways planets and moons are similar
03.5 — Give one similarity and one difference between the orbits of the Moon and the International Space Station
03.6 — Suggest why very few people have been to the International Space Station
07.1 — Identify the name for an object that orbits a planet
07.2 — Draw the gravitational force on the Hubble Space Telescope
4.8.2Red-shift (physics only)
11.1 — Name the effect Hubble observed in light from galaxies
11.2 — Describe the relationship between galaxy speed and distance from a graph
11.3 — Give one strength and one weakness of a balloon model of the expanding Universe
11.4 — Explain how Hubble's observations support two theories of the Universe
11.5 — Suggest what made scientists think the steady-state theory was wrong
02.1 — Complete a sentence about light observed from distant galaxies
02.2 — Identify which galaxy is moving away fastest from its spectrum
02.3 — Identify which galaxy is furthest away from its spectrum
02.4 — Identify how the Big Bang theory describes the early universe
02.5 — Identify the correct statement about the Big Bang theory
02.6 — Identify which graph of the size of the universe matches the Big Bang theory, with a reason
07.4 — Identify which galaxy is moving away from the Earth fastest
07.5 — Identify which galaxy is furthest from the Earth
07.6 — Identify why new scientific observations should be peer reviewed
03.4 — Compare the speed of a very distant galaxy with a nearer galaxy
03.5 — Name the observed increase in wavelength of light from distant galaxies
03.6 — Complete a sentence about how the Big Bang theory says the universe began
03.7 — Identify what the Big Bang theory suggests is happening to the size of the universe
4.1Energy (Paper 1 topic)
4.1.1Energy changes in a system, and the ways energy is stored before and after such changes
10.3 — Identify what is meant by a system
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