Forces and Motion

Lesson 1 – Forces and Movement

1. State the scientific unit and symbol of distance
metre, m
2. State the scientific unit and symbol for force
Newton, N
comment: must be Capitalised as it is a name
3. State the scientific unit and symbol for speed
meters per second, m/s
4. Convert 20ms to s
20 / 1000 = 0.02s
5. Convert 4.35km to m
4.35 x 1000 = 4350m
6. Show 1.768208 as
a. 1 s.f. 2
b. 2 s.f. 1.8
c. 3. s.f 1.77
d. 4 s.f. 1.768
7. Describe the difference between mass and weight
mass is the amount of stuff or matter that makes up something, whereas weight is a force
produced by a mass within a gravitational field.
8. Explain the use of the particle model theory
The particle theory of matter is a model that describes the arrangement and movement of
particles in a substance. The model is used to explain the physical properties of solids, liquids
and gases.
9. Explain air resistance using the particle model
Air resistance is caused by particles hitting an object as it moves. Each particle exerts a tiny force
on the object, opposing its motion. This is a type of friction. The greater the friction between the
object and the air, the more particles are hitting the object and so the greater the force of air
resistance.
accept use of ‘drag’ for ‘air resistance’
10. Describe the difference between a scalar and a vector quantity
a scalar quantity is described by size (magnitude) only, a vector quantity is described by a size
(magnitude) and a direction.
11. State two examples of scalar quantities
Any two from: distance, speed, mass, density, time, volume, temperature, entropy, energy,
work, current
accept any other relevant examples
12. State two example of vector quantities
Any two from: displacement, velocity, acceleration, force, momentum, torque, change in
temperature
accept any other relevant examples
 Allow specific named forces (e.g. weight) however if both answers are forces, this only scores
1 mark.
13. State the three effects of a force
change an objects shape, speed or direction
14. Describe the use of force diagrams
Force diagrams are used to represent the forces acting on an object or a system
15. Describe how to accurately draw a force diagram
the size of the arrows must be drawn to scale, with the length representing the size of the
quantity
the direction of the arrow must be in line with the direction that the quantity is acting
arrows acting in the same plane should be in line with each other and start from the centre of
mass of the object
16. For the following diagram, label the forces that represent each arrow

Left – Propulsion / Thrust

Up – Normal Reaction Force
Right – Drag / Friction / Air Resistance
Down – Weight / Gravity
17. For the car diagram above, state the motion of the car. Explain your reasoning.
The car is accelerating to the left. This is because the force of thrust is larger than the force of
the drag, creating a resultant force to the left.
Do not accept the car is simply ‘moving’, answer must give direction
Do not give marks for forces are imbalanced. Answer needs to include ‘the resultant is greater
than zero to the left’.
18. Describe the energy transfers of a moving object when in friction with another surface.
The force of friction opposes motion.
The kinetic energy of the moving object will be transferred to thermal (heat) energy of the
object and surroundings
19. Explain the difference in friction between an iceskater and a car moving at the same speed
Any two from:
the ice skater has a smaller area, reducing air resistance (drag) due to reduced particle collisions
the ice skaters skates has a smaller area in contact with the ground, reducing friction
the ice skater produces high pressure on the ice, this causes very localised melting and a thin
film of water between the blade and the ice, further reducing friction. Student unlikely to
 provide this answer
the car has a larger area, increasing air resistance (drag) due to reduced particle collisions
the cars tyres have a larger area in contact with the ground, increasing friction
20. State the force on a bird, which opposes the force of weight
Lift
21. Describe the force of upthrust
Upthrust is a force (caused by pressure differences) which acts on an object that submerged in a
liquid. It pushes the object up.
accept ‘fluid’ instead of liquid as ‘upthrust’ is weak but present in gases
22. An elastic band is stretched using two finger on each hand. State the forces acting on each
finger.
Normal Rection force and Tension
23. Explain how to calculate a resultant force
A resultant force is the sum of all forces acting on an object
24. If two forces acting on an object are equal and opposite, state the resultant and describe the
potential motion of the object.
Resultant force is 0.
The object will either be at rest or moving at a constant velocity.
25. Describe what happens when the forces acting on an object are unbalanced
the object will move, change direction or change shape
26. The picture below shows the forces acting on a minecart. Calculate the resultant forces acting
on each cart.

a) 30N 
b) 20N 
c) 0N
answer must give direction, either as an arrow or described (e.g. to the right)
answer must provide unit ‘N’. If not provided, no mark.
 27. State Newtons First Law
If an object is at rest, or moving with constant velocity, it will remain at rest or moving at
constant velocity unless acted on by a resultant external force.
28. Springs are coiled lengths of metal than can be stretched or compressed by applying a force to
them
29. Forces can change the shape of objects, however elastic materials will return to their original
shape when the force is removed.
30. During a race, describe the difference in the resultant force between a car speeding up, and
slowing down.
When a car is speeding up, the resultant force is forwards.
When the car is slowing down, the resultant force is backwards.

Lesson 2 – Energy for Movement

31. Explain the difference between an energy store and energy pathway
Energy stores describes energy within a system or object
Energy pathways describe the transfer of energy between stores
32. State the law of the conservation of energy
energy cannot be created or destroyed, only transferred (between different forms)
33. Complete the energy flow diagram below that describes the energy stores and transfers of a
mobile phone. Light
Electrical Pathway
Chemical Store of Heat
Battery
Sound
34. For the flow diagram above, sort the final three energy transfers into the following two energy
stores:
a. Heating pathway - heat
b. Radiation pathway - light, sound
35. As you know energy is transferred from store to store. For the flow diagram above, state the
final store that increases in energy after the mobile phone is used.
thermal store of phone and surroundings
36. Rashed uses a filament lightbulb uses 110J of energy and produces 5J of light. Use a Sankey
diagram to show this transfer. Be as accurate as possible.
37. Hussain suggests Rashed should use an LED bulb instead of a filament bulb. State an advantage
and a disadvantage of LED bulbs.
Any 1 from each:
Advantages: more energy efficient, last longer, reduced environmental impact, reduced heat
emission, more reliable
Disadvantages: higher cost, less energy efficient, accept sensible suggestions
38. Rashed’s filament lamp uses 110J of energy and produces 5J of light. Hussain’s LED lightbulb
uses 95J of energy and produces 20J of light. Use the following equation to calculate the
efficiencies of the bulbs:
efficiency (%) = useful energy/total x 100
a. The efficiency of the filament light, give your answer as a percentage
efficiency (%) = 5/110 x100 = 4.5%

b. The efficiency of the LED light, give your answer as a percentage

efficiency (%) = 20/95 x100 = 21%
39. Energy stores on Earth are often described as originating from the sun. Explain how energy
stored in the following can is originated from the sun.
a. A cow
A cow eats plants, which store energy absorbed from the sun

b. A lump of coal
coal is derived from dead plants, which stored energy they originally absorbed from the
sun

c. Wind
the wind is caused by differential heating of the Earth by the sun.

d. Challenge: A stretched bow

the bow is pulled by a person, which uses their chemical store. A person is an animal
that eats plants and animals, whose energy originally comes from the sun.
40. State an energy store that does not originate from the sun
either: thermal store of the mantle, atomic stores (e.g. nuclear fuel – uranium)
41. Sort the following into types of energy resource: coal, solar, tidal, oil, biomass, hydrogen,
geothermal, nuclear, hydroelectric, natural gas, wind
Renewable: solar, tidal, biomass, hydrogen, geothermal, hydroelectric, wind

Non-Renewable: coal, oil, nuclear, natural gas

42. Compare the typical advantages and disadvantages of renewable and non-renewable sources
Any four from the following:
Renewable sources often take up more space, non-renewable take up less space
Renewable sources are unreliable (low efficiency), non-renewable are reliable
Renewable sources are not easily increased or decrease to meet demand, non-renewable can
easily be increased or decreased to supply demand
Renewable sources require higher upfront costs, non-renewables are cheap to install and
extract
Renewable sources are harder to store, non-renewables are easier to store
Renewable sources are clean (produce little/ no pollution), non-renewables are polluting
Both sources create jobs
Renewable sources will not runout, non-renewable resources will run out (allow use of
synonyms of run out)
Renewable resources release less energy, non-renewables release lots of energy
Accept other examples at teachers discretion
43. For the following examples state the main energy stores involved
a. A car battery – chemical store
b. A bullet after firing – kinetic store
c. A flying kite – gravitational potential store
d. A squashed spring – elastic potential store
e. A cup of hot coffee – thermal (internal) store
f. A lump of uranium – atomic (nuclear) chemical store
g. Two charged particles close to each other – electrostatic store
h. Two similar magnetic poles close to each other – magnetic store
44. Describe what the thermal or internal is
It is the total kinetic and potential energy of particles in an object. This is mostly the vibrations
of particles. In hotter objects the particles vibrate more, so it has a higher thermal (internal)
energy.
45. State the energy stores when a football is kicked into the air. Ignore pathways.
kinetic  gravitational
46. State the energy stores when a wood fire is burned
chemical  thermal
47. State the energy stores when a arrow is released from a bow
elastic  kinetic
48. State the energy stores when a balloon is rubbed to charge it up
kinetic  electrostatic
 49. State the energy stores when an arm lifts a mass
chemical  gravitational

Lesson 3 – Speed and graphs

50. State the equation that links speed, distance and time. Show as well, the units for each quantity.
Speed (m/s) = distance (m) / time (s)
51. Convert 1-hour 21-minutes and 3-seconds into seconds
1 hour = 1 x 60 x 60 = 3600s
21 minutes = 21 x 60 = 1260s
total time in seconds = 3600 + 1260 + 3 = 4863s
answer must be exact, and must include correct unit
52. Challenge: Meters per second is usually used to represent speed. However, sometimes we use
km/h and mph. Given that there is 1.6 km per mile. Calculate the speed in km/h and mp/h when
an object travels 3km in 6hours.
a. km/h = 3/6 = 0.5km/h
b. mph = 3/1.6 = 1.88
1.88/6 = 0.31mph
53. Eyad runs 40m in 8 seconds, calculate his speed.
Speed = distance/time
speed = 40/8 = 5m/s
54. Explain the difference between average speed and instantaneous speed
Average speed is the speed of the total journey, calculated as total distance over total time.
Instantaneous speed is the speed at any specific moment on that journey.
55. On the graph below, calculate the average speed of the journey. Clearly show your working on
graph and in calculations.

Speed = distance/time
 Speed is gradient of line (m) and m = y/x
Speed = 60/13.5 = 4.4m/s
Student has drawn average line on graph, a straight line from origin to end of journey
Student has drawn line from end of journey to x-axis and y-axis
56. For the graph above, show that the instantaneous speed at 3s is approximately 1.7m/s.

speed = distance/ time

speed is gradient of line (m) and m = y/x
speed = 5/3 = 1.67m/s
57. Reina walked from Marble Arch to her science class. Her total distance was different to her total
displacement, explain this.
Distance is a scalar quantity and displacement is a vector quantity.
Distance describes the length of the total journey, whereas displacement describes the linear
(straight line) between the start and end point
Reina’s distance will always be larger than her displacement if her path is not a straight line.
58. Sketch a distance time graph for 1) an object at rest, 2) an object accelerating, 3) an object
decelerating, 4) an object moving at a constant speed
59. Sketch a distance-time graph that shows the following journey of a cyclist. In your graph, do not
worry about giving a scale for your axes. Please label each stage as 1, 2, 3, 4.
a. Stage 1) At the start of their journey, they accelerate.
b. Stage 2) They then reach some traffic lights and stop for a short time.
c. Stage 3) They then start off again, travelling at a constant speed.
d. Stage 4) They slowly decelerate before reaching their destination.

Students graph should look fairly similar to that above

Marks based on examiners discretion.
60. Describe how the resultant force of the cyclist is changing in each stage of their journey
1) At the start the cyclist is accelerating, so the resultant force is in the direction of travel
2) At the lights the cyclist is stationary, so the resultant force is 0
3) Just after the lights they are travelling at a constant velocity, so the resultant is 0.
4) At the end of their journey they are decelerating, so the resultant is against the direction of
travel.
Lesson 4 – Speed Experiment
61. Hala, Fatmah, and Noor run an experiment to investigate how the speed is affected by certain
variables. They decide that they will drop a trolley down a ramp. State the dependent variable in
this test.
The speed of the trolley
62. Noor decides that the independent variable will be the height of the ramp. Suggest some of the
control variables for this experiment.
material of ramp, length of ramp, release point of trolley on ramp, starting energy of trolley
accept any reasonable suggestion
63. Explain why we need to control some variables in experiments.
The dependent variable could be affected by a number of different things, so controlling all
variables and changing only one, will ensure that the results are more reliable
64. Hala states that they do not need to use any safety equipment for this experiment. Suggest a
hazard and a risk they should consider before starting.
The trolley spring could fling off into your eyes
The trolley could fall of the edge of the table and land on your feet
The raised ramp could topple and fall on someone
accept any reasonable suggestion
for clarity, a hazard is the danger and a risk is what damage that danger could cause
65. Fatmah states that they can time the movement of the car and the distance it travels to work
out the speed. State the equation she would use to calculate speed using these results.
Speed (m/s) = distance (m) / time (s)
66. The following table shows their results. Calculate the missing parts

Height of ramp Length of ramp (m) Time taken (s) Speed (m/s)
5 0.90 3.90 0.2307
10 0.90 2.00 0.45
15 0.90 1.50 0.60
20 0.90 1.20 0.75
25 0.90 0.90 1.00
67. The first calculation of speed has been written incorrectly. Explain why this is incorrect and state
the correct value.
The measurements are all taken to 2 decimal places, however the speed has been calculated to
4 decimal places. This means that the speed is more accurate than the measurements, which is
impossible. The actual answer should be 0.23
68. Thunder can be heard 4.5 seconds after lightning. Given that the speed of sound is 330m/s. Give
your answer in km, to 2 s.f.
speed (m/s) = distance (m) / time (s)
distance (m) = speed (m/s) x time (s)
distance to lightning = 330m/s x 4.5s = 1485m = 1.5km (2 s.f.)

Lesson 5 – Turning Forces

69. State the equation for calculating the turning effect of a force
moment of the force (Nm) = force (N) x perpendicular distance from the pivot (m)
70. The diagram below shows Lamar and Sireen on either side of a see saw. Use an arrow on the
diagram to show the location of the fulcrum (pivot)

71. A Lamar and a Sireen each sit on an end of a see saw. The turning effect of Sireen is known as:
a. Her moment
b. Her load
c. Her effort
d. Her force
72. Lamar and Sireen are balanced on the see saw. Describe the moments in this scenario.
Lamar’s moment in the anticlockwise direction is equal to Sireens moment in the clockwise
direction
73. Kanzy comes along and sits on the see saw with Sireen. Describe the effect this will have on the
motion of the see saw
The moments become imbalanced. The clockwise force overcomes the anticlockwise force. The
seesaw rotates clockwise around the pivot.
74. To balance the see saw Kanzy and Sireen move closer to the pivot. When Lamar is 1.5m from the
pivot, and Kanzy and Sireen sit at 0.75m from the pivot, the see saw is balanced again. Calculate
the combined weight (W) of Kanzy and Sireen, if Lamar weighs 450N.
Law of moments when balanced means total anticlockwise = total clockwise
Using equation F1d1 = F2d2
Lamar anticlockwise moment = F1d1 = 450 x 1.5 = 675Nm
Sireen and Kanzy clockwise moment = F2d2 = W x 0.75
So, 675 = 0.75W
675/0.75 = W = 900N
75. State the function of a lever
Allows a smaller effort force to be used to lift a larger load force
76. A lever is an example of:
a. A force multiplier
b. A distance multiplier
c. Both
77. Describe the difference between a force multiplier and a distance multiplier
A distance multiplier is when the load moves further than the effort
A force multiplier is when the output force is larger than the input force
78. Provide an example, other than levers, for a distance multiplier and a force multiplier
 a. Distance multiplier – bicycle, arm muscles, fishing rods
accept any reasonable suggestion.
b. Force multiplier – hammers, wheel barrows, spanners, wheel and axle, gears, pulleys
accept any reasonable suggestion.

Lesson 6 – more Machines

79. There are 6 simple machines that use mechanical advantage to increase force. State these
machines.
Pulley, Inclined plane (ramp) , screw, wedge, wheel and axle, lever
80. Fatmah and Jwayria are discussing simple machines and complex machines. Fatmah states that
a bike is an example of a simple machine, but Jwayria states it is not. State who you agree with
and explain your reasoning.
Jwayria is correct, because simple machines contain little or no moving parts that change the
motion or magnitude of one force in order to perform work. A bicycle is made up of lots of
simple machines, working together.
81. Fatmah then goes and researches bicycles. Give two examples of the simple machines found in
bicycles.
Any two from: wheel and axle, pulley, lever, screw
82. Whilst much of ancient construction is lost to history, historians and scientists have made
suggestions on how structure like the ancient pyramids were made. Summarise their theories.
The large stones were lifted up heights by using inclined planes that reduced the effort load, but
increased the distance required to move them
83. Hala A. decides to do some work. Not writing, obviously, but lifting. She wants to lift a 100N load
up 2m. Calculate the work done (energy transferred to the load).
Work done (J) = Force (N) x distance (m)
Work done = 100 x 2 = 200J
84. Hala decides to use a pulley. State the effort she will use to lift the 100N load, and state the
energy she will put in to move the 100N up 2m.
Hala’s effort = 100N
Hala’s energy used = 200J
85. Actually, Hala uses a little bit more energy than is transferred to the load, explain why
As she puts in effort, some energy is wasted to heating her and the surroundings
This wasted energy is due to forces like friction that oppose the motion
86. She thinks that adding more loops will reduce the effort she puts in and therefore the amount of
energy transferred to the load. Explain what is right and wrong about her statement.
She is right that a pulley will reduce the effort she puts in. To move the 100N load up 2m, we
calculated the energy as 200J. The law of conservation of energy means that energy cannot be
created or destroyed only transferred. So, Hala cannot create energy. She can reduce the effort
but will have to pull it over a longer distance to transfer 200J to the load and lift it by 2m.
87. Lina thinks that setting up a pulley is a bit too complicated. Instead, she decides that using an
inclined plane (ramp) is better. Describe the relationship between a ramp and the force and
distance required to move an object.
The ramp reduces the effort required to move an object, but increases the distance
 88. Lina tests out a few different angles of ramp, describe the relationship between the angle of the
ramp and the force and distance required to move the load.
As the angle decreases, the effort decreases and the distance increases
89. Complete the sentence work done = energy transferred

Lesson 7 – Speed Limits

90. Suggest a reason that speed limits are necessary on roads.
Speed is closely related to stopping distance, the faster a car is moving, the further it will travel
after the brakes are applied. Reducing this stopping distance can reduce the danger in accidents.
91. Challenge: Suggest how crumple zones, air bags and seat belts improve safety.
The increase the time taken for a crash, which reduces the force and potential damage to the
person
students do not need to know relationship between force, momentum or time
92. State the relationship between stopping distance, braking distance, and thinking distance
Stopping distance = thinking distance + braking distance
93. Kareem states that the thinking distance is the reaction time. Evaluate this statement.
The thinking distance is closely related to the reaction time, but they are not the same.
The longer someone’s reaction time, the longer they are thinking and therefore the distance
they travel whilst thinking is increased.
94. Complete the table below with two more examples of factors that effect the thinking distance
and the braking distance.

Factors that affect thinking distance Factors that affect braking distance
Tiredness Speed that car was travelling
Speed of car Maximum force applied to brakes
Alcohol Age of car (wear on brakes, wheels)
Drugs Tread type on the wheels
Poor visibility The surface that the car is braking on (e.g. ice,
gravel)
Distractions in car
Students need only two more in each column
Note that the speed also effects the thinking distance

95. An old car has worn brakes, describe how this effects the thinking distance
it doesn’t
96. Look at the diagram below. A car doubles its speed from 30 mph to 60 mph.

How does this affect:

a. the thinking distance
doubles from 9m to 18m
b. the braking distance
Quadruples from 14m to 56m
c. the total stopping distance
increases from 23m to 74m
97. State the effect that a larger vehicle with a large mass would have on the braking distance
it increases
98. Challenge (this is a hard GCSE question): Fares and Ammar have a ruler. The following is a
method they can use to measure the distance the ruler falls during their reaction time.
a. To measure Ammar’s reaction time, he holds his hands in front of him
b. Fares holds the ruler with zero at the top of Ammar’s hand. He doesn’t tell Ammar when
he is to release the ruler.
c. Ammar pinches the ruler and the distance up the ruler is measure
d. They repeat the experiment with Ammar and calculate an average distance
e. The distance Ammar caught the ruler averaged 20cm
Using the equation below, calculate Ammars reaction time to 2 d.p for each student. Note the
acceleration, a, due to gravity is 10m/s2

s = ut + ½at2

where s = distance, u = initial speed, a = acceleration, and t = reaction time

simplify, since u = 0, ut = 0
simplify, so, s = ½at2
rearrange, 2s = at2
2s 2
rearrange, =t
a
 2s
rearrange, √ =t
a
2 x 0.15
substitute and answer, √ = 0.1732… = 0.17s (2 d.p)
10

Lesson 8 – Supplying the Energy

99. Describe the formation of fossil fuels
fossil fuels are the result of plant and animal remains being buried, compacted and experiencing
high heat and pressure over millions of years.
100. Explain why fossil fuels are non-renewable, even though there are still plants and
animals around.
Fossil fuels take so long to form, compared to how quickly humans use them, they are not being
replenished fast enough. This means they will run out.
101. Describe briefly how a powerplant takes uranium or fossil fuels to generate electricity
fuel releases energy  heats up water to produce steam  steam rises to spin a turbine 
turbine spins a generator  generator generates electricity
102. Explain why geothermal energy stations cannot be placed anywhere
they are restricted to locations where heat is shallow in the ground

Lesson 9 – Models in Science

103. Tuleen states that models are used because some people are visual learners. Correct her
statement.
Models are used to represent systems or processes
They can simplify complex ideas, or predict how something will change
104. Tuleen then states that models have problems. Explain what she means.
Many models are too simple to accurately describe a system or process. This can lead to
misconceptions.
105. Tuleen thinks about the particle model, she is able to come up with a disadvantage of
the model. She says that ‘the particle model does not consider the size, shape, space between
particles, or the forces between particles’. Provide an example of an advantage of the particle
model.
Any one from:
Instead of drawing complicated molecules of compounds, you can draw simple spheres
(particles)
The particle model helps us to explain why solids, liquids, and gases have different properties.
It also allows us to explain what happens when matter changes from one state to another.
106. In the boxes below, draw a simple particle model for a solid, a liquid and a gas

Solid Liquid Gas

Students do not need this many particles, just enough to clearly show structure

107. Compare the structure, arrangement, compression and force of attraction in each
In solids, particles are in fixed positions. They are regularly arranged in patterns. They are hard
to compress as particles are close together. The forces of attraction between particles are
strong.
In liquids, particles are not fixed and are able to flow. They are randomly arranged, fitting the
shape of the container. They are hard to compress as particles are close together. Forces of
attraction are strong, but weaker than in solids.
In gasses, particles are not fixed and are able to move around freely. They are randomly
arranged and fill all parts of the container. They are easy to compress as there are large spaces
between particles. The forces of attraction are weak.
108. State the equation that links density, mass and volume.

mass
Density =
volume

109. Explain the changes in density as a substance is heated from a solid to a gas.
Solid is high density
Substance is heated, increasing internal energy (movement of particles)
Particles have enough energy to overcome forces of attraction and are no longer fixed
Substance takes up slightly more space (volume) and density decreases a little
As heating continues, particles eventually have enough space to totally overcome forces of
attraction and escape the substance as a gas.
Volume increases greatly, density decreases greatly
110. State the name of the process that describes a liquid changing state into a solid
freezing
111. State the name of the process that describes a gas changing state into a liquid
condensing
112. Challenge: State the name of the process that describes a solid changing state into a
gas, without become a liquid
Sublimation
 113. Scientist Robert Brown discovered the Brownian motion of fluids (liquids and gases)
after he tried to look at pollen submerged in water under a microscope. Describe what he
observed
The pollen was randomly moving around the slide, seemingly on its own.
114. Explain these observations
As the particle in fluids move around randomly, they collided with the pollen
these collisions caused random motion to be observed in the pollen
115. Define Brownian motion
The random movement of particles suspended in a fluid (liquid or gas)
116. Challenge: Explain why a hot air balloon moves upwards
The hot air inside the balloon has more energy, causing faster particle movement and more
regular collisions
this causes the particles to spread out and take up more space, increasing the volume and
reducing the density.
Low density air moves upwards due to a difference in pressure causing a resultant force
upwards
117. State another example of how models have been used to explain something
The universe, the model of the atom, the seasons, circuits
accept any sensible suggestion

Lesson 10 – EM Spectrum 1
118. State the two types of waveform
Transverse and longitudinal
119. Give an example of each type
Transverse – light
Longitudinal – sound
120. State which form cannot travel through a vacuum and why
Longitudinal as it needs particles to propagate through
121. Define perpendicular
At a right angle to
122. Describe the difference between particle movement and energy transfer in transverse
and longitudinal waves
Transverse waves – particle vibrate perpendicular to the direction of energy propagation
Longitudinal waves – particle vibrations are parallel to the direction of energy propagation
123. The amplitude of a wave is the distance of the tip of the peak, or trough to the line of
equilibrium.
124. In longitudinal waves, particles are either close together in nodes or far apart in
antinodes. State what these parts are called.
Particle close together – compressions
Particles far apart – rarefactions
125. Define the frequency of a wave
how many waves pass a point every second, measure in Hertz (Hz)
126. Define the time period of a wave
Either:
 The time taken for one wave to pass a point
The time taken for a source to produce one wave
127. State the equation that links frequency and time period
1
T=
f
128. Calculate the time period of a wave that has a frequency of 50Hz
1
T=
f
1
T=
20
T = 0.02s
129. Kareem draws the four waves shown below:

a. Which wave(s) have the highest amplitude A and C

b. Which wave(s) have the longest wavelength A and D
c. Which waves(s) have the highest frequency B and C
d. Which wave is the quietest and has the lowest pitch D
130. State the equation that links wavespeed, frequency and wavelength
v = fl
131. A water wave has a frequency of 4Hz and a wavelength of 0.03m, using the equation
above, calculate the wavespeed.
v = fl
v = 4 x 0.03 = 0.12m/s
132. Challenge: A light wave is travelling at 300,000,000m/s, its frequency is 20GHz. Using
the equation above. Calculate the wavelength of the wave. Note that giga is a billion.
v
v = fl, so =l
f
 20GHz = 20,000,000,000Hz
300,000,000
l= = 0.015m
20,000,000,000
133. True/False. The answer above is actually quiet small for radio waves, they can reach
lengths of over 100km per wave. True

Lesson 11 – EM Spectrum 2
134. Complete the diagram below for the electromagnetic spectrum
High High
Wavelength Visible Light Frequency

Radio Microwaves Infrared Ultraviolet X-Rays Gamma

135. Clearly show with an arrow:

a. The direction wavelength increases shown on diagram above
b. The direction frequency increases
136. State the form of EM radiation that has the highest energy
gamma
137. Which form of EM radiation is the fastest
None, they all travel at the same speed which is 300,000,000m/s in a vacuum
138. Explain why our eyes can see visible light.
Our eyes can detect only a small range of radiation with specific wavelengths, if detected this
will be experienced as visible light
139. Visible light is made up of different colours. Describe how the waveforms of these
colours are different. In your answer, compare red and violet.
The wavelength/frequency of each colour is different
Red has a longer wavelength and lower frequency, violet has a lower wavelength and higher
frequency
140. State a use of gamma rays
Any one from:
Used in medicines to kill cancerous cells
Sterilise medical equipment or food
Used as tracers in medicine
Check for cracks in pipelines
141. State the type of radiation used in a remote control for a television
Infrared
142. All waves can be reflected or refracted. State the law of reflection.
The law of reflection states that the angle of incidence is equal to the angle of reflection
 143. Describe the refraction of light
Refraction is the change of speed and direction of a ray of light as it passes across the boundary
of two mediums
144. A ray of light enters air into a Perspex block. Predict what will happen to the ray. Explain
your prediction.
The ray will bend towards the normal as it slows down in a denser medium.
145. Explain why we see the dispersal of colours, such as in rainbows
different colours have different wavelengths, these refract differently when passing through
mediums
Red light refracts less than violet light, this causes the colours to spread out

Lesson 12 – Space
146. State what causes the seasons
The Earth is tilted on its axis. So, as it moves around the sun in its orbit, different parts of the
Earth are directed at the sun at different parts of the year.
147. Describe the forces involved in a rocket taking off
Weight, Drag, Propulsion
148. A hammer and a feather are dropped together on the moon, which will hit the ground
first and why?
They land at the same time. This is because the moon has no atmosphere, so there is no
resistive force of friction acting on either the hammer or feather.
149. Using the mnemonic My Very Easy Method Just Speeds Up Naming, state the sixth
planet in the solar system
Saturn
150. Khalid attempts to describe a light year. He states that it is the time taken for light to
travel. Correct this explanation.
It is a unit of measurement, not time.
It is the distance light will cover in one year.
151. Bader is driving on his really cool moped, fast. He blasts his horn. Yousef, who is
watching from the pavement notices there is a difference in the sound he hears as Bader passes
by. Explain his observations.
Due to the Doppler effect, a wave produced by a moving observer will be experienced
differently in different parts of its path.
In front of the moving object, the waves are bunched together, with a higher frequency and
smaller wavelength.
Behind the observer, the waves are spread out with a lower frequency and longer wavelength.
Yousef will experience a high pitch sound as Bader is moving towards him and a lower pitch
sound when Bader is moving away.
152. Relate the effect you have spoken about above, to light and space.
The Doppler effect has the same effect on light waves as sound waves. The light waves will be
shifted towards either end of the spectrum, depending on the relative motion of the source and
observer.
If an object moving away from Earth, the light wavefronts will spread out causing a longer
wavelength and lower frequency. This causes light to shift towards the red end of the spectrum.
If an object is moving towards from Earth, the light wavefronts will bunch up causing a shorter
 wavelength and higher frequency. This causes light to shift towards the blue end of the
spectrum.
153. Most objects in the universe are moving away from us. However, the Andromeda galaxy
is moving towards us. Give a reasons for this.
Mutual gravitational attraction
154. Haya has successfully been hired as an astronaut. She wants to be the first human to
reach Proxima Centauri – the closest star to the Solar system. Explain why this would not be
possible with todays technology.
We have no way of moving mass faster than the speed of light
Even at our fastest, it would take centuries to reach
Without suspended animation, she would live her entire life on the ship, without reaching the
star.
155. Saddened by your perfect explanation, Haya instead decides to count the number of
stars in the universe. Explain why this might not be a good idea.
There are more stars in the universe than grains of sand on Earth
156. Instead, Haya decides to investigate the relationship between redshift and distances to
galaxies. She notices that some galaxes are more redshifted. Explain her observations.
Galaxies that are more shifted towards the red end of the spectrum are moving away faster and
so are further away.