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SAMPLE MATERIAL
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Cambridge O Level
for this forthcoming title.
Physics
Heather Kennett
Tom Duncan
We are working with Cambridge Assessment
Please note this is a sample International Education to gain endorsement
and not a full chapter for this forthcoming series.
Written by renowned expert authors, our updated resources enable the learner to effectively navigate through the
content of the revised Cambridge O Level Physics syllabus (5054).
Physics
Heather Kennett
Tom Duncan
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ISBN: 978 1 3983 1060 5
Tom Duncan and Heather Kennett 2021
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Contents
How to use this book
Scientific Enquiry
2 Thermal physics
2.1 Kinetic model of matter
2.2 Thermal properties and temperature
2.3 Transfer of thermal energy
3 Waves
3.1 General properties of waves
3.2 Light
3.3 Electromagnetic spectrum
3.4 Sound
5 Nuclear physics
5.1 The nuclear model of the atom
5.2 Radioactivity
6 Space physics
6.1 Earth and the Solar System
6.2 Stars and the Universe
Theory exam-style questions
Practical exam-style questions
Alternative to practical exam-style questions
List of equations
Symbols and units for physical quantities
Glossary
Index
1.2 Motion
FOCUS POINTS
★ Define speed and velocity and use the appropriate ★ Relate acceleration and deceleration to changing
equations to calculate these and average speed. speed, and use the gradient of a speed–time
★ Draw, plot and interpret distance–time or graph to analyse this.
speed–time graphs for objects at different speeds ★ Know the approximate value of the acceleration
and use the graphs to calculate speed or distance of free fall, g, for an object close to the Earth’s
travelled. surface.
★ Define average acceleration and use the shape ★ Describe the motion of objects falling with and
of a speed–time graph to determine constant or without air/liquid resistance.
changing acceleration and calculate acceleration
from the gradient of the graph.
The concepts of speed and acceleration are You will learn that acceleration is defined in
encountered every day, for example, in television terms of changes of speed with time and that
monitoring of the speed of a cricket or tennis graphs of speed against time allow you to study
ball as it soars towards the opposition or the acceleration. Acceleration is also experienced
acceleration achieved by an athlete or racing by falling objects as a result of gravitational
car. In this chapter you will learn how to define attraction. All objects near the Earth’s surface
speed in terms of distance and time. You will also experience the force of gravity, which produces
use graphs of distance against time to calculate a constant acceleration directed towards the
speed and determine how it changes with time. centre of the Earth.
4
Acceleration
Acceleration
When the velocity of an object changes, we say
the object accelerates. If a car moves due north
from rest and has velocity 2 m/s after 1 second,
its velocity has increased by 2 m/s in 1 s and its
acceleration is 2 m/s per second due north. We write
this as 2 m/s2.
Average acceleration is defined as the change in
velocity per unit time, or:
change in velocity
acceleration = = Δv
time taken for change Δt
5
1.2 Motion
Test yourself 30
1 What is the average speed of:
a a car that travels 400 m in 20 s? A B
b an athlete who runs 1500 m in 4 minutes? 20
speed/m/s
2 The speed of a train increases steadily from 10 m/s
to 20 m/s in 1 minute.
a What is its average speed during this time, in 10
m/s?
b How far does it travel while its speed is
increasing? C
3 a A motorcyclist starts from rest and reaches
O
a speed of 6 m/s after travelling with constant 1 2 3 4 5
acceleration for 3 s. What is his acceleration? time/s
b The motorcyclist then decelerates to rest at a
▲ Figure 2.2 Constant speed
constant rate over 2 s. What is his acceleration?
4 An aircraft travelling at 600 km/h accelerates
steadily at 10 km/h per second. Taking the speed
of sound as 1100 km/h at the aircraft’s altitude,
40 Q
how long will it take the aircraf to reach the ‘sound
barrier’?
30
speed/m/s
P
20
Speed–time graphs
R
6
Using a speed–time graph to calculate acceleration
to calculate acceleration 30
The gradient of a speed–time graph represents the
distance/m
acceleration of the object.
20
In Figure 2.2, the gradient of AB is zero, as is T
the acceleration. In Figure 2.3a, the gradient of PQ
10
is QR/PR = 20/5 = 4: the acceleration is constant at
4 m/s2. In Figure 2.3b, when the gradient along OX C B
changes, so does the acceleration. O
1 2 3 4 5
An object is accelerating if the speed increases time/s
with time and decelerating if the speed decreases
with time. In Figure 2.3b the speed is increasing ▲ Figure 2.5 Non-constant speed
with time and the object is accelerating at a
decreasing rate.
Area under a speed–time
Distance–time graphs graph
An object travelling at constant speed covers equal The area under a speed–time graph shows the
distances in equal times. Its distance–time graph distance travelled.
is a straight line, like OL in Figure 2.4 for a speed In Figure 2.2, AB is the speed–time graph for
of 10 m/s. The gradient of the graph is LM/OM = an object moving with a constant speed of 20 m/s.
40 m/4 s = 10 m/s, which is the value of the speed. Since distance = average speed × time, after 5 s it
In general, the gradient of a distance–time graph will have moved 20 m/s × 5 s = 100 m. This is the
represents the speed of the object. shaded area under the graph, i.e. rectangle OABC.
In Figure 2.3a, PQ is the speed–time graph for
an object moving with constant acceleration. At
L
40 0 s, the speed is 20 m/s but it increases steadily to
40 m/s after 5 s. If the distance covered equals the
30 area under PQ, i.e. the shaded area OPQS, then:
distance/m
When the speed of the object is changing, the Note: when calculating the area from a graph, the
gradient of the distance–time graph varies, as unit of time must be the same on both axes.
in Figure 2.5. The speed at any point equals the The rule for finding the distance travelled is true
gradient of a tangent to the curve at that point. even if the acceleration is not constant. In Figure
For example, the gradient of the tangent at time 2.3b, the distance travelled equals the shaded area
T is AB/BC = 40 m/2 s = 20 m/s. The speed at OXY.
time T is therefore 20 m/s.
7
1.2 Motion
Test yourself
Second equation
The speed of an object moving with constant
5 The speeds of a bus travelling on a straight road at
acceleration in a straight line increases steadily. Its
successive intervals of 1 second are shown in the
table. average speed therefore equals half the sum of its
initial and final speeds, that is:
Time/s 0 1 2 3 4
Speed/m/s 0 4 8 12 16 average speed = u + v
2
a Sketch a speed–time graph of the values.
b Choose two of the following terms to describe
the acceleration of the bus: If s is the distance moved in time t, then since
zero constant changing positive average speed = total distance/total time = s/t,
negative
c Evaluate the acceleration of the bus. s = u+v
d Calculate the area under your graph. t 2
e How far does the bus travel in 4 s?
6 The distances of a walker from the start of her or
walk at successive intervals of 1 second are shown
(u + v )
in the table. s= t (2)
2
Time/s 0 1 2 3 4 5 6
Distance/m 0 3 6 9 12 15 18
a Sketch a distance–time graph of the values. Going further
b How would you describe the speed at which she
walks? Third equation
constant changing increasing Equation (1): v = u + at
accelerating
c Evaluate her average speed. s u+v
Equation (2): =
t 2
Combining these two equations:
Equations for constant s u + u + at 2u + at
= =
acceleration t 2 2
8
Falling bodies
If we know any three of u, v, a, s and t, we can find times heavier from the top of the Leaning Tower of
the others from the equations. Pisa. We are told that, to the surprise of onlookers
who expected the cannonball to arrive first, the two
balls reached the ground almost simultaneously.
Worked example
A sprint cyclist starts from rest and accelerates at 1 m/s2 rubber
for 20 seconds. Find his final speed and the distance he stopper
travels.
We know u = 0, a = 1 m/s2 , t = 20 s
Use v = u + at to find his final speed:
v = 0 + 1 m/s2 × 20 s = 20 m/s
Perspex or
Pyrex tube
To find distance travelled:
(u + v )
s= t
2 paper
Falling bodies
In air, a coin falls faster than a small piece of
paper. In a vacuum they fall at the same rate, as
may be shown with the apparatus in Figure 2.6. The
difference in air is due to air resistance, which pressure
has a greater effect on light bodies than on heavy tubing
bodies. The air resistance to a light body is large
when compared with the body’s weight. With a to vacuum
pump
dense piece of metal, the air resistance is negligible
screw clip
at low speeds.
There is a story, now believed to be untrue, that
▲ Figure 2.6 A coin and a piece of paper fall at the same
in the 16th century the Italian scientist Galileo
rate in a vacuum
dropped a small iron ball and a large cannonball ten
9
1.2 Motion
Practical work
Motion of a falling object 4 How would you expect the times taken for the
Arrange apparatus as shown in Figure 2.7 to 100 g and 200 g masses to fall 2 m to differ?
investigate the motion of a 100 g mass falling from 2 V a.c.
a height of about 2 m.
A tickertape timer has a marker that vibrates
50 times each second, making dots at 1/50 s
intervals on a paper tape being pulled through tickertape
timer
the timer. Ignore the start of the tape where the
dots are too close together to be useful.
Repeat the experiment with a 200 g mass and
compare your results with those for the 100 g
mass.
tickertape retort
1 The spacing between the dots on the stand
tickertape increases as the mass falls. What
does this tell you about the speed of the falling
mass?
2 The tape has 34 dots on it by the time the mass
has fallen 2 m. Estimate how long it takes the
mass to fall 2 m. 100 g
mass
3 Why would a stopwatch not be used to to floor
measure the time of fall in this experiment?
▲ Figure 2.7 Apparatus to investigate the motion of a
falling mass
Acceleration of free fall decelerates by 10 m/s every second and reaches its
highest point after 3 s.
All bodies falling freely under the force of gravity
do so with uniform acceleration if air resistance is Key definition
negligible (i.e. the dots on the tickertape in the Acceleration of free fall, g: for an object near to the
practical investigation would be equally spaced). surface of the Earth, this is approximately constant and
This acceleration, called the acceleration of approximately 9.8 m/s2.
free fall, is denoted by the italic letter g. Its value
varies slightly over the Earth but is constant in In calculations using the equations of motion, g
each place; on average it is about 9.8 m/s2 or near replaces a. It is given a positive sign for falling
enough 10 m/s2. The velocity of a free-falling body bodies (i.e. a = g = +10 m/s2) and a negative sign
therefore increases by 10 m/s every second. A ball for rising bodies since they are decelerating
shot straight upwards with a velocity of 30 m/s (i.e. a = −g = –10 m/s2).
10
Acceleration of free fall
80 Test yourself
60 7 An object falls from a hovering helicopter and hits
distance/m
Going further
Projectiles can calculate the height of the cliff by considering the
vertical motion only. We know u = 0 (since the ball has
The photograph in Figure 2.10 was taken while a lamp
no vertical velocity initially), a = g = +10 m/s2 and t = 3 s.
emitted regular flashes of light. One ball was dropped
The height s of the cliff is given by:
from rest and the other, a projectile, was thrown
sideways at the same time. Their vertical accelerations 1
(due to gravity) are equal, showing that a projectile falls s = ut + at 2
2
like a body which is dropped from rest. Its horizontal
velocity does not affect its vertical motion.
1
The horizontal and vertical motions of a body are
= 0 × 3s +
2
( )
10 m/s 2 32 s 2
independent and can be treated separately.
= 45 m
Projectiles such as cricket balls and explosive shells
are projected from near ground level and at an angle.
The horizontal distance they travel, i.e. their range,
depends on:
● the speed of projection – the greater this is, the
greater the range, and
● the angle of projection – it can be shown that,
neglecting air resistance, the range is a maximum
when the angle is 45º (Figure 2.11).
45°
▲ Figure 2.10 Comparing free fall and projectile motion
using multiflash photography ▲ Figure 2.11 The range is greatest for an angle of
For example, if a ball is thrown horizontally from the projection of 45°
top of a cliff and takes 3 s to reach the beach below, we
11
1.2 Motion
Revision checklist
After studying Chapter 2 you should know and ✔ define and calculate average acceleration and use
understand the following: the fact that deceleration is a negative acceleration
✔ Acceleration and deceleration are related to in calculations
changing speed and make a qualitative analysis of ✔ state that the acceleration of free fall, g, for an
the gradient of a speed–time graph. object near to the Earth is constant and use the
✔ A negative acceleration is a deceleration or given value of 9.8 m/s2
retardation. ✔ describe the motion of objects falling in a uniform
gravitational field.
After studying Chapter 1.2 you should be able to:
✔ define speed and velocity, and calculate average
speed from total distance/total time; sketch, plot,
interpret and use speed–time and distance–time
graphs to solve problems
12
Exam-style questions
Exam-style questions
1 The speeds of a car travelling on a straight road 4 The graph in Figure 2.14 represents the distance
at successive intervals of 1 second are given in travelled by a car plotted against time.
the table. a State how far the car has travelled after
5 seconds. [1]
Time/s 0 1 2 3 4
b Calculate the speed of the car during the
Speed/m/s 0 2 4 6 8 first 5 seconds. [1]
c State what happens to the car after A. [2]
Calculate: d Draw a graph showing the speed of the
a the average speed of the car [2] car plotted against time during the first
b the distance the car travels in 4 s [3] 5 seconds. [3]
c the constant acceleration of the car. [2]
120
2 A train is travelling at 10 m/s. It accelerates at A
100
1 m/s2 for 15 s on a straight track. Calculate its
distance/m
final speed in m/s. [4] 80
60
3 The distance–time graph for a girl on a cycle ride
40
is shown in Figure 2.13.
20
a Calculate:
i how far the girl travelled [1] 0 1 2 3 4 5 6
ii how long the ride took [1] time/s
iii the girl’s average speed in km/h [1]
▲ Figure 2.14
iv the number of stops the girl made [1]
v the total time the girl stopped [1] 5 Figure 2.15 shows an incomplete speed–time
vi the average speed of the girl excluding graph for a boy running a distance of 100 m.
stops.[2] a Calculate his acceleration during the first
b E xplain how you can tell from the shape of 4 seconds. [2]
the graph when the girl travelled fastest. b Calculate how far the boy travels during:
Over which stage did this happen? [2] i the first 4 seconds
60
F ii the next 9 seconds. [4]
c Copy and complete the graph showing clearly
50
E
at what time the boy has covered the distance
D of 100 m. Assume his speed remains constant
40
distance/km
5.0
10
2.5
0 time of
1pm 2pm 3pm 4pm 5pm 6pm day
▲ Figure 2.13 0 2 4 6 8 10 12 14 16 18 20 22
time/s
▲ Figure 2.15
13
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