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Note:
This document is a collection of suggested questions and solutions for explanationbased
questions according to H2 Physics topical learning outcomes. The list of questions is not
exhaustive and is meant as a reference only.
Students are advised to identify the keywords and modify the suggested answers according to
the marks allocated if similar questions are to be attempted in the A Level Examination.
Updated 2012-07
Page 1 of 35
JJ 2010
2.
Base units are units from which all other units can be defined.
3.
Derived units are units that can be expressed as the product or quotient of base units.
4.
An equation is homogenous (or dimensionally consistent) if the base units of all terms are
the same.
5.
6.
One mole of any substance is the amount containing as many particles as there are atoms
in 0.012 kg of carbon-12.
7.
8.
9.
Random error is one that occurs without a fixed pattern resulting in a scatter of readings
about a mean value.
10.
Systematic error is one that occurs with a fixed pattern resulting in a consistent overestimation or under-estimation of the actual value.
11.
A set of precise measurements is one that has a small spread or scatter of readings.
12.
13.
Updated 2012-07
Base Quantities
Unit / Symbol
Length
metre / m
Time
second / s
Mass
kilogramme / kg
Current
ampere / A
Amount of substance
mole / mol
Temperature
kelvin / K
Page 2 of 35
JJ 2010
2.
Recall prefixes, its symbols and its meaning from tera to pico.
Prefix
3.
Symbol
Multiplying Factor
tera
x 1012
giga
x 109
mega
x 106
kilo
x 103
deci
x 10 1
centi
x 10 2
milli
x 10 3
micro
x 10 6
nano
x 10 9
pico
x 10 12
4.
Random Errors
Cannot be eliminated.
Precision
An accurate reading is one with small A precise reading is one with small
systematic error.
random error.
An accurate reading is one that is close to A set of precise readings is one that has a
the actual value.
small spread or scatter of readings.
5.
Distinguish between a scalar and a vector quantity, give examples for each.
Scalar Quantity
Vector Quantity
Updated 2012-07
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JJ 2010
2.
3.
4.
2.
vu
v = u + at
t
u+v s
(u + v)
= s=
t
2
t
2
Combining with equation in (1): s =
3.
4.
(u + u + at )t
1
= ut + at 2
2
2
vu
, sub into equation in (2) v 2 = u 2 + 2 as
a
Updated 2012-07
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JJ 2010
Newtons First Law of Motion states that every object continues in its state of rest or
uniform motion in a straight line unless a resultant force acts on it.
2.
Newtons Second Law of Motion states that for a system, the rate of change of
momentum is directly proportional to the resultant force acting on it and the change occurs
in the direction of that resultant force.
3.
Newtons Third Law of Motion states that when object A exerts a force on object B, then
object B exerts a force of the same type that is equal in magnitude and opposite in direction
on body A.
4.
Linear momentum of an object is the product of its mass and its velocity.
5.
Impulse of a force is the integral of the force over the time interval during which the force
acts.
6.
The Principle of Conservation of linear momentum states that the total momentum of a
system of interacting bodies is constant provided no external resultant force acts on it.
2.
What is force?
Force is the rate of change of momentum.
3.
4.
Explain why the total momentum is conserved when the resultant force acting on the
system is equal to zero?
By Newtons second law, when the resultant force acting on the system is equal to zero, the
rate of change of momentum is also equal to zero. Hence, total momentum is conserved.
5.
Explain why in an inelastic collision between two objects, the total momentum of a
system is conserved even though the total kinetic energy is not conserved.
In an inelastic collision, even though the total kinetic energy is not conserved, by Newtons
third law, the forces acting on the two objects are still equal and opposite, leading to an
equal and opposite change in momentum. Hence the total momentum is conserved.
6.
Updated 2012-07
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JJ 2010
Hookes Law states that the force required to extend (or compress) an elongated object is
directly proportional to the extension (or compression), provided the limit of proportionality
is not exceeded.
2.
Archimedes Principle states that the upthrust acting on an object placed in a fluid is equal
to the weight of the fluid displaced.
3.
Principle of flotation states that, for an object floating in equilibrium in a fluid, the upthrust
is equal to the weight of the object.
4.
The moment of a force about a pivot is the product of that force and the perpendicular
distance between the line of action of the force and the pivot.
5.
The Principle of moments states that, for a body in rotational equilibrium, the total
clockwise moments about any point is equal to the total anti-clockwise moments about the
same point.
2.
3.
4.
5.
Updated 2012-07
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JJ 2010
6.
Compare qualitatively frictional forces and viscous forces including air resistance.
Frictional Forces
Similarities
Differences
Viscous Forces
Dissipative in nature
Dissipative in nature
Oppose motion
Oppose motion
Act between
solid/fluid.
fluid
and
Friction exists even when the object Does not exist when there is no
is at rest.
relative motion.
Updated 2012-07
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JJ 2010
Work done by a force is the product of the force and the displacement in the direction of the
force.
2.
The Principle of conservation of energy states that energy cannot be created nor
destroyed but is transformed from one form to another.
3.
v 2 = u 2 + 2as
mv2.
m
F
v
u=0
s
F
v 2 = 0 + 2 s
m
F=
Using
1
2
mv 2
2s
= Fs =
=
1
2
mv 2
(s)
2s
m v2
Since Fs is the work done on the object, which is equal to the increase in kinetic energy
(Ek - 0), hence Ek = 21 m v2
2.
Derive, from the defining equation W = Fs, the formula Ep = mgh for potential energy
changes near the Earths surface.
Consider a situation where a force F acts on an object of mass m
to move the object vertically upwards. The object is displaced at Constant
h
constant speed (so that no change in Ek) by a displacement h in velocity, v
the direction of the force.
F
Since the object moves at constant speed, the upward force, F,
must be equal to the weight of the object, mg. (no resultant
m
force).
Using
Work done on object = Fh
= (mg)h
Since Fh is the work done on the object and is equal to the increase in potential energy,
Ep = mgh
Updated 2012-07
Page 8 of 35
JJ 2010
3.
4.
Updated 2012-07
work done W Fs
=
= Fv
=
t
t
time
Page 9 of 35
JJ 2010
The specific heat capacity of a substance is defined as the quantity of thermal energy per
unit mass supplied to the object to cause a unit rise in temperature.
3.
The specific latent heat of a substance is defined as the energy per unit mass required to
cause the substance to undergo a change of state at constant temperature.
4.
The first law of thermodynamics states that the increase in internal energy of a system is
the sum of the heat supplied to the system and the work done on the system. The internal
energy is a function of state.
2.
3.
4.
5.
Updated 2012-07
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JJ 2010
6.
Explain using the kinetic theory of gases how gases exert pressure.
Pressure exerted by a gas is due to the collision of the gas molecules with walls of the
container. The collision will result in a change in momentum of the molecules due to the
wall, which by Newtons 3rd law implies a force exerted on the wall by the molecules. This
force acting per unit area of the container wall results in pressure.
(The collisions between molecules will NOT result in any pressure change, as all collisions
between molecules involve conservation of momentum and kinetic energy, hence, any gain
in momentum or KE by one molecule will result in another molecule losing an equal amount
of that quantity).
7.
The specific latent heat of vaporization is higher than the specific latent heat
of fusion for the same substance.
For the same mass of substance, the energy needed during boiling is higher than
during melting.
Heat absorbed during boiling is used to greatly increase the intermolecular spacing
between molecules by overcoming the intermolecular attractions and to do work
against the surrounding pressure.
However, energy absorbed during melting is used to weaken the intermolecular
bond, which is less than that required for boiling. There is also little work done
against the surrounding pressure due to the slight increase in the volume.
Hence, specific latent heat of vaporization is higher than specific latent heat of
fusion for the same substance.
(iii)
Updated 2012-07
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JJ 2010
2.
Charge is the product of the electric current flowing through a cross section of a circuit and
the time of which it flows.
3.
One coulomb is the quantity of electric charge that passes through a cross section of a
circuit when a steady current of one ampere flows for one second.
4.
The potential difference (p.d.) between 2 points in a circuit is defined as the energy
converted from electrical to other forms of energy per unit charge passing from one point to
the other.
5.
One volt is the potential difference between two points in a circuit in which one joule of
electrical energy is converted to other forms when one coulomb of charge passes from one
point to the other.
6.
The electromotive force (e.m.f.) of a source is defined as the energy converted from nonelectrical to electrical per unit charge driven through the source.
7.
Resistance of a resistor is defined as the ratio of the potential difference across the
resistor to the current flowing through it.
8.
One ohm is the electrical resistance of a resistor when a potential difference of one volt
across its terminals drives a current of one ampere through it.
Updated 2012-07
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JJ 2010
Forward biased
current increases at an increasing rate with increasing potential difference (p.d.)
Resistance decreases as applied potential difference increases.
Reason for characteristics:
When applied potential difference increases, current increases and temperature
of the diode increases.
This causes an increase in the number of charge carriers (electron-hole pairs) in
the semiconductor.
The effect is an increase in the rate of flow of charge carriers, and results in a
decrease in resistance.
Although there is also an increase in the rate of collision with the lattice ions
which would increase the resistance, this effect is not as dominant.
Hence, the overall effect of increase in temperature is a decrease in resistance.
(ii).
Updated 2012-07
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JJ 2010
4.
5.
6.
What is the effect of internal resistance of a source of e.m.f. on the terminal potential
difference and output power?
For a given external load, internal resistance will cause the terminal potential difference to
be lower than the e.m.f. The output power will also be lower than the power generated by
the source.
7.
8.
Updated 2012-07
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JJ 2010
9.
Explain the use of light dependent resistors (LDR) in potential dividers to provide a
potential difference which is dependent on illumination.
Updated 2012-07
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JJ 2010
The radian is the angle subtended by an arc length equal to the radius of the circle.
2.
Angular displacement is the angle turned about the centre of the circle.
3.
Angular velocity is the rate of change of angular displacement. (units : rad s1)
4.
Centripetal force is the resultant force acting on an object in uniform circular motion and is
directed towards the centre of the circle.
2.
3.
Explain why there is no change in kinetic energy of the object moving in uniform
circular motion even though there is a resultant force acting on it.
In uniform circular motion, the resultant force is always perpendicular to the velocity. This
changes the direction of motion, but the speed is constant. Hence no change in the kinetic
energy of the object.
Updated 2012-07
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JJ 2010
A gravitational field is a region of space where a mass will experience a gravitational force
when placed in that field.
2.
Gravitational field strength at a point is defined as the force per unit mass acting on a
small mass placed at that point.
3.
Newtons law of gravitation states that the gravitational force of attraction between two
point masses is proportional to the product of the masses and inversely proportional to the
square of their separation.
4.
The gravitational potential at a point is defined as the work done per unit mass (by an
external agent) in bringing a small mass from infinity to that point.
5.
Gravitational potential energy of an object at a point is defined as the work done (by an
external agent) in bringing the object from infinity to that point.
6.
Geostationary orbits are orbits of satellites orbiting around the Earth such that these
satellites would appear stationary when observed from the Earth.
Derive g =
GM
.
r2
GMm
r2
GMm
F r 2 GM
From the definition of gravitational field strength, g = =
= 2
m
m
r
2.
3.
Updated 2012-07
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JJ 2010
4.
G-Field
E-Field
Origin of force
mass m
charge Q
F = -G
Fundamental law
Mm
r2
Field strength
g=
Field strength of
isolated point mass
or charge
Uniform field
Potential at a point
Change in potential
energy, U
gravitational force
mass
g=
GM
r2
W
m
U = m
dU
dr
d
g=
dr
F=
Relationship
F=
1 Qq
4 o r 2
E=
Q
4 o r 2
V =
W
q
U = q V
dU
dr
dV
E=
dr
F=
Updated 2012-07
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JJ 2010
2.
Amplitude is the maximum distance moved by an object from the equilibrium position.
3.
4.
5.
6.
Phase difference is the difference in the stages of motion between two oscillations at a
specific time.
7.
Damped oscillation of a system is one that is decreasing in amplitude with time due to
dissipative forces acting on the system.
2.
Describe the interchange between kinetic and potential energies during SHM.
EK is maximum at equilibrium position
EP is maximum at the extreme positions
Total energy is conserved (constant) at all points.
E/J
1
2
mx 02
T .E . =
P .E . =
K .E . =
- x0
3.
+ x0
1
2
1
2
1
2
mx 02
m 2x2
m 2 ( x 02 x 2 )
x/m
Updated 2012-07
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JJ 2010
Amplitude
f0
Frequency
5.
6.
Updated 2012-07
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JJ 2010
7.
Lighter damping
Light damping
f0
Driving frequency
8.
Why should resonance be avoided in some cases and how can it be done?
Resonance will produce maximum amplitude of oscillation which may cause disintegration
of the oscillating system.
Resonance can be avoided by adjusting the natural frequency of the oscillating system to
be far from the driving frequency.
Updated 2012-07
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JJ 2010
Displacement of a particle is its distance in a given direction from its equilibrium position.
2.
Amplitude is the magnitude of the maximum displacement of a particle from its equilibrium
position.
3.
Phase difference between two points in a wave is the difference between the stages of
oscillations, expressed in terms of an angle.
(e.g. Two points half a wavelength apart has a phase difference of radians)
4.
Period is the time taken for an element of the wave to complete one oscillation.
5.
Frequency of a wave is the number of oscillations per unit time made by an element of the
wave.
6.
Wavelength of a wave is the shortest distance between two points which are in phase.
7.
The speed of a wave is the distance travelled by the wave per unit time.
8.
Intensity of a wave is the rate of incidence of energy per unit area normal to the direction
of propagation of the wave.
2.
3.
4.
1
f
= f
Longitudinal waves
Can be polarized.
Cannot be polarized.
Updated 2012-07
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JJ 2010
Interference is the superposing of two or more waves to give a resultant wave whose
amplitude is given by the Principle of Superposition.
2.
The Principle of Superposition states that the resultant displacement at a point due to two
or more waves is the vector sum of the displacements due to those waves acting
individually.
3.
4.
Progressive
Stationary
Energy
is propagated.
is not propagated.
Waveform
advances
Amplitude
Wavelength
Phase
Updated 2012-07
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JJ 2010
An electric field is a region of space where a charge will experience an electric force when
placed in that field
2.
Electric field strength at a point is defined as the electric force per unit positive charge
placed at that point.
3.
Coulombs Law states that the force between two point charges is directly proportional to
the product of the charges and inversely proportional to the square of their separation.
4.
Electric potential at a point is defined as the work done per unit charge (by an external
agent) in bringing a small positive charge from infinity to that point.
Describe the effect of a uniform electric field on the motion of charged particles.
i)
If the charged particle is not moving parallel to the electric field, the charges will move
in a parabolic path.
ii)
If the charged particle is moving parallel to the electric field, the acceleration will also
be parallel to the field. Hence, the motion will be along the same straight line.
2.
Gravitational field
Similarities
r2
Differences
Acts on charges
Acts on masses
Updated 2012-07
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JJ 2010
A magnetic field is a region of space where a force acts on an electric current in a wire,
moving charge or a permanent magnet.
2.
Magnetic flux density is defined as the force per unit length of conductor per unit current
placed perpendicular to the magnetic field.
3.
The tesla is the magnetic flux density of a magnetic field if the force of 1 N is acting on 1 m
length of conductor carrying a current of 1 A placed perpendicular to the field.
2.
Explain how electric and magnetic fields can be used as velocity selection for
charged particles.
Crossed uniform magnetic and electric fields (i.e. both fields are perpendicular to each
other) which produce forces opposite in directions on charged particles could be used to
select particles of a particular speed.
As shown above, the moving charged particle will experience opposing forces.
The charged particles will remain on a straight path if the magnitude of electric force FE
and the magnetic force FB are equal, i.e. FB = FE
qvB = qE
Hence, v =
E
B
3.
Explain why there are forces between current-carrying conductors and predict the
direction of the forces
Each current carrying conductor will induce a magnetic field around itself (the direction of
the magnetic field induced is predicted by the right-hand grip rule).
This magnetic field will interact with the current flowing in the other conductor, resulting in
an attractive or repulsive force on the conductor.
The direction of the force acting on each conductor is predicted by Flemings left-hand-rule.
4.
Explain how the magnetic flux density of a coil or solenoid may be increased.
1. increasing the current in the coil or solenoid
2. inserting a soft ferrous (iron) core in the coil or solenoid.
.
Updated 2012-07
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JJ 2010
Magnetic flux through an area is the product of that area and the component of the flux
density directed normal to the plane of that area.
2.
The weber (Wb) is the magnetic flux through an area of 1 m2 if the flux density normal to
the plane of that area is 1 T.
3.
Magnetic flux linkage through a coil is the product of magnetic flux and the number of
turns of the coil.
4.
Faradays law states that the magnitude of induced e.m.f. in a coil is proportional to the rate
of change of magnetic flux linkage through that coil.
5.
Lenzs law states that the direction of the induced current is such that its effect opposes the
change producing it.
Updated 2012-07
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JJ 2010
Peak value of an alternating current is defined as the maximum possible value of the
alternating current
2.
Root mean square current from an AC source is the current which will produce the same
heating effect in a resistive load as the steady current from a DC source.
3.
What is a diode?
A diode is an electrical device with two terminals that allows current to flow through it in one
direction only.
2.
Explain the use of a single diode for the half wave rectification of an alternating
current.
Diode allows current to flow when forward biased, and disallow current to flow when
reversed biased.
A
a.c. source
output voltage
Y
VAB
1
2
VXY
1
t
Updated 2012-07
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JJ 2010
2.
Photoelectric effect is a phenomenon where electrons are liberated from the surface of a
metal when the metallic surface is irradiated with electromagnetic radiation of high enough
frequency.
3.
4.
Work function energy of a metal is the minimum energy required to liberate an electron
from the surface of the metal.
5.
A potential barrier is a region within which the potential energy of the particle is much
higher than if the particle were to be outside the barrier.
6.
2.
What evidences show that light has wave and particulate natures?
Evidence of Wave Nature
Photoelectric effect
Updated 2012-07
Page 28 of 35
JJ 2010
3.
4.
1
mv max 2 .
2
1
mv max 2 .
2
5.
Describe and interpret qualitatively the evidence provided by electron diffraction for
the wave nature of particles.
When a beam of electrons passed through a thin film of crystal (e.g. graphite), the dispersion
pattern of the emergent electrons produced on a screen (coated fluorescent) is observed to
be similar to the diffraction pattern produced by a beam of X-ray.
This interference pattern provides evidence for the wave nature of particles like electrons.
6.
Pattern
Initial state
of gas
atoms
Spectrum
Pattern
Updated 2012-07
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JJ 2010
7.
8.
Explain how emission spectral lines show discrete energy levels in an atom.
An emission spectrum consists of a set of discrete lines of different wavelengths.
A photon is emitted from an isolated atom when one of its electrons transits from a
higher to a lower energy level.
Energy of the photon is equal to the energy difference between the two levels involved in
the transition. Since the energies of the photons are discrete, this means that the
electrons must have transitions between discrete energy levels within the atom.
Explain how absorption spectral lines show discrete energy levels in an atom.
An absorption spectrum consists of a set of discrete dark lines of different wavelengths
on a coloured background.
Only photons of specific wavelengths are absorbed which corresponds to specific energy
transitions in an isolated atom. This atom transitions from lower to higher energy level,
and then quickly transitions down by giving out a photon corresponding to the energy
transition.
Energies of the photons emitted and absorbed are discrete and hence proves that there
are discrete energy levels in an atom.
9.
Explain the origins of the features of a typical Xray spectrum using quantum theory.
a) The 2 spikes (K and K, line spectrum) is the result of electron transitions within the
atoms of the target material. The electrons which bombard the target are very energetic
(approximately 105 eV ) and are capable of knocking electrons out of deep-lying energy
levels of the target atoms. An outer electron may fall into the vacancy created in its
atom, releasing a high energy quantum of electromagnetic radiation (i.e. X-ray). Since
the energy levels are characteristic of the target atoms, so too are the X-rays produced
this way. These values of wavelengths are characteristic of the target metal.
b) There is also a continuous spectrum in the background of the 2 spikes.
This continuous background is produced by electrons colliding with the target and being
decelerated. The energy of the emitted X-ray quantum is equal to the energy lost in the
deceleration. An electron may lose any fraction of its energy in this process.
c) The most energetic X-rays (those with min) are the result of bombarding electrons losing all
their energy at once. Since the energy of the electrons depends on the operating
voltage, so does min. X-rays with longer wavelength are the result of electrons losing
less than their total energy.
Updated 2012-07
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JJ 2010
11. Describe the application of quantum tunnelling to the probing tip of a scanning
tunnelling microscope (STM).
The probing tip of an STM is positioned at a very small distance above the conducting
sample surface which represents the width of the potential barrier.
Electrons can cross the potential barrier between the tip and the surface through the
process of quantum tunnelling.
A small potential difference is applied between the tip and the surface to produce
tunneling current.
The tunnelling current I decreases exponentially with the tip-surface distance d, so a
small change in d will induce a large change in I.
This variation will allow the mapping of atomicscale images of a surface.
Updated 2012-07
Page 31 of 35
JJ 2010
2.
3.
Population inversion is a condition when most of the atoms are in the excited state.
4.
Band gap refers to the energy difference between two allowed energy bands OR the
minimum energy needed for an electron to jump from the lower band to the higher band.
5.
Depletion region at a p-n junction is a region virtually depleted of mobile charge carriers
due to the recombination of electrons and holes at a finite temperature.
2.
3.
4.
Updated 2012-07
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JJ 2010
5.
6.
7.
Analyse qualitatively how n- and ptype doping change the conduction properties of
semiconductors.
n-type doping means adding impurity atoms of higher valency.
This would provide more mobile electrons to increase the conductivity of the semiconductor.
p- type doping means adding impurity atoms of lower valency.
This would provide more holes to increase the conductivity of the semiconductor.
8.
Discuss qualitatively the origin of the depletion region at a p-n junction and use this
to explain how a p-n junction can act as a rectifier.
Diffusion of the electrons occurs from n- to p-type region of a p-n junction.
Holes diffuse in the opposite directions.
They meet and recombine to form a depletion region consisting of positive and negative
immobile ions.
An electric field is set up in the depletion region directed from n to p-type (junction electric
field).
In forward biased, the external electric field opposes the junction electric field.
Hence, the majority charge carriers flow across the junction, resulting in a considerable
electric current.
In reverse biased, the external electric field reinforces the junction electric field.
Hence, only the minority charge carriers flow resulting in negligible electric current flow.
Updated 2012-07
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JJ 2010
Updated 2012-07
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JJ 2010
4. Sketch the variation of binding energy per nucleon with nucleon number.
56
26
Fe
5. Explain the relevance of binding energy per nucleon to nuclear fission and fusion.
The higher the binding energy per nucleon of a nuclei, the more stable the nuclei is due
to a lower energy content.
In nuclear fission or fusion, the products have higher binding energy per nucleon than the
reactants. Hence, they are more stable than the reactants.
The End
Updated 2012-07
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JJ 2010
MEASUREMENT
Use
(h)
Derive, Recall
& Use
If C = A B
C = A + B
A
B
E A B
E
A
B
s
v=
t
v
a=
t
If E = AB or E =
KINEMATICS
(d)
(e)
(f)
v = u + at
2
s = ut + 21 at
2
v = u + 2as
3
DYNAMICS
(d)
p = mv, I = Ft
p : momentum,
I : impulse
(e)
(f)
(i)
4
FORCES
F=
p
t
F = ma
Relative speed of
approach = relative
speed of separation
(a)
(b)
u1 u2 = v2 v1
Spring force, F = kx
U = 21 Fx = 21 kx
U : Elastic PE
(d)
(m)
5
WORK, ENERGY
and POWER
(a)
(b)
(d)
p = gh
= Fd
W = pV
Ek = 21 mv
(g)
F=
(h)
(j)
MOTION in a
CIRCLE
cfs201002@jj / kpl2012
E p
x
Efficiency, =
P=
Wout
Win
W
t
(a)
s : arc length
r : radius
: angle in radians
(b)
: angular velocity
(c)
(e)
v : linear velocity
v = r
a : linear
acceleration
a = r , a =
(f)
Ep = mgh
(k)
6
: Torque
W = Fs
P = Fv
s = r
v2
r
mv 2
2
F = mr , F =
r
2
Page 1 of 4
Syllabus
Reference
7
GRAVITATIONAL
FIELD
Use
Derive, Recall
& Use
(a)
g : gravitational field
strength
g=
(b)
F : gravitational
force
F=G
F
m
m1m2
r2
(c)
g=
(g)
GM
r2
GM
r
: gravitational
potential
(i)
Orbit of satellites
8
OSCILLATIONS
(c)
(d)
(e)
(f)
GMm
2
=mr
2
r
T
1
2
T= , T=
a = x
2
x = xo sin t
v = vo cos t,
v = ( xo2 x 2 )
10
11
THERMAL
PHYSICS
WAVE MOTION
SUPERPOSITION
(f)
(g)
(h)
(j)
(k)
(n)
1
2
m c 2 = 32 kT
v = f
(b)
(e)
(c)
intensity (amplitude)
NN = AA =
Stationary waves
NN : node to node
AA : antinode to antinode
12
ELECTRIC FIELDS
(i)
Double slit
interference
(j)
(a)
Diffraction
E : electric field
strength
(c)
F : electric force
(d)
(e)
(f)
(h)
cfs201002@jj / kpl2012
V : potential
difference
ax
D
d sin = n
F
E=
q
QQ
F = 1 22
4 o r
=
E=
Q
4 o r 2
E=
V
d
F = qE = q
V=
V
d
W
q
Page 2 of 4
Syllabus
Reference
Use
(i)
(j)
Derive, Recall
& Use
V
d
Q
4 o r
: electric potential
13
CURRENT of
ELECTRICITY
(c)
(e)
Q = It
(f)
2
2
P = VI = I R = V
(h)
(k)
V = IR
V=
W
Q
R
A
W
E=
Q
R=
(l)
14
D.C. CIRCUITS
(c)
(d)
R = R1 + R2 + ....
Resistance in series
1
1
1
+
R R1 R2
Resistance in parallel
(f)
15
ELECTROMAGNETISM
(b)
V1 R1
V2 R2
F : magnetic force
B : magnetic flux
density
l : current
F = BI sin
F = BQv sin
(f)
(g)
qE = ma, BQv =
(h)
(k)
16
ELECTROMAGNETIC
INDUCTION
(b)
(c)
(e)
17
ALTERNATING
CURRENTS
B=
o I
2 d
: magnetic flux
: magnetic flux
v=
E
B
F
= BA
linkage
= N = NBA
E : induced emf
E=
(e)
oI1I2
2 d
(b)
(c)
(d)
cfs201002@jj / kpl2012
Velocity selector
mv 2
r
<P> =
Po
2
x = xo sin t
Irms =
Io
2
Ns Vs I p
N p Vp Is
Page 3 of 4
Syllabus
Reference
18
QUANTUM
PHYSICS
Use
(b)
(e)
(j)
de Broglie
wavelength
(t)
20
NUCLEAR
PHYSICS
(f)
(o)
(p)
(r)
cfs201002@jj / kpl2012
1
2
: work function
(s)
Derive, Recall
& Use
E = hf
(h)
(m)
(o)
2
= eVs
mv max
2
hf = + 21 mv max
h
p
hf = E1 E2
Heisenberg
uncertainty
principles
h
,
4
h
(t)(E)
4
(x)(px)
T exp(2kd)
T : transmission
coefficient
R : reflection
coefficient
A : activity
: decay constant
N : number of
undecayed nuclei
R+T=1
E = mc
A = N
x = xo exp(-t)
0.693
t 12
Page 4 of 4
3.00 108 m s1
4 107 H m1
8.85 1012 F m1
(1/(36)) 109 F m1
elementary charge
1.60 1019 C
6.63 1034 Js
1.66 1027 kg
me
9.11 1031 kg
mp
1.67 1027 kg
8.31 J K1 mol1
NA
1.38 1023 J K1
gravitational constant
9.81 m s2
ut +
v2
u2 + 2as
pV
hydrostatic pressure
gh
gravitational potential
Gm/r
x0sin t
v0cos t
( x0 x )
3
2
Formulae
uniformly accelerated motion
1
2
at2
resistors in series
R1 + R2 + ....
1/R
alternating current/voltage
x0 sin t
transmission coefficient
exp(2kd)
where k
radioactive decay
h
x0 exp(t)
decay constant
0.693
resistors in parallel
electric potential
kT
Q
4 0 r
8 m(U E )
2
t1
2
31
SCHEME OF ASSESSMENT
All school candidates are required to enter for Papers 1, 2, 3 and 4.
All private candidates are required to enter for Papers 1, 2, 3 and 5.
Paper
Type of Paper
Duration
Weighting (%)
Marks
Multiple Choice
1 h 15 min
20
40
Structured Questions
25
60
12
1 h 45 min
Planning
3
2h
35
80
School-based Science
Practical Assessment (SPA)
15
40
Practical Paper
1 h 50 min
15
36
Each assessment assesses these three skill areas MMO, PDO and ACE, which may not be
necessarily equally weighted, to a total of 20 marks. The range of marks for the three skill areas are
as follows: MMO, 48 marks; PDO, 48; ACE, 810 marks.
MATHEMATICAL REQUIREMENTS
Arithmetic
Candidates should be able to:
(a)
recognise and use expressions in decimal and standard form (scientific) notation.
(b)
use appropriate calculating aids (electronic calculator or tables) for addition, subtraction,
multiplication and division. Find arithmetic means, powers (including reciprocals and square
roots), sines, cosines, tangents (and the inverse functions), exponentials and
logarithms (lg and ln).
(c)
take account of accuracy in numerical work and handle calculations so that significant figures
are neither lost unnecessarily nor carried beyond what is justified.
(d)
make approximate evaluations of numerical expressions (e.g. 2 = 10) and use such
approximations to check the magnitude of machine calculations.
Algebra
Candidates should be able to:
(a)
change the subject of an equation. Most relevant equations involve only the simpler
operations but may include positive and negative indices and square roots.
(b)
solve simple algebraic equations. Most relevant equations are linear but some may involve
inverse and inverse square relationships. Linear simultaneous equations and the use of the
formula to obtain the solutions of quadratic equations are included.
(c)
substitute physical quantities into physical equations using consistent units and check the
dimensional consistency of such equations.
(d)
(e)
recognise and use the logarithmic forms of expressions like ab, a/b, xn, ekx; understand the
use of logarithms in relation to quantities with values that range over several orders of
magnitude.
(f)
(g)
(h)
calculate areas of right-angled and isosceles triangles, circumference and area of circles,
areas and volumes of rectangular blocks, cylinders and spheres.
(b)
(c)
use sines, cosines and tangents (especially for 0, 30, 45, 60, 90). Use the trigonometric
relationships for triangles:
a
sin A
b
sin B
c
sin C
; a = b + c 2bc cos A
25
(d)
(e)
understand the relationship between degrees and radians (defined as arc/radius), translate
from one to the other and use the appropriate system in context.
Vectors
Candidates should be able to:
(a)
find the resultant of two coplanar vectors, recognising situations where vector addition is
appropriate.
(b)
Graphs
Candidates should be able to:
(a)
(b)
(c)
(d)
choose, by inspection, a straight line which will serve as the line of best fit through a set of
data points presented graphically.
(e)
recall standard linear form y = mx + c and rearrange relationships into linear form where
appropriate.
(f)
sketch and recognise the forms of plots of common simple expressions like 1/x, x2, 1/x2, sin x,
cos x, ex.
(g)
(h)
understand, draw and use the slope of a tangent to a curve as a means to obtain the gradient,
and use notation in the form dy/dx for a rate of change.
(i)
understand and use the area below a curve where the area has physical significance.
Any calculator used must be on the Singapore Examinations and Assessment Board list of approved
calculators.
26
Define (the term(s) ) is intended literally. Only a formal statement or equivalent paraphrase,
such as the defining equation with symbols identified, being required.
2.
What is meant by normally implies that a definition should be given, together with some
relevant comment on the significance or context of the term(s) concerned, especially where
two or more terms are included in the question. The amount of supplementary comment
intended should be interpreted in the light of the indicated mark value.
3.
Explain may imply reasoning or some reference to theory, depending on the context.
4.
State implies a concise answer with little or no supporting argument, e.g. a numerical answer
that can be obtained by inspection.
5.
List requires a number of points with no elaboration. Where a given number of points is
specified, this should not be exceeded.
6.
Describe requires candidates to state in words (using diagrams where appropriate) the main
points of the topic. It is often used with reference either to particular phenomena or to
particular experiments. In the former instance, the term usually implies that the answer should
include reference to (visual) observations associated with the phenomena. The amount of
description intended should be interpreted in the light of the indicated mark value.
7.
Discuss requires candidates to give a critical account of the points involved in the topic.
8.
Deduce/Predict implies that candidates are not expected to produce the required answer by
recall but by making a logical connection between other pieces of information. Such
information may be wholly given in the question or may depend on answers extracted in an
earlier part of the question.
9.
Suggest is used in two main contexts. It may either imply that there is no unique answer or
that candidates are expected to apply their general knowledge to a novel situation, one that
formally may not be in the syllabus.
10.
Calculate is used when a numerical answer is required. In general, working should be shown.
11.
Measure implies that the quantity concerned can be directly obtained from a suitable
measuring instrument, e.g. length, using a rule, or angle, using a protractor.
12.
Determine often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into a
standard formula, e.g. the Young modulus, relative molecular mass.
13.
Show is used when an algebraic deduction has to be made to prove a given equation. It is
important that the terms being used by candidates are stated explicitly.
14.
27
15.
Sketch, when applied to graph work, implies that the shape and/or position of the curve need
only be qualitatively correct. However, candidates should be aware that, depending on the
context, some quantitative aspects may be looked for, e.g. passing through the origin, having
an intercept, asymptote or discontinuity at a particular value. On a sketch graph it is essential
that candidates clearly indicate what is being plotted on each axis.
16.
Sketch, when applied to diagrams, implies that a simple, freehand drawing is acceptable:
nevertheless, care should be taken over proportions and the clear exposition of important
details.
17.
Compare requires candidates to provide both similarities and differences between things or
concepts.
TEXTBOOKS
Teachers may find reference to the following books helpful.
Practice in Physics (3rd Edition), by Akrill et al, published by Hodder & Stoughton,
ISBN 0-340-75813-9
New Understanding Physics for Advanced Level (4th Edition), by J. Breithaupt, published by Nelson
Thornes, ISBN 0-748-74314-6
Advanced Physics (4th Edition), by T. Duncan, published by John Murray, ISBN 0-719-57669-5
Advanced Physics (2nd Edition), by K. Gibbs, published by Cambridge University Press,
ISBN 0-521-56701-7
Bath Advanced Science: Physics (2nd Edition), by R. Hutchings, published by Nelson Thornes,
ISBN 0-174-38731-8
Physics for Scientists and Engineers with Modern Physics (5th Edition), by R. Serway, published by
Saunders, ISBN 0-030-20974-9
Fundamental of Physics (Extended 6th Edition), by R. Resnick, D. Halliday & J. Walker, published
by Wiley, ISBN 0-471-22863-X
Physics: Principles with Applications (5th Edition), by D.C. Giancoli, published by Prentice Hall,
ISBN 0-13611-971-9
Teachers are encouraged to choose texts for class use that they feel will be of interest to their
students and will support their own teaching style.
28
Usual symbols
Usual unit
Base Quantities
mass
length
time
electric current
thermodynamic temperature
amount of substance
m
l
t
I
T
n
kg
m
s
A
K
mol
Other Quantities
distance
displacement
area
volume
density
speed
velocity
acceleration
acceleration of free fall
force
weight
momentum
work
energy
potential energy
kinetic energy
heating
change of internal energy
power
pressure
torque
gravitational constant
gravitational field strength
gravitational potential
angle
angular displacement
angular speed
angular velocity
period
frequency
angular frequency
wavelength
speed of electromagnetic waves
electric charge
elementary charge
electric potential
electric potential difference
electromotive force
resistance
resistivity
electric field strength
permittivity of free space
magnetic flux
d
s, x
A
V, v
u, v, w, c
u, v, w, c
a
g
F
W
p
w, W
E,U,W
Ep
Ek
Q
U
P
p
T
G
g
T
f
c
Q
e
V
V
E
R
E
0
m
m
m2
m3
kg m3
m s1
m s1
m s2
m s2
N
N
Ns
J
J
J
J
J
J
W
Pa
Nm
N kg2 m2
N kg1
J kg1
, rad
, rad
rad s1
rad s1
s
Hz
rad s1
m
m s1
C
C
V
V
V
m
N C1, V m1
F m1
Wb
29
Quantity
Usual symbols
Usual unit
B
0
k
c
R
k
NA
N, n, m
n
h
t1/2
Ar
Mr
ma
me
mn
mp
M
Z
A
N
T
H m1
N m1
C
J K1 kg1
J K1 mol1
J K1
mol1
30
m3
Js
J
Bq
s1
s
kg, u
kg, u
kg, u
kg, u
kg