Y12 AS Physics Course 2014-2015 Ms. C. Hamnett INTRODUCTION to the AS-AQA Physics course 2014-2015 and TASKS for the SUMMER Date: Student Name/Surname Student Signature Parent/Carer Name/Surname Parent/Carer Signature Content: Page 1. Welcome……………………………………………………………………………… 2 2. COURSE STRUCTURE…………………………………………………………… 3 3. HOW TO GET READY…………………………………………………………… 5 4. SUMMER TASKS…………………………………………………………………. 6 4.1 Task 1 - Particles…………………………………………………………… 6 4.2 Task 2 - Electricity………………………………………………………… 7 5. Useful information……………………………………………………………… 8 6. Revision for TASK 1 – Particle Physics…………………………………… 9 7. Revision for TASK 2 – Electricity …………………………………………… 14
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Y12 AS Physics Course 2014-2015
Ms. C. Hamnett
INTRODUCTION to the
AS-AQA Physics course 2014-2015
and
TASKS for the SUMMER
Date:
Student Name/Surname
Student Signature
Parent/Carer
Name/Surname
Parent/Carer Signature
Content: Page
1. Welcome……………………………………………………………………………… 2
2. COURSE STRUCTURE…………………………………………………………… 3
3. HOW TO GET READY…………………………………………………………… 5
4. SUMMER TASKS…………………………………………………………………. 6
4.1 Task 1 - Particles…………………………………………………………… 6
4.2 Task 2 - Electricity………………………………………………………… 7
5. Useful information……………………………………………………………… 8
6. Revision for TASK 1 – Particle Physics…………………………………… 9
7. Revision for TASK 2 – Electricity …………………………………………… 14
Y12 AS Physics Course 2014-2015
Ms. C. Hamnett
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1. WELCOME
Dear Student,
Welcome to the Y12 Physics course. Our exam board here in Cheney is AQA Physics
A and information about both structure and content is available on
http://www.aqa.org.uk/subjects/science/a-level/physics-a-2450 and will shortly be
available online at www.kerboodle.com (you will need to get updated login
credentials to access this), and also on your school website www.cheney.oxon.sch.uk
(into student > science > your course…). The same websites will be populated with a
various resources, like summaries or revision guidance, which will help you
throughout the year in keeping your studies constantly up to date.
From September 2014, two specialist teachers will be in charge of your learning. We
will begin by studying Particle Physics (1.1) and Electricity (1.3).
Before September 2014, we expect you to have completed the tasks explained in
this document, which you will bring back to your teacher together with this
document signed by one of your parents.
We wish you all an exciting and successful first year of A-Level Physics.
Unit 1 PHYA1: Particles, Quantum Phenomena and Electricity (spec. 3.1) Unit 2 PHYA2: Mechanics, Materials and Waves (spec. 3.2) Unit 3 PHYA3: Investigative and Practical Skills in AS Physics (spec. 3.3)
More in detail:
Unit 1 PHYA1 Particles, Quantum Phenomena and Electricity
This module involves two contrasting topics in physics: particle physics and electricity.
Through the study of these topics, students should gain an awareness of the on-going
development of new ideas in physics and of the application of in-depth knowledge of well-
established topics such as electricity. Particle physics introduces students to the
fundamental properties and nature of matter, radiation and quantum phenomena. In
contrast, the study of electricity in this module builds on and develops previous GCSE studies
and provides opportunities for practical work and looks into important applications.
1.1 Particles and Radiation Constituents of the atom Stable and unstable nuclei Particles, antiparticles and photons Particle interactions Classification of particles Quarks and anti-quarks
1.2 Electromagnetic Radiation and Quantum Phenomena The photoelectric effect Collisions of electrons with atoms Energy levels and photon emission Wave-particle duality
1.3 Current Electricity Charge, current and potential difference Current / voltage characteristics Resistivity Circuits Potential divider Electromotive force and internal resistance Alternating currents Oscilloscope
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Unit 2 PHYA2 Mechanics, Materials and Waves
This AS unit is about the principles and applications of mechanics, materials and waves. The
first section introduces vectors and then develops knowledge and understanding of forces
and energy from GCSE Additional Science. In the second section, materials are studied in
terms of their bulk properties and tensile strength. The final section extends GCSE studies on
waves by developing in-depth knowledge of the characteristics, properties and applications
of waves, including refraction, diffraction, superposition and interference
2.1. Mechanics Scalars and Vectors Moments Motion along a straight line Projectile motion Newton’s laws of motion Work, Energy and Power Conservation of Energy
2.2. Materials Bulk properties of solids The Young modulus
2.3. Waves Progressive waves Longitudinal and transverse waves Refraction at a plane surface Superposition of waves, stationary waves Interference Diffraction
Unit 3 PHYA3 Investigative and Practical Skills in AS Physics Candidates should carry out experimental and investigative activities in order to develop
their practical skills. Experimental and investigative activities should be set in contexts
appropriate to, and reflect the demand of the AS content. These activities should allow
candidates to use their knowledge and understanding of Physics in planning, carrying out,
analysing and evaluating their work. The specifications for Units 1 and 2 provide a range of
different practical topics which may be used for experimental and investigative skills. The
experience of dealing with such activities will develop the skills required for the assessment
of these skills in the Unit. Examples of suitable experiments that could be considered
throughout the course will be provided in the Teachers’ Resource Bank. We use ISAs, the
Centre Assessed route.
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3. HOW TO GET READY
The Physics AS-course is a demanding one and we want you to be successful at it.
The following is a quick check list in order to get ready for September 2013.
Before the course:
1. Get familiar with the course content and its units/sub-units. A quick browse of
them here http://filestore.aqa.org.uk/subjects/AQA-2450-W-SP.PDF would be
ideal.
2. Complete your summer task as soon as possible. You are fresh from your exams
and it is now much easier for you to complete it sooner rather than later.
3. Get a solid ring-binder, some subject dividers and a refill pad for it (lined or
squared paper). This is necessary for the course to keep your notes organised.
During the course
1. Always stay on top of your course. Organize your timetable allowing lots of time
for reading over notes, practicing and revising.
2. Keep all the content of any of your subject in a single location/file.
3. Read around the subject – a reading list is available for you, and read the New
Scientist which we subscribe to here at school
4. Take part in the enrichment activities offered for free – there are Physics
Masterclasses, public lectures and trips galore including Stargazing and CERN,
linking to your course content so make the most of these opportunities.
5. Start a brand-new log of your activities, by creating a file in a word editor, and
updating it regularly, keeping track of your activities, studies, interests etc...
6. Use kerboodle, a resource for you to give you extra practice and help
7. Come to A-level club, held weekly in W10, to do homework ask questions and
6. Revision for PARTICLES [ATOMIC STRUCTURE and DECAY]
Q1.The ‘plum pudding’ model of the atom was used by scientists in the early part of the 20th century to explain atomic structure.
(a) Those scientists knew that atoms contained electrons and that the electrons had a negative charge. They also knew that an atom was electrically neutral overall.
What did this allow the scientists to deduce about the ‘pudding’ part of the atom?
(b) An experiment, designed to investigate the ‘plum pudding’ model, involved firing alpha particles at a thin gold foil.
If the ‘plum pudding’ model was correct, then most of the alpha particles would go straight through the gold foil. A few would be deflected, but by less than 4 °. The results of the experiment were unexpected. Although most of the alpha particles did go straight through the gold foil, about 1 in every 8 000 was deflected by more than 90 °.
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Why did this experiment lead to a new model of the atom, called the nuclear model, replacing the ‘plum pudding’ model?
C ..........................................................................................
(3)
(ii) Using the nuclear model, the scientist E. Rutherford devised an equation to predict the proportion of alpha particles that would be deflected through various angles.
The results of the experiment were the same as the predictions made by Rutherford.
What was the importance of the experimental results and the predictions being the same?
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................................................................................(1) (Total 6 marks) Q2.(a) Atoms of the isotope bismuth-212 decay by emitting either an alpha particle or a beta particle. The equation represents what happens when an atom of bismuth-212 decays by beta emission into an atom of polonium-212.
(i) The bismuth atom and the polonium atom have the same mass number (212).
(b) Using the correct symbols draw a circuit diagram to show how a battery, ammeter and voltmeter can be used to find the resistance of the wire shown.
(3)
(c) When correctly connected to a 9 volt battery the wire has a current of 0.30 amperes flowing through it.
(i) Give the equation that links current, resistance and voltage.
(b) Scientists were asked to find out whether the build-up of charge on the driver depends on the type of material used to make the driver’s clothes. The results of the investigation are given in the table.
Material Humidity Temperature in C Charge on the driver
in millicoulombs
Nylon 48% 18 3.0 to 3.2
Wool 48% 18 2.4 to 2.5
Cotton 48% 18 1.4 to 1.7
Humidity is a measure of how much water vapour the air can hold.
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(i) Why was it important that the scientists controlled the humidity?
(c) A 12 V car battery is connected to the input leads of the transformer. It is hoped to reduce the voltage to 2.4 V in order to run a small motor. When the output voltage is measured it is found to be zero.
Q7. The diagram shows the fuel gauge assembly in a car.
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• The sliding contact touches a coil of wire and moves over it. • The sliding contact and the coil form a variable resistor. • The sliding contact is connected to a float via a pivot. • The fuel gauge indicator is an ammeter. • When the petrol level changes, the resistance of the circuit
changes. • This causes the pointer in the fuel gauge indicator to move.
(a) Use standard symbols to draw a circuit diagram for the fuel gauge assembly.
(3)
(b) How will the current in the circuit change as the level of petrol in the tank falls?