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8.2.1.2 describe waves as a transfer of energy disturbance that may occur in one,
two or three dimensions, depending on the nature of the wave and the medium
The energy from waves may spread out as a disturbance in
8.2.1.3 identify that mechanical waves require a medium for propagation while
electromagnetic waves do not
1. Mechanical waves: require a medium, solid, liquid or gas to transfer energy.
2. Electromagnetic waves: which dont require a medium for transfer of energy.
8.2.1.4 define and apply the following terms to the wave model: medium,
displacement, amplitude, period, compression, rarefaction, crest, trough,
transverse waves, longitudinal waves, frequency, wavelength, velocity
Rarefaction: point where a partial reaches its maximum displacement vertically down
Crest: the point where a partial reaches its maximum displacement vertically up
Trough: the point where a partial reaches its maximum displacement vertically down
Transverse waves: the direction of travel is at right angles to the oscillation (figure 2)
Longitudinal waves: the direction of travel is parallel to the oscillation (figure 1)
Frequency: the number of oscillations that pass a point in a second.
Wavelength: the distance from crest to crest, trough to trough, compression to compression
and rarefaction to rarefaction.
Velocity: the speed at which a wave is travelling.
8.2.1.5 describe the relationship between particle motion and the direction of
energy propagation in transverse and longitudinal waves
8.2.1.6 quantify the relationship between velocity, frequency and wavelength for
a wave: v=f
v=velocity
f=frequency
= wavelength
v= /T
v= f
8.2.2.2 relate compressions and rarefactions of sound waves to the crests and
troughs of transverse waves used to represent them
8.2.2.5 describe the principle of superposition and compare the resulting waves
to the original waves in sound
Two waves passing through the same region of space at the same time produce a resultant wave,
which, at every point in the region of interaction, has a resultant amplitude, which is the sum of the
amplitudes of the interacting waves.
8.2.3.1 describe electromagnetic waves in terms of their speed in space and their
lack of requirement of a medium for propagation
Any wave from electromagnetic spectrum doesnt require a medium to travel. It also travels at the
speed of light. The consist of oscillating electric and magnetic fields.8.2.3.2 identify the
electromagnetic wavebands filtered out by the atmosphere, especially UV, X-rays and gamma rays
Method of detection
Gamma rays
Gamma camera
Gamma telescope
X rays
Film
Ultraviolet
Visible
Film
Some salts
Eyes
Film
Light sensitive diodes
Infrared
Skin
Thermo pole
Photo diods
Microwaves
Antenna
Radio waves
Antenna
Uses
Radiation therapy
Astronomy
Detect floors in materials
Density of different objects
Cracks in materials
Black light
Sterilization
Sensory input
Fibre optics
CD,DVD
T.V. remote
Missiles
Night visibility goggles
Soft tissue treatment
Mobiles
Sending info.
Cooking
Communication
Astronomy
Digital encoding is made in to binary and are transmitted via light, microwaves, television waves and
waves from the electromagnetic spectrum.
There are two types of analogue transition one is AM. AM stands for Amplitude Modulation. This
works by a using a high frequency carrier wave which has the modulation signal placed on it.
Frequency will remain the same but amplitude will change.
The other Form is FM. This stands for Frequency Modulation. A wave is frequency is chosen as the
carrier wave and the modulation signal is placed on the carrier wave. Amplitude stays the same.
8.2.4.1 describe and apply the law of reflection and explain the effect of reflection
from a plane surface on waves
Electromagnetic waves may be reflected from a plane surface and they must obey the Law of
Reflection:
8.2.4.2 describe ways in which applications of reflection of light, radio waves and
microwaves have assisted in information transfer
Light is used in optical fibbers to transmit data. The light is reflected off the inside of the glass tube
and can carry multiple messages at the same time in a single fibber.
Radio waves are reflected off the ionosphere to that they can travel a longer distance.
Microwaves send transitions to satellites where they are reflected back through the atmosphere to
earth.
Concave surfaces
Satellite dishes. They focus incoming rays to a single point called the focus and energised the signal
at this point.
Convex surface
Rear vision mirrors. They allow a large field of view in a small area but will give the viewer a false
scene of distance
8.2.4.7 identify the conditions necessary for total internal reflection with
reference to the critical angle
If the critical angle is reached than the angle or reflection is 90. When the critical angle is exceeded
than the light cant escape and total internal refraction occurs. The light must be travelling from a
medium with a higher refractive index to one with a lower refractive index.
DVD (Digital Versatile Discs) these disks can hole 5 billion bytes of data, thus making
possible the storage of memory consuming movie length video and sound.
GPS (Global Positioning Systems) this worldwide system uses a fleet of 24 satellites that
transmit signals constantly. A GPS system, few hundred dollars, can interact with the
satellite to pinpoint your latitude, longitude and altitude with in 50m.
8.3.1.1 discuss how the main sources of domestic energy have changed over time.
The sources of domestic energy have changed rapidly over time:
8.3.1.2 assess some of the impacts of changes in, and increased access to, sources
of energy for a community
Some impacts of charges in sources of energy are:
The use of coal has had a particularly large impact on our society.
8.3.1.3 discuss some of the ways in which electricity can be provided in remote
locations
Use small generators that rotate a coil by a petrol or oil motor. Solar cells and wind generators are
also used to convert sunlight and wind into electricity.
8.3.2.1 describe the behaviour of electrostatic charges and the properties of the
fields associated with them
8.3.2.3 define the electric field as a field of force with a field strength equal to the
force per unit charge at that point:
8.3.2.4 define electric current as the rate at which charge flows (coulombs/ second
I = current
Q= charge (coulombs)
T= time (sec)
8.3.2.5 identify that current can be either direct with the net flow of charge
carriers moving in one direction or alternating with the charge carriers moving
backwards and forwards periodically
DC = direct current
AC = alternating current
8.3.2.6 describe electric potential difference (voltage) between two points as the
change in potential energy per unit charge moving from one point to the other
(joules/coulomb or volts)
Electric potential difference (Voltage) between two points is the change in potential energy per unit
charge moving from one point to another (joules/coulomb or Volts).
8.3.2.7 discuss how potential difference changes between different points around a
DC circuit
Potential difference can vary at different points around a circuit for example there will be different
voltage drops across various resistors, light globes and rheostats which would be different to the
voltage rise across the power pack.
8.3.2.8 identify the difference between conductors and insulators
Insulators will not allow electricity to flow through them because they have a very high resistance.
Conductors have a very low resistance and therefore will allow current to flow through them.
8.3.2.10 describe qualitatively how each of the following affects the movement of
electricity through a conductor:
Length: Resistance is proportional to length; the longer a conductor the greater the
resistance
Cross sectional area: larger the cross-section the lower the resistance.
Temperature: temperature increases ions vibrate increasing resistance.
Material: material of a conductor influences resistance; copper is commonly used for
household wiring, gold or silver used when minimal resistance required.
Parallel:
8.3.3.2 compare parallel and series circuits in terms of voltage across components
and current through them
Parallel
VT= V1 = V2 = V3
IT=I1 + I2 + I3
Series
VT= V1 + V2 + V3
IT=I1 = I2 = I3
Ammeter: cannot change the current being measured, must have minimum resistance,
current must flow through the ammeter, MUST BE PLACED IN SERIES
Voltmeter: measure the penitential difference (voltage) between two points in a circuit,
PLACED IN PARALLEL CURCUITS, important that voltmeter has high resistance so that there
is not affect on the circuit.
8.3.3.5 explain why there are different circuits for lighting, heating and other
appliances in a house
In a house there are separate circuits for lighting, heating and other appliances so that appliances
that require large amounts of current can still function without over-loading the circuit. If everything
was on one circuit there would be too much current used and the wires would become hot and
potentially cause a fire.
8.3.4.1 explain that power is the rate at which energy is transformed from one
form to another
Power is defined as the rate at which energy is transformed from one form to another.
1 watt=1 W=1J/s 1kW=1000watts
8.3.4.2 identify the relationship between power, potential difference and current
Power is the number of joules per second (watts), for every current (I in Amps), Voltage (v in volts)
are dissipated.
8.3.4.3 identify that the total amount of energy used depends on the length of time
the current is flowing and can be calculated using:
Electrical energy (joules) = Voltage (volts) x Current (amps) x Time (sec)
8.3.5.1 describe the behaviour of the magnetic poles of bar magnets when they
are brought close together
Magnets have 2 different poles north and south. They can either be attract or repel each other.
Opposite poles attract, same poles repel.
8.3.5.2 define the direction of the magnetic field at a point as the direction of force
on a very small north magnetic pole when placed at that point
The direction of a magnetic field is the direction of force on a very small magnetic north pole placed
in the field.
The currents from the north pole more towards to the south pole.
Field lines come out of the North and into the south.
Field lines never cross.
The magnitude of the field is indicated by the density of the field lines.
8.3.5.5 compare the nature and generation of magnetic fields by solenoids and a
bar magnet
8.3.6.1 discuss the dangers of an electric shock from both a 240 volt AC mains
supply and various DC voltages, from appliances, on the muscles of the body
The neuromuscular system runs on the movement of electrical changes. An electric current through
the body has the effect to disrupt its normal function.
A typical response of your bodys muscles to an electric shock would be:
1. Muscles contract so you wont be able to let go.
2. Muscles controlling the diaphragm cause it to clamp (cant breathe)
3. Heart muscle goes into fibrillation (stops effective beating till heart stops altogether)
4. Death
Human bodies can withstand ten times as much DC current as AC, AC operates on frequency (50-60
Hz) which is the same frequency our heart operates making AC significantly more lethal than DC. 50100 mA are the lethal limits for electric shock.
Circuit breakers: they use an electromagnet to mechanically break the circuit. Once the
current exceeds the maximum value.
Fuses: they prevent overloading of circuits. They are made of a metal with a low melting
point. They melt when the current through the circuit exceeds the wiring. They are usually
contained in high melting point materials to avoid fires.
Earthing: they protect from shock. If an appliance has any metal exposes than it will have
the outer cover earthed to protect shock. It works on the bases that there is less resistance
through the wire rather than through a person.
Double insulation: house hold wiring must be covered by an insulator. Usually made of
plastic ((polyvinylchloride, (PVC)) many have double insulating in case the inner insulation
melts when the metal gets to hot.
Scalar quantities are those that specify size (magnitude), but not direction.
Vector quantities are defined by both size (magnitude) and direction.
Vectors
Scalar
Force
Mass
Velocity
Speed
Displacement
Distance
Acceleration
Work
Momentum
Energy
Magnetic Fields
Power
Electric Fields
Time
r = s = displacement.
Average velocity= change in displacement/ change in time.
8.4.2.2 identify the usefulness of using vector diagrams to assist solving problems
Vectors qualities have magnitude and direction.
Adding Vectors
1. Draw the first vector.
2. Draw the second vector starting from the end of the first.
3. The resultant vector is the line joining the beginning of the first vector to the end of
the second.
10km
6km
a
8km
Subtracting Vectors
V1 V2 = Change in V
Change V 8-(-10) = 18
V1
-V2
-10m/s
8m/s
V1 V2
8.4.2.3 explain the need for a net external force to act in order to change the
velocity of an object
Forces can internal or external to a system but only the external forces can affect the motion of the
system. Net force = sum of all forces. Change in velocity the object must accelerate.
An object will remain in constant motion (rest or 0 velocity) unless an unbalanced force acts
on the object.
To accelerate there must be an outside force acting (Newtons 1st law).
Newtons first law states that:
A body continues in its state of rest or uniform velocity unless acted upon by an unbalanced
force.
8.4.2.4 describe the actions that must be taken for a vehicle to change direction,
speed up and slow down
Acceleration is defined as the time rate of change of velocity.
Air resistance
There are a number of external forces working on a car and these include:
1. Friction with the Road
2. Air Resistance
3. The weight of the car
Friction is a force that we encounter everyday in everything we do.
Friction is a force that always opposes motion.
Friction arises when two different materials are in contact with each other.
The tires make contact with the road surface and as a result there is friction.
This means that the vehicle has traction and does not simply slide.
Air Resistance is a form of Friction.
As a vehicle moves through the air the two materials, the vehicles body and the air, move
past each other.
Air resistance limits the speed of the vehicle but it can be minimized by designing a vehicle
so that it is aerodynamically shaped.
therefore
Acceleration is a change in velocity over a certain time period. It can be positive or negative.
v= final velocity, u= initial velocity, t= time taken
8.4.2.7 define the terms mass and weight with reference to the effects of gravity
Mass:
Weight
8.4.2.8 outline the forces involved in causing a change in the velocity of a vehicle
when:
The driver is supplying more fuel to the engine. This allows the engine to apply a greater force on the
wheels and hence make the car speed up. Velocity and acceleration acting in the same direction.
Increasing the friction between the brake pads and the metal discs making it harder for the wheels
to turn. Velocity and Acceleration acting in different directions.
There is less friction and the wheels cant get as much grip so they may slide.
The car will move at a constant velocity until acted upon by an external force.
Friction
Air Resistance
The cars weight causes it to slow down when going up the hill and speed up when going down the
hill
Centripetal force is causing the car to accelerate as the velocity is changing owing to the change in
direction.
mv 2
F
8.4.2.9 interpret Newtons Second Law of Motion and relate it to the equation:
F= Force in Newtons
m= mass
a= acceleration
8.4.2.10 identify the net force in a wide variety of situations involving modes of
transport and explain the consequences of the application of that net force in
terms of Newtons Second Law of Motion
The acceleration of an object is proportional to the unbalanced force acting on it and is inversely
proportional to the mass.
The consequences of net external force acting on a model of transport are acceleration, deceleration
and a change of direction in motion.
Centripetal force (circular motion)
The force causing the turning is always towards the centre of the circle.
Force (centripetal) = mv^2/ R
8.4.3.1 identify that a moving object possesses kinetic energy and that work done
on that object can increase that energy
Kinetic Energy is the energy an object possesses because it is moving.
Kinetic energy is dependent on the mass and the square of the velocity of the body as indicated by:
In all types of interactions, both elastic and inelastic, total energy is conserved.
Energy cannot be destroyed only can be changed from one form to another.
This equation shows that: the vector sum of the momentum of the objects before collision equals
the vector sum of the momentum after collision.
Momentum is conserved only in isolated systems (those free from external forces).
The Law of the Conservation of Momentum can be stated as:
In interactions between objects, momentum is conserved in an isolated system.
8.4.5.1 define the inertia of a vehicle as its tendency to remain in uniform motion
or at rest
Newtons 1st law: Inertia: Tendency of any object to resist any change in motion.
E.g. when a car stops suddenly, the objects and people in the car remain in the current motion
unless acted upon by an external force such as a seatbelt.
8.4.5.2 discuss reasons why Newtons First Law of Motion is not apparent in many
real world situations
Common experience is not apparent in Real World Situations as the driver of a car still needs to
depress the accelerator to move at a constant rate because of friction between the car and the road.
8.4.5.3 assess the reasons for the introduction of low speed zones in built-up
areas and the addition of air bags and crumple zones to vehicles with respect to
the concepts of impulse and momentum
Introduced low speed zones into built areas to reduce the speed of drivers as the faster you
are moving the more damage you do in a collision.
Crumple Zones were introduced so that the front and rear end of the car should crumple in a
collision which increases the time it takes for the car to come to rest so the forces are
lessened.
Air Bags were introduced which provide a cushion and takes the impact out of a collision.
8.5.1.1 outline the historical development of models of the Universe from the time
of Aristotle to the time of Newton
Plato
Eudoxus
Aristotle
Aristarchus
The sun is in the centre (heliocentric) with everything orbiting around it and
epicycle moments to explain planetary movements; Earth must rotate on its
axis, so it appears that everything moves around us.
Ptolemy
Copernicus
heliocentric universe, sun was the centre and planets orbited the sun in fixed
circular motions, earth traveled around the sun in 1 year and spins on its axis
every 24 hours.
Galileo
from work on motion realized that a forcer must be acting on an object such as
the moon, law of universal gravitation, this explain where things stayed in orbit,
since the time of Newton the heliocentric model was accepted.
8.5.2.1 outline the discovery of the expansion of the Universe by Hubble, following
its earlier prediction by Friedmann
8.5.2.2 describe the transformation of radiation into matter which followed the
Big Bang
After the temperature had dropped enough. The energy began to be converted in to matter.
Hydrogen atoms formed from protons and electrons.
8.5.2.3 identify that Einstein described the equivalence of energy and mass
E= energy (Joules)
m= mass (kg)
8.5.2.4 outline how the accretion of galaxies and stars occurred through:
The cooling of the universe allowed the formation of matter. This began to overwhelm the radiation
As the temperature fell this resulted in a loss of kinetic energy (as temperature is the measure of
average kinetic energy of the particles)
Loss in Kinetic energy meant that the increased gravitational force between particles took effect
The greater density of areas of the gas clouds allowed gravity to begin
8.5.3.1 define the relationship between the temperature of a body and the
dominant wavelength of the radiation emitted from that body
The hotter the star the shorter the wave length.
8.5.3.2 identify that the surface temperature of a star is related to its colour
Red
Long wavelength
Orange
Yellow
White blue- white
Short wavelength
The hotter the star gets the more it will shift towards the blue end of the spectrum and thus the
shorter the wavelength.
8.5.3.4 identify energy sources characteristic of each star group, including Main
Sequence, red giants, and white dwarfs
Star group
Main sequence
Fuel
H then He
Red giants
H then He
White dwarfs
C and O ions
Characteristics
They are from the top left of the Hertzsprung-Russell
diagram to the bottom right. This shows a trend of hot
and bright to cold and dull
In the upper right corner of the Hertzsprung-Russell
diagram and are bright but cold
Bottom left of the Hertzsprung-Russell diagram. They
are very hot but dim and small.
8.5.4.1 identify that energy may be released from the nuclei of atoms
Light atoms like H will fuse together at extreme temperatures to for stable atoms. This produces
energy. Uranium on the other hand has very unstable nuclei and will break down by emitting energy
or partials randomly. That may be in the form of , or gamma rays.
8.5.4.2 describe the nature of emissions from the nuclei of atoms as radiation of
alpha and beta particles and gamma rays in terms of:
ionising power
penetrating power
effect of magnetic field
effect of electric field
Radiation
Ionizing
power
Penetrating
Power
Effect of Electric
Field
Alpha
Particle
Very high
Strong
Limited
very small
Beta
Particle
Less than
Alpha
Weak
Large
Large
Gamma Ray
Less than
Beta
Very Weak
Low
a few cm in the
air
Higher than
Alpha
thin sheets of
lead
Very High
Several cm of
lead
Zero
Zero
8.5.4.3 identify the nature of emissions reaching the Earth from the Sun
Solar wind consists of a stream of ionised particles, mostly protons and electrons that flow
from the sun in all directions at speeds of about 400 km.s-1.
The source of the wind is the suns hot corona the outer atmosphere of the sun extending
a distance of a few solar radii into space.
Most of the corona consists of vast arches of hot gas solar flares that are millions of
kilometres in length and are caused by the suns magnetic field.
The Solar wind comes from regions called coronal holes, regions of cooler, less dense gas. As
the sun rotates there is a periodic variation in Solar wind activity every 27 days.
The Solar wind is responsible for pushing the tail of comets away from the sun.