Physics AS/A2 Topics 1,2,3

REVISION CARDS

Physics AS/A2 Topics 1,2,3

Modified 05/12/2017 (PB)www.physicsinfo.co.uk

1

AssessmentAS Paper 1 AS Paper 2 A2 Paper 1 A2 Paper 2 A2 Paper 3

8PH0/01 50% 8PH0/02 50% 9PHO/01 9PHO/02 9PHO/03

1 hr 30 minutes 1 hr 30 minutes 1 hr 45 minutes 1 hr 45 minutes 2 hrs 30 minutes

80 marks 80 marks 90 marks 90 marks 120 marks

1 2 3 1 4 5 1 2 3 6 7 8 1 4 5 9 10 11 12 13 Core Practicals & synoptic

4 Learning outcomes Topic 1, 25 Learning outcomes Topic 26 Learning outcomes Topic 37 Command words 18 Command words 2

4 SI Base units3 SI Derived Units visual4 SI Derived Units5 SI Prefixes6 Calculating uncertainty7 Percentage uncertainty8 Combining uncertainty

Index Topic 1

Index: Topic 2 / 3

16 Uniformly accelerated motion17 Displacement vs. time graphs18 Velocity vs. time graphs19 Scalar and Vector20 Vector components21 Coplanar vector resultant22 Projectile23 Free body force diagrams24 ΣF = ma25 Force and weight26 Momentum & Newton’s Laws27 Moment of a force28 Centre of gravity29 Work done by a force

30 KE and GPE31 Power32 Current & voltage33 Ohms Law34 Resistors in series and parallel35 Current vs Potential Difference graphs36 Electrical power37 Resistivity38 Potential divider39 Current carrying wires40 EMF and PD41 Resistance and temperature42 Resistance and light43 Data, formulae and relationships

1 know and understand the distinction between base and derived

quantities and their SI units

2 be able to demonstrate their knowledge of practical skills and

techniques for both familiar and unfamiliar experiments

3 be able to estimate values for physical quantities and use their

estimate to solve problems

4 understand the limitations of physical measurement and apply these

limitations to practical situations

5 be able to communicate information and ideas in appropriate ways

using appropriate terminology

6 understand applications and implications of science and evaluate

their associated benefits and risks

7 understand the role of the scientific community in validating new

knowledge and ensuring integrity

8 understand the ways in which society uses science to inform decision

making

Topic 1 Topic 29 be able to use the equations for uniformly accelerated motion in one

dimension:

(u+v) t

s = 2

v = u + at

s = ut + ½ a t2

v2 = u2 + 2as

10 be able to draw and interpret displacement/time, velocity/time and

acceleration/time graphs

11 know the physical quantities derived from the slopes and areas of

displacement/time, velocity/time and acceleration/time graphs,

including cases of non-uniform acceleration and understand how to

use the quantities

12 understand scalar and vector quantities and know examples of each

type of quantity and recognise vector notation

13 be able to resolve a vector into two components at right angles to

each other by drawing and by calculation

14 be able to find the resultant of two coplanar vectors at any angle to

each other by drawing, and at right angles to each other by

calculation

15 understand how to make use of the independence of vertical and

horizontal motion of a projectile moving freely under gravity

16 be able to draw and interpret free-body force diagrams to represent

forces on a particle or on an extended but rigid body

17 be able to use the equation ∑F = ma, and understand how to use this

equation in situations where m is constant (Newton’s second law of

motion), including Newton’s first law of motion where a = 0, objects

at rest or travelling at constant velocity

Use of the term terminal velocity is expected

18 be able to use the equations for gravitational field strength g F / m

and weight W = mg

19 CORE PRACTICAL 1: Determine the acceleration of a freely-falling

object.

20 know and understand Newton’s third law of motion and know the

properties of pairs of forces in an interaction between two bodies

21 understand that momentum is defined as p = mv

22 know the principle of conservation of linear momentum, understand

how to relate this to Newton’s laws of motion and understand how to

apply this to problems in one dimension

23 be able to use the equation for the moment of a force, moment of

force = Fx where x is the perpendicular distance between the line of

action of the force and the axis of rotation

24 be able to use the concept of centre of gravity of an extended body

and apply the principle of moments to an extended body in

equilibrium

Topic 225 be able to use the equation for work ∆W = F∆s, including calculations

when the force is not along the line of motion

26 be able to use the equation Ek = ½ mv2 for the kinetic energy of a body

27 be able to use the equation ∆Egrav = mg∆h for the difference in

gravitational potential energy near the Earth’s surface

28 know, and understand how to apply, the principle of conservation of

energy including use of work done, gravitational potential energy and

kinetic energy

29 be able to use the equations relating power, time and energy

transferred or work done P = E / t and P = W / t

30 be able to use the equations

useful energy output

efficiency = total energy input

and

useful power output

efficiency = total power input

31 understand that electric current is the rate of flow of charged

particles and be able to use the equation I = ΔQ / Δt

32 understand how to use the equation V = W / Q

33 understand that resistance is defined by R V / I and that Ohm’s law

is a special case when I ∝ V for constant temperature

34 understand how the distribution of current in a circuit is a

consequence of charge conservation

35 understand how the distribution of potential differences in a circuit is

a consequence of energy conservation

36 be able to derive the equations for combining resistances in series

and parallel using the principles of charge and energy conservation,

and be able to use these equations

37 be able to use the equations P = VI, W = VIt and be able to derive and

use related equations, e.g. P = I2 R and P = V2 / R

38 understand how to sketch, recognise and interpret current-potential

difference graphs for components, including ohmic conductors,

filament bulbs, thermistors and diodes

39 be able to use the equation R = l / A

40 CORE PRACTICAL 2: Determine the electrical resistivity of a material.

Topic 341 be able to use I = nqvA to explain the large range of resistivities of

different materials

42 understand how the potential along a uniform current-carrying wire

varies with the distance along it

43 understand the principles of a potential divider circuit and

understand how to calculate potential differences and resistances in

such a circuit

44 be able to analyse potential divider circuits where one resistance is

variable including thermistors and Light Dependent Resistors (LDRs)

45 know the definition of electromotive force (e.m.f.) and understand

what is meant by internal resistance and know how to distinguish

between e.m.f. and terminal potential difference

46 CORE PRACTICAL 3: Determine the e.m.f. and internal resistance of an

electrical cell.

47 understand how changes of resistance with temperature may be

modelled in terms of lattice vibrations and number of conduction

electrons and understand how to apply this model to metallic

conductors and negative temperature coefficient thermistors

48 understand how changes of resistance with illumination may be

modelled in terms of the number of conduction electrons and

understand how to apply this model to LDRs.

Command Words 1Add/label Requires the addition or labelling to a stimulus material given in the question, for example labelling a diagram or adding units to a table.

Assess Give careful consideration to all the factors or events that apply and identify which are the most important or relevant. Make ajudgement on the importance of something, and come to a conclusion where needed.

Calculate Obtain a numerical answer, showing relevant working. If the answer has a unit, this must be included.

Comment on Requires the synthesis of a number of variables from data/information to form a judgement.

Compare and contrast

Looking for the similarities and differences of two (or more) things. Should not require the drawing of a conclusion. Answer must relate to both (or all) things mentioned in the question. The answer must include at least one similarity and one difference.

Complete Requires the completion of a table/diagram.

Criticise Inspect a set of data, an experimental plan or a scientific statement and consider the elements. Look at the merits and/or faults of the information presented and back judgements made.

Deduce Draw/reach conclusion(s) from the information provided.

Derive Combine two or more equations or principles to develop a new equation.

Describe To give an account of something. Statements in the response need to be developed as they are often linked but do not need to include a justification or reason.

Determine The answer must have an element which is quantitative from the stimulus provided, or must show how the answer can be reached quantitatively.

Devise Plan or invent a procedure from existing principles/ideas

Discuss ● Identify the issue/situation/problem/argument that is being assessed within the question. ● Explore all aspects of an issue/situation/problem/ argument. ● Investigate the issue/situation etc by reasoning or argument.

Command Words 2Draw Produce a diagram either using a ruler or using freehand.

Evaluate Review information then bring it together to form a conclusion, drawing on evidence including strengths, weaknesses, alternativeactions, relevant data or information. Come to a supported judgement of a subject’s qualities and relation to its context.

Explain An explanation requires a justification/exemplification of a point. The answer must contain some element of reasoning/justification, this can include mathematical explanations.

Give/state/name All of these command words are really synonyms. They generally all require recall of one or more pieces of information.

Give a reason/reasons

When a statement has been made and the requirement is only to give the reasons why.

Identify Usually requires some key information to be selected from a given stimulus/resource.

Justify Give evidence to support (either the statement given in the question or an earlier answer).

Plot Produce a graph by marking points accurately on a grid from data that is provided and then drawing a line of best fit through these points. A suitable scale and appropriately labelled axes must be included if these are not provided in the question.

Predict Give an expected result.

Show that Prove that a numerical figure is as stated in the question. The answer must be to at least 1 more significant figure than the numerical figure in the question.

Sketch Produce a freehand drawing. For a graph this would need a line and labelled axis with important features indicated, the axis are not scaled.

State what is meant by

When the meaning of a term is expected but there are different ways of how these can be described.

Write When the questions ask for an equation.

Topic 1: SI Base Units

Quantity Unit Name Symbol

Mass kilogram kg

Time second s

Length metre m

Electric Current ampere A

Temperature kelvin K

Amount of substance mole Mol

Luminous intensity candela cd

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Topic 1: SI Derived Units

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Topic 1: SI Derived UnitsDerived units Symbols Name

Force mass x acceleration kg m s-2 Newton

Acceleration ∆velocity / time m s-2

velocity displacement / time m s-1

Work done force x distance kg m2 s-2 Joule

Power work done / time kg m2 s-3 Watt

Intensity power / area kg s-3

Pressure(1) force / area kg m-1 s-2 Pascal

Area distance x distance m2

Stress (1) force / area kg m-1 s-2

Strain length / length

Density mass / volume kg m-3

Momentum mass x velocity kg m s-1

Potential difference work done / charge kg m2 s-3 A-1 Volt

Charge current x time A s Coulomb

Resistance potential difference / current kg m2 s-3 A-2 Ohm

Resistivity resistance x area / length kg m3 s-3 A-2

Frequency 1 / time s-1 Hertz

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Topic 1: SI Prefixes

Name Symbol Multiple of base unit Example units

deci d 10-1 dm

centi c 10-2 cm

milli m 10-3 mm

micro μ 10-6 μm

nano n 10-9 nm

pico p 10-12 pm

kilo k 103 kg

Mega M 106 MB

Giga G 109 GB

Terra T 1012 TB











Topic 1: Calculating Uncertainty

Is it a single measurement or a set

of measurements?

Uncertainty is half the graduation of the instrument used

Present your answer as:Value ± Uncertainty Units

Eg: 64 ± 0.5 mm.

Uncertainty is the difference between the average reading and the biggest or smallest value obtained, whichever is

the greater or half the range of readings.

Present your answer as:Average ± Uncertainty Units

Eg: 64 ± 3 mm

Are the measurements all the same?

Single

Set

YesNo











Topic 1: Calculating % UncertaintyThe percentage uncertainty in a measurement can be calculated using:

Percentage uncertainty =Uncertainty of measurement

Measurement× 100%

Rules for combining percentage uncertainties

Rule 1: Multiplying a measurement by a constant does not change the percentage uncertaintyRule 2: If you multiply, or divide, two or more measurements, you need to add their percentage uncertainties to find the total percentage uncertaintyRule 3: If a measurement is raised to a power, its percentage uncertainty is multiplied by that powerRule 4: If you add or subtract two measurements, the absolute uncertainty is the sum of each contributing absoluteuncertainty.

Percentage uncertainty =Half the range

Mean× 100%

Percentage difference =Difference between result and known value

Known value× 100%

Resultswith % uncertainties< 5% are deemed

repeatable











Topic 1: Combining UncertaintiesSummary of the rules for finding the uncertainty of a quantity found by combining other values in a formula e.g.Can of length L = 115 mm ± 2 mm, diameter d = 66.0 ± 0.6 mm. Find the volume of the can and the uncertainty:

1. Convert the uncertainties you have been given to percentage uncertainties (%U)

%𝑈 𝑖𝑛 𝐿 =2

115× 100% = 1.7% % 𝑈 𝑖𝑛 𝑑 =

0.6

66.0× 100% = 0.9%

2. Find the value you have been asked to calculate, one step at a time. At each step calculate the percentage uncertainty of each quantity you find using the rules on the previous slider = 𝑑 ÷ 2 𝑟 = 66 ÷ 2 = 33𝑚𝑚 = 0.33𝑚Using Rule 1: %U on r =0.9%

𝐴 = 𝜋𝑟2 𝐴 = 𝜋 × 0.332 = 0.0034𝑚2

Using Rules 1 and 2: %U on A = %U on r + %U on r = 0.9% + 0.9% = 1.8%

𝑉 = 𝐿 × 𝐴 𝑉 = 0.115 × 0.0034 = 3.91 × 10−4𝑚3

Using Rule 2: %U on V = %U on L + %U on A = 1.7% + 1.8% = 3.5%

3. Convert the final percentage uncertainty back to an absolute uncertainty3.5% of 3.91 × 10−4𝑚3 = 1.4 × 10−5𝑚V = 39.1 ± 1.4 × 10−5𝑚











v = u + at (no s)

s = u t + ½a t2 (no v)

v2 = u2 + 2a s (no t)

v = final velocityu = initial velocitya = acceleration (due to gravity?)t = times = displacement

average velocity = u + v/2

s = (u + v) t / 2 (no a)

a = (v - u) / t

Topic 2: Uniformly accelerated motion











Speed is the gradient of a distance vs. time graph

Velocity = displacement / time

v = s / t

v = velocity (ms-1) s = distance (m)T = time ( s)

Velocity is speed in a stated direction

Velocity is the gradient of a displacement vs. time graph

Topic 2: Displacement vs. time graph

DIS

PLA

CEM

ENT

/m

TIME /s

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Acceleration is the gradient of a velocity vs. time graph

The area under a velocity vs. time graph is distance travelledThe area under an acceleration vs. time graph is maximum velocity

Acceleration = velocity change time taken

a = (v-u) / t

t = time (s)a = acceleration (m/s2) v-u = change in velocity (m s-1)

Topic 2: Velocity vs. time graph

Area under the acceleration vs. time graph represents change in velocity.











Scalar quantities have magnitude VECTOR quantities – having magnitude and direction:

Topic 2: Scalar and vector

Vector notation ( ) allows the vector quantity in an equation to

be easily identified:

F = m a

Scalar quantities VECTOR quantities

have magnitude: have magnitude and direction:

Distance (m) DISPLACEMENT (m)

Speed (m/s) VELOCITY (m/s)

ACCELERATION (m/s/s)

Mass (kg) FORCE (N) WEIGHT (N)

Density (kg/m3)

MOMENTUM (kg m/s)

Energy (J)

Time (s)

Just learn the 5 vectors(everything else will be a scalar !)











Topic 2: Vector components

The vector A can be resolved into two components at right angles to each other. If the angle to the horizontal is θ, then the Horizontal component (Ax) is given by Ax = A cos θ and the Vertical component (Ay) is given by Ay = A sin θ.

S O H (Sin = opp/hyp) C A H (Cos = adj/hyp) T O A (Tan = opp/adj)











Topic 2: Coplanar vector resultant

You will find lots of versions of this question: Two tugs pulling a tanker, an aircraft experiencing a cross-wind etc.

If the angles are not at right angles, you will be expected to find the resultant by drawing.

Tug

TugWind speed

Airspeed

Though it’s not in the Learning Outcomes, the word ‘tension’ is used regularly in questions

North

East











Topic 2: ProjectileWhen any object is falling under gravity, the vertical and horizontal components are independent -this is usually shown by comparing a dropped canon ball with one fired horizontally from a gun but, as you can imagine, there are many other examples.

The table shows information that might be obtained from a timelapsevideo.











The forces acting on a plane travelling at a constant velocity are in equilibrium:

Action and reaction forces are equal in size and opposite in direction.

Newton’s Third Law

Topic 2: Free-body force diagram

When the acceleration is zero an object is either at rest or travelling at a constant velocity.

It my be that lift is not vertical but at an angle. You will need to calculate the vertical component before continuing.

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weight

lift

thrust

drag










ΣF = m a is a special case of Newton’s Second Law where the mass of the system is constant.

Newton’s Second Law: Force is equal to the rate of change of momentum.

Move masses from the mass hanger onto the truck and measure the acceleration from A to B.

Plot a graph of force vs. acceleration:

Topic 2: ΣF = m a











Weight = mass x gravitational field strength

W = m g

Force = mass x acceleration

F = m a

g = F / m

The falling object will accelerate until the weight is balanced by the air resistance. When these forces are balanced it has reached terminal velocity

Topic 2: Core practical 1


Determine the acceleration of a freely-falling object










1st Law: A body at rest will remain at rest and a body in motion will continue at a constant velocity unless acted upon by an external force.2nd Law: Force is equal to the rate of change in momentum (F = m a is a special case)3rd Law: Action and reaction are equal and opposite

Topic 2: Momentum & Newton’s Laws

Momentum (ρ) = mass (m) x velocity (v)

Force = rate of change in momentumF = m x v / t

F = m a (When mass of the system is constant)

For the fan and the air, the action and reaction forces are equal:F1 = F2

m1 v1 - m1 u1 = m2 v2 - m2 u2 (but the t is the same)t t

m1 v1 - m1 u1 = m2 v2 - m2 u2 (Momentum is conserved)











Moment of a force = force (F) x perpendicular distance (x) between the line of action of the

force and the axis of rotation

Topic 2: Moment of a force

Perpendicular distance (x)

Perpendicular distance (x)











The centre of gravity of an irregular object is the point where all of the weight acts

Normal

m g sinθ

θm g cosθ m g

Friction

Topic 2: Centre of gravity

Needed ?

Add some balanced forces to extended body











Work done = force x distance moved in the direction of the force.

ΔW = F Δs

The expression is also needed for when the force is not along the direction of motion. In this case, the work done horizontally will be: F Δs cosθ

s cosθ

θ

θ

Topic 2: Work done by a force











Gravitational Potential Energy:

Δ Egrav = m g Δh

m = mass (kg)g = gravitational field strength (Nkg-1)Δh = change in height (m)

Kinetic Energy:

EK = ½ m v2

m = mass (kg)v = velocity (ms-1)

Topic 2: KE and GPE

Demonstrates conservation of energy











Power: is the rate of doing work:

P = W / t or P = E / t

P = power (watts)W = work done (joules)E = energy (joules)t = time (sec)

A motor will do work by lifting a mass through a specific distance (m.g.h). Knowing how long this will take allows the power to be calculated.

Topic 2: Power

useful energy outefficiency = total energy in

useful power outefficiency = total power in See also Topic 3 Electrical Power











Electric current is the rate of flow of charge:

I = ΔQ / Δt

I = current (amps, A)Q = charge (coulombs, C)t = time (seconds, s)

The Volt is defined as a joule per coulomb:

V = W / Q

V = potential difference (volts, V)W = work done (joules, J)Q = charge (coulombs, C)

Topic 3: Current and voltage











R = V / I

Ohm’s Law is a special case where V I (Provided the temperature is constant)

R = resistance (ohms, Ω)V = potential difference (volt, V)I = current (amp, A)

It is usually easier to read a digital meter to a higher level of precision and without parallax.

ICT / dataloggers allow readings of the same precision but many more of them.

Topic 3: Ohm’s Law











The current is the same everywhere in a series circuit:

In a parallel circuit, the potential difference across all the resistors is the same but the current is split in the ratio of the resistance.

Topic 3: Resistors in series and parallel

Kirchoff’s rules:


Junction Rule (Charge conservation)

At each junction, charge is conserved, so the charge entering the junction equals the charge leaving.

Loop Rule (Energy conservation)

The net charge, or potential difference, for any closed path around a circuit will be zero.










Filament lamp

As V goes up, I goes up but it is not directly proportional. The line curves because the resistance is increasing with increasing heat.

Diode

Once a threshold voltage is reached, as V goes up, I goes up in proportion.Current only flows in one direction.

Fixed resistor

It is a straight line graph. I and V are directly

proportional.

Topic 3: Current vs potential difference graphs











Electrical power:

P = I V

P = electrical power (watts, W)I = current (amps, A)V = potential difference (volts, V)R = resistance (ohms, Ω)

Energy = power x time:

W = P tW = I V t

W = Electrical work done (joules, J)

Also:

V = I RI = V / R

Therefore, substituting, electric power can also be found from:

P = I2 RP = V2 / R

If you know the electrical energy put into a motor (I V t) and the potential energy gained (m g h), then it is possible to calculate the efficiency:

Topic 3: Electrical power

May also be a link to outcome 30 - Efficiency











R = ρ l / A

R = resistance (ohms, Ω)ρ = resistivity (ohm metre, Ω m)l = length (metre, m)A = area (meter2, m2)

ρ = R A / l


ρ is constant for a particular material

Experiment with a tank of salt water, plate (Al foil) at each end and piece of metal moving back and forth along the tank


Determine the electrical resistivity of a material










Topic 3: Potential divider

The potential difference is the drop in voltage from one side of a component to the other. Think of it as a waterfall; water finally has to drop to river level but it can do so in a number of steps:

R2

R1 V1

V2

Vtot

If you know the current in the circuit and Vtot, then you can find V1, V2 etc. using V = I R

For the same value of Vtot, if the value of R1 is increased, the proportion of the potential ‘dropped’ across V1 will also increase – the V1

reading will go up.

Replacing fixed resistors such as R1 with thermistors or Light Dependent Resistors will change the values for R1

and hence R2, V1 and V2. with changing temperature or light intensity.

A

A rheostat and potentiometer can be used as potential dividers.


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A B

Assuming that the wire is of uniform resistance, as the voltmeter moves further from A towards B, the potential drop that is measured increases.

Topic 3: Current carrying wires

I = n q v A

The amount of current flowing is defined by the density of charge carriers in the conductor, and this will change from material to material, the charge each one carries and their mean drift velocity:












EMF (Electro Motive Force) of a power supply is the energy given to each coulomb of charge passing through it. In other words: Joules / Coulomb (Definition of the Volt)

Some of the energy given to these charges is lost in the Internal resistance of the power supply itself. The terminal potential, what’s left, is only equal to the EMF when the current is zero.

A car battery will have a very low internal resistance whilst an EHT supply will have a very high oneTerminal

potential

EMF

rR

The terminal potential is less than the EMF, unless no current flows, and the current supplied is the EMF / total resistance (R+r)


Determine the e.m.f. and internal resistance of an electrical cell.










Electrons (negative charges) collide with the (positive) ions in the metal lattice. Electrical Energy (Kinetic Energy) is transferred to Thermal (Heat) Energy.

Increasing the P.D. or increasing the temperature causes more energy transfer, to the ions in the lattice. More collisions occur reducing drift velocity BUT, for a semiconductor, more charge carriers (n) are released.

Metal ions / atoms

Electrons(negative charges)

Metal lattice

Topic 3: Resistance and temperature

Increasing the number of charge carriers reduces the resistance and, as temperature increases, the increased lattice vibrations cause an ntc (negative temperature coefficient) thermistor to do just this. The opposite of a filament lamp (see shape to right).

resistance= gradient

ntc











LDR Light Dependent Resistor

light level (lux)

As seen with an ntc thermistor. In an LDR, as the light intensity increases, the resistance decreases.

The current increases (for the same potential) as light releases increasing numbers of charge carriers in the (semiconductor lattice) material.

Topic 3: Resistance and light

Thermistor


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Mechanics:

Kinematics equations of motion:

(u + v) t s = distance

s = 2 u = initial velocityv = final velocity

v = u + at t = timea = acceleration

s = u t + ½ a t2

v2 = u2 + 2 a s

Forces:

ΣF = m a ΣF = resultant (sum of) forcem = massa = acceleration

g = F / m g = gravitational field strength

W = m g W = weight

Momentum:

ρ = m v ρ = momentumm = massv = velocity

Work, energy and power

∆W = F ∆s ∆ = change in

W = work done

s = displacement

EK = ½ m v2 EK = Kinetic Energy

∆Egrav = m g ∆h ∆Egrav = Gravitational Potential

Energy

∆h = change in height

P = E / t P = power

E = energy (Joules)

P = W / t W = work done (Joules)

useful energy outefficiency = total energy in

useful power outefficiency = total power in

Electric circuits:

Potential difference:

V = W / Q V = potential differenceW = work done (Joules)Q = charge (Coulombs)

Resistance:

R = V / I R = resistance

Electrical power and energy:

P = V I P = powerP = I2 R (from V = I R)P = V2 / R (from I = V / R)W = V I t W = Work done (energy)

Resistivity:

R = ρ l / A ρ - resistivityl = lengthA = cross-sectional area

Current:

I = ∆Q / ∆t I = current∆Q = initial velocity∆t = time

I = n q v A n = density of charge carriersq = charge on carrierv = mean drift velocity

Acceleration of free fall g = 9.81 ms-2 (close to Earth’s surface)Electron charge e = -1.60 x 10-19 C Electron mass me = 9.11 x 10-31 kg Electronvolt 1 eV = 1.60 x 10-19 JGravitational field strength g = 9.81 N kg-1 (close to Earth’s surface)Planck constant h = 6.63 x 10-34 J s Speed of light in a vacuum c = 3.00 x 108 m s-1

The value of the following constants will be provided in each examination paper:

Topic 2: GCE Question finderYear Mth Paper Q Pg

ref

2016 Jun 8PH01 05 9

2016 Jun 8PH01 06 18

2016 Jun 8PH01 13 18

2016 Jun 8PH01 01 18

2016 Jun 8PH01 07 19

2016 Jun 8PH01 10 23

2016 Jun 8PH01 11 25

2016 Jun 8PH01 02 27

Year Mth Paper Q Pgref

2016 Jun 8PH01 09 32

2016 Jun 8PH01 14 32

2016 Jun 8PH01 03 36

2016 Jun 8PH01 08 36

2016 Jun 8PH01 16 38

2016 Jun 8PH01 12 40

2016 Jun 8PH01 04 42


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http://www.physicsinfo.co.uk/index.php?page=view&id=2834















Topic 2: iGCE Question finderYear Mth Paper Q Pg

ref

2016 Jan WPH01 18 16

2015 May 6PH01 18 16

2015 May 6PH02 17 16

2014 Jan WPH01 14 16

2013 May 6PH01R 13 16

2013 May 6PH01 18 a/b

16

2013 May 6PH01R 17a 16

2010 May 6PH01 16 16

2016 Jun WPH01 9 16


2014 Jan WPH01 17 17

2010 May 6PH01 20b 17

2009 May 6PH01 14 17

2016 Jun WPH01 5 17

2016 Jan WPH01 19 18

2015 May WPH01 12 18

2015 May 6PH02 15 18

2012 Jan 6PH01 17 18

2010 Jan 6PH01 16 18


2015 May 6PH01 14 19

2009 May 6PH01 11 19

2016 Jun WPH01 8 19

2014 May 6PH01 14 20

2014 Jan WPH01 11 20

2011 Jan 6PH01 14b 20

2016 Jun WPH01 16 20

46










ref

2015 May WPH01 15 21

2015 May 6PH01 15 21

2013 May 6PH01R 18B 21

2013 May 6PH01 17 21

2012 Jan 6PH01 16 b/c

21

2011 Jan 6PH01 16 21

2010 May 6PH01 17 21

2009 May 6PH01 19 a/bii

21

2009 Jan 6PH01 16 21

2016 Jun WPH01 6 21


2015 May WPH01 11 22

2014 May 6PH01 18 22

2013 May 6PH01R 16 22

2013 May 6PH01 14 22

2012 May 6PH01 16 22

2011 Jan 6PH01 17a 22

2010 May 6PH01 13 22

2010 Jan 6PH01 15 22

2010 Jan 6PH01 18 22

2009 May 6PH01 18 22

2009 Jan 6PH01 17 22


2014 May 6PH02 16 23

2014 Jan WPH01 15 23

2014 Jan WPH02 18 23

2009 May 6PH01 15a 23

2016 Jun WPH01 15 23

2016 Jun WPH01 10 24

47






ref

2016 Jan WPH01 12 26

2015 May WPH01 19 26

2014 Jun WPH03 7 26

2012 Jan 6PH01 14 26


2015 May 6PH01 17 27

2014 May 6PH01 15 27

2014 May 6PH02 14 27

2013 May 6PH01R 14 27

2013 May 6PH01R 18c 27

2012 May 6PH01 12 27

2011 Jan 6PH01 11 27

2010 May 6PH01 20a 27

2009 May 6PH01 15b 27

2009 Jan 6PH01 11 27

2009 Jan 6PH01 14 27


2015 May WPH01 18 29

2013 May 6PH01 12 29

2015 May WPH01 16 30

2012 Jan 6PH01 15 30

2012 Jan 6PH01 18 30

48






ref

2016 Jan WPH01 11 31

2015 May 6PH01 12 31

2014 May 6PH01 16 31

2011 Jan 6PH01 14a 31

2011 Jan 6PH01 17b 31

2010 May 6PH01 18 31

2010 Jan 6PH01 4 31

2016 Jun WPH01 7 31


2015 May 6PH01 13 32

2014 Jan WPH03 7 32

2013 May 6PH01 16 32

2012 May 6PH01 13 32

2010 Jan 6PH01 14 32

2009 May 6PH01 16 32

2016 Jun WPH01 2 32


49



Topic 3: GCE Question finderYear Mth Paper Q Pg

refYear Mth Paper Q Pg

ref


50










ref

2013 Jun 6PH02R 14

2009 May 6PH02 12 33

2009 Jan 6PH02 11 33

2009 Jan 6PH02 13 33

2014 Jun 6PH02 12

2014 Jan WPH02 11 34

2014 Jan WPH03 06 34

2012 May 6PH07 07 34

2012 Jan 6PH02 14 34

2010 Jan 6PH02 11 34


2009 May 6PH02 11 34

2009 May 6PH02 15 34

2016 Jan WPH02 16

2013 May 6PH02 18 35

2010 Jan 6PH02 13 35

2009 May 6PH02 16 35

2009 Jan 6PH02 16 35

2014 Jun 6PH02 13

2014 Jun 6PH02R 16 36


2016 Jan WPH03 07

2014 Jun 6PH02 16 37

2014 Jun WPH02 15 37

2014 Jan WPH02 18 37

2011 Jan 6PH02 15 37

2010 Jun 6PH02 15 37

2010 Jan 6PH02 20 37

2009 Jan 6PH02 19b 37

51



ref

2016 Jan WPH02 16

2015 Jun 6PH02 14 38

2015 Jun WPH02 20 38

2014 Jun 6PH02 18 38

2013 Jun 6PH02R 16 38

2012 May 6PH02 13 38

2012 Jan 6PH02 16 38

2011 Jan 6PH02 14 38

2010 Jun 6PH02 12 38

2010 Jun 6PH02 18 38

2010 May 6PH07 06 38


2010 Jan 6PH07 05 38

2009 May 6PH02 21 38

2009 May 6PH07 05 38

2015 Jun WPH02 18

2014 Jun WPH02 18 40

2012 May 6PH02 11 40


2015 Jun WPH02 11

2015 Jun 6PH02 13 41

2014 Jan WPH02 15 41

2010 Jan 6PH02 17 41

2009 Jan 6PH02 15 41

2016 Jan WPH02 16

2013 May 6PH02 17 42

2013 Jun 6PH02R 12 42

52




ref

2015 Jun 6PH02 15

2015 Jun WPH03 06 43

2012 Jan 6PH07 06 43

2012 Jan 6PH02 17

2010 Jun 6PH02 13 44

2010 Jan 6PH02 15 44

2009 Jan 6PH02 22



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Physics AS/A2 Topics 1,2,3