Someone has just twitted about this brilliant animation. I hope it makes you realise the consequences of different gravitational field strengths.
Let’s start with a song!
and if you like that one, then this is Physics legend
this has got lots more information on the EM Spectrum
2018 Wave Notes as produced by Miss Horn
Wave notes pdf
Wave notes word
Waves Summary Notes
These are waves summary notes I’ve produced. Hope you like them. I’d appreciate someone telling me if a photodiode can detect gamma radiation!
Revision Mind Map
This is part of a series of brilliant Mind Maps made by Miss Milner for the N5 Physics Course. I’ve broken it up into sections so here are the waves mind maps!
Here are a list of current wave resources. I will add more as I go through them. Thanks to other schools if you have kindly supplied material. I really appreciate it as do my students.
This is a pdf of the power point that I a using
waves-summary-notes-gairloch1 Some of these notes are for National 4, use with the content statements so you don’t spend too long learning the National 4 work.
vflambda-vdt This starts with a practical model that you can complete in class using the Virtual Physics/ Flash Learning. It then shows how v=fλ is equivalent to v=d/t. Finally some questions will let you practise what you know.
Practice your Physics using these Wordwalls, don’t forget this forms only PART of your revision
Equations, units and prefixes
Properties of Matter
The audio can be turned off it is annoys. Here is the Virtual converted to an mp4 if I can get it to work. If people comment and find them useful I can do the rest.
PLEASE NOTE: I KNOW I HAVE A FEW BLOOPERS IN HERE. I’VE GOT TO FIND AN EDITING PACKAGE AND FIND TIME TO USE IT.
These questions will be great for student self study. Beware I will need to edit some of them later as there are some things that are out of date.
eg Q= quality factor, now called Radiation weighting factor
H = dose equivalent now called equivalent dose.
This is the main Radiation post. Start here!
Here’s the video
Thanks to Miss Horn for the Radiation Notes. Worked Answers to follow.
Thanks to Miss Horn who started these off
Fusion is the process when two SMALL NUCLEI join to form a LARGER NUCLEI with the production of ENERGY
Fission is the process when two large nuclei split to form two smaller nuclei with the production of energy. This can occur spontaneously or due to a collision with a neutron. Often extra neutrons are produced.
When neutrons split nuclei by fission and extra neutrons are produced which can split further nuclei. Large quantities of energy are produced.
Reducing exposure to ionising radiation.
There are 3 groups of category to reduce harm caused by radiation:
Monitor includes things like wearing radiation badges or EPUs, timing how long you are exposed to radiation, checking with radiation counters any contamination on clothes.
Shielding is placing layers of absorbers between you and the source, BEWARE, goggles and a lab coat are great at protecting against alpha but have no effect on gamma. Only thick layers of lead would offer protection against gamma.
Distance. Radiation obeys the inverse square law, as you double the distance from a source the level you are exposed to decreases by ¼ . Using tongs is an effective method of keeping your distance from a source.
When it goes wrong
Chernobyl Nuclear Disaster 1986- Effects and Summary
Chernobyl Surviving Disaster (BBC Drama Documentary)
- What date was the Chernobyl Disaster?
- What was the name of the man who hanged himself at the start, who was narrating the story?
- Which reactor blew?
- What was the cause of the accident?
- How many people went to see what had happened?
- What happened to the people who saw the hole in the reactor?
- What day of the week was the disaster?
- What town was evacuated?
- How did they drain the water from the reactor?
- How did they put out the fire?
- What was the reading on the counter when they measured the radiation levels?
- Why was this reading misleading and wrong?
- What was the real count when it was measured correctly?
- What were some of the symptoms of radiation poisoning?
- Who was sent to prison for crimes to do with the disaster? (or record how many people went to jail)
- Who was president of the USSR when the disaster occurred?
- What was the trigger that caused the man to hang himself?
- What is the “elephant’s foot?” in the reactor?
- Have there been any other nuclear disasters? Can you find out about them and name them?
- What other things did you learn about nuclear power stations and radioactivity?
Here are some videos and powerpoint shows that I’ve made for the NPA but the outcomes are the same as those in N5 Physics. Thanks to John Sharkey for the use of the Virtual Flash Physics (Int 2) and to Julian Hamm of furryelephant for the animations of ionising an atom.
If you haven’t done much Chemistry and you don’t know the process of how chemical elements are described, I suggest you check out the video below.
NB In the video above I know totally that photographs were taken well before 1896, the first being taken in 1826. Henri Becquerel discovered that Uranium, a naturally radioactive element fogs photographic film.
Using John Sharkey’s Virtual Animations I complete the Half Life of Protactinium 234. The sound needs to be turned down after the first 60 s
This is the draft copy of the Half Life Experiment until I can take out all the noise. I might redo it a third time!
The first one is from the Flash Animations
This one below is from the Int 2 Virtual Physics. No sound, but a few notifications for Teams!
I hope that I am not breaking any rules, but these great resources no longer appear to be online. Can’t believe they are 20 years old!
The first photos show the background count rate, a reading of counts taken over a 1 minute period. The source is then taken out at 9:00 am and a count taken between 9:00 and 9:01, readings are then taken every 15 mins.
|Time & Counter||Close up ratemeter|
| Photo missing
count rate= 570
|Time||Time from start||Count rate||corrected count|
Week 2: Significant Figures
You will need to be able to use and understand significant figures in N5 Physics. Don’t worry if you don’t get it straight away, we’ve almost a year to get it right. The video I’ve found is clearer than I could do and sorry it is a bit long, but well worth getting to grips with. What I will add today is a document explaining the importance of significant figures to a physicist, which I will post on here and in the class Notebook section. I wouldn’t watch the hour long video as we need to move on.
- Watch it here on Youtube : Significant Figures Video
- Read and make notes on significant figures: It is in Class Notebook, and on Mrsphysics
- Read and make notes on Rounding (Sheet to follow)
- Make sure you’ve checked the answers to the Compendium Questions on Significant Figures. (section 0)
- I’ll add to the calculator work this week, and you can work through that as soon as you can.
Week 2, part 2. Rounding
You will need to correctly round to the correct number of significant figures in N5 Physics. Again you might not get it straight away, but you’ll get plenty of practice. I’ll do another helpsheet for the Class Notebook.
- Watch the video on Youtube: Rounding in more detail it explains the reason for rounding and how it does it
- For an additional help try this one Rounding Videos This is by the same guy who did the sig fig video.
- Make notes on rounding: it will eventually be in the class notebook and on MrsPhysics in the N5 maths section.
- Complete the Sig fig and Rounding Quiz (10 questions). You ought to be able to get at least 7/10. Review the work if you get less than this.
Scientific Notation Week 2 extension
…..but you will need to be able to do this. You will need to know how to do Scientific Notation. I will not test you in this just now, but you should be confident about it by August. Watch this video on YouTube: Scientific Notation
Make a note on Scientific Notation in your Class Notebook
There will be a sheet this week to help you with this, which will be in the class materials here and in your note book as well, and on this site in the Maths bit.
Watch the video below on significant figures.
Figure 1: The red and brown is called a counting stick and can only measure to 10 cm.
Figure 2: The top part of this metre stick can read to the nearest 1 cm, the bottom to the nearest mm.
When Physicist use numbers it is usually because they have measured something. Significant figures tell us how precise our measurement.
For example a student uses a metre stick to measure the length of a jotter.
If the student measures a jotter with the “counting stick” (in the top picture in the red and brown) which is marked in 10 cm graduations they will not be able to get a very good value. You would get that the jotter was just under 30 cm long but you wouldn’t be able to say much more.
If the student uses a ruler marked in centimetre marks they could say that the jotter was over 29 cm but less than 30 cm and closer to 30 cm than 29 cm, you’d say it was about 30 cm long.
If the jotter was measured with a metre stick marked in millimetres the jotter could be measured as 29.7 cm long
You need to look at significant figures with rounding which I will cover this week too.
30 cm is one significant figure and means a number between 25 cm and 34 cm which would be rounded to 30 cm. This is how you could record the number if you used the counting stick.
29 cm is two significant figures and means a number between 29.5 cm and 30.4 cm, which would be rounded to 29 cm. This is how you could record the number if you used the metre stick marked in cm only
29.7 cm is three significant figures and means a number between 29.65 cm and 29.74 cm, which would be rounded to 29.7 cm. This is probably the best measurement we should aim to make and to do this we would need a metre stick with millimetre graduations.
29.76 cm is four significant figures and means a number between 29.755 cm and 29.764 cm, it is unlikely that you could measure a jotter to that level of precision as the pages would vary by more than this. You would need a better piece of apparatus than a metre stick to measure this.
How many Significant Figures?
The simple rule is this: Your answer should have no more than the number of significant figures given in the question.
If different numbers in the question are given to a different number of significant figure you should use the number of significant figures in the value given to the smallest number of significant figures.
Question: A rocket motor produces 4,570 N (3 sig fig) of thrust to a rocket with a mass of 7.0 kg (2 sig fig). What is the acceleration of the rocket?
The calculated answer to this question would be 652.8571429 ms-2 . However the least accurate value we are given in the question is the value of the mass. This is only given to two significant figures. Therefore our answer should also be to two significant figures: 650 ms–2 .
You might not think that this makes a difference, but during the SQA Intermediate 2 paper in 2006 Q25 was written to test significant figures.
- Know what to expect on the National 5 Physics course
- Understand the Course Structure
- Know where to access materials
- Find good places to go for online help.
- Know about Units, Prefixes and Scientific Notation
- Understand the make up of the SQA N5 Physics Course
- Get 90% or more on the weekly Friday Review assessment
- Complete the tasks on Units, Prefixes and Scientific Notation to a high standard
- Check out the National 5 compendium and save your own copy in an editable form.
- Read through the whole of Mrsphysics.co.uk/n5 front page
- Go through the compendium and mark off the content that you feel you have already covered in BGE. You could do this electronically if you want (NB Capital P in wingdings 2 gives a nice tick and capital O gives a cross).
- Check through the course content from the SQA website
- Watch Mr Mitchell’s Introduction to N5 Physics
- Watch Mr Mitchell’s Greek Letter Video
- Watch Mr Mitchell’s Video on Units, Prefixes and Scientific Notation
- Read the material in the Intro of the Compendium.
- Make notes on the Compendium content 0.2,0.3,0.4. and pages 21 to the end.
- Work through material on rearranging equations
- Answer the questions from the Learning Outcome Question Booklet on Units Prefixes and Scientific Notation 0.2, 0.3,0.4 or if you need the link as a pdf
- Start making a list of Quantity, Symbol, Unit, Unit Symbol, Scalar or Vector in the Notes. NB Colum 3 needs to be much wider than most and column 1 needs to fit in gravitational field strength, but columns 2, 4 and 5 only need to be a few letters wide. Keep this up to date, and we’ll have a quiz as to who can get the longest list from all the quantities you’ve met in the BGE.
- Do the Quiz on TEAMS- you’ll need to score 9/10 or more so do some revision.
- Let me know if you don’t have a CASIO 83 or 85 calculator.
- ….and finally, ask any questions that you have or anything that you need to be explained in more detail.
WELCOME TO THE TEAM.!
As part of your homework you should be either making sure you have your own set of revision notes or know where to find the answers to the statements in the compendium. Copying notes from the board is not good education, but you reviewing the information covered in class from the work books is a very effective revision tool.
June 2019 to Summer 2019
Here is the start of the National 5 Homework from June to the Summer.
It is EXPECTED and VITAL that if you miss any lesson, or do not finish the day’s work that you catch up the missed work, either from a friend or via MRSPHYSICS
|1||0||Wed 5th June||For complete the compendium and tick off all the work you’ve covered up to now in S1-S3. Use your jotters to help you.) Class task|
|1||Monday 10th June||Complete the ALL UNIT learning outcome questions.|
|2||2||Wed 12th June||Read the relevant sections in the waves booklet and complete Section 17.1 to end of section 17.5|
|3||2||Wed 12th June||Read the relevant sections in the waves booklet and answer Section 17.6 to start of section 18|
|4||3||Monday 17th June||Read the relevant sections in the waves booklet and answer Section 18 and 19|
|5||4||Wed 19th June||Read the relevant sections in the Space Booklet and answer Section 7.1- end of 7.8|
|6||5||Mon 24th June||Read the relevant sections in the Space Booklet and answer Section 7.8 to end of 7.13|
|7||6||Wed 26th June||Read the relevant sections in the Space Booklet and answer Section 8|
|8||0||Friday June 21st (WAVES)||IoP WAVES TEST DELAYED UNTIL
WED 28th AUG
|9||0||Friday 6th September||SPACE TEST|
Here is an experiment
Various materials of the same mass (500g) are crushed, placed in a boil in the bag bag and placed in boiling water until they have reached equilibrium. They are they removed rapidly and placed into a beaker with a known volume of water and a known temperature. The highest temperature they reach is recorded.
Describe what will happen to the temperature of the beakers when the bags are placed in them.
Why are the bags left in the boiling water for a long time?
Why must you be quick moving the bags into the beakers of water at room temperature?
What would happen if water got trapped in the top of the bag when moving them?
Why are the materials crushed and not a solid lump?
Could this be used to find a value for the specific heat capacity? If so, how.