Try these and thanks to Mr Williams, hope he doesn’t mind. I’ve made some adjustments. Not sure they’re complete, but can’t you do that!
I recommend you printing them out 8 to a page!
Thanks to S Gray, Drummond Community High School, for putting together this book of experiments that you should have covered in your N5 Physics lessons. Any of these could be discussed in your exam as a question.
Thanks to the wonderful Physics teacher who provided these.
|Dynamics & Space||Electricity & Energy||Waves & Radiation|
|Notes ver 1.2 doc||Notes ver 3.1||Notes ver 2.1|
|Problems 1.2 doc||Problems 3.0 doc||Problems 3.1 doc
|Problems 1.2 pdf||Problems 3.0 pdf||Problems ver 3.1 pdf
|Answer File ver 1.4||Answer File ver 3.0||Answer File ver 3.1|
Thanks to those in North Ayrshire who provided these excellent questions for you to get your teeth into. I’ll post the answers as password protected to protect those students and staff who are given these for homework! They’re in the old order, so you’ll have to search through for the right section.
|Dynamics & Space||Summary Notes D&S||Questions D&S pdf
Problems D&S doc
|Electricity & Energy||Summary Notes E&E||Questions E&E pdf
Problems E&E doc
|Waves & Radiation||Summary Notes W&R||Questions W&R pdf
Problems W&R doc
I’ve put together, with Mrs Mac’s help, a document with quantity, symbol, unit and unit symbol so that you know the meaning of the terms in the Relationships Sheet. It is in EXCEL so that you can sort it by course, quantity or symbol.
Quantity, Symbol, Units the excel sheet
Quantity, Symbol, Units N5 a pdf sheet sorted by course and then alphabetical by quantity.
|N||H||A||Physical Quantity||sym||Unit||Unit Abb.|
|5||absorbed dose rate||H (dot)||gray per second gray per hour gray per year||Gys-1 Gyh -1 Gyy-1|
|5||6||7||acceleration||a||metre per second per second||m s-2|
|5||6||7||acceleration due to gravity||g||metre per second per second||m s-2|
|5||6||7||average speed||v (bar)||metre per second||m s-1|
|5||6||7||average velocity||v (bar)||metre per second||m s-1|
|5||6||7||change of speed||∆v||metre per second||m s-1|
|5||6||7||change of velocity||∆v||metre per second||m s-1|
|5||count rate||-||counts per second (counts per minute)||-|
|5||6||7||distance||d||metre, light year||m , ly|
|5||6||7||distance, depth, height||d or h||metre||m|
|5||6||7||electric charge||Q or q||coulomb||C|
|5||equivalent dose rate||H (dot)||sievert per second sievert per hour sievert per year||Svs -1 Svh-1 Svy -1|
|5||6||7||final velocity||v||metre per second||m s-1|
|5||6||7||force, tension, upthrust, thrust||F||newton||N|
|5||6||7||gravitational field strength||g||newton per kilogram||N kg-1|
|5||6||7||gravitational potential energy||Ep||joule||J|
|5||half-life||t1/2||second (minute, hour, day, year)||s|
|5||6||7||initial speed||u||metre per second||m/s|
|5||6||7||initial velocity||u||metre per second||m s-1|
|5||number of nuclei decaying||N||-||-|
|5||6||7||pressure||P or p||pascal||Pa|
|5||radiation weighting factor||wR||-||-|
|5||6||7||specific heat capacity||c||joule per kilogram per degree Celsius||Jkg-1 °C -1|
|5||6||specific latent heat||l||joule per kilogram||Jkg -1|
|5||6||7||speed of light in a vacuum||c||metre per second||m s -1|
|5||6||7||speed, final speed||v||metre per second||ms -1|
|5||6||7||speed, velocity, final velocity||v||metre per second||m s-1|
|5||6||7||voltage, potential difference||V||volt||V|
|5||6||7||work done||W or EW||joule||J|
|7||angular acceleration||a||radian per second per second||rad s-2|
|7||angular frequency||ω||radian per second||rad s-1|
|7||angular momentum||L||kilogram metre squared per second||kg m2 s -1|
|7||angular velocity, |
final angular velocity
|ω||radian per second||rad s-1|
|7||apparent brightness||b||Watts per square metre||Wm-2|
|density||ρ||kilogram per cubic metre||kg m-3|
|7||displacement||s or x or y||metre||m|
|6||7||electric field strength||E||newton per coulomb|
volts per metre
|N C -1
|6||7||electromotive force (e.m.f)||E or ε||volt||V|
|6||energy level||E 1 , E 2 , etc||joule||J|
|focal length of a lens||f||metre||m|
|6||frequency of source||fs||hertz||Hz|
|6||7||grating to screen distance||D||metre||m|
|7||gravitational potential||U or V||joule per kilogram||J kg-1|
kilogram metre per second
|7||induced e.m.f.||E or ε||volt||V|
|7||initial angular velocity||ω o||radian per second||rad s-1|
|input energy||E i||joule||J|
|input voltage||V 1 or V2||volt||V|
|input voltage||V i||volt||V|
|6||7||irradiance||I||watt per square metre||W m-1|
|7||moment of inertia||I||kilogram metre squared||kg m2|
|6||7||momentum||p||kilogram metre per second||kg m s-1|
|6||number of photons per second per cross sectional area||N||-||-|
|number of turns on primary coil||n p||-||-|
|number of turns on secondary coil||n s||-||-|
|6||observed wavelength||λ observed||metre||m|
|output energy||E o||joule||J|
|output power||P o||watt||W|
|output voltage||V o||volt||V|
|6||peak voltage||V peak||volt||V|
|6||7||Planck’s constant||h||joule second||Js|
|7||polarising angle |
|power (of a lens)||P||dioptre||D|
|7||Power per unit area||Watts per square metre||Wm-2|
|primary current||I p||ampere||A|
|7||radial acceleration||ar||metre per second per second||m s-2|
|6||root mean square current||I rms||ampere||A|
|6||root mean square voltage||Vrms||volt||V|
|7||rotational kinetic energy||Erot||joule||J|
|7||tangential acceleration||at||metre per second per second||m s-2|
|7||uncertainty in Energy||∆E||joule||J|
|7||uncertainty in momentum||∆px||kilogram metre per second||kgms-1|
|7||uncertainty in position||∆x||metre||m|
|7||uncertainty in time||∆t||second||s|
|6||velocity of observer||vo||metre per second||m s-1|
|6||velocity of source||vs||metre per second||m s-1|
|voltage gain||Ao or V gain||-||-|
A revision planner for you to use. Revision-plan 2018 19
Try the following questions
Section 1: q6, 10, 11, 12, 13,14,15,16,17, Section 2: Q5, 6, 7, 8
Section 1: Q1-7, 19, Section 2: Q1,2,3,
Section 1: Q1-7 Section 2: Q1,2,3,4,5
Section 1: Q1-6 Section 2: Q1,2,3,4
Section 1: Q1-7 Section 2: Q1,2,3
Learn the formula for
Ew=QV, Ew=Fd, Ep=mgh, Ek=½mv2, E=Pt, Ee=ItV, EH=mcΔT, EH = ml, P=F/A, Q=It, R in series, R in parallel, V1 =R1/Rt ´Vs, V=IR, P=IV, P=I2R, P=V2/R, pV/T(K)=constant
Make flashcards of
Learn the units for all the electricity quantities, properties of matter and energy quantities.
I’ll add to this during the week as I have time
Look over some OLD Higher papers for the Pressure and Gas Laws as well as the relevant past papers above. I’ll look out the papers with question numbers as soon as I can.
If you’re doing the Waves and Radiation UASP I’ll get some revision plans up soon
Old/ traditional higher……
H 2015 Q7 and 24
H 2014 Q7 and 24
H 2013 Q7 and 24 not part c
H2012 Q7 and 24
H 2011 Q7 and 24
H 2010 Q7 and 23 b
H 2009 Q7 and 23 a,c
H 2008 Q7 and 23
These can be found on the higher part of the website.
Updated July 18
A few folk have worried that they can’t interpret graphs, so I’ve gone through some SG Credit Papers and written a few questions. You can answer the past paper questions. I’ll upload the answers when I’ve done them!
Interpreting Graphs word
Here I will post a few tips and hints to remember when answering SQA N5 Papers. Hopefully they’ll be quick, snappy and memorable. You’ve got the whole of the Scottish Physics Teachers’ Community Wisdom Below!
Some practice notes from Mr Dawson from Wallace Hall Academy.
N5 Revision Pupil Questions pdf version
N5 Revision Pupil Questions word version
This is a great little document from the Science Faculty at LA- whom I have just discovered pinched it from Mr Bowled Over formerly of the Physics Dept. It applies to all your subjects.
Remember to revise at the first opportunity after any lesson, asking yourself;
Also, plan your revision and do not put things off to tomorrow when you could fix them today.
Keep a note of areas you are finding challenging and bring them with you to after school classes for targeted help and support.
Hope you find this useful and thanks to the Chemists and Mr Bowles.
It is important that you realise that this year will go really quickly. As a part of your life it seems a long time, but trust me, it will go quicker than you can possibly imagine. That is why it is important to realise how little time you have to cover the whole course and revise it.
For people in D&G I’ve made a D&G Calendar. For other Regions you’ll just need to adjust your holiday dates. From the first Monday you return to school there will be only 146 teaching days until Study Leave. Now if you think that you only get 4 periods a week, on 3 days per week that is about a maximum of 88 times I’ll see you over the year. You can start ticking them off if you dislike me that much. Take off all those days when you will be having trips, meetings, be at Sporting Events, doing prelims; and the time to complete the course begins to look less plausible! We also have to fit in an Assignment.
I would therefore ask any student studying any subject not to waste any time in class and get as organised as possible. That means get into class, get out your stuff, and get going straight away. If there is a distraction then review your work, answer questions etc. Don’t waste a second!
Click on the link above (Revision plan). This takes you to an EXCEL spreadsheet. I can add a pdf file if some of you can’t open this. Revision isn’t just about LEARNING the work. What will take more of your time are the other bits!
You can and should be doing step one throughout the course. The better prepared you are as you go along the less time at the end of the course you will need for revision. Likewise with step 2. If you make sure you’ve fully understood each part of the work, then even if you’ve forgotten it, it should be easier to understand and grasp the second time around. If you pass on it and hope it will go away as you move through the course you’ll begin to have a fear of this section of the course and it will be harder to understand.
I’ll see if the Physics Jewel can make one up!
Here is a little document I made up when we had foreign students in an Intermediate 2 class. It was not as successful with the foreign students as with those studying in Scotland as there was confusing over what they were asked to do and I assumed (obviously wrongly) that the symbols were universal.
I think you’ll find these fine, providing you:
If you don’t have a printer just copy them out on to paper or card!
This will give you 8 dominoes per sheet and two different sets. One if for quantity and symbol and one is for quantity and unit.
I’ve found it best to print on different colour card so that you don’t try muddling them up. If you do it correctly you should end back at the start, or with a quantity that has no unit (work out which one that is)
I recommend you working against the clock, so that you can increase your speed as you practice. It will make revision at least a little more interesting. Or practice with your friends.
“Six months from Now, you’ll have wished you started revising today”
Here is a table showing some of the command words that are used in the exams. It is important to answer the correct command word in the right way or you are likely to not be awarded marks.
Do go through past paper questions and get examples of the different command words and then look at the marking instructions and see how they are answered.
Below the table is a exemplar sheet to try some of these words out, produced by Mr L Phin (thanks from us all)
|response to questions that ask candidates to:||Candidates must:|
|calculate||you must provide a number from given facts, figures or information. It is not expected that this can just be known from information.|
|compare||This requires you to describe the similarities and/or differences between things, not just write about one. If you are asked to ‘compare x with y ’, you need to write down something about x compared to y , using comparative words such as ‘better, ‘more than’, ‘less than’, ‘quicker’, ‘more expensive’, ‘on the other hand.’|
|describe,||you must provide a statement or structure of characteristics and/or features;|
|determine or calculate,||you must determine a number from given facts, figures or information; You should use numbers given in the question to work out the answer. You should always show your working, as it may be possible for the examiner to award some marks for the method even if the final answer is wrong. Always give the units as the final mark is for the answer and unit.|
|estimate,||you must determine an approximate value for something;|
|explain,||you must relate cause and effect and/or make relationships between things clear. Students should make something clear, or state the reasons for something happening. The answer should not be a simple list of reasons. This means that points in the answer must be linked coherently and logically.All of the stages/steps in an explanation must be included to gain full marks.|
|evaluate,||you must make a judgement based on what you know or have been given, or determine the value of something.|
|identify, name, give, or state,||you need only name or present in brief form. Only a short answer is required, not an explanation or a description. Often it can be answered with a single word, phrase or sentence. If the question asks you to state, give, or write down one (or two etc) examples, you should write down only the specified number of answers, or you may not be given the mark for some correct examples given.|
|justify,||you must give reasons to support their suggestions or conclusions, e.g. this might be by identifying an appropriate relationship and the effect of changing variables;|
|outline,||you must provide a brief summary of the content. It should be more detailed than naming, but not as detailed as describe.|
|predict,||you must suggest what may happen based on available information;|
|show that,||you must use physics [and mathematics] to prove something e.g. a given value – All steps, including the stated answer , must be shown;|
|suggest,||you must apply your knowledge and understanding of physics to a new situation. A number of responses are acceptable: marks will be awarded for any suggestions that are supported by knowledge and understanding of physics.|
|use your knowledge of physics or aspect of physics to comment on,||you must apply your skills, knowledge and understanding to respond appropriately to the problem/situation presented (for example by making a statement of principle(s) involved and/or a relationship or equation, and applying these to respond to the problem/situation). you will be rewarded for the breadth and/or depth of their conceptual understanding.|
|Use the information in the passage/ diagram/ graph/ table to…||The answer must be based on the information given in the question. Unless the information given in the question is used, no marks can be given, even if what you write is correct.|
On a similar matter, it is important that you don’t use the wrong adverb for a quantity.
Don’t use the terms
Quicker, slower, faster
for words such as time, acceleration, velocity.
longer, shorter for time
greater or less for acceleration and velocity.
To say quicker time, you are talking about relativity! You want to say that the time will be less to do the same action.