I’ve just found this file, to give you some additional access to other questions to practice. Here some of the topics have got questions from SG, Int 2 and H questions.

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.

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=fÎ» is equivalent to v=d/t. Finally some questions will let you practise what you know.

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.

Fusion is the process when
two SMALL NUCLEI join to form a LARGER NUCLEI with the production of ENERGY

Fission

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.

Chain Reaction

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

SHIELD

DISTANCE

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 ÂĽ . Using tongs is an effective method of keeping your distance from a source.

To give you an idea of the radiation dose that would occur with radiotherapy, here is my mum’s dose. I know that she’d have been happy to share this with you as a learning experience. I really miss you mum x

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.

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.

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.

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.

ReadÂ 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 detailÂ it explains the reason for rounding and how it does it

For an additional helpÂ try this one Rounding VideosÂ 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:Â 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.

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 â€ścounting stickâ€ť (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 wouldnâ€™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, youâ€™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.

Example

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^{â€“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.

Reminder the prelim will test, speed distance time, velocity displacement and acceleration, including velocity time graphs where the gradient is the acceleration and the area under the graph is the displacement. Do check it out or contact me.