Calculating forces target sheet
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This document lists various learning objectives related to physics concepts at different levels of understanding. It includes objectives such as describing pressure and how it relates to area and force (Level 4), explaining hydraulic brakes and moments in levers (Level 5), calculating speed from distance and time and applying understanding of pressure to situations (Level 6), and calculating forces from pressure and area in hydraulic systems (Level 7).
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1) Plasma was first identified in 1879 by William Crookes, who called it "radiant matter." The term "plasma" was coined in 1928 by Irving Langmuir to describe how the glowing discharge in a Crookes tube is molded by the tube's shape.
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1. Light changes direction when moving between different materials due to refraction. Scientists studying refracting telescopes need accurate information on how light refracts when moving between air and glass.
2. An experiment is described where light passes through a semicircular glass block and the angle of refraction is measured for different angles of incidence.
3. The results are plotted on a graph showing the relationship between incident and refracted angles, helping to understand how optics can correct vision problems.
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The document discusses a circuit with two components in series, a resistor and a buzzer, that have different resistances. It asks what the potential difference (p.d.) is across each component and what this reveals about their relative resistances. It then provides learning objectives and example calculations for current, potential difference, and resistance in series circuits.
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The document describes an experiment to determine the laws of reflection. [1] Students are instructed to use a mirror, light source, and protractor to measure the angle of incidence and reflection of light rays. [2] They will shine light at a mirror from various angles and measure the corresponding reflected angles to see if the angle of reflection equals the angle of incidence. [3] By plotting their results on a graph, students can evaluate whether the evidence supports the statement that the angle of reflection equals the angle of incidence.
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A village in Italy installed a large mirror on a mountain opposite their village to direct sunlight into the village. The mirror helped brighten the village by reflecting sunlight into the dark areas between the mountains. Villagers could now grow crops that previously did not receive enough sunlight. The mirror demonstrated how reflected light can help illuminate dark spaces.
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Booklet
1. The document provides guidance for students on completing a research briefing on a topic of their choosing in physics.
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Calculating forces target sheet
- 1. Learning Objectives Pre Post I can interpret simple motion graphs (Level 4) I can describe the forces on objects in a range of situations. (Level 4) I can describe how pressure is linked to area and force. (Level 4) I can explain what pressure is. (Level 4) I can describe the way that pressure in gas or liquid is produced as particles randomly bouncing off a surface. (Level 4) I can remember that the pressure in a hydraulic system is the same everywhere. .(Level 4) I can link moments to the use of modern and ancient machines. (Level 4) I can work out if a simple system is balanced or not. (Level 4) I can describe how long jump distance changes with take off angle. (Level 4) I can describe how some measurements have human error. (Level 4) I can use motion graphs to understand how motion changes. (Level 5) I can explain the effects of streamlining. (Level 5) I can describe how hydraulic brakes work. (Level 5) I can describe moments in levers and other simple machines. (Level 5) I can use the equation: moment = force x distance. (Level 5) I can apply scientific understanding to discussions about speed. (Level 6) I can predict what happens to motion when conditions change. (Level 6) I can calculate speed if I am told distance and time. (Level 6) I can take an average to increase the accuracy of results. (Level 6) I can apply my understanding of pressure to a range of situations. (Level 6) I can use models to explain how particles produce pressure in gases and liquids and Brownian motion. (Level 6) I can describe how the pressure in a liquid increases with depth. (Level 6) I can take accurate measurements. (Level 6) I can research and display information from a range of sources. (Level 6) I can calculate speed from distance time graphs. (Level 7) I can describe why motion changes due to forces. (Level 7) I can use information to work out what is happening to the motion of objects in complex situations. (Level 7) I can calculate forces from information about pressure and area in hydraulic systems. (Level 7) I can apply an understanding of gas pressure to a range of situations. (Level 7) I can apply the concept of moments to complex situations. (Level 7)