ENDORSED BY EG CAMBRIDGE CHECKP@INT|™ AND BEYOND Complete Physics for . -- Cambridge oad i ‘air | jem Reynolds a PACK OXFORDStudent book, pages 214-215 Objectives © Explain the difference between primary and secondary energy sources © Describe how the world’s energy needs have changed and are likely to change in the future © Explain how to use data critically Overview ‘This lesson sets the scene for what students will learn in the next few lessons. It introduces the idea of renewable and non-renewable resources, and that renewable energy does not mean that you can use it again, They learn that power station generators convert primary sources into electricity, a secondary source, and that hydrogen gas is also a secondary source. In lesson 10.11 students will consider how we will meet our energy needs in the future, so in this lesson they learn how global energy demand has changed, and how it varies from country to country. There are a lot of new words to learn in this lesson, but they will meet them again in the following lessons. Activities © Students read page 214 of the Student book and make a table of renewable and non-renewable resources. In pairs they make memory cards with the name of each resource on each card, and the same number of cards with renewable/non-renewable written on them. Then shufile the cards and place them face down. Students take turns to pick two cards. If they match a resource with the correct renewable/non-renewable card they keep them. The ‘winner is the student with the most pairs © Discuss the idea of primary and secondary sources and the converters shown in the table. They will look at these sources and converters in more detail in the following lessons. © Students look at the graph of global energy demand and individually write down three things that they notice from the graph. Then they share their ideas with their partner, and then with others in their group. Each group reports back on the three most striking things about the graph. © Students analyse data about energy consumption and production, and the use of oil and renewables. Give students the data on worksheet 10.6.1. Ask them to present the data in a suitable way and to describe what the data shows. Students could look for other sources of data to check the data that they have been given, Emphasise that all secondary data should be checked. © Students present their findings to the rest of the class. Each group thinks of a question that they would like to answer while they look at energy resources and generating electricity for the future and make a display of questions that can be revisited in lesson 10.11 Homework Workbook page 99 Key words primary source, secondary source, coal, oil, natural gas, wind, water, biofuels, biomass, geothermal, energy converters, power stations, refineries, hydrogen gas, renewable, non-renewable, exojoule, secondary data, primary dataCD resources = Worksheet 10.7.1 m= Worksheet 10.7.2 = Worksheet 10.7.3, Student book, pages 216-217 Objectives © Describe how fossil fuels were formed © Explain how a fossil fuel fired power station works Overview In the first half of this lesson students learn how fossil fuels were formed. They produce a piece of work based on their formation and learn why they are called fossil fuels. Students learn how primary sources like fossil fuels are used to produce electricity, a secondary source, in a power station. Finally students look at where the fossil fuel reserves are in their country and consider how much of the electricity that is needed should be generated with fossil fuels. There is a link with Chapter 4 of Complete Chemistry for Cambridge Secondary I when students consider how the landscape must have changed over millions of years. Activities © Ifavailable show students a lump of coal and a sealed container of crude oil (or ‘fake’ crude oil). Show them charcoal or charred wood and establish that the coal is effectively carbon, and that crude oil also contains carbon, Ask why they are called “fossil” fuels. Elicit that they must be millions of years old and that living trees and animals contain carbon. © Students read about the formation of fossil fuels on page 216-217 of the Student book. They complete an activity to produce a cartoon, poster or poem about the formation of coal, oil, gas or all three using worksheet 10.7.1. Alternatively, divide the class into groups and each one produces a short section of a television programme on the formation of each of the fossil fuels. © Consolidate what they know using worksheet 10.7.2. © Show a suitable animation about how a power station works, © Students read the Student book and label a diagram of a power station using worksheet 10.7.3. © Provide students with a map showing where fossil fuel reserves are located in the local/national area. Consider how they got there (with reference to the rock cycle in Chemistry lesson 4.6). Students debate how much of the electricity generation in their country should rely on fossil fuels (Link to lesson 10.6) Homework Workbook page 100 Key word coal-fired power station © Oxford University Press 2013: this may be reproduced for class use solely forthe purchaser’s institute& CD resources Worksheet 10.8.1 Worksheet 10.8.2 Worksheet 10.8.3 Making electricity presentation Interactive generator (PC only) © Oxford University Press 2013: this may be reproduced for class use solely for the purchaser's institute Student book, pages 218-219 Objectives Describe how generators work © Explain the difference between a simple generator and a power station generator Overview ‘The lesson focuses on how electricity is generated in dynamos and generators, It starts by looking at a bicycle dynamo, Students then revise magnetism and electromagnetism before investigating electromagnetic induction, They link ‘what they have leamed to large scale power generation, for example in a fossil fuel power station that they leamed about last lesson, Activities © Start by demonstrating a generator like a dynamo, either on a bicycle and/or a hand-turned model, to light a lamp. Show the effect of pedalling, or turning the handle, faster. Explain that the dynamo generates electricity. © Elicit from the students that the source of the energy is the chemical energy of the cyclist which provides the input energy (kinetic) for the bicycle dynamo, © Students revise what they learned about magnets using worksheet 10.8.1 © Students carry out an investigation to produce an electric current using a moving magnet and coil of wire. © Students use worksheet 10.8.2 to learn about how to induce a voltage in a coil. © Discuss the results with the class, It may be useful to have a demonstration Set available to reinforce results as you go over it. In particular, demonstrate hhow to change the size and direction of the induced voltage. They may not have changed the strength of the magnets. Emphasise that something must be changing to induce a voltage. This can be achieved by moving the bar magnet, the coil, or both © Show pictures of the inside of a power station, and emphasize the size and the use of electromagnets, Students consolidate what they have learned using worksheet 10.8.3, Homework Workbook page 101 Key words induced, dynamoStudent book, pages 220-221 Objectives @ Describe how the energy from the Sun can be used Explain how energy from the Earth can be used to generate electricity m= Worksheet 10.9.1 Worksheet 10.9.2 = Solar energy Presentation Overview This is the first of two lessons on renewable energy sources. In this lesson students learn how energy from the Sun can be harnessed to generate electricity or heat water. They learn that although some methods of generating electricity do not produce greenhouse gases while they are operating but greenhouse ‘gases will be generated when they are produced. They investigate solar cells by changing the distance from the lamp to the solar cell and the power of the lamp. Activities ‘© Ask students to recall the difference between renewable and non-renewable ‘energy sources in lesson 10.6. Then ask them to name as many renewable energy sources as they can, ‘© Show pictures of solar cells on roofs. Demonstrate connecting a solar cell to ‘a voltmeter and hold it near a window or source of light. Students investigate solar cells using worksheet 10.9.1. ‘© Discuss findings of the investigations, and how they got reliable results, and made it a fair test. Remind students about efficiency (from lesson 2.5/2.10) and discuss the efficiency of solar cells and how it has improved. ‘© Ask students to think about other ways that people could use the energy from the Sun. Show pictures of solar water heating, or demonstrate @ solar oven if available. Students consider the practicality of using a solar roadway made of solar cells using worksheet 10.9.2 © Ask students to think of observations that you could make that could be explained by the fact that the Earth is very hot in the centre (volcanoes, geysers). Ask how this energy could be harnessed to heat homes or generate electricity using ideas from previous lessons. This can be linked to the lesson bout the structure of the Earth in Chapter 4 of Complete Chemistry for Cambridge Secondary 1. © Students investigate the energy transfer from ‘hot rocks’ in worksheet 10.9.3. In discussions bring out that the rocks need to be at a much higher temperature to heat water to boiling point. lay a map of geothermal power stations such as hitp://www:stelr.org. au/geothermal-energy/. Emphasise that they do not need to be near plate boundaries to produce significant effects. Extension Students work out the relationship between the distance and the output of the solar cell, and the power of the lamp and the output of the solar cell using the Extension section of worksheet 10.9.1 Homework Workbook page 102 Key words solar cell, heat pump (© Oxford University Press 2013: this may be reproduced for class use solely for the purchaser’ instituteStudent book, pages 222-223 Objective © Describe how wind, waves, tides, and water behind dams can be used to generate electricity ‘Worksheet 10.10.4 Overview Worksheet 10.10.5 ‘This is the second lesson on renewable energy sources. Students learn about the Worksheet 10.10.6 various methods that can be used to generate electricity using wind and water. Wind energy ‘They start by using a simple motor (as a generator) to make a model of a wind presentation turbine. Groups then research each of the following methods of generating electricity: off-shore wind farms, tidal energy, wave energy, hydroelectric energy, Activities © Recap how a simple dynamo works from lesson 10.8. Demonstrate how a simple motor can be connected to a voltmeter to produce a voltage when you spin it, (Do not discuss the workings of a motor at this stage). © Students use the motor and voltmeter to model a simple wind turbine using worksheet 10.10.1. They investigate how the number of blades or angle of the blades affects the voltage produced. © Discuss the findings of the groups. Show pictures of wind turbines and ask whether the results that they obtained agree with the designs of real turbines. Ask them to suggest what the reasons might be for the differences, © Discuss the ways that the same principle that they have used to generate electricity from the motion of the ait might be used to generate electricity from the motion of water (tides, waves) and introduce the idea of hydroelectricity. Divide the class into groups and assign a different to each group. Each group uses one of worksheet 10.10.2-5, the book (and websites if available) to research the way that electricity is generated and the advantages and disadvantages of the method. They produce a leaflet and. prepare a short presentation. © Students use the material from last lesson to complete the table for solar energy and geothermal energy using worksheet 10.16. Homework Workbook page 103 Key words \d power, wave power, tidal power reservoir, BRITISH COUNCIL © Oxford Univesity Press 201: his may be epredicd for ls use solely forthe purchase’ insu lo |Worksheet 10.11.1 Worksheet 10.11.2 Worksheet 1.11.3 Worksheet 10.1.4 Worksheet 10.11.5 Student book, pages 224-225 Objective © Describe the some of the issues in providing energy for the future Overview In this lesson students think about the issues of generating electricity and transportation in the future given that fossil fuels are running out. They learn about payback time and economic as well as environmental considerations. They consider the use of renewables, including biofuels and hydrogen, as possible solutions to the problems that we will face in the future. In this lesson they should draw on ideas from the preceding lessons to inform their choices. Activities © Students play a card game to elicit some of the advantages and disadvantages of ways of generating electricity that they have learned about in previous lessons using worksheet 10.11.1, ‘© Discuss the economic factors involved in electricity generation and transportation — cost to manufacture, install and run, and all the pollution/ greenhouse gases produced in those processes. Explain the idea of payback time. Students complete worksheet 10.11.2 to practise what they have learnt. © Discuss the use of biofuels and hydrogen as possible fuels for the future. Explain ‘what a hybrid car is. Students read the information on worksheet 10.11.3 and use it to complete the table on worksheet 10.1.4. © To finish the entire section on energy resources by asking students to decide the energy resources for an island that is completely “fossil free’. Give each ‘group a map of the island on worksheet 10.11.5. They work out how the people who live on the island can generate their electricity without using any fossil fuels. They can make a model of the island, or make a poster with the island at the centre, and add diagrams or labels to it showing how they will make use of the available resources to generate electricity and provide for transportation on the island. They need to make sure that there is the minimum of pollution or greenhouse gas production. Each group can present their solution to the class and the class can debate the different choices that have been made. Students can revisit the questions that they wrote at the start ofthis chapter to see if they have been answered. Homework Workbook page 104 Key words electric cars, hybrid cars, payback time, biodiesel, hydrogen, hydrogen cars, fuel cells joethanol, biomass, biogas, © Oxford University Press 2013: this may be reproduced for class use solely forthe purchaser's institute1 Forces and motion 1.1 Introduction to forces Force ‘Changes the | Changes its speed of the | direction object Gravity acting on a falling apple Ki Friction acting ona car going around a comer at a steady speed Friction when a car brakes in a v straight line 2 People on the other side of the Earth do not fall off because the force of gravity acts towards the centre of the Earth, wherever you are. 3° Three of the following: friction, air resistance, gravity, thrust. 4 Pull force of attraction. Push — force of repulsion. Sa One of the following contact forces: friction, air resistance, water resistance, upthrust, thrust, tension, b One of the following non-contact forces: gravity, electrostatic force, gravitational force. 1.2 Balanced forces 1 unbalanced 2 balanced 3a balanced unbalanced € unbalanced 4 Alom~if'a car is moving at a steady speed, then the resultant force would be zero and no resultant force would be acting on the car. A resultant force would only be acting on the car if the forces acting on it are unbalanced, for example when the car is accelerating, decelerating, or changing direction 1.3. Friction ‘The force of friction is caused by the uneven surfaces of the objects sliding over each other. 2 Using oil as lubrication reduces friction because a thin layer of oil it makes it easier for two uneven surfaces to slide over each other. 3a The thin layer of water between the blade of fan ice skate and the ice acts as a lubricant and reduces the friction between the two surfaces. Therefore, the skater can move across the ice more easily. © Oxford University Press 2013: this may be reproduced for class use solely forthe purchaser's institute b Ice skates have a jagged edge at the front that skaters use to stop. When the surface of the Jagged edge slides over the ice the force of friction is greater and the skater slows down and stops. 4 Itis important to remove the water from between a tyre and the road, so that there is enough friction for the tyres to grip the road. 14. Gravity ‘Mass is the amount of matter in an object. ‘Weight is a force — itis the force of gravity acting on an object. 40N ‘The mass of the astronaut on Mars is the same as the mass of the astronaut on Earth, Mass is the amount of matter in an object and does not change. 4a Gravitational force is like a magnetic force because it is a non-contact force that can attract objects. bb Magnetic forces can also repel, gravitational forces cannot. Gravitational force is dependent on mass, magnetic force are not normally. 5 72kg x 4Nikg = 288 N 1.5 Questions, evidence, and explanations 1 Bhaskaracharya could not do any experiments, to test his ideas because it was not possible to perform experiments on the Moon or the planets by changing or controlling variables. I is only possible to make observations. 2 Newton knew a force was acting on the Moon because it had to keep changing direction to stay in orbit around the Earth. An object only changes direction if a force is acting on it. 3° Any sensible reason, for example: you cannot feel the Earth moving and the Sun moves through the sky; the Sun does not touch the Earth, so how can it exert a force on the Earth; the orbiting of the Barth had been traditionally explained in a lifferent way, people believed this instead of Newton or Bhaskaracharya; they had done no experiments to prove their ideas 4 Any sensible reason, for example: you cannot fee! the Earth moving and the Moon moves through the sky; the Earth does not touch the Moon, so how can it exert a force on the Moon; the orbiting of the Moon had been traditionally explained in a different way, people believed this instead of Newton or Bhaskaracharya; they had done no ‘experiments to prove their ideas. we 5 You need less fuel to return to the Earth from the Moon, because the Earth’s gravity is stronger than the Moon's. A spacecraft would be pulled more towards the Earth than the Moon.1.6. Air resistance Ia A caris ‘streamlined’ when it has been designed to reduce the effect of air resistance. b A lorry travelling fast would experience more air resistance than a streamlined car travelling slowly because it will have a greater surface area that is in contact with the air, and also it will be pushing more air out of the way as itis travelling faster. 2 Missing words in order: unbalanced, balanced, unbalanced, balanced, balanced, 3 A tennis ball and cricket ball will hit the ground at the same time, even though the cricket ball is heavier, because they are the same size and experience the same amount of air resistance. If there is an equal amount, or no, air resistance, all objects fall at the same rate. 1.7 Planning investigations Equipment | Why Kasini needed it alarge To fill with water and drop ‘measuring different shapes of clay into. cylinder ‘modelling clay | To make into different shapes, with the same mass, in order to test how the shape of an object affects resistance. ‘stopwatch | To time the objects as they fall through the water. a balance ‘To measure the clay, so that the same mass is used for each shape. ‘a measuring jug | To measure the amount ‘of water in the eylinder to ensure the same amount of water is used each time. 2 Itis important to only change one variable at a time, so that you can see what effect that variable is having on what you are measuring. If you change more than one variable, you do not know which one is causing any differences. 3 Kasini could use more water, repeat her measurements and take an average, or use timing gates. 4° units of measurement 5 Any suitable answer it is important that Kasini uses the same stop-clock and type of clay for all of the experiments as changing them could have an effect, but Kasini is likely to be completing all of the tests at the same time using the same equipment and therefore using the same stop clock and clay. 1.8 Tension and upthrust Ja Extension: 4.5 em—3 cm = 1.5m b__ Extension is proportional to the forces. 4 N is twice as much as 2 N, so the extension would be 2x 1.5em=3em © Length of spring = original length plus extension. 6 Nis three times as much as 2 N, so the extension would be 3 x 1.5 em=4.5 em. 4.5em+3cm=7.5cm 2 The upthrust is equal to the weight, so it is 20 000 N. 3° Diagram of a weight underwater with forces of upthrust (4 N) and tension (6 N) pointing up and weight (10N) down, 4 The elastic limit of a spring is the point where a spring will no longer return to its original length when the weight is removed. 5 The weight of an object affects the amount an clastic material will stretch, its extension. To do a bungee jump people need to be given a bungee rope that will stretch the right amount for their weight 1.9 Presenting results ~ tables and graphs 1 A suitable column heading with the units of ‘measurement, 2A line of best fit shows the pattem or trend in a set of data, Joining all of the points may not show this trend, especially if there are any anomalous points. Colour of spring Extension (em) b The colour of spring is not a continuous variable, so the data collected cannot be displayed on a line graph. 3N ‘Suma might not have measured the extension of the spring correctly, she might have misread the measurement or written it down incorrectly, she might not have put the right weight onto the spring. 1.10 Round in circles 1 Centripetal force is a force that keeps an object moving in a circle, It acts towards the centre of the circle, 2 Friction between the car tyres and the road. provides the centripetal force when a car moves around a corner. 3a gravitational force b The Moon would carry on moving in a straight line in the direction it was moving when the force stopped acting. It would begin to move away from the Earth © Oxford University Press 2013: this may be reproduced for class use solely for the purchaser's institute4 For the satellite to stay in orbit it must be constantly changing direction. An object can only change direction if a force is acting on it, so there ‘must be a force acting on the satellite. 1.11 Review 1 Balanced forces are equal and acting in opposite directions. Unbalanced forces are not the same size. Forces are balanced Forces are unbalanced The object is not moving. v ‘There is only one force acting on the object. The object is accelerating, The two forces are the same size but in opposite directions. The object is slowing down, ‘The two forces are different sizes, but in opposite directions. ‘The object is| moving at a steady speed in a straight line. ‘The motorcycle and the child sitting on a swing. ‘The child sitting on the swing and trampoline. ‘The motorcycle. Some of the forces acting on the ook submarine are balanced, but some are unbalanced. 2 Accelerating downhill: gravity, air resistance, friction Diagram should have an arrow point forwards labelled thrust and one pointing back labelled air resistance and friction, The arrows should be the same length and start on the cyclist. 4 Acar moves forward when the force when the forces acting forwards are greater or equal to the forces acting against the direction of motion, drag. Air resistance is one of the drag forces, itis caused when the car collides with air particles. Thrust is the force that acts forwards, itis provided by the engine. A streamlined car is designed to experience less air resistance, this ‘means to travel at a steady speed it also needs less thrust. The car will use less fuel if it has to generate less thrust. (© Oxford University Press 2013: this may be reproduced for class use solely for the purchaser's institute of ao Serko nN Table D An clastic material will stretch when a force is applied to it, and then return to its original length when the force is removed It would not be a good idea to use an elastic band in a forcemeter as the amount the band stretches is not proportional to the weight hung on it, or the force applied Graph of the points, with a straight line of best fit passing through points 1, 2, 4, and 5 4em 2.25N No, almost all of the results show an extension that is proportional to the force applied to the spring. If the spring was beyond its elastic limit this would not be the case. The spring would return to its original length. BandC. smaller than the same as bigger than The ball went a lot further because both the force of gravity and the air resistance are lower on the Moon. The force of gravity is lower, so the ball will travel further before it falls back to the surface. The Moon has a very thin atmosphere, so there are fewer particles in the air. This means the i resistance is lower and so the ball can travel further for the same thrust. lubrication elastic limit proportional drag true false true false Both Newton and Bhaskaracharya wondered why the Moon went around the Earth. They both worked out that there was a force that attracted the Moon to the Earth. ‘The discovery of Neptune proved that Newton’ prediction, and so his explanation, was correct. Albert Einstein and Edwin Hubble both developed Newton and Bhaskaracharya’s explanations. Energy ‘What is energy? Coal, oil, and wood. 200 ki = 200 0003 Keeping the body warm and breathing, Children also need energy to grow. 1500 KI / 25 kI per minute = 60 minutes2.2 Energy from the Sun 1 Missing words in order: Sun, photosynthesis, animals, plants. 2 The energy in chicken comes from the Sun because the chicken gets its energy from eating plants, which have in turn used energy from the Sun to grow. 3° A biofuel is a fuel we get from living things, a fossil fuel is made from plant and animals that died millions of years ago. 4A solar cell converts energy from the Sun directly into electricity. A solar panel uses energy from the ‘Sun to heat water. 5 Hydroelectricity is generated from the movement of water as it falls downhill through a special dam. This energy is originally from the Sun, because the Sun evaporates water that will fall as rain and be trapped behind a dam. 2.3. Bnergy types 1 The Sun or a candle. 2 Gravitational potential energy 3 Elastic potential energy 4 Ithas less kinetic energy. 5 The Sun provides energy for the Earth as light only. This energy is not produced by burning or a fire. The process that takes place in the Sun to produce this energy is nuclear fusion. 24 Energy transfer 1 Energy transfer diagrams show how energy has been transferred and transformed by an object or process, 2 chemical energy + EPE — kinetic energy 3a Electrical energy is transferred into thermal energy. b Chemical energy in the battery is transferred into electrical energy, which is then transferred into light energy and some thermal energy. © The chemical energy from the child is transferred into kinetic energy as he or she moves the swing, This kinetic energy begins to transfer into GPE as the swing moves, when the swing reaches the point where it changing direction all of the kinetic energy is GPE until it begins to move again and the GPE transfers to kinetic energy. 4 chemical energy — kinetic energy > GPE — kinetic energy 5 nuclear energy —> light energy —> chemical energy — electrical energy — light, sound, thermal energy 2.5 Conservation of energy 1 The law of conservation of energy is a law that states that energy cannot be created or destroyed, it can only be transferred in a process. 2a 2a aw 27 2a ‘A hairdryer. Useful energy = thermal energy. ‘Wasted energy = thermal energy and sound energy. A television. Useful energy = light energy and sound energy. Wasted energy = thermal energy. kettle. Useful energy = thermal energy. Wasted energy = thermal energy and sound energy. Missing words in order: useful, wasted, thermal. An energy efficient light bulb produces less wasted thermal energy, so it would be cooler. More efficient electrical devices save you money as they waste less energy. This means you use less electricity, and pay for less electricity, when you are using them, Gravitational potential energy and kinetic energy Kinetic energy is the energy that an object has when it is moving. GPE is the energy that an object has because of its position, for example if aan object is on a high shelf it will have more GPE than an object on the floor. ‘The man has more kinetic energy because his mass is larger. ‘They could have the same amount of kinetic energy if the man was running slower than the boy, as both speed and mass affect the amount of kinetic energy something has. ‘The man has more GPE because his mass is, larger. GPE — kinetic energy + sound energy Energy is wasted on a rollercoaster ride because they are designed to hold more or heavier people than they normally do, so that the rollercoaster will always work. This means they are often designed to gain more GPE than they might really need to loop the loop of go up the next hill. Elastic potential energy As the student stretches the elastic band it gains clastic potential energy as it shape changes. When she lets the band go, the elastic potential energy changes into kinetic energy. If the band is pulled back further it will gain more EPE, so the band will move further when itis released as there is more EPE that can be transferred into kinetic energy, GPE — kinetic energy —> PE ~ kinetic energy > GPE Not all of the kinetic energy the bungee jumper had before he or she bounces is transferred into kinetic energy after the bounce, some is transferred to the environment as thermal energy. Eventually all the energy is transferred to the environment and the jumper stops boun: © Oxford University Press 2013: this may be reproduced for class use solely forthe purchaser’s institute C c3° A ball will never bounce higher than the height you drop it, as some of the GPE and kinetic energy it has before bouncing is lost to the environment as thermal energy. 28 Suggesting ideas 1 Noyou cannot answer the question ‘Which fuel is cheapest” with a practical investigation. A practical investigation involves changing one variable and keeping everything else the same. It may be possible to answer this questions by making observations and collecting data without changing or controlling variables. 2 Lumasi’s question is ‘Which fuel heats up water the fastest?” Liquid ethanol heats up water the fastest as it takes the shortest amount of time to heat 25 cm of water from 20 °C to 30°C. 3. Scientists repeat their investigations to improve their reliability. If you repeat your experiment, ‘you can us an average result, and any anomalous results will stand out from the rest. 2.9. Suggesting ideas continued Ja A field study is different from a practical investigation because scientist collect data from observations without affecting what they are studying. A practical investigation involves changing and controlling variables to find out how they affect what the scientist is studying. A field study is similar to a practical investigation because both are methods of carrying out investigations to collect data that will answer a scientific question. 2 Two people may not agree on “Which is the best fuel?” because they may not agree on what makes a fuel good. One person may think the best fuel is the cheapest, another may think the best fuel is, the one that produces the least greenhouse gases. This question cannot be answered by collecting data because the answer does not depend on data but on a persons opinion. 3a Yes — data can be collected about the amount of greenhouse gases, particulates or other waste products a fuel releases into the environment. b No=scientists could make prediction for the future based on data collected on how we use fuel now, and how much fuel is left, but our lifestyles might change in the future. ¢ No- this question cannot be answered by collecting data, the answer will depend on a person's opinon, 2.10 Energy calculations and Sankey diagrams 1 Energy cannot be lost or created. A machine that is not very efficient transfers more energy into a form that is not useful, for example a light bulb ‘wastes thermal energy. © Oxford University Press 2013: this may be reproduced for class use solely for the purchaser's institute » 241 la 6a ace Ta 8 9 10 Ma b c Efficiency = 75 J / 1003 x 100% = 75% ‘A machine cannot be more than 100% efficient because energy cannot be created or destroyed, only transferred, and a machine cannot transfer ‘more energy than itis given. Diagram that shows an arrow of 200 J, with 160 J going forwards and 35 J and 5 J lost as thermal energy and sound energy. Efficiency = (useful energy/total energy) x 100% 160 3 / 200 3 x 100% = 80% Review People who do different jobs or sports will use different amount of energy to carry out these activities, Therefore they need different diets in ‘order to get the right amount of energy from their food. sitting, walking slowly, cycling ~ sitting requires the least amount of energy because your body is not moving; cycling requires the most amount of energy because you are moving quickly and are providing energy to move the bike as well. 20 5, 0.2 kJ, 2000 J, 20 KJ, 2000 ky Photosynthesis is the process that plants use to transfer light energy from the Sun into chemical energy. A fossil fuel stores energy from the Sun as chemical energy. Hydroelectricity is electrical energy generated from the GPE of water held behind a dam transferred into kinetic energy by turbines as the water falls. The kinetic energy is transformed into electrical energy by a generator. A solar cell transfers light energy from the Sun into electrical energy. 1-C,2-A,3-D,4-B dis incorrect ~ kinetic energy does depend on the ‘mass of the object. chemical kinetic thermal GPE, kinetic energy chemical Energy is wasted energy, chemical energy —> kinetic, thermal and sound energy (these are drawn as separate transfers) c Jamp ~ light, bell - sound, ketle thermal, bicycle — kinetic C,A,D,B B € A : thermal energy and sound12a [Postion [GPE G) [REG [Total energy Gh] 28 Atthe start and end ofthe day, this is when the x on=lo= | ene Sun is lowest in the sky. At midday because this is when the Sun is highest B -4500__| 1500 _[ 6000 inthe ay c 3000 [3000 | 6000 3 tis unlikely that the Sun is hidden behind clouds D 1500 [4500 | 6000 at night because when the Sun goes behind cloud E 0 6000 | 6000 during the day it does not get dark. The Sun appears to move as the Earth spins on its axis. ‘b The law of conservation of energy. 4 Foucault's pendulum needed a very heavy weight € have made the assumption that no energy is to keep it swinging for @ long time, long enough transferred to the environment as thermal energy @ iow this effects of the Eath-spinning, as the diver falls due to air resistance. 4 When the diver hits the water most of her kinetic v decane a reid panies Salo ne 2 The days are longer, so the Sun warms the Earth 13 A—Yes, a practical investigation can be carried foe Ipagse each day. Also, the Sun 6 higher out by stretching the elastics bands with different inthe aky 90 its rays fall overs smaller area, foveed and measuring the point that they break. ‘ansferring their energy to a smaller area and B—Yes, a field study could be carried out to eine Serum pee acca to ene e EA enn: 3. The length of the shadow would be less in €--Notvaeamersbastsion, summer than in winter because the Sun is higher Ada. The student has not included an explanation of athe hy, dara the Stasier ie sesatetion! 4a__‘The length ofa day changes over the year due b No they do not. The results are very similar for all Aerts ko tse eit ead. Te Erin Net paren helen douniaie towards the Sun during summer, and so has a € She could measure out a volume of fuel and use longer day. It is more obvious further from the this to heat the same volume of water every time. Sqqaator. d_ Chemical energy in the fuel is transferred into b t eta thermal energy inthe water and the surrounding ai , ; Moa! both ter teen el asl crags ts thee Ifthe Earth’s axis was not tilted, then day length ‘energy as thermal energy is transferred to the and temperature would not vary throughout the a medi arweaartee woke year as they do now. There would be no seasons. f Iris difficult to get accurate results because 34 Stars alot of thermal energy is transferred to the 1 You cannot see stars during the day because the environment. Sun is too bright, The light of the Sun is brighter than the light of the other stars. 3 The Earth and beyond 2 A constellation is a collection of stars that make a patter, like Cassiopeia or Ursa Major. 3.1 The night sky 3) We see different stars in the summer and winter Ja Planets, exoplanets and comets. because the Earth isin different positions of its 1b The Moon and artificial satellites. orbit around Earth. We can only see the stars 2 Planets, artificial satellites, natural satellites that are in the opposite direction to the Sun, six 3 A meteor is any piece of dust or rock that enters months later these would not be visible as they the Earth's atmosphere. A meteorite is a piece of would be the same direction as the Sun. rock that reaches the surface of the Barth. 4 Most stars move as the Earth turns on its axis, 4 Uranus and Neptune can only be seen with 50 it was not possible for sailors to use them for a telescope, so they are not called naked-eye navigation planets. 5 14 million years from birth ~ worked out using 32 Day and night the diagram on page 59. la cast 3.8 Our Solar System b west 1 Scientists think there could once have been life © midday ‘on Mars because there are features on the surface that suggest water once flowed there. 04 © Oxford University Press 2013: this may be reproduced for clas use solely forthe purchasers institute a a ss es ee ee ee eee ee eee2a From largest to smallest: Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, Mercury. b- The Sun is roughly ten times bigger than Jupiter, the largest planet. 3a The inner planets are much smaller than the outer planets. b The inner planets are made of rock, but the outer planets are made of hydrogen and helium gas — Neptune and Uranus both have a rocky centre. 4 Yes - the outer planets are further from the Sun and have to travel a greater distance to complete ‘one orbit, a year. 3.6 The Moon 1 New moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, last quarter, waning crescent. 3. Ifthe orbit of the Moon was not tilted, we would not see a full Moon because the Earth would block the light from the Sun causing a lunar eclipse every month. 4a We only ever see once side of the Moon because the Moon completes one turn on its axis in the same amount of time it takes to orbit the Earth, This means that the same side of the Moon faces the Earth at all times. ‘Sb _Itis possible to take a photograph of the dark side of the Moon because it isn’t dark. We only call it the dark side of the Moon because it is never Visible from Earth. 3.7. Explanations - the geocentric model 1. The invention of writing was important for the development of scientific explanation as people were able to write down measurements and look for patterns. 2 People found it easy to believe the geocentric model because from Earth it looked like the Sun, Moon, stars and other planets were all moving around the Earth, and it did not fee! like the Earth ‘was moving at all. 3 Ptolemy changed the geocentric model to explain the observations of planets that seemed to wander across the sky. He explained that the planets were making smaller circles as well as moving in a big circle around the Earth. © Oxford University Press 2013: this may be reproduced for class use solely forthe purchaser's institute 38 Explanation — the heliocentric model 1 Inthe geocentric model, the Earth is at the centre ‘and all the stars, planets and the Sun orbit the arth, in the heliocentric model the planets all orbit the Sun, which is at the centre of the model. 2 Galileo Galilei observed four moons orbiting Jupiter, this piece of evidence was important for ‘overturning the geocentric model as it showed that not everything in the Universe orbited the Earth 3° It was easier to explain the movement of the planets using the heliocentric model instead of using Ptolemy's explanation that they moved in smaller circles whilst orbiting the Earth, 3.9 Communicating ideas 1 Foucault proved that the Earth was spinning using a very large pendulum. It would have been possible for earlier astronomers to prove that the Earth was spinning if they had had the same idea, 2 Merkhets, telescopes, astrolabe, any other sensible answers not mentioned in the book. 3. It was important to develop new astronomical instruments in order to make new and more precise or accurate measurements 4 If lots of astronomers came together in a new observatory they could share their ideas and observations and use them to develop new explanations together. 3.10 Beyond our Solar System 1 A galaxy is a collection of stars. A solar system is ‘a group of planets and other objects that orbit one star, There could be millions of solar systems Missing words in order: Kuiper belt, Oort cloud, galaxy. 3 Itis not possible to count all of the stars in the Milky Way because there are too many stars, there are billions and billions of stars in the Milky Way. 3.11 Using secondary sources 1A primary source is data that you have collected yourself in a practical investigation, a field study ‘or by making observations. A secondary source is data you have not collected yourself, such as information in a text book or on the Internet. 2 Itis important to look at more than one secondary source to check that the data is reliable. 3° There is no link between day length and year length as planets with similar day lengths have very different year lengths. @ BRIT @ COUN. _Mercury Mars, Saturn and Neptune Jupiter and Venus Uranus aot 3.12 The origin of the Universe Ja Scientists think that the Universe is 13 700 million years old. b The Solar System is 5000 million years old. 2 Itis difficult to predict what will happen to the Universe as it depends on the mass of everything, within it. Itis not possible to measure the mass of all the objects in the Universe using the technology we have at the moment. 3 No—dinosaurs died out 65 million years ago, but humans did not exist then, Humans only appeared 0.5 million years ago. » 13 Review 1-C,2-A,3-D,4-B. a 3 1 2 5 4 ‘Sun, Moon, star, comet, Venus, ‘You cannot put the objects in order because we do not know the size of all the object, for example the unnamed planet could be larger or smaller than Earth. Earth and Venus, because they are all inner planets in our Solar System, ‘Star (not our Sun) because they are both stars. 3 months 6 months ‘9 months 150 million km — 60 million km = 90 million km We see different stars at different times of year as ‘we move around the Sun. We can only see stars that are in the opposite direction to the Sun, so the stars visible at position A would be hidden behind the Sun at position C. axis, year south, north, shorter, longer larger, away from Ta A,B,C B,C.D,E D Foucault's pendulum, 8a The further from the Sun a planet is, the longer it’s year is — this is because the orbit is larger. b The further from the Sun, the lower a planet's, orbital speed is. obeaec eh caocta eck o ae rg © One year on Uranus is longer than one year on Earth because it is further from the Sun and so the distance it must travel to orbit the Sun, also it’s orbital speed is lower than that of the Earth. 9a The scientist in Egypt might not be able to read the scientist in India’s work because itis written ina different language, or the book might not have reached Egypt. b Forexample, the Indian scientist Brahmagupta described the law of gravity 1000 years before Newton, but Newton did not know about him. € _Itis easier to communicate internationally today using the Internet. Most work can be easily translated into several languages. 10a A primary source is data you have collected yourself in an investigation or by making, observations. A secondary source is data that someone else has collected, it may be from a text book, or on the internet. secondary secondary primary ‘The secondary data from a science book is likely to be the most reliable, but all data should be repeated or checked. Stage 7 Review Ja Air resistance and friction, b To move at a steady speed the drag forces must be equal to the thrust force © An object will only change direction or speed if a force is acting on it. When an object is moving at a steady speed the forces acting on it are balanced, Thrust is the only force acting forwards on the cyclist, whilst air resistance and friction are acting to slow the cyclist down, The drag forces ‘must be equal to the thrust force for the forces to be balanced. ad Itwill increase, € Speed will increase because the thrust is the same, but the air resistance is lower. The forces acting on the cyclist are now unbalanced so he will accelerate, 2 There isa force of gravity between any objects with mass. There is a force of gravity between me and my chair, 3a Water resistance, friction, upthrust, gravity. b 2cm ¢ When the fish is out of the water the force of upthrust is no longer acting on it, and all ofits ‘mass must be supported by the fisherman. Ifthe fish is half the mass, then the extension will be halved too ~ 1 em. kinetic energy {This energy is transferred from stored EPE. eace (© Oxford University Press 2013: this may be reproduced for class use solely for the purchaser’ institute = = = = = £ = = £ = : = = = = = = = e = = e = = 5 £GPE It was transferred from the kinetic energy of the gorilla as he climbed higher. © The small leaf because there was less air resistance acting on it due to its smaller area. The larger leaf will fall slower because a greater force of air resistance is acting on it. GPE kinetic energy EPE & thermal energy ‘The mother because she has a greater mass. 130 ‘Thermal and sound energy. The law of conservation of energy. Least to most efficient: A, C, B. The most efficient fan is the one that wastes the least energy, and so produces the most kinetic energy from the 200 J of electrical energy that is supplied. 6a Higher because it is much closer to its star than Earth is to the Sun, b 4 Barth days © 4 Earth days 51 Pegasi bis similar to the Moon because it takes the same time to complete an orbit a it does to spin once on its axis. € Yes ~it has seasons because its axis is tilted and therefore the different hemispheres will be tilted towards or away from the star at different times of year. f A.constellation is a collection of stars that makes a pattern. g No-there are billions of stars in a galaxy and only a few in constellation. A galaxy is collection of stars gathered together in space, but a constellation is a pattem applied by humans when they observe the stars. 7a True: A, B, D, F. False: C, E, G. of aogBaan b Primary data. ec iB ii A iii C 4 Forces and motion 4.1 Speed 1 150 km / 2 hours = 75 km/h 2 200m/40s=5 m/s 3 Nikita 4a True - Car | = 100 km/2 hours = 50 km/h. Car 2. 100 km / 3 hours = 33.3 km/h. b True~Girl= 10 m/4s=2.5 m/s. Boy = 10m/3 s=3.3 mis, ¢ False — Motorbike = 50 km /0.5 h = 100 km/h, Car = 100 km /0.45 h = 133.3 km/h. © Oxford University Press 2013: this may be reproduced for class use solely for the purchaser's institute ‘The two speeds are measured in different units so itis not possible to tell which speed is faster by the number. The speeds need to be changed into the same units to know which one is fastest. ‘Taking accurate measurements ‘Timing gates are more accurate than using a stopwatch because the measurement is taken exactly when the light beam is broken, Using a stopwatch is less accurate because you reaction times mean that there is a delay in taking the measurement, Automatic timing is more important for timing, over a short period of time because a delay from reaction time would have a greater effect on the results. A sprint takes place over a shorter period of time than a marathon, so automatic timing is more important. Kyra’s time is more precise because she measured to time to a greater number of significant figures. less than 0.2 seconds Typical reaction time is 0.2 seconds. If a sprinter leaves the blocks less than 0.2 seconds after the ‘gun, it is unlikely that they are reacting to the sound and have false started. Distance-time graphs Section E — itis the steepest which she has moved fa greater distance in a shorter time, and so is ‘moving faster than anywhere else on the graph. Amira David — there is a section of his graph where the distance does not change. David Amira Average speed total distance / total time 1500 m /'900 s= 5 m/s 1400 m / 13 mins = 1400 m/780 s = 1.8 m/s 2100 m/ 10 mins = 2100 m / 600 s = 3.5 m/s 4500 m// 15 minutes c Acceleration and speed-time graphs Speed is the distance travelled in a given time. Acceleration and deceleration are how speed is changing over time, acceleration is when the speed is increasing and deceleration is when it is decreasing, Correct words in order: acceleration, horizontal. not. Acceleratio 500 mis? ‘Acceleration = 0 m/s 10 m/s /0.1 5 =-10/0.1 100 mis? Deceleration = 10 m/s 0 avs /0.1 5 = 10/0.1 = 100 m/s? 25 mis ~ O mvs / 0.05 s = 25 / 0.05 =Sa Car B has the greater acceleration because the ‘graph is steeper meaning the speed is increasing more over the same time. 6b Car Bis accelerating at: 45 m/s ~ 0 m/s /2.5s 45/25 = 18mis* Car B is accelerating at 18 m/s?, this is greater than Car A that is accelerating at 12 mis’ 4.5. Presenting results in tables and graphs 1 The number of races a driver has won is a discrete variable and must be shown on a bar chart or pie chart, it cannot be displayed on a line graph like speed and time, which are continuous variables. 2a 10-14 seconds. b 14-18 seconds. © 0~10seconds, and 18 ~ 20 seconds. 3a 400m The car was moving at a steady speed between 10 and 14 seonds, this is not the same as not moving, and so the distance moved continued to increase during this time. 4a The distance time graph would show a horizontal line for the time the car was stopped in the pits because the car is not moving, b The speed-time graph would show the car decelerating to 0 m/s before a horizontal like when it was stopped in the pits — this is the same ‘as moving at a steady speed. As the car leaves the pits the graph would show acceleration. Sa Acceleration = 55 m/s 0 m/s /4 8 = 55/4 = 13,75 mi/s* b Acceleration = 78 m/s ~ 89 m/s/4s=—11/4 -2.75 mist Deceleration = 89 m/s ~78 m/s /4.s=11/4= 2.75 mis? 4.6 Asking scientific questions 1 Any suitable answers: it would not be possible to walk, drive, play football, hold objects, etc. It ‘would siill be possible to sit or lie down, swim, ete 2a When a boat is moving on a river itis slowed down by forces of water resistance, air resistance and friction. In order to keep moving at a steady speed these forces must be balanced by an equal force acting in the opposite direction, this is the thrust provided by the engine, Therefore the engine must be kept running for the boat to move at a steady speed. b Ifthe engine was tumed off, the boat would slow down as the forces acting on it would no longer be balanced. The drag forces would be greater than the thrust and the boat would begin to slow, it would eventually stop. 3 Noit wouldn’t make a difference, as it would not ‘change the forces acting on the ball eek 9a Boe enerbeane 1a Review ACD mis, km/s km, m hs ‘The line on the graph is straight and is the same gradient for the whole graph, this means the girl was cycling at a steady speed. If she had been. moving at different speeds, then the gradient of the graph would change too. Speed = 12 km / 120 min = 12 km/2h=6 knvh a Speed = 1440 km /2 hours accelerating ‘The average speed would be lower when the plane has to fly into the wind because itis experiencing more drag. Speed = 110 m/10.s= 11 m/s Speed = 3 km /0.5h=6 km/h 5.14 seconds 10 minutes 3000 metres: 50 minutes adi travels the fastest between 30 and 40 minutes. Speed = 3000 m / 30 minute: 6 km/h Speed = 1 m/10 min = 0.1 m/min Speed = 2 m/8 min = 0.25 mv/min Speed = 3 m//20 min = 0.15 m/min Tables B and D. ‘Tables A and C. units Categoric variables: colour, manufacturer. ‘Top speed, engine size, cost. 20 km 3km/ 05h False ‘True False True False Object Time (9) Tennis ball 053 Football 0.68 ‘Table tennis ball 072 ‘Timing gates work by shining a beam of light across the path of the object. When the object passes through the top light beam, the beam is, broken and the timer starts. When the object passes through the second gate, the beam is broken and the timer stops. © Oxford University Press 2013: this may be reproduced for clas use solely forthe purchaser's institute nono hn hh¢ Tennis ball = 1 m/0.53 s = 1.89 mis Football = 1 m/0.68 s= 1.47 m/s Table tennis ball = 1 m/0.72 s= 1.39 m/s Draw a bar chart because the ball types is a discrete variable, 5 Sound 5.1 Sound, vibrations and energy transfer 1 Any suitable answer. 2 Sound cannot travel through a vacuum as itis the movement of air particles. There are no air particles in a vacuum. 3° Sound travels slower in air than water because the air particles are more spread out than those in water. 4 Sound is produced in a guitar when the string is plucked. The string then vibrates creating sound waves in the air around it, 5.2 Detecting sounds 1 Your ear is like a microphone because it converts, the energy of a sound wave into an electrical signal in your auditory nerve. 2 The diaphragm. Part of the ear | What it does pinna gathers the sound waves and directs it to the eardrum ‘eardrum sound waves make this vibrate and starts the ossicles vibrating ossicles passes the vibration from the eardrum to the cochlea ‘cochlea contains fluid that vibrates and passes the signal to hairs inside it 4 Itwould be dangerous to put a sharp object in your ear as you could pierce your eardrum and it would no longer detect sound waves. 5 Yes, a microphone detects sound waves and ‘converts them into an electrical signal using a diaphragm connected to a coil and magnet. A speaker converts an electrical signal into a sound. wave by using a cone, like the diaphragm, using @ magnet. 5.3. Loudness and the decibel scale 1 Noi 2 40 opaque © inverted a umbra e non-luminous 2a reflected b absorbed ¢ translucent, transparent deflected e opaque f transparent 3b 4° AGE 5 6a b e 7a refraction b The light changes direction because its speed changes. ce of seme 9a 10 Ma 12 ‘The fish can see the bottom of the lake as well as the water's surface and the bank above the river because some light from the bottom of the lake is reflected back into the water, whilst light from the surface and bank is refracted when it enters the water. 0 The ray at A enters the block and its speed will reduce, but its direction does not change. 45° The ray is reflected. The critical angle must be less than 45°, If the critical angle was greater than 45°, then the light would be refracted out of the prism instead being reflected internally A,GE,D,F,B,G This method ensures the measurements of the angles are as accurate as possible because the dots show exactly where the light enters and leaves the block. When the block is removed a straight line is drawn using a ruler because light travels in a straight line. B.C green magenta Magnetism The properties of magnets Magnetic: steel, iron, nickel. Non-magnetic: brass, copper, wool, wood, cotton. Steel — steel can be magnetised. B ~ north pole, C — south pole, D —north pole. Experiment 1 —the magnets will repel each other. Experiment 2 — the magnets will repel each other. Ina magnet there are lots of small regions call domains, each one behaves like a small magnet so when a magnet is broken both parts still have a north and south pole. Heating a magnet disrupts the domains and they no longer line up. Iron does not stay magnetised because the domains are easy to line up, this means they are also easy to disrupt again and they will not stay lined up. Magnetic fields ‘A magnetic field is the region around a magnet where magnetic materials will experience a force. The magnetic field of a bar magnet is strongest at the two poles, because if you plot field lines around a magnet to show the field they are closest together at the poles, indicating the field is strongest here, sity Press 2013: this may be reproduced for class use solely forthe purchaser's institute ‘ f t ' 1 L t t ! 1 1 Lo i i i i . , f i Jge Diagram showing two north poles with field lines repelling, and north and south pole with field lines from north to south. If you place a steel ball at the neutral point nothing would happen. ¢ Nothing would happen because the two magnetic fields have cancelled each other out. 3 He has not made a magnetic field with the iron filings, he has used the iron filings to show to location of the magnetic field of a magnet. Electromagnets An electromagnet could be used to sort a mixture of iron and copper pieces by first switching it on to attract all of the iron to the magnet. The magnet can then be moved and switched off. The iron ‘would fall off in this new location to leave two separate piles of metal, Iewill reverse 7 Iron can be easily magnetised to make a strong electromagnet, but it will not stay magnetised ‘when the current is switched off. Steel will stay magnetised when the current is 7.6 switched off. la ‘The wire wrapped around the core of an b electromagnet is insulated, soit will not flow c through the core. An electromagnet with an iron core is strong because iron is easily magnetised. 2 Identifying and controlling variables - ‘An independent variable is the one that will be » changed during the experiment, A dependent variable is the variable that will change when the independent variable changes. Independent variable — force applied * Dependent variable — extension P surface S height ofthe bounce Sa ‘They could repeat each measurement to get more accurate results. Surface Height of bounce (em) | Surface 1 Surface 2... Using electromagnets You would use a relay when you want to control. ahigh voltage ot high current circuit that it might bbe dangerous to control directly. ‘A doorbell circuit is called a ‘make-and-break” 6 circuit because when the switch is pressed the current magnetises and electromagnet, which then attracts a metal strip to break the circuit. The circuit continues to be made and broken bythe = Ta, electromagnet being switched on and off for as b Tong as the switch is held down, c In a relay circuit the armature is either on or off in order to control a different circuit, in a doorbell circuit the armature moves backwards and forwards while the switch is pressed. Both types of circuit use electromagnets and armatures to make or break a circuit. You could use an electromagnet to make a burglar alarm. The electromagnet could control the switch of another circuit, the alarm circuit. Whilst the electromagnet is on the armature of the switch is attracted to it and does not complete the alarm circuit. If the circuit was built onto a door or window frame so that the current flowed when they are shut, when the door or window is opened unexpectedly by a burglar the circuit would break, the electromagnet would switch off and the alarm circuit would be completed sounding an alarm. Any suitable answers including: pros — safe, painless, produce more detailed images than X-rays; cons — expensive, the patient must li still ina small space, Review False True False False A,B,C,F A =right, B — down, C - down, D ~ left Up. Blue magnet horizontal with the north pole on the right, bring the north pole of the green magnet towards the north pole of the blue magnet from below. magnetic field, magnetic field field strength, high, poles pole Use iron filings to show the field shape, or use plotting compasses to draw field lines. ‘The neutral point is where the magnetic field of the two magnets cancel each other out. Magnet 1, the neutral point if further from this ‘magnet meaning that the field is as strong as the other magnets field at this point. Because it is further from the magnet it means the field must be stronger. Any suitable answer: e.g. Place a steel bead in different places around the magnets until itis not attracted or repelled by either of them. In the first picture the compass needle is aligned with the Earth’s magnetic field. In the second picture it has aligned to the bar magnets magnetic field because it is stronger. ‘A magnet that remains magnetised all of the time, A material that will be attracted to a magnet. ‘The area around a magnet where magnetic metals will experience a force. © Oxford University Press 2013: this may be reproduced for class use solely for the purchaser's institute 13