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A2 Physics Revision Guide
A2 Physics Revision Guide
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Contents
Articles
A-level Physics 1
A-level Physics/Forces, Fields and Energy 2
A-level Physics/Forces, Fields and Energy/Further dynamics 3
A-level Physics/Forces, Fields and Energy/Work and energy 4
A-level Physics/Forces, Fields and Energy/Motion in a circle 5
A-level Physics/Forces, Fields and Energy/Oscillations 8
A-level Physics/Forces, Fields and Energy/Gravitational fields 11
A-level Physics/Forces, Fields and Energy/Electric fields 14
A-level Physics/Forces, Fields and Energy/Capacitors 18
A-level Physics/Forces, Fields and Energy/Electromagnetism 23
A-level Physics/Forces, Fields and Energy/Electromagnetic induction 24
A-level Physics/Forces, Fields and Energy/Thermal physics 25
A-level Physics/Forces, Fields and Energy/The nuclear atom 29
A-level Physics/Forces, Fields and Energy/Radioactivity 32
A-level Physics/Cosmology 37
A-level Physics/Cosmology/Models of the known universe 37
A-level Physics/Cosmology/Stars and Galaxies 43
A-level Physics/Cosmology/Structure of the universe 49
A-level Physics/Cosmology/Information from stellar observation 49
A-level Physics/Cosmology/How the universe may evolve 51
A-level Physics/Cosmology/Relativity 51
A-level Physics/Health Physics 54
A-level Physics/Health Physics/Body Mechanics 54
A-level Physics/Health Physics/Medical Imaging 54
A-level Physics/Nuclear and Particle Physics 54
A-level Physics/Nuclear and Particle Physics/The Nucleus 55
A-level Physics/The SI System of Units 56
A-level Physics/Equation Sheet 59
A-level Physics/Glossary of Terms 60
AQA A-Level Physics 65
AQA A-Level Physics/Atomic structure 66
AQA A-Level Physics/Particles and Anti-particles 69
AQA A-Level Physics/Particles and Anti-particles/Constituents of the particle 71
AQA A-Level Physics/Particles and Anti-particles/Forces 72
AQA A-Level Physics/Past paper questions 72
References
Article Sources and Contributors 73
Image Sources, Licenses and Contributors 74
Article Licenses
License 75
A-level Physics 1
A-level Physics
This A-level physics book is designed to follow the OCR GCE Physics A specification [1]. For the OCR B
'Advancing Physics' specification, see A-level Physics (Advancing Physics). You can use this book as a revision
guide, or as another explanation of concepts that you may not fully understand. At A2 level, in the second year of
study, you must take the two core A2 modules along with one of the option modules.
Before you begin this course, it is recommended that you understand some of the basic concepts covered in GCSE
Science, and have an understanding of the SI unit system (Appendix A).
If you find any mistakes, errors, broken links, or if you are able to make the content easier to understand, please do
not hesitate to edit and expand on existing content.
Modules
AS Modules
• Force(s) and Motion
• /Electrons, Waves and Photons/
• /Wave Properties/
A2 Core Modules
• /Forces, Fields and Energy/
• /Unifying Concepts in Physics/
A2 Option Modules
You are only required to complete one of the optional modules.
• /Cosmology/
• /Health Physics/
• /Materials/
• /Nuclear and Particle Physics/
• /Telecommunications/
Appendices
Appendix A
• /The SI System of Units/
Appendix B
• /Equation Sheet/
Appendix C
• /Glossary of Terms/
A-level Physics 2
References
[1] http:/ / www. ocr. org. uk/ download/ kd/ ocr_9587_kd_gce_spec. pdf
Contents
• Further dynamics
• Work and energy
• Motion in a circle
• Oscillations
• Gravitational fields
• Electric fields
• Capacitors
• Electromagnetism
• Electromagnetic induction
• Thermal physics
• The nuclear atom
• Radioactivity
• Appendix of Formulae
A-level Physics/Forces, Fields and Energy/Further dynamics 3
Momentum
If you have seen collisions involving two objects, you may have noticed that the velocity of one object seems to be
passed to the other object. You may also have noticed that heavier objects seem to pass more velocity on to smaller
objects, whereas smaller objects seem to pass less velocity to more massive ones.
What is in fact happening is that momentum is being conserved. Momentum is the product of an objects mass and
velocity, or . This means that, after a collision, an object that is heavier will have a lower velocity than a
lighter object in its place, and vice versa. Momentum is conserved for all collisions. The principle of the
conservation of momentum states that:
Within a closed system, the total momentum in any specified direction remains constant.
Momentum is a vector quantity and has the units or (Newton-seconds) in the SI system.
Collisions
Since momentum is conserved, the momentum before a collision is equal to the momentum after a collision. You can
use this fact to solve problems involving collisions.
Before After
m1u1 + m2u2 = m1v1 + m2v2
For instance, a ball is moving at 3m/s with mass 3kg. It hits another ball with mass 1kg moving at 2m/s; the two balls
collide and the second ball rebounds at 4m/s. Find the velocity at which ball 1 is moving:
Before After
m1u1 + m2u2 = m1v1 + m2v2
3x3 + 2x1 = 3v + 1x4
11 = 3v + 4
11-4 = 3v
7 = 3v
7/3 = v
So the velocity at which ball 1 is moving after the collision is 2.3m/s (7/3)m/s 1
A-level Physics/Forces, Fields and Energy/Further dynamics 4
Energy:
James Joule is the man, where the term 'the joule' comes from. His principle of conservation of energy states that:
While energy may be converted from one form to another, the total amount of energy in a closed system is always
constant.
There are two main different types of energy; kinetic and potential. Kinetic energy (EK) is moving energy and
potential energy (EP)is the energy that could be transferred to moving energy. The formula for these are:
Kinetic Energy:
Potential Energy:
The relationship between work done and energy is:
Work done = Energy transferred
Angular Variables
Similar to the variables, found in linear motion, representing the position vector, displacement, velocity
and acceleration respectively, we have a few terms in angular motion.
The first variable is , which is the angle subtended at the centre of the circle. This can be compared with the
position vector of linear motion. It is measured in radians, or rads.
The second variable is angular velocity, . Like velocity is the change in your position vector, or your
displacement by time, t, is the change in angle per unit time. It is measured in radians per second, rads/s. Also, it
is not your displaced angle. If you cover 360 °, and full circle, in one second, it does not mean that your angular
velocity is zero, but 2 &pi radians per second. Mathematically we have,
The third variable is angular acceleration, . It is the change in angular velocity by time. It is measured in radians
per second, . Mathematically,
Notice that these quantities are not dependent on radius. All angular terms depend only on the axis of rotation, or the
centre of the circle, a fact that makes circular motion useful.
A-level Physics/Forces, Fields and Energy/Motion in a circle 6
Axial Vectors
It should be noted that these vectors are not normal vectors, but are axial vectors. Axial vectors are vectors along the
axis. Rather that along the direction of motion, these angular variables are along the axis, in an upward direction or
downward direction.
This concept is quite difficult to visulalise. Imagine a rod, which is your axis of rotation, passing through a disc. If
you try and spin the disc, the axis will start to rotate. As such, your axis does not possess a real velocity. It does not
move at all.
Now if you put a small ring on the rod. It should be in contact, but not too tightly attached. If you spin the rod, the
ring will start to move up, or down. This is due to a physical phenomenon, but for this purpose, ignore the dynamics
of its motion, only consider that it is moving up, or down. Also notice, that generally, when you rotate it in
anticlockwise direction, it moves up . By this experiment, you can visualise how the axial vector operates.
By convention, an anticlockwise rotation the direction of the axial vector is taken as the positive upward vector on
the axis, and vice versa for clockwise rotation. Another point to not is that though axial vectors can be resolved, to
simulate a body rotating in two axes, it more often than not complicates the situation. There are also several technical
complications if your two axes of rotation are not passing through the same point. This is a very complicated
situation, and will not be discussed.
Example 1
Suppose a body is rotating, such that it subtends an angle of 1200 ° at the centre every minute. Find its angular
velocity in S.I. units.
We know that angular velocity is the angle covered per unit time. Since it covers 1200 degrees per minute, with
uniform angular velocity, we can say that it covers 20 degrees in one second. 20 degrees is radians. So we get
rad/s.
Example 2
If a body's angular displacement increases by per second, find its, angular velocity, and acceleration at some time,
t.
It is clear that the angular velocity is not constant from this. The average angular velocity in the first second is
rads/s, in the second second, rads/s, and in the third second rads/ sec. You can observe that the angular
velocity is the time, t into radians per second. So, rads/s.
We can also see that the angular acceleration is constant, and equal to radians per second square. So, .
Equations of Motion
We now move onto a few equations, bearing striking resemblance to those of linear motion. The second example
given above, is much better solved with these equations. All these equations are applicable only under constant
angular acceleration.
1. This equation gives a relation between your angular velocity and time. is the angular
velocity initially.
2. This equation gives a relation between your angular displacement and time. is the
3. This equation gives a relation between your angular velocity and angular displacement.
Remember that the &omega is not a vector.
Example 3
If a body spins about an axis, accelerating at a rate of 4 rad/s^2, find
1. the angular displacement after 5 seconds, and angular velocity at that time
2. the angular displacement when it attains an angular velocity of 12 rad/s
1. The time has been given. In the first part, we need a relation between &theta and time. This is the second
equation. So, we have the equation identified, . We also know the values of
to establish a relation between &omega and time. This is the first equation.
rads/s <\li>
2. There are two methods to solve this equation. One is to find time through the first equation, and substitute it in
the second, the other is to directly use the third equation. or
Substituting in equation 2, In the other method,
or
3. One might ask why the first method was even considered. This is because, if the angular
4. velocity
5. was given, not your
6. speed
7. , the third equation would require us to first find the speed, i.e. magnitude, of the &omega, and we would proceed
further. This too is not a serious impediment, and could be carried out. But if the angular velocity were asked, the
third equation would not give us that. These are important things to be kept in mind, even if they are not applied
often.
Observing oscillations
Free oscillations
When an object is in free oscillation, it vibrates at its natural frequency. For example, if you strike a tuning fork, it
will begin to vibrate for some time after you struck it, or if you hit a pendulum, it will always oscillate at the same
frequency no matter how hard you hit it. All oscillating objects have a natural frequency, at which they will vibrate
at once they have been moved from the equilbrium position.
Forced oscillations
Imagine a building in an earthquake. The ground is moving side to side, and the building (assuming that it is strong
enough to not be completely destroyed by the forces) will be moving side to side with the ground. In this case, this
oscillation is not the buildings natural frequency, but it is being forced to vibrate with the ground. This is a forced
oscillation.
Describing oscillations
Oscillations can be shown on a displacement-time graph, like this:
A-level Physics/Forces, Fields and Energy/Oscillations 9
Notice that the curves are smooth. This is because the object slows down before changing direction, instead of
bouncing back and forth, which is what a graph with straight lines and sharp corners would describe. Movement that
has a displacement-time graph with curved lines like the one above, is called sinusoidal motion.
The graph can show us the differences between several oscillating systems. For an oscillating system, the graph
shows us:
• The displacement at a given point in time,
• The amplitude,
• The period and,
• The frequency
Displacement
The displacement at a certain point in time is the distance of the object away from the centre point. The displacement
is 0 at the centre, at its maximum at one end (usually on the right when right is taken as positive), and at its greatest
negative value on the opposite end (usually left but, again, only when right is taken as positive). Displacement is
given the symbol s or x.
Amplitude
The amplitude is the greatest displacement of an oscillating object. It is measured from the center point to one of the
maximum points of displacement. The amplitude can increase or decrease with time. Amplitude is represented by the
symbol A
This differential equation is easy enough to solve, and the answer is where A and are arbitrary
constants and . It does not really matter how we got the solution, because we are physicists, not
mathematicians. This is the answer we are expecting, so we try it, and lo and behold, it works. If you do not believe
me, substitute it in. Moreoever, this is the complete solution, and you will just have to believe me on that because it
is slightly more difficult to prove.
Without loss of generality, we will take , also called the phase shift, to be zero (if you are concerned about this,
we are just defining where t=0 is).
Now, a remarkable thing we recognize about the solution is that the frequency (radians per second), is
independent of A. That is, no matter how big the oscillations are, the frequency is the same. A pendulum
approximately undergoes SHM, so this is why they are used in clocks, the amplitude doesn't affect the period! By the
way, we have added the subscript zero to omega because we are going to have some other omegas soon.
A-level Physics/Forces, Fields and Energy/Oscillations 10
Some terms to remember are frequency, f (cycles per second) = and the period, T = . These are not
so important, but often people will specify the frequency or the period instead of the angular frequency, so they can
be helpful.
Now, to get the velocity, differentiate the position, and to get the acceleration, differentiate the velocity. We have,
and .
Now, we have avoided saying what A is. It turns out, it depends on the problem, or the initial conditions. We can say
the velocity or position of the oscillator at some t is something and then use the expression for v or a to find A. You
can do the same thing with the phase if you want, but it is a little tedious and doesn't tell us much.
Notice the greatest velocity is at the equilibrium position (x = 0) of the oscillation. We can go one making such
statements, but they are all extremely obvious if you simply plot out the position, velocity, and acceleration on the
same graph.
Damping
An object that oscillates freely oscillates at its natural frequency. If it loses no energy, it will continue to oscillate
forever. Damping is when an oscillating mass loses energy. There are 3 types of damping:
1) Light - The amplitude gradually decreases over time
2) Critical - The mass would overshoot 0 displacement
3) Heavy - The displacement decreases to 0 without any oscillation.
The cause of damping is frictional forces, e.g. Car suspension
Let's try to quantify this a bit. Say there is a friction force which is proportional to the velocity (this is a pretty good
approximation in many cases) with constant of proportionality c. Then, by Newton's second law,
This equation is a little trickier to solve than without the friction. I am going to use a very nice trick which you will
find throughout physics, and whenever you have similar equations. Notice that if x is a solution and y is a solution,
then ax + by is also a solution, where a and b are constants (real or complex). This property means the equation is
called "linear." We know that . Assume x is . Then we just take the real part of x
and we get our answer because the equation is linear, but exponentials are so much easier to work with than sines
and cosines. The equation of motion becomes
So,
or .
.
All we do is take the real part of this with Euler's identity, and we have,
,
where C and are just A and B written a different way. You can find them if you want, but they won't be very
helpful. Notice that the oscillator oscillates with ever decreasing amplitude, but not at its "natural" frequency, but at a
different frequency.
A-level Physics/Forces, Fields and Energy/Oscillations 11
It is conceivable that is imaginary, in which case, the entire solution is just a negative exponential! This is called
critical damping, when it just turns into being an exponential instead of oscillitory motion.
Resonance
A mass resonates, when the driving frequency of oscillations is equal to the natural frequency of the object. (See
Tacoma Narrows Bridge also known as "Galloping Gertie") This means that work is done to keep drive the
oscillations.
If the driving frequency is less than the natural frequency, the amplitude decreases to a much smaller value.
Radial Fields
The Earth has a radial field of gravity, which means that the gravitational
field is circular and acts from the centre point.
You can see on the diagram that near the Earth's surface the lines are closer
together than higher up. The closeness of the lines represent the relative
strength of the field, so from the diagram, you can tell that the strength of the
field decreases with altitude. Further apart lines represent points where the
field is weaker.
The arrows show the direction in which the force on an object will act, which
is towards the centre of the Earth.
The Earths radial gravitational field is
represented by the lines.
A-level Physics/Forces, Fields and Energy/Gravitational fields 12
Uniform fields
A uniform field, however, has the lines perfectly parallel. The Earth's
gravitational field can be considered to be uniform on the scale of small
things such as cars, balls, and planes. For small heights at this scale (a few
dozen kilometres), the strength of the field doesn't change enough to be
noticeable. Again, the arrows point towards the centre of the Earth, since that
is the way objects fall.
tripled.
This is called the inverse square law, and is true for anything
which is a point source, such a light from a point or the amount of
radiation emitted. As you can see, a quarter of lines of force goes through
the plane when the distance is doubled.
Using the above, Newton suggested that the force of attraction was proportional to the two masses as well as the
distance between them:
This relationship is the basis of how Newton's law of gravitation is often stated:
Any two point masses attract each other with a force that is proportional to each of their masses and inversely
proportional to the square of the distance between them.
However, to make this into an equation, we need to add in a constant of proportionality, G:
Where G is the gravitational constant, . There is also a minus sign in the equation, which will be
explained in the "electric fields" module, where we will encounter repelling as well as attracting forces.
planet, and lower case m represents a small mass such as a ball or an aeroplane.
A-level Physics/Forces, Fields and Energy/Gravitational fields 13
becomes:
The gravitational field strength at a point is the force per unit mass exerted on a mass placed at that point.
This means that the gravitational field strength, is equal to the force experienced by a mass of 1kg in that
gravitational field.
From the new definition, it follows that gravitational field strength is measured in , though it is perfectly
acceptable to use for situations where it is treated as an acceleration (such as the acceleration of an object in
free fall).
You can use this to find the gravitational field strength of a mass at a particular point, r.
Note that the gravitational field strength of the Earth near its surface is numerically equal to the acceleration of free
fall, .
A-level Physics/Forces, Fields and Energy/Electric fields 14
Radial fields
Radial fields are drawn from a centre point. The field is stronger nearer the surface of the object, and weakens as you
move further away. For a positive charge, the arrows point outwards, and for a negative charge, the arrows point
inwards.
The field is directed into a negative point ...and it is directed outwards from a
charge... positive one.
A-level Physics/Forces, Fields and Energy/Electric fields 15
Uniform fields
Between two charged plates there is a uniform electric field, which means that its
strength is constant between each plate. This is represented by parallel lines, directed
from the positive plate to the negative plate. The field curves outwards slightly on
the edges of the plates, and it is important that you draw it like that.
Multiple charges
When there are several radial and uniform fields close to each other, they have to be
combined into one field, since each of their fields interact and change. The most
common shapes are shown, and the arrows, as always, point from positive to
negative. You should be able to draw field lines for simple variations on these.
Coulomb's law
Coulomb's law is very similar to Newton's law of gravitation, except instead of relating the force between two
masses together, it relates the force between two charges, and . Since the two charges are point charges
which have radial fields, they follow the inverse square law.
Therefore, the relationship can be expressed as:
Or, in words:
A-level Physics/Forces, Fields and Energy/Electric fields 16
Any two point charges exert a force on each other that is proportional to the product of their charges and inversely
proportional to the square of the distance between them.
Just like Newton's law, we need to introduce a constant of proportionality to make it into an equation, which in this
case is k:
Where .
in free space, however you do also need to know , as you may be given the
Signs of charges
Note that for each charge, you must keep the signs intact in the equation. If you were to have two positive, or two
negative charges in the equation, the result would be positive, but if you were to have one negative and one positive
charge, the final answer would be negative. The sign of the answer tells us whether the force between the two
charges is an attraction, or a repulsion, like charges will repel, and opposite charges will attract. This also explains
the minus sign in Newton's law of gravitation, since the force between two masses is always an attraction.
From this equation, you can see that the electric field strength is measured in .
Where V is the voltage between the plates, and d is the distance between them. Note the minus sign in the equation,
which has been added since the force that a positive charge will experience in the field is away from the positively
charged plate.
Here you can see that the units of electric field strength is . is equivalent to .
A-level Physics/Forces, Fields and Energy/Electric fields 17
, or
Force on particles
To calculate the force an electron experiences in a uniform field, we can combine with in the
following steps:
, or
This is useful if you are asked to find the force on an electron in a uniform field, most often in a cathode ray tube.
Similarities
• For point charges or masses, the variation of force with distance follows the inverse square law.
• Both exert a force from a distance, with no contact.
• The field strength of both is defined in terms of force per unit of the property of the object that causes the force
(i.e. mass and charge).
Differences
• Gravitational fields can only produce forces of attraction, whereas electric fields can produce attraction and
repulsion.
• Objects can be shielded from an electric field, but there is no way to shield an object from a gravitational field.
A-level Physics/Forces, Fields and Energy/Capacitors 18
Definition of Capacitance/Capacitor
A capacitor is usually made from two sheets of metal separated by an insulating material (such as air or ceramics). If
we apply a voltage between the two sheets, there will be an associated electric field generated, and charges will
accumulate on each side of the plates. We define Capacitance to be where Q is the charge that
accumulates on the plate when voltage V is applied. The unit of capacitance is in Farad or F for short. Capacitance
is proportional to the area of the plates, and inversely proportional to the separation distance and the
permeability of the insulating material. This makes intuitive sense - if we make the plates bigger, we can store more
charge, and if we bring the plates closer, the tendency for the charges to attract increase, thereby increasing the
electric field generated.
Now, it does not mean that capacitance is a property that appears only on two sheets of metallic sheet. In fact, any
piece of wire or metal would have small but non-zero associated capacitance with it. Calculating such capacitances
and either exploiting them or taking necessary measures to counteract it is a big deal in engineering electric circuits.
Capacitors in parallel
Not-so-rigorous proof
When two capacitors are connected in parallel, then the terminals of capacitor will have the same voltage. So, if we
swap the capacitors in parallel with some equivalent capacitor, it should have the same voltage drop as the either one
of the parallel capacitors had. If we count the charges accumulated on the capacitors in parallel, they add up (If one
capacitor had Q1 charges accumulated and the other Q2 then the equivalent charges accumulated is Q1+Q2). That
means that the charges in the equivalent capacitor is the sum of charges accumulated... which means:
Therefore,
...We can generalize this for more than 2 capacitors - just add 'em up.
Capacitors in series
Therefore,
Once again, we can generalize this rule for more than 2 capacitors - just add the reciprocals!
(By the way, the magnetic analogue of this is called the inductor, and it possesses surprisingly similar characteristic
with surprisingly similar equations.)
Not-so-rigorous Proof
The power dissipated for an electric component was defined to be P=v i where v=voltage and i=current. Current is
change of charge over time, or dQ/dt.
We have defined C=Q/V, so Q=CV. Since C is constant, i = dQ/dt = C dV/dt.
Plug this into the equation for power, and we get:
Because power is rate at which energy is changing, (P=dW/dt), to find work W, we have to integrate with respect to
time. This gives us:
Though mathematicians will be infuriated by what I'm about to say now, it usually works for most cases. If we
consider derivatives like a fraction, then we note that the 'dt's will cancel out, giving us:
...which is the work required to store charges in a capacitor with voltage V applied, which is the energy stored in the
capacitor when we apply a voltage V.
A-level Physics/Forces, Fields and Energy/Capacitors 21
Derivation
Let's consider a case where a resistor with resistance R is connected in series with a capacitor with capacitance C and
a voltage source with voltage . Assume that the Capacitor at time=0 has potential difference
If we take Kirchoff's Voltage Law for this circuit, what we will get is the following:
We know that the current flowing through the resistor is same as the current flowing through the capacitor. Because
Q=CV for capacitor, the current i is . Replacing i, we get:
If we plug this into the differential equation mentioned above, we will get:
Thus,
Now, plug in the equation that we've found for V(capacitor) for time=0 to find:
Time Constant
is what is known as the "Time constant" of the RC circuit. It is a magnitude that indicates how slowly the circuit
voltage is decreasing or increasing. Larger T implies longer transition between the two states.
Delay
Let's say you were making a switch where the user had to press a button for more than three seconds. Say this device
was connected to some other machinery that considered anything higher than 4.5V as "ON." Also suppose you had a
5V voltage source. With just these information, you will be able to construct a RC circuit with appropriate time
constant to achieve this effect. If we assume the capacitor is initially discharged (Vc(0)=0V), then it becomes a
problem of mere algebraic manipulation.
Filter
Remember that high RC meant smoother transition. If the voltage source was changing (as in signals that comes in
from a microphone), then what would happen?
Well, from waves we know that low sounds have low frequency. Low frequency means that it takes more time to
change from one value to another. The opposite of that is high frequency, which changes its values rapidly. If our RC
term is very high, then the RC circuit won't be able to "catch up" with the rapid transition of the high frequency. This
means that the circuit will pass the low frequency signals better than the higher frequency ones.
Such use of RC circuit is called a Low-pass Filter and it has important applications in signal processing.
A-level Physics/Forces, Fields and Energy/Electromagnetism 23
Orbiting charges
F is always perpendicular to the path of the charged particle, so the particle moves in a circular path.
Therefore, centripetal force = mv²/R = BeV
Radius of path = R = mv/Be
Quick note
Radius is large for more massive, faster particles Radius is smaller when the magnetic field strength is large
A-level Physics/Forces, Fields and Energy/Electromagnetic induction 24
Inducing an EMF.
When a conductor is moved through a magnetic field, an EMF is generated.
Faraday's Law
Michael Faraday states in his law that: The magnitude of the emf generated is proportional to the rate of change of
magnetic flux.
Magnetic Flux density is a measure of the strength of a magnetic field and is essentially how dense the field lines of
a magnetic field are within a given area.
Faraday's law
The magnitude of induced EMF is proportional to the rate of change of magnetic flux linkage:
Lenz's law
Lenz's law states that the direction of the induced current is always so as to oppose the change which caused the
current. It is just a small addition to Faraday's law:
Transformers
A transformer is made up of two or more coils of unmagnetised magnetic material. One coil is the primary coil and
is connected to an alternating supply. The other is the secondary coil.
Internal energy
When you heat up a material, it may change state. The molecules vibrate with a greater amplitude, and break apart
from one another. The material has been supplied with energy and you can feel it getting hotter. The increased
kinetic and potential (from their greater separation) energy of the particles is an increase in what we call internal
energy. Internal energy is defined as:
The internal energy of a system is the sum of the randomly distributed kinetic and potential energies of its molecules.
Therefore, an increase in temperature for a material means an increase in its internal energy.
Absolute zero
This scale of temperature is defined in terms of internal energy, and is measured in kelvins (K). 0K is defined as the
temperature at which a substance will have minimum internal energy, and is the lowest possible temperature. This
temperature is known as absolute zero.
Heating up substances
When you apply heat to a substance, the temperature does not simply increase in a straight line. Some extra energy is
required to break bonds between particles.
This shape is rather surprising. You would expect the line to increase in a straight line, with none of the breaks that
you can see above. We should consider what is happening to the molecules of the water at each section of the graph
to understand why this is so:
• AB
The ice is below freezing point, but the temperature is increasing. The molecules are vibrating slowly, but
begin to vibrate more.
• BC
At 273K (0°C) the ice is at melting point. The bonds between molecules are being broken and molecules have
greater potential energy. This is the Latent Heat of Fusion
• CD
A-level Physics/Forces, Fields and Energy/Thermal physics 27
The water now increases in temperature towards boiling point. The molecules vibrate even more and move
around rapidly as their kinetic energy increases.
• DE
At 373K (100°C) the water is now at boiling point. Molecules completely break away from each other and
their potential energy increases. DE is much larger than BC because ALL bonds need to be broken for a gas to
form. (The Latent Heat of Vapourisation.)
• EF
The water is now steam and the molecules are moving around much faster than before. Their kinetic energy
continues to increase as energy is supplied.
At the sections BC and DE, where there is a change of state, the molcules do not increase in kinetic energy, but
increase in potential energy. The heat energy being supplied does not change the temperature at these sections, but is
instead used to break the bonds between molecules.
Where is the energy supplied, is the mass of the substance, is the specific heat capacity, and is the
change in temperature
amount of energy to a material of known mass, and measure the change in temperature, we can insert the values into
the equation and obtain the specific heat capacity.
To supply a known amount of energy, we can use an electric heater. You may recall that electrical energy can be
found by , so by measuring the voltage, the current and the time that the circuit is switched on, we will
have a value for the energy supplied to the material.
In the same time period that the circuit is switched on, we must take measurments for the change in temperature. An
ordinary mercury thermometer may be used, although it is recommend to use a temperature sensor with a computer
to make more precise and accurate measurements.
Once we have taken readings of the temperature and energy at regular intervals of time, we can plot a graph of
against . We can calculate the gradient, making sure to use as much of the line in our calculation as possible,
and divide it by the mass of the material to obtain the value of the materials specific heat capacity.
A-level Physics/Forces, Fields and Energy/Thermal physics 28
Where is the energy supplied, is the mass of the substance, and is the specific latent heat.
Boyle's law
Boyle's law relates the pressure of a gas to its volume. Specifically, it states that:
The pressure of a fixed mass of gas is inversely proportional to its volume, provided that the temperature remains
constant.
You can picture this at the molecular level, if you were to imagine the number of collisions the particles of a gas
make with the container of a particular size, and then imagine the increased number of collisions when the container
is reduced in size but the number of particles remain the same. This is observed as an increase in pressure of the gas.
Charles' law
Charles' law relates the volume of a gas with its temperature on the thermodynamic temperature scale, and that:
The volume of a fixed mass of gas at constant pressure is proportional to its temperature on the thermodynamic
temperature scale.
It is a little more difficult to understand why this is the case, because a gas will always take up the entire volume of
its container. If you think about how a particle behaves when it is heated up, it will vibrate more and cause an
increase in pressure, or harder and faster collisions of the molecules against the container. However, since pressure is
to be kept constant in this case, the volume of the container will need to increase. Therefore by increasing the
temperature of the gas, we have increased its volume.
A-level Physics/Forces, Fields and Energy/Thermal physics 29
Pressure law
The pressure of a fixed mass of gas at constant volume is proportional to its thermodynamic temperature.
Later, the negative "lumps" that originally led to the plum pudding model were found to actually be electrons
orbiting the nucleus with a relatively large radius of about , also confirming that an atom is mostly empty
A-level Physics/Forces, Fields and Energy/The nuclear atom 30
space.
Relative sizes
The size of various particles were found from the above experiments as:
• radius of proton ≈ radius of neutron ≈ m
• radius of nucleus ≈ m to m
• radius of atom ≈ m
• radius of molecule ≈ m to m
A-level Physics/Forces, Fields and Energy/The nuclear atom 31
Nuclear processes
Nuclear equations
If we look at a helium nucleus, we can see that it has two neutrons and two protons. It
can be represented like this:
The 4 at the top represents the number of nucleons in the nucleus, and is therefore called
the nucleon number, and sometimes the mass number. It is sometimes denoted by the
letter A.
A helium atom
The 2 at the bottom represents the number of protons, and is therefore called the proton
number, or atomic number, and is sometimes denoted by the letter Z. To be more precise, however, the proton
number represents the charge of the nucleus, so that an electron is represented by:
In all nuclear processes, there is always a balance. The number of neutrons and protons are always the same before
and after a process, and so the nucleon and proton numbers must stay the same. Consider the reaction:
Here 2 hydrogen nuclei fuse to form a helium nucleus. You can add the nucleon numbers together, to give
, and you can add the proton numbers together, to give . As you can see, both sides of the
equals sign are balanced.
Nuclear fission
The splitting up of nucleus into two approximately equal fragments.
Nuclear fusion
It is when smaller nuclei combines to form larger stable nuclei.
Isotopes
Isotopes have same number of protons but different number of neutrons.
A-level Physics/Forces, Fields and Energy/Radioactivity 32
Types of radiation
There are 3 different types of ionising radiation, simply called α (alpha), β (beta) and γ (gamma), each with their
own properties.
α-particles
An alpha particle is basically a helium nucleus. The table below shows its properties:
Symbol: α,
Charge: +2e
β-particles
A beta particle is an electron. The table below shows its properties:
Nature: an electron
Symbol: β, e
Charge: -e
γ-rays
A gamma ray is an electromagnetic wave with a wavelength of around . The table below shows its
properties:
A-level Physics/Forces, Fields and Energy/Radioactivity 33
Symbol: γ
Mass: 0
Charge: 0
Penetration: Reduced greatly by several centimetres of lead. Rays are absorbed by several meters of concrete
Ionisation
α, β and γ radiation are all forms of ionising radiation and they affect the matter that they pass through. They can
cause atoms to become ionised by colliding into, or passing closely to them. The atoms have their electrons pushed
or pulled by the radiation and become ions, hence the name ionisation.
α particles
α particles are the most strongly ionising because they have the greatest mass and charge, and have the lowest
velocity. This means that they affect the most amount of atoms and affect each atom stronger than the other types of
radiation.
β particles
β particles are the second most strongly ionising because they are lighter, faster and have a smaller charge then α
particles.
γ rays
γ rays are the least ionising of the 3, since they have no charge.
Penetration
Radiation can pass through different materials, though each type
of radiation has its own penetration power.
α radiation
α radiation can be easily absorbed by a sheet of paper or by human
skin. This is because it is highly ionising and easily gives its
kinetic energy to surrounding atoms and therefore cannot penetrate
far into matter.
β radiation
β radiation is less ionising, which makes it more penetrating than
α radiation. It needs a denser material such as aluminium to
completely absorb it.
γ radiation
γ radiation is the most pentrating and several metres of concrete or
a few centimeters of lead are required to completely absorb it.
Again, this is related to its strength of ionisation.
A-level Physics/Forces, Fields and Energy/Radioactivity 34
Nuclear equations
Just like other nuclear processes, radiation emissions can be represented by balanced nuclear equations. An alpha
particle has a symbol of He and a beta particle has a symbol of e. These can easily be used in equations where
radiation is emitted. Gamma photons do not have any effect on the equations since they have no mass and no charge.
Radioactive decay
As radioactive materials emit radiation, the number of stable nuclei increase, and the number of unstable nuclei
decrease. The substance is said to decay because it decreases in mass as particles and energy is given off.
where A is the activity, λ is the decay constant, and N is the number of undecayed nuclei.
As you can see, this would take us back to how we originally found the decay constant, and so you can how the two
are related.
When you are obtaining the activity of a sample with an experiment, you will hardly ever detect all of the radiation
emitted. Some will be emitted where there are no detectors. The count rate, R, is the measurement from the
experiment, which will be less than the activity of the sample. A can be calculated from R if you know the efficiency
of the measuring device.
A-level Physics/Forces, Fields and Energy/Radioactivity 36
Exponential decay
As a radioactive substance decays, the number of undecayed nuclei will decrease. Since there are less radioactive
particles in the substance, the rate of radioactive particles emitted will decrease. A graph of the amount of substance
against time will show an exponential curve, where the curve continually gets less steep as the rate of decay
decreases.
Calculating decay
The number of undecayed nuclei can be calculated with the following formula:
Where, is the number of undecayed at the start, is the decay constant, is the time in seconds, and , is the
exponential function.
Similarly, the count rate and activity can be found from the following equations:
Half-life
The half life of a substance is the mean length of time it takes for half of its radioactive material to decay. If you
look at the graph, you can see that the time on the horizontal axis for the number of undecayed nuclei to half is the
same as the time for it to decrease from 50% to 25%, and from 25% to 12.5%.
Half life is written as , and is usually measured in seconds, but for materials that are more stable, it is common to
state the half life in hours, days, or even years.
If you consider that a substance with a short half life must decay quickly, and therefore must have a high decay
constant, and that a substance with a long half life will have a low decay constant, you can relate the two using the
equation:
This is useful if you are only given either the half life or the decay constant and asked to find the other, as you can
rearrange the equation to find the unknown value.
A-level Physics/Cosmology 37
A-level Physics/Cosmology
Contents
• Models of the known universe
• Stars and Galaxies
• Structure of the universe
• Information from stellar observation
• How the universe may evolve
• Relativity
The light-year
One light-year is defined as the distance light travels in one year. As you know, light travels at ,
and so the distance it covers in one year is enormous. One light year is approximately m.
The parsec
One parsec is simply the reciprocal of half the angle of parallax of a star, when observed from Earth at two opposite
points of its orbit. Parallax is the apparent change in position of an object against a fixed background when the
position of the observer changes, like how buildings seem to move faster than background hills when you're in a car.
It is convenient to find from the measured angle, and is therefore used mainly for the distances of stars. This concept
is covered in more detail in Stars & Galaxies. One parsec is approximately m, or 3.26 light-years.
Planets
There are eight planets orbiting the Sun (Pluto being reclassified as a dwarf planet), which is at the centre of the solar
system. Most planets also have natural satellites, or moons, orbiting them. The table below outlines the main features
of the planets, relative to the Earth:
Asteroid belt
There is a concentration of small, rocky asteroids between Mars and Jupiter, which is known as the asteroid belt.
There are hundreds of thousands of these planetoids orbiting the Sun, and are sometimes called minor planets.
Comets
Comets are lumps of rock, frozen water, methane and ammonia that orbit the Sun, and are typically only a few
kilometres in diameter. They have very eccentric (elliptical) orbits and therefore vary greatly in their distance from
the Sun. When they are near the Sun, they have long tails of approximately 1AU, due to the Sun's radiation.
Copernicus
Nicolaus Copernicus found the old
geocentric model unnecessarily
complicated. Instead of having the Earth in
the centre of the universe, he decided to
place the Sun in the centre, which we now
call the heliocentric model. This model
could very easily explain the movement of
the planets and the Sun across the sky, and
in particular the retrograde motion of
Mars, where it would appear to move
"backwards" across the sky for several
weeks. This retrograde motion of Mars was
previously explained by epicycles where it
would "loop-the-loop" around at certain
points. With Copernicus' new model, it was
explained that since the Earth was closer to The retrograde motion of Mars
the Sun than Mars, there will be sections
where the Earth will "overtake" Mars, and will make Mars apparently move backwards across the sky.
Opposition to Copernicus
Copernicus' heliocentric model was rejected by most people mainly because of religious beliefs at the time, and
although it seemed to simplify the motion of the planets, it was less accurate than the geocentric model at fitting the
observed movements of the planets.
People also argued that if the Earth was moving, the stars would have a detectable parallax. Copernicus claimed that
the stars were too far away to detect any parallax, and with more sensitive equipment, he has now been proved
correct. Another argument against the heliocentric model was that objects all fall towards the Earth, and so it must be
the centre of the universe. This was the intuitive conclusion before Newton revolutionised our ideas about motion.
A-level Physics/Cosmology/Models of the known universe 40
Kepler
Johannes Kepler improved upon Copernicus' original model by using
elliptical orbits instead of circular ones. He devised three laws of planetary
motion:
Kepler found that the planets fit the observed pattern better with the
heliocentric model if they travelled in ellipses, not circles, and had the Sun at
one of the foci of these ellipses. Therefore Kepler's first law states: An elliptical orbit with the Sun at one of
the foci
The planets orbit the sun in elliptical orbits with the sun at one focus.
Now that the planets had elliptical orbits, it would not make sense for them to
travel at the same speed at all points of their orbit. The planets would speed
up nearer the Sun, and move slower when they were further away from the
Sun. Kepler observed that the imaginary triangle formed between the planet at
two points in its orbit and the Sun always had the same area provided the two
points of the planets orbit had the same time difference between them. From
this it follows that a planets orbit is faster nearer the Sun than further away
Equal areas are covered in equal amounts from it. Kepler's second law states that:
of time The line connecting a planet to the sun sweeps out equal areas in equal
amounts of time.
Kepler realised that the distance of a planet from the Sun and its orbital period
were related by the formula: , where T is the time taken for one orbit,
and d is the distance from the Sun, although it is actually the length of the
semi-major axis (which is half of the longest diameter of the elipse).
The semi-major axis of an ellipse
The square of the orbital period is proportional to the cube of the distance from the Sun.
A-level Physics/Cosmology/Models of the known universe 41
Galileo
Galileo Galilei was the first person to use a telescope to
look at the night sky. He was able to view many things
that weren't visible to the naked eye, such as the
imperfectness of the surface of the moon, and the fact
that there were many faint stars in the sky. Both of
these supported Copernicus' ideas.
Where the distance is the circumference of a circle, (note that d is distance from Sun, and is therefore the
radius, not the diameter). This gives us:
Which we can re-arrange to make v the subject and substitute into in the centripetal force equation:
We now have a formula in the form , with as the constant of proportionality, where m is the mass of
the Sun.
Stars
Stars, like our Sun, are giant hydrogen fusion
reactors, producing huge amounts of energy for
millions of years.
• The deuterium nucleus fuses with another proton, and produces a helium-3 nucleus.
• Two helium-3 nuclei fuse to produce the helium-4 nucleus. Two protons are released.
Energy released
The energy released can be calculated by .
Red giants
Once most of the hydrogen in the star has run out, the star will be unable to maintain equilibrium. The core of helium
will contract and hydrogen burning will continue in a shell surrounding the core. Since gravitational potential energy
is lost when the core contracts, the thermal kinetic energy will increase. This increase causes the star itself to expand.
The star is no longer a main sequence star, but is a red giant.
• Another helium nucleus fuses with the beyllium nucleus to produce a carbon nucleus and a gamma photon.
• Yet another helium nucleus fuses with the carbon nucleus to form an oxygen nucleus and another gamma photon.
When the star is unstable, it will shed the outer layers of gas,
which results in a planetary nebula (only called that because
they were once thought to resemble planets). The core itself
will shrink and become more dense, and reach a density so
great, that one teaspoonful will have a mass of many tonnes.
The core will stop shrinking once the fermi pressure of
electrons that are packed very closely prevents any further
collapse. The dense, but dim, star is now a white dwarf.
There is no further energy in the core, and the white dwarf
will gradually radiate it all away and cool down.
For stars that are greater than 1.4 solar masses, the
Fermi pressure of electrons is too weak to prevent the
gravitational collapse. In the space of a few seconds,
the electrons are crushed against the protons to form
neutrons, and the core now has a very immense
pressure, and therefore, a very high temperature.
Elements heavier than iron are produced during this
collapse. When the collapse of the core suddenly halts,
it causes an explosion due to the immense outward
pressure. This explosion is called a supernova. The
remaining cloud of dust may eventually form a group
of new stars.
Neutron stars
The core within the supernova remains, and is
The Crab Nebula is the remains of a supernova explosion.
composed entirely of neutrons, since electrons have
been forced into the nucleus. Their density is so great,
that the Earth at the same density would be only a few hundred meters in diameter. This leftover core is called a
neutron star, because of the fact it is made of nothing other than neutrons.
A-level Physics/Cosmology/Stars and Galaxies 46
Pulsars
Most stars have their own angular velocity, or rate of spin. When a star decreases in size rapidly, it will spin faster,
because angular momentum is conserved. This is similar to the way an ice-skater can spin faster if she holds her
arms closer to her body. Often, this is what happens when the core of a supernova shrinks to form a neutron star. The
rate of rotation increases massively, and this results in a pulsar. We call it this because on Earth we detect them as
regular radio pulses, with periods sometimes in the millisecond range. The regularity and short periods of these
pulses led scientists to believe that aliens were trying to communicate with us, although the pulses are now known to
come from the magnetic field of a spinning neutron star.
Like all stars, pulsars have their own magnetic field. As the rate of rotation of a star increases, the magnetic field
strength around it also increases. The moving magnetic field creates an intense electric field. This intense electric
field accelerates electrons and creates an intense beam of radiation at both magnetic poles. Because magnetic north
and the axis of rotation aren't perfectly lined up, just like on Earth, it's possible for the beam of radiation to pass
through the Earth and reach us, producing the observed pulses of radiation.
Black holes
If a neutron star is greater than approximately 3 solar
masses, it will collapse further to an infinitely small
point, called a singularity, and will become infinitely
dense. The gravitational field strength at a few
kilometres from the singularity is so intense that even
light cannot escape, and the star is now a black hole
(light is affected by gravity despite the fact that photons
have no mass, this is explained by Einstein's general
theory of relativity). Since nothing can travel faster
than the speed of light (also explained by relativity),
anything that falls into a black hole is lost forever.
Quasars A black hole cannot be directly observed, instead, we must look for
its effects, such as the bending of light from a distant galaxy shown
A quasar is a source of radiation which is very
in this simulated image.
luminous, brighter than many galaxies. They vary in
brightness with periods of a few days or months and
because an object cannot change luminosity faster than the time it takes light to travel from one end to the other, they
are thought to be relatively small objects, only a few light-days or light-months in diameter. Quasars have been
calculated from their red shift to be very distant, as far away as 18 billion light-years, and the only explanation for
them is that they are radiation emitted by matter as it falls into a black hole, as the gravitational potential energy of
the matter is lost.
A-level Physics/Cosmology/Stars and Galaxies 47
Parallax
We can measure the angle of parallax a star makes as it appears to move across the background of distant stars when
the Earth moves from two extreme points in its orbit. We assume that the distant stars are stationary. The diagram
shows what is meant by the parallax of a star:
Therefore, the smaller the angle of parallax, the further away the star is from Earth, and when a star has a parallax of
1 arc second ( of a degree) we say that it is one parsec away. One parsec is approximately equal to
m, or 3.26 light-years.
A-level Physics/Cosmology/Stars and Galaxies 48
Intensity of light
Once, it was thought that all stars were exactly the same brightness, but some appeared dimmer than others because
they were further away. We now know that stars can individually vary in brightness, but the magnitude system is still
used.
Apparent magnitude
The visible stars were separated into 6 classes depending on their perceived brightness. The brightest stars were
classed as magnitude 1, and the dimmest stars visible with the naked eye were classed magnitude 6. It was then
found that a difference in magnitude actually represented a ratio of 2.5 in intensity, since the human eye works on a
logarithmic scale. That means that a magnitude 1 star was times more intense than a magnitude 6 star.
The ratio of intensities of two stars can be found from their apparent magnitude by:
Today, with telescopes, we can measure stars with apparent magnitudes ranging from approximately +25 to -25,
where smaller is brighter. We calculate it from the measured value of intensity, using the formula:
Absolute magnitude
The apparent magnitude of a star gives us no information of its true intensity, only the intensity of light that reaches
us. That means a very distant star could be more intense than a nearer one, but it would appear dimmer from Earth.
The absolute magnitude of a star is the apparent magnitude it would have if it was at a distance of 10 parsecs. The
absolute magnitude is given by the equation:
The Milky Way is a spiral galaxy. The Sun is on the end of one of
the arms.
A-level Physics/Cosmology/Structure of the universe 49
Sketch and interpret a graph to illustrate the variation with wavelength of the
transparency of the Earth's atmosphere for the electromagnetic spectrum.
The ability of the different types of electromagnetic radiation to penetrate the Earth's atmosphere and therefore be
detected on Earth varies within the spectrum. It can be broken down into three absorption categories: opaque
(undetectable on the Earth's surface), partial absorption (some radiation makes it through, some doesn't), and
transparent (radiation easily passes through the Earth's atmosphere).
• Opaque - includes: X-rays, Ultraviolet, and Long Wave Radio
• Partial Apsorption - includes: Gamma, Infrared, Radar Radio
• Transparent - includes: Visible, UHF Radio, Short Wave Radio
Follow this link [1] for an example of this graph.
A-level Physics/Cosmology/Information from stellar observation 50
References
[1] http:/ / en. wikivisual. com/ images/ 8/ 83/ Atmospheric_electromagnetic_transmittance_or_opacity. jpg
A-level Physics/Cosmology/Relativity
Time Dilation
A thought experiment:
Imagine two glass train carriages on parallel railway tracks, each with a mirror along their full length facing the other
train. Each train has an observer on it. The trains are travelling in opposite directions at close to the speed of light.
One observer sends a pulse of light at right angles to their direction of travel, towards the other train. This pulse of
light is reflected between the two mirrors over and over again.
The first part of the diagram represents what the observer who sent the light sees - the light bouncing backwards and
forwards in a straight line. The other observer, however, sees the light moving in a "zig-zag" pattern. This is because
he is moving away from the light as it is being sent, so after each successive reflection the light has further to travel.
Another experiment for time dilation has been carried out with muons, extremely low mass particles which decay
very quickly and virtually disappear. When these particles are accelerated (by particle accelerators), their lifetimes
are significantly increased, suggesting that time has been slowed down.
Gravitational time dilation is a consequence of Albert Einstein's theories of relativity and related theories under
which a clock at a different gravitational potential is found to tick at a different rate than one's own clock.
Gravitational time dilation was first described by Albert Einstein in 1907 as a consequence of special relativity in
accelerated frames of reference. In general relativity, it is considered to be difference in the passage of proper time at
different positions as described by a metric tensor of spacetime. The existence of gravitational time dilation was first
confirmed directly by the Pound-Rebka experiment.
A-level Physics/Cosmology/Relativity 52
Definition
Background knowledge the reader may need to learn: What is a gravitational field? What is time dilation? What is
spacetime? The reader may also research gravitational redshift or ordinary redshift.
Gravitational time dilation can be manifested by the presence of large mass, and the larger the mass, the greater the
time dilation. In more simple terms, it is meant that observers far from massive bodies are distant observers with fast
clocks, and observers close to massive bodies are time-dilated observers with slow clocks.
It can also be manifested by any other kind of accelerated reference frame such as a dragster or space shuttle.
Spinning objects such as merry-go-rounds and ferris wheels are subjected to gravitation time dilation as an effect of
their angular spin.
This is supported by General Relativity due to the equivalence principle that states all accelerated reference frames
possess a gravitational field. According to General Relativity, inertial mass and gravitational mass are the same. Not
all gravitational fields are "curved" or "spherical", some are flat as in the case of an accelerating dragster or space
shuttle. Any kind of g-load contributes to gravitational time dilation.
• In an accelerated box, the equation with respect to an arbitrary base observer is , where
• is the total time dilation at a distant position,
• is the acceleration of the box as measured by the base observer, and
• is the "vertical" distance between the observers.
• On a rotating disk when the base observer is located at the center of the disk and co-rotating with it (which makes
their view of spacetime non-inertial), the equation is , where
• is the distance from the center of the disk (which is the location of the base observer), and
• is the angular velocity of the disk.
(It is no accident that in an inertial frame of reference this becomes the familiar velocity time dilation
).
A common equation used to determine gravitational time dilation is using the Schwarzschild solution, which
describes spacetime in the vicinity of a non-rotating massive object. The Schwarzschild solution for time dilation for
a spherically-symmetric object is:
, where
• is the proper time between events A and B for a slow-ticking observer within the gravitational field,
• is the proper time between events A and B for a fast-ticking observer distant from the massive object (and
therefore outside of the gravitational field),
• is the gravitational constant,
• is the mass of the object creating the gravitational field,
• is the radial coordinate of the observer (which is analogous to the classical distance from the center of the
object, but is actually a Schwarzschild coordinate), and
• is the speed of light.
is the called the Schwarzschild Radius of M. If a mass collapses so that its surface lies at less than this
radial coordinate (or in other words covers an area of less than ), then the object exists within a
black hole.
A-level Physics/Cosmology/Relativity 53
Consequences
If a satellite drifting in deep space is sending out laser light at n cycles per second, and an Earth-based observer sees
this signal to be blueshifted, with a higher frequency of n+1 cycles per second, then the only apparent way for this
situation to be sustainable (with signals being registered faster on the receiving equipment than they are being sent
by the transmitting equipment, indefinitely) is if the two sets of equipment are operating differently due to their
different gravitational environments.
Experimental confirmation
Gravitational time dilation has been experimentally measured using atomic clocks on aeroplanes. The clocks that
travelled aboard the aeroplanes upon return were slightly fast with respect to clocks on the ground. The effect is
significant enough that the Global Positioning System needs to correct for its effect on clocks aboard artificial
satellites, providing a further experimental confirmation of the effect.
Gravitational time dilation has also been confirmed by the Pound-Rebka experiment and by observations of the
spectra of the white dwarf Sirius B.
References
• Einstein, Albert. "Relativity : the Special and General Theory by Albert Einstein." Project Gutenberg.
<http://www.gutenberg.org/etext/5001.>
• Einstein, Albert. "The effect of gravity on light" (1911), translated and reprinted in The Principle of Relativity
• Nave, C.R. "Gravity and the Photon." Hyperphysics.
<http://hyperphysics.phy-astr.gsu.edu/hbase/relativ/blahol.html#c2.>
• The Pound-Rebka-Snider Experiments [1]
A-level Physics/Cosmology/Relativity 54
References
[1] http:/ / www. wbabin. net/ sfarti/ sfarti11. pdf
Where:
• r is the radii
• A is the number of nucleons
• r0 is a constant having value 1.2 fermi to 1.5fermi.
Where:
• F is the force
A-level Physics/Nuclear and Particle Physics/The Nucleus 56
• is the permittivity of free space with the value 8.8541878176e-12 F/m c(farad per metre per coulomb)
above expression is known as a coulomb law of electrostatics.
Where:
• F is the force
• m1 and m2 are product of the two masses;
• and r being the distance between them.
• G is the value of the gravitational constant, which is
Base units
Every other unit is either a combination of two or more base units, or a reciprocal of a base unit. With the exception
of the kilogram, all of the base units are defined as measurable natural phenomena. Also, notice that the kilogram is
the only base unit with a prefix. This is because the gram is too small for most practical applications.
Length metre m
Mass kilogram kg
Time second s
Derived units
Most of the derived units are the base units divided or multiplied together. Some of them have special names. You
can see how each unit relates to any other unit, and knowing the base units for a particular derived unit is useful
when checking if your working is correct.
Note that "m/s", "m s-1", "m·s-1" and are all equivalent. The negative exponent form is generally preferred, for
Frequency hertz Hz
Force newton N
Pressure/Stress pascal Pa
Capacitance Farad F
Inductance henry H
Illuminance lux lx
Prefixes
The SI units can have prefixes to make larger or smaller numbers more manageable. For example, visible light has a
wavelength of roughly 0.0000005 m, but it is more commonly written as 500 nm. If you must specify a quantity like
this in metres, you should write it in standard form. As given by the table below, 1nm = 1*10-9m. In standard form,
the first number must be between 1 and 10. So to put 500nm in standard form, you would divide the 500 by 100 to
get 5, then multiply the factor by 100 (so that it's still the same number), getting 5*10-7m. The power of 10 in this
answer, i.e.,. -7, is called the exponent, or the order of magnitude of the quantity.
peta P quadrillions
tera T trillions
giga G billions
mega M millions
kilo k thousands
hecto h hundreds
deca da tens
deci d tenths
centi c hundredths
milli m thousandths
micro µ millionths
nano n billionths
pico p trillionths
femto f quadrillionths
Homogenous equations
Equations must always have the same units on both sides, and if they don't, you have probably made a mistake. Once
you have your answer, you can check that the units are correct by doing the equation again with only the units.
Example 1
For example, to find the velocity of a cyclist who moved 100 metres in 20 seconds, you have to use the formula
, so your answer would be 5 .
This question has the units , and should give an answer in . Here, the equation was correct, and
makes sense.
Often, however, it isn't that simple. If a car of mass 500kg had an acceleration of 0.2 , you could calculate
from that the force provided by the engines is 100N. At first glance it would seem the equation is not
homogeneous, since the equation uses the units , which should give an answer in . If
you look at the derived units table above, you can see that a newton is in fact equal to , and therefore
the equation is correct.
A-level Physics/The SI System of Units 59
Example 2
Using the same example as above, imagine that we are only given the mass of the car and the force exerted by the
engines, and have been asked to find the acceleration of the car. Using again, we need to rearrange it for
, and we now have the formula: . By inserting the numbers, we get the answer . You
already know that this is wrong from the example above, but by looking at the units, we can see why this is the case:
. The units are , when we were looking for . The problem is the fact that
was rearranged incorrectly. The correct formula was , and using it will give the correct answer
Newtonian Mechanics
Kinematic Equations
•
•
•
•
A-level Physics/Equation Sheet 60
Where:
• = initial velocity
• v = final velocity
• a = acceleration
• s = displacement
• t = time
• W = work done
• m = mass
• M = different mass, for equations with 2 masses interacting
• P = Power
A
Absolute zero
Zero on the thermodynamic temperature scale, or 0 K (kelvin), where a substance has minimum internal
energy, and is the coldest possible temperature. It is equal to -273.15 degrees Celsius.
Absorption spectrum
A spectrum of dark lines across the pattern of spectral colours produced when light passes through a gas and
the gas absorbs certain frequencies depending on the elements in the gas.
Acceleration
The (instantaneous) rate of change of velocity in respects to time.
Acceleration of free fall (g)
The acceleration of a body falling under gravity (9.81ms-2 on earth).
Ammeter
A device used to measure the electric current in a circuit. It is connected in series with the components.
Amount of substance
A SI quantity, measured in moles (mol).
Ampere
The SI unit for electric current.
Amplitude
The maximum displacement of a wave from its rest/mean position (measured in metres).
Antinode
A point of maximum amplitude along a stationary wave caused by constructive interference.
A-level Physics/Glossary of Terms 61
C
Couple
Two equal, opposite and parallel forces which create rotational force.
D
Displacement
A vector quantity, the distance something is from its initial position, in a given direction
Density
Density is the mass of a body per unit volume
E
Energy
The stored ability to do work
Extension (x)
The change in length of an object when a force is applied to it
F
Force
A force causes a mass to change motion
G
Gravitational Potential Energy
the energy an object has due to its relative position above the ground. Found by mass x gravity (or
gravitational field strength) x height
H
Heat
is a form of energy transfer, also known as 'Thermal Energy'.
Hookes Law
an approximation that states that the extension of a spring is in direct proportion with the load added to it as
long as this load does not exceed the elastic limit.
A-level Physics/Glossary of Terms 62
J
Joule
The SI unit of work done, or energy. One joule is the work done when a force of one newton moves an object
one metre.
K
Kinetic Energy
The energy an object possesses due to its motion, given by KE = 0.5 x mass x velocity²
N
Newton
Unit in which force is measured. Symbol "N". One Newton is the force required to give a mass of 1kg an
acceleration of 1ms^-2
P
Period (T)
The time taken for one complete oscillation. Denoted by 'T'. T=1/f
Power
The rate at which work is done.
Pressure
The load applied to an object per unit surface area.
Potential difference
The work done in moving a unit positive charge from one point to the other. The unit is volt.
R
Resistivity
Proportional to length
Radian
A radian is the angle subtended at the centre of the circle when the arc length is equal in length to the radius.
S
Scalar
A quantity with magnitude but no direction.
Speed
A scalar quantity, speed = distance / time
NB s can also mean displacement.
Stopping Distance
Stopping distance = Thinking distance + Braking distance
thinking distance (distance traveled while reacting) = time taken to react X velocity
braking distance (distance traveled while braking)
A-level Physics/Glossary of Terms 63
T
Temperature
A SI quantity, measured in kelvin (K).
Tensile force
The forces being applied onto a material (usually a wire) on two opposite sides in order to stretch it. Both forces'
values are the same as the tensile force value.
Tensile stress
The tensile force per unit cross-sectional area.
Terminal Velocity
maximum velocity a body can travel. When resistive forces = driving force, acceleration = 0, so it cannot
travel any faster.
Thermistor
An electrical component that changes its resistance depending on its temperature.
Thinking distance
The distance travelled from seeing the need to stop to applying the brakes.
Threshold frequency
The lowest frequency of electromagnetic radiation that will result in the emission of photoelectrons from a
specified metal surface.
Thrust
A type of force due to an engine (usually forward force).
Time interval (t)
A SI quantity, measured in seconds (s).
Torque / moment
Moment = force x perpendicular distance from the pivot to the line of action of the force
Torque = one of the forces x the distance between them
Trasverse Wave
A progressive wave that trasfers energy as a result of oscillations/vibrations.
Triangle of forces
If three forces are acting at a point that can be represented by the sides of a triange, the forces are in
equilibrium.
Turning forces
More than one forces that if unbalanced will cause a rotation.
A-level Physics/Glossary of Terms 64
U
Ultimate tensile strength
The maximum tensile force that can be applied to an object before it breaks.
Ultimate tensile stress
The maximum stress that can be applied to an object before it breaks.
Ultraviolet
A form of electromagnetic wave (wavelengths 10-9-3.7x10-7m). It may cause sun tanning. Usually classified
into three categeries:UV-A, UV-B and UV-C.
Upthrust
A force experienced due to the pressure difference of the fluid at the top and bottom of the immersed portion
of the body.
V
Vector
A quantity with magnitude and direction.
Velocity
The (instantaneous) rate of change of displacement with respect to time. Velocity is a vector.
Velocity-time graph
A motion graph which shows velocity against time for a given body.
Volt (V)
The unit of potential difference (p.d.) or electromotive force (e.m.f.)
potential difference=energy/charge
Voltmeter
A device used to measure the potential difference across a component. It is connected in parallel across a
component.
Volume(V)
A physical quantity representing how much 3D space an object occupies, measured in cubic metres(m3)
W
Watt(W)
The unit of power.
power=energy x time
Wave
Series of vibrations that transfer energy from one place to another.
Wavelength(λ)
The smallest distance between one point of a wave and the identical point of the next wave, measured in
metres (m).
Wave-particle duality
The theory which states that all objects can exhibit both wave and particle properties.
Weight
A-level Physics/Glossary of Terms 65
X
X rays
A form of electromagnetic wave (wavelengths:10-12-10-7m). It is used in X-ray photography.
Y
Young's double slit experiment
An experiment to demonstrate the wave nature of light via superposition and interference.
Young Modulus
Stress per unit Strain, units: Pascals or N/m2
Electromagnetic Phenomena
• Reflection, refraction and optics
• The photoelectric effect
Rutherford Scattering
Originally the atom was thought of as a tiny piece
of solid matter. People "knew" that the atom was
the smallest thing you could have, the word atom
comes from a Greek word meaning indivisible.
So if the atom was the smallest thing it seemed
perfectly sensible to imagine it as a sort of solid
jelly.
Rutherford had a different idea, and to test it he
had to make a very thin solid layer. He used gold,
because it is easier to roll or hammer out a thin
solid layer of gold than any other material. He
wanted a thin layer because he wondered if the
atoms really were solid.
The original model of the atom -- the To test his idea he fired alpha particles (usually
"plum pudding" written as -particles) at the foil. These particles
consist of 2 protons and 2 neutrons, that is they
are helium nuclei. They were quite easy to use because a common type of radio-active decay
AQA A-Level Physics/Atomic structure 67
3. When there are more or less neutrons in the nucleus, then an atom is an Isotope.
4. Isotopes have the same physical and chemical properties, but the nuclei can be either
stable or unstable, for example, C-12 and C-14 both occur in matter but the C-14 isotope is
unstable
These are important concepts, as they're the basis of other theories and models that you'll
learn later on in the module. Now, remember these definitions.
• Isotopes are atoms of the same element with different masses due to differing
numbers of neutrons in their nucleus.
• Ions are atoms which have a number of electrons different to the number of protons,
resulting in a charge.
A X
Z
4 He
2
To understand what these mean, you need to know what the top value and the bottom value
means.. the top value,
• A is the number of protons AND neutrons in the nucleus of the element, known as
nucleon number
• Z is the number of protons in the nucleus.. so, therefore...
• number of neutrons.
Now, with that said, you will need to be able to calculate the masses and charges of these
particles, and you will need to use their specific values unlike in GCSE. Don't worry, you
don't need to remember them as you will get them in a data sheet at the front of the exam
paper. With that said, it wont hurt to remember them!
Practice Questions
Don't let the wording phase you, and make sure to read and understand what answer the
question wants, and what part is just explaining something. To see the answers, look
below.
• An isotope of Plutonium-210 is a radioactive isotope, which emits alpha radiation.
Calculate:
• The number of protons
• The number of electrons
• The number of neutrons
• The isotope undergoes an ionisation process which removes 2 electrons from the atom.
Calculate the overall charge of the atom.
Answers
1. Number of protons= 94, Number of neutrons=116, number of electrons=94
2. (2 x 1.60 x10-19) = 3.2 x10-19
Particles
Now, you may be thinking about why particles are so important.
Who cares if something super-small exists and does x, y and z ? Paul Dirac -- the father of anti-matter, who predicted
Well, lots of people -- and you too will find it important because it antimatter.
Anti particles
These lovely things sound like they're straight out of Star Trek, but they're nowhere near as complicated when you
think about it. They're basically the reverse image of the normal particle, and have similar properties and have a
similar structure, but they're the mirror image.
Have you ever head in maths where if you do +1 and add it with -1? Well, that's how it happens with particles and
antiparticles. Now.. are you ready to get into the nitty-gritty of the particles? It's not hard, i promise you.
References
[1] http:/ / www. newton. ac. uk/ newtlife. html
[2] http:/ / en. wikipedia. org/ wiki/ Classical_physics
Next page
AQA A-Level Physics/Particles and Anti-particles/Constituents of the particle 71
Electromagnatic Force
This type of force is experianced by particles which are charged (such as electrons and protons). The exchange
particle for this type of force is the virtual photon. This force is responsible for the repulsion of two electrons and
attraction of a electron to a proton.
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