Using John Sharkey’s Flash Learning Virtual CfE Advanced Higher Physics these videos cover all of the unit Rotational Motion and Astrophysics. Note there have been a few changes to the Course Specifications since these were produced.
Here are some of the recordings from Virtual Flash Learning for the Rotational Motion Section. Turn off the volume if you dont want to hear from me.
AH Kinematic Relationships using the Virtual Physics
This one has audio but you can switch it off.
Space and Time
Note in the Stellar Physics video the equation for Apparent Brightness has now been changed see below
Begin to understand Uncertainties, and how to quantify them
Revise Higher work
Get into a routine of expectations, good work routine, how to self study, how to seek help
Review calculus and its role in AH physics.
Begin to get to grips with section 1 in the compendium.
Begin to investigate a possible project idea.
Score 90% in the quick quiz (If I can find out how to make them up!)
Have a good understanding of your part in obtaining the best grade you can
Start to make notes on compendium section 1.
Have set up a learning routine for Project, Learning, Notes etc.
NB You do not have to do these in any particular order, although it would be easier to do some before the others!
If possible download and print off the AH Compendium, relationships sheet and data sheet. If not can you download it in an editable form online
Log into Scholar and check it out. I hope to be using it this year, so I’ll need a refresher too. The notes and questions can be a little awkward but it is a good background. Note there is a SCHOLAR introduction session on 6th May that I recommend you signing up for. Log in through your GLOW LAUNCHPAD
Check other websites in the list that I am trying to make up on RESOURCES. I am trying to match this to the compendium but the IoP have been working on this for you too. https://mrmackenzie.co.uk/advanced-higher/
check out the prefixes you need. Notice anything different?
I am grateful to Ms K Ward from George Heriot’s School for trawling through the new and old curriculum and recording the changes. Thanks also for allowing me to reproduce it here.
Old assessment: 100 mark question paper, 30 mark project, plus pass all the units
New assessment: 155 mark question paper, scaled to 120, 40 mark project (hence project is 25%)
Changes to content:
The content is no longer divided into ‘mandatory course key areas’, ‘suggested learning activities’, and ‘exemplification of key areas’. There is simply a list of the course contents.
Where the wording has changed but I don’t see any real difference, I have said ‘no change’.
Kinematic relationships – no change
Angular motion – derivation of centripetal acceleration equation is gone
Rotational dynamics – no change
– ‘Conversion between astronomical units (AU) and metres and between light-years (ly) and metres’ – is new
– ‘Consideration of the energy required by a satellite to move from one orbit to another’ – is gone
– ‘Knowledge that the escape velocity from the event horizon of a black hole is equal to the speed of light’ – is new
Specific example of a p-p chain is now given
Hertzprung-Russell section is rewritten more clearly.
Quanta and Waves
Introduction to quantum theory – no change
Particles from space
– ‘Knowledge of the interaction of the solar wind with Earth’s magnetic field’ – is gone. New document only mentions composition of solar wind. Helical motion of charged particles is still there though, so it might not really matter.
Simple harmonic motion (SHM)– no change
Waves – no change
Relationship for interference due to division of amplitude is now specified, opd=mλ or (m+1/2) λ where m=0,1,2…
Polarisation – no change
– ‘Knowledge of Millikan’s experimental method for determining the charge on an electron’ – this was in ‘exemplification’ before but is now specifically required knowledge
– ‘Comparison of gravitational, electrostatic, magnetic, and nuclear forces in terms of their relative strength and range’ – the words in bold are new
– ‘Knowledge that, in an RC circuit, an uncharged capacitor can be considered to be fully
charged after a time approximately equal to 5τ. Knowledge that, in an RC circuit, a fully charged capacitor can be considered to be fully discharged after a time approximately equal to 5τ.’ – is new
Electromagnetic radiation– no change
Knowledge and use of appropriate units, prefixes and scientific notation
– ‘Absolute uncertainty should normally be rounded to one significant figure. In some instances, a second significant figure may be retained.’ – the words in bold are new. It does not specify the instances in which a second figure may be retained.
– ‘Knowledge that, when uncertainties in a single measurement are combined, an uncertainty can be ignored if it is less than one third of one of the other uncertainties in the measurement’ – is new
– ‘Knowledge that, when uncertainties in measured values are combined, a fractional/percentage uncertainty in a measured value can be ignored if it is less than one third of the fractional/percentage uncertainty in another measured value’ – is new
– The equation for the uncertainty in a value raised to a power is now given:
Evaluation and significance of experimental uncertainties
The AH today were working in 3 groups to research via practicals and notes about SHM. The task is given below. Well done to Morford and Hodgson who created the following from their practical, with very little assistance. Their results were so good I thought I’d share them.
Mr Morford wrote “These graphs are from our recent experiment to determine the effect of damping on an oscillating mass. A mass was hung from a spring over an Alba Ranger ultrasound device. We then analysed our measurements using excel and graphed our results to find the decay due to damping.”
Morford & Hodgson (2019)
This was the task for the class and my thanks to the IoP for their Practical Physics lessons and to the other places referenced for some great practical techniques. I will neaten this post later, but I promised Morford and Hodgson that I would post tonight!
Hopefully I can collate the rest of the groups information soon.
Despite Covid-19 the intrepid AH students have been showing damping with a pendulum bob and tracker. The original movie has still to be analysed by our friends from Annan
Now if we can add Atwal, Burns, Carson and Morrin’s tracker we can have a full set for 2020 and you can look back with fondness at your time in AH, despite all the distancing.
Investigating a mass-on-spring
A mass suspended on a spring
will oscillate after being displaced. The period of oscillation is affected by
the amount of mass and the stiffness of the spring. This experiment allows the
period, displacement, velocity and acceleration to be investigated by
datalogging the output from a motion sensor. It is an example of simple
Analysis Measurement of period Period and Amplitude Observe that the period appears to be independent of amplitude.
Effect of mass A straight line is the usual result, showing that the period squared is proportional to the mass.
Velocity and acceleration A plot of the resulting data shows a ‘velocity vs. time’ graph. Note that the new graph is also sinusoidal. However, compared with the ‘distance vs. time’ graph, there is a phase difference – the velocity is a maximum when the displacement is zero, and vice versa.
A similar gradient calculation based on the ‘velocity vs. time’ graph yields an ‘acceleration vs. time’ graph. Comparing this with the original ‘distance vs. time’ graph shows a phase difference of 180°. This indicates that the acceleration is always opposite in direction to the displacement. Teaching notes
Aim: To find the force constant of a helical spring by plotting a graph between load and extension.
Aim: To find the effect of damping on an oscillating spring
Aim: To find the effect of mass on an oscillating spring
Aim: To use the formula for an oscillating spring to find m or k etc