An adaptation of Tom Balanowski’s notes by Mr Bailey. This is a useful guide to teachers preparing students for their AH Physics Project. PLANNING is the KEY.

If you are not familiar with Excel can I recommend you spending a bit of time looking over the post in the BGE section (link below). I’ll add a further advanced part for you below.

Other packages are available and some are more robust such as R but I am not sure whether I will introduce that to you now.

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.

Assessment

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’.

RMA

Kinematic relationships – no change

Angular motion – derivation of centripetal acceleration equation is gone

Rotational dynamics – no change

Gravitation

– ‘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

General Relativity

– ‘Knowledge that the escape velocity from the event horizon of a black hole is equal to the speed of light’ – is new

Stellar physics

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

Interference

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

Electromagnetism

Fields

– ‘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

Circuits

– ‘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

Uncertainties

Knowledge and use of appropriate units, prefixes and scientific notation

Data analysis

– ‘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.

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
harmonic motion.

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

Hi Folks! I had planned to finish these before the October hols! Sorry too much on. This is as far as I’ve got and I’ll update it a.s.a.p.
If you update it let me know. I’ll put the answers into a table of 2 columns so that if you fold down the middle they can be cue cards.

Going through past paper questions here is a list of the SQA recommended perfect answers

Type

Yr

Q No.

Answer

Trad

2001

4 b

a (OR F) is directly proportional to -x
Usual now to use -y rather than -x

Trad

2001

5 aii

(Electrostatic potential at a point) is the work done per unit charge moveing the charge from infinity to the point

Trad

2001

11 a

electric field
vibrates in all directions in unpolarised light
vibrates in one plane only in polaried light

Trad

2002

3 ci

velocity required by a body to escape earth gravitational field by reaching infinity

Trad

2002

5 ai

diffraction pattern produced by electon beam

Trad

2002

10 cii

wavelength has incerased therfore the source is moving away from the observer

Trad

2006

3 ai

Force exerted on 1 kg (of mass) placed in the field

Trad

2006

11 c

(Path length) in oil depends on angle of incidence or thickness ∴different colours are seen due to interference

Trad

2009

8 b

One tesla is the magnetic induction of a magnetic field in which a conductor of length one metre, carrying a current of one ampere (perpendicular) to the field is acted on by a force of one newton.

Trad

2009

9 ai

Division of amplitude is when some of the light reflects from the top of the air wedge and some is transmitted/refracted into the air. OR Some of the light is reflected from a surface of a new material/medium and some of the light is transmitted/refracted into the new material/medium.

Trad

2009

10 a

A stationary wave is caused by interference effects between the incident and reflected sound.

Trad

2009

10 b

The antinodes of the pattern are areas of maximum displacement/amplitude/disturbance The nodes of the pattern are areas of minimum/zero displacement/amplitude/disturbance

Trad

2010

4 a

Total angular momentum before (an event) = total angular momentum after (an event) in the absence of external torques

Trad

2010

6 bii

E-field is zero inside a hollow conductor. E-field has inverse square dependence outside the conductor.

Trad

2010

11 a

unpolarised light => Electric field vector oscillates or vibrates in all planes polarised light => Electric field vector oscillates or vibrates in one plane

Trad

2014

3 ai

The (minimum) velocity/speed that a mass must have to escape the gravitational field (of a planet).

Trad

2014

4 ai

The unbalanced force/ acceleration is proportional to the displacement of the object and act in the opposite direction.

Rev

2014

4 aii

The distance from the centre of a black hole at which not even light can escape. or The distance from the centre of a black hole to the event horizon.

Trad

2014

5 di

Electron orbits a nucleus / proton , Angular momentum quantised or Certain allowed orbits / discrete energy level

Rev

2014

6 aii

Photoelectric effect or Compton scattering Collision and transfer of energy

Rev

2014

6 di

Electron orbits a nucleus / proton (1) Angular momentum quantised (1) or Certain allowed orbits / discrete energy level

Rev

2014

8 a

The unbalanced force/ acceleration is proportional to the displacement of the object and act in the opposite direction.

Trad

2014

11c

Wavelengths in the middle of the visible spectrum not reflected or destructively interfere. Red and blue reflected / combined to (form purple).

Trad

2014

13 aii

The brightness would gradually reduce from a maximum at 0 degrees to no intensity at 90 degrees. It would then gradually increase in intensity from 90 degrees to 180 where it would again be at a maximum

Rev

2015

1 c

The speed of the mass will be less. Second mark for correct justification. eg: Flywheel has greater moment of inertia Flywheel will be more difficult to start moving Smaller acceleration of flywheel More energy required to achieve same angular velocity.

Rev

2015

2 a

Massive objects curve spacetime Other objects follow a curved path through this (distorted) spacetime

Rev

2015

2 c

Time passes more slowly at lower altitudes (in a gravitational field).
or
Lower gravitational field strength at higher altitude.

Trad

2015

3 biii

Potential is work done (per unit mass) moving from infinity to that point. or Infinity defined as zero potential. Work will be done by the field on the mass. or A negative amount of work will be done to move an object from infinity to any point. or WD by gravity in moving to that point or Force acts in opposite direction to r.

Rev

2015

5 aiii

Difficult scale to read/information from diagram can only be read to 1 s.f.

Rev

2015

6 ai

Force acting on (acceleration of) object is directly proportional to and in the opposite direction to its displacement. (from equilibrium)

Rev

2015

7 aii

l reduced (or f increased) for X-rays or >E transferred
D x reduced for X-rays
since D x D p ³ h/4 p
D p increases

Rev

2015

7 b

since DEDt³ h/4 p
Borrowing energy for a short period of time allows particles to escape

Rev

2015

8 ai

Two sets of coherent waves are necessary (for an interference pattern) or (Interference patterns can be produced by) Division of wavefront.

Rev

2015

9 ai

Force acts on particle at right angles to the direction of its velocity/motion or a central force on particle.

Rev

2015

9 b

(Component of) velocity at right angles to field/ v sin θ, results in circular motion/central force. (Component of) velocity parallel to field/ v cosθ is constant/no unbalance force (in this direction).

Trad

2015

9 bi

Magnetic fields/induction are equal in magnitude (½) and opposite in direction

Rev

2015

10 ai

Force exerted per (unit) charge is constant at any point in the field

Rev

2015

10 aiv

Any suitable answer eg Systematic uncertainty in measuring d or V Alignment of metre stick The flame has a finite thickness so cannot get exactly to the zero point. Factors causing field to be non-uniform. A p.d. across the resistor for all readings. Poor calibration of instruments measuring V or d.

Rev

2015

10 b

Deflection is less. E is less. Force/acceleration is less

Rev

2015

12 biii

Rate of change of current/magnetic field is at its maximum

Trad

2016

5 ai

Frames of reference that are accelerating (with respect to an inertial frame)

Trad

2016

5 aii

It is impossible to tell the difference between the effects of gravity and acceleration.

Trad

2016

8 aii

The precise position of a particle/ system and its momentum cannot both be known at the same instant. OR If the uncertainty in the energy of the
particle is reduced, the minimum
uncertainty in the lifetime of the
particle will increase (or vice-versa).

Trad

2016

10 ai

displacement is proportional to and in the opposite direction to the acceleration

If you wish to do your past paper questions in topic order then Mr C Davie from Glenrothes High School has completed the task for you and you can access it clicking on the link below.

Below are the Revised Advanced Higher Past Papers, the content is very very similar to the new National (CfE) Advanced Higher, although the marks would be different. These were the last past papers with half marks!

The past papers are copyright to SQA. They may be reproduced to support SQA qualifications only, on a non-commercial basis. If they are to be used for any other purpose, written permission must be obtained from SQA’s Marketing team on permissions@sqa.org.uk

This site is non commercial, and purely for helping the teaching of physics in Scotland.

Thanks

Thanks to Mr Stuart Farmer and Mr Andy McPhee for the course reports- their filing systems are so much better than mine, but then that’s why I am doing this! Thanks guys!