Find revision ideas, example questions, past papers etc.
Revision Reviews 1 word
Covering Units Prefixes and Scientific Notation and Uncertainties. Also scalars and vectors.
Review Answers, don’t cheat, it wont do anyone any good, especially you!
Review answers1_2 word
The above answers are only corrected to the first two review!
Clicking on the link above will take you to the You Must Justify Questions that we didn’t have time for! Please look over this.
I’ve put together, with Mrs Mac’s help, a document with quantity, symbol, unit and unit symbol so that you know the meaning of the terms in the Relationships Sheet. It is in EXCEL so that you can sort it by course, quantity or symbol.
Quantity, Symbol, Units the excel sheet
Quantity, Symbol, Units a pdf sheet sorted by course and then alphabetical by quantity.
This is the same information in readily available Tablepress form. If you click on the Higher tab at the top it should sort by terms that you need in alphabetical order, or search for a term. Let me know if I’ve missed any.
| N | H | A | Physical Quantity | sym | Unit | Unit Abb. |
|---|---|---|---|---|---|---|
| 5 | absorbed dose | D | gray | Gy | ||
| 5 | absorbed dose rate | H (dot) | gray per second gray per hour gray per year | Gys-1 Gyh -1 Gyy-1 | ||
| 5 | 6 | 7 | acceleration | a | metre per second per second | m s-2 |
| 5 | 6 | 7 | acceleration due to gravity | g | metre per second per second | m s -2 |
| 5 | activity | A | becquerel | Bq | ||
| 5 | 6 | 7 | amplitude | A | metre | m |
| 5 | 6 | 7 | angle | θ | degree | ° |
| 5 | 6 | 7 | area | A | square metre | m 2 |
| 5 | 6 | 7 | average speed | v (bar) | metre per second | m s-1 |
| 5 | 6 | 7 | average velocity | v (bar) | metre per second | m s -1 |
| 5 | 6 | 7 | change of speed | ∆v | metre per second | m s -1 |
| 5 | 6 | 7 | change of velocity | ∆v | metre per second | m s-1 |
| 5 | count rate | - | counts per second (counts per minute) | - | ||
| 5 | 6 | 7 | current | I | ampere | A |
| 5 | 6 | 7 | displacement | s | metre | m |
| 5 | 6 | 7 | distance | d | metre, light year | m , ly |
| 5 | 6 | 7 | distance, depth, height | d or h | metre | m |
| 5 | effective dose | H | sievert | Sv | ||
| 5 | 6 | 7 | electric charge | Q | coulomb | C |
| 5 | 6 | 7 | electric charge | Q or q | coulomb | C |
| 5 | 6 | 7 | electric current | I | ampere | A |
| 5 | 6 | 7 | energy | E | joule | J |
| 5 | equivalent dose | H | sievert | Sv | ||
| 5 | equivalent dose rate | H (dot) | sievert per second sievert per hour sievert per year | Svs-1 Svh-1 Svy -1 | ||
| 5 | 6 | 7 | final velocity | v | metre per second | m s-1 |
| 5 | 6 | 7 | force | F | newton | N |
| 5 | 6 | 7 | force, tension, upthrust, thrust | F | newton | N |
| 5 | 6 | 7 | frequency | f | hertz | Hz |
| 5 | 6 | 7 | gravitational field strength | g | newton per kilogram | N kg-1 |
| 5 | 6 | 7 | gravitational potential energy | Ep | joule | J |
| 5 | half-life | t1/2 | second (minute, hour, day, year) | s | ||
| 5 | 6 | heat energy | Eh | joule | J | |
| 5 | 6 | 7 | height, depth | h | metre | m |
| 5 | 6 | 7 | initial speed | u | metre per second | m/s |
| 5 | 6 | 7 | initial velocity | u | metre per second | m s-1 |
| 5 | 6 | 7 | kinetic energy | Ek | joule | J |
| 5 | 6 | 7 | length | l | metre | m |
| 5 | 6 | 7 | mass | m | kilogram | kg |
| 5 | number of nuclei decaying | N | - | - | ||
| 5 | 6 | 7 | period | T | second | s |
| 5 | 6 | 7 | potential difference | V | volt | V |
| 5 | 6 | 7 | potential energy | Ep | joule | J |
| 5 | 6 | 7 | power | P | watt | W |
| 5 | 6 | 7 | pressure | P or p | pascal | Pa |
| 5 | radiation weighting factor | wR | - | - | ||
| 5 | 6 | 7 | radius | r | metre | m |
| 5 | 6 | 7 | resistance | R | ohm | Ω |
| 5 | 6 | 7 | specific heat capacity | c | joule per kilogram per degree Celsius | Jkg-1°C -1 |
| 5 | 6 | specific latent heat | l | joule per kilogram | Jkg-1 | |
| 5 | 6 | 7 | speed of light in a vacuum | c | metre per second | m s-1 |
| 5 | 6 | 7 | speed, final speed | v | metre per second | ms -1 |
| 5 | 6 | 7 | speed, velocity, final velocity | v | metre per second | m s-1 |
| 5 | 6 | 7 | supply voltage | Vs | volt | V |
| 5 | 6 | 7 | temperature | T | degree Celsius | °C |
| 5 | 6 | 7 | temperature | T | kelvin | K |
| 5 | 6 | 7 | time | t | second | s |
| 5 | 6 | 7 | total resistance | R | ohm | Ω |
| 5 | 6 | 7 | voltage | V | volt | V |
| 5 | 6 | 7 | voltage, potential difference | V | volt | V |
| 5 | 6 | 7 | volume | V | cubic metre | m3 |
| 5 | 6 | 7 | weight | W | newton | N |
| 5 | 6 | 7 | work done | W or E W | joule | J |
| 7 | angle | θ | radian | rad | ||
| 7 | angular acceleration | a | radian per second per second | rad s-2 | ||
| 7 | angular displacement | θ | radian | rad | ||
| 7 | angular frequency | ω | radian per second | rad s-1 | ||
| 7 | angular momentum | L | kilogram metre squared per second | kg m2s -1 | ||
| 7 | angular velocity, final angular velocity | ω | radian per second | rad s-1 | ||
| 7 | apparent brightness | b | Watts per square metre | Wm-2 | ||
| 7 | back emf | e | volt | V | ||
| 6 | 7 | capacitance | C | farad | F | |
| 7 | capacitive reactance | Xc | ohm | W | ||
| 6 | critical angle | θc | degree | ° | ||
| density | ρ | kilogram per cubic metre | kg m-3 | |||
| 7 | displacement | s or x or y | metre | m | ||
| efficiency | η | - | - | |||
| 6 | 7 | electric field strength | E | newton per coulomb volts per metre | N C-1 Vm-1 |
|
| 7 | electrical potential | V | volt | V | ||
| 6 | 7 | electromotive force (e.m.f) | E or ε | volt | V | |
| 6 | energy level | E1 , E2 , etc | joule | J | ||
| feedback resistance | Rf | ohm | Ω | |||
| focal length of a lens | f | metre | m | |||
| 6 | frequency of source | fs | hertz | Hz | ||
| 6 | 7 | fringe separation | ∆x | metre | m | |
| 6 | 7 | grating to screen distance | D | metre | m | |
| 7 | gravitational potential | U or V | joule per kilogram | J kg-1 | ||
| half-value thickness | T1/2 | metre | m | |||
| 6 | 7 | impulse | (∆p) | newton second kilogram metre per second | Ns kgms-1 |
|
| 7 | induced e.m.f. | E or ε | volt | V | ||
| 7 | inductor reactance | XL | ohm | W | ||
| 7 | initial angular velocity | ω o | radian per second | rad s-1 | ||
| input energy | E i | joule | J | |||
| input power | Pi | watt | W | |||
| input voltage | V1 or V2 | volt | V | |||
| input voltage | V i | volt | V | |||
| 6 | internal resistance | r | ohm | Ω | ||
| 6 | 7 | irradiance | I | watt per square metre | W m-1 | |
| 7 | luminoscity | L | Watt | W | ||
| 7 | magnetic induction | B | tesla | T | ||
| 7 | moment of inertia | I | kilogram metre squared | kg m2 | ||
| 6 | 7 | momentum | p | kilogram metre per second | kg m s-1 | |
| 6 | number of photons per second per cross sectional area | N | - | - | ||
| number of turns on primary coil | np | - | - | |||
| number of turns on secondary coil | ns | - | - | |||
| 6 | observed wavelength | λobserved | metre | m | ||
| output energy | Eo | joule | J | |||
| output power | Po | watt | W | |||
| output voltage | Vo | volt | V | |||
| 6 | peak current | Ipeak | ampere | A | ||
| 6 | peak voltage | V peak | volt | V | ||
| 7 | phase angle | Φ | radian | rad | ||
| 6 | 7 | Planck’s constant | h | joule second | Js | |
| 7 | polarising angle (Brewster’s angle) | ip | degree | ̊ | ||
| power (of a lens) | P | dioptre | D | |||
| power gain | Pgain | - | - | |||
| 7 | Power per unit area | Watts per square metre | Wm-2 | |||
| primary current | Ip | ampere | A | |||
| primary voltage | Vp | volt | V | |||
| 7 | radial acceleration | ar | metre per second per second | m s-2 | ||
| 6 | redshift | z | - | - | ||
| 6 | 7 | refractive index | n | - | - | |
| 6 | relativistic length | l' | metre | m | ||
| 6 | relativistic time | t' | second | s | ||
| rest mass | mo | kilogram | kg | |||
| 6 | rest wavelength | λrest | metre | m | ||
| 6 | root mean square current | I rms | ampere | A | ||
| 6 | root mean square voltage | Vrms | volt | V | ||
| 7 | rotational kinetic energy | Erot | joule | J | ||
| 7 | schwarzchild radius | rSchwarzchild | metre | m | ||
| secondary current | Is | ampere | A | |||
| secondary voltage | Vs | volt | V | |||
| 7 | self-inductance | L | henry | H | ||
| 6 | 7 | slit separation | d | metre | m | |
| 7 | tangential acceleration | at | metre per second per second | m s-2 | ||
| 6 | threshold frequency | fo | hertz | Hz | ||
| 7 | time constant | t | second | s | ||
| 7 | torque | Τ | newton metre | Nm | ||
| 7 | uncertainty in Energy | ∆E | joule | J | ||
| 7 | uncertainty in momentum | ∆px | kilogram metre per second | kgms-1 | ||
| 7 | uncertainty in position | ∆x | metre | m | ||
| 7 | uncertainty in time | ∆t | second | s | ||
| 6 | velocity of observer | vo | metre per second | m s-1 | ||
| 6 | velocity of source | vs | metre per second | m s-1 | ||
| voltage gain | - | - | - | |||
| voltage gain | Ao or V gain | - | - | |||
| 5 | 6 | 7 | wavelength | λ | metre | m |
| 6 | work function | W | joule | J |
28/02/18. If you’re stuck inside- DON’T go on your X-boxes, PS4 or whatever the latest number try doing some timed papers.
To the student’s sister who needs the Quantity, Units, Symbols etc .I’ve uploaded the old pre-CfE version and you can just add the additional few. Check out Int1-AH many are relevant. Missing would be t’, l’ etc.
If there is a snow day tomorrow, use the time to look at the EMF material and the test will be as soon as we get back.
__________________________________
This is a ten week revision plan, put together by Mr A Riddell from “up North”. It will give you some ideas on how to break up the daunting task of revision. You don’t have to complete this in the same order, but it does give an indication of how much you need to cover in one week.
Study Plan Higher Physics word
Here I will post a few tips and hints to remember when answering SQA Higher Papers, hopefully they’ll be quick, snappy and memorable. You’ve got the whole of the Scottish Physics Teachers’ Community Wisdom Below!
Here are some top tips for Revision from Mr Dawson from Wallace Hall Academy- thanks
H Revision Pupil Questions pdf version
H Revision Pupil Questions word version
img src=”https://s.gravatar.com/avatar/e1515b0c027eaeaaa7232dae92981146?s=80″ />
Well here is a little revision test to get you back in to the swing of things on the first lesson back.
Please complete these after the lesson so that we can move on. Remember I will only see you for a maximum of 116 more times before your exam!
End of Summer TEST word End of Summer TEST -pdf
I’ve done my homework, I hope you have too! It gets harder folks!
Answers and there is absolutely no point in checking these until after I’ve noted you’ve done them- yourself! If you do, you are not doing yourself any favours, as I can guarantee you will be the one to struggle at Higher as you always run to the answers in your study and you wont have developed the skills to pass your exam under the stressful conditions. It is important you are honest with your teacher and more importantly yourself!
It is important that you realise that this year will go really quickly. As a part of your life it seems a long time, but trust me, it will go quicker than you can possibly imagine. That is why it is important to realise how little time you have to cover the whole course and revise it. If you thought N5 went fast just imagine that in half the time- because that is what Higher Physics will feel like!
For people in D&G I’ve made a D&G Calendar. For other Regions you’ll just need to adjust your holiday dates. From the first Monday you return to school there will be only 146 teaching days until Study Leave. Now if you think that you only get 5 periods a week, on 4 days per week that is a maximum of 117 times I’ll see you, you can start ticking them off if you dislike me that much. Take off all those days when you will be having trips, meetings, be at Sporting Events, doing prelims and the time to complete the course begins to look less plausible! We also have to fit in an Assignment.
I would therefore ask any student studying any subject not to waste any time in class and get as organised as possible. That means get into class, get out your stuff, and get going straight away. If there is a distraction then review your work, answer questions etc. Don’t waste a second!
Click on the link above (Revision plan). This takes you to an EXCEL spreadsheet. I can add a pdf file if some of you can’t open this. Revision isn’t just about LEARNING the work. What will take more of your time are the other bits!
You can and should be doing step one throughout the course. The better prepared you are as you go along the less time at the end of the course you will need for revision. Likewise with step 2. If you make sure you’ve fully understood each part of the work, then even if you’ve forgotten it, it should be easier to understand and grasp the second time around. If you pass on it and hope it will go away as you move through the course you’ll begin to have a fear of this section of the course and it will be harder to understand.
If you came to Texas you’ll know about this. It obviously wont work on the school system at the moment, currently coming up “this is blocked and classified as games, time wasting”, but if you can get this going around at someone’s house with a Karl the Caterpillar it could be fun revision.
https://play.kahoot.it/#/k/b5534d23-4e8f-4026-bc43-5385264e1de2
Enjoy!
Grateful to Mr N Forwood, one of the IoP Coordinators for getting this done. He has gone through past papers and written out which questions are attached to which key area in the work. Hope it helps with your revision.
Here is a table showing some of the command words that are used in the exams. I will give examples later. It is important to answer the correct command word in the right way or you are likely to not be awarded marks.
Do go through past paper questions and get examples of the different command words and then look at the marking instructions and see how they are answered.
| response to questions that ask candidates to: | |
| describe, | you must provide a statement or structure of characteristics and/or features; |
| determine or calculate, | you must determine a number from given facts, figures or information; You should use numbers given in the question to work out the answer. You should always show your working, as it may be possible for the examiner to award some marks for the method even if the final answer is wrong. Always give the units as the final mark is for the answer and unit. |
| estimate, | you must determine an approximate value for something; |
| explain, | you must relate cause and effect and/or make relationships between things clear. Students should make something clear, or state the reasons for something happening. The answer should not be a simple list of reasons. This means that points in the answer must be linked coherently and logically.All of the stages/steps in an explanation must be included to gain full marks. |
| identify, name, give, or state, | you need only name or present in brief form. Only a short answer is required, not an explanation or a description. Often it can be answered with a single word, phrase or sentence. If the question asks you to state, give, or write down one (or two etc) examples, you should write down only the specified number of answers, or you may not be given the mark for some correct examples given. |
| justify, | you must give reasons to support their suggestions or conclusions, eg this might be by identifying an appropriate relationship and the effect of changing variables; |
| predict, | you must suggest what may happen based on available information; |
| show that, | you must use physics [and mathematics] to prove something e.g. a given value – All steps, including the stated answer, must be shown; |
| suggest, | you must apply their knowledge and understanding of physics to a new situation. A number of responses are acceptable: marks will be awarded for any suggestions that are supported by knowledge and understanding of physics. |
| use your knowledge of physics or aspect of physics to comment on, | you must apply your skills, knowledge and understanding to respond appropriately to the problem/situation presented (for example by making a statement of principle(s) involved and/or a relationship or equation, and applying these to respond to the problem/situation). you will be rewarded for the breadth and/or depth of their conceptual understanding. |
| Use the information in the passage/ diagram/ graph/ table to… | The answer must be based on the information given in the question. Unless the information given in the question is used, no marks can be given. |
| compare | This requires you to describe the similarities and/or differences between things, not just write about one. If you are asked to ‘compare x with y’, you need to write down something about x compared to y, using comparative words such as ‘better, ‘more than’, ‘less than’, ‘quicker’, ‘more expensive’, ‘on the other hand.’ |
Below I have taken examples of the command words contained in the 2015 Revised Higher paper, and given the expected response. I will continue to adjust this as I have time, for now just look over what is expected. You might need to refer to the paper to make sense of the question.
obviously I need a little practice at learning how to format tables, I'll work on that, but I've not been doing this a year yet!
| Use a highlighter to underline the command words | |
| Response | examples based on the 2015 Revised Higher Paper |
| (2·2 × 10−25 /1·673 × 10−27 =) 134 (½) (Higgs boson is) 2 orders of magnitude bigger (½) If mass of neutron (1·675 × 10−27) is used, treat as wrong physics – award zero marks. 134 times bigger, (½) only | Compare the mass of the Higgs boson with the mass of a proton in terms of orders of magnitude. |
| (when a) current (½) passes through a p-n junction (½) photons are emitted (1) | Describe how an LED operates. |
| vh = 11·6 cos 40 = 8·9 m s−1 (1) (accept 8·886, 8·89, 9 not 9·0) | Calculate the horizontal component of the initial velocity of the shot. |
| · (total energy remains the same) · the greater the angle the more energy used to lift the put to a greater height before release · less energy available to convert to Ek (½) · Kinetic energy is less (½) This statement is required before ANY marks can be awarded. | Using information from the graph, explain the effect of increasing the angle of projection on the kinetic energy of the shot at release. |
| v = 11·6 m s−1
photon |
State the release speed of the shot at this angle.
Name the boson associated with the electromagnetic force. |
| (an extra particle) the (anti)neutrino (1) would have (some kinetic) energy (1) | From this evidence, what conclusion have particle physicists drawn about what happens in beta decay? Justify your answer. |
| (Constant speed Þ ) upward force = weight (½) 3 Tcos20 = 1380 (1½) T = 490 (N) If 490N not stated then (1½ max) | Show that the tension in each cord is 490 N at this instant. |
| A physics student notices that the digital clock in the family car loses one minute every six months. The student states “This must be due to time dilation as the car is driven at motorway speeds for much of the time.” Use your knowledge of physics to comment on the student’s statement. | |
On a similar matter, it is important that you don’t use the wrong adverb for a quantity.
Don’t use the terms quicker, slower, faster, for words such as time, acceleration, velocity.
Use terms longer, shorter for time greater than or less than for acceleration and velocity.
To say quicker time, you are talking about relativity! You want to say that the time will be less to do the same action.
…And here are my command words. Do your best, revise as hard as you can. This will be with you for the rest of your life.
https://www.sqa.org.uk/sqa/files_ccc/ExamTimetable2018.pdf
Create your own SQA timetable when you click on the link below https://www.sqa.org.uk/sqa/41619.2558.html
Here are a few little gems that we will discuss at the workshop. If you can’t make it then you ought to be able to work through the material yourself. I hope you find this material useful. I will stick up the agenda as soon as. I will also publish a sheet on the question grid against past papers. Best wishes for your revision
HIGHER WORKSHOP CfE 2018 as a smaller pdf
HIGHER WORKSHOP CfE 2 The word document. Lots to digest here, so you might want to look over it prior to the workshop. Don’t do it all as I’ll have nothing to go through with you for the workshop.
Please note the workshop is not a place for you to learn, but a place for you to get practice and a few exam techniques!
Sketch Graphs ppp for sketching graphs Sketch Graphs worksheet
