CAMBRIDGE UNIVERSITY PRESS Physics for Cambridge IGCSE™ ea David Sang & Darrell HamiltonCAMBRIDGE UNIVERSITY PRESS Physics for Cambridge IGCSE™ WORKBOOK David Sang & Darrell HamiltoneA4 DEDICATED € = >TEACHER bya AWARDS Teachers play an important part in shaping futures. Our Dedicated Teacher Awards recognise the hard work that teachers put in every day. Thank you to everyone who nominated this year; we have been inspired and moved by all of your stories. Well done to all of our nominees for your dedication to learning and for inspiring the next generation of thinkers, leaders and innovators. Congratulations to our incredible winner and finalists! iss Ss Patricia Abril For more information about our dedicated teachers and their stories, go to dedicatedteacher.cambridge.org Brighter Thinking | Pp Better Learning ae CAMBRIDGE jf) UNIVERSITY PRESS Building Brighter Futures Together> Contents How to use this series How to use this book Introduction 41 Making measurements Measurements and units Practical applications 2 Describing motion Understanding speed Distance-time graphs Understanding acceleration Caleulating speed and acceleration A Fareas and mation We have liftoff Mass, weight and gravity Falling Force, mass and acceleration ‘The idea of momentum Scalars and vectors, 4 Turning effects ‘Tha moment of a force Calculating moments Stability and centre of gravity 5. Forces and matter Stretching springs Pressure 6 Energy stores and transfers Energy stores Energy transfers and efficiency Energy conservation and energy calculations 7 Energy resources ‘The energy we use Energy from the Sun 8 Work and power Doing work. Calculating work done Power 9 The Kinetic particle model of matter States of matter ‘The kinetic particle model of matter Gases and the kinetic theory 10 Thermal properties of matter ‘Temperature, temperature scales and thermal expansion, Specific hast capacity and changes of state 14. Thermal anergy transfers Conduction Convection Radiation ‘Some consequences of thermal energy transfer12Sound Making sounds and the spaed of sound Seeing sounds 43 Light Reflecting light Refraction of light ‘Total Internal reflection Lenses Dispersion of light 14 Properties of waves Describing waves Speed, frequency and wavelength Explaining wave plienonienia 415 The electromagnetic spectrum ‘The electromagnetic spactrum 16 Magnetism Permanent magnets and electromagnets Magnetic fields 417 Static electricity Charging and discharging Explaining static electricity Electric fields and electric charge 418 Electrical quantities Current in electric circults Electrical resistance More about electrical resistance Electricity and eneray 19 Electrical circuits Circuit components Combinations of resistors Electronic clreults Electrical safety 20 Electromagnetic forces ‘Tha magnetic affact of a currant How electric motors are constructed Force on a current-carrying conductor 21.Electromagnetic induction Generating electricity Power lines and transformers How transformers work 22 The nuclear atom ‘Atomic structure Protons, neutrons and electrons 23 Radioactivity Radioactivity all around us ‘The microscopic picture Radlozetive decay Using radioisotopes 24€arth and the Solar System The Earth ‘The Solar System 25 Stars and the Universe Acknowledgements> How to use this series We offer a comprehensive, flexible array of resources for the Cambridge IGCSE™ Physics syllabus. We provide targeted support and practice for the specific challenges, ‘we've heard that learners face: learning science with English as a second language; learners who find the mathematical content within science dificult; and developing errs full Cambridge plains facts relevant real-world examples of scientific principles to bring the subject to life. Together ‘with a focus om practical work and plenty of active learning. eee eee ee een creer aes ‘exumination-style questions offer practic Pomerat ‘The digital teacher's resource contains detailed guidance forall topics of the syllabus, including common misconceptions identifying areas where learners might need ‘extra support, as well as an engaging bank of lesson ideas for each syllabus topic. Differentiation is emphasised with advice for identification of different learner needs and suggestions of appropriate interventions to support and stretch learners. The teacher's resouree also contains support for preparing: ‘and carrying out all the investigations in the practical workbook, including a set of sample results for when practicals arent possible. ‘The teacher's resource also contains scaffolded. ‘worksheets and unit tests for each chapter. "Answers forall components are accessible to teachers for free on the Cambridge GO platform.“The skills focused workbook has been carefully constructed to help learners develop the skills that they need as they progress through Freie adele teeter or a ee of all the topics inthe coursebook. A three-tier, scaffolded approach to skills development enables learners to gradually progress through “focus, ‘practice’ and ‘challenge’ exercises, ensuring that every learner is supported. The workbook enables independent learning and is ideal for use in class oF as homework. “The Cambridge IGCSE practical workbook provides learners with additional opportunities for hands-on practical work, giving them full guidance and support that will help them to develop their investigative skills. These skills include plann See ae creating hypotheses, recording and displaying results, and P Se reentry A fond ‘Our research shows that English language skis are the single biggest barrier to learners accessing international science ‘This write-in workbook contains exercises sct within the context of IGCSE Physics topics to consolidate understanding and embed practice in aspects of language central to the Stee eet eons adjectives in the context of measuring density, to writing a set of instructions using the imperative for an experiment eee emer> How to use this book ‘Throughout this book, you will notice lots of diferent features that will help your learning. These are explained below. Answers are accessible to teachers fer free on the ‘supporting resources’ area of the Cambridge GO website fone Definitions for useful vocabulary are qlven at the start of each section. You wil also find definitions for these words in the Glossary at the back ofthis book. Supplement content: In the keyword boxes, Supplement content is indicated with a large arrow, as in this example fecha These set the scene for each exercise, besinning with ‘In this exerdse you will, and indicate the important concepts, TLL fede cu Important equations which you will need to learn and remember are given in these boxes ‘The information in these boxes wil help you complete the exercises, and give you support in areas that you might find dificult. Exercises ‘These help you to practise skills that are Important for studying TGCSE Physics. Questions within exercises fall Into one of three types + Focus questions wil help bulld your basic skill + Practice questions provide more opportunities for practice, pushing your skils further. + Challenge questions will stretch and challenge you even further {A the end of some exercises, you will find opportunities to help yau assass your own work, oF that of your classmates, and consider how you can improve the way you learn, Supplement content Where content is intended for learners who are studying the Supplement content ofthe syllabus as well as the Core, this Is indicated using the thicker line, a5 on the left here> Introduction ‘This book has boen wltton to help you Increase your understanding ofthe topies covered in your IGCSE Physics course. The exercises will «ive you opportunities for the fllowing: ‘+ practice in writing about the Ideas that you are studying + practice n solving numerical and other problems ‘+ practice in thinking critically about experimental techniques and data ‘+ practice in drawing and interpreting diagrams, including graphs, Most of the exorcises are somewhat different from examination questions. This ls because they are designed to help you develop your knowledge, skills and understanding. Exercises progress through ‘focus, ‘practice’ and ‘challenge’ stages. The focus’ questions help to bulld your foundation skills before gradually giving you more opportunities for practice, The ‘challenge’ questions aim to stretch you even further. Spaces have been left for you to write your answers. Some of the diagrams are incomplete, and your task will be to complete them. Safety ‘A fow practical exerciges have been included. These could be carried out at home using simple materials that you ate likely to have ‘valle to vou. While carrying out such experiments, tis your responsiblity to think about your own safety, and the safety of others. If you work sensibly ‘and assess any risks before starting, you should come to no harm. If you are in doubt, discuss what you ate going to do with your teacher before you start.‘recall and use the ST units used In physics. Focus 1. a State the ST units (name and symbol) of the following quantities: 1b State the name in words and the symbol for the folowing: ‘one thousand metres © How many? State the number of centimetres there are in a metre. State the number of itres there are In a cublc metre. Practice 2 @ State how many cin? there are in 1 m2, State how many m? there are In 4 km? Challenge 3 Acube has ses 3.50 m long. Calculate: athe surface area of the cube in cm?,> Practical applications density: the ratio of mass to volume for a substance density — * practise converting betwen units + practise applying the density formula ‘+ apply your understanding of how density affects the behaviour of materials. Don’t assume that you know the answer. Always work it out. For example, 1 m? In mm? is 1000 x 1000 x 1000 m3, since there are 1000 mm in 4 m. Focus 1. a Some data about the density of various solids and liquids are shown in Table 1.1. Complete the fourth column in Table 1.1 by converting each density in kg/m? to the equivalent value in a/cm®. The first two have been done for you. [water liquid / non-metal 1.000) 1.000 lethanol [liquid 7 non-metal 00 0.800 otve oi [ligula / non-metal 920 mercury [guid 7 metal 13.500, ie [solid / non-metal 920 liamond [solid non-metal 3 500 [cork [solid / non-metal 250) chal |solid/ non-metal 2700 tron [sot metat 7.900 [tungsten [solid / metal 19300 alurinium [solid metal 2700 lgoid [solid 7 metal 19 300 ‘Table 1.1 Densities of various sollds and ligulds “Two units are used for the densities, kg/m? and g/cm? Use the data to explain why ice floats on water 2. A cook mixes equal volumes of water and olive oll n ajar. Predict whether one lquld will float on another lquld based on the data ‘ven in Table 1-1. Assume that the liquids do not mix. Practice 3 Alearner wrote: “These data show that metals are denser than non-metals Do you agree? Explain your answer, using the data in Table id.4 Using the data in Table 1.1, calculate the mass of a block of gold that measures 20 cm x 15 cm = 10 cm. State your answer In kg. 5. A metaiworker finds a block of silvery metal, weighs it and measures its volume. Here are thelr results mass of block = 0.270 kg volume of block = 14.0 cm? Calculate the density ofthe block Suggest what metal this might be Challenge 6 Describe how you could find the density ofthe metal object in Figure 1.4. Include: + the equipment you would use {how you would use the equmant + what you would do withthe data you collect. ‘ind out how good your pulce would be as a means of measuring time intervals. Gallo used the regular pulse of his heart as a means of measuring intervals of time, until he noticed that @ swinging pendulum was more reliable In this exercise, you need to be able to measure the pulse in your wrist. Place two fingers of one hand gent on the Inske of the opposite wrist (sae Figure 4.2). Prass gently at different points until you find the pulse. Alternatively, prass two fingers gently under your Jawbone ‘on either side of your neck, Figure 1.2: Taking a pulse ‘You will also need a clock or watch that will allow you to measure intervals of time in seconds.Focus 1 @ Start by timing 10 pulses. (Remember to start counting from zero: 0, 4, 2, 2, 9, 10.) Repeat this several times and record your results in the table. Comment on your results 1 How much do your results vary? 1 Cakuate the averaue thie for vie pub using your result Practice 2. Time how long it takes for 50 pulses. Record your results in the table. [ I 3 Calculate the average time for one pulse. 4 investigate how your pulse changes if you take some gentle exercise, for example, by walking briskly, or by walking up and down stars. \Write up your investigation in te lined space. Use the following as a guide. + Briefly describe your gentle exercise. + State the measurements of pulse rate that you have made, + Comment on whether you agree with Galileo that a pendulum isa better time-measuring instrument than your pulse. ‘Compare your answers to these of your paers. Do you agree with thelr points? Are you able to justify yours?) Chapter 2 Describing motion > Understanding speed speed: the distance travelled by an object in unt time velocity: speed in a given direction measured in n/s eeu cael ae There are three mistakes that you can make In calculations: ‘© rearranging the equation incorrectly © Incorrect oF missing unit conversion © missing or incorrect units. Practise rearranging equations until you are really happy with It. To test that you are doing it ight, pick a calculation whare you know all the quantities. For example, inthis chapter, we might say 7 r/s would mean 35 metres travelled in 5 seconds. Now rearrange the equation for speed, to make distance, then time, the subject. In each case, having rearranged the equation, substitute the numbers, Into the equation. if you've done the rearrangement correctly, both sides of the equation should stil be equal! Exercise 2.1 een recall how to measure and calculate the speed of a moving object. Focus 1 One way to find the speed of an object Is to measure the time It takes to travel a measured distance. The table shows the three {uantitles Involved. Complete the table as follows: ‘= In the second column, give the SI unit for each quantity (name and symbol). ‘© Inthe third column, give some other, non-St, units for these quantities. f= In the fourth column, name suitable measuring instruments for distance and time, aistance time speed ‘Take care with units, Always make ‘what units should I have here?’ the last thing you ask yourself when you've completed a calculation, 2 In the laboratory, the speed of a moving trolley can be found using two light gates. A timer measures the time taken for a trolley to travel from one light gate to the other ‘State what other quantity must be measured to determine the trlley’s speed. bb Write down the equation used to calculate the speed of the trolley,© A trolley takes 0.80 s to travel between two light gates, which are separated by 2.24 m. Calculate Its average speed. Practice 3 The speed of moving vehicles is sometimes measured using detectors buried in the road The two detectors are about L m apart. As a vehicle passes over the frst detector, an electronic timer starts. As It passes over the second detector, the timer stops. {2 Explain how the vehicle's speed can then be calculated. b On one stretch of road, any vehicle travelling faster than 25 m/s is breaking the speed limit. The detectors are placed 1.2 m apart, Calculate the speed of @ car that takes 0,050 s to travel this distance. 1s t Breaking the speed limit? Challenge 4 Descibe briefly how a spaed-detection system such as that in Question 3 could be used to light up a warning light whenever @ speeding car goes past. ‘Now compare your answers with others. What are the best aspects of thelr solutions? How could they improve their solutions? Exercise 2.2 ae) ‘= recall and use the equation for speed ‘= state the difference between speed and velocity. Focus 11 The table shows the time taken for each of three cars to travel 100 m. Cirle the name of the fastest car. Complete the table by calculating the speed of each cat. Give your answers in m/s and to one decimal place. Co Seer Vs red car 42, areen car 38 yellow car a7, 2 A jet aircraft travels 1200 km in 1 h 20 min. a Calculate how many metres I travels. 'b Calculate the time for which It travels In minutes/seconds. Calculate how many seconds it travels... d Calculate its average speed during its Right.Practice 3 a Astone falls 20 m in 2.0 s, Calculate ts average speed as it falls. © Explain why we can only calculate the stone's average speed during Its Fal d State the stone's average velocty during the fall, Explain why you have stated it the way you have. Challenge 4 The micromaves used in police speed detection devices travel at 300 000 km/s. Calculate how long It takes forthe pulse of microwaves from the device to return to the device after Ie has been etnitted and reflected from an abject 200 m away. ‘There are many applications of waves being used to calculate distance or speed, where the waves are refleciad from an object to calculate haw far away it's or how fast IIs travelling. Remember that that the distance travelled from source to object and back Is ‘TWICE the distance to the object. Another way to look at this is that the time for the Waves to travel from the source to the abject and back is twice the time to the object.Exercise 2.3 INTHI re practice rearranging the equation for speed, Focus 1a Acris moving at 22 m/s. Calculate how far it will travel in 35 5. Practice 2 a Ahigh-speed train Is 180 m long and is travelling at 50 m/s. Calculate how long It will take to pass a person standing at 2 level crossing, Challenge 3 Ina 100 mace, the winner crosses the Fishing line in 10.00 s. The runner-up takes 10.20 s ‘Estimate the distance between the winner and the runner-up asthe winner crosses the line. Show your method of working> Distance-time graphs speed = gradient of distance-time graph Exercise 2.4 fe oheaesety re ‘© practise drawing and interpreting distance-time graphs ‘= perform calculations based on the graphs you have drawn Focus 1. Diagrams A-D in Figure 2.4 are distance-time graphs for four moving objects. Complete the table by indicating (In the second column) the graph or graphs that represent the motion described in the first column Time 30 Time Time 30 Figure 2.1: Distance-time graphs for four moving objects. Pe moving at a steady speed stationary (not moving) slowing down and stopping changing speed Practice 2 Table 2.1 shows the distance travelled by a runner during a 100 m race, o 10.0 ps0 as [es [aso 105.0 joo 2.0 [a0 [e0 lao 10.0) 12.0) + Distance travelled by @ runner. 2 Use the data to draw a distance-time araph on the graph paper provided. Ft TeastUse your graph to answer these questions. 1 Determine how far the runner travelled in the fist 9.0 5, © Use the gradient of your graph to determine the runner's average speed between 4.0 5 and 10.0 s. Show the trlangle you construct ‘on the graph, In order to find the gradient, where the graph forms the hypateneuse of that trang 3 On the graph paper provided, sketch a distance-time graph for the car whose journey is described here. 1+ The car cet off at a slow, steady spacd for 20 «. ‘© Then it moved for 40 s at a faster speed. ‘© Then it stopped at traffic lights for 20 s before setting off again at a slow, steady speed. Challenge 4 The graph in Figure 2.2 represents the motion of a bus for part ofa journey. 1000. 00. Distance / m Figure 2.2: Distance-time graph for a bus. On the graph, mark the section ofthe Journey where the bus was moving faster. b From the graph, calculate: | the speed of the bus when it was moving faster.> Understanding acceleration reac) acceleration: the rate of change of an object's velocity ete Bisse eiese 1 Tn an equation the Greek delta A represents ‘change’. In the equation to determine acceleration, acceleration (a) ~ change in velocity (Av) over the time taken, or change in time (61). Exercise 2.5 Rn ecccccka! ‘= check that you understand acceleration Focus 1 In an advertisement, a car is described like this: “Tecan accelerate from 0 km/h to 80 km/h In 10 5." Calculate by how much its speed increases in each second (on average) Practice 2 Acclists travelling at 4.0 m/s. She speeds up to 16 m/s in a time of 5.6 s. Calculate her acceleration, 4 On the Moon, gravity Is weaker than on Earth. A stone falls with an acceleration of 1.6 m/s# on the Moon. Calculate how long i wll {ake to reach a speed of 10 m/s Challenge 5 Astone is thrown upwards on Earth, where the acceleration of free fll is 9.8 m/s2, leaving the ground at 10 m/s. This is then repeated on Pluto, where gravity is 0.62 m/s. Calculate how much longer the stone takes to stop on Pluto. Ignore air resistance in your calculations,> Calculating speed and acceleration ete deceleration: negative acceleration (that Isto say, the rate of decrease of velocity) terminal velocity: the maximum velocity attained by 2 Falling object eyes ‘acceleration = aradient of speed-time araph distance = area under speed-time graph Exercise 2.6 os RCISE YOU WILL: ‘© draw and interpret some speed-time graphs an ‘= calculate the distance travelled from the area under the araph. eee ‘an object from the gradient (slope) of the graph Focus 1 Diagrams A-D in Figure 2.3 show speed-time graphs for four moving objects. Complete the table by indicating In the second column the graph or graphs tht represent the motion described in the first column A 5 e D z 3 3 ; 5 x Et g| Time Time Time Time Figure 2.3: Spead-time graphs for four moving objects. rn ‘Graphits) moving at a steady speed speeding up, then slowing down moving with constant acceleration [accelerating to a steady speed 2 The graph in Figure 2.4 represents the motion ofa car that accelerates from rest and then travels at a steady speed. Speed Time /s Figure 2.4: Speed-time graph for a car Determine the acceleration of the car in the first part ofits journey from the graph.Practice 3 a On the graph in Question 2, shade in the area that represents the distance travelled by the car while accelerating. Label this area A. b Shade the area that represents the distance travelled by the car at a steady speed. abel this area B. © Caleulate each of these distances and the total distance travelled by the car. [Note: area of a triangle = 2 x base x height], Challenge 4 On the graph paper provided, sketch a speed-time graph for the car whose journey is described here, The car set off at a slow, steady speed for 20 5, ‘+ Then, during a time of 10 5, it accelerated to a faster speed ‘= Te travelled at this steady speed for 20 6. ‘© Then it rapidly decelerated and came to a halt after 10. Exercise 2.7 Focus oi 3 3 b 5 8 7 8 F wh ww & BA Time/s Figure 2.5: The motion of two objects. The motion of object 1 is shown through points A-E, the motion of object 2 is shown through points Fait1. Describe the motion of object 4 in Figure 2.5: fa between O and A between B and C between C and D between D and E. Practice 2 Calculate the acceleration of object 1 in Figure 2. ‘between © and A between C and D @ between D and EChallenge 3 Consider that the two objects in Figure 2.5 are cars in a race 2 Explain the shape of section AB. 1b Assume that the cars are racing each other. Explain the differences between object 1's mation between O and C and object 2's ‘motion between O and G. 4 Describe and explain the motion of a skydiver when they jump from the alrcraft, when they are opening their parachute, and when they are stationary on the ground. You might find it helpful to sketch a speed-time graph before you begin to write your answer. ‘Figure 2.6: A skydivor with an open parachute.> Chapter 3 Forces and motion > We have lift-off force: the action of one body on a second body that causes its velocity to change resultant force: the single force that has the same effect on a body as two ar more Forces Exercise 3.1 INTHI re RCI: a practise Mlentifying forces, drawing arrows to represent thelr sizes and their directions, Focus 1 Fillin the blanks. force can change the enn ant of an object. Practice 2. Figure 3.1 shows some bodies (objects). Add at least one force arrow to each body, showing a force acting on It. Two force arrows are already shown. Each force arrow should be labelled to indicate the following: + the type of force (contact, drag/air resistance, welght/aravitational, pust/pul friction, magnetic) the body causing the force the body acted on by the force. For example: the gravitational force of the Earth on the apple (see Figure 3.1).Figure 3.1: She situations where forces are acting. Challenge 3. Why does Figure 3.2 seem to show an Impossible situation? 4 using your knowledge of forces, draw arrows on Figure 3.2 to show where the forces are acting Figure 3.2: Why does this seem Impossible? Exercise 3.2 a) Soa practise applying your knowledge to predict the effect of forces on objects. Focus 1 Each diagram in Figure 3.3 shows a body (object) with a single force acting on it. State what effect the force will have in each case —ERs S =50s is Figure 3.3: Four objects showing a single force acting on each.Practice 2 Aboy slides down a sloping ramp. ‘Draw a diagram of the boy on the ramp in the space below and add a labelled arrow to show the force of friction that acts on him. Describe the effect the force will have on the boy's movement. ‘© State what other effect friction betwaen two surfaces has. Challenge 3 Air drops her phone from a low height on to the around and it doesn't break. If she drops it from a first-floor window on to the ‘ground, It does break. Since the welght of the plione has not changed, explain why this s tue,Exercise 3.3 INTHIS Saad ir practise working out the resultant force due to several forces acting on an object. Focus 1 In Table 3.1, the left-hand column shows four objects acted on by diferent forces. For the same objects in the right-hand column, draw 2 force arrow to show the resultant force acting on itn each case. Label the arrow with the sizeof the resultant force RESORT TENE on oi aw Oo mm an ah mn a o son zany woo sc ea a wo ‘Table 3.1: A table showing the forces on four bodies Practice 2. Describe an effect that a resultant force will have on the motion of an abject, for example a car. 3. Describe the motion of the object ifthe resultant force falls to zero, 4 Draw a diagram showing a body (object) with four forces acting on it. Their resultant must be 4 Wacting vertically downwards. Challenge 5 a Calculate the resultant force vector of the 3 Nand 2.N forces acting in Figure 2.4 " ‘ 2N Figure 3.4 Forces acting on an object. 1b There is a force missing in the diagram. Add an arrow to show the name and direction of the force that must be there, but isn’t shown.> Mass, weight and gravity ete ‘mass: a measure of the quantity of matter In an object at rest relative to the observer ‘weight: the downward force of aravity that acts on an object because of Its mass pore ‘ravitational field strenath = force per unit mass Gos! Exercise 3.4 ono ‘check your understanding of mass, weight, and gravitys role in weight: Focus 1 @ Define weight. Practice 3 It is often said that astronauts are weightless in the International Space Station, which orbits just outside the atmosphere. State whether you think this s true. Explain your answer‘Now compare your answers to those of your peers. Have they covered all the relevant points? Have you? How could they improve their answers? Challenge Figure 3.5: Indoor skydiving 4 Figure 3.5 shoves a man indoor skydiving. Here, he i floating, stationary. Imagine the same man to be floating in deep space. Compare the forces required to move him horizontally in a building on Earth and in deep space. Ignore any diference due to the space sult he would wear in space. Explain your answer. 5 Imagine a creature that lives on Jupiter came to Earth and competed in the Olympic high jump. Consider how they are likely to perform against human competitors and explain your answer. You may want to find out the value of the gravitational field strength on Jupiter.> Falling femecs ‘uniform gravitational field: a region where the acceleration due to gravity Is constant air resistance: the force on a moving object because It is colliding with alr molecules as it moves ca Ts a common misconception that when a parachute is opened, the skydlver begins to move upwards. This is because we often see video of this taken by another sky diver. S0 when the parachute of skydiver 1 opens, that skydiver slows down, but skydiver 2, filming the event, does not. The relative motion of the two looks lke skydiver 1 has moved up, when in fact itis just that skydiver 2 hasn't slowed down! They are both falling Inthe same uniform gravitational feld Exercise 3.5 oaks Galileo is said to have dropped two objects of cifferent masses from the top of the Leaning Tower of Pisa. Figure 3.6 shows the position of ‘the smaller object at equal intervals of time as It fell, You will use this dlagram in the following questions Fiqure 3.6: Galileo's stone experiment. Focus 11 The spacing between the dots on Figure 3.6 gradually increases. State what this tells you about the speed of the falling object. Practice 2 a Add dots onto the diagram below to show the pattem you would expect to find for the object with greater mass, but the same surface area (at the same Intervals of time). 'b_ What can you say about the accelerations of the two objects?Challenge 3. Galleo's young assistant would probably have enjoyed attaching a parachute to a stone and dropping It from the tower. After a short time, the stone would fall ata steady speed. Add some small crosses onto the diagram below to show the pattern you would expect to see for this, 4. The graph In Figure 3.7 shows how the stone's speed would change as It fel. Diagrams A and 8 are two drawings of the stone, and correspond to points A and B on the graph. fy te Time Speed re 3.7: A speed-time graph fora falling object. Dlagran A sHiows te stone's weight ‘a Add a second force arrow to diagram A to show the force of air resistance acting on the stone at point A. 1b Add two force arrows to diagram 8 to show the forces acting on the stone at this polnt 8 in its fal. € How would the graph in Figure 3.7 change ifthe stone was falling through cooking ol, rather than air?» Force, mass and acceleration fete force = mass x acceleration Exercise 3.6 i steee sence Focus 1 a Complete the table to shovr the names of these quantities and their ST units. 7 S bb State the equation that connects these three quantities, with Fas the subject. © Rearrange the equation to make m and a the subject Practice 2 Calculate the resultant force needed to give a mass of 20 ka an acceleration of 0.72 m/s2. 3 Acar of mass 450 kg Is acted on by a resultant force of 1575 N. Calculate its acceleration 4. One way to find the mass of an object 's to apply a force to It and measure Its acceleration. An astronaut pushes on a spacecraft with 2 force of 200 N, The spacecraft accelerates at 0.12 m/s®. Calculate the mass of the spacecraft. Challenge 5a Inthe space below, draw a falling stone with the following forces acting on it: + ts woight, 8.0 N + air resistance, 2.4 N. bb Calculate the stone's acceleration. Its mass is 0.80 ka.Exercise 3.7 at See rae describe what happens when an object is spun in a circular path. Focus Figure 3.8: An athlete preparing to throw the hammer. 1a The hammer thrower in Figure 3.8 spins around before releasing the hammer, State what happens to the force he Is applying to the hammer as fe gets faster. Assume that the radius of the cifcle and the mass of the hammer remain unchanged. Practice 2 Describe how the force the hammer thrower would need to supply would change if the cable was to be made shorter. Assume the speed of the hammer remains the same before and after the change to the length of the cable. Challenge 3 Describe how the force changes when any of the following occur 2a Increase the mass of the object moving on a circle bb Increase the radius ofthe circle the object performs. © Increase the speed at which the object moves around the crcl> The idea of momentum femtecs ‘momentum: the product of an object's mass and its velocity impulse of a force: the product of a force and the time for which it acts resultant force: the change in momentum per unit time principle of conservation of momentum: the total momentum of interacting objects is constant provided no net external force acts one momentum p = mv impulse — force x time for which the force acts. = Fat, = afm) resultant force = change in momentum per unit time FP. @ Exercise 3.8 Rncccceka! Impulse is a very useful concept. It is common experience that the bigger the resultant force, or the longer Its applied for, the bloger the change In the velocity of an object. Impulse brings those two ideas tagether into one equation Unlike energy, mass and charge, which are always conserved, momentum is only conserved when there are no external forces acting. Most of the time, that isn't actualy the case ~ its hard to get away from gravity and friction! However, we usually ignore friction, so {Hat momentum is conserved in our questions and wa usually have things moving hortzontally, so that the forces dua to gravity don’t have to be considered. Focus 1 Calculate the momentum of each of the following. Give your answers in ka m/s. A parachutist of mass 80 kg falling at 15 m/s. b A car of mass 500 kg moving at 30 m/s. © Am insect of mass 5 g flying at 6.0 m/s. 2 The parachutist in Question 1a opens their parachute and their velocity decreases to 5 m/s. Calculate the impulse due to opening the parachute. 3 State the relationship between resultant force and momentumPractice Remember that momentum is a vector, so the directions of the velocties is important to answer the question correctly. 4 A railway wagon of mass 1000 kg is moving at 9.0 m/s, It collides with a stationary wagon of mass 2000 kg. They stick together and ‘move off along the track. Answer these questions, using the principle of conservation of momsntum, to find out how fast the trallays move after the calision Calculate the momentum of the moving wagon. Calculate the combined momentum. © Calculate their combined speed. {9 The impact took 0.1 seconds. Calculate the acceleration of the 2000 kg wagon. 1b How would this value of acceleration change ifthe coupling mechanism was spring-loaded, so that the calison took place over a longer period of time?Challenge 5 Acar of mass 500 ka is moving at 10 m/s. When the driver deckes to accelerate, a force of 200 N acts onthe cr for 42s Answer these questions to find out how fast the car moves after thas acolerated 2 Caleulnte the impuilee that rinks the rar acralernte> Scalars and vectors ‘scalar: 8 quantity that only has size (examples include speed, time, mass, energy, temperature) vector: a quantity that has both size and direction (examples include force, velocity and acceleration, momentum and gravitational fields, magnetic and electric elds) Exercise 3.9 oe ISE YOU WILL: tise adding vectors by scaled Cece The bwa things to remember about drasring scale diagrams are: measure VERY carefully 2 draw VERY accurately If you don't do these two things, even if you do everything else right, your answer may be outside the acceptable range. Focus 1. Complete the table, showing which quantities are vectors and which are scalars. force aistance temperature [gravitational ld strength velocity weight energy speed electric Held strength time [temperature 2. Here Is a vector dlagram of two forces acting on an object: 2N aN 13.9: Vector diagram showing forces of 2 N and 4 N acting on an object ‘Redraw Figure 3.9 to show how to find the resultant vector.3 Find the resultant vector in Figure 3.10: a by scale drawing by caleuation, WN >7N Figure 3.10: Free body force diagram showing forces of 7 N and 10 N acting on an object. Practice 4 Find the resultant vector in Figure 3.44: a. by scale drawing b by caleulation, ¥ 20N Figure 3.11: Free body force diagram showing three forces of 200 N, 300 N and 400 NW acting on an object.Challenge 5 Find the resultant force vector in Figure 3.42: a. by scale drawing b by caleulation. 2N 10N [-——> 20n SN IN Figure 3.12: Free body force diagram showing fve forces acting on an object.> Chapter 4 Turning effects > The moment of a force nen no net Force and no net moment act on a body equilibri ‘moment of a force: the turning effect of a force about a point Exercise 4.1 re eee ‘check your understanding of simple turning effects and of eaulibrium. Focus Figure 4.1: A playground see-saw. 1 Explain how a playground see-saw, like the one in Figure 4.1, ean balance. 2. Abody (object) Is in equilibrium. fa State the resultant force on the body. Practice 3 a Figure 4.2 shows a wheelbarrow with a heavy load of sol. Add an arrow to show low you could lft the left-hand end of the barrow ‘with the smallest force possible, Remember to indicate clearly the direction ofthe force. Figure 4.2: A wheelbarrow. bb How do you know that the wheelbarrow is in equilibrium?Challenge 4 a Figure 4.3 shows a beam balanced on a pivot. Add arrows to show the following forces: + A100 N force pressing downwards on the beam that will have the greatest possible clockwise turning effect, Label this force A. + A200 N force pressing downwards on the beam that wil have an anticlockwise turning effect equal in size to the turning effect of force A. Label this force B. Figure 4.3: A uniform beam, balanced on a pivot at the centre of the beam. 'b_ What other forces are acting, a5 well asthe two in part a, to keep the beam in equilibrium? ‘© Why can we ignore these in calculating moments about the pivot?> Calculating moments ‘moment of a force = force perpendicular distance from pivot to force Remember that we add all the clockwise moments together and all the anticlockwise moments together. This is the key thing NOT whether the forces are on the left or the right of the pivot. For example, a force on the left of the pivot will have a clockwise moment, If acts upwards, but an anticlockwise moment if acts downwards. Exercise 4.2 ‘check your understanding of how to calculate moments. Focus 1 Fillin the blanks. The ‘of a force Is the turning effect of the force, It Is calculated by multiplying the sizeof the force by the distance of the vee OM the VOL Practice 2 For each of the situations in Figure 4.4, calculate the missing force or distance so that the beams are in equtlibrlum. A pam, B sw IN Ce 25m—ee2m—— x -1n-+-_y.| J 200N @N =aM. Figure 4.4: Three situations, showing beams balanced with different combinations of moments. Challenge 3. In Question 2, we did not consider the weight of the beam. On the assumption that the bear fs uniform and pivoted in the middle, state why you think this fs this reasonable. Focus 1 In Figure 4.5, all the forces are of equal size. Figure 4.5: Five forces of equal size, acting at different points along a uniform beam 2. State the force with the greatest moment about point A. bb State the force that has no moment about point B.Focus 1. In Figure 4.5, all the forces are of equal size. @ @ @ A Figure 4.5: Five forces of equal size, acting at different points along a uniform beam. 4. State the force with the greatest moment about point A. Practice 2a Calculate the moment about the pivot of each force in Figure 4.6. Write your answers In the table. $0.20 mre 0.50 mee 050 m——> A~30N 8-20N c=10N Figure 4.6: A uniform beam pivoted off- centre. ° EPI ‘State which force must be removed if the beam Isto be balanced, 3 In Figure 4.7, the beam is balanced (in equilibrium). Calculate the size of force F. 40m — ++ 20m-re—20m—> Pt oon 100N F Figure 4.7: A uniform beam pivoted off-centre, with an unknown force. Challenge 4 Look at Figure 4.8 Xa 2 Figure 4.8: A force acting at an acute angle to a uniform beam, 2. State which distance should be used in calculating the moment of force F about point X. 'b- Explain why you chose this distance for your answer.> Stability and centre of gravity centre of gravity: the point at which the mass of an object can be considered ta be concentrated Exercise 4.4 oecrecacnuee ‘heck your understanding of stabilty and the factors that affect i. Focus 1 State and explain the condition that means an object will topple (Fall over). Practice 2. Figure 4.9 shows an object that Is falrly stable, Its centre of gravity Is marked with a dot. Figure 4.9: stone on a fat surface, 4 On the left of this object, draw an object that is more stable. Mark its centre of gravity. om the right of this object, draw an object that Is less stable. Mark its centre of gravity 3 Figure 4.10 shows two objacts that are not very stable. The contre of gravity of each Is marked with a dot. ‘State the two vertical forces that act on each of these objects. Upward force uses = Downward For se 4. Draw arrows on each abject in Figure 4,10 showing the two forces acting on tt igure 4.10: A plant pot and a water glass, both tilted to one side, b Decide whether each object will fall over. Explain your answerChallenge Whether or not an object topples (Falls over) is all about whether the moment of the weight tends to pull the abject further over, or tends to cause ito fall back where It was. So, as the object starts to fall over, the line along which weight acts falls outside the base (the wheels of the car in these examples), it will topple. It falls Inside the wheels, then It tends to pull the car back on to four wheels 5 Explain, using your knowledge of stability, which of the two cars In Figure 4,11 you would expect to be able to go around a comer at the highest speed, whilst keeping all its wheels on the road. Cara 6 Use your knowledge and understanding from this chapter, and Chapter 3 in this Workbook on forces, to design a wind turbine base. Consider how you will make it stable and explain why your ideas work to achieve this. You could sketch your idea in the space provided Now compare your answer to those of athers. Is there anything they could aid to improve it? 1s there anything you could have added?> Chapter 5 Forces and matter > Stretching springs omnes) load: a force that causes a spring to extend he total increase in length of a spring when a load is attached it of proportionality: the point beyond which the extension of an abject is no longer proportional to the load producing it he load required to produce an extension of 1 m in a spring eeu F = kx, where F = applied force (in N), k= spring constant (in W/m), x = extension (in m) sok = © Exercise 5.1 IN THIS -RCISE YOU WILL: + describe an exneriment to investigate the relationship between the load on a spring and the extension of that spring + practise plotting a graph and drawing conclusions from it. Focus 1 Describe how you would carry out an experiment to Investigate the relationship between the load on a spring and the extension of that Spring. Draw a diagram of your experimental arrangement in the space provided on the next page Practice 2 a A learner carried out an experiment to stretch a spring. Table 5.1 shows her results, Complete the third column of the table. | Remember thatthe extension Is the TOTAL Increase in length from the unstretched value 0.0 25.0 10 25.4 20 25.8 3.0 26.2 a0) 26.6 5.0 27.0 6.0 24 70 21.8 8.0 28.5 9.0 29.2 10.0 29.9 Table 5. Results of spring experiment. bb From the data in Table 5.1, estimate the force needed to produce an extension of 1.0 cm.‘© On the graph paper grid, draw an extension-load graph for the spring Plotting graphs is a skil that requires practice. Plan before you begin. Choose a scale that will allow your points to occupy half the page In €ach direction, but Is also easy to use to read off values in between your polats. Plt In pencil, so that you can correct mistakes. 3 a Calculate the gradient of the straight part of your graph from Question 2 and comment on what It means. ‘When you've calculated a gradient, always think "What should the units ofthis value be?” This wil help to ensure you assign units ‘when you should and also help you to understand what the gradient actually means. 4 Steel cables can behave lke springs when stretched. One of the biggest challenges for making very tall bullings (over 100 storeys) is the limitations In cable technology for the elevators. Usiag your knowledge of extensions and springs, research what these limitations ‘are and pick one to explore in depth, Then research what the solution could be. Is there a solution? Write a one page report on this to share with your class. One place you might lke to think about Is Mponeng gold mine in South Africa. This is one of the world’s deepest mines (atthe time ‘of writing). If you wish to choose this as your example, you could describe the challenges for getting miners in and out of the mine, fae Now compare your report with those of your peers. Does their report answer the question? Are there things they could do to improve Ik? What are the best aspects of the report?Exercise 5.2 Focus 1 Add mathematical symbols in the wide spaces to turn the following words into an equation. There are two different ways to doit. Find both, stretched length stretched length Practice 2 Aspring has a spring constant of 42 N/m and extends 10 cm under load. Calculate the applied load: 4 Four poopie, each of mass 90 kg, act into a car with four wheels, and itis seen that the car body moves 4.4 am down towards the ‘ground. Calculate the spring constant of the suspension springs that support tie car on its wheels Challenge 5 If wo ofthe springs fram Question 2 were used, describe how the spring constant would compare I they were connectad: a b AWA Figure 5.1: Two springs (a) in series, (b) in paralel 2a in series, as in Figure 5.1a, in parallel, as in Figure 5.1b. Explain your answer in each case.> Pressure pressure: the force acting per unit area at right angles to a surface pressure > ome pressure in 2 liquid, Ap = pafh Exercise 5.3 IN THIS ISE YOU " {+ practice camying anit pressure ralrulations ‘apply your knowledge of the pressure equation to real situations. Focus 4 The equation p = E ts used to ckulte pressure 12 Complete the table to show the name of each quantity and the SI unit (name and symbol) of each quantity. Cs Sma = IF Ip la 'b_ Rearrange the equation to make F and A the subject. A- 2. It is dangerous to stand on the icy surface ofa frozen pond or lake 8 Explain why Its more dangerous to stand on one foot than on both feet. Practice 3. Calculate the pressure when a force of 200 N presses on an area of 0.40 m2. 4 The pressure inside a car tyre Is 250 kPa (250 000 Pa). Calculate the total force exerted on the Inner surface of the tyre If its surface area Is 0.64 m2,Challenge Figure 5.2: A rocket being transported to the launch pad. 5 The rocket in Figure 5.2 is 111 m high and has a mass of 3 100 000 kg. Explain how the vehicle transporting its adapted to carry such alload. Minn nr Focus 1 State the equation linking pressure in a liquid to the depth of the liquid Practice 2 Calculate the pressure at the bottom of an oll storage tank of depth 2.50 m. The oll has a density of 980 ka/m?, and g 3 a Estimate the height of the Earth's atmosphere using the following data: atmospheric pressure = 100 kPa; density of air = 1.29 kg/m?, 'b_ Explain why this can only be an estimate,Challenge 4 Objects submerged in aliquid appoar to have a smallor weight. One way to explain ths Is that there isa diference in pressure on the top and bottom surfaces. Knowing the relationship between pressure and force, {rom the key equations box, use Figure 5. to calculate the difference in the weight of the block in water compared to Its weight In ai ‘The block is a cuboid, with horizontal faces of area ~ 2 m?. ‘The depth ofthe block ~ 4 m. It's submerged in water, of density = 1000 kg/m’. The bottom of the block is at @ depth of 6 m. Figure 5.3: A block submerged in water.) Chapter 6 Energy stores and transfers > Energy stores principle of conservation of energy: the total eneray of Interacting objects Is constant provided no net external force acts ‘chemical potential energy: energy stored In chemical substances and which can be released In a chemical reaction gravitational potential energy: the energy store of an object due to its position in a gravitational field nuclear potential energy: eneray stored in the nucleus of an atom Sankey diagram: a diagram to show all the energy transfers taking place in a process using arrows. Each transfer Is shown by a separate arrow. The width of the arrows represents the amount of energy being transferred Exercise 6.1 INTHI RCISE re + ched that you know what energy stores and transfers are practise identifying energy stores and transfers in everyday situations. + apply the principle of conservation of eneray to eneray fl ow diagrams. Focus ‘1 Sometimes, eneray Is being stored (chemical energy is an example). Sometimes, energy is being transferred from one object to another or from place to place. Complete the table. The first example has been dene for you ca [aon leneray in a stretched spring/elastic lolastic potential energy in the nucleus of a uranium atom Jeneray in diesel fuet [eneray ofa ball held above your head Jeneray of a hot cup of coffee 2 Figure 6.1 shows a rocket being launched into space, and the energy transfers that are Involved, transferred thermal aslight ad energy transferred as. sound gravitational potential chemical onen energy ai (stored in tual and kinetic energy Figure 6.1: A rocket being launched,In the table, explain how you know that each of these energy changes Is happening. The frst one has been done for you. sound The rocket launch is very noisy. ight thermal eneray gravitational potential energy kinetic energy Practice 3 Folin how the enero flow dlaaram in Faure 6.1 shows that the prince of conservation of eneray ts obeved in these eneray changes, 4 Awashing machine has a motor that tums the drum. In a particular washing machine, the motor is supplied with 1500 2 of eneray feach second. Of this, 1200 1 of energy Is used to turn the drum. The fest s wasted as thermal energy, Draw an energy flow diagram for the washing machine. 5 An energy flow diagram can be used to represent energy changes. Figure 6.2 shows the energy changes in a light bulb each second. A coal-fired power station is used to provide the electricity. Bay est ra chemical ene 7 light Figure 6.2: Eneray flow diagram for a ight bul. (on the diagram, inthe correct place, write in the amount of light produced each second Challenge 6 Aleamer argues that a car running on petrol or diesel fs more efficient in winter than ia summer. Explain why the learner might say this, 7. @ Draw a Sankey Diagram to show the following. & low-energy light bulb 's 85% efficient and the wasted energy is thermal. An Incandescent light bulb Is 10% efficient, They receive power from a National Grid that is 92% effilent, It fs supplied by a power station that Is 60% efficent. Assume ali wasted energy is thermal. Calculate the overall efficiency of the system from generation to lightbulb.> Energy transfers and efficiency ema) efficiency: the fraction of energy that Is transferred to a useful form fete ficiency ofa davies = = oo, efficiency ofa devico = "=MHESE 5 109% Exercise 6.2 Rococo SE Efficiency is the proportion (NOT the amount) of total input that is transferred usefully Youll soe this expressed in torms of eneray, work and power, but work and eneray are the samme thing, and power isthe rate of doing Work. You can ask yourself What fs the purpose of this device?" in order to decide whats useful. For example, 2 ight Bull exists to produce light, 50 the thermal energy it produces 's not generally considered useful Focus 1 Awashing machine has 4 motor that turns the drum. tn a particular washing machine, the motor is supplied with 1200 3 of eneray ‘each second. OF this, 900 J of eneray Is used to turn the drum. The rest Is wasted as thermal eneray. Calculate the amount of energy wasted each secondPractice 3+ A gas-fired power station Is supplied with 1000 M1 of energy each second and produces 450 MI of electrical eneray. + A.coal-fired power station fs supplied with 600 M) of eneray each second and produces 150 M) of electrical eneray. ‘a Which power station Is more efficient? b Calculate the efficlancy of each power station. 4 Figure 6.3 shows the energy transfers ina light bulb each second. A coal-fired power station is used to provide the electricity 20) chemi anes * light Figure 6.3: Enetay flow diagram for a light bulb, Calculate the efficiency of the bulb. Challenge 5 a Draw an energy flow diagram for the following power transmission system: ‘+ solar panel (20% efficient) ‘+ solar inverter (converts DC to AC, 95% efficient) 1+ top-up transformer (95% efficient) + overhead power transmission cable (95% efficent) + step-down transformer (95% efficent) ‘Assume that there is 1000 J of solar eneray arriving at the solar panel bb What isthe overall efficiency of the power transmission system? ‘Compare your working and answer to those of your peers. Have they missed anything? Have you?> Energy conservation and energy calculations kinetic energy (kce.): the eneray stored in 8 moving object change In gravitational potential energy = welght x change in height AB, = mgdh Exercise 6.3 eee Remember that, when you are calculating the change in ke, whon an object goes from vi m/s to vy m/s, itis bmy,? — Lmy,?, NOT 1m(vo — wi} Focus 1 State the equations for kinetic energy and change in gravitational potential energy, with mass as the subject for each. a kes m b change in g.p.e.: m Practice 2 Calculate the kinetic energy of a car of mass 600 kg travelling at 25 m/s 3 A.walker carrying a 20 kg backpack climbs to the top of a mountain 2500 m high. Calculate the gain in gravitational potential eneray of the pack (Acceleration due to gravity g ~ 10 m/s2),Challenge 4 The car in Question 2 slows down to a speed of 12 m/s. By how much has its kinetic eneray decreased? 5 A.gicl throws a ball upwards (Figure 6.4). The bell has a mass of 0.20 kg and it leaves her hand with a speed of 8.0 m/s. Determine fi Figure 6.4: A girl throwing a ball into the ait Step 1: Calculate the ke, of the ball as it leaves the girs hand, Step 2: When the ball reaches its highest point, It no longer has any ke. and its energy has been transferred to 9.p.0. So now we can write: 9.p.€. at highest point = k.c. at lowest point ingh = ke. Rearranging gives: 6 Ina game, a toy car, whichis intially stationary, slides down a slope, The top of the slope Is 2.0 m higher than the foot ofthe slope. Determine how fast the car will be moving when it reaches the foot. (Assume that al ofits 4... is transferred ta ke.)) Chapter 7 Energy resources > The energy we use biomass fuel: a material, recently living, used as a Fuel renewable: energy resource which, when used, will be replenished naturally non-renewable: eneray resource which, once used, is gone forever nuclear fission: the process by which eneray Is released by the spliting ofa large heavy nucleus Into two or more lighter nucle geothermal : the energy stored in hot rocks underground Exercise 7.1 see * recall which resources are renewable and non-renewable + discuss the advantages and disadvantages of differant types of energy resources. Focus 1 Complete the table as follows: ‘© Inthe second column, write the name of the type of energy resource. ‘© In the third column, indicate whether the resource is renewable or non-renewable. ‘The frst example has been done for you. wood [bioruel Jeenewable ratural gas coal spitting of uranium nuclet hydrogen nuclet combine to release energy sunlight captured to make electricity or heat wator [underground hot rocks used to heat water moving alr turns a turbine water running downhill turns a turbine Ti Renewable Is about being able to replace something atleast as fast as we use It. It Is NOT about being able to re-use it ‘Take care not to confuse the spelling of 'ission” and ‘sion’. Fusion spelled ‘fussion’ Is neither one nor the other! Practice 2 Draw a diagram (with labels and notes) to explain why hydroelectric power can be described as renewable. Challenge 3 Compare the eneroy resources by completing the table. You wll need to conduct research to find much of the missing information Cares ee feccimercny Pees nuclear fission solar geothermal hydroelectric wand tidalExercise 7.2 Rn oececee ae ‘onsidr wind power in some detail Focus 1 Figure 7.4 shows how much electicity was generated worldwide from the wind from 1996 to 2048, (The units of eneray are GWh, or ‘igawatt-hours. One gigawatt 's 10% watts.) Table 7.1 shows the top ten countries that contributed most to this total in 2018. Year 160 150 200 250 200 350 400 480 560 S50 ao yicw Cumulative ea Figure 7.1: Graph of alobal wind power capacity.Co Cee Ca china EY United States 147 (Germany GL india 42 United Kingdom 4 Brazil 37 France 3 Mexico ia [Sweden 1a [canada Lt Table 7.1: Global wind power, top ten counties. ‘Source: Global Wind Eneray Count Study Figure 7.1 and Table 7.4, and then read each of the statements below. Dacide wheather each statement Is TRUE or FALSE. Ifa Statement is FALSE, cross out the incorrect word(s) and write the corract word(s) in the space below. Here is an example to help you: ‘The amount of lactiekygunerated rom the wind reached 50 GWh n 3, [FRUE/FALSE {The amount of electricity generated from the sind has increased every year since 1996. TRUE / FALSE fi The amount of electricity generated from the wind exceeded 100 GWh in 2006. TRUE / FALSE 1H Tie ainount of elecuety yenerated from the wn doubled Beuween 2002 atl 2003. TRUE / FALSE iv The top three countries generate more than 50% of the word's wind eneray. TRUE / FALSE \v- The UK makes less use of wind eneray than France. TRUE / FALSE Practice 2 Think about the area where you live. Suagest a good place to put a wind turbine to generate as much electricity a5 possible, Give seasons for your suggestion. Challenge 3 State objections that might be ralsed to using wind power as @ major source of our electric.> Energy from the Sun fossil fuel: 2 material, formed from long-dead material, used as a fuel ‘nuclear fusion: the process by which eneray Is released by the Joining together of two small light nuclei te form a new heavier nucleus Exercise 7.3 Nees rr See Cee see ee es ly and indirectly from the ee) Se ee eee eee Focus 11 What do we use to transfer the energy from the Sun into electricity? 2 in the table, the first column lists come energy resources. In the second column, indicate with a tick (v) ifthe energy of the resource comes originally from the Sun. Indicate with a cross (X)ift doesn't. The frst one has been done for you. Gea ‘Sun? fosst fuels nuclear power [tidal power: wind power hydroelectric power jgeothernal suntiaht Practice 3 Explain why, when we burn coal, the energy released originally came from the Sun 4 Fission and fusion are two processes that release energy whan changes happen in the nuclei of atoms. The table ists some featuras of these processes. Some relate to fission and some fo fusion, \Write“ission’ or Yusion’ or “both’ In the second column of the table as appropriate. Feat large nucet spit into two [hwo small nucle! join together energy is released [used in a uranium fueled power station the energy source of the Sun holium can be a product Challenge 5 Describe the main issues with using solar energy to generate the Earth's electricity.