4.3 - Further Mechanics

Understand how to use the equation impulse = F∆t =∆p (Newton’s second law of motion).

Use - impulse and change of momentum to connect the rule to the data and decision in the question.

This matters because - impulse and change of momentum determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - impulse and change of momentum to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Impulse and change of momentum is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 9: Investigate the relationship between the force exerted on an object and its change of momentum.

Use - core practical 9 - force and momentum change to connect the rule to the data and decision in the question.

This matters because - core practical 9 - force and momentum change determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - core practical 9 - force and momentum change to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Core Practical 9 - force and momentum change is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how to apply conservation of linear momentum to problems in two dimensions.

Use - momentum conservation in two dimensions to connect the rule to the data and decision in the question.

This matters because - momentum conservation in two dimensions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - momentum conservation in two dimensions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Momentum conservation in two dimensions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

CORE PRACTICAL 10: Use ICT to analyse collisions between small spheres, e.g. ball bearings on a table top.

Use - core practical 10 - ict collision analysis to connect the rule to the data and decision in the question.

This matters because - core practical 10 - ict collision analysis determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - core practical 10 - ict collision analysis to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Core Practical 10 - ICT collision analysis is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Determine whether a collision is elastic or inelastic.

Use - elastic and inelastic collisions to connect the rule to the data and decision in the question.

This matters because - elastic and inelastic collisions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - elastic and inelastic collisions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Elastic and inelastic collisions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Derive and use Ek = p²/(2m) for the kinetic energy of a non-relativistic particle.

Use - kinetic energy from momentum to connect the rule to the data and decision in the question.

This matters because - kinetic energy from momentum determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - kinetic energy from momentum to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Kinetic energy from momentum is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to express angular displacement in radians and in degrees, and convert between these units.

Use - angular displacement to connect the rule to the data and decision in the question.

This matters because - angular displacement determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - angular displacement to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Angular displacement is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand angular velocity and use v = ωr and T = 2π/ω.

Use - angular velocity to connect the rule to the data and decision in the question.

This matters because - angular velocity determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - angular velocity to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Angular velocity is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use vector diagrams to derive centripetal acceleration a = v²/r = rω² and apply these equations.

Use - centripetal acceleration derivation to connect the rule to the data and decision in the question.

This matters because - centripetal acceleration derivation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - centripetal acceleration derivation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Centripetal acceleration derivation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand that a resultant centripetal force is required to produce and maintain circular motion.

Use - centripetal force requirement to connect the rule to the data and decision in the question.

This matters because - centripetal force requirement determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - centripetal force requirement to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Centripetal force requirement is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use centripetal force F = ma = mv²/r = mrω².

Use - centripetal force equations to connect the rule to the data and decision in the question.

This matters because - centripetal force equations determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - centripetal force equations to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: use the formula and units given in the question, show the substitution and interpret the result; the calculation alone is not the conclusion.