5.5 - Oscillations

Understand that the condition for simple harmonic motion is F = − kx, and hence understand how to identify situations in which simple harmonic motion will occur.

Use - condition for simple harmonic motion to connect the rule to the data and decision in the question.

This matters because - condition for simple harmonic motion determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - condition for simple harmonic motion to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Condition for simple harmonic motion is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use a = −ω²x, x = A cos ωt, v = −Aω sin ωt, a = −Aω² cos ωt, T = 1/f = 2π/ω, and ω = 2πf for simple harmonic motion.

Use - shm displacement, velocity and acceleration equations to connect the rule to the data and decision in the question.

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

Example: apply - shm displacement, velocity and acceleration 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.

Use T = 2π√(m/k) for a mass–spring oscillator and T = 2π√(l/g) for a simple pendulum.

Use - shm period equations to connect the rule to the data and decision in the question.

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

Example: apply - shm period 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.

Be able to draw and interpret a displacement-time graph for an object oscillating and know that the gradient at a point gives the velocity at that point.

Use - displacement-time graphs for oscillations to connect the rule to the data and decision in the question.

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

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

Boundary: - Displacement-time graphs for oscillations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to draw and interpret a velocity-time graph for an oscillating object and know that the gradient at a point gives the acceleration at that point.

Use - velocity-time graphs for oscillations to connect the rule to the data and decision in the question.

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

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

Boundary: - Velocity-time graphs for oscillations is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand what is meant by resonance.

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

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

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

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

CORE PRACTICAL 16: Determine the value of an unknown mass using the resonant frequencies of the oscillation of known masses.

Use - core practical 16 - unknown mass by resonance to connect the rule to the data and decision in the question.

This matters because - core practical 16 - unknown mass by resonance determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - core practical 16 - unknown mass by resonance to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Core Practical 16 - unknown mass by resonance 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 energy to damped and undamped oscillating systems.

Use - energy conservation in oscillating systems to connect the rule to the data and decision in the question.

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

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

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

Understand the distinction between free and forced oscillations.

Use - free and forced oscillations to connect the rule to the data and decision in the question.

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

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

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

Understand how the amplitude of a forced oscillation changes at and around the natural frequency of a system and know, qualitatively, how damping affects resonance.

Use - resonance amplitude and damping to connect the rule to the data and decision in the question.

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

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

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

Understand how damping and the plastic deformation of ductile materials reduce the amplitude of oscillation.

Use - damping and plastic deformation to connect the rule to the data and decision in the question.

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

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

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