Unit 4: Further Mechanics, Fields and Particles

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.

Understand that an electric field is a region where a charged particle experiences a force.

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

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

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

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

Understand electric field strength E = F/Q and use this relationship.

Use - electric field strength to connect the rule to the data and decision in the question.

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

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

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

Use Coulomb's law F = Q1Q2/(4πε0r²) for the force between two point charges.

Use - coulomb’s law to connect the rule to the data and decision in the question.

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

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

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

Use E = Q/(4πε0r²) for the electric field due to a point charge.

Use - electric field due to a point charge to connect the rule to the data and decision in the question.

This matters because - electric field due to a point charge determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - electric field due to a point charge to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Electric field due to a point charge is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Know and understand the relationship between electric field and electric potential.

Use - electric field and electric potential to connect the rule to the data and decision in the question.

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

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

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

Use E = V/d for a uniform electric field between parallel plates.

Use - uniform electric field between plates to connect the rule to the data and decision in the question.

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

Example: apply - uniform electric field between plates to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Uniform electric field between plates is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use V = Q/(4πε0r) for electric potential in a radial field.

Use - electric potential in a radial field to connect the rule to the data and decision in the question.

This matters because - electric potential in a radial field determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - electric potential in a radial field to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Electric potential in a radial field is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Draw and interpret field-line and equipotential diagrams for radial and uniform electric fields.

Use - field lines and equipotentials to connect the rule to the data and decision in the question.

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

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

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

Understand capacitance C = Q/V and use this relationship.

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

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

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

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

Use W = ½QV for capacitor energy, derive it from the area under a potential-difference–charge graph, and derive and use W = ½CV² and W = Q²/(2C).

Use - energy stored by a capacitor to connect the rule to the data and decision in the question.

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

Example: apply - energy stored by a capacitor to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Energy stored by a capacitor 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 charge and discharge curves for resistor capacitor circuits and understand the significance of the time constant RC.

Use - capacitor charge and discharge curves to connect the rule to the data and decision in the question.

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

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

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

CORE PRACTICAL 11: Use an oscilloscope or data logger to display and analyse the potential difference (p.d.) across a capacitor as it charges and discharges through a resistor.

Use - core practical 11 - capacitor charging and discharging to connect the rule to the data and decision in the question.

This matters because - core practical 11 - capacitor charging and discharging determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - core practical 11 - capacitor charging and discharging to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Core Practical 11 - capacitor charging and discharging is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use Q = Q0e^(−t/RC), I = I0e^(−t/RC), and V = V0e^(−t/RC) for capacitor discharge, and derive and use ln Q = ln Q0 − t/RC, ln I = ln I0 − t/RC, and ln V = ln V0 − t/RC.

Use - capacitor discharge equations to connect the rule to the data and decision in the question.

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

Example: apply - capacitor discharge 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.

Understand and use the terms magnetic flux density B, flux φ and flux linkage Nφ.

Use - magnetic flux density, flux and flux linkage to connect the rule to the data and decision in the question.

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

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

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

Be able to use the equation F = Bqv sinθ and apply Fleming’s left-hand rule to charged particles moving in a magnetic field.

Use - force on a moving charge in a magnetic field to connect the rule to the data and decision in the question.

This matters because - force on a moving charge in a magnetic field determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - force on a moving charge in a magnetic field to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Force on a moving charge in a magnetic field is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to use the equation F = BIl sinθ and apply Fleming’s left-hand rule to current carrying conductors in a magnetic field.

Use - force on a current-carrying conductor to connect the rule to the data and decision in the question.

This matters because - force on a current-carrying conductor determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - force on a current-carrying conductor to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Force on a current-carrying conductor is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the factors affecting the e.m.f. induced in a coil when there is relative motion between the coil and a permanent magnet.

Use - induced e.m.f. from magnet-coil motion to connect the rule to the data and decision in the question.

This matters because - induced e.m.f. from magnet-coil motion determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - induced e.m.f. from magnet-coil motion to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Induced e.m.f. from magnet-coil motion is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand the factors affecting the e.m.f. induced in a coil when there is a change of current in another coil linked with this coil.

Use - induced e.m.f. from linked coils to connect the rule to the data and decision in the question.

This matters because - induced e.m.f. from linked coils determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - induced e.m.f. from linked coils to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Induced e.m.f. from linked coils is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use Faraday's law to determine induced e.m.f. and use the combined Faraday–Lenz equation ε = −d(NΦ)/dt.

Use - faraday’s and lenz’s laws to connect the rule to the data and decision in the question.

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

Example: apply - faraday’s and lenz’s laws to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Faraday’s and Lenz’s laws is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand what is meant by nucleon number (mass number) and proton number (atomic number).

Use - nucleon number and proton number to connect the rule to the data and decision in the question.

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

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

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

Understand how large-angle alpha particle scattering gives evidence for a nuclear model of the atom and how our understanding of atomic structure has changed over time.

Use - alpha scattering and the nuclear atom to connect the rule to the data and decision in the question.

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

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

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

Understand that electrons are released in the process of thermionic emission and how they can be accelerated by electric and magnetic fields.

Use - thermionic emission and acceleration to connect the rule to the data and decision in the question.

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

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

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

Understand the role of electric and magnetic fields in particle accelerators, including linacs and cyclotrons, and in detectors through ionisation and deflection.

Use - fields in particle accelerators and detectors to connect the rule to the data and decision in the question.

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

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

Boundary: - Fields in particle accelerators and detectors is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Derive and use r = mv/(BQ) for the radius of a charged particle moving perpendicular to a magnetic field.

Use - charged-particle radius in a magnetic field to connect the rule to the data and decision in the question.

This matters because - charged-particle radius in a magnetic field determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - charged-particle radius in a magnetic field to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Charged-particle radius in a magnetic field is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to apply conservation of charge, energy and momentum to interactions between particles and interpret particle tracks.

Use - particle interaction conservation laws to connect the rule to the data and decision in the question.

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

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

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

Understand why high energies are required to investigate the structure of nucleons.

Use - high energies and nucleon structure to connect the rule to the data and decision in the question.

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

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

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

Be able to use the equation ∆E = c2∆m in situations involving the creation and annihilation of matter and antimatter particles.

Use - mass-energy equivalence to connect the rule to the data and decision in the question.

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

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

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

Be able to use MeV and GeV (energy) and MeV/c2, GeV/c2 (mass) and convert between these and SI units.

Use - particle energy and mass units to connect the rule to the data and decision in the question.

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

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

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

Understand situations in which the relativistic increase in particle lifetime is significant (use of relativistic equations not required).

Use - relativistic lifetime increase to connect the rule to the data and decision in the question.

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

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

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

Know that in the standard quark-lepton model particles can be classified as: baryons (e.g. neutrons and protons), which are made from three quarks mesons (e.g. pions), which are made from a quark and an antiquark leptons (e.g. electrons and neutrinos), which are fundamental particles photons and that the symmetry of the model predicted the top quark.

Use - standard quark-lepton model to connect the rule to the data and decision in the question.

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

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

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

Know that every particle has a corresponding antiparticle and be able to use the properties of a particle to deduce the properties of its antiparticle and vice versa.

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

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

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

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

Understand how to use laws of conservation of charge, baryon number and lepton number to determine whether a particle interaction is possible.

Use - charge, baryon and lepton number conservation to connect the rule to the data and decision in the question.

This matters because - charge, baryon and lepton number conservation determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - charge, baryon and lepton number conservation to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Charge, baryon and lepton number conservation is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Be able to write and interpret particle equations given the relevant particle symbols.

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

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

Example: apply - particle 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.