You should be able to (higher tier in bold):
11.01 use the following units
second (s), metre (m), metre
per second (m/s), metre per second2 (m/s2), kilogram (kg),
joule (J), newton (N), newton per kilogram
(N/kg), watt (W), becquerel (Bq) ()
Force and motion
You should be able to (higher tier in bold):
11.02 interpret distance-time
graphs including determination of speed from the gradient of a graph
11.03 recall that velocity is speed in a stated direction
11.04 recall and use the equation
acceleration (m/s2)
= change in velocity (m/s) / time
taken (s)
a=(v-u)/t
11.05 interpret speed/time graphs
determine the acceleration from
the gradient of the graph
determine the distance travelled from the area between the curve and the
time axis
11.06 understand that the stopping
distance of a vehicle is made up of
thinking distance
braking distance
11.07 understand the factors
affecting the stopping distance of a vehicle, including
the mass of the vehicle
the speed of the vehicle
the drivers reaction time
11.08 recall a brief history of our
understanding of forces and how they affect motion in a straight line
including
the Greek view a simple
force needed to sustain motion
Galileo and Newton balanced
forces allow an object to continue in uniform motion in a
straight line or to remain at rest
Newton gravitational
attraction acts between all masses
11.09 understand that when object A
pulls or pushes object B then object B pulls or pushes object A
with a force that is equal in size and opposite in direction
11.10 understand that falling objects are acted on by a downward force (weight)
and an upward force (air
resistance) and that at the start of the fall the forces are unbalanced and the
object accelerates
11.11 understand that, when an object falls through the atmosphere, air
resistance increases with increasing
speed until it is equal in size to the weight of the falling object, when
terminal speed (velocity) is
reached
11.12 understand that in the absence of air, all falling bodies accelerate at
the same rate
11.13 describe
the forces acting on a car moving in a straight line on a horizontal surface
the driving force
the resistive force
11.14 in the above example,
understand how the balance of forces differs when the car is
accelerating
braking
moving at a constant speed
11.15 understand that when an
unbalanced force acts on an object, the acceleration depends on
the size of the unbalanced
force
the mass of the object
11.16 recall and use the equation
force (N) = mass (kg) ﾗ acceleration
(m/s2)
F = m*a
Force and energy
You should be able to (higher tier in bold):
11.17recall and use the equation
work done (J) = force (N) *
distance moved in the direction of
the force (m)
W = F * d
11.18 understand that gravitational potential energy is stored positional
energy, eg a swimmer on a diving
board, a person lifting weights
11.19 recall and use the equation
gravitational potential
energy (J) = mass (kg) *
gravitational field strength (N/kg)
* vertical
height (m)
GPE = m * g
* h
11.20 recognise the equivalence of work done and energy transfer and recall
that energy transferred (J) = work done (J)
11.21 understand that power is the rate of doing work and is measured in watts
(joules per second)
11.22 recall that kinetic energy is movement energy
11.23 recall and use the equation
kinetic energy (J) = ½ *
mass (kg) *
velocity2 (m/s)2
KE = ½ * m
* v2
Earth waves
You should be able to (higher tier in bold):
11.24 recall that seismic waves are
caused by earthquakes or underground explosions
11.25 understand that longitudinal and transverse waves are transmitted
through the Earth and that
their paths and times of travel give information about the layered structure of
the Earth: crust, mantle, outer
(liquid) core and inner core
11.26 recall that the Earths
outermost layer, the lithosphere, is composed of plates in relative motion
and that plate tectonic processes result in the formation, deformation and
recycling of rocks
11.27 understand
that at plate boundaries, plates may
slide past each other,
sometimes causing earthquakes
move towards each other, taking
rock into the mantle
move away from each other,
resulting in volcanoes and forming new rocks ()
Using half-life
You should be able to (higher tier in bold):
11.28 understand that the activity
of a radioactive isotope decreases over a period of time and is measured
in becquerels
11.29 recall that the half-life of a radioactive isotope is the time taken for
half the undecayed nuclei to decay,
and the consequent problems arising in the disposal of radioactive waste
11.30 use the concept of half-life to carry out simple calculations on the decay
of a radioactive isotope
11.31 describe the uses of radioactivity in the radioactive dating of
archaeological specimens and rocks