Updated: 14 April 2020
Study hard, love physics and have a clean conscience for a summer of fun and beach-life....
Revision Mats
Updated: 26 April 2018
Topic |
Mats |
Newton's Laws |
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Rotational Mechanics |
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Energy |
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Energy and Momentum |
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Gravity |
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Newton's Laws |
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Exam Question Tips
There are 50 multiple choice questions to do in 1.5 hrs. The last 5 of which are the TWO answer versions. You SHOULD be doing scratch work for the majority of these questions.
There are 5 free-response questions. 3 of which are 7-markers and 2 are the challenging 12-markers. One of the 12-marker questions will be a LAB-BASED question. The other 12-marker will be what is termed a QQT type question (Qualitative-Quantitative Translation). These are particularly challenging. Usually questions are designed in such a way that you are unlikely to get zero marks unless you are a complete numpty who a) hasn't studied/paid attention in class or b) hasn't understood the question properly.
LAB-BASED QUESTIONS
The lab-based questions, the key is to be specific and clear. YOU MUST TAKE THE TIME TO THINK AND UNDERSTAND THE QUESTION. Bullet-pointed instructional sentences can work well, after all that is how most recipes and lab instructions are written. A well-labelled diagram or sketch graph (also clearly labelled) WILL make your answer clearer - DO IT! The idea is to convince the examiner that you understand what you are doing and why. Avoid waffly things like 'use a lightgate', be precise, like 'mount an interrupt card to the rim of the wheel in such a manner that it can pass through a light gate and thus the speed of the rim can be determined.' As mentioned before, a good diagram can work wonders. For the analysis, consider what variables you are changing (independent), what you are measuring (dependent) and how they are related. Often the plotted data will need to be 'linearised' and the gradient yields useful information - maybe even the answer.
Attached below is an old work booklet that I made some years ago for lab-based work. The early sections on taking random equations and linearising them is useful stuff. The questions were based on the A Level Alternative to Practical exam.
Experimental Work
LAB PAST QUESTION 1
LAB PAST QUESTION 2
ALL PAST LAB QUESTIONS - including the only three suitable ones from the old Physics B exam.
The lab-based questions, the key is to be specific and clear. YOU MUST TAKE THE TIME TO THINK AND UNDERSTAND THE QUESTION. Bullet-pointed instructional sentences can work well, after all that is how most recipes and lab instructions are written. A well-labelled diagram or sketch graph (also clearly labelled) WILL make your answer clearer - DO IT! The idea is to convince the examiner that you understand what you are doing and why. Avoid waffly things like 'use a lightgate', be precise, like 'mount an interrupt card to the rim of the wheel in such a manner that it can pass through a light gate and thus the speed of the rim can be determined.' As mentioned before, a good diagram can work wonders. For the analysis, consider what variables you are changing (independent), what you are measuring (dependent) and how they are related. Often the plotted data will need to be 'linearised' and the gradient yields useful information - maybe even the answer.
Attached below is an old work booklet that I made some years ago for lab-based work. The early sections on taking random equations and linearising them is useful stuff. The questions were based on the A Level Alternative to Practical exam.
Experimental Work
LAB PAST QUESTION 1
LAB PAST QUESTION 2
ALL PAST LAB QUESTIONS - including the only three suitable ones from the old Physics B exam.
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QQT QUESTIONS
For tips on the QQT questions, see the 5 Steps to a 5 book, it has a section on them, that is pretty good. What the question is usually trying to achieve is can you relate conceptual physics to mathematics. They often seem to spring weird and wonderful looking equations at you and ask you whether it makes sense or not. Personally, the best attack strategy is to read the question at least two times, and fully understand/visualise the set up (e.g. ball rolls down a slope and arcs away as a projectile). When the question asks you to describe something, it is normally easier to use maths to solve it (at the top of the page, by the diagram), then one you fully understand what is happening, then write the answer down. Use the PW short hand if it helps, although don't use it in your final answer.
As for the wacky, and usually ugly looking, equations, there are a number of things to look at to decide whether they are realistic:
QQT PAST QUESTION 1
QQT PAST QUESTION 2
For tips on the QQT questions, see the 5 Steps to a 5 book, it has a section on them, that is pretty good. What the question is usually trying to achieve is can you relate conceptual physics to mathematics. They often seem to spring weird and wonderful looking equations at you and ask you whether it makes sense or not. Personally, the best attack strategy is to read the question at least two times, and fully understand/visualise the set up (e.g. ball rolls down a slope and arcs away as a projectile). When the question asks you to describe something, it is normally easier to use maths to solve it (at the top of the page, by the diagram), then one you fully understand what is happening, then write the answer down. Use the PW short hand if it helps, although don't use it in your final answer.
As for the wacky, and usually ugly looking, equations, there are a number of things to look at to decide whether they are realistic:
- Will increasing one variable cause the other to increase or decrease? Does this match the scenario? E.g. does increasing the thickness of honey increase or decrease the time taken for a ball bearing to fall through it?
- Do the units balance?
- Does the equation match the graph - a linear equation can't decribe a curve and vice versa. Think about an intercept or asymtote if there is one in the graph, what does it mean?
QQT PAST QUESTION 1
QQT PAST QUESTION 2
Example of PW shorthand:
\[F=\frac{\Delta p}{t}\]
\[\text{As} \; t\uparrow \; \text{so}\; F\downarrow\]
Proper answer: As the time to stop increases, the force required decreases.
\[F=\frac{\Delta p}{t}\]
\[\text{As} \; t\uparrow \; \text{so}\; F\downarrow\]
Proper answer: As the time to stop increases, the force required decreases.
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The "Paragraph" Question
It is critical that you figure out the answer BEFORE writing your response down. Sometimes you are allowed to include equations and diagrams - and you would be a fool NOT to. Scientists always find it easier to explain stuff with diagrams, graphs and equations!
Sample question
Past AP-1 Papers (published)
College Board publish these exams freely on their website. Bermuda uses the International Edition of the exams, which are not freely published. I have access to copies of them, but they are not to be posted.
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Mark Scheme |
Comments |
included in file |
N/A |
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