IGCSE and IGCSE (9–1) Physics syllabuses
(0625/0972) for examination from 2023
✓ Has passed Cambridge International’s rigorous
quality-assurance process
Series architecture
• Student’s Book
• Theory Workbook
• Practical Workbook
• Teacher’s Guide
• e-book
✓ Developed by subject experts
✓ For Cambridge schools worldwide
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✓ Provides learner support for the Cambridge
THEORY WORKBOOK
This resource is endorsed by
Cambridge Assessment International Education
THEORY
WORKBOOK
R
The Theory Workbook provides meaningful reinforcement of concepts covered in the Student’s Book.
Each chapter contains formative questions to assess topical understanding, exam-style questions to
build exam readiness and a Chapter Journal to encourage self-reflection. The formative questions include
multiple-choice questions, word jumbles, crosswords, and short-answer and structured questions – all of
which are intended to foster subject literacy. A STEAM project offers the opportunity for group work, to
encourage critical thinking and inquiry-based knowledge building.
Physics
A
TWB
TM
M
Physics
The Marshall Cavendish Education Cambridge IGCSETM Physics series is designed
for students preparing for the 0625/0972 syllabuses. The series translates
insights from educational psychology classic “How People Learn” into highly
effective learner-centred classroom practices.
Cambridge
IGCSE
SH
Cambridge IGCSETM
For over 60 years Marshall Cavendish Education has been
empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions.
We nurture world-ready global citizens by equipping students
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catering to national and international curricula.
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ISBN 978-981-4927-94-9
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How to Use This Book
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For further learner support, alongside the Student’s Book, the Theory Workbook offers a range of exercises to reinforce and
consolidate key terms and concepts learnt from each chapter.
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This Theory Workbook is part of the Marshall Cavendish Education suite of resources that will support you as you follow the
Cambridge IGCSETM and IGCSE (9-1) Physics syllabuses (0625/0972) and prepare for your examinations.
Formative Exercises
These exercises are meant to evaluate how well you are learning
each section in a chapter.
10
Transfer of
Thermal Energy
Exercise 10A
Transfer of Thermal Energy
CHAPTER
The questions in the exercises are set using a variety of formats,
which include word searches, crosswords, fill-in-the-blanks,
completing sentences, matching and labelling. They are intended
to help build your subject literacy and boost your confidence in
using English to understand and respond to science questions. For
example, word searches can help to increase your familiarity with
key words, and reinforce and improve spelling of those words.
1
Find and circle five words in the puzzle. Use these words to fill in the blanks in the sentences. Use each word once or more
than once.
H C Z R I C Z C G R T
(a) Heating is the flow of
C
energy.
(b)
energy always flows from a region
of higher
T
energy is transferred through three
processes:
,
and
.
or
2 On Figure 10.1 draw arrows (
transfer, draw an equal sign ( = ).
50°C
R
O
K
S
O
W W
Y
H
V
N
Y
W
C
O
A
D
I
A
N
R
X
H
O
C
E
R
F
D
U
V
V
X
X
B
C
U
T
N
X
D
A
D
O
Z
E
Q
N
R
H
U
C
N
H
M
J
R
Z
M
C
D
O
G
Q
W M
I
F
C
A
H
Q
T
Y
T
E
L
M
I
L
T
N
T
I
U
N
Q
Y
A
N
O
N
F
E
M
P
E
R
A
T
R
U
N
E
R
) to show the direction of the thermal energy transfer. If there is no thermal energy
(a)
Chapter 1
Z
R
to a region of lower
.
(c)
E
(b)
Sun
Earth
30°C
3 Two forces A and B are at right angles, as shown in Figure 1.6. Draw the resultant force and label it R.
Supplement content is clearly
marked for those studying
the extended syllabus. Where
a whole chapter/exercise is
supplement content, this is
indicated on the contents
pages and at the start of the
chapter/exercise.
A
(c)
(d)
(e)
(f)
B
Figure 1.6
Exercise 1D
30°C
ice
30°C
Exam-style Questions
Figure 10.1
1 Here is a list of equipment used by students to do experiments.
72
Transfer of Thermal Energy
Ammeter Beaker Electronic balance Measuring cylinder Metre rule
Stopwatch Measuring tape Thermometer Voltmeter
Complete Table 1.3 by writing one most suitable equipment for measuring each quantity.
Chapter
1
[4]
Table 1.3
(a) A student uses a stopwatch to determine the time between two drops hitting the ground.
Quantity to be measured
Length of a $5 bank note
He sets the stopwatch to zero. He starts the stopwatch when the first drop hits the ground.
Length of a building
He stops the stopwatch after a further 30 drops have hit the ground.
Time taken to fill a beaker with tap water
M
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The reading on the stopwatch is recorded and shown in Figure 1.11.
Volume of water
2
min s
1
100
00:13.20
Most suitable equipment
Forces C and D give resultant force R. Figure 1.7 shows forces C and R.
s
C
R
Figure 1.11
(i) State the time taken for 30 drops to hit the ground.
time =
s [1]
(ii) Calculate the average time between two drops hitting the ground.
Figure 1.7
time =
s [2]
(a) In Figure 1.7, draw and label force D.
[1]
(iii) Explain why the student measures the time for 30 drops to hit the ground instead of measuring the time for
(b) Force C is 30 N. Determine the magnitude of force D from Figure 1.7.
one drop to hit the ground.
magnitude of force D =
[1]
N [1]
Measurement of Physical Quantities
5
[Cambridge IGCSE Physics (0625) Paper 32 Q1 a, Oct/Nov 2019]
6
(a) (i) Speed is a scalar quantity and velocity is a vector quantity.
State how a scalar quantity differs from a vector quantity.
[1]
(ii) Underline the two scalar quantities in the list below.
energy
force
impulse
momentum
temperature
[1]
[Cambridge IGCSE Physics (0625) Paper 42 Q1 a, May/Jun 2017]
Measurement of Physical Quantities
7
Exam-style Questions
Each chapter includes an exercise consisting of exam-style
questions that are written by the author and/or taken from
Cambridge IGCSE PHYSICS past papers.
The questions serve as a summative assessment to evaluate what
you have learnt. They also help you become familiar with the
types of questions you will encounter in your exams.
How to Use This Book
Phys_TWB_Prelims_1pf_qualibre.indd 3
iii
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Let’s Reflect
Exercise 1E
ht in the Student’s
the concepts taug complete the
1. Look back at
ion in Chapter
ry Workbook. Then
ents for each sect
k and the Theo
learning achievem questions in the Student’s Boo
your
on
ct
Refle
g the
fare in answerin
Check how you
Chapter Journal.
l
Chapter Journa
ewhat
fdent
Con
Book.
Som
Vectors
ten any
➔ If you have writ
Ve
Conf ry
de
nt
them, if any, in
ided.
the space prov
The use of a confidence meter to rate your level of
confidence is a simple tool for you to recognise your level
of understanding of a chapter.
To make your self-reflection visible to yourself and others,
you can pose new questions about the key areas of the
chapter where you are still unsure. You are also encouraged
to write down your personal thoughts about the chapter.
ntities
1.1 Physical Qua
1.2 Scalars and
chapter? Write
n
2 Wha
s taught in this
about the concept
t
No dent
f
ident,
somewhat conf
confident or only
chapter.
➔ If you are not
and revise this
Student’s Book
go back to the
you still have
t questions do
Co
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g of this chapter.
level.
your understandin
your confidence
fidence level for
ce meter to show
1 Rate your con
on the confiden
ter
poin
a
Draw
Let’s Reflect
This exercise is included at the end of each chapter to
help you identify knowledge gaps. It is designed for you
to pause and reflect on your learning experience by
evaluating your understanding of the concepts taught and
completing the Chapter Journal.
SH
Chapter 1
them to
questions, show
ghts do you have
r thou
3 What othe
about learning
someone such
as your teacher
who can help you.
this chapter?
From what you have reflected, you can then address any
areas that require a follow-up. For example, you may revise
the chapter on your own or ask your teacher to further
explain a concept or correct a misconception.
Quotable quote on the importance of reflection:
➔ Reflect on your
8
e them
thoughts and shar
Measurement
with your teacher
or classmates.
s
“We do not learn from experience... we learn from
reflecting on experience.” – John Dewey
antitie
of Physical Qu
STEAM Project
Importance
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STEAM Project (*Beyond the syllabus
requirements)
At the end of the Theory Workbook,
there is a STEAM project for you and your
classmates to undertake. STEAM stands
for Science, Technology, Engineering, the
Arts and Mathematics. This project allows
you to work on a real-world application
by using concepts across different areas
that are interrelated. It helps to reinforce
21st century skills such as critical thinking,
collaboration, communication, problemsolving and creativity. The STEAM project
also provides an opportunity to develop
you as a confident, responsible, reflective,
innovative and engaged learner. Find
out more about these attributes of a
Cambridge Learner in the syllabus.
iv
(*Beyond syl
labus)
of Airdrops
Disasters such
as hurricanes
and earthquakes
shelter or med
leave many peo
ical aid. Some
remote areas
the disaster ofte
do not have goo ple with no food,
n destroys the
d transport syst
road
and medical sup
ems as
plies, which lead s and runways. This causes
shortage in food
s to a high dea
th rate followin
Engineers hav
g a disaster strik
e designed para
e.
chutes that can
the supplies of
drop small pac
aid to people
quickly. They
kages to deliver
to do this. An
hav
airdrop refers
to the dropping e used the concept of aird
an aeroplane,
rop
of
usually using
a parachute (Fig supplies from a helicopter
able to move
or
ure 1). The pac
through the air
kage should be
and land on the
damage. The
study of motion
desired spot accu
of objects in air,
an important
rately without
concept in phy
also known as
sics required to
aerodynamics,
is
des
ign
a successful aird
Environmental
rop.
considerations
nee
well. Many des
igns use packag d to be taken into account
in the design
ing that is not
and some eve
as
damaging to
n use materia
the environmen
ls that can be
burned as fuel
t,
.
In 2017, Puerto
Rico was hit by
Hurricane Irma
parachute to
Figure 1 A pack
deliver food and
and, two wee
age delivery usin
ks later, by Hur
medical supplie
carefully designe
g airdrop
ricane
s to
d their packag
es with absorptio places that had no road acce Maria. A company supplie
deliver fragile
d box
supplies. In 201
ss. Another aird
n materials, whi
5, they successf
South Sudan.
rop technology es with a
le taking into
ully delivered
account the aero
company
supplies of coo
dynamics of the
king oil that wer
parachutes, to
e previously imp
ossible to deli
Skill — Desig
ver to
ning a Parac
hute for
Airdrop
Parachutes can
be of many shap
a falling load
lands safely with es and sizes, and made of
different materia
out damage.
ls (Figure
Figure 2 Para
chutes of differen
t
2). They are all
designed to ens
ure that
shapes and sizes
STEAM Projec
t
217
How to Use This Book
Phys_TWB_Prelims_1pf_qualibre.indd 4
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Contents
1
Measurement of Physical Quantities
Exercise 1A Physical Quantities
Exercise 1B Measuring Quantities
Exercise 1C
Scalars and Vectors
Exercise 1D Exam-style Questions
Exercise 1E Let’s Reflect
1
1
2
4
5
8
Exercise 6E
Exercise 6F
Exercise 6G
Power
Exam-style Questions
Let’s Reflect
SH
iii
vii
2
Motion
Exercise 2A Speed, Velocity and Acceleration
Exercise 2B Graphs of Motion
Exercise 2C Calculations Using Graphs of Motion
Exercise 2D Acceleration of Free Fall
Exercise 2E Exam-style Questions
Exercise 2F Let’s Reflect
9
9
10
11
13
14
17
3
Mass, Weight and Density
Exercise 3A Mass and Weight
Exercise 3B Density
Exercise 3C Exam-style Questions
Exercise 3D Let’s Reflect
18
18
19
20
23
4
Forces
Exercise 4A
Exercise 4B
Exercise 4C
Exercise 4D
Exercise 4E
Exercise 4F
24
24
25
27
29
30
34
A
R
Forces
Forces and Motion
Turning Effect of Forces
Centre of Gravity
Exam-style Questions
Let’s Reflect
35
35
36
6
Energy, Work and Power
Exercise 6A Energy
Exercise 6B Energy Conservation
Exercise 6C Work
Exercise 6D Energy Resources
40
40
41
42
43
M
5
Momentum
Exercise 5A What Is Momentum?
Exercise 5B Momentum, Impulse and Force
Exercise 5C The Principle of Conservation
of Momentum
Exercise 5D Exam-style Questions
Exercise 5E Let’s Reflect
37
38
39
49
49
50
51
52
54
8
Kinetic Particle Model of Matter
Exercise 8A The States of Matter
Exercise 8B The Particle Model
Exercise 8C Gases and the Absolute Scale
of Temperature
Exercise 8D Exam-style Questions
Exercise 8E Let’s Reflect
55
55
56
9
Thermal Properties and Temperature
Exercise 9A Thermal Expansion
Exercise 9B Specific Heat Capacity
Exercise 9C Melting, Boiling and Evaporation
Exercise 9D Exam-style Questions
Exercise 9E Let’s Reflect
63
63
64
65
67
71
10 Transfer of Thermal Energy
Exercise 10A Transfer of Thermal Energy
Exercise 10B Conduction
Exercise 10C Convection
Exercise 10D Radiation
Exercise 10E Applications and Consequences
of Thermal Energy Transfer
Exercise 10F Exam-style Questions
Exercise 10G Let’s Reflect
72
72
73
74
75
11 General Properties of Waves
Exercise 11A Introducing Waves
Exercise 11B Properties of Wave Motion
Exercise 11C Common Features of Wave Behaviour
Exercise 11D Exam-style Questions
Exercise 11E Let’s Reflect
84
84
85
88
91
94
12 Light
Exercise 12A Reflection of Light
Exercise 12B Refraction of Light
95
95
97
Contents
Phys_TWB_Prelims_1pf_qualibre.indd 5
44
45
48
7
Pressure
Exercise 7A Pressure
Exercise 7B Pressure in liquids
Exercise 7C
Calculating Liquid Pressure
Exercise 7D Exam-style Questions
Exercise 7E Let’s Reflect
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HOW TO USE THIS BOOK
COMMAND WORDS USED IN QUESTIONS
57
59
62
76
78
83
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98
100
13 Electromagnetic Spectrum
Exercise 13A Electromagnetic Spectrum
Exercise 13B Electromagnetic Radiation
Exercise 13C
Electromagnetic Radiation in
Communication
Exercise 13D Exam-style Questions
Exercise 13E Let’s Reflect
112
112
113
14 Sound
Exercise 14A What Is Sound?
Exercise 14B Transmission of Sound
Exercise 14C Echoes and Ultrasound
Exercise 14D Pitch and Loudness
Exercise 14E Exam-style Questions
Exercise 14F Let’s Reflect
120
120
121
122
123
124
127
15 Simple Phenomena of Magnetism
Exercise 15A Magnets and Their Properties
Exercise 15B Temporary and
Permanent Magnets
Exercise 15C Magnetic Field
Exercise 15D Exam-style Questions
Exercise 15E Let’s Reflect
128
128
16 Electrical Quantities
Exercise 16A Electric Charge
Exercise 16B
Electric Field
Exercise 16C Electric Current
Exercise 16D Electromotive Force and
Potential Difference
Exercise 16E Resistance
Exercise 16F Electrical Energy and Electrical
Power
Exercise 16G Exam-style Questions
Exercise 16H Let’s Reflect
135
135
136
137
17 Electric Circuits and Electrical Safety
Exercise 17A Circuit Diagrams and Components
Exercise 17B Series Circuits
Exercise 17C Parallel Circuits
150
150
151
152
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115
116
119
129
130
131
134
139
141
142
143
149
155
156
158
164
18 Electromagnetic Effects
Exercise 18A Electromagnetic Induction
Exercise 18B
The A.c. Generator
Exercise 18C Magnetic Effect of a Current
Exercise 18D Force on a Current-carrying
Conductor
Exercise 18E The D.c. Motor
Exercise 18F The Transformer
Exercise 18G Exam-style Questions
Exercise 18H Let’s Reflect
165
165
167
168
19 Nuclear Model of the Atom
Exercise 19A The Atom
Exercise 19B The Nucleus
Exercise 19C
Nuclear Fission and
Nuclear Fusion
Exercise 19D Exam-style Questions
Exercise 19E Let’s Reflect
181
181
182
20 Radioactivity
Exercise 20A Detection of Radioactivity
Exercise 20B Nuclear Emission
Exercise 20C Radioactive Decay
Exercise 20D Half-life
Exercise 20E Safety Precautions
Exercise 20F Exam-style Questions
Exercise 20G Let’s Reflect
188
188
189
192
193
195
196
200
21 Earth and the Solar System
Exercise 21A The Earth
Exercise 21B The Solar System
Exercise 21C Exam-style Questions
Exercise 21D Let’s Reflect
201
201
203
206
209
22 Stars and the Universe
Exercise 22A The Sun as a Star
Exercise 22B Stars
Exercise 22C The Universe
Exercise 22D Exam-style Questions
Exercise 22E Let’s Reflect
210
210
211
212
214
216
STEAM Project
217
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102
104
106
111
Exercise 17D Action and Use of
Circuit Components
Exercise 17E Electrical Safety
Exercise 17F Exam-style Questions
Exercise 17G Let’s Reflect
SH
Exercise 12C Total Internal Reflection
Exercise 12D Refraction by Thin Lenses
Exercise 12E Ray Diagrams for Thin
Converging Lenses
Exercise 12F Dispersion of Light
Exercise 12G Exam-style Questions
Exercise 12H Let’s Reflect
169
171
172
175
180
183
184
187
Contents
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Measurement of
Physical Quantities
1
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CHAPTER
Exercise 1A
Physical Quantities
1 Find and circle four base physical quantities and their units in the puzzle.
Write them in the table, in the correct spaces to match the symbol for the unit.
M
K
I
L
O
G
R
A
M
T
A
M
P
E
R
E
E
K
N
U
S
E
J
N
X
M
F
E
I
P
S
T
N
G
I
Z
R
W
U
G
B
R
Y
T
H
R
H
V
J
M
K
E
L
H
U
T
F
C
S
L
Q
S
E
C
O
N
D
R
E
M
Physical quantity
Unit
Symbol for unit
m
kg
s
A
2 Complete the sentences to give the measurements using the prefixes.
(a) A cube has sides that measure .15 m. This is the same as
cm.
(b) A current of .3 A is the same as a current of
mA.
(c) A mass of .15 kg is the same as a mass of
g.
R
(d) An athlete runs 1 m in a time of 987 ms. This is the same as running a distance of
s.
A
of
km in a time
M
(e) A wire has a diameter of .11 mm. This is the same as
cm.
(f) A power station generates 2 8  kW of power. This is
MW.
3 Write these values in standard form.
(a) The speed of light = 3   m/s =
(b) The density of lead = 11 300 kg/m3 =
(c) The thickness of a wire = 0.000 96 m =
(d) The wavelength of a green light = 0.000 000 54 m =
Measurement of Physical Quantities
IGCSE phy_TWB_C01.indd 1
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Chapter 1
4 Draw lines to match each quantity to be measured to the measuring instrument required.
Measuring instrument
Length of a textbook page
Digital clock
Length of a classroom
Measuring cylinder
Time taken for a ball to roll down a ramp
Measuring tape
Time from sunrise to sunset
Stopwatch
Volume of liquid in a bottle
Rule
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Quantity
Exercise 1B
Measuring Quantities
1 Use the words given to fill in the blanks in the paragraphs. Use each word once, more than once or not at all.
accurate
average bob
calibration
oscillation
parallax period
precision zero
How close the measured values of a quantity are to each other is called the
of the measurement.
When your eye is not perpendicular to the scale of the instrument, there will be a
error in the
measurement. When a measurement is close to the true value, it is
.
Some measuring rules have a scale that starts at the end of the rule. If this end is worn away, the scale does not start at
zero. The first millimetre on the scale will be less than 1 mm. This is called a
error. Some measuring
instruments have a pointer that points to a scale reading. They can be adjusted so that the pointer points to zero when the
value is zero. When measuring instruments are adjusted to give an accurate reading, this is called
.
R
When measuring the time for a ball to roll down a ramp, the random error and hence the uncertainty can be reduced by
A
repeating the measurement several times and calculating the
A pendulum is a small weight called a
attached to the end of a string. When it makes a complete
M
swing from one side to the other and back again, it completes one
the
IGCSE phy_TWB_C01.indd 2
and the time it takes is called
. The random error and hence the uncertainty in measuring this time taken can be reduced by
measuring the time taken for completing 20 to and fro swings and calculating the
2
.
.
Measurement of Physical Quantities
25/06/21 2:20 pm
Chapter 1
2 A student is asked to determine the thickness of a sheet of A4 paper. She is given a new unwrapped packet of paper which
contains 5 sheets. She unwraps the paper and measures the thickness of the pack. The thickness is 49 mm.
SH
(a) Why does she unwrap the packet before measuring the thickness?
(b) Calculate the thickness of one sheet of paper. Give your answer in standard form (i) in mm and (ii) in m.
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Thickness = (i)
mm
= (ii)
m
(c) Another student wants about 15 sheets of the same paper. Explain how he can quickly take about 15 sheets from
the stack of 5 sheets of paper. Include a calculation in your answer.
3 A student is asked to find the average diameter of a small bead with a rule (Figure 1.1).
(a) Explain why measuring the bead as shown is not the
correct way to do this.
30
20
10
(b) Explain how the student can measure the average
diameter more accurately.
Figure 1.1
M
A
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4 Figure 1.2 shows the measuring cylinder used to measure the volume of a stone.
cm3
25
cm3
25
20
20
15
water
water
15
10
10
5
5
Without stone
With stone
stone
Figure 1.2
Determine the volume of the stone.
volume of stone =
Measurement of Physical Quantities
IGCSE phy_TWB_C01.indd 3
cm3
3
25/06/21 2:20 pm
Chapter 1
5 Table 1.1 shows the time taken by a pendulum to complete 2 oscillations.
Table 1.1
1st reading
2nd reading
3rd reading
28.5
29.2
26.3
Calculate the average period of oscillations of the pendulum.
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average period =
Exercise 1C
1
SH
Time taken to complete 20 oscillations
s
Scalars and Vectors
Complete Table 1.2 by writing the vectors and scalars in the correct columns.
Acceleration Area Displacement Distance Energy Force Electric field strength
Gravitational field strength Mass Momentum Speed Temperature Time Velocity Volume Weight
Table 1.2
Scalars
Vectors
R
2 In Figures 1.3 to 1.5, draw arrows to indicate the resultant vector. Calculate the magnitude of the resultant force.
resultant
resultant
22 N
(b)
A
(a)
18 N
6N
M
12 N
Figure 1.3
Figure 1.4
magnitude of resultant force =
N
magnitude of resultant force =
N
resultant
54 N
(c)
54 N
Figure 1.5
magnitude of resultant force =
4
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Chapter 1
3 Two forces A and B are at right angles, as shown in Figure 1.6. Draw the resultant force and label it R.
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B
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Figure 1.6
Exercise 1D
Exam-style Questions
1 Here is a list of equipment used by students to do experiments.
Ammeter Beaker Electronic balance Measuring cylinder Metre rule
Stopwatch Measuring tape Thermometer Voltmeter
Complete Table 1.3 by writing one most suitable equipment for measuring each quantity.
Table 1.3
Quantity to be measured
[4]
Most suitable equipment
Length of a $5 bank note
Length of a building
Time taken to fill a beaker with tap water
Volume of water
2
C
R
M
A
R
Forces C and D give resultant force R. Figure 1.7 shows forces C and R.
Figure 1.7
(a) In Figure 1.7, draw and label force D.
[1]
(b) Force C is 3 N. Determine the magnitude of force D from Figure 1.7.
magnitude of force D =
Measurement of Physical Quantities
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N [1]
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Chapter 1
A toy with a parachute falls vertically from the top of a tall building at 3. m/s. Wind causes it to move horizontally
at 1.6 m/s.
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3
Figure 1.8
(a) In Figure 1.8, draw a scale vector diagram to show the resultant velocity of the toy. State the scale you have used.
scale =
[4]
(b) State the magnitude of the resultant velocity.
magnitude =
4
m/s [1]
Calculate the resultant force R given by the following forces F1 and F2 (Figure 1.9). Give your answers to 2 significant figures.
R=
N [2]
(b) F1 = 35 kN and F2 = 8 kN
R=
kN [2]
R
F2
R
(a) F1 = 4 N and F2 = 5 N
θ
F1
A
Figure 1.9
M
5 Figure 1.1 shows a water tank that is leaking. Drops of water fall from the tank at a constant rate.
water tank
water
supports
drops of water
ground
Figure 1.10 (NOT to scale)
6
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Chapter 1
(a) A student uses a stopwatch to determine the time between two drops hitting the ground.
He sets the stopwatch to zero. He starts the stopwatch when the first drop hits the ground.
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The reading on the stopwatch is recorded and shown in Figure 1.11.
SH
He stops the stopwatch after a further 30 drops have hit the ground.
min s
1
100
00:13.20
s
Figure 1.11
(i) State the time taken for 30 drops to hit the ground.
time =
s [1]
time =
s [2]
(ii) Calculate the average time between two drops hitting the ground.
(iii) Explain why the student measures the time for 30 drops to hit the ground instead of measuring the time for
one drop to hit the ground.
[1]
[Cambridge IGCSE Physics (0625) Paper 32 Q1 a, Oct/Nov 2019]
6
(a) (i) Speed is a scalar quantity and velocity is a vector quantity.
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State how a scalar quantity differs from a vector quantity.
[1]
(ii) Underline the two scalar quantities in the list below.
energy
force
impulse
momentum
temperature
[1]
[Cambridge IGCSE Physics (0625) Paper 42 Q1 a, May/Jun 2017]
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Chapter 1
Exercise 1E
Let’s Reflect
SH
Reflect on your learning achievements for each section in Chapter 1. Look back at the concepts taught in the Student’s Book.
Check how you fare in answering the questions in the Student’s Book and the Theory Workbook. Then complete the
Chapter Journal.
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Chapter Journal
Somewhat
Confident
V
t
➔ If you are not confident or only somewhat confident,
go back to the Student’s Book and revise this chapter.
C
t
No dent
fi
on
Confery
i de
n
ate your confidence level for your understanding of this chapter.
1 R
Draw a pointer on the confidence meter to show your confidence level.
2 What questions do you still have about the concepts taught in this chapter? Write them, if any, in the space provided.
1.1 Physical Quantities
R
1.2 Scalars and Vectors
A
➔ If you have written any questions, show them to someone such as your teacher who can help you.
M
3 What other thoughts do you have about learning this chapter?
➔ Reflect on your thoughts and share them with your teacher or classmates.
8
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Physics
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Cambridge IGCSETM
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