Revision check list grade 10

Student name:

Assessable learning outcomes

R A G
You will be required to:
Here is a list of the learning outcomes for this
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need some extra practice.
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 1- MOTION, FORCE, ENERGY
1.1 How can we describe motion
Learning outcomes
You will be required to:
1. Explain the vector–scalar distinction as it applies to displacement and distance, velocity and speed
2. State the difference between:
a) speed and velocity
b) Distance and displacement
3. Define speed as distance travelled per unit time, recall and apply the relationship:
v (m/s) = s (m) ÷ t (s)
4. Recall and use the equation average speed (m/s) = total distance travelled ÷ total time taken
5. Make calculations using ratios and proportional reasoning to convert units, example between m/s
and km/h
6. How the velocity affected by reaction time
7. Sketch, plot distance–time.
8. Calculate speed from the gradient of a distance–time graph
9. Interpret distance–time graph including relating the lines and slopes in graph to the motion
represented
10. Determine speed, qualitatively, from given data or the shape of a distance–time graph when an
object is:
(a) at rest
(b) moving with constant speed
(c) accelerating
(d) decelerating
11. Define acceleration as change in velocity per unit time, Recall and apply the relationship:
acceleration (m/s2) = change in speed (m/s) ÷ time taken (s)
(a = ∆v ÷∆t)
12. Select and apply the relationship:
final speed (m/s))2 – (initial speed(m/s))2 = 2 × acceleration (m/s2) × distance (m)
V2 -u2 = 2as
13. Sketch, plot speed–time graph
14. Calculate acceleration from the gradient of a speed–time graph, Know that a deceleration is a
negative acceleration and use this in calculations
15. Interpret velocity–time graph including relating the lines and slopes in graph to the motion
represented
15. Determine from given data or the shape of a speed–time graph when an object is moving with:
(a) constant acceleration
(b) changing acceleration
15. Determine, qualitatively, from given data or the shape of speed–time graph when an object is:
(a) at rest
(b) moving with constant speed
(c) accelerating
(d) decelerating
16. Interpret and calculate the area under a speed–time graph to determine the distance travelled for
motion with constant speed or constant acceleration
 1- MOTION, FORCE, ENERGY
1.2 Force
1.2 .1 What are forces?
Learning outcomes
You will be required to:
1. Know that forces may produce changes in the size and shape of an object
2. Represent interaction forces as vectors
3. Recall examples of ways in which objects interact by gravity, electrostatics, magnetism and by
contact (including normal contact force and friction)
4. Recall and apply Newton’s third law, describe how examples of gravitational, electrostatic, magnetic
and contact forces involve interactions between pairs of objects which produce a force on each
object
5. Determine the resultant of two or more forces acting along the same straight line
6. Use scale drawings of vector diagrams to illustrate the addition of two or more forces, in situations
when there is a net force, or equilibrium
7. Describe, using free body diagrams, examples where several forces lead to a resultant force on an
object and the special case of balanced forces (equilibrium) when the resultant force is zero
(qualitative only)
8. Recall and apply Newton’s first law: an object either remains at rest or continues in a straight line at
constant speed unless acted on by a resultant force
9. Know that friction (drag) acts on an object moving through a liquid
10. Know that friction (drag) acts on an object moving through a gas (example air resistance)
11. Describe solid friction as the force between two surfaces that may impede motion and produce heating
12. Explain how mass and weight are different
13. Recall and apply the relationship between the weight of an object, its mass and the gravitational
field strength: weight (N) = mass (kg) × gravitational field strength (N/kg) or w = mg
14. Define gravitational field strength as force per unit mass; recall and use the equation g = W÷m and
know that this is equivalent to the acceleration of free fall
15. Describe, and use the concept of, weight as the effect of a gravitational field on a mass
1.2.2 What is the connection between forces and motion?
1. Describe examples of the forces acting on an isolated solid object or system
2. Describe motion examples where several forces lead to a resultant force on an object and the
special case of balanced forces (equilibrium) when the resultant force is zero (qualitative only)
3. Apply Newton’s first law to explain the motion of objects moving with uniform velocity and also the
motion of objects where the speed and/or direction changes
4. Recall and apply Newton’s second law relating force, mass and acceleration:
force (N) = mass (kg) × acceleration (m/s2)
and know that the force and the acceleration are in the same direction
5. Describe the motion of objects falling in a uniform gravitational field with and without air/ liquid
resistance, including reference to terminal velocity
6. Interpret and describe skydiver graph
7. Describe the centripetal force that keeps an object moving in a circular
8. Explain with examples that motion in a circular orbit involves constant speed but changing velocity
(qualitative only)
9. Describe, qualitatively, motion in a circular path due to a force perpendicular to the motion as:
a. speed increases if force increases, with mass and radius constant
b. radius decreases if force increases, with mass and speed constant
c. an increased mass requires an increased force to keep speed and radius constant
10. Define momentum as mass × velocity; recall and use the equation p = mv
11. Define impulse as force × time for which force acts; recall and use the equation
impulse = F∆t = ∆(mv)
12. Apply the principle of the conservation of momentum to solve simple problems in one dimension and
recoil or cannon.
13. Define resultant force as the change in momentum per unit time; recall and use the equation
F = ∆p÷∆t
14. Use conservation of momentum to explains why a gun or cannon recoils backwards when it is fired.
 1- MOTION, FORCE, ENERGY
1.2 Force
1.2.3Effects of forces
Learning outcomes
R A G
You will be required to:
1. Describe when elastic and inelastic deformation
2. Sketch, plot and interpret load–extension graphs for an elastic solid and describe the associated
experimental procedures
3. Define the spring constant as force per unit extension; recall and use the equation k = F x
4. Define and use the term ‘limit of proportionality’ for a load–extension graph and identify this point
on the graph (an understanding of the elastic limit is not required)
5. Describe the moment of a force as a measure of its turning effect and give everyday examples
6. Define the moment of a force as moment = force × perpendicular distance from the pivot; recall
and use this equation
7. Apply the principle of moments to situations with one force each side of the pivot, including
balancing of a beam
8. State that, when there is no resultant force and no resultant moment, an object is in equilibrium
9. Apply the principle of moments to other situations, including those with more than one force
each side of the pivot
10. Describe an experiment to demonstrate that there is no resultant moment on an object in
equilibrium
11. State what is meant by centre of gravity
12. Describe an experiment to determine the position of the centre of gravity of an irregularly
shaped plane lamina
13. Describe, qualitatively, the effect of the position of the centre of gravity on the stability of simple
objects

Pressure
Learning outcomes
R A G
You will be required to:
1. Recall and apply the relationship between the force, the pressure, and the area in contact:
pressure (Pa) = force normal to a surface (N) ÷ area of that surface (m 2)
p = F÷A
2. Describe how pressure varies with force and area in the context of everyday examples
3. Describe, qualitatively, how the pressure beneath the surface of a liquid changes with depth
and density of the liquid
4. Select and apply the equation to calculate the differences in pressure at different depths in a
liquid:
a. pressure = density × gravitational field strength × depth
∆p = ρg∆h
5. Explain how the increase in pressure with depth in a fluid leads to an upwards force on a
partially submerged object
6. Describe and explain the factors which influence whether a particular object will float or sink
7. Recall pressure in liquid application
8. Recall that gases can be compressed or expanded by pressure changes
9. Use the particle model of matter to explain how increasing the volume in which a gas is
contained, at constant temperature, can lead to a decrease in pressure
10. Describe a simple model of the Earth’s atmosphere and of atmospheric pressure and explain
why atmospheric pressure varies with height above the surface
 1- MOTION, FORCE, ENERGY

1.3 Energy

Learning outcomes
R A G
You will be required to:
1. State that energy may be stored as kinetic, gravitational potential, chemical, elastic
(strain), nuclear, electrostatic and internal (thermal)
2. Explain how internal and thermal energy are different
3. Describe how energy is transferred between stores during events and processes,
including examples of transfer by forces (mechanical work done), electrical currents
(electrical work done), heating, and by electromagnetic, sound and other waves
4. Know the principle of the conservation of energy and apply this principle to simple
examples including the interpretation of simple flow diagrams
5. Recall the equation and calculate the amount of energy associated with a moving
object:
kinetic energy (J) = 0.5 × mass (kg) × (speed (m/s)) 2
Ek = 1/2 mv2
6. Recall the equation and calculate the amount of energy associated with an object raised
above ground level:
gravitational potential energy (J) = mass (kg) × gravitational field strength (N/kg) × height (m)
∆Ep = mg∆h
7. Calculate relevant values of stored energy and energy transfers; convert between
newton-metres and joules
8. Know the principle of the conservation of energy and apply this principle to complex
examples involving multiple stages, including the interpretation of Sankey diagrams
9. Describe all the changes involved in the way energy is stored when a system changes,
for common situations: including an object projected upwards or up a slope, a moving
object hitting an obstacle, an object being accelerated by a constant force, a vehicle
slowing down
10. Describe the energy transfers involved when a system is changed by work done by
forces including:
to raise an object above ground level ( gravitational potential energy)to move an object
along the line of action of the force ( kinetic energy)
11. Understand that mechanical or electrical work done is equal to the energy transferred
12. Recall and apply the relationship to calculate the work done (energy transferred) by a
force:
work done (Nm or J) = force (N) × distance (m) (along the line of action of the force)
W = Fd = ∆E
13. Define power as work done per unit time and also as energy transferred per unit time;
recall and use the equations
a. power (W) = energy transferred (J) ÷ time (s) P = W÷ t
b. power (W) = work done (J) ÷ time (s) P = ∆E÷ t
14. Define efficiency as:
i. (%) efficiency = × 100%
))

ii. (b) (%) efficiency = )

× 100%
15. Understand, qualitatively, the concept of efficiency of energy transfer

2- MOTION, FORCE, ENERGY

MOTION, FORCE, ENERGY
1.3 Energy
Learning outcomes
You will be required to: R A G
1. Explain the differences between renewable and non-renewable energy resources
2. Describe how useful energy may be obtained, or electrical power generated, from:
(a) chemical energy stored in fossil fuels
(b) chemical energy stored in biofuels
(c) water, including the energy stored in waves, in tides and in water behind
hydroelectric dams (d) geothermal resources
(d) nuclear fuel
(e) light from the Sun to generate electrical power (solar cells)
(f) (g) infrared and other electromagnetic waves from the Sun to heat water (solar
panels) and be the source of wind energy including references to a boiler, turbine
and generator where they are used
3. Describe advantages and disadvantages of each method in terms of renewability, availability,
reliability, scale and environmental impact
4. Compare the ways in which the main energy resources are used to generate electricity
5. Know that radiation from the Sun is the main source of energy for all our energy resources
except geothermal, nuclear and tidal
6. Know that energy is released by nuclear fusion in the Sun
Waves

2-1 How do waves behave?

Learning outcomes
You will be required to: R A G
1. Know that waves transfer energy without transferring matter
2. Describe what is meant by wave motion as illustrated by vibrations in ropes and
springs, and by experiments using water waves
3. Recall wavelength, Amplitude, Time period and frequency from the wave diagram
4. Define wavelength and frequency
5. Describe the features of a wave in terms of wavefront, wavelength, frequency,
crest (peak), trough, amplitude and wave speed
6. Recall and use the equation for wave speed
wave speed (m/s) = frequency (HZ) × wavelength (m)
v=fλ
7. describe the difference between transverse and longitudinal waves with
examples for each one
8. a) Describe how the speed of ripples on water surfaces and the speed of so
waves in air may be measured
b) Describe how to use a ripple tank to measure the speed/frequency and
wavelength of a wave
9. Describe how waves can undergo:
(a) reflection at a plane surface
(b) refraction due to a change of speed
(c) (c) diffraction through a narrow gap
10. Describe the use of a ripple tank to show: (a) reflection at a plane surface (b)
refraction due to a change in speed caused by a change in depth (c) diffraction
due to a gap (d) diffraction due to an edge Supplement
11. Describe how wavelength and gap size affect diffraction through a gap
12. Describe how wavelength affects diffraction at an edge