PHYSICS – Forces and Energy

What is a force?
A force is a “push” or a “pull”. Some common examples:

WEIGHT – pulls
things downwards
 What is a force?
A force is a “push” or a “pull”. Some common examples:

An equal and opposite

force, perpendicular to
the surface (at right
angles to) prevents the
man from penetrating
the surface
 What is a force?
A force is a “push” or a “pull”. Some common examples:

AIR RESISTANCE (drag) – acts

WEIGHT – pulls against anything moving through air
things downwards

FRICTION – acts against

anything moving
UPTHRUST – keeps things afloat
Forces are vector quantities
because they have both size
and direction.
Forces are vector quantities
because they have both size
and direction.

SI units
Forces are measured in
newtons (N)
Forces are vector quantities
because they have both size
and direction.

SI units
Forces are measured in
newtons (N)

Small forces can be measured

using a spring balance (or
newton meter)
Newton’s first law of motion

If no external force is acting on it,

and object will:
- If stationary, remain stationary
- If moving, keep moving at a
steady speed in a straight line.
 Newton’s first law of motion

If no external force is acting on it,

and object will:
- If stationary, remain stationary
- If moving, keep moving at a
steady speed in a straight line.

In space, where there are no

external forces, a satellite
will continue to move at a
steady speed in a straight
line …. for ever!
Balanced forces If forces are in balance, then
they cancel each other out, and
the object behaves as if there is
no force on it at all
Balanced forces If forces are in balance, then
they cancel each other out, and
the object behaves as if there is
no force on it at all

When terminal velocity is

reached, the skydiver is falling at
a steady speed. The force of air
resistance is exactly balanced by
the air resistance pushing
upwards.
 Balanced or unbalanced forces?
What will A
happen in
each case?
B

D
 Balanced and Unbalanced Forces
Balanced forces:
If the forces acting on an object are balanced then the object will
either remain stationary or continue to move with a constant speed.
 Balanced and Unbalanced Forces
Balanced forces:
If the forces acting on an object are balanced then the object will
either remain stationary or continue to move with a constant speed.

Unbalanced forces:
If the forces acting on an object are unbalanced then the object will
change its speed. It will begin to move, speed up, slow down or
stop.
 Centripetal force
The force that is necessary to keep an object
moving in a curved path and that is directed
inward toward the center of rotation a

As a bucket of water is tied to a string and spun

in a circle, the tension force acting upon the
bucket provides the centripetal force required
for circular motion.
As the moon orbits the Earth, the force of
gravity acting upon the moon provides the
centripetal force required for circular motion.
Friction and Stopping Forces
 Friction and Stopping Forces

Although it is sometimes unwanted, friction can really help us – for example in

car braking systems, and giving shoes grip on the ground.
 Friction and Stopping Forces

Although it is sometimes unwanted, friction can really help us – for example in

car braking systems, and giving shoes grip on the ground.

As the block is gently pulled, friction stops it

moving – increase the force and the block will
start to slip.
 Friction and Stopping Forces

Although it is sometimes unwanted, friction can really help us – for example in

car braking systems, and giving shoes grip on the ground.

When the block starts to move, the friction

drops. This friction HEATS materials up.
Homework Time:

Textbook page 72-73 - All Questions

Workbook page 38 - 41
 Textbook page 72
1.(a) Balanced force is when the both forces in
opposite direction have the same size
2.(a) Forces in opposite direction are balanced
(Force from Team A is equal to Team B)
(b) Force from Team A decrease; the force
from Team B increase.
3.(a) (i)the thrust and drag forces are balanced
(ii) the lift and weight are balanced
(b) (i) Thrust (ii) lift
(c) (i) lift (ii) drag

4. a. D
b. B
c. C
 WB page 38
Exercise 3.1 A

1.Two forces must be the same size

Two forces must be in opposite direction

2.False; true; false

 Exercise 3.1B
1.A boat will slow down; a football will change
direction
2.a. Contact force and weight
b. Driving force and friction
c. the car will move forward faster. The speed
of the car will increase. / The car may slow
down as friction force is greater than driving
force
 Exercise 3.1 C
1.(a) Force A and C are balanced and hence flying at
constant height. Force D and B are also balanced and
therefore flying at constant speed.

If Force B is greater than Force D, the bird will move

towards Force B

(b) Force A has to be increased whereas Force C needs

to be decreased.

(c) Increase the Force D; Decrease in Force B

2. Arrow pointing to the right of the page

3. (a) arrow pointing towards the pole

(b) arrow at the tangent to the circle from the

ball in the same direction as the rotation of ball
labelled D
 3.2 Speed

Average speed= Distance moved

Time taken

A
Distance measured in metres (m)
Time measured in seconds (s)
Speed - metres per second (m/s)
 The Highest Possible Speed

The fastest speed possible is the speed of light.

- Through a vacuum: 299,792,458 m/s

- Through air: 299,702,547 m/s
- Through glass:199,861,638 m/s.
Let’s Practice:
Write the steps in Exercise Book

If a car travels 400m in 20 seconds how fast is it going?

If you move 50 meters in 10 seconds, what is your speed?

You arrive in my class 45 seconds after leaving math

which is 90 meters away. How fast did you travel?

A plane travels 395,000 meters in 9000 seconds. What

was its speed?

It takes Serina 0.25 hours to drive to school. Her route is

16 km long. What is Serina’s average speed on her drive
to school?
How much time will it take for a bug to travel 5 meters
across the floor if it is traveling at 1 m/s?

You need to get to class, 200 meters away, and you can
only walk in the hallways at about 1.5 m/s. (if you run any
faster, you’ll be caught for running). How much time will it
take to get to your class?

In a competition, an athlete threw a flying disk 139 meters

through the air. While in flight, the disk traveled at an
average speed of 13.0 m/s. How long did the disk remain
in the air?
How far can you get away from your little brother with the
squirt gun filled with paint if you can travel at 3 m/s and you
have 15s before he sees you?

How far can your little brother get if he can travel at 2.5 m/s
and in 5 seconds you will discover that his squirt gun has
run out of paint?

If you shout into the Grand Canyon, your voice travels at

the speed of sound (340 m/s) to the bottom of the canyon
and back, and you hear an echo. How deep is the Grand
Canyon at a spot where you can hear your echo 5.2
seconds after you shout?
CHALLENGE PROBLEM

Bill and Amy want to ride their bikes from their

neighborhood to school which is 14.4 kilometers
away. It takes Amy 40 minutes to arrive at school.
Bill arrives 20 minutes after Amy. How much faster
(in meters/second) is Amy’s average speed for the
entire trip?

Be sure to show all necessary metric conversions!!

Homework Time:

Textbook page 80 - 81 - All Questions

Workbook page 42 - 46
 Textbook Page 80
1.(a) speed = distance travelled / time taken
(b) metre per second (m/s)
(c) Distance = speed x time
(d) Time = distance travelled / speed
2.(a) Speed = distance / time
= 100 /10
= 10 m/s
(b) This is because the speed of the runner
may change over the 100 m .
3. (a) Speed = distance / time
= 210 / 6
= 35 m/s
(b) Speed = distance / time
35 = distance / 14
Distance = 35 x 14
= 490 m
(c) Speed = distance / time
35 = 1925 / time
Time = 1925 / 35
= 55 s
4. (a) Speed = distance / time
= 8100 / 9
= 900 km/h
(b) Speed = distance / time
800 = distance / 6
Distance = 800 x 6
= 4800 km
(c) Speed = distance / time
950 = 7125 / time
Time = 7125 / 950
= 7.5 h
5. Average speed = distance / time
=3/2
= 1.5 m/h

Workbook page 42
Exercise 3.2 A
1 (a) metre
(b) second (*sec ← no marks will be given)
(c) m/s
2. It travels a distance of 60 km every hour

3. Speed = distance / time

260 000 = Distance / 2
Distance = 260 000 x 2
= 520 000 km

Exercise 3.2 B
1 (a) Speed = distance / time
(b) metre per second (m/s)
2. (a) speed = distance / time
= 70 / 2
= 35 m/s
(b) Speed = distance / time
= 30 /2
= 15 m/s
3. (a) Speed = distance / time
= 450 / 300
= 1.5 m/s
(b) This is because Arun’s speed is not always
constant
4. Speed = distance / time
= 5400 / 6
= 900 km/h

Exercise 3.2C
1.(a) Distance = speed x time
(b) time = distance / speed

2.(a) (i) Speed = distance / time

45 = distance / 30
Distance = 1350 m
2.(a) (ii) 2 minutes = 120 seconds
Speed = distance / time
45 = distance / 120
Distance = 45 x 120
= 5400 m
3. (a) speed = distance / time
4 = 120 / time
Time = 30 s
(b) Distance travelled by Sofia = speed x time
= 6 x 60
= 360 m
Distance travelled by Zara = Speed x time
= 4 x 60
= 240 m

Difference between Zara and Sofia = 360 - 240

= 120 m
4. (a) S = d /t
= 50 / 2
= 25 km/h

(b) The car is likely to be travelling slower than

this or stopped for some of the time, so to
make the average work out at 25 km/h,
there need to be some higher speed.
Demonstrating Time:

Textbook page 82

Why?
 Effect of height on speed change
The higher an object goes the more gravitational
potential energy it gains.

When it falls, its gravitational potential energy is

converted into kinetic energy

Since energy can neither be created or destroyed,

only converted then it will move at a faster speed
 3.3 Describing Movement

- Describing a journey made by an object is very

boring if you just use words. As with much of
science, graphs are more revealing.

- Plotting distance against time can tell you a lot

about a journey.
▪ Let's look at the
axis:
▪ Time always runs horizontally (the x-axis).
▪ Distance runs vertically (the y-axis).
▪ If something is not moving, a horizontal line is
drawn on a distance-time graph.
▪ Time is increasing to the right, but its distance
does not change.
▪ This graph shows an object that is stationary.
▪ If something is moving at a steady speed, it
means we expect the same increase in
distance in a given time.
▪ Time is increasing to the right, and distance is
increasing steadily with time.
▪ Both the lines below show that each object moved
the same distance, but the steeper yellow line got
there before the other one.

▪ A steeper slope
indicates a larger
distance moved in a
given time. In other
words, higher
speed.
▪ Yellow:
speed = distance / time = 30 m / 10 s = 3 m/s
▪ Blue:
speed = distance / time = 20 m / 20 s = 1 m/s
▪ For the first part of
the journey shown
by the graph
below, the object
moved at a steady
(slow) speed.
▪ Then the object
suddenly increased
its speed, covering a
much larger distance
in the same time.
▪ The speed increased
in the second part of
the journey.
▪ The line below is
curving upwards.
This shows an
increase in speed,
since the slope is
getting steeper over
time.

▪ In other words, in a
given time, the
distance the object
moves is larger.

▪ It is accelerating.
▪ There are three
parts to the journey
shown here…
Where is the graph C
showing motion that
is:
▪ Stopped? B
▪ Moving at a quick A
constant speed?
▪ Traveling at a slow
constant speed?
▪ The graph below shows several stages of
motion:

Calculate the speeds

of each stage,
indicated by the
colors.
Stage 1:
Speed = distance / time
= 100 m / 10 s
= 10 m/s

Stage 2:
Speed = distance / time
= 50 m / 10 s
= 5 m/s

Stage 3:
speed = distance / time
= 150 m / 20 s
= 7.5 m/s.
Stage 1:
constant speed at a
relatively high rate

Stage 2:
constant speed at a
relatively slow rate

Stage 3:
constant speed at a
“medium” rate (between
the others)
The slope of the line (its
steepness) indicates
rate of change of
position.

Speed can be
estimated by the slope
of the line… faster,
slower, etc.
▪ Distance vs. time graphs also indicate the
position of the object.
Stage 1 & Stage 2:
object is moving away
from the starting point

Stage 3: object is
moving back toward
the starting point (it
comes back to zero)
In short:

▪ The steeper the line on a distance vs. time

graph, the faster the object’s speed.
▪ A curved line indicates a change in speed
(accelerating or decelerating).
▪ Lines pointing up indicate moving away
from the starting location.
▪ Lines pointing down indicate moving back
towards the starting location.
 Let’s Practice:
Worksheet:
Try out all the questions in the worksheet!

Homework time:
Textbook page 87 - 88 - All questions
Workbook page 47 - 50
 WB page 47 Exercise 3.3A
1.The speed of an object
2.(a) C
(b) B

Exercise 3.3 B
3.(a) (b)
Distance
Distance

Time
Time
 (c)
3.
Distance
Distance

Time

2.
Time
Distance

Time
 Exercise 3.3 C
(b) (i) 10 hours

(ii) s= d /t
= 3600 / 4.5
= 800 km/h

(iii) s = d/t
= 3600 /4
= 900 km/h
 TB Pg 87 Question 1
Distance faster

slower

time
 TB Pg 87 Question 2
Distance Last
part,
slower
First
stop
part,
faster

time
 TB page 88
3. (a) 80m (d) s = d/t
= 80 / 32
(b) s = d/t = 2.5 m/s
= 80 / 40
= 2 m/s (e) 132 s

(c) 60 s / 1 minute
3.4 Turning Forces
 Everyday Examples

A force may cause an object to turn about a

pivot. The turning effect of a force is called the
moment of the force.
 The Moment of the Force
Moments act about a pivot in a clockwise or
anticlockwise direction.
The anticlockwise moment acts downward on
the left, and the clockwise moment acts
downwards on the right.
Forces and moments

Spanners are
used for
tightening and
loosening nuts.
They help to
produce a
larger turning
effect.
Forces and moments
The longer
the spanner,
the greater
the turning
effect (force)

Spanners are
used for
tightening and
loosening nuts.
They help to
produce a
larger turning
effect.
Forces and moments
The longer
the spanner,
the greater
the turning
effect (force)

Spanners are
used for The turning
tightening and effect of a force
loosening nuts. is called a
They help to moment.
produce a
larger turning
effect.
Forces and moments

Moment of = force x perpendicular

a force about distance from
a point the point
Forces and moments

Moment of = force x perpendicular

a force about distance from
a point the point
 Forces and moments

Moment of = force x perpendicular

a force about distance from
Don’t a point the point
forget
that the
unit of
Force ie
the
Newton
(N)
 Forces and moments

To increase the force

applied to undoing a
wheel nut, extend the
length of the spanner –
you can do this by
inserting a length of
pipe over the end.
 Let’s look at a
few examples
of calculations
involving
moments.

4m

5N

Moment about X = 5 x 4 = 20N

(clockwise)
 3N

Let’s look at a
few examples X
of calculations
involving 5m
moments.
Moment about X = 3 x 5 = 15N
(anticlockwise)

4m

5N

Moment about X = 5 x 4 = 20N

(clockwise)
 3N

Let’s look at a
few examples X
of calculations
involving 5m
moments.
Moment about X = 3 x 5 = 15N
(anticlockwise)

4m

5N
Principle of moments

Moment about X = 5 x 4 = 20N

(clockwise)
The Principle of Moments

This beam is in a state of balance.

The Principle of Moments

This beam is in a state of balance.

In order to be balanced, the clockwise forces must
be equal to the anticlockwise forces.
We say that the beam is in a state of equilibrium.
The Principle of Moments

This beam is in a state of balance.

In order to be balanced, the clockwise forces must
be equal to the anticlockwise forces.
We say that the beam is in a state of equilibrium.

The Principle of Moments states that:

“If an object is in equilibrium, the sum of the clockwise moments
about any point is equal to the sum of the anticlockwise moments
about that point.”
The Principle of Moments Let’s look
at some
worked
examples
1m
2m

20N 10N

Anticlockwise moment Clockwise moment

= 20 x 1 = 20Nm = 10 x 2 = 20Nm
The Principle of Moments Let’s look
at some
worked
examples
1m
2m
0.5m

20N 20N 5N

Anticlockwise moment Combined clockwise moment

= 20 x 1 = 20Nm = (5 x 2) + (20 x 0.5) = 20Nm
 What force does the
The Principle of Moments trailer exert on the
hitching point, and what
force do the rear tyres
exert on the road?

Centre of
mass of
X trailer

3m 6m

400 kN
A

At the hitching point,

the downward force of
the trailer on the hitch
is equal to the upward
force of the hitch on the
trailer (X).
 What force does the
The Principle of Moments trailer exert on the
hitching point, and what
force do the rear tyres
exert on the road?

Centre of
mass of
X trailer Y
3m 6m

400 kN
A B

At the hitching point, The downward force of

the downward force of the rear tyres on the
the trailer on the hitch road is equal to the
is equal to the upward upward force of the road
force of the hitch on the on the tyres (Y).
trailer (X).
 Let’s Practice:

Homework time:
Textbook page 95 all questions
Workbook page 51 - 55
PHYSICS – Pressure
 What would be more painful?

Being trodden on by a 55kg woman

wearing stiletto heels?
 What would be more painful?

Being trodden on by a 55kg woman Or being trodden on by a 3 tonne

wearing stiletto heels? elephant?
 What would be more painful?

Being trodden on by a 55kg woman Or being trodden on by a 3 tonne

wearing stiletto heels? elephant?

The woman’s foot in the stiletto heel! The whole of the woman’s weight
is concentrated on a very small area, whereas the elephant’s weight is
much more spread out – it exerts less pressure!
Calculating pressure

Pressure = Force
area
Calculating pressure

Pressure = Force
area
Force is measured in Newtons
(N)
Calculating pressure

Pressure = Force
area
Force is measured in Newtons
(N)
Area is measured in metres (m)
Calculating pressure

Pressure = Force
area
Force is measured in Newtons
(N)
Area is measured in metres (m2)

The unit of pressure is Newtons

per square metre (N/m2)
Calculating pressure

Pressure = Force
area
Another name for Newton per
metre squared is the Pascal (Pa)
 Calculating pressure
1. A box on the floor has a weight
of 250 newtons. The area that
the box rests on is 0.25m2.
calculate the pressure under the
box

2. A hose causes a force of

8000N from the water over an
area of 0.5m by 0.5m. Calculate
the pressure.
 Calculating pressure
1. A box on the floor has a weight Pressure = F
of 250 newtons. The area that A
the box rests on is 0.25m2. = 250/0.25
calculate the pressure under the = 1000N/m2
box

2. A hose causes a force of

8000N from the water over an
area of 0.5m by 0.5m. Calculate
the pressure.
 Calculating pressure
1. A box on the floor has a weight Pressure = F
of 250 newtons. The area that A
the box rests on is 0.25m2. = 250/0.25
calculate the pressure under the = 1000N/m2
box

2. A hose causes a force of Pressure = F

8000N from the water over an A
area of 0.5m by 0.5m. Calculate = 8000/0.25
the pressure. =32000N/m2
 Calculate Now!
A child weighs 364 N and sits on a three-legged stool,
which weighs 41N. The bottoms of the stool’s legs
touch the ground over a total area of 19.3 cm 2.

(a)What is the pressure that the child and the stool

exert on the ground?
(b)How does the pressure change if the child leans
over so that only two legs of the stool touch the
floor?
 Calculate Now!

How does the average pressure of an elephant standing

on the ground compare to that exerted by a person
standing on the ground? The person weighs 640 N.
Each shoe has an area of about 0.016 m 2 in contact
with the floor. The elephant weighs 4.13×104 N and has
four feet, each with an area of about 0.14 m 2 in contact
with the ground.
 Examples of Pressure

1. Increase the pressure by reducing the area.

The area under the edge of

the blade of the knife is
very small. Beneath it the
pressure is very high, so
the blade can be pushed
easily through materials
such as fruit.
 Examples of Pressure

1. Increase the pressure by reducing the area.

The area under the edge of The studs on a football boot have
the blade of the knife is a small area of contact with the
ground. This means that the
very small. Beneath it the pressure beneath the studs is
pressure is very high, so sufficient for them to sink into
the blade can be pushed the ground and provide additional
easily through materials grip.
such as fruit.
 Examples of Pressure

1. Reduce the pressure by increasing the area.

Skis have a large area to

reduce the pressure on the
snow so they do not sink in
too deep.
 Examples of Pressure

1. Reduce the pressure by increasing the area.

Skis have a large area to Wall foundations have a

reduce the pressure on the large horizontal area. This
snow so they do not sink in reduces the pressure
too deep. beneath so that the wall
does not sink deeper into
the ground.
Pressure in liquids

Pressure acts in all

directions
Pressure
increases
with
depth
 Pressure in liquids

The weight of the liquid causes

pressure in the container. It also
causes pressure on any object in
the liquid.

Properties:
 Pressure in liquids

The weight of the liquid causes

pressure in the container. It also
causes pressure on any object in
the liquid.

Properties:

Pressure acts in all directions.

The liquid pushes on all surfaces
it is in contact with. For a
submarine this means that
pressure is being exerted equally
on all parts of the hull.
 Pressure in liquids

The weight of the liquid causes

pressure in the container. It also
causes pressure on any object in
the liquid.

Properties:

Pressure increases with depth.

The deeper a liquid, the greater the
weight above and so the higher the
pressure.
This is because the particles of
liquid are pushed together due to
gravity.
This is why dams are built with a
taper towards a thicker base.
 Pressure in liquids

The weight of the liquid causes

pressure in the container. It also
causes pressure on any object in
the liquid.

Properties:

Pressure increases with depth.

The deeper a liquid, the greater
the weight above and so the
higher the pressure. This is why
dams are built with a taper
towards a thicker base.
Pressure depends upon the density
of the liquid. The more dense a
liquid, the higher the pressure at any
given depth.
 Pressure in liquids

The weight of the liquid causes

pressure in the container. It also
causes pressure on any object in
the liquid.

Properties:

Pressure doesn’t depend upon

the shape of the container.
The pressure at any particular
depth is the same whatever the
shape or width of the container.

http://www.physics.arizona.edu/~hoffman/ua200/fluids/2b2040.gif
Air Pressure

Air pressure in the

atmosphere acts in all
directions.
Air Pressure

Air pressure in the

atmosphere acts in all
directions.

Air pressure gets less

as you rise up through
the atmosphere. The
atmosphere is denser
at lower levels.
Air Pressure

Air pressure in the

atmosphere acts in all
directions.

Air pressure gets less

as you rise up through
the atmosphere. The
atmosphere is denser
at lower levels.

At sea level,
atmospheric pressure is
about 100 kPa
 Air Pressure

Crushed can experiment

 Air Pressure

Crushed can experiment

Air removed
by vacuum
pump

Atmospheric
pressure
crushes the
can.
 Pressure and Temperature in gases

When the temperature of a gas is increased,

the pressure of the gas will increase
 Pressure changes – and temperature
(at a constant volume)
Increasing the temperature of a gas increases the
pressure.
If a gas is heated, the particles
move faster and have more kinetic
energy. As the KE increases, the
particles hit the container walls
harder and more often, resulting
in more pressure.
 Pressure changes – and temperature
(at a constant volume)
Increasing the temperature of a gas increases the
pressure.
If a gas is heated, the particles
move faster and have more kinetic
energy. As the KE increases, the
particles hit the container walls
harder and more often, resulting
in more pressure.
Pressure is directly proportional
to temperature . Doubling the
temperature produces a doubling
in pressure.
 Pressure changes – and volume
(at a constant temperature)
Decreasing the volume of a gas increases the
pressure.

The particles have mass, so

whenever they collide with
something they exert a force on
it. In sealed containers, gas
particles will smash against the
walls of the container – creating
an outward pressure.
 Pressure changes – and volume
(at a constant temperature)
Decreasing the volume of a gas increases the
pressure.
So long as the temperature is kept
constant, if the container is made bigger
(with the same amount of gas) the
pressure will decrease as there are fewer
collisions between the particles and the
walls of the container (and vice versa).

The particles have mass, so

whenever they collide with
something they exert a force on
it. In sealed containers, gas
particles will smash against the
walls of the container – creating
an outward pressure.
 Pressure changes – and volume
(at a constant temperature)
Decreasing the volume of a gas increases the
pressure.
So long as the temperature is kept
constant, if the container is made bigger
(with the same amount of gas) the
pressure will decrease as there are fewer
collisions between the particles and the
walls of the container (and vice versa).
Volume is inversely proportional
The particles have mass, so
whenever they collide with to pressure. Halving the volume
something they exert a force on produces a doubling in pressure.
it. In sealed containers, gas
particles will smash against the
walls of the container – creating
an outward pressure.
Dilution of coloured solutions

Blue copper sulphate crystal

Dilution of coloured solutions

Blue copper sulphate solution

Dilution of coloured solutions

Dilution, 10cm3 copper

sulphate solution + 90cm3
water
Dilution of coloured solutions

Dilution, 10cm3 copper

sulphate solution + 90cm3
water
Dilution of coloured solutions

Dilution, 10cm3 copper

sulphate solution + 90cm3
water
Dilution of coloured solutions

Serial dilution of a solution such as

copper sulphate provides evidence
that the original crystal was made
up of many small particles that
spread out evenly when the solution
is diluted by adding water.
Evidence of particles – diffusion experiments

Spray air freshener in the

corner of a room
Evidence of particles – diffusion experiments

Particles spread
out in all
directions
Evidence of particles – diffusion experiments

Eventually the particles occupy

the whole room
 Evidence of particles – diffusion experiments

Other examples of diffusion

include:

Smell of frying bacon from a

kitchen

Leaking of air from inside a

balloon

Sugar dissolving in a cup of tea

 Evidence of particles – diffusion experiments

Diffusion is the movement of particles from

areas of high concentration to areas of low
concentration until they are evenly spread.
Diffusion depends upon the random movement of
particles.
 Evidence of particles – diffusion experiments

Diffusion is the movement of particles from

areas of high concentration to areas of low
concentration until they are evenly spread.
Diffusion depends upon the random movement of
particles.

Diffusion is slower in liquids than in gases

because liquid particles are not as free to move
as gas particles.
 Diffusion
Molecules in solution tend to slowly spread
apart over time. This is diffusion.
 Diffusion
• Movement of molecules from an area of high concentration
to an area of lower concentration.
• Factors that affect the rate of diffusion: size of molecules,
size of pores in membrane, temperature, pressure, and
concentration.
 Diffusion

concentrated, high energy molecules

[High [Low]
] diffuse, low energy molecules
 Diffusion will continue until equilibrium is reached.
This means there will be an equal distribution of
molecules throughout the space. This is why food
coloring moves throughout a beaker of water; why odors
smell strong at first and then disappear over time.

Equilibrium, a result of diffusion, shows the uniform distribution of

molecules of different substances over time as indicated in the
above diagram.
Factors affecting diffusion
There are 2 factors affecting the rate of diffusion:
1.Temperature: When temperature increases,
particles gain more energy. They can then move and
spread out at a higher rate.
2.Concentration: When concentration increases, the
rate of diffusion increases.
 TB Pg 117 - 118
1.(a) B
(b) A

2.The movement of the particles from a region of

high concentration to a region of low
concentration until they achieve equilibrium
3.(a) Gas because the particles are not touching
each other. They are spread out.
(b) The concentration of blue particles are the
same in both containers.
(c) Container B has higher concentration red
particles because the number of red particles is
higher in container B

4. (a) By diffusion, the orange juice particles move

randomly and spread from a region of high
concentration to a region of low concentration into
the water.
(b) No. The particles are still in a random movement
even though the overall movement of the orange
juice particles has stopped.

5. A,C,D
 Check your progress
3.1 A and C

3.2 (a) The bicycle will slow down

(b) The car will speed up / accelerate
(c) The ball will change direction / turn

3.3 m/s
3.6
(a) A rod is not a fixed length / People’s feet are
different lengths

(b) No special equipment is need. This method is

simple.

3.7
Can be measured Must be calculated

Time, length, force Moment, area, pressure,

speed
3.8 (a) Moment = force x distance
(b) Longer spanner results in longer distance
of the force from the pivot. This creates
larger moments

3.9 (a) Pressure = force / area

(b) (i) B (ii) C

3.10 A

3.11 Higher temperature and higher concentration

 WB page 60 - 68
Exercise 3.6A
1.The pressure will increase as the depth
increase
2.At sea level
3.The pressure increase because at higher
temperature, the particles gain more KE and
resulted more collisions which increase the
pressure.
4.The pressure increases because there is less
space between the particles which will
increase the frequency of collisions
 WB page 60 - 68
Exercise 3.6B
1.The pressure is equal in all directions
2.Pressure increase as the depth of liquid increase.
3.(a) The pressure decrease
(b) as the temperature dropped, the particles
will lose kinetic energy and move slower. This will
result in lesser collisions with the wall of the
balloons and among the particles and reduce in
pressure
 WB page 60 - 68
Exercise 3.6C
1.Pressure inside the balloon will decrease
because the particles move slower at lower
temperature. This will result in less collisions
between the particles and with the wall inside
the balloon and lesser force will be created.
However, the pressure outside the balloon will
stays the same so the forces are not balanced
and the balloon is compressed by atmospheric
pressure.
 WB page 60 - 68
Exercise 3.7B
1. Random movement of particles from a region of
high concentration to a region of low concentration

2. (a) This is because the blue particles diffuses and

spread out randomly from an area of high
concentration to an area of low concentration.

(b) This is because at high temperature, the

particles gained more kinetic energy and they will
move faster. This will increase the rate of collisions
between particles and speed up the rate of
diffusion.
 WB page 60 - 68
Exercise 3.7B
3. This is because the bromine particles move from
a concentrated region to a less concentrated region.
As bromine particles diffuse, the particles get
further apart from one another.

4. False, true
 WB page 60 - 68
Exercise 3.7C

1.(a) The crystal creates intense colour because the

particles are in high concentration when it first
dissolves. The particles have not started to
diffuse. When the particles begin to diffuse, the
particles are moving randomly and get further
apart from one another. When it has fully spread
out to the area of low concentration, the colour
will become lighter.
 WB page 60 - 68
Exercise 3.7C
1.(b) Increasing temperature, using concentration of
the crystal; reduce the volume of water

2.This is because diffusion happens faster at high

temperature. Particles move faster at higher
temperature so the particles from the hot coffee
will change to gas particles quicker. There will be a
higher concentration of coffee particles in the air
just above the hot coffee than cold. Hence, it
takes lesser time to travel from the cup to Zara’s
nose
 WB page 60 - 68
Exercise 3.7C
3. The concentration of particles causing the smell
to be closer to the food. If the animal moves
closer to the food, the smell will be stronger but if
the animal moves away, the smell will be weaker