About Course

Cambridge OLevel Physics Crash Course

Welcome to our Cambridge OLevel Physics Crash Course! If you’re gearing up to conquer the challenges of physics and excel in your Cambridge O-Level exam, you’ve landed in the right spot. Our crash course is meticulously crafted to demystify the intricacies of physics, ensuring that you not only understand the concepts but also thrive in applying them effectively. Led by seasoned educators with a passion for physics education, our course promises to be an enriching journey towards exam success.

Why Choose Our Course:

Comprehensive Learning: Our crash course delves into all the fundamental topics outlined in the Cambridge O-Level Physics syllabus. From mechanics to electricity, from waves to nuclear physics, we leave no stone unturned in ensuring that you’re well-prepared to tackle any question that comes your way.
Expert Guidance: Learn from experienced instructors who bring physics to life with their expertise and enthusiasm. Our teachers are dedicated to simplifying complex concepts, breaking them down into digestible chunks, and providing you with the support you need to thrive in physics.
Interactive Classes: Engage in dynamic and interactive lessons designed to stimulate your curiosity and deepen your understanding. Through hands-on experiments, demonstrations, and group discussions, you’ll not only grasp theoretical concepts but also gain practical insights into the application of physics principles in the real world.
Practical Practice: Practice makes perfect, and our crash course offers plenty of opportunities for hands-on learning. From solving physics problems to conducting experiments in the lab, you’ll have ample practice to hone your skills and build confidence in your abilities.
Flexible Schedule: We understand that every student has unique commitments and constraints. That’s why our crash course offers flexible scheduling options, including weekday and weekend classes, to accommodate your busy schedule without compromising on the quality of education you receive.
Convenient Location: Located in a convenient and accessible area, our institute provides a conducive learning environment where you can focus on your studies without any distractions. With state-of-the-art facilities and resources at your disposal, you’ll have everything you need to succeed in physics.

Course Structure:

Our Cambridge O-Level Physics Crash Course is thoughtfully structured to optimize your learning experience and maximize your exam readiness. Here’s what you can expect:

Duration: The crash course spans [5 weeks/months], with classes held [3 times] per week.
Content Coverage: We cover all topics included in the Cambridge O-Level Physics syllabus, ensuring a comprehensive understanding of key concepts and principles.
Class Format: Each class combines theoretical instruction with practical application, incorporating interactive discussions, problem-solving sessions, and hands-on experiments to reinforce learning.
Assessments: Throughout the course, you’ll undergo regular assessments, including quizzes, tests, and mock exams, to evaluate your progress and identify areas for improvement.

Enroll Now:

Don’t let physics intimidate you! Enroll in our Cambridge O-Level Physics Crash Course today and embark on a journey towards mastering this fascinating subject. For inquiries and enrollment, contact us at [email protected] or call us at +8801327331903. Let us help you unlock your potential and achieve your goals in physics!

Fundamental concepts in physics, such as forces, matter, motion, and energy.
laws of motion, such as Newton's laws, and how objects respond to various forces.
concepts relating to electricity and magnetism, such as magnetism and electrical circuits.
Wave behavior, optical principles, and rules of reflection and refraction.
Thermodynamic principles and the behavior of heat.
Experimental techniques, such as designing and carrying out experiments, analyzing data, and drawing conclusions.
approaches and methods for solving problems in numerical and conceptual physics.
uses of physics in real-world settings across a variety of disciplines, including engineering, technology, medicine, and environmental science.
Collaboration and participation with other students in online forums and debates.
the ability to succeed on the O-Level CAIE Physics exams via preparation and confidence.

Course Content

Introduction

Chapter-1. Simple kinetic molecular model of matter.
States of matter. • State the distinguishing properties of solids, liquids and gases. • Describe qualitatively the molecular structure of solids, liquids and gases in terms of the arrangement, separation and motion of the molecules • Interpret the temperature of a gas in terms of the motion of its molecules • Describe qualitatively the pressure of a gas in terms of the motion of its molecules • Show an understanding of the random motion of particles in a suspension as evidence for the kinetic molecular model of matter • Describe this motion (sometimes known as Brownian motion) in terms of random molecular bombardment • Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid • Relate evaporation to the consequent cooling of the liquid • Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of: – a change of temperature at constant volume – a change of volume at constant temperature

Lesson-1.1.1- States of matter. State the distinguishing properties of solids, liquids and gases.

40:00
Lesson-1.1.2- Describe qualitatively the molecular structure of solids, liquids and gases in terms of the arrangement, separation and motion of the molecules.

40:00
Lesson-1.1.3-Interpret the temperature of a gas in terms of the motion of its molecules. Describe qualitatively the pressure of a gas in terms of the motion of its molecules.

40:00
Lesson-1.1.4- Show an understanding of the random motion of particles in a suspension as evidence for the kinetic molecular model of matter.

00:00
Lesson-1.1.5- Describe this motion (sometimes known as Brownian motion) in terms of random molecular bombardment.

00:00
Lesson-1.2.1- Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid.

40:00
Lesson-1.2.2- Relate evaporation to the consequent cooling of the liquid.

40:00
Lesson-1.2.3- Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of: – a change of temperature at constant volume – a change of volume at constant temperature.

40:00
Assignments-1.1
Assignments-1.2
Quiz-1.1

Chapter-2. Thermal properties and temperature.
• Describe qualitatively the thermal expansion of solids, liquids, and gases at constant pressure • Identify and explain some of the everyday applications and consequences of thermal expansion • Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties • Recognise the need for and identify fixed points • Describe and explain the structure and action of liquid-in-glass thermometers • Relate a rise in the temperature of a body to an increase in its internal energy • Show an understanding of what is meant by the the thermal capacity of a body. • Describe melting and boiling in terms of energy input without a change in temperature • State the meaning of a melting point and boiling point • Describe condensation and solidification in terms of molecules

Lesson-2.1.1- Thermal expansion of solids, liquids and gases. Thermal expansion of solids, liquids and gases.

40:00
Lesson-2.1.2- Identify and explain some of the everyday applications and consequences of thermal expansion.

40:00
Lesson-2.2.1- Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties.

40:00
Lesson-2.2.2- Recognize the need for and identify fixed points. Describe and explain the structure and action of liquid-in-glass thermometers.

40:00
Lesson-2.2.3- Relate a rise in the temperature of a body to an increase in its internal energy. Show an understanding of what is meant by the thermal capacity of a body.

40:00
Lesson-2.2.4- Describe melting and boiling in terms of energy input without a change in temperature.

40:00
Lesson-2.2.5- State the meaning of melting point and boiling point. Describe condensation and solidification in terms of molecules.

40:00
Assignments-2.1
Quiz-2.1
Quiz-2.1

Chapter-3. Thermal processes.
• Describe experiments to demonstrate the properties of good and bad thermal conductors. • Recognise convection as an important method of thermal transfer in fluids • Relate convection in fluids to density changes and describe experiments to illustrate convection. • Recognise convection as an important method of thermal transfer in fluids • Relate convection in fluids to density changes and describe experiments to illustrate convection. • Identify and explain some of the everyday applications and consequences of conduction, convection and radiation

Lesson-3.1.1- Describe experiments to demonstrate the properties of good and bad thermal conductors.

40:00
Lesson-3.1.2- Recognise convection as an important method of thermal transfer in fluids. Relate convection in fluids to density changes and describe experiments to illustrate convection.

40:00
Lesson-3.1.3- Identify infrared radiation as part of the electromagnetic spectrum. Recognise that thermal energy transfer by radiation does not require a medium.

40:00
Lesson-3.1.4- Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of radiation.

40:00
Lesson-3.1.5- Identify and explain some of the everyday applications and consequences of conduction, convection and radiation.

40:00
Assignments-3.1
Quiz-3.1

Chapter-4. Length and time.
• Use and describe the use of rules and measuring cylinders to find a length or a volume • Use and describe the use of clocks and devices, both analogue and digital, for measuring an interval of time • Obtain an average value for a small distance and for a short interval of time by measuring multiples (including the period of a pendulum)

CHapter-5. Motion
• Define speed and calculate average speed from total distance total time • Plot and interpret a speed–time graph or a distance–time graph • Recognise from the shape of a speed–time graph when a body is – at rest – moving with constant speed – moving with changing speed • Calculate the area under a speed–time graph to work out the distance travelled for motion with constant acceleration • Demonstrate understanding that acceleration and deceleration are related to changing speed including qualitative analysis of the gradient of a speed–time graph • State that the acceleration of free fall for a body near to the Earth is constant

Lesson-5.1.1- Define speed and calculate average speed from= total distance/ total time

40:00
Lesson-5.1.2- Plot and interpret a speed–time graph or a distance–time graph.

40:00
Lesson-5.1.3- Recognise from the shape of a speed–time graph when a body is – at rest – moving with constant speed – moving with changing speed.

40:00
Lesson-5.1.4- Calculate the area under a speed–time graph to work out the distance travelled for motion with constant acceleration.

40:00
Lesson-5.1.5- Demonstrate understanding that acceleration and deceleration are related to changing speed including qualitative analysis of the gradient of a speed–time graph.

40:00
Lesson-5.1.6- State that the acceleration of free fall for a body near to the Earth is constant.

40:00
Assignments-5.1
Quiz-5.1

Chapter-6. Mass, weight and Density
• Show familiarity with the idea of the mass of a body • State that weight is a gravitational force • Distinguish between mass and weight • Recall and use the equation W = mg • Demonstrate understanding that weights (and hence masses) may be compared using a balance • Recall and use the equation ρ = mV • Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation • Describe the determination of the density of an irregularly shaped solid by the method of displacement • Predict whether an object will float based on density data

Lesson-6.1.1- Show familiarity with the idea of the mass of a body. State that weight is a gravitational force • Distinguish between mass and weight.

40:00
Lesson-6.1.2- Recall and use the equation W = mg.

40:00
Lesson-6.1.3- Demonstrate understanding that weights (and hence masses) may be compared using a balance.

40:00
Lesson-6.1.4- Recall and use the equation ρ = m/V

40:00
Lesson-6.1.5- Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation.

40:00
Lesson-6.1.6- Describe the determination of the density of an irregularly shaped solid by the method of displacement.

40:00
Lesson-6.1.7- Predict whether an object will float based on density data.

40:00
Assignments-6.1
Quiz-6.1

Chapter-7. Force and Momentum
• Recognise that a force may produce a change in size and shape of a body • Plot and interpret extension–load graphs and describe the associated experimental procedure • Describe the ways in which a force may change the motion of a body • Find the resultant of two or more forces acting along the same line • Recognise that if there is no resultant force on a body it either remains at rest or continues at constant speed in a straight line • Understand friction as the force between two surfaces which impedes motion and results in heating • Recognise air resistance as a form of friction • Describe the moment of a force as a measure of its turning effect and give everyday examples • Understand that increasing force or distance from the pivot increases the moment of a force • Calculate moment using the product force × perpendicular distance from the pivot • Apply the principle of moments to the balancing of a beam about a pivot • Recognise that, when there is no resultant force and no resultant turning effect, a system is in equilibrium • Perform and describe an experiment to determine the position of the centre of mass of a plane lamina • Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects • Understand that vectors have a magnitude and direction • Demonstrate an understanding of the difference between scalars and vectors and give common examples • Determine graphically the resultant of two vectors • Understand the concepts of momentum and impulse • Recall and use the equation momentum = mass × velocity, p = mv • Recall and use the equation for impulse Ft = mv – mu • Apply the principle of the conservation of momentum to solve simple problems in one dimension

Lesson-7.1.1- Recognise that a force may produce a change in size and shape of a body.

40:00
Lesson-7.1.2- Plot and interpret extension–load graphs and describe the associated experimental procedure.

40:00
Lesson-7.1.3- Describe the ways in which a force may change the motion of a body. Find the resultant of two or more forces acting along the same line.

40:00
Lesson-7.1.4- Recognise that if there is no resultant force on a body it either remains at rest or continues at constant speed in a straight line.

40:00
Lesson-7.1.5- the relationship between force, mass and acceleration (including the direction), F = ma

40:00
Lesson-7.1.6- Understand friction as the force between two surfaces which impedes motion and results in heating • Recognise air resistance as a form of friction

40:00
Lesson-7.1.7- Describe qualitatively motion in a circular path due to a perpendicular force (F = mv 2/r is not required).

40:00
Assignments-7.1
Quiz-7.1
Lesson-7.2.1- Describe the moment of a force as a measure of its turning effect and give everyday examples.

40:00
Lesson-7.2.2- Understand that increasing force or distance from the pivot increases the moment of a force.

40:00
Lesson-7.2.3- Calculate moment using the product force × perpendicular distance from the pivot

40:00
Lesson-7.2.4- Apply the principle of moments to the balancing of a beam about a pivot.

40:00
Lesson-7.2.5- Recognise that, when there is no resultant force and no resultant turning effect, a system is in equilibrium.

40:00
Assignments-7.2
Quiz-7.2
Lesson-7.3.1- Perform and describe an experiment to determine the position of the centre of mass of a plane lamina.

40:00
Lesson-7.3.2- Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects.

40:00
Lesson-7.3.3- Understand that vectors have a magnitude and direction.Demonstrate an understanding of the difference between scalars and vectors and give common examples.

40:00
Lesson-7.3.4- Determine graphically the resultant of two vectors.

40:00
Assignments-7.3
Quiz-7.3
Lesson-7.4.1- Understand the concepts of momentum and impulse.

40:00
Lesson-7.4.2- Recall and use the equation momentum = mass × velocity, p = mv

40:00
Lesson-7.4.3- Recall and use the equation for impulse Ft = mv – mu.

40:00
Lesson-7.4.4- Apply the principle of the conservation of momentum to solve simple problems in one dimension.

40:00
Assignments-7.4
Quiz-7.4

Chapter-8. Energy, work, power and Pressure
• Identify changes in kinetic, gravitational potential, chemical, elastic (strain), nuclear and internal energy that have occurred as a result of an event or process • Recognise that energy is transferred during events and processes, including examples of transfer by forces (mechanical working), by electrical currents (electrical working), by heating and by waves • Apply the principle of conservation of energy to simple examples • Describe how electricity or other useful forms of energy may be obtained from: – chemical energy stored in fuel – water, including the energy stored in waves, in tides, and in water behind hydroelectric dams – geothermal resources – nuclear fission – heat and light from the Sun (solar cells and panels) – wind • Give advantages and disadvantages of each method in terms of renewability, cost, reliability, scale and environmental impact • Show a qualitative understanding of efficiency • Demonstrate understanding that work done = energy transferred • Relate (without calculation) work done to the magnitude of a force and the distance moved in the direction of the force • Relate (without calculation) power to work done and time taken, using appropriate examples. • Recall and use the equation p = F/A • Relate pressure to force and area, using appropriate examples • Describe the simple mercury barometer and its use in measuring atmospheric pressure • Relate (without calculation) the pressure beneath a liquid surface to depth and to density, using appropriate examples • Use and describe the use of a manometer

Lesson-8.1.1- Identify changes in kinetic, gravitational potential, chemical, elastic (strain), nuclear and internal energy that have occurred as a result of an event or process.

40:00
Lesson-8.1.2- Recognise that energy is transferred during events and processes, including examples of transfer by forces (mechanical working), by electrical currents (electrical working), by heating and by waves.

40:00
Lesson-8.1.3- Apply the principle of conservation of energy to simple examples.

40:00
Lesson-8.1.4- Describe how electricity or other useful forms of energy may be obtained from: – chemical energy stored in fuel – water, including the energy stored in waves, in tides, and in water behind hydroelectric dams.

40:00
Lesson-8.1.5- Describe how electricity or other useful forms of energy may be obtained from: – geothermal resources – nuclear fission – heat and light from the Sun (solar cells and panels) – wind.

40:00
Lesson-8.1.6- Give advantages and disadvantages of each method in terms of renewability, cost, reliability, scale and environmental impact.

40:00
Lesson-8.1.7- Recall and use the equations: efficiency = useful energy output/ energy input × 100%

40:00
Assignments-8.1
Quiz-8.1
Lesson-8.2.1- Demonstrate understanding that work done = energy transferred.

40:00
Lesson-8.2.2- Relate (without calculation) work done to the magnitude of a force and the distance moved in the direction of the force.

40:00
Lesson-8.2.3- Relate (without calculation) power to work done and time taken, using appropriate examples.

40:00
Assignments-8.2
Quiz-8.2
Lesson-8.3.1- Recall and use the equation p = F/A

40:00
Lesson-8.3.2- Relate pressure to force and area, using appropriate examples.

40:00
Lesson-8.3.3- Describe the simple mercury barometer and its use in measuring atmospheric pressure.

40:00
Lesson-8.3.4- Relate (without calculation) the pressure beneath a liquid surface to depth and to density, using appropriate examples • Use and describe the use of a manometer.

40:00
Assignments-8.3
Quiz-8.3

Chapter-9. General wave properties.
• Demonstrate understanding that waves transfer energy without transferring matter • Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves • Use the term wavefront • Give the meaning of speed, frequency, wavelength and amplitude • Distinguish between transverse and longitudinal waves and give suitable examples • Describe how waves can undergo: – reflection at a plane surface – refraction due to a change of speed – diffraction through a narrow gap • Describe the use of water waves to demonstrate reflection, refraction and diffraction

Lesson-9.1.1- Demonstrate understanding that waves transfer energy without transferring matter.

40:00
Lesson-9.1.2- Describe what is meant by wave motion as illustrated by vibration in ropes and springs and by experiments using water waves.

40:00
Lesson-9.1.3- Use the term wavefront • Give the meaning of speed, frequency, wavelength and amplitude.

40:00
Lesson-9.1.4- Distinguish between transverse and longitudinal waves and give suitable examples.

40:00
Lesson-9.1.5- Describe how waves can undergo: – reflection at a plane surface – refraction due to a change of speed – diffraction through a narrow gap.

40:00
Lesson-9.1.6- Describe the use of water waves to demonstrate reflection, refraction and diffraction.

40:00
Assignments-9.1
Quiz-9.1

Chapter-10. Light
• Describe the formation of an optical image by a plane mirror, and give its characteristics • Recall and use the law angle of incidence = angle of reflection • Describe an experimental demonstration of the refraction of light • Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material • Give the meaning of critical angle • Describe internal and total internal reflection • Describe the action of a thin converging lens on a beam of light • Use the terms principal focus and focal length • Draw ray diagrams for the formation of a real image by a single lens • Describe the nature of an image using the terms enlarged/same size/diminished and upright/ inverted • Give a qualitative account of the dispersion of light as shown by the action on light of a glass prism including the seven colours of the spectrum in their correct order

Lesson-10.1.1- Describe the formation of an optical image by a plane mirror, and give its characteristics.

40:00
Lesson-10.1.2- Recall and use the law angle of incidence = angle of reflection.

40:00
Assignments-10.1
Quiz-10.1
Lesson-10.2.1- Describe an experimental demonstration of the refraction of light.

40:00
Lesson-10.2.2- Use the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material.

40:00
Lesson-10.2.3- Give the meaning of critical angle • Describe internal and total internal reflection.

40:00
Assignments-10.2
Quiz-10.2
Lesson-10.3.1- Describe the action of a thin converging lens on a beam of light.

40:00
Lesson-10.3.2- Use the terms principal focus and focal length • Draw ray diagrams for the formation of a real image by a single lens.

40:00
Lesson-10.3.3- Describe the nature of an image using the terms enlarged/same size/diminished and upright/ inverted.

40:00
Lesson-10.3.4- Give a qualitative account of the dispersion of light as shown by the action on light of a glass prism including the seven colours of the spectrum in their correct order.

40:00
Assignments-10.3
Quiz-10.3

Chapter-11. Electromagnetic spectrum
• Describe the main features of the electromagnetic spectrum in order of wavelength • State that all electromagnetic waves travel with the same high speed in a vacuum • Describe typical properties and uses of radiations in all the different regions of the electromagnetic spectrum including: – radio and television communications (radio waves) – satellite television and telephones (microwaves) – electrical appliances, remote controllers for televisions and intruder alarms (infrared) – medicine and security (X-rays) • Demonstrate an awareness of safety issues regarding the use of microwaves and X-rays

Assignments-11.1
Lesson-11.1.5- Demonstrate an awareness of safety issues regarding the use of microwaves and X-rays

40:00
Lesson-11.1.4- Describe typical properties and uses of radiations in all the different regions of the electromagnetic spectrum including: – electrical appliances, remote controllers for televisions and intruder alarms (infrared) – medicine and security (X-rays)

40:00
Lesson-11.1.3- Describe typical properties and uses of radiations in all the different regions of the electromagnetic spectrum including: – radio and television communications (radio waves) – satellite television and telephones (microwaves).

40:00
Lesson-11.1.2- State that all electromagnetic waves travel with the same high speed in a vacuum.

40:00
Lesson-11.1.1- Describe the main features of the electromagnetic spectrum in order of wavelength.

40:00
Quiz-11.1

Chapter-12. Sound
• Describe the production of sound by vibrating sources • Describe the longitudinal nature of sound waves • State that the approximate range of audible frequencies for a healthy human ear is 20 Hz to 20 000 Hz • Show an understanding of the term ultrasound • Show an understanding that a medium is needed to transmit sound waves • Describe an experiment to determine the speed of sound in air • Relate the loudness and pitch of sound waves to amplitude and frequency • Describe how the reflection of sound may produce an echo

Assignments-12.1
Lesson-12.1.6- Describe how the reflection of sound may produce an echo.

40:00
Lesson-12.1.5- Relate the loudness and pitch of sound waves to amplitude and frequency.

40:00
Lesson-12.1.4- Describe an experiment to determine the speed of sound in air.

40:00
Lesson-12.1.3- Show an understanding of the term ultrasound • Show an understanding that a medium is needed to transmit sound waves.

40:00
Lesson-12.1.2- State that the approximate range of audible frequencies for a healthy human ear is 20 Hz to 20 000 Hz

40:00
Lesson-12.1.1- Describe the production of sound by vibrating sources. Describe the longitudinal nature of sound waves.

40:00
Quiz-12.1

Chapter-13. Simple Phenomena of Magnetism

Lesson-13.1.1- Describe the forces between magnets, and between magnets and magnetic materials.

00:00
Lesson-13.1.2- Give an account of induced magnetism • Distinguish between magnetic and non-magnetic materials.

00:00
Lesson-13.1.3- Describe methods of magnetisation, to include stroking with a magnet, use of direct current (d.c.) in a coil and hammering in a magnetic field.

00:00
Lesson-13.1.4- Draw the pattern of magnetic field lines around a bar magnet.

00:00
Lesson-13.1.5- Describe an experiment to identify the pattern of magnetic field lines, including the direction.

00:00
Lesson-13.1.6- Distinguish between the magnetic properties of soft iron and steel.

00:00
Lesson-13.1.7- Distinguish between the design and use of permanent magnets and electromagnets.

00:00
Assignments-13.1
Quiz-13.1

Chapter-14. Electrical Quantities

Lesson-14.1.1- State that there are positive and negative charges • State that unlike charges attract and that like charges repel.

00:00
Lesson-14.1.2- Describe simple experiments to show the production and detection of electrostatic charges.

00:00
Lesson-14.1.4- Distinguish between electrical conductors and insulators and give typical examples.

00:00
Assignments-14.1
Quiz-14.1
Lesson-14.2.1- Show understanding that a current is a rate of flow of charge and recall and use the equation I = Q/t.

00:00
Lesson-14.2.2- Use and describe the use of an ammeter, both analogue and digital • State that current in metals is due to a flow of electrons.

00:00
Assignments-14.2
Quiz-14.2
Lesson-14.3.1- • State that the electromotive force (e.m.f.) of an electrical source of energy is measured in volts.

00:00
Assignments-14.3
Quiz-14.3
Lesson-14.4.1- State that the potential difference (p.d.) across a circuit component is measured in volts.

00:00
Lesson-14.4.2- Use and describe the use of a voltmeter, both analogue and digital.

00:00
Assignments-14.4
Quiz-14.4
Lesson-14.5.1- State that resistance = p.d. / current and understand qualitatively how changes in p.d. or resistance affect current.

00:00
Lesson-14.5.2- Recall and use the equation R = V/I.

00:00
Lesson-14.5.3- Describe an experiment to determine resistance using a voltmeter and an ammeter.

00:00
Lesson-14.5.4- Relate (without calculation) the resistance of a wire to its length and to its diameter.

00:00
Lesson-14.5.5- Understand that electric circuits transfer energy from the battery or power source to the circuit components then into the surroundings.

00:00
Assignments-14.5
Quiz-14.5

Chapter-15. Electric Circuits

Lesson-15.1.1- Draw and interpret circuit diagrams containing sources, switches, resistors (fixed and variable), heaters, thermistors, light-dependent resistors, lamps, ammeters, voltmeters, galvanometers, magnetising coils, transformers, bells, fuses and relays.

00:00
Lesson-15.1.2- Understand that the current at every point in a series circuit is the same • Give the combined resistance of two or more resistors in series.

00:00
Lesson-15.1.3- State that, for a parallel circuit, the current from the source is larger than the current in each branch.

00:00
Lesson-15.1.4- State that the combined resistance of two resistors in parallel is less than that of either resistor by itself.

00:00
Lesson-15.1.5- State the advantages of connecting lamps in parallel in a lighting circuit.

00:00
Assignments-15.1
Quiz-15.1
Lesson-15.2.1- Describe the action of a variable potential divider (potentiometer).

00:00
Lesson-15.2.2- Describe the action of thermistors and light dependent resistors and show understanding of their use as input transducers.

00:00
Lesson-15.2.3- Describe the action of a relay and show understanding of its use in switching circuits.

00:00
Assignments-15.2
Quiz-15.2
Lesson-15.3.1- Explain and use the terms analogue and digital in terms of continuous variation and high/low states.

00:00
Lesson-15.3.2- Describe the action of NOT, AND, OR, NAND and NOR gates.

00:00
Lesson-15.3.3- Recall and use the symbols for logic gates • Design and understand simple digital circuits combining several logic gates.

00:00
Lesson-15.3.4- Use truth tables to describe the action of individual gates and simple combinations of gates.

00:00
Assignments-15.3
Quiz-15.3

Chapter-16. Dangers of Electricity and Electromagnetic Effects

Lesson-16.1.1- State the hazards of: – damaged insulation – overheating of cables – damp conditions.

00:00
Lesson-16.1.2- State that a fuse protects a circuit • Explain the use of fuses and circuit breakers and choose appropriate fuse ratings and circuit breaker settings.

00:00
Lesson-16.1.3- Explain the benefits of earthing metal cases

00:00
Assignments-16.1
Quiz-16.1
Lesson-16.2.1- Show understanding that a conductor moving across a magnetic field or a changing magnetic field linking with a conductor can induce an e.m.f. in the conductor.

00:00
Lesson-16.2.2- Describe an experiment to demonstrate electromagnetic induction.

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Lesson-16.2.3- State the factors affecting the magnitude of an induced e.m.f.

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Lesson-16.2.4- Describe and explain a rotating-coil generator and the use of slip rings • Sketch a graph of voltage output against time for a simple a.c. generator • Relate the position of the generator coil to the peaks and zeros of the voltage output.

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Assignments-16.2
Quiz-16.2
Lesson-16.3.1- Describe the construction of a basic transformer with a soft-iron core, as used for voltage transformations.

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Lesson-16.3.2- Recall and use the equation (V p/Vs) = (Np/Ns)

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Lesson-16.3.3- Understand the terms step-up and step-down • Describe the use of the transformer in high-voltage transmission of electricity.

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Lesson-16.3.4- Give the advantages of high-voltage transmission.

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Assignments-16.3
Quiz-16.3
Lesson-16.4.1- Describe the pattern of the magnetic field (including direction) due to currents in straight wires and in solenoids

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Lesson-16.4.2- Describe applications of the magnetic effect of current, including the action of a relay.

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Lesson-16.4.3- Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing: – the current – the direction of the field.

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Lesson-16.4.4- State that a current-carrying coil in a magnetic field experiences a turning effect and that the effect is increased by: – increasing the number of turns on the coil – increasing the current – increasing the strength of the magnetic field.

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Assignments-16.4
Quiz-16.4

Chapter-17. The Neclear Atom

Lesson-17.1.1- Describe the structure of an atom in terms of a positive nucleus and negative electrons.

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Lesson-17.1.2- Describe the composition of the nucleus in terms of protons and neutrons.

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Lesson-17.1.3- State the charges of protons and neutrons.

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Lesson-17.1.4- Use the term proton number Z.

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Lesson-17.1.5- Use the term nucleon number A.

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Lesson-17.1.6- Use the term nuclide and use the nuclide notation A ZX.

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Lesson-17.1.7- Use and explain the term isotope.

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Assignments-17.1
Quiz-17.1

Chapter-18. Radioactivity

Lesson-18.1.1.- Demonstrate understanding of background radiation.

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Lesson-18.1.2- Describe the detection of α-particles, β-particles and γ-rays (β + are not included: β-particles will be taken to refer to β –).

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Lesson-18.1.3- Discuss the random nature of radioactive emission.

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Lesson-18.1.3- Discuss the random nature of radioactive emission.

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Lesson-18.1.4- Identify α-, β- and γ-emissions by recalling – their nature – their relative ionising effects – their relative penetrating abilities (β + are not included, β-particles will be taken to refer to β –).

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Lesson-18.1.5- State the meaning of radioactive decay • State that during α- or β-decay the nucleus changes to that of a different element.

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Lesson-18.1.6- Use the term half-life in simple calculations, which might involve information in tables or decay curves.

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Lesson-18.1.7- Recall the effects of ionizing radiations on living things.

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Assignments-18.1
Quiz-18.1

Test Yourself

Worksheet-10
Worksheet-9
Worksheet-8
Worksheet-7
Worksheet-6
Worksheet-5
Worksheet-4
Worksheet-3
Worksheet-2
Worksheet-1
Final Mock-1
Final Mock-2
Final Mock-3
Final Mock-4
Final Mock-5
Final Mock-6
Final Mock-7
Final Mock-8

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About Course

Cambridge OLevel Physics Crash Course

What Will You Learn?

Course Content

Introduction

Lesson-1.1.1- States of matter. State the distinguishing properties of solids, liquids and gases.

Lesson-1.1.2- Describe qualitatively the molecular structure of solids, liquids and gases in terms of the arrangement, separation and motion of the molecules.

Lesson-1.1.3-Interpret the temperature of a gas in terms of the motion of its molecules. Describe qualitatively the pressure of a gas in terms of the motion of its molecules.

Lesson-1.1.4- Show an understanding of the random motion of particles in a suspension as evidence for the kinetic molecular model of matter.

Lesson-1.1.5- Describe this motion (sometimes known as Brownian motion) in terms of random molecular bombardment.

Lesson-1.2.1- Describe evaporation in terms of the escape of more-energetic molecules from the surface of a liquid.

Lesson-1.2.2- Relate evaporation to the consequent cooling of the liquid.

Lesson-1.2.3- Describe qualitatively, in terms of molecules, the effect on the pressure of a gas of: – a change of temperature at constant volume – a change of volume at constant temperature.

Assignments-1.1

Assignments-1.2

Quiz-1.1

Lesson-2.1.1- Thermal expansion of solids, liquids and gases. Thermal expansion of solids, liquids and gases.

Lesson-2.1.2- Identify and explain some of the everyday applications and consequences of thermal expansion.

Lesson-2.2.1- Appreciate how a physical property that varies with temperature may be used for the measurement of temperature, and state examples of such properties.

Lesson-2.2.2- Recognize the need for and identify fixed points. Describe and explain the structure and action of liquid-in-glass thermometers.

Lesson-2.2.3- Relate a rise in the temperature of a body to an increase in its internal energy. Show an understanding of what is meant by the thermal capacity of a body.

Lesson-2.2.4- Describe melting and boiling in terms of energy input without a change in temperature.

Lesson-2.2.5- State the meaning of melting point and boiling point. Describe condensation and solidification in terms of molecules.

Assignments-2.1

Quiz-2.1

Quiz-2.1

Lesson-3.1.1- Describe experiments to demonstrate the properties of good and bad thermal conductors.

Lesson-3.1.2- Recognise convection as an important method of thermal transfer in fluids. Relate convection in fluids to density changes and describe experiments to illustrate convection.

Lesson-3.1.3- Identify infrared radiation as part of the electromagnetic spectrum. Recognise that thermal energy transfer by radiation does not require a medium.

Lesson-3.1.4- Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of radiation.

Lesson-3.1.5- Identify and explain some of the everyday applications and consequences of conduction, convection and radiation.

Assignments-3.1

Quiz-3.1

Lesson-4.1.1- Use and describe the use of rules and measuring cylinders to find a length or a volume.

Lesson-4.1.2- Use and describe the use of clocks and devices, both analogue and digital, for measuring an interval of time.

Lesson-4.1.3- Obtain an average value for a small distance and for a short interval of time by measuring multiples (including the period of a pendulum).

Assignments-4.1

Quiz-4.1

Lesson-5.1.1- Define speed and calculate average speed from= total distance/ total time

Lesson-5.1.2- Plot and interpret a speed–time graph or a distance–time graph.

Lesson-5.1.3- Recognise from the shape of a speed–time graph when a body is – at rest – moving with constant speed – moving with changing speed.

Lesson-5.1.4- Calculate the area under a speed–time graph to work out the distance travelled for motion with constant acceleration.

Lesson-5.1.5- Demonstrate understanding that acceleration and deceleration are related to changing speed including qualitative analysis of the gradient of a speed–time graph.

Lesson-5.1.6- State that the acceleration of free fall for a body near to the Earth is constant.

Assignments-5.1

Quiz-5.1

Lesson-6.1.1- Show familiarity with the idea of the mass of a body. State that weight is a gravitational force • Distinguish between mass and weight.

Lesson-6.1.2- Recall and use the equation W = mg.

Lesson-6.1.3- Demonstrate understanding that weights (and hence masses) may be compared using a balance.

Lesson-6.1.4- Recall and use the equation ρ = m/V

Lesson-6.1.5- Describe an experiment to determine the density of a liquid and of a regularly shaped solid and make the necessary calculation.

Lesson-6.1.6- Describe the determination of the density of an irregularly shaped solid by the method of displacement.

Lesson-6.1.7- Predict whether an object will float based on density data.

Assignments-6.1

Quiz-6.1

Lesson-7.1.1- Recognise that a force may produce a change in size and shape of a body.

Lesson-7.1.2- Plot and interpret extension–load graphs and describe the associated experimental procedure.

Lesson-7.1.3- Describe the ways in which a force may change the motion of a body. Find the resultant of two or more forces acting along the same line.

Lesson-7.1.4- Recognise that if there is no resultant force on a body it either remains at rest or continues at constant speed in a straight line.

Lesson-7.1.5- the relationship between force, mass and acceleration (including the direction), F = ma

Lesson-7.1.6- Understand friction as the force between two surfaces which impedes motion and results in heating • Recognise air resistance as a form of friction

Lesson-7.1.7- Describe qualitatively motion in a circular path due to a perpendicular force (F = mv 2/r is not required).

Assignments-7.1

Quiz-7.1

Lesson-7.2.1- Describe the moment of a force as a measure of its turning effect and give everyday examples.

Lesson-7.2.2- Understand that increasing force or distance from the pivot increases the moment of a force.

Lesson-7.2.3- Calculate moment using the product force × perpendicular distance from the pivot

Lesson-7.2.4- Apply the principle of moments to the balancing of a beam about a pivot.

Lesson-7.2.5- Recognise that, when there is no resultant force and no resultant turning effect, a system is in equilibrium.

Assignments-7.2

Quiz-7.2

Lesson-7.3.1- Perform and describe an experiment to determine the position of the centre of mass of a plane lamina.

Lesson-7.3.2- Describe qualitatively the effect of the position of the centre of mass on the stability of simple objects.

Lesson-7.3.3- Understand that vectors have a magnitude and direction.Demonstrate an understanding of the difference between scalars and vectors and give common examples.

Lesson-7.3.4- Determine graphically the resultant of two vectors.

Assignments-7.3

Quiz-7.3

Lesson-7.4.1- Understand the concepts of momentum and impulse.

Lesson-7.4.2- Recall and use the equation momentum = mass × velocity, p = mv

Lesson-7.4.3- Recall and use the equation for impulse Ft = mv – mu.