Cambridge IGCSE Physics - Executive Preview - Digital

We are working with Cambridge Assessment International Education towards endorsement of these titles.
1 Making measurements
Executive
Preview
Physics
for Cambridge IGCSE™
MULTI-COMPONENT SAMPLE
Digital Access
1
We are working with Cambridge Assessment International Education towards endorsement of this title.
E
PL
M
SA
Original material © Cambridge University Press 2021. This material is not ﬁnal and is subject to further changes prior to publication.
Dear Cambridge Teacher,

The new Cambridge IGCSE™ Physics series will publish in Spring 2021, updated for the
revised Cambridge International syllabuses (0625/0972) for examination from 2023.
E
This Executive Preview contains sample content from the series, including:
• A guide explaining how to use the series
• A guide explaining how to use each resource
• The table of contents from each resource
• The first chapter from each resource, including the coursebook, workbook,
PL
practical workbook, teacher’s resource including sample data and practical
guidance, English language skills workbook and maths skills workbook
This new series has been designed after extensive research interviews and lesson observations
with teachers and students around the world. As well as targeted support in the coursebook,
we have produced updated workbooks to address the key challenges we heard from teachers.
A new workbook includes exercises for each topic, providing more practice opportunities to
consolidate students’ learning. The practical workbook includes practical activities to develop
students’ investigative skills, with extensive support notes and exemplar data provided in the
teacher’s resource.
A maths skills workbook and an English skills workbook develop students’ maths skills
M
(in relation to science) and linguistic skills, in the context of the Cambridge IGCSE Physics
syllabus respectively. Both resources publish in 2022.
We have also updated the teacher’s resource. With teaching activity, assessment and homework
ideas, guidance on how to tackle common misconceptions in each topic and a new feature
developing your own teaching skills, we hope this resource will inspire and support you and
save you time.
Finally, as we develop new resources, we ensure that we are keeping up to date with best practice in
SA
pedagogy. For this new series we have added features to the coursebook, such as engaging projects
to develop students’ collaborative skills and ‘getting started’ questions and activities to help you
evaluate students’ learning starting points. We have developed our differentiated support in this
new series, with three-tier exercises in the workbook progressing from ‘focus’, to ‘practice’, to
‘challenge’ and differentiated worksheets for each of the syllabus topics in the teacher’s resource,
supporting all your learners’ different needs.
Visit our website to view the full series or speak to your local sales representative.
cambridge.org/education
Priyanka Comar and Gemma Coleman

Commissioning Editors for Cambridge IGCSE™ Sciences, Cambridge University Press
CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK
How to use this series

We offer a comprehensive, flexible array of resources for the Cambridge IGCSE™
Physics syllabus. We provide targeted support and practice for the specific challenges
we've heard that students face: learning science with English as a second language;
learners who find the mathematical content within science difficult; and developing
practical skills.
E
The coursebook provides coverage of the full Cambridge
IGCSE Physics syllabus. Each chapter explains facts
PLand concepts, and uses relevant real-world examples of

scientific principles to bring the subject to life. Together
with a focus on practical work and plenty of active learning
opportunities, the coursebook prepares learners for all
aspects of their scientific study. At the end of each chapter,
examination-style questions offer practice opportunities for
learners to apply their learning.
M
The digital teacher’s resource contains detailed guidance for all topics of the
syllabus, including common misconceptions identifying areas where learners
might need extra support, as well as an engaging bank of lesson ideas for each
SA
syllabus topic. Differentiation is emphasised with advice for

identification of different learner needs and
suggestions of appropriate interventions to
support and stretch learners. The teacher’s
resource also contains support for preparing
and carrying out all the investigations in the
practical workbook, including a set of sample
results for when practicals aren’t possible.
The teacher’s resource also contains scaffolded
worksheets and unit tests for each chapter.
Answers for all components are accessible to
teachers for free on the Cambridge GO platform.
4
1 Making
How to measurements
use this series
The skills-focused workbook has been carefully constructed to help

learners develop the skills that they need as they progress through
their Cambridge IGCSE Physics course, providing further practice
of all the topics in the coursebook. A three-tier, scaffolded approach
to skills development enables learners to gradually progress through
‘focus’, ‘practice’ and ‘challenge’ exercises, ensuring that every learner
is supported. The workbook enables independent learning and is
ideal for use in class or as homework.
E
The Cambridge IGCSE Physics practical workbook provides
learners with additional opportunities for hands-on practical
PL
work, giving them full guidance and support that will help
them to develop their investigative skills. These skills include
planning investigations, selecting and handling apparatus,
creating hypotheses, recording and displaying results, and
analysing and evaluating data.
COMING
IN 2022
M
Mathematics is an integral part of scientific study, and one that
learners often find a barrier to progression in science. The Maths
Skills for Cambridge IGCSE Physics write-in workbook has been
written in collaboration with the Association of Science Education,
with each chapter focusing on several maths skills that learners
need to succeed in their Physics course.
SA
COMING
IN 2022
Our research shows that English language skills are the single
biggest barrier to learners accessing international science.
This write-in workbook contains exercises set within the
context of Cambridge IGCSE Physics topics to consolidate
understanding and embed practice in aspects of language
central to the subject. Activities range from practising using
comparative adjectives in the context of measuring density,
to writing a set of instructions using the imperative for an
experiment investigating frequency and pitch.
5
E
PL
M
SA
Physics
E
PL COURSEBOOK
David Sang, Mike Follows & Sheila Tarpey

M
SA
Third edition Digital Access
7
Contents
How to use this series vi 6 Energy stores and transfers
6.1 Energy stores 104
How to use this book viii
6.2 Energy transfers 107
Introduction x 6.3 Conservation of energy 110
6.4 Energy calculations 114
E
1.1 Measuring length and volume 3 7 Energy resources
1.2 Density 5
7.1 The energy we use 125
1.3 Measuring time 9
7.2 Energy from the Sun 133
2 Describing motion
2.1
2.2
2.3
2.4
3.1
3.2
Understanding speed
Distance–time graphs
PL
Understanding acceleration
Calculating speed and acceleration
3 Forces and motion

We have lift-off
Mass, weight and gravity
20
24
25
31
44
47
8 Work and power
8.1
8.2
8.3
8.4
Doing work
Calculating work done
Power
Calculating power
9 The kinetic particle model of matter

9.1 States of matter
141
142
145
146
155
M
3.3 Falling and turning 49 9.2 The kinetic particle model of matter 156
3.4 Force, mass and acceleration 52 9.3 Gases and the kinetic model 160
3.5 Momentum 54 9.4 Temperature and the Celsius scale 162
3.6 More about scalars and vectors 59 9.5 The gas laws 164
4 Turning effects 10 Thermal properties of matter

SA
4.1 The moment of a force 68 10.1 Thermal expansion 172

4.2 Calculating moments 69 10.2 Specific heat capacity 175
4.3 Stability and centre of gravity 74 10.3 Changing state 179
5 Forces and matter
11 Thermal energy transfers
5.1 Forces acting on solids 86
11.1 Conduction 191
5.2 Stretching springs 86
11.2 Convection 196
5.3 The limit of proportionality and the
spring constant 88 11.3 Radiation 200
5.4 Pressure 93 11.4 Consequences of thermal
energy transfer 204
5.5 Calculating pressure 94
iv8
8
Contents
12 Sound 19 Electrical circuits

12.1 Making sounds 216 19.1 Circuit components 349
12.2 How does sound travel? 217 19.2 Combinations of resistors 353
12.3 The speed of sound 219 19.3 Electrical safety 365
12.4 Seeing and hearing sounds 221
20 Electromagnetic forces
13 Light 20.1 The magnetic effect of a current 378
13.1 Reflection of light 231 20.2 Force on a current-carrying
conductor 382
13.2 Refraction of light 236
20.3 Electric motors 384
E
13.3 Total internal reflection 241
20.4 Beams of charged particles and
13.4 Lenses 246
magnetic fields 386
13.5 Dispersion of light 253
21 Electromagnetic induction
14 Properties of waves 21.1 Generating electricity 395
14.1
14.2
14.3
15.1
15.2
15.3
Describing waves
Electromagnetic waves
Electromagnetic hazards
Communicating using
electromagnetic waves
PL
Speed, frequency and wavelength
Explaining wave phenomena
15 The electromagnetic spectrum

260
266
267
279
284
285
21.2
21.3
22.2
Power lines and transformers
How transformers work
22 The nuclear atom

22.1 Atomic structure
Protons, neutrons and electrons
23 Radioactivity
23.1 Radioactivity all around us
401
405
415
418
429
M
23.2 Radioactive decay 431
16 Magnetism 23.3 Activity and half-life 436
16.1 Permanent magnets 295 23.4 Using radioisotopes 442
16.2 Magnetic fields 297
24 Earth and the Solar System
17 Static electricity 24.1 Earth, Sun and Moon 453
SA
17.1 Charging and discharging 310 24.2 The Solar System 456
17.2 Explaining static electricity 312
17.3 Electric fields 314
25 Stars and the Universe
25.1 The Sun 468
18 Electrical quantities 25.2 Stars and galaxies 469
25.3 The Universe 474
18.1 Current in electric circuits 323
18.2 Voltage in electric circuits 327 Appendix 485
18.3 Electrical resistance 330
18.4 More about electrical resistance 335 Glossary 488
18.5 Electrical energy, work and power 337 Key equations 496
Index 498
Acknowledgements 511
v9
How to use this book

Throughout this book, you will notice lots of different features that will help your learning. These are explained below.
LEARNING INTENTIONS
These set the scene for each chapter, help with navigation through the coursebook and indicate the
important concepts in each topic. These begin with 'In this chapter you will:'.
E
In the learning intentions table, Supplement content is indicated with a large arrow and a darker
background, as in the example here.
GETTING STARTED
SCIENCE IN CONTEXT PL
This contains questions and activities on subject knowledge you will need before starting the chapter.
This feature presents real-world examples

and applications of the content in a chapter,
encouraging you to look further into topics that
may go beyond the syllabus. There are discussion
Supplement content: Where content is intended for
learners who are studying the Supplement content of the
syllabus as well as the Core, this is indicated in the main
text using the arrow and the bar, as on the right here, and
the text is in blue. You may also see the blue text with
just an arrow (and no bar), in boxed features such as the
M
questions at the end which look at some of the Key Words or the Getting Started. Symbols in blue are
benefits and problems of these applications. also supplementary content.
Questions
EXPERIMENTAL SKILLS Appearing throughout the text, questions give you a
chance to check that you have understood the topic you
This feature focuses on developing your practical
SA
have just read about. The answers to these questions are

skills. They include lists of equipment required and accessible to teachers for free on the Cambridge GO site.
any safety issues, step-by-step instructions so you
can carry out the experiment, and questions to
ACTIVITY
help you think about what you have learned.
Activities give you an opportunity to check
your understanding throughout the text in a more
KEY WORDS active way, for example by creating presentations,
posters or taking part in role plays. When activities
Key vocabulary is highlighted in the text when it have answers, teachers can find these for free on
is first introduced, and definitions are given in the Cambridge GO site.
boxes near the vocabulary. You will also find
definitions of these words in the Glossary at the
back of this book. KEY EQUATIONS
Important equations which you will need to learn
and remember are given in these boxes.
10
viii
COMMAND WORDS SELF/PEER ASSESSMENT

Command words that appear in the syllabus and At the end of some activities and experimental
might be used in exams are highlighted in the skills boxes, you will find opportunities to help
exam-style questions. In the margin, you will find you assess your own work, or that of your
the Cambridge International definition. You will classmates, and consider how you can improve
also find these definitions in the Glossary. the way you learn.
WORKED EXAMPLE REFLECTION

Wherever you need to know how to use an equation These activities ask you to think about the
E
to carry out a calculation, there are worked example approach that you take to your work, and how
boxes to show you how to do this. you might improve this in the future.
PROJECT
the syllabus if you want to.
SUMMARY
PL
Projects allow you to apply your learning from the whole chapter to group activities such as making posters or
presentations, or performing in debates. They may give you the opportunity to extend your learning beyond
There is a summary of key points at the end of each chapter.

Supplement content is indicated with a large arrow in the margin and a darker background, as here.
M
EXAM-STYLE QUESTIONS
Questions at the end of each chapter provide more demanding exam-style questions, some of which may require
use of knowledge from previous chapters. The answers to these questions are accessible to teachers for free on the
Cambridge GO site.
SA
Supplement content is indicated with a large arrow in the margin and a darker background, as here.
SELF-EVALUATION CHECKLIST
The summary checklists are followed by ‘I can’ statements which match the Learning intentions at the beginning
of the chapter. You might find it helpful to rate how confident you are for each of these statements when you are
revising. You should revisit any topics that you rated ‘Needs more work’ or ‘Almost there’.
See Needs Almost Confident

I can
Topic... more work there to move on
Core
Supplement
ix11
Chapter 1
Making
E
measurements PL
M
SA
IN THIS CHAPTER YOU WILL:

• learn how to take measurements of length, volume and time
• perform experiments to determine the density of an object
• predict whether an object will float
predict whether one liquid will float on another.
CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK 1 Making measurements
GETTING STARTED
In pairs, either take the measurements or write down how you would do the following:
• measure the length, width and thickness of this book and work out its volume
• measure the thickness of a sheet of paper that makes up this book
• measure the length of a journey (for example, on a map) that is not straight.
Now discuss how you would work out the density of:
• a regular-shaped solid
• an irregular-shaped solid
E
• a liquid.
ARE WE CLEVERER THAN OUR ANCESTORS WERE?
PL
People tend to dismiss people who lived in the
past as less intelligent than we are. After all, they
used parts of their bodies for measuring distances.
A cubit was the length of the forearm from the tip
of the middle finger to the elbow. However, the
ancient Egyptians knew this varied between people.
Therefore, in around 3000 BCE, they invented the
royal cubit (Figure 1.1), marked out on a piece of
granite and used this as a standard to produce
cubit rods of equal length.
M
Figure 1.2: Eratosthenes used shadows and geometry to
work out the circumference of the Earth.
Discussion questions
Figure 1.1: Cubit rod. 1 You cannot always depend on your eyes to
judge lengths. Look at Figure 1.3 and decide
SA
The Ancient Egyptians were experts at using very which line is longer? Check by using a ruler.
simple tools like the cubit rod. This enabled them
to build their pyramids accurately. Eratosthenes,
a brilliant scientist who lived in Egypt in about
300 BCE, showed the same care and attention to
detail. This allowed him to work out that the Earth
Figure 1.3: Which line is longer?
has a circumference of 40 000 km (Figure 1.2).
In contrast, there are many recent examples where 2 Eratosthenes may have hired a man to pace
incorrect measurements have led to problems. the distance between Alexandria and Syene
Although the Hubble Space Telescope had the most (present-day Aswan) to calculate the Earth’s
precisely shaped mirror ever made, the original circumference. People have different stride
images it produced were not as clear as expected. lengths so some people take longer steps than
Tiny mistakes in measuring meant that it had the others. Discuss the possible ways that anyone
wrong shape and it took a lot of effort to account with any stride length could have measured
for these errors. the distance between these towns accurately.
2 13
The point here is to recognise that it is always important

1.1 Measuring length to think critically about the measurements you make,
however straightforward they may seem. You have to
and volume consider the method you use, as well as the instrument
(in this case, the ruler).
In physics, we make measurements of many different
lengths, for example, the length of a piece of wire, the
height of liquid in a tube, the distance moved by an
object, the diameter of a planet or the radius of its orbit.
In the laboratory, lengths are often measured using a 0 1 2 3 4 5 6 7
ruler (such as a metre ruler).
Figure 1.4: Simple measurements still require careful
Measuring lengths with a ruler is a familiar task. But when
E
technique, for example, finding the length of a wire.
you use a ruler, it is worth thinking about the task and
just how reliable your measurements may be. Consider
measuring the length of a piece of wire (Figure 1.4).
KEY WOR
WORDS
DS
• The wire must be straight, and laid closely alongside
the ruler. (This may be tricky with a bent piece standard: is an absolute or primary reference or
of wire.)
PL
• Look at the ends of the wire. Are they cut neatly,
or are they ragged? Is it difficult to judge where the
wire begins and ends?
• Look at the markings on the ruler. They are
probably 1 mm apart, but they may be quite wide.
Line one end of the wire up against the zero on the
scale. Because of the width of the mark, this may be
awkward to judge.
• Look at the other end of the wire and read the scale.
measurement
precise: when several readings are close together
when measuring the same value
calibrated: should agree closely with a standard
or agrees when a correction has been applied
More measurement techniques

If you have to measure a small length, such as the
M
Again, this may be tricky to judge.
thickness of a wire, it may be better to measure several
Now you have a measurement, with an idea of how precise thicknesses and then calculate the average. You can use
it is. You can probably determine the length of the wire to the same approach when measuring something very thin,
within a millimetre. But there is something else to think such as a sheet of paper. Take a stack of 500 sheets and
about – the ruler itself. How sure can you be that it is measure its thickness with a ruler (Figure 1.5). Then
correctly calibrated
calibrated?? Are the marks at the ends of a metre divide by 500 to find the thickness of one sheet.
ruler separated by exactly one metre? Any error in this will
SA
lead to an inaccuracy (probably small) in your result.

500 sheets
13
12
11
10
9
8
Figure 1.5: Making multiple measurements.
14 3
For some measurements of length, such as curved lines,

it can help to lay a thread along the line. Mark the thread
Measuring volume by
at either end of the line and then lay it along a ruler
to find the length. This technique can also be used for
displacement
measuring the circumference of a cylindrical object such Most objects do not have a regular shape, so we cannot
as a wooden rod or a measuring cylinder. find their volumes simply by measuring the lengths
of their sides. Here is how to find the volume of an
irregularly shaped object. This technique is known as
Measuring volumes measuring volume by displacement
displacement..
There are two approaches to measuring volumes, • Select a measuring cylinder that is about three or
depending on whether or not the shape is regular. four times larger than the object. Partially fill it with
E
water (Figure 1.7), enough to cover the object. Note
For a cube or cuboid, such as a rectangular block, the volume of the water.
measure the length, width and height of the object and
multiply the measurements together. For objects of other • Immerse the object in the water. The level of water
regular shapes, such as spheres or cylinders, you may in the cylinder will increase, because the object
have to make one or two measurements and then look up pushes the water out of the way and the only way it
can move is upwards. The increase in its volume is
the equation for the volume.
PL
For liquids, measuring cylinders can be used as shown
in Figure 1.6. (Recall that these are designed so that
you look at the scale horizontally, not at an oblique
angle, and read the level of the bottom of the meniscus
meniscus.)
The meniscus is the curved upper surface of a liquid,
caused by surface tension. It can curve up or down but
the surface of water in a measuring cylinder curves
downwards. Think carefully about the choice of cylinder.
A 1 litre (or a 1 dm3) cylinder is unlikely to be suitable
for measuring a small volume such as 5 cm3. You will get
.)
equal to the volume of the object.
Units of length and volume

In physics, we generally use SI units (this is short for
Le Système International d’Unités or The International
System of Units). The SI unit of length is the metre (m).
Table 1.1 shows some alternative units of length,
together with some units of volume. Note that the litre
and millilitre are not official SI units of volume, and so
M
a more accurate answer using a 10 cm3 cylinder. are not used in this book. One litre (1 l) is the same as
1 dm3, and one millilitre (1 ml) is the same as 1 cm3.
KEY WORDS
volume: the space occupied by an object
SA
meniscus: curved upper surface of a liquid

displace: moving something to another place so
water is moved out of the way (upwards) when an
object is lowered into it
immerse: to cover something in a fluid (usually
water) so that the object is submerged
Figure 1.6: A student measuring the volume of a liquid.

Her eyes are level with the scale so that she can accurately
measure where the meniscus meets the scale.
4 15
2 A stack of paper contains 500 sheets of paper.

cm3 cm3 The stack has dimensions of 0.297 m × 21.0 cm ×
100 100
50.0 mm.
volume a What is the thickness of one sheet of paper?
of object b What is the volume of the stack of paper in cm3?
object to be
measured
volume
of water 1.2 Density
Our eyes can deceive us. When we look at an object,
we can judge its volume. However, we can only guess its
mass.. We may guess incorrectly, because we misjudge
E
Figure 1.7: Measuring volume by displacement.
the density. You may offer to carry someone’s bag, only
to discover that it contains heavy books. A large box of
Quantity Units chocolates may have a mass of only 200 g.
length metre (m) The mass of an object is the quantity (amount) of matter
1 decimetre (dm) = 0.1 m it is made of. Mass is measured in kilograms. But density
volume
1 centimetre (cm)
1 millimetre (mm)
1 micrometre (µm)
1 kilometre (km)
cubic metre (m3)
=
=
=
PL
0.01 m
0.001 m
0.000 001 m
= 1000 m
1 cubic centimetre (cm3) = 0.000 001 m3

1 cubic decimetre (dm3) = 0.001 m3
is a property of a material. It tells us how concentrated
its mass is. You will learn more about the meaning of
mass and how it differs from weight in Chapter 3.
In everyday speech, we might say that lead is heavier than
wood. We mean that, given equal volumes of lead and
wood, the lead is heavier. In scientific terms, the density
of lead is greater than the density of wood. So we define
density as shown, in words and as an equation.
Density is the mass per unit volume for a substance.
M
Table 1.1: Some units of length and volume in the SI system.
KEY EQUATION
mass
Questions density = _______
volume
1 The volume of a piece of wood which floats in water m
can be measured as shown in Figure 1.8. = ___
V
a Write a paragraph to describe the procedure.
SA
b State the volume of the wood.

KEY WORDS
cm3 cm3 mass: the quantity of matter a body is composed
80 80 of; mass causes the object to resist changes in
70 70 its motion and causes it to have a gravitational
60 60 attraction for other objects
50 50
40 40 density: the ratio of mass to volume for a
30 30
substance
water 20 20 weight: the downward force of gravity that acts
10 10 on an object because of its mass
0 0
steel block wood
The symbol for density is , the Greek letter rho. The SI
Figure 1.8: Measuring the volume of an object that floats. unit of density is kg/m3 (kilograms per cubic metre).
You may come across other units, as shown in Table 1.2.
16 5
Unit of mass Unit of volume Unit of density Density of water

kilogram, kg cubic metre, m3 kilograms per cubic metre 1000 kg/m3
kilogram, kg cubic decimetre, dm3 kilograms per cubic decimetre 1.0 kg/dm3
gram, g cubic centimetre, cm3 grams per cubic centimetre 1.0 g/cm3
Table 1.2: Units of density.
Many materials have a range of densities. Some types

Values of density of wood, for example, are less dense than water and will
Some values of density are shown in Table 1.3. Gases float. Other types of wood (such as mahogany) are more
E
have much lower densities than solids or liquids. dense and will sink. The density depends on the nature
of the wood (its composition).
An object that is less dense than water will float. Ice is
less dense than water which explains why icebergs float Gold is denser than silver. Pure gold is a soft metal, so
in the sea, rather than sinking to the bottom. Only about jewellers add silver to make it harder. The amount of
one tenth of an iceberg is above the water surface. If any silver added can be judged by measuring the density.
dense than water.
Gases
Material
air
hydrogen
helium
carbon dioxide
PL
part of an object is above the water surface, then it is less
Density / kg/m3
1.29
0.09
0.18
1.98
It is useful to remember that the density of water is
1000 kg/m3, 1.0 kg/dm3 or 1.0 g/cm3.
Calculating density
To calculate the density of a material, we need to know
the mass and volume of a sample of the material.
WORKED EXAMPLE 1.1

M
Liquids water 1000 A sample of ethanol has a volume of 240 cm3.
alcohol (ethanol) 790 Its mass is found to be 190.0 g. What is the density
of ethanol?
mercury 13 600
Solids ice 920 Step 1: Write down what you know and what you
want to know.
wood 400–1200
mass m = 190.0 g
SA
polyethene 910–970 volume V = 240 cm3

glass 2500–4200 density = ?
steel 7500–8100
Step 2: Write down the equation for density,
lead 11 340 substitute values and calculate .
silver 10 500 = _m_
V
gold 19 300
190 g
= ________3
Table 1.3: Densities of some substances. For gases, these are 240 cm
given at a temperature of 0 °C and a pressure of 1.0 × 105 Pa.
= 0.79 g/cm3
Answer
Density of ethanol = 0.79 g/cm3
6 17
Measuring density 5 The Earth has a mass of 6 × 1024 kg and a radius

of about 6400 km. What is the density of the Earth
The easiest way to determine the density of a substance (in kg/m3)? The volume of a sphere is given by the
is to find the mass and volume of a sample of the equation V = _43 πr 3, where r is the radius.
substance. 6 40 drawing pins (thumb tacks) like those shown
For a solid with a regular shape, find its volume by in Figure 1.10 have a mass of 17.55 g. What is the
measurement (see Section 1.1). Find its mass using a volume (in mm3) of one pin when they are made of
balance. Then calculate the density. metal with a density of 8.7 g/cm3?
Questions
E
3 A brick is shown in Figure 1.9. It has a mass of
2.8 kg.
21
5m
m
PL 7
Figure 1.10: A pair of drawing pins (thumb tacks).
A young girl from the Kayan people in northern

Thailand wears a neck ring made of brass (Figure
1.11). It looks as if there are 21 individual rings but
the ring is actually one continuous length of brass
fashioned (bent) into a coil. The height of the brass
coil is 12 cm and its average circumference is 40 cm.
Neck rings are usually only removed to be replaced
102.5 mm
with a bigger one as the girl grows. However, we

M
can estimate the mass of this neck ring without
removing it.
65
mm
SA
Figure 1.9: A brick labelled with its dimensions.
a Give the dimensions of the brick in metres.

b Calculate the volume of the brick.
c Calculate the density of the brick.
4 A box full of 35 matches has a mass of 6.77 g.
The box itself has a mass of 3.37 g.
a What is the mass of one match in grams?
b What is the volume (in cm3) of each match.
A match has dimensions of 42 mm × 2.3 mm ×
2.3 mm?
c What is the density of the matches?
d How do you know if these matches will float? Figure 1.11: A Kayan girl wearing a neck ring.
18 7
a What looks like 21 individual rings around When liquids mix, it is usually because one liquid dissolves
the girl’s neck is actually 21 turns of a coil of in the other. For example, orange squash is a concentrated
brass. Each turn has a circumference of 40 cm. syrup that is diluted by dissolving it in water.
Calculate (in cm) the total length of brass used
to make the girl’s neck ring.
b The coil has a height of 12 cm and the coil has
21 turns. Calculate the radius of the brass in cm.
c If the brass coil is unwound from the girl’s neck
and straightened out, it would be a long, thin,
cylinder. Calculate the volume of this cylinder
in cm3. The volume of a cylinder is given by the
E
equation V = πr 2 h, where
r = radius and h = height.
d Calculate the mass of brass used to make
the neck ring and express your answer in kg.
The density of brass = 8.73 g/cm3.
Finding the density of a liquid
PL
Figure 1.12 shows one way to find the density of a
liquid. Place a measuring cylinder on a balance. Set the
balance to zero. Now pour liquid into the cylinder. Read
the volume from the scale on the cylinder. The balance
shows the mass.
100 100
Figure 1.13: Liquid density towers.
Apart from making colourful liquid density towers,

do variations in the density of liquids have practical
consequence? In Chapter 11, you will learn about
convection currents in fluids (liquids and gases), which
are driven by differences in density. These convection
currents include the thermohaline circulation in the
oceans. Colder and saltier water sinks, displacing
(pushing up) warmer and less salty water.
M
ACTIVITY 1.1
Finding the density of a regularly shaped solid

In pairs, create a worksheet on the computer for
finding the density of a regularly shaped solid object
SA
(for example, a rectangular block) using a ruler and a

mass balance. Your worksheet should include:
Figure 1.12: Measuring the mass of a liquid.
• a method for measuring the mass and working
out the volume
When liquids with different densities are poured into
the same container, they will arrange themselves so that • the equation for calculating density
the liquid with the lowest density will be at the top and • a table to record the data.
the ones with the highest density will be at the bottom.
This is because the denser liquids displace the less dense You could include an optional task to work out the
liquids. This is easier to see when each liquid is given a density of a liquid.
different colour. In Figure 1.13, the green liquid is less After your allotted time, another pair is going to
dense than the red liquid and so on. test a copy of your worksheet (perhaps by doing
When a distinct layer forms in a mixed solution, the the experiment). They are going to add any steps
liquids are said to be immiscible, which means they do that are missing or make suggestions to make your
not mix. This is why oil floats on water. However, not all worksheet clearer. When you get your worksheet
liquids stay separated so you would be disappointed if returned, edit and save a new version of it.
you tried this at home with squash and water, for example.
8 19
CONTINUED REFLECTION
Finding the density of an irregularly shaped solid Write down one thing that you did really well in
Before you start, make a copy of your previous this activity.
worksheet and save it under a new name. Some of Write down one thing that you will try to do better
what you included in the previous worksheet can next time. How will you do this?
be kept and some will need to be edited.
In pairs, create a worksheet for finding the density
of an irregularly shaped solid object using a mass
balance, a measuring cylinder, some thread, a pair
of scissors and a eureka can (if you have access to
1.3 Measuring time
E
one). Your method explaining how to measure the The athletics coach in Figure 1.14 is using his stopwatch
mass and how to calculate the density should be to time a sprinter. For a sprinter, a fraction of a
the same. However, you should: second (perhaps just 0.01 s) can make all the difference
• explain how to measure volume by displacement between winning and coming second or third. It is
• say something about choosing a suitably sized different in a marathon, where the race lasts for more than
two hours and the runners are timed to the nearest second.
measuring cylinder
• change your previous table
PL
You could include an optional task to work out
the density of an irregularly shaped solid object
that is less dense than water. Finding its mass
and calculating the density is straightforward. The
challenging part is explaining how to work out the
volume of an object that floats.
Design a flowchart or decision-tree (optional)

Design a flowchart or decision-tree for use by
M
anyone who wants to work out the density of
any liquid or any solid object. Ensure that your
flowchart includes enough information so that
someone could take the measurements. Ask your
partner or someone else who has completed the
Figure 1.14: An athletics coach uses a stopwatch to time a
first two parts to check and correct your flowchart.
hurdler, who can then learn whether she has improved.
SA
ACTIVITY 1.2
How dense can you be?

In groups of three, write a method showing how you could work out your own density, or that of a friend or of
a younger sibling. Alternatively, plan out your strategy and be prepared to share it with the class. There are at
least two methods: a dry method and a wet method. Discuss one or both of them.
You will need to include:
• a method that is detailed enough for someone to follow (this should include advice about how a
measurement should be taken)
• any calculations
• possible sources of uncertainty in the measurements
• what you expect your answer to be.
If you actually carried out the experiment, comment on how close your measurement was to what you expected.
20 9
In the laboratory, you might need to record the

temperature of a container of water every minute, or KEY WORDS
find out how long an electric current is flowing. For analogue: display has hands (or a needle) and is
measurements like these, stopclocks and stopwatches can often not very precise
be used. You may come across two types of timing device.
digital: display shows numbers and is often precise
An analogue clock (Figure 1.15) is like a traditional
clock whose hands move round the clock’s face. You find
the time by looking at where the hands are pointing on When studying motion, you may need to measure the
the scale. It can be used to measure time intervals to no time taken for a rapidly moving object to move between
better than the nearest second. two points. In this case, you might use a device called a
light gate connected to an electronic timer. This is similar
E
to the way in which runners are timed in major athletics
events. An electronic timer starts when the marshal’s gun
is fired, and stops as the runner crosses the finishing line.
You will learn more about how to use electronic timing
instruments in Chapter 2.
Figure 1.15: An analogue clock.

PL
A digital clock (Figure 1.16) or stopwatch is one that
Measuring short intervals
of time
Figure 1.17 shows a typical lab pendulum. A mass, called
a plumb bob,
bob, hangs on the end of a string. The string
is clamped tightly at the top between two wooden jaws.
If you pull the bob gently to one side and release it, the
pendulum will swing from side to side.
M
gives a direct reading of the time in numerals. For The time for one oscillation of a pendulum (when it
example, a digital clock might show a time of 9.58 s. A swings from left to right and back again) is called its
digital clock records time to a precision of at least one period. A single period is usually too short a time to
period
hundredth of a second. You would never see an analogue measure accurately. However, because a pendulum
watch recording times in the Olympic Games. swings at a steady rate, you can use a stopwatch to
measure the time for a large number of oscillations
(perhaps 20 or 50), and calculate the average time per
SA
oscillation. Any inaccuracy in the time at which the

stopwatch is started and stopped will be much less
significant if you measure the total time for a large
number of oscillations.
KEY WORDS
plumb bob: a mass (usually lead) hanging from a
string to define a vertical line
oscillation: a repetitive motion or vibration
period: the time for one complete oscillation or
wave; the time it takes an object to return to its
Figure 1.16: A digital clock started when the gun fired and
original position
stopped 9.58 s later when Usain Bolt crossed the finishing
line to win the 100 m at the 2009 World Championships in
world record time.
10 21
9 A student was investigating how the period of a

pendulum varied with the length of the string and
obtained the results in Table 1.4.
Length of Time for 20 Time for 1

string / m oscillations / s oscillation / s
0.00 0.0
0.20 18.1
0.40 25.1
0.60 28.3
E
0.80 39.4
1.00 40.5
1.20 44.4
1.40 47.9
Figure 1.17: A simple pendulum.
Questions
8
PL
High-speed video can record sporting events at a
frame rate of 60 frames per second (frame/s).
Table 1.4
c
Why did the student record the time for 20
swings?
Make a copy of Table 1.4 and, for each length
of the pendulum, calculate the time for one
oscillation and record the value in the third
column of the table.
Plot a graph of the period of the pendulum
M
against its length (that is, plot the length of the
a What is the time interval between one frame pendulum on the x-axis).
and the next? d Use the graph to work out the length of the
b If we can see 24 frame/s as continuous motion, pendulum when the period is 2 seconds. This is
by what factor can the action recorded at the length of pendulum used in a grandfather
60 frame/s be slowed down and still look clock.
continuous?
SA
ACTIVITY 1.3
Using a pendulum as a clock

In 1656 the Dutch scientist Christiaan Huygens invented a clock
based on a swinging pendulum. Clocks like these were the
most precise in the world until the 1930s. One oscillation of a
pendulum is defined as the time it takes for a plumb bob at the
bottom of the string to return to its original position (Figure 1.18).
You need to develop a worksheet so that students can plot a
graph of how the period of oscillation of a pendulum varies with
the length of the string. They then need to use the graph to find Figure 1.18: One oscillation is when the
the length the pendulum needs to be to give a period of one plumb bob swings one way and then the
second (useful for a clock). Your worksheet needs to: other and returns back to its original position.
22 11
CONTINUED
• define what an oscillation means (so that a student knows when to start and stop the stopwatch)
• explain why we take the time for 10 or 20 oscillations when we only need the time for one oscillation
• provide a labelled diagram of the assembled apparatus (not just a list of equipment) so that students
know how to put the equipment together
• a method (step-by-step instructions).
Swap copies of your worksheet with a classmate. Write down suggestions for any improvements on the worksheet
you receive before returning it to its owner. Note down any improvements if you have a class discussion.
E
PROJECT
PL
In groups of three or four, produce a podcast (no more
than five minutes long) on one of the following options.
Option 1: Can we build on what we have learned

about density?
This is opportunity to revise what you have learned
about density and then consolidate that knowledge
and understanding by applying it to one of the two
examples below.
• You must explain how density is calculated,
including the equation.
•
•
Explain how a submarine or scuba diver moves up
and down in the water column (or perhaps explain
how a Cartesian diver demonstration works).
Explain how differences in fluid density can
lead to convection (something you will meet in
Chapter 11). You might want to go on to discuss
how this relates to ocean currents or wind.
Option 2: What was the solution to the

longitude problem?
A clock based on a pendulum is impractical on the
M
moving deck of a (sailing) ship but knowing the time
• You should describe how to measure the mass
is important for navigation as this provides your
and volume of both regular and irregular
longitude on a spinning Earth. Lines of longitude
shaped objects.
are the vertical lines on a map. When you move east
• You could describe how to work out the density or west you are changing your longitude; move far
of an object that can float. enough and you change time zone.
1 RSS Titanic • You must start with a short description of the
SA
It was claimed that the RSS Titanic was unsinkable. longitude problem.
However the ship sank in 1912 on its first voyage. • You could describe the various suggested
• You must explain why a ship can float despite solutions to the longitude problem.
being made of material that is denser than water. • You could describe the final solution to the
• You should explain why a ship can sink, in terms longitude problem. For this, you would need to
of changes in density. look up John Harrison and his marine chronometer.
• Do some research to find out about bulkheads
Option 3: How did the Ancient Egyptians build
in ships: what are they and what are they for?
their pyramids so accurately?
Why did the RSS Titanic sink despite being
fitted with bulkheads? The pyramids are an incredible feat of engineering,
even by today’s standards. Using very basic tools, the
2 Submarines and scuba divers
Egyptians' pyramids are perfectly symmetrical.
You could describe one phenomenon that depends
• You could start by introducing the dimensions
on changes or differences in density. You could think
of the Giza pyramid and the number of blocks
of your own or select one of these:
required to build it.
12 23
CONTINUED
• You could explain how the Egyptians managed Option 5: How did Archimedes really work out
to get the sides of their pyramids lined up with that the goldsmith had replaced some of the
true north (without a compass) and how they got gold in Hiero’s crown with silver?
the base of them absolutely level (flat) without a Archimedes was probably the most brilliant scientist
(spirit) level. of his era. He is supposed to have solved the
problem of how to work out the density of the crown
Option 4: How did Eratosthenes work out the while having a bath. Legend has it that he then ran
circumference of the Earth? into the streets shouting ‘eureka’ (I’ve solved it).
Eratosthenes was a brilliant scientist. He was told • You could start with a short biography of
that, at the same time every year (12 noon on
E
Archimedes.
21 June), vertical columns in Syene (present day
Aswan) cast no shadows while columns where he • You could then describe the usual explanation
lived in Alexandria cast shadows. He used this of how he worked out that some gold had
to work out that the Earth is round. Eratosthenes been stolen. Silver is less dense than gold so
may have hired a man to measure out the distance the same mass of silver has a bigger volume
between Alexandria and Syene. and will displace a bigger volume of water.
PL
• You could start with a short biography of
Eratosthenes.
• You should explain why the observation with the
shadows shows that the Earth is a sphere. You
might want to include a diagram like Figure 1.2.
• You should try and show how the man hired
by Eratosthenes could have worked out his
stride-length (the distance of each step) and
kept count of his strides (steps). Think about his
possible journey: did he follow a straight line;
However, it would be difficult to measure the
difference in volume, especially since bubbles
of air could cling to the submerged crown and
there could be other sources of error.
• You could describe a better method, which
uses a mass balance. You would need to
explain why, when the masses are equal, the
balance tips towards the denser mass when
lowered into water.
• Gold needs some silver impurity or it would
be too soft and would be easy to bend out
M
were there any hills in the way? Could this have of shape. Perhaps the goldsmith was falsely
introduced errors in measuring the distance accused? Perhaps this idea could form part of a
between Alexandria and Syene? piece of creative writing (some prose or a play)
• Finally, you could show how Eratosthenes did but be sure to include the physics.
the calculation.
SA
REFLECTION
• For your project, write down some thoughts making careless errors? Write down what
about what you feel went well and areas where concrete steps you need to take to improve for
you could improve. next time.
• Give yourself a score out of ten for how much • Give yourself a score out of ten for the
you know and understand the physics you quality of your presentation. Write down
included. If you scored ten, write down how what you thought was good about the other
you could have produced a more ambitious presentations or any effective presentation
project. If you scored less, do you need to ideas that you might use next time you present.
thoroughly review the material or are you
24 13
SUMMARY
Length can be measured using a ruler.

The period of one oscillation can be measured by measuring the time for 20 oscillations and then dividing the
time by 20.
The volume of a cube or cuboid can be found by measuring the length of the three sides and multiplying the
measurements together.
The volume of a liquid can be measured using a measuring cylinder where the bottom of the meniscus appears
on the scale when looked at horizontally.
E
All objects that sink in water displace their own volume of water.
The volume of an irregularly shaped object can be found from the change in the height of liquid in a measuring
cylinder when it is immersed in the liquid.
m
Density is the ratio of mass to volume for a substance: = __.
V
PL
The density of water is 1000 kg/m3 or 1.0 g/cm3.
Anything less dense than water will float in water and anything denser than water will sink in water.
Ice floats because it is less dense than water.
One liquid will float on top of another liquid if it is less dense.
Time can be measured using a clock or watch.
An analogue clock has hands and can only measure time to the nearest second.
A digital clock displays numbers and records time to a precision of at least one hundredth of a second.
M
Use this table to answer questions 1 and 2. Metal Density / g/cm3

gold 19.30
silver 10.49
SA
lead 11.34
1 Three metal cubes have the same volume but are made of different metals.
Each one is lowered into a beaker of water. Use the data in the table to
decide which one will cause the biggest rise in water level. [1]
A gold
B silver
C lead
D all will cause the same rise in water level
14 25
CONTINUED
2 Three metal cubes have the same mass but are made of different metals.
Each one is lowered into a beaker of water. Use the data in the table to
decide which one will cause the biggest rise in water level. [1]
A gold
B silver
C lead
D all will cause the same rise in water level
3 Astronauts land on another planet and measure the density of the atmosphere
E
on the planet surface. They measure the mass of a 500 cm3 conical flask
plus stopper as 457.23 g. After removing the air, the mass is 456.43 g (1 m3 =
1000 litres). What is the best estimate of the density of the air? [1]
A 0.000 001 6 kg/m3 C 0.16 kg/m3
B 0.0016 kg/m3 D 1.6 kg/m3
PL
4 The graph shows the mass and volume of several different objects.
1 2
Mass
3 4
Volume
M
Which two objects have the same density? [1]
A 2 and 3 B 1 and 4 C 2 and 4 D 3 and 4
5 A student measures the circumference of a circular copper pipe.

He wraps a length of string four times around the pipe and marks it with
SA
ink, as shown in the photograph.
26 15
CONTINUED
a The student unwraps the string and holds it against a ruler with a centimetre
scale.
The photograph shows the first two ink marks on the string.
E
i Use the photograph to estimate the circumference of the pipe. [1]
ii The student finds that the total length of string for 4 turns is 354 mm.
Calculate the average (mean) circumference of the pipe using this value. [1]
[Total: 2]
was 1 mm.
PL
6 Suggest how you would work out the thickness of a single sheet of paper
if the only measuring device available was a ruler and its smallest division
7 What is the mass of a microscope slide that has dimensions of

75 mm × 26 mm × 1 mm and has a density of 2.24 g/cm3?
8 Four different liquids are poured into a 100 cm3 measuring cylinder that is
10 cm tall. Each liquid has a different density and each has a different colour.
a Calculate the missing values in the table.
[1]
[2]
[4] COMMAND WORDS

M
Volume / Density / calculate: work out
Liquid Mass / g from given facts,
cm3 g/cm3
figures or information
clear ethanol i 20.00 0.79
suggest: apply
red glycerin 20.00 ii 1.26 knowledge and
green olive oil 25.90 28.80 iii understanding
to situations
SA
blue turpentine 30.00 35.30 iv

where there are
b Copy the diagram below. Using the data from the table above, write down a range of valid
the colour of the liquid you would expect to find in each layer and how responses in order
thick the layer would be. [2] to make proposals/
put forward
Colour of layer Thickness of layer / cm considerations
explain: set out
purposes or
reasons; make
the relationships
between things
evident; provide
9 Metals are denser than water. Explain why a metal ship can float. [1] why and/or how and
support with relevant
10 Suggest how you could work out the density of a drawing pin. [3] evidence
16 27
SELF-EVALUATION CHECKLIST
After studying this chapter, think about how confident you are with the different topics. This will help you to see
any gaps in your knowledge and help you to learn more effectively.
See Needs Almost Confident

I can
Topic... more work there to move on
Measure length, volume and time. 1.1, 1.3
Calculate the volume of a cube or cuboid from
1.1
measurements using a ruler.
E
Determine the volume of an irregularly shaped object. 1.1
Measure the size of tiny objects (for example, the thickness
1.1
of a sheet of paper, the volume of a drawing pin).
Calculate density. 1.2
based on its density.
PL
Predict whether an object will float or sink in water
Describe an experiment to find the density of a liquid.

Predict whether a liquid will float on top of another liquid
if their densities are known and they cannot mix.
Describe an experiment to find the density of a cube
or cuboid.
Describe an experiment to find the density of an
1.2
1.2
1.2
1.2
1.2
M
irregularly shaped object.
Describe the differences between analogue and digital
1.3
watches or clocks.
SA
28 17
Physics
E
PL
M
SA
Digital Teacher’s Resource

29
CAMBRIDGE IGCSE™ PHYSICS: TEACHER’S RESOURCE
Contents
Introduction 00
About the authors 00
How to use this series 00
How to use this Teacher’s Resource 00
E
How to use this Teacher’s Resource to supplement PD 00
About the syllabus 00
About the examination 00
00
Lesson plan template
Syllabus correlation grid
Chapter 2:
Chapter 3:
Chapter 4:
PL
How to use this series presentation
Letter for parents – what is the Cambridge Approach?
Chapter 1: Making measurements

Describing motion
Forces and motion
Turning effects
00
00
00
00
00
00
00
00
M
Chapter 5: Forces and matter 00
Chapter 6: Energy changes and transfers 00
Chapter 7: Energy resources 00
Chapter 8: Work and power 00
Chapter 9: The kinetic model of matter 00
SA
Chapter 10: Thermal properties of matter 00

Chapter 11: Thermal energy transfers 00
Chapter 12: Sound 00
Chapter 13: Light 00
Chapter 14: Properties of waves 00
Chapter 15: The electromagnetic spectrum 00
Chapter 16: Magnetism 00
Chapter 17: Static electricity 00
Chapter 18: Electrical quantities 00
30
Contents
Chapter 19: Electrical circuits 00

Chapter 20: Electromagnetic forces 00
Chapter 21: Electromagnetic induction 00
Chapter 22: The nuclear atom 00
E
Chapter 23: Radioactivity 00
Chapter 24: Earth and the Solar System 00
Chapter 25: Stars and the Universe 00
Tests 00
00
Differentiated Worksheets
Exemplar data
Imprints
PL
Practical Workbook guidance
00
00
00
00
M
SA
31
How to use this

Teacher’s Resource
This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content
in our Cambridge resources.
E
There are teaching notes for each unit of the Coursebook. Each set of teaching notes contains the following
features to help you deliver the chapter.
At the start of each chapter there is a teaching plan (Figure 1). This summarises the topics covered in the chapter,
including the number of learning hours recommended for each topic, an outline of the learning content, and the
Cambridge resources from this series that can be used to deliver the topic. The topic order generally follows the
same sequences as the topics in the syllabus with some exceptions where appropriate.
Sub-chapter
Figure 1
number of
learning
hours
PL
Approximate Learning content Resources
Each chapter also includes information on any background knowledge that students should have before studying
this chapter, advice on helpful language support,
across a number of key pedagogical areas.
support, and a teaching skills focus that will help you develop your skills
At the beginning of the teaching notes for the individual sections there is an outline of the learning objectives
(Figure 2) for that section, as well as any common misconceptions that students may have about the topic and how
M
you can overcome these. Syllabus learning objectives for students who are studying the Supplement are indicated in
the table in a darker blue colour, with an arrow on the left.
LEARNING PLAN
Syllabus learning objectives Learning intentions Success criteria

SA
Figure 2
32
For each section, there is a selection of starter ideas, main activities and plenary ideas. You can pick out
individual ideas and mix and match them depending on the needs of your class. The activities include
suggestions for how they can be differentiated or used for assessment.
Homework ideas give suggestions for tasks, along with advice for how to assess students’ work.
The Teacher’s Resource also includes practical work guidance to support you in teaching the exercises in the
Practical Workbook, and any exemplar data that accompanies the Practical Workbook chapter.
At the end of the teaching notes for each chapter are a selection of useful links to digital resources,
resources, information
on cross-curricular links with other subjects, and project guidance to support you in teaching the end-of-chapter
project in the Coursebook.
You will find answers for all components accessible to teachers for free on the ‘supporting resources’ area of the
E
Cambridge GO platform.
This Teacher’s Resource also includes a differentiation worksheet pack for each chapter, a diagnostic test,
test,
a mid-point test, three end-of-course practice tests, and end-of-chapter tests.
tests. There’s also a lesson plan template
and a ‘Letter to Parents’ and ‘How to use this series’ presentation you can send to parents to help them
understand the Cambridge Approach in our books.
PL
M
SA
33
1 Making
Measurements
Teaching plan
E
Sub-chapter Approximate Learning content Resources
number of
learning
hours
1.1 1 hour Core: Coursebook: Section 1.1
Measuring Describe the use of rules and measuring Measuring length and
length and
volume
1.2 Density 2 hours

PL cylinders to find a length or a volume.
Determine an average value for a small
distance and for a short interval of time by
measuring multiples (including the period of
a pendulum).
Core:
Define density as mass per unit volume; recall
and use the equation
m_
ρ = __
_
v
Describe how to determine the density of
a liquid, of a regularly shaped solid and of
volume
Workbook: Chapter 1,
Measurements and units,
Exercise 1.1
Practical Workbook
Coursebook: Section 1.2
Density
Workbook: Chapter 1,
Practical applications,
Exercise 1.2
Practical Workbook
M
an irregularly shaped solid which sinks in a
liquid (volume by displacement), including
appropriate calculations.
Determine whether an object floats based on
density data.
Supplement:
Determine whether one liquid will float on
another liquid based on density data given
SA
that the liquids do not mix.

1.3 1 hour Core: Coursebook: Section 1.3
Measuring Describe how to measure a variety of time Measuring time
time intervals using clocks and digital timers. Workbook: Chapter 1,
Determine an average value for a small Practical applications,
distance and for a short interval of time by Exercise 1.3
measuring multiples (including the period of Practical Workbook
a pendulum).
34
BACKGROUND KNOWLEDGE
• Learners have seen or used most of the • Learners have met ideas about density
equipment in this chapter, but some learners at Lower Secondary level but only in the
will need to be supported in order to use the context of how density affects whether an
equipment correctly. object floats and sinks, which will be covered
• Learners will have drawn results tables and again in this chapter.
graphs at Primary and Lower Secondary • Learners should have found an average of
level, but all learners will benefit from a clear a set of readings before, however some
reminder of how to do this properly, e.g. learners will need to be reminded how to
units in headings, axis labels, etc. do this. The idea of using multiple readings
E
• Learners have used an equation to calculate (e.g. many pieces of paper to work out the
the volume of a cube or cuboid before, thickness of one piece of paper) to obtain
either in mathematics or in science, but many an average value for a small distance will be
will need to be reminded of the equation. new to most learners.
TEACHING SKILLS FOCUS
PL
Area of focus: Cross-curricular links
Specific focus: Working with equations. Learners
often lack confidence or find it difficult to transfer
their mathematical skills when learning science.
Benefits of working with equations: They
will benefit from recapping how to use and
manipulate equations in physics, such as the
equation to calculate density.
Practise working with equations: Give learners
equations with values to substitute and calculate
the answer (no rearranging necessary).
There is also another approach, the equation
triangle (Figure 1.1), that could be used with less
confident learners.
p
m
Figure 1.1: The equations triangle.

M
Ask learners to rearrange other equations which
Before starting, it would be helpful to discuss follow this pattern, such as V = IR, F = ma,
with the mathematics department their distance = speed × time, and do on.
preferred approach to rearranging equations, Challenge for learners, can they think of other
particularly for the less confident learners. There situations modelled by similar equations?
are generally two alternative approaches for Examples:
equations such as F = ma or ρ = m/vm/v..
rectangle area = length × width
Taking ρ = m/v total cost = cost per item × number of items
SA
Approach 1: to make m the subject, multiply If learners are finding this difficult, it can be
both sides by v to ‘undo’ the division by v: helpful to consider three related calculations
ρ×v=m such as:
to make v the subject, do the above first and 20 = 5 × 4
then divide both sides by ρ to ‘undo’ the 5 = 20/4
multiplication by ρ: 4 = 20/5
v = m/ρ At the end of the lesson, reflect on which
Approach 2: If two values are known, to find the approaches worked well for different learners.
third, substitute the known values first and solve What did they find difficult?
the equation. For example: Reflection: How can learners of different abilities
if we have ρ = 9 g/cm3 and v = 15 cm3 be supported in future lessons which involve
equation work? Would you teach this differently
9 = m/15 next time? How beneficial is it to work with
multiply by 15 to give m = 135 g another department in your school?
35
LANGUAGE SUPPORT
For definitions of key words, please see the • Precision depends on the extent of random
glossary. errors – it does not indicate how close results
Learners often find it difficult to explain the are to the true value.
difference between accuracy and precision. Use the new scientific words in lessons as much
Be very careful not to mix these words up when as possible. Ask learners to use the terms
using them: correctly in sentences, or provide learners with
• Accuracy tells you how close your a sentence that uses a term incorrectly. Learners
measurements of the variable are to the true can then identify the mistake and explain why
value of the variable. Precise measurements the sentence is incorrect.
E
are ones in which there is very little spread
about the mean value.
1.1: Measuring length and volume

LEARNING PLAN
Core: PL
Syllabus learning objectives
Describe the use of rules and

measuring cylinders to find a
length or a volume.
Determine an average value for
a small distance and for a short
Learning intentions
• Learn how to make

measurements of length,
volume and time.
Success criteria
Students can use measuring

equipment correctly and
record measurements of
length and volume with
appropriate units.
M
interval of time by measuring
multiples (including the period
pendulum).
of a pendulum).
* the above grid demonstrates full syllabus Learning Objectives. Please note that greyed-out content has been
covered within a separate sub-chapter.
Common misconceptions
SA
Misconception How to identify How to overcome

Learners may read rules etc from See Main teaching idea 1: Ask learners to take two
an angle (parallax error). Provide diagrams with an eye measurements on a ruler, one
drawn at an angle instead of at with parallax error and one
90o when reading a ruler, and without. This should enable
ask learners why this will not learners to realise that the two
give an accurate reading. readings are different and why
Make sure that learners it is important to read the ruler
are bending down to read measurement at 90o.
measuring cylinders at 90o
and not lifting the measuring
cylinder up.
36

Learners may read the liquid See Main teaching idea 2: Use questioning to help
level from the top of the Check for learners who are learners realise that it should
meniscus. measuring the liquid level from be measured from where the
the top instead of from the meniscus is flat, i.e. the bottom.
bottom of the meniscus.
Starter ideas
1 Coursebook 'getting started' activity (10 min)
Resources: Coursebook, Chapter 1 'Getting Started' activity.
E
Description and purpose: The purpose of this task is to assess learners’ prior knowledge of how to take
measurements of length accurately and to elicit misconceptions. Organise learners into pairs and ask them
to discuss, or carry out, the first three bullet points in the ‘Getting started’ section of the Coursebook. Move
around the learners, listening for misconceptions to address later in the class discussion. Give learners 3 or
4 min of discussion time and then ask them to share their ideas with other learners. Encourage discussion
between learners by asking other learners if they agree with the previous comments made.
PL
What to do next: Share any misconceptions that you have heard and ask learners to explain why they
are incorrect.
Consolidate ideas using more examples for the less confident learners.
2 Units of measurements (10–15 min)
Resources: PowerPoint slide or worksheet.
Description and purpose: The purpose of this task is to elicit learners’ knowledge of the different units of
length and volume. In pairs, learners think about different distances (e.g. the length of a book, the volume
of a liquid, the speed of a car) and suggest which units they would use to measure them.
Learners might suggest non-SI units, e.g. miles, litres and millilitres so explain why these are not used in
this course.
What to do next: Consolidate ideas for less confident learners by providing a worksheet or PowerPoint slide
where learners match units for length and units for volume.
M
Learners can also be stretched by asking them to suggest which units different distances would be measured
in; for example, length of your arm (in cm), height of a building (in m), distance between two villages (in km),
and so on.
Main teaching ideas

1 Measuring length (20 min)
Learning intention: To be able to measure the length of a piece of wire or string accurately.
SA
Resources: String, wire, electrical leads, 30 cm rulers, Coursebook.

Description and purpose: Learners think that this is a very straightforward task at first. However, to measure
the length of a piece of string accurately is more difficult than it looks.
Learners estimate the length of each item before measuring it. Each learner then individually measures the
length of each item. Record the results for each item in a table with column headings: predicted length / cm,
measured length / cm.
Learners make notes of any difficulties they found in taking the measurements, e.g. the string did not lie
straight so their measurement was not exactly the same as their partners.
Safety: Wires may have sharp ends so should be handled carefully. Do not allow learners to put any
electrical wires near to sockets.
Differentiation ideas:
Support – some learners may need help to lay the string or wire straight and close enough to the ruler.
Challenge – provide learners with a piece of wire that is more difficult to lie straight, or a piece of wire
that is longer than 30 cm and ask learners to measure it.
37
Assessment ideas: As a class, discuss any difficulties the learners may have had when measuring the items.
How close are their predictions to the actual length? Do their measurements agree with their partner’s
measurements? Why not? How accurate do they think their measurements are? How can a piece of string be
used to measure the length of a curved line?
2 Measuring the volume of a liquid (30 min)
Learning intention: To be able to measure the volume of a liquid using a measuring cylinder.
Resources: Different size measuring cylinders with pre-prepared amounts of water in them.
For the assessment section: Pictures of measuring cylinders and beakers showing different volumes of
liquids, including some with a curved meniscus and some with an eye correctly or incorrectly placed to
demonstrate parallax error.
Description and purpose: The purpose of this task is to assess and improve learners’ ability to read a scale
E
accurately, avoiding parallax error. This skill will be needed to determine the density of an irregularly
shaped object later on in the chapter.
Practical guidance: Learners determine the volumes of pre-prepared measuring cylinders and beakers of
liquids. This could be done with pictures of measuring cylinders if the equipment is not available.
Safety: Mop up any spills of water.
PL
Support – less confident learners could start by taking measurements from measuring cylinders with
straightforward scales.
Challenge – provide more confident learners with a very small amount of water in, e.g. a jug with a
pouring spout, and different size measuring cylinders. Learners choose the most appropriate measuring
cylinder and explain why they have chosen it.
Assessment ideas: Provide learners with pictures of measuring cylinders containing liquids with the
volumes stated (some correct, some incorrect). Individually, learners determine which volumes have been
measured correctly. Learners can then work in pairs to discuss their answers.
Learners share their ideas with the whole class. When less able learners are chosen to share their ideas, ask
them about the more straightforward measurements, in order to build their confidence when speaking in
front of the class.
M
Ask learners why they agree, or don’t agree, with the previous comments made.
3 Measuring the volume of a regularly shaped solid (30 min)

Learning intention: To be able to measure the volume of a regularly shaped object, e.g. a cuboid.
Resources: Coursebook
Coursebook,, different objects in the shape of a cube or cuboid placed around the classroom, or
pictures of objects on a worksheet or on the board (the measurements of the lengths of each side will need
to be provided if it is on the board).
Description and purpose: Learners need to be able to calculate the volume of a regularly shaped object using
SA
the equation for a cube or cuboid.

Show learners a picture of a cube with the length of a side indicated (2 cm) and a cuboid, with all lengths
indicated (2 cm × 3 cm × 2 cm). Alongside this, show that you have (incorrectly) calculated the volume of the
cube to be 6 cm3 and (incorrectly) calculated the volume of the cuboid to be 7 cm3.
Learners discuss in pairs whether they agree or not with your calculations.
Discuss learners’ ideas with the class. They should conclude that each volume has been incorrectly calculated
and suggest the correct equation for calculating the volume of a cube or cuboid, such as volume = length ×
height × depth.
Practical guidance: Learners measure the sides of various cubes and cuboids, record these measurements
and calculate their volumes. This could be done on a worksheet or with real objects. Emphasise the need for
learners to show ALL of their calculations and not just their final answer.
Answers: The volume of the cube was incorrectly calculated as 6 cm3 instead of 8 cm3 by multiplying the
length of the side by 3 instead of cubing it.
The volume of the cuboid was incorrectly calculated as 7 cm3 instead of 12 cm3 by adding the three lengths
together instead of multiplying them.
38
Support – provide examples with more scaffolding for less confident learners, e.g. a question with the
answer set out clearly, step by step. This is followed by a question with the answer set out as before, but
with some gaps for learners to fill in the measurements and then calculate the volume.
Challenge – more confident learners could be asked to calculate the length of a cube when provided with
the volume. They could also calculate the length of a missing side of a cuboid when provided with the
volume and the two other lengths.
Assessment ideas: Learners peer or self-assess their answers. As learners have written down their
measurements and calculations, they will be able to spot where they have made an error if their final answer
is incorrect.
E
Ask learners to reflect on their learning then write a comment on what they did well, e.g. I wrote down all of
the calculations clearly, and what errors they made, e.g. I only multiplied two of the sides instead of all three
sides, etc.
Plenary ideas
1 Measuring volume (10 min)
PL
Resources: PowerPoint slide or worksheet including the following equipment and objects: cube, cuboid,
small stone, glass of water, ruler, metre ruler, measuring cylinder.
Description and purpose: Learners match the items with the correct equipment needed to measure their
volume. They also give a brief description of how to work out the volume of each item.
Assessment idea: Discuss the correct answers for learners to self-mark.
2 Matching quantities of length and volume (10 min)
Resources: Coursebook, PowerPoint slide or worksheet with two columns of units. One column will
have units with prefixes and the full name; for example, 1 dm (1 decimetre) and the other column has the
measurements in metres.
Description and purpose: Learners match up the unit with a prefix to the correct measurement in metres.
Assessment idea: Provide learners with the correct answers to self-mark. They need to make a note of any
M
incorrect answers so that they can refer back to it in future lessons if necessary.
Homework ideas
1 Workbook Exercise 1.1
This homework provides consolidation questions on measuring the thickness of a very thin object using the
method where several thicknesses are measured and then an average calculated.
2 Prefixes and standard form

SA
Ask learners to find out the what the following unit prefixes are in standard form. Learners came across
most of these prefixes in Plenary Idea 2. They will need to be able to use these prefixes during the course.
M mega, 106
k kilo, 103
c centi, 10–2
m milli, 10–3
39
Assessment ideas: As a class, discuss any difficulties the learners may have had when measuring the items.
How close are their predictions to the actual length? Do their measurements agree with their partner’s
measurements? Why not? How accurate do they think their measurements are? How can a piece of string be
used to measure the length of a curved line?
2 Measuring the volume of a liquid (30 min)
Learning intention: To be able to measure the volume of a liquid using a measuring cylinder.
Resources: Different size measuring cylinders with pre-prepared amounts of water in them.
For the assessment section: Pictures of measuring cylinders and beakers showing different volumes of
liquids, including some with a curved meniscus and some with an eye correctly or incorrectly placed to
demonstrate parallax error.
Description and purpose: The purpose of this task is to assess and improve learners’ ability to read a scale
E
accurately, avoiding parallax error. This skill will be needed to determine the density of an irregularly
shaped object later on in the chapter.
Practical guidance: Learners determine the volumes of pre-prepared measuring cylinders and beakers of
liquids. This could be done with pictures of measuring cylinders if the equipment is not available.
Safety: Mop up any spills of water.
PL
Support – less confident learners could start by taking measurements from measuring cylinders with
straightforward scales.
Challenge – provide more confident learners with a very small amount of water in, e.g. a jug with a
pouring spout, and different size measuring cylinders. Learners choose the most appropriate measuring
cylinder and explain why they have chosen it.
Assessment ideas: Provide learners with pictures of measuring cylinders containing liquids with the
volumes stated (some correct, some incorrect). Individually, learners determine which volumes have been
measured correctly. Learners can then work in pairs to discuss their answers.
Learners share their ideas with the whole class. When less able learners are chosen to share their ideas, ask
them about the more straightforward measurements, in order to build their confidence when speaking in
front of the class.
M
Ask learners why they agree, or don’t agree, with the previous comments made.
3 Measuring the volume of a regularly shaped solid (30 min)

Learning intention: To be able to measure the volume of a regularly shaped object, e.g. a cuboid.
Resources: Coursebook
Coursebook,, different objects in the shape of a cube or cuboid placed around the classroom, or
pictures of objects on a worksheet or on the board (the measurements of the lengths of each side will need
to be provided if it is on the board).
Description and purpose: Learners need to be able to calculate the volume of a regularly shaped object using
SA
the equation for a cube or cuboid.

Show learners a picture of a cube with the length of a side indicated (2 cm) and a cuboid, with all lengths
indicated (2 cm × 3 cm × 2 cm). Alongside this, show that you have (incorrectly) calculated the volume of the
cube to be 6 cm3 and (incorrectly) calculated the volume of the cuboid to be 7 cm3.
Learners discuss in pairs whether they agree or not with your calculations.
Discuss learners’ ideas with the class. They should conclude that each volume has been incorrectly calculated
and suggest the correct equation for calculating the volume of a cube or cuboid, such as volume = length ×
height × depth.
Practical guidance: Learners measure the sides of various cubes and cuboids, record these measurements
and calculate their volumes. This could be done on a worksheet or with real objects. Emphasise the need for
learners to show ALL of their calculations and not just their final answer.
Answers: The volume of the cube was incorrectly calculated as 6 cm3 instead of 8 cm3 by multiplying the
length of the side by 3 instead of cubing it.
The volume of the cuboid was incorrectly calculated as 7 cm3 instead of 12 cm3 by adding the three lengths
together instead of multiplying them.
40
Support – provide examples with more scaffolding for less confident learners, e.g. a question with the
answer set out clearly, step by step. This is followed by a question with the answer set out as before, but
with some gaps for learners to fill in the measurements and then calculate the volume.
Challenge – more confident learners could be asked to calculate the length of a cube when provided with
the volume. They could also calculate the length of a missing side of a cuboid when provided with the
volume and the two other lengths.
Assessment ideas: Learners peer or self-assess their answers. As learners have written down their
measurements and calculations, they will be able to spot where they have made an error if their final answer
is incorrect.
E
Ask learners to reflect on their learning then write a comment on what they did well, e.g. I wrote down all of
the calculations clearly, and what errors they made, e.g. I only multiplied two of the sides instead of all three
sides, etc.
Plenary ideas
1 Measuring volume (10 min)
PL
Resources: PowerPoint slide or worksheet including the following equipment and objects: cube, cuboid,
small stone, glass of water, ruler, metre ruler, measuring cylinder.
Description and purpose: Learners match the items with the correct equipment needed to measure their
volume. They also give a brief description of how to work out the volume of each item.
Assessment idea: Discuss the correct answers for learners to self-mark.
2 Matching quantities of length and volume (10 min)
Resources: Coursebook, PowerPoint slide or worksheet with two columns of units. One column will
have units with prefixes and the full name; for example, 1 dm (1 decimetre) and the other column has the
measurements in metres.
Description and purpose: Learners match up the unit with a prefix to the correct measurement in metres.
Assessment idea: Provide learners with the correct answers to self-mark. They need to make a note of any
M
incorrect answers so that they can refer back to it in future lessons if necessary.
Homework ideas
1 Workbook Exercise 1.1
This homework provides consolidation questions on measuring the thickness of a very thin object using the
method where several thicknesses are measured and then an average calculated.
2 Prefixes and standard form

SA
Ask learners to find out the what the following unit prefixes are in standard form. Learners came across
most of these prefixes in Plenary Idea 2. They will need to be able to use these prefixes during the course.
M mega, 106
k kilo, 103
c centi, 10–2
m milli, 10–3
41
1.2: Density
LEARNING PLAN
Core: • Perform experiments to Students can find the

Define density as mass per determine the density of an densities of regular and
unit volume; recall and use the object. irregular solids.
equation • Predict whether an object Students can use density
E
m will float. values to predict whether a
ρ = _v_
solid will float on a liquid.
Describe how to determine
the density of a liquid, of a
regularly shaped solid and
of an irregularly shaped solid
which sinks in a liquid (volume
PL
by displacement), including
appropriate calculations.
Determine whether an object
floats based on density data.
Supplement:
Determine whether one
liquid will float on another
liquid based on density
data given that the liquids
do not mix.
Predict whether one liquid
will float on another.
Students can predict
whether one liquid will
float on another given
that the two liquids are
immiscible and given
their densities.
M
Density is how heavy an object is. See Starter idea 1: Many Use questioning to help learners
learners will think that iron is realise that density is how much
more dense than paper but for mass there is in a certain volume,
the wrong reason. and does not only depend on
SA
how heavy an object is.

If you cut a piece of wood in See Main teaching idea 1: Look By doing this activity, learners
half, the density of each piece is at learner’s predictions for the should understand that the
half of the original piece densities of different size pieces density of a material/substance is
If you take a ball of plasticine of (the same type of) wood and fixed and not dependent on the
and add more plasticine to it, plasticine to see if they think size of the object.
the ball will get larger and the the density increases as the size
density will increase increases.
42
Starter ideas
1 What is the lesson about? (10 min)
Resources: Coursebook, image of a density column (you can find something suitable using an internet
search; the image should show various liquid such as oil, water, dish soap, and syrup).
Description and purpose: The purpose of this task is to assess learners’ prior knowledge of density and to
elicit misconceptions.
On the board, show learners the image of a density column. Ask them to explain why the different liquids
settle into layers. Move around the learners, listening for misconceptions that could be addressed later in the
class discussion.
Give learners 3 or 4 min to discuss in pairs and then ask them to share their ideas with the whole class.
E
Encourage discussion between learners by asking other learners to explain why they agree or do not agree
with the previous comments made.
Introduce the term density to the learners if no one has already suggested it. What does density mean?
Which is heavier, paper or iron? Which is more dense? How do you know? Some learners may have the
misconception that a heavier object is always more dense.
2 Particle diagrams (10–15 min)
PL
Resources: Unlabelled diagrams of the particles in a solid, liquid and gas.
Description and purpose: The purpose of this task is to elicit learners’ knowledge of what density means in
terms of the particles of the substance.
Show learners unlabelled diagrams of the particles in a solid, liquid and gas. Learners suggest which
diagram represents the solid, liquid and gas. How do they know?
What to do next: Use the diagrams to consolidate ideas about the meaning of the term density, i.e. the more
dense a substance is, the more particles and therefore mass in a given volume. Then link this definition to the
equation for density:
m
ρ =___
v
Use the Worked Example 1.1 in the Coursebook.
M
Main teaching ideas
1 Calculating the density of an irregularly shaped object (1–1.5 hours including
peer review)
Learning intention: To be able to measure the volume of an irregularly shaped object and use this to
calculate the density of the object.
Resources: Coursebook, irregularly shaped objects that will sink and also fit in a measuring cylinder or a
displacement can, (top-pan) balance, paper towels (to dry objects before measuring the mass), beakers, water.
SA
Description and purpose: The purpose of this practical is to be able to use a measuring cylinder and/or a
displacement can to measure the volume of an irregularly shaped object and use this to calculate its density.
Show learners a regularly shaped object and ask them to explain how they would find its density. Learners
should mention finding the mass, using a (top-pan) balance, the volume, e.g. length × width × height for a
cuboid, and then calculate the density using density = mass / volume.
Then show learners some irregularly shaped object, e.g. a stone small enough to fit into a measuring
cylinder, and ask them why they could not work out the density in the same way.
In pairs, learners suggest ways of working out the volume of an irregularly shaped object. Discuss a few of
their suggestions and then show them a measuring cylinder and a displacement can. Ask learners to improve
their ideas by using the two pieces of equipment.
Demonstrate how to find the volume of the small stone using two techniques:
1 Immerse the object in the measuring cylinder and determine the increase in the water level which is
equal to the volume of the object.
2 Immerse the object in the displacement can, collect the water that overflows (in a beaker if necessary)
and measure its volume in a measuring cylinder.
43
Practical guidance: Provide learners with measuring cylinders, displacement cans, beakers, a (top-pan)
balance and a range of irregularly shaped objects (that will sink in water), including different size pieces of
the same type of wood and plasticine in order for learners to see that it is the density of a material and not
the density of an object that is being measured.
Learners measure the mass of a (dry) object and then use one, or both, of the techniques to find its volume.
Introduce the equation for density based on how it is defined, i.e. mass per unit volume. Learners calculate
the density of each object and record their results in a suitable table. Before measuring the density of each
object, ask learners to predict the density.
Safety: Wipe up any spills of water straight away so that floor does not become slippery.
E
Support – provide the less confident learners with a pre-drawn results table. Some assistance may be
required with measuring the volumes and calculating the density of objects.
Challenge – more confident learners should be able to draw their own results table. They can also be
challenged to explain how to find the density of an object that floats (e.g. to find the volume, use a
pencil to push the object so that is just under the surface of the water but without putting any of the
pencil in the water.)
2 Floating and sinking (1 hour)
PL
Assessment ideas: Discuss learners’ results with the whole class. Learners to suggest why their results may
not be exactly the same as each others. What errors will there be?
Learning intention: To predict whether an object will float or sink based on its density.
Resources: Different solid objects of known density (in g/cm3), bowls/containers to put water in which is
deep enough for the objects to float/sink.
Description and purpose: The purpose of this task is for learners to analyse data from their experiment and
to draw a conclusion relating the density of an object to whether it floats or sinks.
Show learners different small objects, some that will float and some that will sink. Ask learners if they can
predict, just by looking, which will float and which will sink. Tell learners that you are not going to tell them
if they are correct or not as they will find this out later. This is a useful technique which helps less confident
learners express their opinions and ideas in front of a class without the pressure of being told that their
M
answer is wrong. Misconceptions can be referred to later without mentioning learners by name.
Invite learners to pick up an object and say whether they have now changed their mind and, if so, why? Do
other learners agree and why? Again, do not tell learners at this stage if their answers are correct or incorrect.
Provide learners with a pre-drawn table with a list of the objects and their densities, and space for their
prediction and a float/sink column. Learners complete their predictions before attempting the practical work.
After the practical work, write the value for the density of water, 1 g/cm3, on the board. Ask learners if they
know what value this represents. What pattern can they identify from their results about which objects float
and which sink? Learners should be able to identify that:
SA
• objects with a density greater than water will sink

• objects with a density less than water float to the top
Practical guidance: Learners fill their bowls with enough water for objects to be able to float or completely sink.
Learners then complete the practical and fill in their table of results for as many objects as they can.
Safety: Wipe up any spills of water straight away so that floor does not become slippery.
Support – all learners should be able to do the experiment but some learners will need support to link
their results to their knowledge of density. To consolidate less confident learners’ knowledge, they could
be provided with the density of more objects and asked whether they float or sink.
Challenge – can learners think of any objects that will float even though the material is more dense than
water? Can they explain how this can happen? An example you could provide: Why does a boat made of
steel float but a lump of steel will not? (Overall density of the boat includes the air inside the boat and is
therefore less than the density of the water.)
44
Assessment ideas: Learners write a conclusion to their practical activity, using the words: objects, float,
sink, density. Learners volunteer to share their ideas with the class and other learners can give feedback on
how to improve their conclusions if necessary.
More confident learners can also share their answers to the challenge activity and questions.
3 Calculating density (30 min)
Learning intention: To be able to calculate the density of different substances using the equation for density.
Resources: Coursebook Table 1.3, (laminated) cards around the room.
Description and purpose: Make a selection of cards with measurements based on the density of the materials
in Table 1.3 in the Coursebook. These could include:
• cuboids with dimensions and mass
E
• measuring cylinders with volumes and mass of the liquid given
• measuring cylinders with volumes shown before and after a small object is placed in it.
• Learners calculate the density of the material on each card. Encourage learners to show each step of
their calculations and then identify which material it is from Table 1.3.
Support – provide some cards with more scaffolding for less confident learners, e.g. the equation
PL
provided and a question with part of the answer set out with gaps to fill in.
Challenge – more confident learners could be given cards with different information so that they have to
calculate the mass, volume or length of an object.
Assessment ideas: Learners peer or self-assess their answers. As learners have written down their measurements
and calculations, they will be able to spot where they have made an error if their final answer is incorrect.
Learners reflect on their learning and write a comment about what they did well (e.g. I wrote down all of the
calculations clearly) and what errors they made (e.g. I used the density equation incorrectly). Exercise 1.2 in
the Workbook provides questions on calculating density.
Plenary ideas
1 True or False (10 min)
M
Resources: PowerPoint slide or worksheet with density facts. Some density facts should be true and some
should be false. For example: density is how heavy an object is, provide data for the volume, mass and
density of a material (which may be calculated correctly or incorrectly).
Description and purpose: Learners say if the facts are true or false.
Assessment ideas: Discuss correct answers for learners to self-mark. If the facts are false, ask learners to
explain why and suggest a correct fact.
2 Density card sort (10 min)
Resources: https://www.tes.com/teaching-resource/density-card-sort-6082470 cut up each sheet into boxes for
SA
each pair of learners.

Description and purpose: Learners match up the boxes. There should be three boxes in each group.
Homework ideas
1 Coursebook ideas
Learners write up their method for working out the density of an irregularly shaped object. Encourage
learners to use numbers/bullet points for each instruction and to keep the instructions concise. Less
confident learners could concentrate on one technique but more confident learners could describe both
techniques. As a plenary activity, learners can then peer-assess each other’s work.
2 Workbook questions
Learners who are finding the density equation difficult to use can complete Workbook Exercise 1.2 Density
data to consolidate ideas. This can then be self- or peer-marked in the lesson.
More confident learners could research the story of Archimedes and the Golden Crown.
Learners could make a poster or PowerPoint presentation and explain the story to the rest of the learners.
45
CONTRIBUTED TEACHER ACTIVITY

Author name: Tracey Oliver lesson, the teacher will divide the students into
groups of two. The students will be instructed to
Title: The relative shape of things
first estimate the masses of each object. They will
Timing: 30 min then be instructed to use the balance to record
the masses and record these readings in a table.
Learning intention: By the end of the activity
The students will then be asked to determine the
the students should be able to use a variety of
approximate density of each object, using the
measuring tools, understand how density affects
appropriate measuring tools available. During
displacement, as well as make estimates as to the
this time the teacher can walk around and assist
quantitative characteristics of items.
students with the layout of their tables, how to
E
Resources: Coursebook pp. 3–9. use/read off the equipment, as well as answer
A couple of spherical objects (such as ping-pong any questions relating to units and recommended
balls, hockey balls, marbles), as well as a couple of methods. By the end of the activity the
rectangular objects (plastic building blocks, short students should be able to work out volume by
rulers, etc.), a large beaker with water, callipers, displacement and measurement.
measuring tapes, rulers, an electronic balance, as The teacher will then call them back to their seats
PL
well as some paper, pens and calculator. and ask them to compare the relative densities
Description: The teacher will have explained in a based on the object’s size and/or shape. The
preceding lesson how various measuring tools are students can reflect on whether the results were
used, as well as how density is calculated. In this what they expected or estimated.
Reflection opportunity: Students will be able to try to improve their measuring techniques or table
set-ups at home during homework activities on this topic.
An activity that both encourages and relates in that it makes students realise how Physics is in
all the things they use, and that all the complicated mathematics and applications they hear
about start with the basics.
Tracey Oliver
M
1.3: Measuring time
LEARNING PLAN
SA
Core: • Learn how to make Students can use analogue

Describe how to measure a measurements of length, and digital stop clocks and
variety of time intervals using volume and time. stop watches correctly.
clocks and digital timers. Students can measure short
Determine an average value for time intervals by timing
a small distance and for a short several events and then
interval of time by measuring dividing the time by the
multiples (including the period number of events.
of a pendulum).
* the above grid demonstrates full syllabus Learning Objectives. Please note that greyed-out content has been
covered within a separate sub-chapter.
10
46
Learners may mix up the hour See Starter idea 2. Use questioning to elicit any
and minute hand when reading misconceptions.
an analogue clock.
Learners may think that there are See Main teaching idea 1. Use questioning to elicit any
100 seconds in a minute, 100 misconceptions, e.g. there are
minutes in an hour. 100 seconds in a minute, to
change seconds into minutes you
multiply by 60.
E
Starter ideas
1 Analogue or digital? (10 min)
Resources: Coursebook, Section 1.4.
Description and purpose: The purpose of this task is for learners to understand the differences between
PL
analogue and digital clocks and the advantages of using a digital clock.
Show learners a picture of a runner, an analogue clock and a digital clock. Learners explain which clock
would be better to use when timing the runner in a 100 m race.
Give learners about 3 or 4 min to think about ideas individually and then ask them to share their ideas with
other learners. Encourage discussion between learners by asking other learners to explain if they agree or
not with the previous comments made.
2 Reading analogue clocks (10 min)
Resources: PowerPoint slide or worksheet.
Description and purpose: The purpose of this task is to elicit learners’ knowledge of reading the time on
analogue clocks correctly.
Show learners different times on analogue clocks, including some with a second hand. Learners write down
M
the times shown on the clocks.
What to do next: Consolidate ideas for less confident learners by providing a worksheet or PowerPoint slide
where they determine the times shown on an analogue clock.
Learners can also be stretched by asking them to calculate the difference in the times shown on two
analogue clocks
clocks..
Main teaching ideas

1 Converting units of time (30 min)
SA
Learning intention: To be able to convert between seconds, minutes and hours.

Resources: Worksheet, e.g. Maths Drill Worksheets.
Description and purpose: Show learners conversions between seconds, minutes and hours, some which are
correct and some which are incorrect. Learners work in pairs to explain why some of the conversions are
correct and others are not. Use questioning to elicit any misconceptions, e.g. there are 100 seconds in a minute,
to change seconds into minutes you multiply by 60. Explain to learners how to convert between the units.
Support – some learners may need extra practice at converting between units. Provide a worksheet with
scaffolding so that learners can work step-by-step through different examples.
Challenge – provide learners with compound units to convert, e.g. km/h into m/s.
2 The simple pendulum (1–1.5 hours including peer review of homework)
Learning intention: To be able to set up equipment and take multiple measurements in order to calculate a
mean value for the period of a pendulum.
11
47
Resources: Support documents from the Practical Workbook and equipment listed for Practical
investigation 1.2: The simple pendulum.
Description and purpose: The purpose of this task is build learners’ confidence in setting up equipment and
record the period of the oscillations accurately.
Show learners the equipment listed in the Practical Workbook. Learners name the equipment. Demonstrate
to learners how to set up the equipment in order to measure the period of a pendulum. Discuss any
problems which may occur when taking measurements (e.g. the time for one oscillation is very small), how
to make it a fair test (keep the mass of the bob the same and use the same piece of string), and suggest how
these problems can be overcome (e.g. measure the time for ten oscillations and divide by 10).
Practical guidance: Learners set up and do the experiment from the Practical Workbook to determine if
there is a relationship between the length of a pendulum and its time period. Move around the groups to
E
check that learners have set up and are working through the experiment correctly. Ask questions to check
understanding, e.g. why is the time for ten oscillations being measured? (To reduce the effect of human error/
reaction time.) How many different lengths will they use and why? (At least four lengths spread out to get a
range of readings.) Why are readings repeated? (To calculate a mean in order to improve precision of results.)
Learners should record their results in the table in the Practical Workbook.
Learners should have an understanding of significant figures and remind them that the results in their table
should be recorded to the same number of significant figures, i.e. 2 significant figures.
PL
Safety: Clamp the stands securely to the desk and so that they cannot fall over. Secure the bobs tightly to the
string. Secure the string tightly to the boss. Do not pull the pendulum back too far in case the stand falls over.
Support – all learners should be able to do the experiment, but some may need more support than others,
e.g. to know what time to measure, to change the length of the pendulum, to calculate the mean. The
homework task will be to plot a graph of their results so less confident learners may need help to draw the
axes and scales. Alternatively, less confident learners could be provided with axes and scales already drawn.
Challenge – challenge more confident learners with the Extension work in the Coursebook as the
homework task. Learners plot a graph of length, ll,, against the square of the time period, T2, and use the
g.
gradient to find the acceleration due to gravity, g.
Assessment idea: Peer-assess the graphs set for homework based as a Plenary Activity (2).
M
3 Testing your body clock (30 min)
Learning intention: To be able to use your pulse to measure an interval of time.
Resources: Workbook Exercise 1.3.
Description and purpose: Learners measure their pulse rate and discuss how good it would be at measuring
an interval of time.
Practical guidance Learners find the mean time for one pulse firstly from counting 10 pulses and then 50
pulses. Learners then investigate the effect of exercise on their pulse rate and comment on whether they
SA
agree with Galileo that a pendulum is a better time-measuring instrument than your pulse.
Support – some learners may find it difficult to detect a pulse on their wrist so they could try to find a
pulse on their neck instead. Less confident learners might need to be reminded how to calculate a mean
from a set of results.
Challenge – more confident learners could extend their learning by comparing how long it takes their
pulse rate to return to normal after different types of exercise.
Assessment ideas: Learners share their results with other learners and discuss any difficulties they encountered.
Learners could also comment on the suitability of their pulse rate as a time-measuring instrument.
Plenary ideas
1 Matching units (10 mins)
Resources: Slide or worksheet with different units of time, length, volume, mass
12
48
Description and purpose: To consolidate learners’ knowledge of typical units. Provide learners with a variety
of units of time, length, volume and mass. Learners draw a table and put the units in the correct columns.
More able learners could also be given questions which require them to convert units, e.g. 1 cm = 0.01 m.
Assessment idea: Provide learners with the correct answers for them to self-mark.
2 Peer assessment of pendulum graphs (15 mins)
Peer-assess graphs set for homework based on a set of criteria which may include:
• axes drawn and labelled including units
• suitable scales on each axis (no awkward scales such as 3s or 7s)
• points plotted correctly using crosses
• line of best fit
E
• trend described / value of ‘g’ calculated using the gradient of the graph.
Learners can also reflect on each other’s graphs, by indicating what they did well and what they need to do
to improve next time.
Homework ideas
1 Plotting a graph
PL
The homework task will be for learners to plot a graph of their results from Main Activity 2. Remind
learners of the main points to remember when plotting graphs and give the set of criteria you will use when
marking their graph. Less confident learners may need help drawing the axes and scales or be provided with
axes and scales already drawn.
More confident learners could be challenged by plotting a graph of length, ll,, against the square of the time
period, T 2, and then use the gradient to find the acceleration due to gravity, g
2 Significant figures
Maths skills resources book: Maths focus 3: Determining significant figures.
g..
Learners must use 2 (or more) significant figures in their answers to numerical questions and in practical
measurements. Learners can work through Maths skill 2: Practice questions 8, 9 and 10.
Provide learners with the correct answers so they can self-mark their answers and discuss any errors they
M
have made.
Links to digital resources

• Physics and Maths Tutor:
Tutor: past paper question on pendulums. Question 1
• Time period of a pendulum:
pendulum: video of an experiment to investigate how the length of a pendulum affects its
time period
SA
• Taking a bath and the Archimedes' principle

principle: video of Archimedes’ principle
• Density:: video – why does oil float on water?
Density
• Density:: resource demonstrating floating and sinking. You will need to create an account – free of charge
Density
• Density:: interactive animation where learners can predict whether an object will float or sink
Density
CROSS-CURRICULAR LINKS
Maths: substituting into equation for density; rearranging equation for density; converting units.
Project guidance
Learners will work in groups to produce a podcast on one of the project topics from the Coursebook.
Each group should decide which option they are most interested in – the podcast will only be engaging if the
learners are enthusiastic about the content.
13
49
Depending on the nature of the class, divide the class into groups of three or four, e.g. groups with learners of
similar abilities or mixed abilities. Allocate roles to each member of the group, e.g. time-keeper, team-leader,
although this should be rotated so that learners can experience different roles.
One learner should be the facilitator who manages the whole project, coordinating the team members and
ensuring that the various tasks are undertaken. The facilitator will also lead discussions with the group to
consider the basic structure of the podcast and agree other roles and their allocations with the team.
One or two members of the team should have responsibility for researching and coming up with the basic
content, this could be in note form ready to be passed to the script writer.
The script writer takes the rough notes from the researchers to write the text which will be read. The script writer
will also work with the facilitator and other members of the team to decide whether various parts of the podcast
will be read by different learners.
E
The learner or learners who will actually make the podcasts can also have the role of proof reading and checking
the structure as it is compiled.
Part of the facilitator’s job will be to make the most of each individual team member’s strengths. For example,
the researchers might be those learners with the best scientific knowledge and understanding.
Prepare a list of suitable references, including books and web-links, for each topic that the groups can refer to.
Provide more structure for less confident learners/groups in the form of specific questions, ‘hint sheets’ (with
more information on) that could be made available to them at the front of the classroom or a template to fill in.
learning activity.
•
•
•
•
relevance of research
PL
Encourage learners to start by making a list of what they need to do, e.g. questions that they need to answer and
how they will go about doing this.
Assessing individual learners is likely to be difficult but this does not detract from what can be an excellent
Assessment will be subjective and should focus on giving constructive feedback that may include responding to:
• depth of research
understanding the physics involved

quality of presentation
ability to work in a team and individually.
M
As the podcast will be produced by the whole group, some differentiation will take place from the roles that
learners undertake. Also, the very nature of this project will enable some differentiation by outcome, generally
reflected in the depth of the research and how well that is put together to create an informative and engaging
podcast.
SA
14
50
Practical Workbook
guidance
E
Practical investigation 1.1 Estimating measurements
Planning and setting up the investigation
In this investigation, students will:
• use and describe the use of rulers 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.
Duration: 15–20 minutes
PL
This practical can be taught in conjunction with the theory.
Grouping: 2–4 students per group, depending on class size.

Each group will need: metre ruler, stopwatch, Vernier calipers, thermometer, top-pan balance, newton scale,
micrometer screw gauge, 30 cm ruler
Review how to use Vernier calipers at the beginning of the practical.
Students may require additional support using Vernier calipers.
Safety considerations
• Keep the classroom door closed when students are measuring its width to prevent fingers being trapped in
M
the hinges.
• Complete a dynamic safety assessment to ensure no risk to students.
Key discussion points for this investigation
• Precision: Why use Vernier calipers, rather than a ruler, to measure the diameter of a wire? Why might it
be important for an electrician to be more precise with the thickness of cable measurements than an lift
engineer, for example?
• Accuracy: Why are accurate measurements important? How might an inaccurate measurement affect the
SA
outcome of a 100 m race, the value of a diamond, the weight of a gold bar?
• How can students improve accuracy? When measuring with a ruler, students should ensure that the ruler is
parallel to the object they are measuring, and that their eyes are level with the measurement they are taking,
to reduce the effect of a parallax error. When timing events with a short time span, they should record the
time for ten events and divide by ten, to find the average time for one.
• Methods of measurement: Students should consider alternatives. How many ways could they find the volume
of a cube? Which method is more accurate? Why might they choose displacement over length measurement
and calculation?
Common errors when conducting this investigation
Set each group a different task, to help avoid congestion around the classroom. They will need to observe the
progress of each group to ensure there is no clustering at the more popular tasks.
1 Cambridge IGCSE™ Physics – Gillian Nightingale © Cambridge University Press 2021
51
Supporting your students

Discuss how to use Vernier calipers. Reading the scale might be an issue for some students. Set up Vernier
calipers and invite students to read the scale, to ensure that they understand how to do it. If a student is really
struggling, provide digital calipers for them to use as an interim measure.
Challenging your students
In the field of medicine, accurate measurement by doctors helps to ensure that patients are diagnosed correctly
and treated effectively. Investigate ways in which doctors use technology to make accurate measurements and
how inaccurate measurements can affect patient care. Prepare a two-minute presentation for the class.
Practical investigation 1.2 The simple pendulum
E
In this investigation students will:
• obtain an average value for a small distance and for a short interval of time (including the period of a
pendulum) by measuring multiples.
This can be taught after theory.
Duration: 20 minutes
PL
Each group will need: pendulum bob, string, 2 small rectangular pieces of wood or corkboard, clamp stand,
clamp, boss, stopwatch, ruler. During the experiment, students should fix the string of the pendulum between
the jaws of the clamp.
Use a secondary C-clamp to fix the clamp stand to the bench for safety to prevent toppling.
This investigation considers the relationship between the length of a pendulum and its time period of oscillation.
Students are asked to vary the length of the pendulum string and record the time period of oscillation each time.
Students will be expected to measure the time taken for ten swings. They will repeat this three times for each
length and take an average. Dividing this average by ten will give the time taken for one oscillation.
• Show students the correct way to swing the pendulum. Demonstrate pulling the pendulum so the string
M
makes a small angle from the vertical and releasing gently, to prevent students releasing the pendulum
aggressively. If you have a particularly lively class, suggest goggles should be worn for the practical
investigation.
• Fix the clamp stand to the desk or bench with the C-shaped clamp, to prevent it toppling and causing injury.
Key discussion points for this investigation
• How to measure the time period of one oscillation when the practical equipment is set up: Discuss why multiple
measurements will reduce error in reading.
SA
• How accuracy in measurements can be improved: For example, by counting as the bob passes a fixed point or
fiducial marker, or passes through its lowest point.
• The variable that affects the time period: Graphical representation of these relationships (time period and
T2
length) can be presented to the students to discuss the idea of direct proportion when considering ___ or
l
what a curve represents if T is plotted against l.
2
Common errors when conducting the investigation

The pendulum should be released through small amplitudes. If it is released through a large amplitude the swing
will not be periodic and will give incorrect readings, which will affect the results. Discuss this with students
before starting the investigation.
Students might struggle to remain focused when recording the number of oscillations. Students might count
the beginning of the oscillation as ‘one’, when they need to wait for a complete oscillation, with the pendulum
returning to its initial position, before counting. This might cause their results to be smaller than the actual
time period.
52

Some students might struggle to understand why counting more oscillations reduces error in the final
measurements. Use analogies to help the students understand that the error due to human reaction time
will remain constant. However, if they count more oscillations, that percentage error will represent a smaller
proportion of time than when just recording one oscillation.
Ask students to investigate the effect of changing the mass of the bob rather than the length of the string.
Ask them to consider the potential variables they will need to keep the same.
Practical investigation 1.3 Calculating the density of liquids
E
In this investigation students will:
m
• recall and use the equation ρ = _v_
• describe an experiment to determine the density of a liquid and of a regular 3d solid and make the
necessary calculations
•
PL
predict whether an object will float, based on density data.
This practical can be conducted in conjunction with teaching the theory.
Duration: 45–60 minutes including graphical analysis
Grouping: 2–4 depending on class size
Each group will need: 100 ml measuring cylinder, oil, salt-water solution, water, balance 250 ml measuring
cylinders can be used, in place of the 100 ml ones.
Any oil that is readily available such as baby oil, cooking oil, rapeseed oil may be used.
Any salt-water solution will have a different density to water, heavily salted water could be used containing food
colouring to distinguish it from unsalted water, allow 100 ml per pair.
Equipment should be set out around the classroom, evenly distributed so it is easily accessible and prevents
M
crowding. Dispense the oil and salt-water solution into labelled beakers to prevent students needing to queue for
the bottle.
In this investigation the students are asked to record the mass of a fluid for increasing volumes. They will do this
for oil, water and a salt-water solution. Students will then be expected to plot their results as a graph of mass
against volume. The gradients of the graphs represent the densities of the fluids. From this, students will be
asked to determine which solution will float on top of which.
SA
• Students should wear goggles to ensure no oil or salt-water solution gets into eyes. Rinse immediately if
this occurs.
• Clear any spillages immediately to prevent slipping.
• Ask your students if any of them have allergies to rapeseed oil and warn them how important it is that the
oil doesn’t touch their mouths.
Suggested discussion points for this investigation
• Taking readings from the bottom of meniscus: Explain what the meniscus is.
• Graph skills: Discuss choosing a scale, drawing the line of best fit, calculating gradient.
• Discussion: If students had the same volume of each of the fluids, how could they determine the densities?
Why is it important to measure equal volumes?
• Discussion: How might temperature affect density? Why would an increase in temperature cause a decrease
in density? How is this related to convection?
53
Common errors when conducting the investigation

Advise students to measure the mass of the water first, then the salt-water solution, then the oil. This is
primarily because the water is the easiest to remove from the cylinder, so there will be no residue to affect the
mass measurement.
The balance should be tared (zeroised) at the beginning of the experiment to take account of the mass of the
measuring cylinder. It should be done again when students start with the next fluid. Students often forget to tare,
or continually zero throughout the experiment, which will give them incorrect results.
Students should plot all three graphs on the one grid and should label each line of best fit as they go along so
they are clear which line is which.
E
Students may struggle with drawing lines of best fit and calculating gradients. Discuss how to calculate a
gradient at the beginning of the session and leave a worked example on the board throughout, as a point of
reference.
One-to-one help might be required when discussing lines of best fit. It is beneficial to have worksheets with
sample plots for students to practise drawing lines of best fit, as an aid.
PL
Give students some additional items, such as a small piece of crayon, a piece of dried pasta, a paperclip and
a small piece of wood. Students should layer the fluids they have used, based on their densities, and place the
objects in the mix. The objects should settle in different layers. Students should explain, in terms of density, why
this has happened and what this implies about the density of the items in comparison to the fluids in which they
are suspended.
M
SA
54
Exemplar data
Practical investigation 1.1 Estimating measurements
0.0 0.1
E
0 1 2 3 4 5 6
scale reading = 1.27
Length of
pendulum / cm
10
20
30
PL
Figure 3.1: Diffusion in sweets.
Practical investigation 1.2 The simple pendulum
1
6.52
9.39
11.21
Time taken for 10 oscillations / s
2
6.40
9.31
11.11
3
6.49
9.38
11.90
Average
Time taken for 1
oscillation / s
M
40 13.44 13.20 13.19
50 14.01 14.40 13.99
Table 1.2
Practical investigation 1.3 Calculating the density of liquids

SA
Water
Mass / g Volume / cm3

49.86 50.0
58.22 60.0
69.46 70.0
79.21 80.0
89.90 90.0
Cambridge IGCSE™ Physics – Gillian Nightingale

1 © Cambridge University Press 2021
55
Salt-water solution

51.60 50.0
62.21 60.0
72.11 70.0
82.40 80.0
92.69 90.0
E
Oil

46.21 50.0
55.92 60.0
65.36
74.99
83.68
PL 70.0
80.0
90.0
M
SA
Cambridge IGCSE™ Physics – Gillian Nightingale

2 © Cambridge University Press 2021
56
Physics
E
PL WORKBOOK
David Sang & Darrell Hamilton

M
SA
Third edition Digital Access

57
CAMBRIDGE IGCSE™ PHYSICS: WORKBOOK
Contents
How to use this series vi 7 Energy resources
How to use this book viii The energy we use 73
Energy from the Sun 78
Introduction x 8 Work and power
E
1 Making measurements Doing work 82
Calculating work done 84
Measurements and units 1 Power 87
Practical applications 2
9 The kinetic particle model
2 Describing motion
Understanding speed
Distance–time graphs
Understanding acceleration
Calculating speed and acceleration
3 Forces and motion

We have lift-off
Mass, weight and gravity
Falling
PL 8
14
17
19
25
30
32
of matter
States of matter
The kinetic particle model of matter
Gases and the kinetic theory
10 Thermal properties of matter

Temperature, temperature scales
and thermal expansion
Specific heat capacity and changes
of state
90
93
95
103
106
M
Force, mass and acceleration 35
The idea of momentum 38 11 Thermal energy transfers
Scalars and vectors 42
Conduction 113
4 Turning effects Convection 115
Radiation 117
The moment of a force 47
Some consequences of thermal
Calculating moments 49
SA
energy transfer 120

Stability and centre of gravity 52
12 Sound
5 Forces and matter
Making sounds and the speed of sound 126
Stretching springs 55
Seeing sounds 128
Pressure 60
13 Light
6 Energy stores and transfers
Reflecting light 133
Energy stores 64
Refraction of light 136
Energy transfers and efficiency 67
Total internal reflection 141
Energy conservation and energy calculations 70
Lenses 143
Dispersion of light 146
iv58
Contents
14 Properties of waves 20 Electromagnetic forces

Describing waves 148 The magnetic effect of a current 203
Speed, frequency and wavelength 151 How electric motors are constructed 206
Explaining wave phenomena 153 Force on a current-carrying conductor 209
15 The electromagnetic spectrum 21 Electromagnetic induction

The electromagnetic spectrum 156 Generating electricity 213
Power lines and transformers 216
16 Magnetism How transformers work 218
Permanent magnets and electromagnets 161
22 The nuclear atom
E
Magnetic fields 165
Atomic structure 220
17 Static electricity Protons, neutrons and electrons 223
Charging and discharging 169
Explaining static electricity 171
23 Radioactivity
Electric fields and electric charge
18 Electrical quantities
Current in electric circuits
Electrical resistance
More about electrical resistance
Electricity and energy
19 Electrical circuits
Circuit components
PL 174
176
181
184
187
190
Radioactivity all around us
The microscopic picture
Radioactive decay
Using radioisotopes

The Earth
The Solar System
25 Stars and the Universe

228
231
233
238
241
242
246
M
Combinations of resistors 194 Glossary 252
Electronic circuits 198
Electrical safety 200 Acknowledgements 256
SA
v59
CAMBRIDGE IGCSE™ PHYSICS: WORKBOOK

Throughout this book, you will notice lots of different features that will help your learning.
These are explained below. Answers are accessible to teachers for free on the ‘supporting resources’
area of the Cambridge GO website.
KEY WORDS
Definitions for useful vocabulary are given at the start of each section. You will also find
E
definitions for these words in the Glossary at the back of this book.
Supplement content: In the keyword boxes, Supplement content is indicated with a large
arrow, as in this example.
LEARNING INTENTIONS
indicate the important concepts.
PL
These set the scene for each exercise, beginning with 'In this exercise you will', and
In the learning intentions table, Supplement content is indicated with a large arrow
and a darker background, as in the example.
KEY EQUATIONS
M
Important equations which you will need to learn and remember are given in these boxes.
TIPS
SA
The information in these boxes will help you complete the exercises, and give you support in
areas that you might find difficult.
Exercises
These help you to practise skills that are important for studying IGCSE Physics.
Questions within exercises fall into one of three types:
• Focus questions will help build your basic skills.
• Practice questions provide more opportunities for practice, pushing your skills further.
• Challenge questions will stretch and challenge you even further.
viii
60
SELF/PEER ASSESSMENT
At the end of some exercises, you will find opportunities to help you assess your own work,
or that of your classmates, and consider how you can improve the way you learn.
Supplement content
Where content is intended for learners who are studying the Supplement content of the syllabus as
well as the Core, this is indicated in the main text using the arrow and the bar, as on the left here.
E
PL
M
SA
ix61
Chapter 1
Making measurements
Measurements and units
Exercise 1.1
E
IN THIS EXERCISE YOU WILL:
recall and use the SI units used in physics.
Focus
1 a
length
PL
State the SI units (name and symbol) of the following quantities:
……………………………………………………………………………………………………
volume
……………………………………………………………………………………………………
M
b State the name in words and the symbol for the following:
one thousand metres

……………………………………………………………………………………………………
one-thousandth of a metre
……………………………………………………………………………………………………
SA
c How many?
State the number of centimetres there are in a metre. …………………………………
State the number of litres there are in a cubic metre. …………………………………
Practice
2 a State how many cm2 there are in 1 m2.
……………………………………………………………………………………………………
b State how many m2 there are in 1 km2.

……………………………………………………………………………………………………
62 1
CAMBRIDGE IGCSE™ PHYSICS: WORKBOOK 1 Making measurements
Challenge
3 A cube has sides 3.50 m long. Calculate:
a the surface area of the cube in cm2.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
E
……………………………………………………………………………………………………
……………………………………………………………………………………………………
b the volume of the cube in mm3.
……………………………………………………………………………………………………
PL
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Practical applications
M
KEY WORD
density: the ratio of mass to volume for a substance
SA
KEY EQUATION
mass
density = _______
volume
_m_
ρ = __
V
Exercise 1.2
• practise converting between units
• practise applying the density formula
• apply your understanding of how density affects the behaviour of materials.
2 63
TIP
Don’t assume that you know the answer. Always work it out. For example, 1 m3 in mm3 is
1000 × 1000 × 1000 mm3, since there are 1000 mm in 1 m.
Focus
1 a Some data about the density of various solids and liquids are shown in Table 1.1. Complete
the fourth column in Table 1.1 by converting each density in kg/m3 to the equivalent value
in g/cm3. The first two have been done for you.
E
Material State / type Density / kg/m3 Density / g/cm3
water liquid / non-metal 1 000 1.000
ethanol
olive oil
mercury
ice
diamond
cork
chalk
PL
liquid / non-metal
liquid / non-metal
liquid / metal
solid / non-metal
solid / non-metal
solid / non-metal
solid / non-metal
800
920
13 500
920
3 500
250
2 700
0.800
M
iron solid / metal 7 900
tungsten solid / metal 19 300
aluminium solid / metal 2 700
gold solid / metal 19 300

SA
Table 1.1 Densities of various solids and liquids
Two units are used for the densities, kg/m3 and g/cm3.
b Use the data to explain why ice floats on water.

……………………………………………………………………………………………………
……………………………………………………………………………………………………
2 A cook mixes equal volumes of water and olive oil in a jar. Predict whether one liquid will float
on another liquid based on the data given in Table 1.1. Assume that the liquids do not mix.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
64 3
Practice
3 A learner wrote: ‘These data show that metals are denser than non-metals.’ Do you agree?
Explain your answer, using the data in Table 1.1.
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
E
…………………………………………………………………………………………………………
4 Using the data in Table 1.1, calculate the mass of a block of gold that measures 20 cm × 15 cm
× 10 cm. State your answer in kg.
…………………………………………………………………………………………………………
5
PL
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
A metalworker finds a block of silvery metal, weighs it and measures its volume.
Here are their results:
M
mass of block = 0.270 kg
volume of block = 14.0 cm3
Calculate the density of the block.
SA
Suggest what metal this might be. ………………………………………………………………
4 65
Challenge
6 Describe how you could find the density of the metal object in Figure 1.1.
Include:
• the equipment you would use
• how you would use the equipment
• what you would do with the data you collect.
E
Figure 1.1
PL
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
M
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
SA
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Exercise 1.3
find out how good your pulse would be as a means of measuring time intervals.
Galileo used the regular pulse of his heart as a means of measuring intervals of time, until he
noticed that a swinging pendulum was more reliable.
In this exercise, you need to be able to measure the pulse in your wrist. Place two fingers of one hand
gently on the inside of the opposite wrist (see Figure 1.2). Press gently at diﬀerent points until you
find the pulse. Alternatively, press two fingers gently under your jawbone on either side of your neck.
66 5
Figure 1.2: Taking a pulse.
E
You will also need a clock or watch that will allow you to measure intervals of time in seconds.
Focus
1 a Start by timing 10 pulses. (Remember to start counting from zero: 0, 1, 2, 3, …, 9, 10.)
b Comment on your results.

i
PL
Repeat this several times and record your results in the table.
How much do your results vary?

………………………………………………………………………………………………
………………………………………………………………………………………………
M
ii Give a possible reason for this: is it difficult to time the pulses or is your heart
rate varying?
………………………………………………………………………………………………
………………………………………………………………………………………………
SA
c Calculate the average time for one pulse using your results.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Practice
2 Time how long it takes for 50 pulses. Record your results in the table.
6 67
3 Calculate the average time for one pulse.

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Challenge
4 Investigate how your pulse changes if you take some gentle exercise, for example, by walking
briskly, or by walking up and down stairs.
E
Write up your investigation in the lined space. Use the following as a guide.
• Briefly describe your gentle exercise.
• State the measurements of pulse rate that you have made.
• Comment on whether you agree with Galileo that a pendulum is a better time-measuring
instrument than your pulse.
PL
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
M
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
SA
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
SELF-ASSESSMENT
Compare your answers to those of your peers. Do you agree with their points?
Are you able to justify yours?
68 7
E
PL
M
SA
CAMBRIDGE IGCSE™ PHYSICS: PRACTICAL WORKBOOK
Contents
How to use this series vi 7 Energy resources
How to use this book viii 7.1 Solar panels 73
7.2 Solar buggies 76
Introduction v 7.3 Efficiency of a te
tennis
nnis ball 80
Safety
E
8 Work and power
Quick skills x
8.1 Work
ork done 86
Practical skills and support xi 8.2 Calculat
Calculating
ing mechanical power 92
1 Making measurements 9 The kinetic particle model of

1.1 Estimating measurements
1.2 The simple pendulum
2.1 Average speed

2.2 Speed–time graphs
3 Forces and motion

PL
1.3 Calculating the density of liquids
2 Describing motion
hs using ticker tape

1
4
7
15
19
matter
9.1 Changes of state of matter
10 Thermal properties of matter

10.1 Thermal expansion of solids
10.2 Measuring the specific heat capacity
of aluminium
10.3 Surface area and evaporation
96
103
106
110
M
3.1 Estimating the acceleration of free fall 25 11 Thermal energy transfers
3.2 Investigating the relationship between 11.1 Conductors of heat energy 115
force, mass and acceleration 29 11.2 Investigating emissions 119
3.3 Momentum in explosions 31 11.3 Thermal energy transfer by convection 122
11.4 Thermal energy transfer by radiation 124
SA
4 Turning effects
4.1 Th
Thee weighing machine 38 12 Sound
4.2 Finding the centre of gravity 42 12.1 Measuring the speed of sound 131
4.3 Tower stability 44 12.2 Sound through different substances 134
5 Forces and
and matter 13 Light
5.1 Determining the spring constant 50 13.1 Forming a virtual image in a plane
5.2 Calculating pressure 54 mirror 138
13.2 Finding the refractive index of glass 141
6 Energy stores and transfers 13.3 Dispersion of white light 147
6.1 Gravitational potential energy 59
6.2 Kinetic energy 63
6.3 Energy and the pendulum 66
iv70
Contents
14 Properties of waves 23 Radioactivity

14.1 Waves on a spring 152 23.1 Radioactive decay model 245
14.2 Investigating the properties of waves 155
15 The electromagnetic spectrum 24.1 Phases of the moon 251
15.1 Investigating infrared waves 163
25 Stars and the universe
16 Magnetism 25.1 Determining the acceleration of
16.1 A magnetic circus 168 free fall 255
E
16.2 Exploring magnetic fields 172
16.3 Investigating electromagnets 175 Glossary 258
17 Static electricity
17.1 Investigating static electricity 182
17.2 Production and detection of
electrostatic charges
18 Electrical quantities
18.1 Investigating current
18.2 Determining the resistance
PL
18.3 Investigating current in components
19 Electric circuits
186
189
192
196
M
19.1 Light-dependent resistors 204
19.2 Thermistors 208
19.3 Investigating resistors in series and
in parallel 213
19.4 Investigating fuses 217
SA
20 Electromagnetic forces
20.1 Making a relay circuit 222
20.2 The motor effect 225
21 Electromagnetic induction
21.1 Electromagnetic induction in a coil 230
21.2 Investigating transformers 234
22 The nuclear atom

22.1 The structure of the atom 238
22.2 The alpha scattering experiment 240
v71
CAMBRIDGE IGCSE™ PHYSICS: PRACTICAL WORKBOOK

These are explained below. Answers are accessible for free for teachers in the supporting resources
section of Cambridge GO.
INTRODUCTION
These set the scene for each chapter and indicate the important concepts. These start
E
with the sentence 'The investigations in this chapter will...'
KEY WORDS
COMMAND WORDS
PL
Key vocabulary and definitions are given at the start of each investigation. You will also find
definitions of these words in the Glossary at the back of this book.
Command words that appear in the syllabus are highlighted in the exam-style questions
and the Cambridge International definition is given. You will also find these definitions in
the Glossary at the back of the book.
M
LEARNING INTENTIONS
These set out the learning intentions for each investigation.
The investigations include information on equipment,

equipment safety considerations and method.
They also include questions to test your understanding on recording data, handling data,
SA
analysis and evaluation.

Remember that there is a Safety section at the start of this book – you should refer to this
often, as it contains general advice that is applicable to many of the investigations.
REFLECTION
These encourage you to reflect on your learning approaches.
TIPS
The information in these boxes will help you complete the questions, and give you support
in areas that you might find difficult.
viii
72
1 Characteristics and classification of living

How to useorganisms
this book
Supplement content:
Where content is intended for students who are studying the Supplement content of the syllabus as
Questions at the end of each chapter provide more demanding exam-style questions, some of
which may require use of knowledge from previous chapters. The answers to these questions are
accessible to teachers for free on the Cambridge GO site.
Note for teachers:
E
The teacher’s resource in this series includes sample data and support notes for each of the practical
investigations in this practical workbook. You can find information about planning and setting up
each investigation, further safety guidance, common errors to be aware of, differentiation ideas and
additional areas for discussion.
Answers to all questions in this practical workbook are also accessible to teachers at www.
cambridge.org/go
PL
M
SA
ix73
Chapter 1
Making measurements
THE INVESTIGATIONS IN THIS CHAPTER WILL:
• allow you to measure length, volume and time using a variety of instruments, as a scientist would do in
a lab
• allow you to use techniques to measure short periods of time, or distance and appreciate the methods
used to ensure these measurements are accurate. Accurate timing is important in sports such as
E
Formula 1®.
Practical investigation 1.1:

Estimating measurements
KEY WORDS
PL
circumference: the distance around the outside of a circle
diameter: the length of a straight line that goes from one side of a circle to the other and
passes through the centre of the circle
estimate: use information available to decide on a value that is appropriate
M
IN THIS INVESTIGATION YOU WILL:
• take accurate measurements of mass, time and distance using
appropriate equipment
• calculate average values.
SA
YOU WILL NEED:

• metre ruler • stopwatch • top-pan balance • newton scale
• 30 cm ruler (for analysis section)
74 1
CAMBRIDGE IGCSE™ PHYSICS: PRACTICAL WORKBOOK 1 Making measurements
Safety
• Before you start recording the time for star jumps, check that the surrounding area is clear
of objects.
• Make sure the person performing star jumps is wearing footwear suitable for this task.
Getting started
Familiarise yourself with the names of the equipment and what they measure from the skills section
at the start of this book. Fill in the table provided to show which piece of equipment you will use for
each type of measurement.
E
Measurement Equipment
length
volume
mass
time
Method
1
PL
Use this table to help you during your investigation.
Look at everything you are going to measure. Estimate each value and record your estimates in
the table that has been provided.
M
2 Take measurements of:
• the height of the person sitting next to you (in cm)
• how long it takes a student to perform ten star jumps
• the length, width and thickness of a glass block
SA
• the diameter of a piece of wire

• the mass of a bag of sugar.
Take each measurement three times.
2 75
Recording data
1 Record your measurements in the table. Remember to include the appropriate units.
Measured value
Estimated Average
Measurement type
value measurement
1 2 3
E
PL
M
TIP
Make sure you record all measurements to the same number of significant figures or
decimal places.
SA
Handling data
2 Review your table. Are all of the measurements to the same number of decimal places or
significant figures? Correct any that are not.
3 Calculate the average value for each measurement. Write the average values in the table.
Analysis
4 Compare your estimated and measured values. Comment on the values. Make reference to the
data in your table to support your comments.
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
76 3
5 Calculate the volume of the glass block, based on the measurements you have taken.
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
Evaluation
6 Were the measuring instruments that you chose suitable in each case? Explain your answer and
suggest what other instruments you could have used.
E
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
7 List three of the instruments you used and give the precision of these instruments.
TIP
PL
The precision of an instrument is the smallest scale division on the instrument.
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
M
The simple pendulum
KEY WORDS
SA
mean: the mathematical term for the average of a range of numbers

meniscus: the lowest point of the top of a liquid
l
oscillation: the movement of an object from its start point to its furthest point and back
again to the start
time period: the time taken for one complete oscillation
KEY EQUATION
12 + 15 + 16
average: the average of 12, 15 and 16 is 14.3: ___________ = 14 . 3
3
4 77

• use multiple measurements to calculate the average value for the time period
of a pendulum
• determine if there is a relationship between the length of a pendulum and its
time period.
YOU WILL NEED:

• pendulum bob • string • two small rectangular pieces of wood or cork board
E
• clamp stand • clamp • boss • stopwatch • ruler • C-clamp
Safety
PL
Clamp the stand to the bench to ensure it is stable and cannot fall over and cause injury.
Getting started
Take a pendulum. Hold it between your fingers and look at how the pendulum moves.
Think about the things that you will need to consider in order to time the oscillation of the
pendulum accurately. Write them down here.
………………………………………………………………………………………………………………..
M
………………………………………………………………………………………………………………..
Now, working with a partner, think of ways in which you could adapt your method to make your
measurements more accurate. Write them down here.
………………………………………………………………………………………………………………..
SA
………………………………………………………………………………………………………………..
Method
1 Tie the string to the pendulum bob to make a pendulum.
2 Hang the pendulum from the clamp stand and wait for it to come to rest (stop moving).
3 Use the ruler to measure the length of the pendulum from where the pendulum is held to the
centre of its bob (its centre of mass).
4 Keeping the string straight, move the pendulum bob to one side and release it, allowing it to
swing at a steady pace. Use the stopwatch to time ten complete oscillations.
5 Repeat twice more and take an average of the results.
6 Repeat for four different lengths of pendulum.
78 5
Recording data
1 Record your measurements in the table.
Length of Time taken for ten oscillations / s Time period

pendulum (time taken for
/ cm 1 2 3 Average (mean) one oscillation) / s
E
Handling data
2
3
PL
Calculate the time period for each pendulum length. Write the values in the table.
Analysis
Draw a graph of pendulum length against time period.
M
SA
4 State and explain whether the length of the pendulum has an effect on the time period of
an oscillation. Use your results to support your answer.
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
6 79
Evaluation
5 Suggest another variable that might affect the time period of an oscillation.
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
REFLECTION
How did you find recording the oscillations of your pendulum? With your partner, discuss
E
one way in which you could have improved this investigation to make it easier to record
the oscillations.

Calculating the density of liquids
•
PL
determine the densities of three common liquids by taking measurements of volume
and mass.
M
YOU WILL NEED:
• 100 cm3 measuring cylinder • oil • saltwater solution • water • balance
• safety goggles
SA
Safety
• Some of the fluids in this investigation can cause mild irritation to the eyes.
Use safety goggles at all times.
• Clear any spills immediately to prevent slipping.
80 7
Getting started
With your partner, discuss why knowing the density of a fluid is important. Write some ideas down
in the space provided.
TIP
Think about convection and the weather.
…………………………………………………………………………………………………………..…..
E
…………………………………………………………………………………………………………..…..
…………………………………………………………………………………………………………..…..
25
PL
…………………………………………………………………………………………………………..…..
When you measure the volume of a liquid, it is important to ensure that the reading is taken correctly.
The reading should always be taken at eye level, and using the meniscus of the liquid. Look at the
example in Figure 1.1 and then try to read off the volume of the remaining three measuring cylinders.
50
40
80
70
30
20
M
10 30 60 10
0 20 50 0
SA
25 cm3
…………… …………… …………… ……………
Figure 1.1: Taking a reading from a measuring cylinder.
Method
1 Place the measuring cylinder on the balance. Set the balance to zero.
2 Add 50 cm3 of water to the measuring cylinder. Record the volume and mass of the water in the
table below.
3 Repeat for 60 cm3, 70 cm3, 80 cm3, 90 cm3 and 100 cm3. Record the volume and mass of the
water in the table below.
4 Empty and dry the measuring cylinder. Repeat steps 1–3 for the saltwater solution and the oil.
8 81
Recording data
1 Record your measurements in the tables.
Water Saltwater solution Oil
Volume / cm3 Mass / g Volume / cm3 Mass / g Volume / cm3 Mass / g
E
Handling data
2
PL
Use your results to plot a graph of volume against mass for each of the liquids you have
measured. Plot all three graphs on the grid provided.
TIP
M
When you draw the graph, label each axis and include the appropriate unit. For this
graph, plot the volume along the horizontal axis and the mass up the vertical axis.
Remember to choose an appropriate scale for each axis.
SA
82 9
Analysis
3 Draw a line of best fit for each of the liquids you have tested. Label them clearly.
4 The gradient of the line of best fit in each graph is equal to the density of the liquid. By looking
at your graph, predict which liquid has the highest density. In the space below, explain how you
can make this assumption by sight alone.
…………………………………………………………………………………………..…..…..…..…
…..
… ..…
…..
..…
…
…………………………………………………………………………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………..…..…..…..…
..…
…..
..…
…..
..…
…..
..…
…
E
…………………………………………………………………………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………..…..…..…..…
..…
…..
..…
…..
..…
…..
..…
…
5 Calculate the gradient of each of the lines of best fit. Do your values support your answer to
question 4 ?
Water ………………………………………………………………………………………………...
PL
…………………………………………………………………………………………..…..…..…..…
…………………………………………………………………………………………
…………………………………………………………………………………………..
..…
…..
..…
…..
..
Oil …………………………………………………………………………………….…….………..
…………………………………………………………………………………………..…..…..…..…
…………………………………………………………………………………………
Saltwater solution ……………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………..…..…..…..…
M
6 Liquids that are less dense float on top of more dense substances. The liquids do not mix.
In the measuring beaker shown, draw in the order in which the liquids would settle,
labelling each one clearly.
SA
10 83
Evaluation
7 Your teacher will give you the actual values of density for the liquids you have tested.
How do your results compare? Suggest two reasons why your results may be different.
…………………………………………………………………………………………..…..…..…..…
…
…………………………………………………………………………………………..…..…..…..…
..…
..…..
..…
…
…………………………………………………………………………………………..…..…..…..…
…..
… ..…
…..
..…
…..
..…
…
E
…………………………………………………………………………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………..…..…..…..…
..…
…..
..…
…..
..…
…..
..…
…
8 An oil spill occurs out at sea. A student suggests that a clean-up operation would be impossible
because the two substances would mix. Do you think the student is correct? Comment on the
student’s statement, relating it to the experiment you have conducted here.
PL
…………………………………………………………………………………………..…..…..…..…
…………………………………………………………………………………………..
………………………………………………………………………………………… ..…
…………………………………………………………………………………………..
…………………………………………………………………………………………
…..
..…
..…
…..
…..
..…
…
..…
…..
…………………………………………………………………………………………..…..…..…..…
…………………………………………………………………………………………..…..…..…..…
…………………………………………………………………………………………..
…………………………………………………………………………………………
…………………………………………………………………………………………
REFLECTION
..
…………………………………………………………………………………………..…..…..…..…
..…
…
M
In this investigation you had to calculate the gradient of your line of best fit. Discuss with
two other groups the values they calculated. How different were they compared to yours?
If you were a scientist trying to evaluate the density of a particular liquid, how would you
accommodate the differing results?
SA
84 11
1 A student has been asked to determine the material from which a key is made.
The student has been given a table which lists the densities of a variety of
common metals based on measurements taken from 1 cm3 metal blocks found
in the laboratory.
E
Type of metal Density / g/cm3
aluminium 2.7
iron 7.9
lead
steel
PL 11.4
8.4
The student fills a displacement can with water and carefully adds the key,
using a measuring cylinder to collect the water that is displaced. The displaced
water collected in the measuring cylinder is displayed in the figure.
cm3
15
M
14
13
12
11
10
9
SA
8
7
6
5
4
3
2
1
a i Show clearly on the diagram the line of sight you would use to
obtain an accurate reading. [2]
COMMAND WORD
ii State the volume of the key. [1]
state: express in
……………………………………………………………………………….. clear terms
12 85
CONTINUED COMMAND WORDS

calculate: work out
b i The student then takes the key, dries it and uses a balance to
from given facts,
measure its mass. The mass of the key is 65.01 g.
figures or information
Calculate the density of the material from which the key is
made, using the equation for density. [3] determine: establish
an answer using the
……………………………………………………………………………….. information available
……………………………………………………………………………….. explain: set out

purposes or
E
reasons / make
ii Using the table of densities, determine the metal from which the key
the relationships
is most likely to be made. [1]
between things
evident / provide
………………………………………………………………………………..
why and/or how and
support with relevant
PL
………………………………………………………………………………..
c The density of water is 1 g/cm3. Which of the metals in the table would
you expect to float?
Explain your answer.
……………………………………………………………………………………
……………………………………………………………………………………
[3]
evidence
suggest: apply
knowledge and
understanding
to situations
where there are
a range of valid
responses in order
to make proposals
/ put forward
M
[Total: 10] considerations
2 A student has been asked to measure the average speed of a child’s toy race
car as it goes around a circular track.
a i The student uses the equation for average speed to determine that
they need to measure the distance of the track and the time taken
SA
for the car to go around the track.

Suggest appropriate equipment for taking these measurements in the
table provided. [2]
Quantity Measuring device Resolution
distance
time taken
ii State an appropriate resolution for each of these instruments in the

final column of the table. [2]
86 13
CONTINUED
b i The diagram shows a scale drawing of the circular race track. Use the
diagram to calculate the distance travelled by the car in one lap. [2]
E
Scale = 1 cm : 5 cm
………………………………………………………………………………..
PL
………………………………………………………………………………..
ii The readings for the time taken by the student are given in the table.
Time taken / s 0.48 0.49 0.5
Suggest one way she could improve the tabulation of her data.
………………………………………………………………………………..
[1]
M
………………………………………………………………………………..
iii Calculate the average time taken for one lap. [1]
………………………………………………………………………………..
………………………………………………………………………………..
SA
iv Calculate the average speed for the car around the race track.
Include the relevant units in your answer. [2]
………………………………………………………………………………..
………………………………………………………………………………..
c The student notices that the time taken for the car to go around the
track is very short. She is worried that the measurements are not accurate
enough. Suggest one way in which she could improve the accuracy. [2]
……………………………………………………………………………………
……………………………………………………………………………………
[Total: 12]
14 87
E
PL
M
SA
E
PL
M
SA
CAMBRIDGE IGCSE™ PHYSICS: ENGLISH LANGUAGE SKILLS WORKBOOK
Contents
Introduction 0 21 Electromagnetic induction 000
How to use this series 0 22 The nuclear atom 000
How to use this book 0 23 Radioactivity 000
E
1 Making measurements 0 24 Earth and the Solar System 000
2 Describing motion 00 25 Stars and the Universe 000
3 Forces and motion 00
4 Turning effects
5 Forces and matter
6 Energy changes and transfers
7 Energy resources
8 Work and power
9 The kinetic particle model of
PL 00
00
00
000
000
M
matter 000
10 Thermal properties of matter 000
11 Thermal energy transfers 000
12 Sound 000
SA
13 Light 000
14 Properties of waves 000
15 The electromagnetic spectrum 000
16 Magnetism 000
17 Static electricity 000
18 Electrical quantities 000
19 Electrical circuits 000
20 Electromagnetic forces 000
iv90
Contents
Introduction
Introduction
This workbook has been written to help you to improve your skills in the mathematical
processes that you need in your Cambridge IGCSE Physics course. The exercises will
guide you and give you practice in:
• representing values
• working with data
E
• drawing graphs
• interpreting data
• doing calculations
• working with shape.
PL
Each chapter focuses on several maths skills that you need to master to be successful
in your Physics course. It explains why you need these skills. Then, for each skill, it
presents a step-by-step worked example of a question that involves the skill. This
is followed by practice questions for you to try. These are not like exam questions.
They are designed to develop your skills and understanding. They get increasingly
challenging. Tips are often given alongside to guide you. Spaces, lines or graph grids
are provided for your answers.
Understanding mathematics is critical to making sense of physics as physicists use
equations to explain how one variable behaves in relation to others. For instance,
knowing that speed = distance / time means that we can work out how the speed
M
changes when the time is lengthened or shortened.
This book explains how data and graphs are interpreted by physicists. Once you
have learned how to do it, you can apply the same method again and again in lots of
different situations. Applying mathematics to physics is very methodical so it is worth
learning how to do it.
Some of the maths concepts and skills are only needed if you are following the
SA
Extended syllabus (Core plus Supplement). The headings of these sections are marked
‘Supplement’. In other areas just one or two of the practice questions may be based on
Supplement syllabus content, and these are also clearly marked.
There are further questions at the end of each chapter that you can try, so as to give
you more confidence in using the skills practised in the chapter. At the end of the book
there are additional questions that may require any of the maths skills from all of the
chapters.
All of the mathematical formulae that you need to know for your Cambridge IGCSE
Physics course are shown at the back of the book.
Important mathematical terms are printed in bold type and these are explained in the
Glossary at the back of the book.
v91

INTRODUCTION
E
KEY WORDS
Key vocabulary and definitions are given at the start of each investigation. You will also find
PL
definitions of these words in the Glossary at the back of this book.
COMMAND WORDS
Command words that appear in the syllabus and might be used in exams are highlighted
in the exam-style questions. In the margin, you will find the Cambridge International
definition. You will also find these definitions in the Glossary at the back of the book with
some further explanation on the meaning of these words.
M
LEARNING INTENTIONS
These set out the learning intentions for each investigation.
The investigations include information on equipment

equipment, safety considerations and method. They also
SA
include questions to test your understanding on recording data, handling data, analysis and evaluation.
Remember that there is a safety section at the start of this book – you should refer to this often, as it
contains general advice that is applicable to many of the investigations.
REFLECTION
These encourage you to reflect on your learning approaches.
KEY EQUATIONS
92
viii
TIPS
Supplement content
Where content is intended for students who are studying the Supplement content of the syllabus as
well as the Core, this is indicated using the arrow and the bar, as on the left here.
E
Questions at the end of each chapter provide more demanding exam-style questions,
some of which may require use of knowledge from previous chapters. The answers to
these questions are accessible to teachers for free on the Cambridge GO site.
Note for teachers:

PL
The Teacher’s Resource in this series includes sample data and support notes for each of the
practical investigations in this practical workbook. You can find information about planning
and setting up each investigation, further safety guidance, common errors to be aware of,
differentiation ideas and additional areas for discussion.
Answers to all questions in this practical workbook are also accessible to teachers at
www.cambridge.org/go
M
SA
ix93
Chapter 1
Making measurements
IN THIS CHAPTER YOU WILL:
Science skills:
• use and identify quantity and measurements
• identify quantities and units
E
• use the concept of density
English skills:
• use words to sequence processes
• use adjectives: comparatives and superlatives
•
•
practice using prefixes
PL
practice using the past passive tense.
Exercise 1.1 Measuring length and

volume
M
Science skills:
• understand some of the important concepts (= ideas) and terms
(= words) we use when we take measurements in physics
English skills:
SA
• sequence a process using words like first, next, then, after that and
finally.
1 John wanted to measure the length of a block of wood. He used a ruler. In his
notebook, he wrote:
length of block = 22.4 cm

a Complete the third column in the table using information from John’s
notebook.
294
Term Definition Example from John’s notebook

quantity an amount that can be measured
measuring a tool used to measure a quantity

instrument
value the result of measuring a quantity
E
b The value of a quantity has both a number and a unit. What is the unit of
length in John’s notebook?
2
Match the words to the pictures.
ruler thermometer
PL
We use different measuring instruments to measure different quantities.
a
clock measuring cylinder

cm
30
F° C°
12 1
29
230
220
110
11 50 ml
28
210 100
10 2
27
200
190
90 40 ml
26
180
9 3
25
80
170
30 ml
24
160
8 4
70
150
23
M
140 60
7 5 20 ml
22
130
120 50 6
21
110
10 ml
20
40
100
19
90
30
80
18
70 20
17
60
50 10
16
40
15
30 0
20
14
–10
10
13
0
–20
12
SA 11
10
9
8
7
6
5
4
3
2
1
0
Figure 1.1: A ruler, thermometer, clock and measuring cylinder.
b i Complete the first two columns of the following table using the words
from the list. Write the unit name for each quantity in the third column
of the table.
ruler measuring cylinder stopwatch thermometer
temperature volume length time
395
KEY WORDS
temperature: a measure of how hot or cold something is; a measure of the
average energy of the particles in a substance
volume: the space occupied by an object
Measuring instrument Quantity measured Unit
E
ii
3
PL
Turn each row of the table into a sentence. One row has been done
for you.
A ruler is used to measure length in centimetres.
M
4
LANGUAGE FOCUS
Sequencers
When you describe an experiment or give instructions, it helps the reader or
SA
listener if you use words to show the sequence. These useful words include
First,, Next
Next,, Then
Then,, After that and Finally
Finally..
Use First or First of all to begin your description or instructions.
First read the scale of the pan balance reading when nothing is on it.
Use Next
Next,, Then or After that to introduce the steps in your experiment or
instructions. In this context, they all mean the same thing.
Then put the stone on the pan balance and read the scale again.
Use Finally to introduce the last step in your experiment or instructions.
Finally, to find the mass of the stone, subtract the first reading
from the second reading.
496
3 a Read Siti’s description of how she measured the volume of a pebble.

Underline and number (1–7) words that mean the same as the words in the box.
We filled a water cylinder half-way up. We wrote down the

amount it said. To find out how big the pebble was, we put it
under the water and wrote down the new amount. We worked
out the difference between the two amounts.
1 calculated 2 determine 3 half-filled 4 immersed
E
5 measuring cylinder 6 recorded 7 volume
50 ml
40 ml
30 ml
PL 20 ml
10 ml
pebble
Figure 1.2: Apparatus to find the volume of a pebble.
b When Siti wrote her description, she did not use scientific words.
Rewrite Siti’s description using words from the box to replace the words
you underlined.
M
First,
Next,
Then,
After that
SA
Finally
597
Exercise 1.2 Density

Science skills:
• use the property of density to compare materials
English skills:
• describe and compare things using adjectives.
E
KEY WORD LANGUAGE TIP
density: the ratio of mass to volume for a substance In everyday English
we say heavy
h
heavy;
eavy in
b
PL
The density of water is, in symbols, 1 g/cm3, and in words, one gram per centimetre
cubed. The word ‘per’ means ‘for each’. This is shown by the solidus (/)
Density of water = 1000 kg/m3. Write this density in words.
(/ ) in the unit.
The density of water is one kilogram per decimetre cubed. Write this density
in symbols.
science we say
dense.
dense
In everyday English
we say weight; in
science we say mass.
M
c What quantity is measured in grams?
d What quantity is measured in centimetres cubed?

SA
e Which of the following is the correct equation for calculating density?

Circle it. (Think about the unit of density, g/cm3. This will help you to see
how density is calculated.)
volume mass
density = mass × volume density = _______
mass density = _______
volume
KEY WORD
mass: the quantity of matter a body is composed of; mass causes the object
to resist changes in its motion and causes it to have a gravitational attraction
for other objects
698
LANGUAGE FOCUS LANGUAGE TIP

Adjectives If we know the
densities of two or
Adjectives are words that describe things. They come before nouns or after
more materials, we
to be, for example, dense, heavy, complex, narrow, scientific, English,
can compare them
Chinese, small.
using adjectives.
You can use adjectives to compare two things.
To make the comparative form of short adjectives with one syllable (e.g. small,
dense) or with two syllables ending in -y or -w (e.g. heavy, narrow), add -er:
smaller, denser, heavier, narrower. (Note: y becomes i.)
E
To make the comparative form of other adjectives, put more in front of them,
for example, more complex, more scientific.
You then add than:
It’s denser than water. Those words are more scientific than these.
2
superlative forms.
PL
To compare more than two things, use the superlative form of the adjective:
-er comparatives → the -est superlatives
the densest, the smallest, the narrowest
Comparative form
more comparatives
→ the most superlatives
the most complex, the most scientific.
These adjectives are frequently used in physics. Write their comparative and
Superlative form
M
a large
b deep
c wide
d full
SA
3 Read these short paragraphs. Underline the adjective in the first sentence in each.
Then complete the paragraphs using the comparative and superlative forms of the
same adjective. Here is an example:
Hydrogen is a light gas. It is lighter than helium. It is the lightest gas in the
Periodic Table.
a John is lifting heavy weights. The red weight is than the
blue one. The green one is the weight of all.
b Today we have had strong winds. The wind today has been
than yesterday. Tomorrow we will have the winds this month.
c The pressure is low today. Tomorrow the pressure is forecast to be
. The pressures are usually during

the winter.
799
Exercise 1.3 Measuring time

Science skills:
• practise using ideas about quantities and units
• understand the difference between units and prefixes in symbols
English skills:
E
• describe a process using the past passive tense.
In physics, it is important to record measurements correctly. Remember that each value

has two parts:
• a number
•
1
2
a unit.
PL
Read the text. Circle each value.
It was a hot day – over 30 °C. We had to walk 5 km to get home. It took 2 h
because we kept stopping for water. I drank more than 1.5 dm3 because I was
really thirsty, as I had to carry a box with 10 kg of tins of food inside it.
Complete the table to show the quantities mentioned in the text and their values.
Then write the full name of each unit in the third column. The first row has been
done for you.
M
Quantity Value Unit
temperature 30 degrees Celsius (°C)
SA
100
8
3 Scientists usually use standard units called SI units. Metres, kilograms and
seconds are examples of SI units.
LANGUAGE FOCUS
The use of units and prefixes in symbols
Each unit has a symbol, for example ‘g’ means grams.

The size of a unit can be changed by adding a prefix in front of the symbol,
for example, ‘k’ stands for the prefix ‘kilo-’, which means one thousand. A
kilogram (kg) is one thousand grams.
E
Take care! The letter ‘m’ can stand for a unit or a prefix.
a In the unit cm, what prefix does ‘c’ stand for?
d
PL
What unit is represented by ‘m’?
What prefix does ‘m’ stand for in a symbol, for example in ‘ms’?
What does the symbol ‘mm’ stand for?

M
e Give the names and symbols for two units of mass.
f Give the names and symbols for two units of length which are smaller than
a metre.
SA
g What does the symbol ‘ms’ stand for?
h Which is bigger, 1 ms or 1 μs?
i What quantity can be measured in m3 and cm3?
9
101
4 a
direction
of motion
E
fiducial
marker
Figure 1.3: A potter’s wheel experimental setup.
KEY WORDS
measurement PL
time period: the time taken to complete one lap or one revolution
fiducial marker: any mark on a system which is used as a reference point of
Below are instructions for measuring the time period of the potter’s wheel in
Figure 1.3.
• Use a fiducial marker to mark the edge of the wheel.
M
• Switch on the wheel.
• Start the stopwatch.
• Time how long it takes for 20 rotations.
• Repeat for accuracy.
• Find the time it takes for one complete rotation.
SA
Imagine that you have done this experiment. Rewrite the instructions as a
paragraph describing what you did in the past tense. Remember to use words
to sequence the steps. The first sentence has been done for you.
First, we used a fiducial marker to mark the edge of the wheel. Next,
102
10
LANGUAGE FOCUS
The past passive tense
When we write about experiments we have done, we often need to use the
past passive tense. We use it because we don’t always know who is doing the
action and because ‘who’ is not always important; we are only interested in
the action itself. For example:
Past tense: We recorded the volume of water again.
Past passive: The volume of water was recorded again.
E
To change an active (normal) past sentence into the passive, we:
1 move the object to the front of the sentence to make it important
(here = The volume of water)
2 decide if the word at the front (volume)) is singular or plural and choose
the correct part of the past form of be: was or were?? (here = was)
was)
3
bring brought brought

put put put
Here’s another example:
We half-filled the measuring cylinder.
PL
use the past participle of the main verb (here = recorded ). With regular
verbs, add -ed to the verb (here = record → recorded ). With irregular
verbs, you need a verb table; the past participle is the third part, for
example:
give gave given make made made
M
The measuring cylinder was half-filled.
b Look at the verbs in the potter’s wheel experiment. Write their past
participles.
SA
i use
ii switch
iii start
iv time
v repeat
vi find
11
103
c Rewrite the paragraph you wrote for question 4a. This time, use the past
passive tense, including the past participles you wrote in 4b. The first
sentence has been done for you.
First, we used a fiducial marker to mark the edge of the wheel. Next
E
PL
M
SA
104
12
E
PL
M
SA
CAMBRIDGE IGCSE™ PHYSICS: MATHS SKILLS WORKBOOK
Contents
Introduction 0 5 Doing calculations
How to use this series 0 Maths focus 1: Understanding equations 000
Maths focus 2: Calculating values using
How to use this book 0 equations 000
Maths focus 3: Doing more complex
E
1 Representing values calculations 000
Maths focus 4: Calculations that involve
Maths focus 1: Using units 0
direction: moments and momentum 000
Maths focus 2: Using symbols for variables 0
Maths focus 5: Radioactive decay
Maths focus 3: Determining significant
calculations 000
figures 00
very small values
PL
Maths focus 4: Representing very large and
Maths focus 5: Estimating values
2 Working with data

Maths focus 1: Understanding and collecting
data
Maths focus 2: Recording and processing
data
00
00
00
00
6 Energy stores and transfers
Maths focus 1: Solving problems involving
shape
Maths focus 2: Drawing angles in ray
diagrams
Maths focus 3: Working with vectors
Additional questions involving several

000
000
000
M
Maths focus 3: Understanding variability maths skills 000
in data 00
Equations 000
3 Drawing graphs
Glossary 000
Maths focus 1: Choosing axes and scales 00
Maths focus 2: Plotting the points and
Acknowledgements 000
SA
drawing a best-fit line 00
4 Interpreting data
Maths focus 1: Reading values from a graph 00
Maths focus 2: Interpreting straight line
graphs 00
Maths focus 3: Interpreting specific types of
linear graphs 00
Maths focus 4: Interpreting curves on
graphs 00
Maths focus 5: Interpreting data in other
types of chart 00
iv
106
Introduction
Introduction
Introduction
This workbook has been written to help you to improve your skills in the mathematical
processes that you need in your Cambridge IGCSE Physics course. The exercises will
guide you and give you practice in:
• representing values
• working with data
E
• drawing graphs
• interpreting data
• doing calculations
• working with shape.
PL
Each chapter focuses on several maths skills that you need to master to be successful
in your Physics course. It explains why you need these skills. Then, for each skill, it
presents a step-by-step worked example of a question that involves the skill. This
is followed by practice questions for you to try. These are not like exam questions.
They are designed to develop your skills and understanding. They get increasingly
challenging. Tips are often given alongside to guide you. Spaces, lines or graph grids
are provided for your answers.
Understanding mathematics is critical to making sense of physics as physicists use
equations to explain how one variable behaves in relation to others. For instance,
knowing that speed = distance / time means that we can work out how the speed
M
changes when the time is lengthened or shortened.
This book explains how data and graphs are interpreted by physicists. Once you
have learned how to do it, you can apply the same method again and again in lots of
different situations. Applying mathematics to physics is very methodical so it is worth
learning how to do it.
Some of the maths concepts and skills are only needed if you are following the
SA
Extended syllabus (Core plus Supplement). The headings of these sections are marked
‘Supplement’. In other areas just one or two of the practice questions may be based on
Supplement syllabus content, and these are also clearly marked.
There are further questions at the end of each chapter that you can try, so as to give
you more confidence in using the skills practised in the chapter. At the end of the book
there are additional questions that may require any of the maths skills from all of the
chapters.
All of the mathematical formulae that you need to know for your Cambridge IGCSE
Physics course are shown at the back of the book.
Important mathematical terms are printed in bold type and these are explained in the
Glossary at the back of the book.
v
107
CAMBRIDGE
CAMBRIDGEIGCSE™
IGCSE™PHYSICS:
PHYSICS:MATHS
MATHSSKILLS
SKILLSWORKBOOK
WORKBOOK

KEY WORDS
Definitions for useful vocabulary are given at the start of each section. You will also find
E
definitions for these words in the Glossary at the back of this book.
Supplement content: In the keyword boxes, Supplement content is indicated with a large
arrow, as in this example.
LEARNING INTENTIONS
indicate the important concepts.
PL
These set the scene for each exercise, beginning with 'In this exercise you will', and
In the learning intentions table, Supplement content is indicated with a large arrow
and a darker background, as in the example.
KEY EQUATIONS
M
TIPS
SA
Exercises
These help you to practise skills that are important for studying Cambridge IGCSE Physics.
Questions within exercises fall into one of three types:
• Focus questions will help build your basic skills.
• Practice questions provide more opportunities for practice, pushing your skills further.
• Challenge questions will stretch and challenge you even further.
viii
108
How
Howtotouse
usethis
thisbook
book
SELF/PEER ASSESSMENT
At the end of some exercises, you will find opportunities to help you assess your own work,
or that of your classmates, and consider how you can improve the way you learn.
Supplement content
Where content is intended for learners who are studying the Supplement content of the syllabus as
E
PL
M
SA
109
ix
Chapter 1 IGCSE™ PHYSICS: MATHS SKILLS WORKBOOK
CAMBRIDGE
Representing values
WHY DO YOU NEED TO REPRESENT VALUES IN PHYSICS?
• In physics, numbers are used to give values to measurable characteristics. We use the word variable
for such a characteristic. Length, time and mass are just some of the variables whose values help us to
describe features of the real world. For example, the time sunlight takes to reach the Earth is 8 minutes
and 20 seconds, the mass of the of the moon is 7.3 × 1022 kg, the speed of a bullet train is 500 km/h,
the mass of a 1 litre bottle of water is 1 kg.
E
• Each variable has a unit linked to it. The unit allows us to understand the size of the variable. Examples
of units are: metres, seconds, kilograms and amps.
KEY WORDS
PL
variable: the word used for any measurable quantity; its value can vary or change
unit: a standard used in measuring a variable, for example the metre or the volt
Maths focus 1: Using units

A measured value in physics means nothing without a unit. Scientists have agreed
a set of standard units. Wherever you are in the world, scientists use the same set
of standard units called SI units (Système Internationale). Imagine if you have only
Système Internationale).
M
numbers in your life, without units. What would your life be like? Does it make sense if
you ask a shopkeeper to give you 10 salts?
What maths skills do you need to be able to

use units?
SA
1 Choosing the correct • Identify the variable

unit for a variable
• Recall the correct unit to match the variable
• Use the correct symbol for the unit
• Convert units
Maths skills practice

How does using the correct units help when
working with equations?
Using same units means that we can compare the size of variables and calculations
very easily. This is why the international SI system was agreed. Table 1.1 shows the
basic SI units for some variables. Each unit has a symbol, which makes the unit easier
to recognise and write quickly.
110
2
1 1Respresenting
Representingvalues
values
Variable FPS unit CGS unit SI unit SI unit symbol

length (or foot centimetre metre m
distance)
mass pound gram kilogram kg
time second second second s
Table 1.1: Units for length, time and mass.
Sometimes you will see different units used (see Table 1.2). LOOK OUT
E
Be careful with
Variable Unit units when using
length (or distance) kilometre, millimetre equations. For
example, when
time hour
distance and time
PL
Table 1.2: Different units can be used for the same variable.
The unit metres per second (m/s) for speed is a ‘derived unit’, which means it is based
on a calculation. It is the number of metres travelled in each second. The / symbol is
read as ‘per’ and indicates division.
You can read more about SI units in Chapter 1 of the Coursebook.
Other SI units that you need to be familiar with are shown in Table 1.3.
are measured in
metres and seconds,
the speed that you
calculate will be a
value in m/s (metres
per second), not in
km/h (kilometres
per hour).
M
Variable SI unit
force newton (N)
energy joule (J)
power watt (W)
temperature degrees Celsius (°C)
SA
frequency hertz (Hz)

potential difference volt (V)
electric current ampere (A)
resistance ohm (Ω)
electric charge coulomb (C)
Table 1.3: SI units.
Maths skill 1: Choosing the correct unit for

a variable
In a calculation, the units you use must match (be consistent) with one another.
For example, when calculating an area using the equation
111
3
CAMBRIDGE IGCSE™
CAMBRIDGE IGCSE™ PHYSICS:
PHYSICS: MATHS
MATHS SKILLS
SKILLS WORKBOOK
WORKBOOK
area = length × width

the length and width must have the same units. When the length measurement is in
centimetres (cm) and the width is in millimetres (mm), one must be converted so they
are consistent.
In Figure 1.1, the width measurement has been converted from millimetres
to centimetres.
20 cm 20 cm
10 mm 1 cm
Figure 1.1: Converting millimetres to centimetres.
E
The area is then 20 cm × 1 cm = 20 cm2.
See Chapter 6, Maths focus 1, ‘Solving problems involving shape’’ for more on
calculating area.
To convert from cm to m, from cm2 to m2, or from cm3 to m3, remember:
•
•
•
there are 100 cm in 1 m
there are 10 000 cm2 in 1 m2
there are 1 000 000 cm3 in 1 m3.
Original unit
cm
New unit
m
PL
The conversion factors are shown in Table 1.4.
Process
Divide by 100
Example
500 cm = 5 m
M
cm2 m2 Divide by 10 000 5000 cm2 = 0.5 m2
cm3 m3 Divide by 1 000 000 50 000 cm = 0.05 m3
Table 1.4: Converting units of length, area and volume.
WORKED EXAMPLE 1.1

SA
Find the volume of the block of material in Figure 1.2.
height = 45cm
width = 30 cm
length = 1.5 m
Figure 1.2: Block of material.
4112
11 Respresenting
Representing values
Step 1: Remind yourself of the equation for volume.

Volume = length × width × height
Step 2: List each variable with its units.

Length = 1.5 m
Width = 30 cm
Height = 45 cm
Volume = ?
Step 3: Check for consistency and decide which unit you are going work in.
Here we will work in metres (remember that 1 cm = 0.01 m).
E
Length = 1.5 m
Width = 0.3 m
Height = 0.45 m
Volume = ?
Step 4:
Questions
1 a
PL
Substitute the values and units into the equation and find the volume.
Volume = 1.5 m × 0.3 m × 0.45 m
Volume = 0.20 m3
A student releases a trolley down a long ramp, as shown in Figure 1.3. As the
front of the trolley passes marker 1, she starts a stopwatch and stops it as the
trolley reaches marker 2.
M
marker 1
trolley
marker 2
SA
wooden block
2 m bench
Figure 1.3: Trolley rolling down a ramp.
Write down suitable units, in symbols, for the following variables:
i The time taken to travel down the ramp is measured in
ii The length of the ramp is measured in
iii The mass of the trolley is measured in
113
5
CAMBRIDGE
CAMBRIDGE IGCSE™
IGCSE™ PHYSICS:
PHYSICS: MATHS
MATHS SKILLS
SKILLS WORKBOOK
WORKBOOK
b The distance between marker 1 and marker 2 is 10 cm and it takes 2 s to cover

this distance. Calculate the speed of the trolley. Give your answer in m/s.
E
Figure 1.4: Horizontal cylinder.
What is its volume?
PL
A horizontal cylinder has a cross-sectional area of 30 cm2 and a length of 3 m.
Use the equation volume = cross-sectional area × length

M
PEER ASSESSMENT
Do you need to convert the units? Why? Discuss with your classmate.
Maths focus 2: Using symbols for

SA
variables
A variable is a measurable characteristic. It has a value, expressed as a number with a
unit. Scientists use symbols instead of the variables names and units to help find and
work with relationships between variables. Then they can express the relationship as a
mathematical equation.
What maths skills do you need to use symbols

for variables?
1 Using the symbol for each • Learn the symbol for each variable
variable and its unit
• Know that the symbol stands for the
114
6
11 Respresenting
Representing values
values

How does using the correct units help when
working with equations?
Look at this equation that shows how the gravitational field strength impacts on mass
to give the weight of an object:
weight (in N) = mass (in kg) × gravitational field strength (in N/kg)
Writing equations like this is slow and inefficient. Using symbols, this becomes faster
and much easier:
E
W = mg
W stands for ‘weight in N’. For example the value of W might be 10 N. The symbol
includes the numerical value and the unit.
In symbol equations, the multiplication sign is often omitted: mg = m × g

PL
Maths skill 1: Using the symbol for each
Most variables in physics have symbols, which are single letters. You need to learn
them. A few variables, such as a moment, have no symbol.
Practise your knowledge of symbols. Make yourself a set of flash cards with the
variable name and symbol on one side, and the unit name and symbol on the other
(Figure 1.5). Practise until you know them all.
M
energy E joule J
SA
Figure 1.5: Each side of one flashcard, used to help you remember variable symbols and units.
There are only 26 letters in the alphabet, so sometimes the same letter is used more
than once.
• Sometimes lower case (small) letters are used and sometimes upper case
(CAPITALS):
• m represents both metre and milli (the prefix for 10−3); m represents mass.
• V represents volt; V represents both volume and potential difference.
• In print, italic single letters are always variables; units are shown in ordinary type.
For example, A means area but A means amp.
• Sometimes Greek letters are used. For example, u for temperature in °C.
115
7
CAMBRIDGEIGCSE™
CAMBRIDGE IGCSE™PHYSICS:
PHYSICS:MATHS
MATHSSKILLS
SKILLSWORKBOOK
WORKBOOK
WORKED EXAMPLE 1.2

Read this paragraph about heating water and fill the gaps by writing the correct
symbols after each bold term.
A 1 kilogram mass of water is heated from a temperature of
5 degrees Celsius to 100 degrees Celsius.
The heater has a power of 50 watts i.e. it delivers
50 joules per second .
E
The heater has to be connected to a 24-volt supply.
An amount of energy is used to heat the water.
The temperature rise of the water depends on the specific heat capacity
of water, measured in joules per kilogram degree Celsius.
Celsius.
Step 1:
Step 2:
Step 3:
PL
Make sure you know the proper symbols. Never make up symbols.
Take care to use lower and upper case letters correctly.
Make sure you know when you need a / symbol.
Check your answers below.
A 1 kilogram k g mass of water is heated from a temperature of 5 degrees Celsius °C

to 100 degrees Celsius °C.
The heater has a power P of 50 watts W i.e. it delivers 50 joules per second J/s.
LOOK OUT
The brackets in
M
24-volt V supply.
The heater has to be connected to a 24-volt J/(kg °C) show that
joules are divided by
An amount of energy E is used to heat the water. both kg and °C,
1 .
The temperature rise of the water depends on the specific heat capacity c of water, that is _____
kg °C
measured in joules per kilogram degree Celsius J/(k g °C ).
SA
Questions
3 The electric power needed for a kettle can be found by using the equation:
power = potential difference × current
Complete the table to show the correct symbols for the variables and units.
Symbol for Name of Symbol for

Variable
the variable unit unit
power
potential difference
current
8116
11 Respresenting
Representing values
4 direction of travel of wave
cork
cork
Figure 1.6: Corks on a water wave.
E
A student places two corks in a bowl of water. The student uses a ruler and a
stopwatch to take measurements as a water wave moves across the surface
(Figure 1.6). Which line in Table 1.5 gives the correct variable symbols and units
for the measurements and average speed calculations?
Circle A, B, C or D.
A
B
C
D
Speed
Variable
symbol
v
s
s
v
Unit
symbol
cm/s
m/s
cm/s
m/s
PL
Distance
Variable
symbol
d
D
d
s
Unit
symbol
cm
m
m
m
Time
Variable
symbol
t
t
T
T
Unit
symbol
s
s
s
s
M
Table 1.5: Measurements on a water wave for Question 4.
5 A digital radio using solar energy is 90% efficient. It has solar cells to convert light
energy to electrical energy. It uses 30% more power than an old analogue radio set.
a Write the correct variable symbol, unit symbols and unit names in the table.
SA
Symbol for Name of

Variable Symbol for unit
the variable unit
power
energy
b An equation for efficiency is:

useful energy out
efficiency = _______________ × 100%
energy input
Explain why efficiency has a % sign rather than units.
117
9
CAMBRIDGE
IGCSE PHYSICS: MATHS
MATHS SKILLS
SKILLS WORKBOOK
WORKBOOK
Maths focus 3: Determining significant

figures
Some figures (digits) in a number are more important than others. This section is
about how to decide which parts of a number are most significant in calculations
and when estimating.
What maths skills do you need to determine

significant figures?
E
1 Understanding place value • Compare the size of different numbers
• Relate place value to the size of
common measurements
2 Determining a correct
number of significant figures
Maths skills practice PL •

•
Identify and count significant figures
Change numbers into a required
number of significant figures
How are significant figures useful in physics

measurements?
M
The number of significant figures in a value indicates how precisely you know the
number. For example, a measurement given as 2.34 m has three significant figures
and means the measurement is known to the nearest 0.01 m (1 cm).
KEY WORDS
significant figures: the number of digits in a number, not including any zeros
SA
at the beginning; for example, the number of significant figures in 0.0682

is three
See Chapter 2 for more on precision and accuracy.
118
10
1 1 Respresenting
Representingvalues
values
Maths skill 1: Understanding place value

When we write numbers, the position (place) of each digit is important (see Figure 1.7).
digit a single symbol

used to make
a number
1 3 . 6 4
the number is
the entire group
E
Figure 1.7: Digits in a decimal number.
The positions of the digits give you information about the value represented by the
digits. Each place represents ten times the place to the right (Figure 1.8).
PL
hundreds tens ones tenths hundredths
100 10
4 2
1
.
decimal point
6 8
0.1 0.01
Figure 1.8: How place values are shown in decimal numbers.

M
Place values in measurements are very important because they indicate value in
hundreds, tens and ones of each digit in a measurement. You can see in Figure 1.8 that
the 4 in the number really means 4 tens, or 40, because of its position.
KEY WORDS
decimal place: the place-value position of a number after a decimal point; the
SA
number 6.357 has three decimal places
The number of digits after the decimal point indicates the number of decimal places in
the number. In Figure 1.8, the number is given to two decimal places (2 d.p.).
11
119
WORKED EXAMPLE 1.3

A student must decide which resistor to use in his circuit. He has a box containing
resistors with their resistance values marked (Figure 1.9).
470.054 Ω 0.004 Ω 0.04 Ω
47.4 Ω 42.4 Ω 472.04 Ω
E
Figure 1.9: Box of fuses given to a student.
The student needs a resistor that is close to four hundredths of an ohm.

Which one should he choose? Be clear of the difference between thousands (1000)
and thousandths (_____
1000 )
Step 1:
Step 2:
100s
1 .
units are used.

PL
Check that all of the resistances are expressed in the same unit, Ω or kΩ.
In this case, they are all in Ω. Comparisons are easier to make if the same
Prepare a grid to hold the numbers.
10s 1s Decimal
point
.
1
___
10
1
____
100
1
_____
1000
M
Step 3: Always keeping the decimal points directly below one another, fill in the
grid with all the values.
100s 10s 1s Decimal 1

___ 1
____ 1
_____
point 10 100 1000
SA
4 7 0 . 0 5 4
0 . 0 0 4
0 . 0 4
4 7 . 4
4 2 . 4
4 7 2 . 0 4
Step 4: Now that you can compare values, choose the one that is equal or closest
to the value four hundredths of an ohm.
This is 0.04 Ω.
You can read more about resistors in Chapter 19 of the Coursebook.
120
12
11 Respresenting
Representing values
Questions
6 A student is writing down the power of appliances used in her home. Her results
are shown in Figure 1.10.
660.85 W 6.106 W 68.105 W

686.501W 66.85 W 6.0154 W
E
Figure 1.10: Horizontal cylinder.
a Which line shows increasing power from smallest to largest? Circle A, B, C

or D.
B
C
D
686.501 W
6.0154 W
68.105 W
6.106 W
100s 10s
660.85 W
6.106 W
6.106 W
6.0154 W
1s
PL
It may help to draw a place value grid like that in Worked Example 1.3.
There is an example below that you may like to use.
A 66.851 W
66.851 W
660.85 W
68.105 W
Decimal
point
68.105 W
68.105 W
66.851 W
66.851 W
1
___
10
6.0154 W
660.85 W
686.501 W
660.85 W
1
____
100
6.106 W
686.501 W
6.0154 W
686.501 W
1
_____
1000
M
.
.
.
.
.
SA
b State which of the power figures could belong to a microwave cooker. LOOK OUT
There may be more than one answer.
When reading
negative numbers,
c State which of the power figures could belong to a mobile phone charger. as in a temperature
There may be more than one answer. of −7 °C, it is better
to use the phrase
‘a temperature
of negative 7 °C’.
7 The melting point of mercury is stated to be −38.8290 °C. What fraction of a Avoid using the
degree Celsius is this value precise to? word ‘minus’; just
use ‘minus’ for
subtractions.
121
13
CAMBRIDGE
CAMBRIDGE IGCSE™
IGCSE™ PHYSICS:
PHYSICS: MATHS
MATHS SKILLS
SKILLS WORKBOOK
WORKBOOK
Maths skill 2: Determining a correct number of

significant figures
When reading a number from left to right, the first significant figure is the first digit
other than zero.
0.065 00
6
The first significant figure is 6, which has the value ____ .
100
E
700 560
The first significant figure is 7, which has the value 700 000.
PL
Counting significant figures in numbers less than 1
To find the total number of significant figures, count the digits from left to right
starting from the first significant figure.
0.089 04
The number 0.089 04 has four significant figures (4 s.f.).
Counting significant figures in large numbers

M
The zeros are written to give place value but are ignored when counting significant
figures, unless they come between two other digits. The counting is again from left
to right.
900 560 000
The number 900 560 000 has three significant figures (3 s.f.)
SA
Changing to a specified number of significant figures

Changing a number to a specified number of significant figures involves rounding
(see Figure 1.11). For example, 546 520 written to two significant figures is 550 000.
KEY WORD
rounding: expressing a number as an approximation, with fewer significant
figures; for example, 7.436 rounded to two significant figures is 7.4,
or rounded to three significant figures it is 7.44
122
14
11 Respresenting
Representing values
To decide the value of the final significant figure you either round the next digit
up or down.
Consider the value of the next digit. Is it greater or less than 5?
If greater than or equal to 5: If less than 5:
Increase the final significant figure by 1. Keep the final significant figure the
same.
Example Example
546 520 rounded to two significant 542 480 rounded to two significant
figures is 550 000. figures is 540 000.
The third figure, 6, has been rounded The third figure, 2, has been rounded
E
up to 10. down to 0.
Figure 1.11: Key steps when rounding.
WORKED EXAMPLE 1.4
Step 2: PL
In a density experiment, the volume of 12 marbles is found to be 6.2832 cm3.
What is the volume of one marble to two significant figures?
Step 1: Divide 6.2832 cm3 by 12 = 0.5236 cm3
In the number 0.5236, count from the left. Keep the zero before the
decimal point; this is not counted as a significant figure.
1st 2nd
0.5236
M
Consider the value of the third significant figure. As 3 is below 5, it and all following
numbers can be ignored.
Volume of one marble = 0.52 cm3 to 2 s.f.
Questions
SA
8 Which of these energy values has been given to three significant figures?
A 4065 J B 0.40 J C 4060 J D 0.41 J
9 Light travels at a constant speed of 2.99 792 × 103 _m_

s in a vacuum.
Round this value to:
a two significant figures
b four significant figure
10 Which is the correct result for rounding 14.58 to three significant figures?
A 1.458 B 14.580 C 14.5 D 14.6
15
123
CAMBRIDGE
CAMBRIDGE IGCSE™
IGCSE™ PHYSICS:
PHYSICS: MATHS
MATHS SKILLS
SKILLS WORKBOOK
WORKBOOK
Maths focus 4: Representing very

large and very small values
KEY WORDS
standard form/scientific notation: notation in which a number is written
as a number between 1 and 10 multiplied by a power of 10; for example,
4.78 × 109; also called scientific notation, or standard index form, or
standard notation
E
Working with very large and very small numbers can be difficult. It is easy to make
errors. Using standard form (scientific notation) helps reduce the number of mistakes
and also makes it easier to write and compare numbers. For example, the mass of the
Earth is:
PL
5 972 000 000 000 000 000 000 000 kg
This number is more simply expressed as 5.972 × 1024 kg and is also much easier to
compare with, say, the mass of the Sun: 1.989 × 1030 kg.
The mass of a single hydrogen atom is:
0.000 000 000 000 000 000 000 000 001 672 7 kg
This is much more easily expressed as 1.6727 × 10−27 kg.
KEY WORDS
M
unit prefix: a prefix (term added to the front of a word) added to a unit name
to indicate a power of 10 of that unit, e.g. 1 millimetre = 10−3 metre
Unit prefixes are another way of making it easier to show large and small values:
• The thickness of a piece of wire is easier to understand in millimetres, mm, than
in metres.
SA
• The length of an electricity cable between a power station and a town might be
given in kilometres, km, rather than metres.
What maths skills do you need to represent

very large and very small values?
1 Converting numbers to and • Choose when to use standard form
from standard form
• Write large numbers in terms of a
positive power of 10
• Write small numbers in terms of a
negative power of 10
124
16
1 1 Respresenting
Representingvalues
values
2 Interpreting and converting • Convert between unit prefix form and

values with unit prefixes to standard form
and from standard form
3 Carrying out arithmetic • Know how to add, subtract, multiply

operations in standard form and divide in standard form

How does using standard form help in describing
E
the properties of electromagnetic waves?
The typical wavelength of ultraviolet light is 3.8 × 10−7 m. The typical wavelength of
gamma rays is 5.7 × 10−11 m. When you are confident in interpreting standard form
using negative powers of 10, it is easy to see that the wavelength of ultraviolet is
PL
longer than that of gamma rays. If these wavelengths were written as ordinary decimal
numbers, it would be hard to count all those zeros.
The speed of all electromagnetic waves in a vacuum is 3.0 × 108 m/s. Using standard
form for the speed v and the wavelength l helps in applying the equation:
wave velocity = frequency × wavelength
v=f×l
It would be very easy to make an error if you write zeros.
Maths skill 1: Converting numbers to and from

M
standard form
Standard form is used to express very large and very small numbers in a simpler
format. This can help to highlight the significant figures:
543 520 in standard form becomes 5.435 20 × 105
or 5.4 × 105 to two significant figures.
SA
In standard form, the decimal point is always placed after the first significant figure.
figure
Large numbers in standard form

KEY WORDS
power of ten: a number such as 103 or 10−3
A number larger than 10 is written with a positive power of ten in the standard form.
How does 500 become 5 × 102 in standard form?
500 = 5 × 100
100 = 10 × 10 ← multiply by 10 twice
100 = 102
so 500 = 5 × 102
500 and 5 × 102 are the same value, shown in different ways.
17
125
Numbers less than 1 in standard form

A number smaller than 1 is written with a negative power of 10 in the standard form.
How does 0.006 become 6 × 10−3 in standard form?
0.006 = 6 × 0.001
1
0.001 = ___________
10 × 10 × 10
= 10−3 ← divide by 10 three times
so 0.006 = 6 × 10−3
0.006 and 6 × 10−3 are the same value, shown in different ways.
E
KEY WORDS
index: a small number that indicates the power; for example, the index 4 here
shows that the 2 is raised to the power 4, which means four 2s multiplied
together: 24 = 2 × 2 × 2 × 2
102 is 10 × 10 = 100
PL
power: a number raised to the power 2 is squared (e.g. x 2); a number raised
to the power 3 is cubed (e.g. x 3); and so on
The index or power of 10 tells you how many times to use 10 in a multiplication or
division (see Table 1.6).
1
10−2 is ________
10 × 10 100
1
= ____
Expressed in decimal form as 0.01

M
105 is 10 × 10 × 10 × 10 × 10 1
10−5 is ______________________ 1
= ________
= 100 000 10 × 10 × 10 × 10 × 10 100 000
Expressed in decimal form as 0.000 01
Table 1.6: Different powers of ten

SA
18
126
Representing values
1 Respresenting values
WORKED EXAMPLE 1.5
microscope
cover slip
E
smoke cell
light
smoke particles
PL
Figure 1.12: Observing Brownian motion.
In an experimental arrangement for observing Brownian motion (Figure 1.12), the

particles of smoke are just large enough to show up under the microscope.
KEY WORD
diameter: a straight line connecting two points on a circle (or sphere) that
M
passes through the centre
The diameter of a smoke particle is 0.000 000 035 m. Express this in standard form.
Key question to ask yourself:
Does the process involve dividing or multiplying by 10 to get the power?
SA
This depends on whether you are working with very large or very small numbers.
In this case, the number is very small and therefore division by 10 is involved.
Step 1: Look at the groups of three digits in the number 0.000 000 035.
Reading from right to left, find the first digit that is non-zero.
0.000 000 035
The decimal point goes after this digit:

3.5
19
127
CAMBRIDGEIGCSE™
PHYSICS:MATHS
MATHSSKILLS
SKILLSWORKBOOK
WORKBOOK
Step 2: Work out the decimal number you need to multiply 3.5 by to equal
0.000 000 035.
0.000 000 035 = 3.5 × 0.000 000 01
Step 3: Find the power of 10 to be used when 0.000 000 01 is expressed in standard
form, by finding how many times 1 has to be divided by 10 to become
0.000 000 01. Imagine moving the 1 to the right, place by place:
1.000 000 000
This shows that 1.0 has been divided by
0.000 000 01 10 eight times to become 0.000 000 01
E
It has to be divided by 10 a total of 8 times, so:
0.000 000 01 = 10−8
LOOK OUT
Step 4: Substitute the power of 10 value into the equation in Step 3, to give the
answer in standard form: Don’t forget the unit
in your final answer.
a
PL
0.000 000 035 m = 3.5 × 10 m−8
You can read more about Brownian motion in Chapter 9 of the Coursebook.
Questions
1 What is a standard form? Circle A, B, C or D.
A
B
Writing numbers as decimals
Writing numbers with zeroes
M
A Writing numbers in fractions
D A system of writing very large and very small values in simpler format
b Convert these numbers to standard form.

i 56 752
SA
ii 253.312
iii 1000.5
iv 0.06
v 0.000 446
128
20
11 Respresenting
Representing values
12 Convert these values from standard form to numbers with zeros.

a Length of a year: 3.156 × 107 seconds.
b The ratio of proton to electron mass: 1.8362 × 103.
c The wavelength of red light: 6.5 × 10−11 m.
E
d The distance from the Earth to the Sun: 1.496 × 109 m
Give your answer in kilometres.
PL
Maths skill 2: Interpreting and converting values
with unit prefixes to and from standard form
In physics, unit prefixes are often used to make measurement values easier to
understand. A prefix is an addition to the beginning of a word to change its meaning.
In the case of units, the prefix represents a multiple of 10. Look at the examples in
Table 1.7. The prefix goes in front of the unit’s name. The symbol for the prefix goes in
front of the unit symbol.
Multiplying factor Prefix Standard form Example

M
1 000 000 000 giga G 1 × 109 gigawatt GW
1 000 000 mega M 1 × 10 6
megajoule MJ
1000 kilo k 1 × 10 3
kilogram kg
1 No prefix 1 × 10 0
amp A
0.1 deci d 1 × 10−1 decimetre dm
SA
0.01 centi c 1 × 10 −2
centimetre cm
0.001 milli m 1 × 10 −3
millilitre ml
0.000 001 micro μ 1 × 10 −6
microcoulomb μC
0.000 000 001 nano n 1 × 10−9 nanosecond ns
Table 1.7: The meanings of unit prefixes used in physics.
21
129
CAMBRIDGEIGCSE™
PHYSICS:MATHS
MATHSSKILLS
SKILLSWORKBOOK
WORKBOOK
WORKED EXAMPLE 1.6

The smallest distance a micrometer screw gauge can measure is 0.01 mm.
a Convert this value to metres, m.
b Give this value in standard form.
Step 1: Find the prefix k in Table 1.4, and look up the power of 10 in the standard
form column: 1 × 10−3. LOOK OUT
Step 2: Remove the m in 0.01 mm and write a multiplication sign followed by 10 to
In standard form the
the given power.
decimal point always
E
a 0.01 mm becomes 0.01 × 10−3 m. goes after the first
b This is 1.0 × 10−5 m in standard form. significant figure.
Questions
PL
13 The sun releases 3.85 × 1020 MW energy per second. How many watts (W) is this,
in standard form?
14 How many nanometres are there in 1 µm?
15 Convert the following values into the units given. Give your answers in
standard form.
M
a 0.7 kW = W
b 14 ms = s
c 23 MΩ = Ω
SA
d 1.8 µC = C
e 475 NM = m
Maths skill 3: Carrying out arithmetic operations

in standard form
Adding and subtracting standard form numbers
Take care when adding and subtracting numbers expressed in standard form. Unless
you use a calculator with care, you can only easily add or subtract numbers with the
same power of 10. Often the best method is to change the expression into ordinary
numbers and add or subtract as normal.
130
22
11 Respresenting
Representing values
Multiplying and dividing standard form numbers

• The significant figures in a number follow normal multiplying and dividing rules.
• Powers follow these rules:
Multiplication of powers of 10: 10a × 10b = 10a + b
10a
Division of powers of 10: ___b = 10a − b
10
Raising a power to a power: (10a)b = 10a10b
• 1 .
A negative power indicates that the power is in the denominator: 10−a = ___
10a
• Identity rule: Any non-zero number raised to the power of zero is equal to 1,
E
for example: 100 = 1.
Using standard form on a calculator

Take care when you put standard form into your calculator. What you press is not what
you see! The EXP button on your calculator means ‘×10 to the power of’.
WORKED EXAMPLE 1.7 PL

What would you press to enter 3.27 × 104 in your calculator?
You would press 3.27 then EXP (the exponent key) then 4.
Try it and see!
In the Solar System, Venus is 1.08 × 108 km away from the Sun. How long does
sunlight take to reach the surface of Venus? The speed of light in a vacuum is
3.0 × 108 m/s. Give your answer in standard form.
M
distance
Use the equation time = ________
speed
Step 1: Substitute the values into the equation.
1.08 × 1011 m
Time = _____________
3.0 × 108 m/s
Key questions to ask yourself:
SA
• Does this question involve addition or subtraction?

• Does this question involve multiplication or division of powers of 10?
Step 2: First divide 1.08 by 3.0.
1.08
____ = 0.36
3.0
So you have
0.36 × 1011
time = __________
108
131
23
CAMBRIDGE
CAMBRIDGEIGCSE™
IGCSE™PHYSICS:
PHYSICS:MATHS
MATHSSKILLS
SKILLSWORKBOOK
WORKBOOK
10a
Step 3: Use the division of powers rule: ___b = 10a – b
10
11 – 8
Time = 0.36 × 10
density = 0.36 × 103 s
Step 4: Change to standard form (one figure before the decimal point).
Time = 3.6 × 102 s
See Maths focus 3, Maths skill 2 for more on significant figures and rounding.
Questions
E
16 a Express 1 millimetre (mm) in metre (m) in standard form.
1 mm =
b Proxima Centauri b is an exoplanet orbiting in the habitable zone of the red
PL
dwarf star Proxima Centauri, which is the closest star to the Sun and part of
a triple star system. It is located approximately 4.2 light-years from Earth.
(1 light-year = 9.5 × 1015 m)
Express the distance in kilometres, in standard form
form..
M
17 An air conditioner draws 6900 mA current when connected to a 2.4 × 102 V
mains supply. Calculate the power consumed by the air conditioner. Use the
equation: P = V × I
SA
18 A TV station transmits a signal at a frequency of 500 MHz. The speed of

transmitted waves in air is 3.0 × 108 m/s. Find the wavelength of the signal.
Use the equation:
wave speed = frequency x wavelength
rearranged as:
wave speed LOOK OUT
wavelength = ______________
wave frequency Do not forget to
Give your answer in standard form. replace the unit
prefix with the correct
multiple of 10 before
you substitute the
values into the
equation.
132
24
1 1 Respresenting
Representingvalues
values
Maths focus 5: Estimating values

KEY WORDS
estimate: (find) an approximate value
order of magnitude: the approximate size of a number, often given as a
power of 10; for example, the order of magnitude of 2700 is 103
An important aspect of physics is being able to tell if the numbers shown on a

calculator are giving you roughly the right answer. Estimating is a technique
E
for checking.
Imagine you get an answer for a car’s speed as 70 km/s. Should a car travel at 70 km/s?
If it did, the driver would be in trouble because this is equivalent to 2237 miles
per hour!
What maths skills do you need to make

sensible estimates?
1 Knowing if a value is
of the right order
of magnitude
•
•
PL
Being able to make an order of magnitude estimate of a value such as a car’s speed
helps you to recognise when an answer is not sensible.
Write the value in standard form

Make an estimate, to one significant figure
in standard form, of the expected value
M
• Work out whether the value is sensible by
comparing its order of magnitude with
the estimate

SA
How is estimating useful in checking

experimental values?
If you have determined a density value by experiment, you can check if your answer is
‘about right’ by estimating.
Maths skill 1: Knowing if a number is of the

right order of magnitude
The order of magnitude is an approximate measure of the size of a number. If the
number is expressed in standard form, the order of magnitude is found by looking at
the power to which the power 10 is raised. For example, the order of magnitude of
2700 is 103, because 2700 = 2.7 × 103. The order of magnitude of 8700 is 104, because it
is nearer to 10 000 than to 1000.
133
25
CAMBRIDGE IGCSE™
PHYSICS: MATHS
MATHS SKILLS
SKILLS WORKBOOK
WORKBOOK
Practical Investigation 3.1 in the Practical Workbook uses estimation in investigating

the acceleration of free fall.
WORKED EXAMPLE 1.8

Experimental determinations of the density of water are:
a 1033 kg/m3
b 0.97 kg/m3
c 0.095 kg/m3
Which one is the correct order of magnitude?
E
Key question to ask yourself:
Are all of the units the same? To compare orders of magnitude, the values must all
be in the same unit.
Step 1: Round the values to one significant figure to make it easier to compare
their orders of magnitude.
a
b
c
1000 kg/m3
1 kg/m3
0.1 kg/m3
Step 2:
PL
Consider whether the values are sensible. 1 m3 is a large cube with each side
1 m long. Considering the likely mass of a volume of water this size, we can
conclude that answer A is the only one that makes sense.
M
Questions
19 Which is the correct order of magnitude for the maximum speed of a cheetah
(Figure 1.13)? Circle A, B, C or D.
SA
Figure 1.13: A cheetah.
A 3 m/s B 30 m/s C 0.3 m/s D 300 m/s
134
26
11 Respresenting
Representing values
20 The double-decker bus (a bus with two levels) in Figure 1.14 has a mass of
1.4 × 104 kg. The area of contact of its tyres with the road is 1490 cm2.
Estimate the pressure exerted on the road.
E
Figure 1.14: A double-decker bus.
force
Use the equation pressure = _____
area
PL
The force is the weight = mass × g,, and g = 9.8 m/s2. Give your answer in pascals
to 2 s.f.
M
SA
135
27
CAMBRIDGE IGCSE™
PHYSICS: MATHS
MATHS SKILLS
SKILLS WORKBOOK
WORKBOOK
21
New York
Singapore
E
PL
Figure 1.15: Route taken by an aeroplane.
An aeroplane flying at 840 km/hour takes 17 hours 22 minutes to get from

New York to Singapore (Figure 1.15). Estimate how far it is in kilometres from
New York to Singapore, without using a calculator.
distance
Use the equation: speed = ________
time
M
SA
22 Which row of Table 1.8 gives realistic values for the frequency and speed of the
wave type given? Circle A, B, C or D.
Type of wave Frequency Speed in air

A sound 1.0 × 10 Hz
3
310 m/s
B sound 10 Hz 300 mm/s
C microwaves 1.0 × 10 kHz
10
3.0 × 108 m/s
D microwaves 1.0 × 10−10 Hz 2.9 × 108 km/s
Table 1.8: Which row gives the realistic values?
136
28
11 Respresenting
Representing values
23 a Calculate the total resistance in the circuit in Figure 1.16.
2 × 10 –2 mA
10 k Ω 200 Ω 3 × 10 4 Ω
Figure 1.16: Circuit with three resistors.
E
Give your answer in ohms (Ω) to three significant figures, in standard form.
b PL
What is the value of the potential difference supplied by the cell? Use the
equation for potential difference in terms of current and resistance: V = IR
Give your answer to 2 s.f.
M
SA
137
29
CAMBRIDGE IGCSE™
PHYSICS: MATHS
MATHS SKILLS
SKILLS WORKBOOK
WORKBOOK
1 A tank on the roof of the building is filled with water.
a A student uses the equation
force
pressure = _____
area
to calculate the pressure.
Complete the table to show the correct symbols for the variables and units. [3]
Symbol for the

Variable Name of unit Symbol for unit
E
variable
Pressure
Force
Area
PL
The water exerts a force of 2700 kN on the bottom of the tank.
b Express the force in standard form.
c The cross-sectional area of the bottom of the tank is 90 cm2. Convert the area from cm2 to m2
d Calculate the pressure. Give your answer in KPa.

[1]
[2]
M
Pressure = KPa [3]
[Total: 9]
2 Light takes 500 seconds to travel from the sun to the Earth. Light travels 300 000 kilometres per second.
SA
a Convert the speed of light to standard form.
[1]
b Calculate the distance between the Sun and the Earth to three significant figures.
Use the equation: distance = speed × time
Distance = km [2]
[Total: 3]
138
30
11 Respresenting values
Representing values
CONTINUED
3 It takes 4 hours to recharge a battery fully. The average current supplied by the charger is 300 mA.
Use the equation: charge = current × time
a In the space provided, write down this equation using symbols. [1]
b Calculate the amount of charge needed to recharge the battery fully, and give the unit.
E
Charge = [3]
[Total: 4]
PL
M
SA
139
31

Cambridge IGCSE Physics - Executive Preview - Digital

Uploaded by

Copyright:

Available Formats

Cambridge IGCSE Physics - Executive Preview - Digital

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cambridge IGCSE Physics - Executive Preview - Digital

Uploaded by

Copyright:

Available Formats

We are working with Cambridge Assessment International Education towards endorsement of these titles.

Dear Cambridge Teacher,

Priyanka Comar and Gemma Coleman

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK

How to use this series

PLand concepts, and uses relevant real-world examples of

syllabus topic. Differentiation is emphasised with advice for

The skills-focused workbook has been carefully constructed to help

David Sang, Mike Follows & Sheila Tarpey

Third edition Digital Access

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK

3 Forces and motion

9 The kinetic particle model of matter

4 Turning effects 10 Thermal properties of matter

4.1 The moment of a force 68 10.1 Thermal expansion 172

12 Sound 19 Electrical circuits

15 The electromagnetic spectrum

22 The nuclear atom

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK

How to use this book

This feature presents real-world examples

have just read about. The answers to these questions are

How to use this book

COMMAND WORDS SELF/PEER ASSESSMENT

WORKED EXAMPLE REFLECTION

the syllabus if you want to.

There is a summary of key points at the end of each chapter.

See Needs Almost Confident

IN THIS CHAPTER YOU WILL:

predict whether one liquid will float on another.

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK 1 Making measurements

ARE WE CLEVERER THAN OUR ANCESTORS WERE?

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK 1 Making measurements

The point here is to recognise that it is always important

More measurement techniques

lead to an inaccuracy (probably small) in your result.

Figure 1.5: Making multiple measurements.

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK 1 Making measurements

For some measurements of length, such as curved lines,

Units of length and volume

meniscus: curved upper surface of a liquid

Figure 1.6: A student measuring the volume of a liquid.

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK 1 Making measurements

2 A stack of paper contains 500 sheets of paper.

1 cubic centimetre (cm3) = 0.000 001 m3

b State the volume of the wood.

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK 1 Making measurements

Unit of mass Unit of volume Unit of density Density of water

Table 1.2: Units of density.

Many materials have a range of densities. Some types

dense than water.

WORKED EXAMPLE 1.1

polyethene 910–970 volume V = 240 cm3

CAMBRIDGE IGCSE™ PHYSICS: COURSEBOOK 1 Making measurements

Measuring density 5 The Earth has a mass of 6 × 1024 kg and a radius

A young girl from the Kayan people in northern

with a bigger one as the girl grows. However, we

Figure 1.9: A brick labelled with its dimensions.

a Give the dimensions of the brick in metres.