Cambridge IGCSETM

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Cambridge
For over 60 years Marshall Cavendish Education has been

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empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions.
We nurture world-ready global citizens by equipping students

IGCSE

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with crucial 21st century skills through our resources for schools
and education centres worldwide, including Cambridge schools, TM

Physics

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catering to national and international curricula.

Physics
The Marshall Cavendish Education Cambridge IGCSETM Physics series is designed

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for students preparing for the 0625/0972 syllabuses. The series translates
insights from educational psychology classic “How People Learn” into highly
effective learner-centred classroom practices.

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A
TWB The Theory Workbook provides meaningful reinforcement of concepts covered in the Student’s Book.
Each chapter contains formative questions to assess topical understanding, exam-style questions to

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build exam readiness and a Chapter Journal to encourage self-reflection. The formative questions include
multiple-choice questions, word jumbles, crosswords, and short-answer and structured questions – all of

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which are intended to foster subject literacy. A STEAM project offers the opportunity for group work, to

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encourage critical thinking and inquiry-based knowledge building.
THEORY

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WORKBOOK

THEORY WORKBOOK
This resource is endorsed by Series architecture
Cambridge Assessment International Education • Student’s Book

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• Theory Workbook
✓ Provides learner support for the Cambridge
IGCSE and IGCSE (9–1) Physics syllabuses • Practical Workbook

A
(0625/0972) for examination from 2023
• Teacher’s Guide

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✓ Has passed Cambridge International’s rigorous • e-book
quality-assurance process

✓ Developed by subject experts

✓ For Cambridge schools worldwide
Carol Tear
ISBN 978-981-4927-94-9

9 789814 927949

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 How to Use This Book
For further learner support, alongside the Student’s Book, the Theory Workbook offers a range of exercises to reinforce and

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consolidate key terms and concepts learnt from each chapter.

This Theory Workbook is part of the Marshall Cavendish Education suite of resources that will support you as you follow the
Cambridge IGCSETM and IGCSE (9-1) Physics syllabuses (0625/0972) and prepare for your examinations.

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Formative Exercises
Transfer of
10
CHAPTER

These exercises are meant to evaluate how well you are learning
Thermal Energy

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each section in a chapter.

The questions in the exercises are set using a variety of formats, Exercise 10A Transfer of Thermal Energy

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which include word searches, crosswords, fill-in-the-blanks, 1 Find and circle five words in the puzzle. Use these words to fill in the blanks in the sentences. Use each word once or more
than once.
H C Z R I C Z C G R T
completing sentences, matching and labelling. They are intended (a) Heating is the flow of energy. C
E
R
O
A
D
D
U
I
D
A
A
T
Y
I
C
O
T
N
N
E
M

to help build your subject literacy and boost your confidence in (b)

of higher
energy always flows from a region

to a region of lower
Z
R
K
S
N
V
R
V
X
D
H
O
O
G
F
M
H
E
M
Q
P
E

using English to understand and respond to science questions. For . T

W W
O U
X
C
X
E
Z
R
C
F
E
J
L
R
M
Z
Y
R
A
Y H T H W M T N A N T
example, word searches can help to increase your familiarity with
(c) energy is transferred through three

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key words, and reinforce and improve spelling of those words.
processes:

2 On Figure 10.1 draw arrows (

transfer, draw an equal sign ( = ).
or
.
, and V
C
Y
N
O
W
B
N
X
C
D
Q
A
U
N
Q
C
R
Q
T
H
I
I
U
L
O
F
R
N
N

) to show the direction of the thermal energy transfer. If there is no thermal energy

Sun
U
R
E

(a) (b) Earth

Chapter 1
50°C 30°C

3 Two forces A and B are at right angles, as shown in Figure 1.6. Draw the resultant force and label it R.
Supplement content is clearly
L
A
A
marked for those studying
(c) (d)

the extended syllabus. Where B

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a whole chapter/exercise is
ice

(e) (f)

supplement content, this is Figure 1.6

30°C 30°C
A

indicated on the contents Exercise 1D Exam-style Questions Figure 10.1

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pages and at the start of the 1 Here is a list of equipment used by students to do experiments.
72 Transfer of Thermal Energy

chapter/exercise.
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Ammeter Beaker Electronic balance Measuring cylinder Metre rule

Stopwatch Measuring tape Thermometer Voltmeter

Complete Table 1.3 by writing one most suitable equipment for measuring each quantity. [4]
Chapter 1
Table 1.3
(a) A student uses a stopwatch to determine the time between two drops hitting the ground. Quantity to be measured Most suitable equipment
He sets the stopwatch to zero. He starts the stopwatch when the first drop hits the ground. Length of a $5 bank note
Length of a building
He stops the stopwatch after a further 30 drops have hit the ground.
Time taken to fill a beaker with tap water
The reading on the stopwatch is recorded and shown in Figure 1.11. Volume of water
R

2 Forces C and D give resultant force R. Figure 1.7 shows forces C and R.

1
min s 100 s
00:13.20 C R
A

Figure 1.11

(i) State the time taken for 30 drops to hit the ground.
M

time = s [1]

(ii) Calculate the average time between two drops hitting the ground. Figure 1.7
time = s [2]
(a) In Figure 1.7, draw and label force D. [1]
(iii) Explain why the student measures the time for 30 drops to hit the ground instead of measuring the time for
one drop to hit the ground. (b) Force C is 30 N. Determine the magnitude of force D from Figure 1.7.
magnitude of force D = N [1]

[1] Measurement of Physical Quantities 5

[Cambridge IGCSE Physics (0625) Paper 32 Q1 a, Oct/Nov 2019]

6
(a) (i) Speed is a scalar quantity and velocity is a vector quantity.

State how a scalar quantity differs from a vector quantity.

Exam-style Questions
[1] Each chapter includes an exercise consisting of exam-style
(ii) Underline the two scalar quantities in the list below.

energy force impulse momentum temperature

questions that are written by the author and/or taken from
[Cambridge IGCSE Physics (0625) Paper 42 Q1 a, May/Jun 2017]
[1]
Cambridge IGCSE PHYSICS past papers.

The questions serve as a summative assessment to evaluate what

you have learnt. They also help you become familiar with the
Measurement of Physical Quantities 7
types of questions you will encounter in your exams.

How to Use This Book iii

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 Let’s Reflect
Chapter 1 This exercise is included at the end of each chapter to

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Exercise 1E
Let’s Reflect
ht in the Student’s
Book. help you identify knowledge gaps. It is designed for you
the concepts taug complete the
1. Look back at

Refle ct on your
ents for each sect
ion in Chapter
learning achievem questions in the Student’s Boo
g the
k and the Theo
ry Workbook. Then
to pause and reflect on your learning experience by
fare in answerin
Check how you
Chapter Journal. evaluating your understanding of the concepts taught and
Chapter Journa
l Som
ewhat
fdent
completing the Chapter Journal.
Con Co
g of this chapter.
your understandin level.

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No dent
fidence level for your confidence

nt

n
Conf ry

f
t
1 Rate your con

de
ce meter to show
Draw a poin ter on the confiden
Ve
The use of a confidence meter to rate your level of
ident,
➔ If you are not
go back to the
confident or only
Student’s Book
somewhat conf
and revise this
chapter. confidence is a simple tool for you to recognise your level
ided.

about the concept

s taught in this
chapter? Write
them, if any, in
the space prov
of understanding of a chapter.
you still have

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2 Wha t questions do

To make your self-reflection visible to yourself and others,

1.1 Physical Qua
ntities
you can pose new questions about the key areas of the

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chapter where you are still unsure. You are also encouraged
to write down your personal thoughts about the chapter.
Vectors
1.2 Scalars and

From what you have reflected, you can then address any
who can help you.
someone such
as your teacher
areas that require a follow-up. For example, you may revise
➔ If you have writ

3 What othe
r thou
ten any

SA C CA
questions, show

ghts do you have

them to

about learning
this chapter?
the chapter on your own or ask your teacher to further
explain a concept or correct a misconception.

Quotable quote on the importance of reflection:

or classmates.
e them with your teacher
thoughts and shar
➔ Reflect on your
“We do not learn from experience... we learn from
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reflecting on experience.” – John Dewey
A
antitie s
of Physical Qu
8 Measurement
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STEAM Project
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(*Beyond syl
labus)

Importance
of Airdrops

STEAM Project (*Beyond the syllabus Disasters such

shelter or med
as hurricanes
and earthquakes
R

ical aid. Some leave many peo

remote areas
the disaster ofte do not have goo ple with no food,
requirements)
n destroys the d transport syst
and medical sup road
plies, which lead s and runways. This causes ems as
s to a high dea shortage in food
Engineers hav th rate followin
e designed para g a disaster strik
e.
At the end of the Theory Workbook, the supplies of
to do this. An
an aeroplane,
aid to people
airdrop refers
chutes that can
quickly. They
hav
drop small pac
to the dropping e used the concept of aird
kages to deliver
A

of rop
there is a STEAM project for you and your
usually using
able to move a parachute (Fig supplies from a helicopter
through the air ure 1). The pac or
damage. The and land on the kage should be
study of motion desired spot accu
an important of objects in air, rately without
classmates to undertake. STEAM stands Environmental
concept in phy

considerations
sics required to
also known as
des ign
aerodynamics,
a successful aird
rop.
is

for Science, Technology, Engineering, the

well. Many des nee
igns use packag d to be taken into account
M

and some eve ing that is not in the design

n use materia damaging to as
ls that can be the environmen
burned as fuel t,
Arts and Mathematics. This project allows In 2017, Puerto
parachute to
carefully designe
Rico was hit by
deliver food and
Hurricane Irma
medical supplie
and, two wee
.

ks later, by Hur
Figure 1 A pack
age delivery usin
g airdrop
s to ricane
you to work on a real-world application
d their packag
deliver fragile es with absorptio places that had no road acce Maria. A company supplie
supplies. In 201 n materials, whi ss. Another aird d box
South Sudan. 5, they successf
ully delivered le taking into rop technology es with a
supplies of coo account the aero company
dynamics of the
by using concepts across different areas Skill — Desig
ning a Parac
king oil that wer
e previously imp parachutes, to
ossible to deli
ver to
hute for
that are interrelated. It helps to reinforce Parachutes can
a falling load
be of many shap
Airdrop
lands safely with es and sizes, and made of
21st century skills such as critical thinking, out damage. different materia
ls (Figure 2). They are all
designed to ens
ure that

collaboration, communication, problem-

solving and creativity. The STEAM project
also provides an opportunity to develop
you as a confident, responsible, reflective,
innovative and engaged learner. Find
out more about these attributes of a Figure 2 Para
chutes of differen
t shapes and sizes

Cambridge Learner in the syllabus. STEAM Projec

t 217

iv How to Use This Book

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 Contents
HOW TO USE THIS BOOK iii Exercise 6E Power 44

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COMMAND WORDS USED IN QUESTIONS vii Exercise 6F Exam-style Questions 45
Exercise 6G Let’s Reflect 48
1 Measurement of Physical Quantities 1
Exercise 1A Physical Quantities 1 7 Pressure 49

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Exercise 1B Measuring Quantities 2 Exercise 7A Pressure 49
Exercise 1C Scalars and Vectors 4 Exercise 7B Pressure in liquids 50
Exercise 1D Exam-style Questions 5 Exercise 7C Calculating Liquid Pressure 51

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Exercise 1E Let’s Reflect 8 Exercise 7D Exam-style Questions 52
Exercise 7E Let’s Reflect 54
2 Motion 9

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Exercise 2A Speed, Velocity and Acceleration 9 8 Kinetic Particle Model of Matter 55
Exercise 2B Graphs of Motion 10 Exercise 8A The States of Matter 55
Exercise 2C Calculations Using Graphs of Motion 11 Exercise 8B The Particle Model 56
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Exercise 2D Acceleration of Free Fall
Exercise 2E Exam-style Questions
Exercise 2F Let’s Reflect
13
14
17
Exercise 8C Gases and the Absolute Scale
of Temperature
Exercise 8D Exam-style Questions
57
59
Exercise 8E Let’s Reflect 62
3 Mass, Weight and Density 18
9 Thermal Properties and Temperature 63
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Exercise 3A Mass and Weight 18
A
Exercise 3B Density 19 Exercise 9A Thermal Expansion 63
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Exercise 3C Exam-style Questions 20 Exercise 9B Specific Heat Capacity 64

Exercise 3D Let’s Reflect 23 Exercise 9C Melting, Boiling and Evaporation 65
A

Exercise 9D Exam-style Questions 67

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4 Forces 24
Exercise 9E Let’s Reflect 71
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Exercise 4A Forces 24
Exercise 4B Forces and Motion 25 10 Transfer of Thermal Energy 72
Exercise 4C Turning Effect of Forces 27 Exercise 10A Transfer of Thermal Energy 72
Exercise 4D Centre of Gravity 29 Exercise 10B Conduction 73
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Exercise 4E Exam-style Questions 30 Exercise 10C Convection 74

Exercise 4F Let’s Reflect 34 Exercise 10D Radiation 75
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Exercise 10E Applications and Consequences

5 Momentum 35 of Thermal Energy Transfer 76
Exercise 5A What Is Momentum? 35
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Exercise 10F Exam-style Questions 78

Exercise 5B Momentum, Impulse and Force 36 Exercise 10G Let’s Reflect 83
Exercise 5C The Principle of Conservation
of Momentum 37 11 General Properties of Waves 84
Exercise 5D Exam-style Questions 38 Exercise 11A Introducing Waves 84
Exercise 5E Let’s Reflect 39 Exercise 11B Properties of Wave Motion 85
Exercise 11C Common Features of Wave Behaviour 88
6 Energy, Work and Power 40
Exercise 11D Exam-style Questions 91
Exercise 6A Energy 40
Exercise 11E Let’s Reflect 94
Exercise 6B Energy Conservation 41
Exercise 6C Work 42 12 Light 95
Exercise 6D Energy Resources 43 Exercise 12A Reflection of Light 95
Exercise 12B Refraction of Light 97

Contents v

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 Exercise 12C Total Internal Reflection 98 Exercise 17D Action and Use of
Exercise 12D Refraction by Thin Lenses 100 Circuit Components 155
Exercise 12E Ray Diagrams for Thin Exercise 17E Electrical Safety 156
Converging Lenses 102 Exercise 17F Exam-style Questions 158
Exercise 12F Dispersion of Light 104 Exercise 17G Let’s Reflect 164

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Exercise 12G Exam-style Questions 106
18 Electromagnetic Effects 165
Exercise 12H Let’s Reflect 111
Exercise 18A Electromagnetic Induction 165
13 Electromagnetic Spectrum 112 Exercise 18B The A.c. Generator 167
Exercise 13A Electromagnetic Spectrum 112 Exercise 18C Magnetic Effect of a Current 168

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Exercise 13B Electromagnetic Radiation 113 Exercise 18D Force on a Current-carrying
Exercise 13C Electromagnetic Radiation in Conductor 169
Communication 115 Exercise 18E The D.c. Motor 171

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Exercise 13D Exam-style Questions 116 Exercise 18F The Transformer 172

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Exercise 13E Let’s Reflect 119 Exercise 18G Exam-style Questions 175
Exercise 18H Let’s Reflect 180
14 Sound 120
Exercise 14A What Is Sound? 120 19 Nuclear Model of the Atom 181
Exercise 14B Transmission of Sound 121 Exercise 19A The Atom 181
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Exercise 14C Echoes and Ultrasound
Exercise 14D Pitch and Loudness
122
123
Exercise 19B The Nucleus
Exercise 19C Nuclear Fission and
182

Exercise 14E Exam-style Questions 124 Nuclear Fusion 183

Exercise 14F Let’s Reflect 127 Exercise 19D Exam-style Questions 184
Exercise 19E Let’s Reflect 187
L
A
15 Simple Phenomena of Magnetism 128
Exercise 15A Magnets and Their Properties 128 20 Radioactivity 188
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Exercise 15B Temporary and Exercise 20A Detection of Radioactivity 188

Permanent Magnets 129 Exercise 20B Nuclear Emission 189
A
U

Exercise 15C Magnetic Field 130 Exercise 20C Radioactive Decay 192
Exercise 15D Exam-style Questions 131 Exercise 20D Half-life 193
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Exercise 15E Let’s Reflect 134 Exercise 20E Safety Precautions 195
Exercise 20F Exam-style Questions 196
16 Electrical Quantities 135
Exercise 20G Let’s Reflect 200
Exercise 16A Electric Charge 135
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Exercise 16B Electric Field 136 21 Earth and the Solar System 201
Exercise 16C Electric Current 137 Exercise 21A The Earth 201
A

Exercise 16D Electromotive Force and Exercise 21B The Solar System 203
Potential Difference 139 Exercise 21C Exam-style Questions 206
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Exercise 16E Resistance 141 Exercise 21D Let’s Reflect 209

Exercise 16F Electrical Energy and Electrical
Power 142 22 Stars and the Universe 210
Exercise 16G Exam-style Questions 143 Exercise 22A The Sun as a Star 210
Exercise 16H Let’s Reflect 149 Exercise 22B Stars 211
Exercise 22C The Universe 212
17 Electric Circuits and Electrical Safety 150
Exercise 22D Exam-style Questions 214
Exercise 17A Circuit Diagrams and Components 150
Exercise 22E Let’s Reflect 216
Exercise 17B Series Circuits 151
Exercise 17C Parallel Circuits 152 STEAM Project 217

vi Contents

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 Measurement of
1
CHAPTER

Physical Quantities

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Exercise 1A Physical Quantities

1 Find and circle four base physical quantities and their units in the puzzle.

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Write them in the table, in the correct spaces to match the symbol for the unit.

M K I L O G R A M T

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Physical quantity Unit Symbol for unit
A M P E R E E K N U m
kg
S E J N X M F E I P s
S T
SA C CA
N G I Z R W U G A

B R Y T H R H V J M

K E L H U T F C S L
L
A
Q S E C O N D R E M
ED L

2 Complete the sentences to give the measurements using the prefixes.

A

(a) A cube has sides that measure .15 m. This is the same as cm.
U
SH

(b) A current of .3 A is the same as a current of mA.

(c) A mass of .15 kg is the same as a mass of g.

(d) An athlete runs 1 m in a time of 987 ms. This is the same as running a distance of km in a time
R

of s.
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(e) A wire has a diameter of .11 mm. This is the same as cm.
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(f) A power station generates 2 8  kW of power. This is MW.

3 Write these values in standard form.

(a) The speed of light = 3   m/s =

(b) The density of lead = 11 300 kg/m3 =

(c) The thickness of a wire = 0.000 96 m =

(d) The wavelength of a green light = 0.000 000 54 m =

Measurement of Physical Quantities 1

IGCSE phy_TWB_C01.indd 1 25/06/21 2:20 pm

 Chapter 1

4 Draw lines to match each quantity to be measured to the measuring instrument required.

Quantity Measuring instrument

Length of a textbook page Digital clock

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Length of a classroom Measuring cylinder

Time taken for a ball to roll down a ramp Measuring tape

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Time from sunrise to sunset Stopwatch

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Volume of liquid in a bottle Rule

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Exercise 1B Measuring Quantities

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1 Use the words given to fill in the blanks in the paragraphs. Use each word once, more than once or not at all.

accurate average bob calibration oscillation parallax period precision zero

How close the measured values of a quantity are to each other is called the of the measurement.
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A
When your eye is not perpendicular to the scale of the instrument, there will be a error in the
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measurement. When a measurement is close to the true value, it is .

A

Some measuring rules have a scale that starts at the end of the rule. If this end is worn away, the scale does not start at
U

zero. The first millimetre on the scale will be less than 1 mm. This is called a error. Some measuring
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instruments have a pointer that points to a scale reading. They can be adjusted so that the pointer points to zero when the
value is zero. When measuring instruments are adjusted to give an accurate reading, this is called .

When measuring the time for a ball to roll down a ramp, the random error and hence the uncertainty can be reduced by
R

repeating the measurement several times and calculating the .

A

A pendulum is a small weight called a attached to the end of a string. When it makes a complete
swing from one side to the other and back again, it completes one and the time it takes is called
M

the . The random error and hence the uncertainty in measuring this time taken can be reduced by
measuring the time taken for completing 20 to and fro swings and calculating the .

2 Measurement of Physical Quantities

IGCSE phy_TWB_C01.indd 2 25/06/21 2:20 pm

 Chapter 1

2 A student is asked to determine the thickness of a sheet of A4 paper. She is given a new unwrapped packet of paper which
contains 5 sheets. She unwraps the paper and measures the thickness of the pack. The thickness is 49 mm.

(a) Why does she unwrap the packet before measuring the thickness?

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(b) Calculate the thickness of one sheet of paper. Give your answer in standard form (i) in mm and (ii) in m.

Thickness = (i) mm

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= (ii) m

(c) Another student wants about 15 sheets of the same paper. Explain how he can quickly take about 15 sheets from
the stack of 5 sheets of paper. Include a calculation in your answer.

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3 A student is asked to find the average diameter of a small bead with a rule (Figure 1.1).

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(a) Explain why measuring the bead as shown is not the
correct way to do this.

10

20

30
L
A
(b) Explain how the student can measure the average
diameter more accurately.
ED L

Figure 1.1
A
U
SH

4 Figure 1.2 shows the measuring cylinder used to measure the volume of a stone.

cm3 cm3
R

25 25
20 20
A

15 water 15

10 10
M

water
5 5
stone

Without stone With stone

Figure 1.2

Determine the volume of the stone.

volume of stone = cm3

Measurement of Physical Quantities 3

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 Chapter 1

5 Table 1.1 shows the time taken by a pendulum to complete 2 oscillations.

Table 1.1

Time taken to complete 20 oscillations

1st reading 2nd reading 3rd reading

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28.5 29.2 26.3

Calculate the average period of oscillations of the pendulum.

average period = s

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Exercise 1C Scalars and Vectors

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1 Complete Table 1.2 by writing the vectors and scalars in the correct columns.

Acceleration Area Displacement Distance Energy Force Electric field strength

Gravitational field strength Mass Momentum Speed Temperature Time Velocity Volume Weight

Table 1.2
SA C CA Scalars Vectors
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A
ED LA
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SH

2 In Figures 1.3 to 1.5, draw arrows to indicate the resultant vector. Calculate the magnitude of the resultant force.
R

resultant resultant
(a) 22 N (b) 18 N 6N
A

12 N
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Figure 1.3 Figure 1.4

magnitude of resultant force = N magnitude of resultant force = N

resultant
(c) 54 N

54 N

Figure 1.5

magnitude of resultant force = N

4 Measurement of Physical Quantities

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 Chapter 1

3 Two forces A and B are at right angles, as shown in Figure 1.6. Draw the resultant force and label it R.

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B

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Figure 1.6

PL IO N
Exercise 1D Exam-style Questions

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1 Here is a list of equipment used by students to do experiments.

SA C CA Ammeter Beaker Electronic balance Measuring cylinder Metre rule

Stopwatch Measuring tape Thermometer Voltmeter

Complete Table 1.3 by writing one most suitable equipment for measuring each quantity. [4]

Table 1.3
L
A
Quantity to be measured Most suitable equipment
ED L

Length of a $5 bank note

Length of a building
A

Time taken to fill a beaker with tap water

U

Volume of water
SH

2 Forces C and D give resultant force R. Figure 1.7 shows forces C and R.
R

C R
A
M

Figure 1.7

(a) In Figure 1.7, draw and label force D. [1]

(b) Force C is 3 N. Determine the magnitude of force D from Figure 1.7.

magnitude of force D = N [1]

Measurement of Physical Quantities 5

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 Chapter 1

3 A toy with a parachute falls vertically from the top of a tall building at 3. m/s. Wind causes it to move horizontally
at 1.6 m/s.

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E N DI
PL IO N
M T VE
SA C CA Figure 1.8

(a) In Figure 1.8, draw a scale vector diagram to show the resultant velocity of the toy. State the scale you have used.
scale = [4]
L
A
(b) State the magnitude of the resultant velocity.
ED L

magnitude = m/s [1]

A

4 Calculate the resultant force R given by the following forces F1 and F2 (Figure 1.9). Give your answers to 2 significant figures.
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SH

(a) F1 = 4 N and F2 = 5 N R= N [2]

R
(b) F1 = 35 kN and F2 = 8 kN R= kN [2]
F2

F1
R

Figure 1.9
A

5 Figure 1.1 shows a water tank that is leaking. Drops of water fall from the tank at a constant rate.
M

water tank

water

supports
drops of water
ground

Figure 1.10 (NOT to scale)

6 Measurement of Physical Quantities

IGCSE phy_TWB_C01.indd 6 25/06/21 2:20 pm

 Chapter 1

(a) A student uses a stopwatch to determine the time between two drops hitting the ground.

He sets the stopwatch to zero. He starts the stopwatch when the first drop hits the ground.

He stops the stopwatch after a further 30 drops have hit the ground.

The reading on the stopwatch is recorded and shown in Figure 1.11.

SH
E N DI
1
min s 100 s
00:13.20

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M T VE
Figure 1.11

(i) State the time taken for 30 drops to hit the ground.

SA C CA
(ii) Calculate the average time between two drops hitting the ground.
time = s [1]

time = s [2]

(iii) Explain why the student measures the time for 30 drops to hit the ground instead of measuring the time for
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one drop to hit the ground.
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[1]
A
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[Cambridge IGCSE Physics (0625) Paper 32 Q1 a, Oct/Nov 2019]

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6
(a) (i) Speed is a scalar quantity and velocity is a vector quantity.

State how a scalar quantity differs from a vector quantity.

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[1]
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(ii) Underline the two scalar quantities in the list below.

energy force impulse momentum temperature

[1]

[Cambridge IGCSE Physics (0625) Paper 42 Q1 a, May/Jun 2017]

Measurement of Physical Quantities 7

IGCSE phy_TWB_C01.indd 7 25/06/21 2:20 pm

 Chapter 1

Exercise 1E Let’s Reflect

Reflect on your learning achievements for each section in Chapter 1. Look back at the concepts taught in the Student’s Book.
Check how you fare in answering the questions in the Student’s Book and the Theory Workbook. Then complete the

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Chapter Journal.

Chapter Journal

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Somewhat
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 ate your confidence level for your understanding of this chapter.
Confident
Draw a pointer on the confidence meter to show your confidence level. t C

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Confery

on
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No dent
i de

fi
V

t
➔ If you are not confident or only somewhat confident,

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go back to the Student’s Book and revise this chapter.

2 What questions do you still have about the concepts taught in this chapter? Write them, if any, in the space provided.
SA C CA
1.1 Physical Quantities
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1.2 Scalars and Vectors

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➔ If you have written any questions, show them to someone such as your teacher who can help you.
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3 What other thoughts do you have about learning this chapter?

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➔ Reflect on your thoughts and share them with your teacher or classmates.

8 Measurement of Physical Quantities

IGCSE phy_TWB_C01.indd 8 25/06/21 2:20 pm

 Cambridge IGCSETM
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Cambridge
For over 60 years Marshall Cavendish Education has been

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empowering educators and students in over 80 countries with
high-quality, research-based, Pre-K-12 educational solutions.
We nurture world-ready global citizens by equipping students

IGCSE
PL IO N
with crucial 21st century skills through our resources for schools
and education centres worldwide, including Cambridge schools, TM

Physics
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catering to national and international curricula.

Physics
The Marshall Cavendish Education Cambridge IGCSETM Physics series is designed
SA C CA
for students preparing for the 0625/0972 syllabuses. The series translates
insights from educational psychology classic “How People Learn” into highly
effective learner-centred classroom practices.
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TWB The Theory Workbook provides meaningful reinforcement of concepts covered in the Student’s Book.
Each chapter contains formative questions to assess topical understanding, exam-style questions to
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build exam readiness and a Chapter Journal to encourage self-reflection. The formative questions include
multiple-choice questions, word jumbles, crosswords, and short-answer and structured questions – all of
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which are intended to foster subject literacy. A STEAM project offers the opportunity for group work, to
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encourage critical thinking and inquiry-based knowledge building.

THEORY
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WORKBOOK

THEORY WORKBOOK
This resource is endorsed by Series architecture
Cambridge Assessment International Education • Student’s Book
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• Theory Workbook
✓ Provides learner support for the Cambridge
IGCSE and IGCSE (9–1) Physics syllabuses • Practical Workbook
A

(0625/0972) for examination from 2023

• Teacher’s Guide
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✓ Has passed Cambridge International’s rigorous • e-book

quality-assurance process

✓ Developed by subject experts

✓ For Cambridge schools worldwide
Carol Tear
ISBN 978-981-4927-94-9

9 789814 927949

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