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Usually we cover both subject knowledge and exam technique, although that can change depending on each individual student. Then we go through diagrams, and they ask questions, and we go from there.

Lots of students say that the classes are too big in school, or that they don't have time to ask teachers after Online Lessons. In my Online Lessons, we take time to explore things in a little in a bit more detail.

I always look up the board my students are taking so the Online Lessons are really relevant. Then we go through past papers or set texts, whatever the student finds helpful.

I use the shared whiteboard. We make diagrams together and label them, and often the student prints it off because they know it's right and they completely understand it.

After tutoring one girl went and told all her friends the new explanation I gave her. And she was so excited about what she wrote in the exam she emailed me immediately afterwards.

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A **Scalar** quantity has magnitude, but not direction. For example **Speed** is a scalar quantity.A **Vector **quantity has both direction and magnitude. For example **Velocity **is a vector quantity.

Answered by Nathan G.

Studies Mathematics Msci at Bristol

Firstly we must remind ourselves of what is meant by critical angle. The critical angle is the angle of incidence beyond which rays of light passing through a denser medium to the surface of a less dense medium are no longer refracted but totally reflected (easily represented on a diagram).

So in our equation for refraction we can substitute in n_{2} = 1 (because air has a refractive index of 1) and 𝜃_{1 }= 41. We also know that 𝜃_{2 }= 90 degrees because it is the *critical angle *which is the point at which the angle of refraction is 90 degrees. sin90 = 1 so 𝑛_{1} sin 𝜃_{1} = 𝑛_{2} sin 𝜃_{2} becomes n_{1 }x sin41 = 1. So the refractive index of the glass (n_{1}) = 1/sin41 = 1.524. Because we have only been given information to two significant figures in the question, we leave our answer as 1.5.

So in our equation for refraction we can substitute in n

First, we model the child as a single point particle. Then, we add in arrows representing vectors for the relevant forces: friction, weight and the contact force.

We can also assume that the child has reached terminal velocity and therefore the frictional force is equal in magnitude to the weight component that is pulling the child down the slope.

We can also assume that the child has reached terminal velocity and therefore the frictional force is equal in magnitude to the weight component that is pulling the child down the slope.

Answered by Tessa B.

Studies Physics at Imperial College London

During the experiment that shows this effect, light is shone on a metal plate. This causes electrons to be emitted from the surface of the metal, but only if the frequency of the light is above a threshold frequency. For example, UV light may cause electrons to be emitted, but red light might not, no matter how high the intensity or how long the light is shone for. Above this threshold, increasing the frequency increases the kinetic energy of the electrons, and increasing the intensity of the light increases the rate at which electrons are emitted.Electrons require a certain amount of energy to escape from the surface of the metal, known as the work function, so if the energy transferred is less than this, the electron will not be emitted. According to the classical wave theory of light, the energy is continuous and spread over the whole surface. Therefore, it should be the intensity, not the frequency of the light that determines whether or not electrons are emitted, but this isn't the case experimentally. This instead provides evidence for the existence of photons, as quantised packets of energy. Each electron absorbs one photon, so each photon must have enough energy to cause one electron to be emitted, and any additional energy above the work function is transferred to kinetic energy of the electron. The energy of the photon is related to the frequency by E=hf, with h being the Planck constant. As higher intensity light would mean more photons, this also provides an explanation for the intensity of light increasing the rate of photons being released, rather than the energy of the photons.

The redshift is an important piece of evidence for the big bang theory. If we look at the visible region on the electromagnetic wave spectrum, we will see there is red light on the left and there is violet on the right. Red light has a longer wavelength than violet light, so this means when a galaxy moves away from us, the wave will 'stretch'. This means the wavelength will increase and galaxy appears red. This is good evidence for the big bang theory, as it can only be explained by the idea that the universe is explanding.

Answered by Laxshana C.

Studies Mechanical engineering at University College London

Newton's law of gravitation is;

F = GMm/(r^{2})

Where G is the Universal Gravitational constant, M is the mass of Earth, m is the mass of the object and r is the radius of Earth (no values are needed for this as we are simply deriving a formula, not working out a solution)

We can equate this force to the centripetal force experienced by an object at Earth's surface. This is because the centripetal force is what keeps an object in circular motion, acting towards the centre of the circle. It can be thought of as the force pulling us in toward the centre of the Earth, which we know is gravity so therefore is the same as the force given in Newtons law.

F = m(v^{2})/r (centripetal force)

Therefore;

GMm/(r^{2}) = m(v^{2})/r

Dividing by m and multiplying by r

GM/r = (v^{2})

v = (GM/r)^{1/2}where v is the escape velocity

F = GMm/(r

Where G is the Universal Gravitational constant, M is the mass of Earth, m is the mass of the object and r is the radius of Earth (no values are needed for this as we are simply deriving a formula, not working out a solution)

We can equate this force to the centripetal force experienced by an object at Earth's surface. This is because the centripetal force is what keeps an object in circular motion, acting towards the centre of the circle. It can be thought of as the force pulling us in toward the centre of the Earth, which we know is gravity so therefore is the same as the force given in Newtons law.

F = m(v

Therefore;

GMm/(r

Dividing by m and multiplying by r

GM/r = (v

v = (GM/r)

Answered by Charlie M.

Studies Physics at Newcastle

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With so much material to cover, GCSE and A-Level Physics can be a real challenge. Our tutors understand that very well, because they remember taking the same exams themselves. They have recent, first-hand experience of the syllabus and exam technique. They excelled in their own exams and are now studying at leading UK universities, perfectly placed to help you.

In one-to-one sessions in our online classroom your Physics tutor will create a fun and productive learning environment.They'll use diagrams, graphs and illustrations to bring the subject to life. With personal help from a Physics tutor, you'll feel prepared, confident and ready for your exams.