zilongwang/ReadingBank huggingface dataset:
The wire moves in the direction shown as current passes through it. Label the polarities of the magnets A and B. (1 mark) Explain the behaviour of the flexible wire. (2 marks) b) The figure below shows an induction coil used to step-up voltage. i) State the difference between the induction coil and a step-up transformer. (1 mark) ii) Explain how voltage is stepped up by the induction coil. (3 marks) The voltage is stepped up from 12V to 15kV. Determine the ratio of the secondary to primary coils in the induction coil. (1 mark) The function of the capacitor is to eliminate sparking at the contacts. State why sparking occurs at the contacts. (1 mark) State how the capacitor eliminates sparking. (1 mark) a) X-rays are used for detecting cracks inside metal beams. State the type of the x-rays used. (1 mark) ___________________________________________________________________________________
1.8(3) 2.1 (2,4) Preamble improves with support. Professional Outcomes 1.591) 1.6(3,4) Preamble With appropriate additional support, most students progress in line with school expectations. Most students progress in line with school expectations without additional support. Significant numbers of students exceed school expectations. Professional Relationships 1.1(1) 1.6(4) 1.7(4) 1.8(2,3,5) 2.1 (1,3,4) Preamble Positive working relationships established with students, colleagues and parents. These working relationships result in good progress by all groups of students and productive sharing of professional practice with others. Working relationships with colleagues are characterised by an enthusiastic commitment to helping them overcome professional challenges. Professional Development 1.2(4.5) 1.3(1,2,4,5) 1.4(5) 1.5(2,3,4) 1.6(1) 1.8(4) 2.192) 2.3 Preamble Develops professional practice in line with advice from more experienced colleagues. Takes a proactive role in identifying areas for professional development, accessing advice and adapting advice. Proactively leads the professional development of others in a way which leads to improved outcomes for students. Professional conduct 1.1(3) 1.7(1) 1.8(1) 2.1 (all) 2.2 2.3 Preamble Meet the standards for professional conduct set out in the Teachers’ Standards. Meet the standards for professional conduct set out in the Teachers’ Standards. Meet the standards for professional conduct set out in the Teachers’ Standards. THE KING EDWARD VI SCHOOL, MORPETH NE61 1DN Part of The Three Rivers Learning Trust Ltd
VCE Physics: Sample teaching plan Sample Course Outline – VCE Physics Unit 2: What do experiments reveal about the physical world Note: This is a sample guide only and indicates one way to present the content from the Study Design over the weeks in each school term. Teachers are advised to consider their own contexts in developing learning activities: Which local fieldwork sites would support learning in the topic area? Which local issues lend themselves to debate and investigation? Which experiments can students complete within the resource limitations of their learning environments? Week Area Topics Practical work 1 How can motion be described and explained? Vectors and scalars; describing motion (position, displacement, speed, velocity, acceleration); motion graphs. Graphing everyday motion; matching motion graphs 2 Constant acceleration motion (suvat equations; falling vertically under gravity). Measuring g (1) 3 Forces as 2D vectors (magnitude and direction, components, resultant); everyday forces (gravity; friction; reaction). Balancing forces 4 Newton’s Laws of Motion (first law; second law; third law). Measuring g (2) 5 Analysis of connected bodies; motion on inclined planes. Newton’s second law 6 Torque; rotational equilibrium; simple structures. Bridge building challenge 7 Impulse and momentum; collisions; conservation of momentum; applications of momentum to sports and vehicle safety. Video analysis of momentum in collisions 8 Work; Hooke’s Law; energy (gravitational potential, elastic potential, kinetic). Video analysis of energy transformations 9 Conservation of energy; power; efficiency. Efficiency of a motor 10 Options Student choice of topic for option from those available. Theory (prepare summary of chosen aspect of theory to present; complete set theory questions). Dependent on student chosen topic and focus area 11 Application (investigate chosen application aspect of topic; prepare for presentation). 12 Student presentation (present theory and application to class); self-assessment; peer and teacher feedback; reflection.
VCE Physics: Sample teaching plan Sample Course Outline – VCE Physics Unit 3: How do fields explain motion and electricity? Note: This is a sample guide only and indicates one way to present the content from the Study Design over the weeks in each school term. Teachers are advised to consider their own contexts in developing learning activities: Which local fieldwork sites would support learning in the topic area? Which local issues lend themselves to debate and investigation? Which experiments can students complete within the resource limitations of their learning environments? Week Area Topics Learning activities 1 How do things move without contact? Fields and interactions (description, investigation and comparison of gravitational, magnetic and electric fields; comparison of gravitational and electric fields about a point mass or charge; application of a vector field model to magnetic phenomena; identification of fields as static or changing, and as uniform or non-uniform) Demonstrations: Van de Graaf generator Laboratory stations: exploration of ‘fields’ Experiment: Coulomb’s Law Experiment: electric field in a wire Experiment: investigation of the motion of a magnet as it rolls down an inclined plane 2 3 Effects of fields (use of an electric field to accelerate a charge; use of a magnetic field to change the path of a charged particle; use of gravitational fields to accelerate mass) Practical activity: magnet and CRO investigation Practical investigation: DC motor Explanation of the operation of a selected electromagnetic device Research: Maglev trains Spreadsheet: analysis of the satellite motion of moons in the Solar System Model: construction and calibration of an accelerometer 4 5 6 Application of field concepts (application of force due to gravity and normal force; satellite motion; analysis of force on a current carrying conductor due to an external magnetic field; operation of simple DC motors; particle accelerators) 7 8 How are fields used to move electrical energy? Generation of electricity (magnetic flux; generation of emf; production of DC voltage in DC generators and AC voltage in alternators) Experiment: electromagnetic induction Demonstrations: electromagnetic induction 9 10 Transmission of electricity (production of sinusoidal AC voltages; comparison of alternating voltage and constant DC voltage; conversion between values of voltage and current; transformers; power supply; use of AC power for Investigation: deconstruction of an old computer transformer Demonstration: transmission lines Problem-solving: design a solution that harnesses the electric field of an 11
Physics Spring Semester Vocabulary List Circular Motion uniform circular motion radius circumference tangent line period centripetal acceleration centripetal force Law of Universal Gravitation Work and Energy Work Energy Kinetic Energy Work-Energy Theorem Joule Power Watt Gravitational Potential Energy Elastic Potential Energy Law of Conservation of Energy Mechanical Energy Thermal Energy Waves and Sound periodic motion simple harmonic motion period amplitude pendulum resonance wave wave pulse transverse wave longitudinal wave surface wave trough crest wavelength frequency principle of superposition interference node antinode standing wave pitch loudness sound level decibel Doppler effect fundamental harmonics beat Light and Color opaque translucent transparent diffraction primary color secondary color complementary colors primary pigment secondary pigment polarization (of light) thin-film interference diffraction grating Mirrors and Lenses specular reflection diffuse reflection plane mirror object image virtual image concave mirror principal axis (normal) focal point focal length real image spherical aberration magnification (for images) convex mirror index of refraction critical angle total internal reflection dispersion lens convex lens concave lens nearsightedness farsightedness Electrostatics electrostatics insulator conductor electroscope charging by conduction charging by induction grounding Coulomb’s law (NOT formula) Coulomb elementary charge electric field electric potential difference volt
Electric Current and Circuits electric current battery electric circuit ampere power resistance resistor parallel connection series connection superconductor kilowatt-hour series circuit equivalent resistance parallel circuit short circuit fuse circuit breaker ground-fault interrupter combination series-parallel circuits ammeter voltmeter Magnetism polarized magnetic fields solenoid electromagnet domain galvanometer electric motor electromagnetic induction electric generator alternating current transformers
Electrostatics electrostatics neutral insulator conductor electroscope charging by conduction charging by induction grounding Coulomb’s law (NOT formula) Coulomb elementary charge electric field electric field lines electric potential difference volt Electric Current and Circuits electric current battery electric circuit ampere power resistance resistor parallel connection series connection superconductor kilowatt-hour series circuit equivalent resistance parallel circuit short circuit fuse circuit breaker ground-fault interrupter combination series-parallel circuits ammeter voltmeter Magnetism polarized magnetic fields solenoid electromagnet domain galvanometer electric motor electromagnetic induction electric generator alternating current transformers
Sample Assessment Schedule Physics – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Practical Investigation Kinematics Depth Study Research and Presentation Waves and Thermodynamics Yearly Examination Term 1, Week 9 Term 2, Week 9 Term 3, Week 9 Outcomes assessed PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-7 PH11-8 Outcomes assessed PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-5 PH11/12-7 PH11-10 Outcomes assessed PH11/12-1 PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7 PH11-8 PH11-9 PH11-10 PH11-11 Skills in Working Scientifically 20 30 10 60 Knowledge and Understanding 10 10 20 40 Total % 30 40 30 100
Sample Assessment Schedule Physics – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Research and Presentation Kinematics Depth Study Practical Investigation and Report Dynamics Yearly Examination Term 1, Week 9 Term 2, Week 9 Term 3, Week 9 Outcomes assessed PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-7 PH11-8 Outcomes assessed PH11/12-1 PH11/12-3 PH11/12-4 PH11/12-5 PH11/12-7 PH11-9 Outcomes assessed PH11/12-1 PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7 PH11-8 PH11-9 PH11-10 PH11-11 Skills in Working Scientifically 20 30 10 60 Knowledge and Understanding 10 10 20 40 Total % 30 40 30 100
DATED____________________CHECKED________________________________
select and apply appropriate scientific notations, nomenclature and scientific language to communicate in a variety of contexts (ACSCH008, ACSCH036, ACSCH067, ACSCH102) construct evidence-based arguments and engage in peer feedback to evaluate an argument or conclusion (ACSCH034, ACSCH036) Topic: Forces Inquiry question: How are forces produced between objects and what effects do forces produce? Content Teaching, learning and assessment Web Resources Students: using Newton’s Laws of Motion, describe static and dynamic interactions between two or more objects and the changes that result from: – a contact force – a force mediated by fields Students review Newton’s three laws of motion and list illustrative examples. NASA’s website contains information and activities through Science Foundations about Newton’s three laws. Carry out first-hand investigations analysing the forces and accelerations in different situations such as dynamics trolleys, a mass hanging on a spring, a falling mass, one trolley pulling another, and an Atwood’s machine Compare the use of Newton’s three laws for contact forces to forces in fields. Students: explore the concept of net force and equilibrium in and simple contexts using: (ACSPH050) – algebraic addition – vector addition – vector addition by resolution into components solve problems or make quantitative predictions about resultant and component forces by applying the following relationships: – FAB = -FBA Investigate the conditions required for an equilibrium of forces and compare using the ’s interactive simulation which can be downloaded for students to use to demonstrate forces in equilibrium. Draw vector diagrams to represent the forces between multiple bodies in different situations Explore using an interactive simulation on the PhET site that students can use to demonstrate the resolution and addition of multiple vectors. Calculate relative velocities in a range of scenarios such as a boat crossing a flowing river; a plane flying with a crosswind. Predict forces on a force table with a ring and four masses hanging on pulleys, and conduct an investigation to analyse the prediction.
Sample Assessment Schedule Physics – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Task 4 Weighting % Practical Task Advanced Mechanics Processing/ Modelling Task Electromagnetism Depth Study Literature Review and Investigation Nature of Light Trial HSC Examination Term 4, Week 9 Term 1, Week 10 Term 2, Week 8 Term 3, Week 4 Outcomes assessed PH11/12-2 PH11/12-3 PH11/12-5 PH11/12-6 PH12-12 Outcomes assessed PH11/12-1 PH11/12-5 PH11/12-7 PH12-13 Outcomes assessed PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-5 PH11/12-7 PH12-14 Outcomes assessed PH11/12-2 PH11/12-4 PH11/12-5 PH11/12-6 PH12-12 PH12-13 PH12-14 PH12-15 Knowledge and Understanding 5 10 10 15 40 Skills in Working Scientifically 20 15 15 10 60 Total % 25 25 25 25 100
Sample Assessment Schedule Physics – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Weighting % Practical Task Advanced Mechanics Data Analysis Task Electromagnetism and Nature of Light Depth Study Literature Review and Investigation Modules 5–8 Term 4, Week 9 Term 2, Week 8 Term 3, Week 5 Outcomes assessed PH11/12-2 PH11/12-3 PH11/12-5 PH11/12-6 PH12-12 Outcomes assessed PH11/12-1 PH11/12-5 PH11/12-7 PH12-13 PH12-14 Outcomes assessed PH11/12-1 PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7 At least one relevant knowledge component from PH12-12 PH12-13 PH12-14 PH12-15 Knowledge and Understanding 10 10 20 40 Skills in Working Scientifically 20 20 20 60 Total % 30 30 40 100
The Motor Effect Inquiry question: Under what circumstances is a force produced on a current-carrying conductor in a magnetic field? Content Teaching, learning and assessment Web Resources Students: investigate qualitatively and quantitatively the interaction between a current-carrying conductor and a uniform magnetic field to establish: (ACSPH080, ACSPH081) conditions under which the maximum force is produced the relationship between the directions of the force, magnetic field strength and current conditions under which no force is produced on the conductor Students investigate the motor effect of Faraday’s motor using the “” web resource. Students conduct a series of investigations examining magnetic forces on a wire using a current balance: Force vs current Force vs length of wire Force vs magnetic field strength Force vs angle of wire with field. Computer Simulation Students: conduct a quantitative investigation to demonstrate the interaction between two parallel current-carrying wires Students demonstrate or use online resources to make measurements of the force between two current-carrying wires. Students: analyse the interaction between two parallel current-carrying wires and determine the relationship between the International System of Units (SI) definition of an ampere and Newton’s Third Law of Motion (ACSPH081, ACSPH106) Students solve problems for a range of scenarios using Students research the definition of the Ampere and present findings. Electromagnetic Induction Inquiry question: How are electric and magnetic fields related? Content Teaching, learning and assessment Web Resources
Both sides of the card may be used Formulas, definitions, and units may be written on the cheat sheet You will be turning in your cheat sheet at the end of the quiz/test Wait… isn’t this just like Biology? Your conceptual physics interactive notebook will be similar to your biology notebook. There are a few key differences, though. No parent pages or concept cards More group projects – recording your individual work in your interactive notebook is important. No cover pages – your grade sheet will act as your unit cover page No packets – instead, you’ll get pages a few at a time. For this reason, it is very important that you keep your binder organized! Your interactive notebook will serve to show your thinking throughout the semester. You will be turning it in for part of your final exam grade each semester. Missing pages or disorganization will cause you to lose points! STAY ORGANIZED!!! Test Corrections Sample Test Correction: Question # Correct Answer Your Answer Factual reason why your answer is incorrect Factual explanation of the correct answer 1 A C The movement of matter does not mean that a wave has occurred. Matter can move without generating a wave. Vibrations are the source of all wave motion because the back and forth movement of a vibration causes a ripple effect that spreads the wave continuously. 47 D B Frequency is the number of waves that occur every second, NOT how long it takes for one wave to occur. The period of a wave is the amount of time it takes for one complete back and forth motion. This time is usually measured in seconds and is represented by the letter “T” 43 A C Hertz is not a measure of a period. Periods are measured in units of time (normally second) Hertz is measured frequency and represents how many waves are happening each second. For
Solve the following: How many metres in 2.4 km? How many joules in 8.1 MJ? Convert 326 GW into W. Convert 54 600 mm into m. How many grams in 240 kg? Convert 0.18 nm into m. Convert 632 nm into m. Express in standard form. Convert 1002 mV into V. Express in standard form. How many eV in 0.511 MeV? Express in standard form. How many m in 11 km? Express in standard form. Standard Form At A level quantity will be written in standard form, and it is expected that your answers will be too. This means answers should be written as ….x 10y. E.g. for an answer of 1200kg we would write 1.2 x 103kg. Write 2530 in standard form. Write 280 in standard form. Write 0.77 in standard form. Write 0.0091 in standard form. Write 1 872 000 in standard form. Write 12.2 in standard form. Write 2.4 x 10 2 as a normal number. Write 3.505 x 10 1 as a normal number. Write 8.31 x 10 6 as a normal number. Write 6.002 x 10 2 as a normal number. Write 1.5 x 10-4 as a normal number.
1 Work out the length of AB. A B 2.5 cm C (Not drawn accurately) 2 Work out the length of PR. (Not drawn accurately) 3. Find the length of BC. 4. Find the size of angle R. 5. Find the size of angle R. Pythagoras’s theorem Work out the lengths of the unlabelled sides. 5.0 cm
ii. acceleration/time iii. displacement/time velocity/time ii. acceleration/time iii. displacement/time 3. speed versus time graph of Ricky Ponting as he ran between the wickets during a cricket match is shown below. What was the magnitude of Ricky's acceleration 1 s after starting to run? ……………………………………………………………………………………………………………………………………………………………………… How far did he move while accelerating? ……………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………………… How long did it take Ricky to move the 18 m needed to complete the run? ……………………………………………………………………………………………………………………………………………………………………… Draw the acceleration versus time graph of Ricky's motion. diagram shows a toy engine and a carriage connected by a string. Another string at 30º to the horizontal, was pulled by a child producing a tension of 2.0 N.
Science inquiry skills Formulates a testable hypothesis that links dependent and independent variables. Plans investigations to identify and control some variables. Briefly outlines the experimental method and collects data. Processes and presents data using basic tables and graphs. Makes general suggestions for improving the experimental method used. Describes trends in data and draws simple conclusions that may not be linked back to the hypothesis. Communicates information and concepts, without detail, using some correct terminology and appropriate conventions. D Understanding and applying concepts Incorrectly applies physics principles and models to explain simple systems and processes. Presents diagrams which are incomplete or incorrect. Presents statements of ideas with limited development of an argument and little use of evidence. Inconsistently recalls facts and includes some irrelevant or confused information. Inconsistently applies principles to familiar contexts. Performs simple calculations with errors and omissions. Provides working out which is confused and lacks the use of appropriate units and significant figures. Science inquiry skills Identifies one or more relevant variables without making links between them. Plans investigations which identify a limited number of controlled variables. Does not distinguish between the dependent, independent and controlled variables. Presents a plan of experimental method which lacks detail. Presents data that is unclear, insufficient and lacks appropriate processing. Provides trivial or irrelevant suggestions for improving the validity and reliability of data. Identifies trends in data incorrectly or overlooks trends. Offers simple conclusions that are not supported by data or are not related to the hypothesis. Communicates information with frequent errors using everyday language and lacking appropriate conventions. E Does not meet the requirements of a D grade and/or has completed insufficient assessment tasks to be assigned a higher grade. Appendix 2 – Glossary This glossary is provided to enable a common understanding of the key terms in this syllabus. Absolute uncertainty Estimate of the dispersion of the measurement result; the range of values around the measurement result that is most likely to include the true value. Accuracy The extent to which a measurement result represents the quantity it purports to measure; an accurate measurement result includes an estimate of the true value and an estimate of the uncertainty.
Sample assessment outline Physics – ATAR Year 11 Unit 1 and Unit 2 Assessment type Assessment type weighting Assessment task weighting When Assessment task Science inquiry 30% 5% Semester 1 Week 2 Task 1: Investigation Design an investigation to determine the specific heat capacity of an unknown substance 5% Semester 1 Week 5 Task 2: Evaluation and analysis Design an energy efficient building 5% Semester 1 Week 12 Task 5: Experiment Determine the resistance of an unknown resistor – practical skills test 5% Semester 2 Week 3 Task 8: Investigation Motion investigation on acceleration 5% Semester 2 Week 10 Task 10: Evaluation and analysis Respond to scientific article on acoustics – in-class questions 5% Semester 2 Week 12 Task 11: Experiment Resonance in closed pipes Test 30% 5% Semester 1 Week 6 Task 3: Heat test 5% Semester 1 Week 10 Task 4: Nuclear energy test 5% Semester 1 Week 14 Task 6: Electricity test 9% Semester 2 Week 8 Task 9: Motion test 6% Semester 2 Week 14 Task 12: Waves test Examination 40% 15% Semester 1 Examination week Task 7: Semester 1 examination – on Unit 1 content 25% Semester 2 Examination week Task 13: Semester 2examination – on Unit 1 and 2 content Total 100% 100%
PHYSICS 2017-18 January 24, 2018 Today’s Agenda (Day 98) Homework Check: Ch 12 Notes Ch 12 Vocabulary Class Activity: Ch 12 Test Gather List of Volunteers to bring items for next lab HOMEWORK: Read Ch 13 – States of Matter Complete Lab: Stair Climbing and Power – at the last two pages of document – COMPLETE IN PAIRS!! Study Ch 12 & 13 Vocabulary Quiz Ch 12 Vocabulary Thermal conduction Thermal equilibrium Heat Convection Radiation Specific heat Heat of fusion Heat of vaporization First law of thermodynamics Heat engine Second law of thermodynamics entropy REMINDERS: Ch 12 Test Wed, Jan. 24 Lab: Stair Climbing and Power – Thurs, Jan. 25 Ch 12 & 13 Vocabulary Quiz – Tues, Jan. 30 Ch 13 Test Wed, Jan. 31 ALL SUBMISSIONS MUST BE DIGITAL!!! PHYSICS 2017-18 Lab Activity Stair Climbing and Power MATERIALS • Avoid wearing loose clothing. • meterstick (or metric tape measure) • stopwatch
iv) Complete the table for the values of V where V = (V1 – V2) Plot a graph of (y – axis) against L. (5 mks) Table 3 L(cm) 90 80 70 60 50 40 V2 (Volts) V = (V1 – V2) (Volts) (V-1) (5 mks) The relationship between V and L is given by the equation. WL = 12 - 1 where R and W are constants 100 R V Use your graph to determine:
Tentative Lecture Schedule Week Date Chap. Description 1 8/28 8/30. 9/1 Ch1 Ch2 Physics and Measurement Motion in One Dimension LAB1 2 9/4 9/6 9/8 Ch2 Labor Day Motion in One Dimension LAB2 3 9/10 9/11 9/13 9/15 Ch3 Ch4 Last day to DROP classes without a “W” Vectors Motion in Two Dimensions LAB3 4 9/18 9/20 9/22 Ch4 Motion in Two Dimensions LAB4 5 9/25 9/27 9/29 Ch5 The Laws of Motion Energy 6 10/2 10/4 10/6 Ch6 Circular Motion and Other Applications of Newton's Laws LAB5 7 10/9 10/11 10/13 Ch7 Energy of a System Midterm Review LAB6 8 10/16 10/18 10/20 Ch8 Conservation of Energy Midterm (Chapters 1-7) 9 10/23 10/25 10/27 Ch8 Ch9 Conservation of Energy Linear Momentum and Collisions LAB7 10 10/30 11/1 11/3 Ch10 Rotation of a Rigid Object About a Fixed Axis LAB8 11 11/6 11/8 11/10 Ch11 Angular Momentum Veteran's Day 12 11/13 11/15 11/17 11/19 Ch12 Static Equilibrium and Elastisity LAB9 Last day to DROP classes with a “W” 13 11/20 11/22 11/24 Ch13 ---- Universal Gravitation LAB10 14 11/27 Ch14 Fluid Mechanics
Wavelength of light (nm) and Colour of Light Incident Frequency (1014 Hz) Stopping Voltage (V) Maximum Kinetic Energy (eV) Graph: Construct a graph of maximum kinetic energy, KEmax, vs. incident Frequency, f. Include a line of best fit. (2 marks) Analysis:
Trial Voltage (kV) Charge on Drop (C) Analysis: Sample electric field calculation. (2 marks) Sample oil drop charge calculation. (3 marks) Evaluation: Comment on how the oil drop’s charge was calculated, how the elementary charge could be determined from the charge on each oil drop, sources of error and one improvement to the lab. (5 marks) ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ……………………………………………………………………………………………………… ………………………………………………………………………………………………………
To create a linear graph in Excel (2007 version, although previous versions work in a similar manner): 1. Open a new document. 2. Enter the data to be graphed horizontally as shown below. The y-axis values appear above the x-axis values. 3. Highlight the cells with the data and click on “Insert” and “Chart”. Choose the scatter plot graph. 4. By right clicking on the axis, you can change the increments, gridlines shown and labels. You can also double-click the title to edit it if you wish. 5. To calculate slope: In the equation editor bar at the top of the screen, type in =SLOPE( , then in the brackets place the range of y-value cells (highlighting the cells you want works also) in the format FIRST CELL:LAST CELL. Notice in the example used here, the first y-value was in B1 and the last was in K1. Therefore, the y-value range was B1:K1. Using a comma to separate the y-value range, enter in the x-value range in the same way. 6. Press [ENTER] and the slope of the data will appear in the cell you originally clicked.
Be able to explain the distribution of charge on the surface of conductors and insulators. Charges evenly distribute on the surface of a conductor Charges are restricted from moving on the surface of a insulators and will remain in one location Coulomb’s Law (describes the electric force between two charges separated by a certain distance) Should be able to explain the principles related to Coulomb’s torsion balance experiment and compare it to Cavendish’s experiment (use absolute values in this formula) Graphs showing relationship between force electric and distance Compare Coulomb’s law to Newton’s universal law of gravitation in terms of the inverse square relationship Should be able to draw a free-body diagram and solve for any of the missing forces or angles Need to be able to calculate the net electrical force on one charge due to two other charges (remember directions)!
Graphs showing relationship between electric field strength and distance from charge Need to be able to calculate the net electric field strength at a specific point in space due to multiple charges (remember directions!) Parallel Plates Parallel plates can be used to accelerate/decelerate charged particles (therefore, there will be a change in kinetic energy) High electric potential energy is found at locations of repulsion and low electric potential energy is found at locations of attraction Parallel plates have a uniform electric field strength, therefore, cannot use the equation inside parallel plates In parallel plates, you can use any one of the following equations: , , or The voltage/electric potential between parallel plates does change Need to be able to calculate the electric potential difference/voltage between two points in a uniform electric field Work can be done against or work can be done by the electric field if the charged particle is moving parallel to the electric field. No work is done when a charged particle is moving perpendicular to the field. W = ΔE (work-energy theorem, principle #3) For charged particles initially moving horizontally through parallel plates (ie. perpendicular to the electric field) will follow a path similar to projectile motion trajectory as the charged particle starts to experience the electric force due to the parallel plates
I. COURSE TITLE: Applied Physics I - Mechanics COURSE NUMBER: 1117 CATALOG PREFIX: PHYS II. PREREQUISITES: MATH 1118, or the equivalent. COREQUISITE: MATH 1120, or MATH 1141, or MATH 1142, or Permission of the Department. III. CREDIT HOURS: 3 LECTURE HOURS: 2 LABORATORY HOURS: 1 (2 contact) OBSERVATION HOURS: 0 IV. COURSE DESCRIPTION: An introductory, algebra based, survey course suitable for applied science and pre-med assisting majors, covering the topics of measurement, space, time, vectors, one dimensional and multi-dimensional motion, dynamics, forces, work and energy, conservation of energy, systems of particles, collisions, rotational motion, rotational dynamics. Laboratory component is included. V. GRADING: Grading will follow the policy in the catalog. Typically, grading will be based on the following: 100 – 90 = A 89 – 80 = B 79 – 70 = C 69 – 60 = D 59 – 0 = F VI. ADOPTED TEXT: College Physics, loose leaf version +enhanced WebAssign 11th edition, 2017. Serway, and Vuille. Cengage Learning, ISBN #9781337741620 OR: Sections that are offered at OFF-SITE locations can be permitted to use older editions of the current approved text (within 6 years from current editions copyright). These older editions must be approved by curriculum committee and/or the department.
PART 2: Learning outcomes and assessment criteria for this unit The following table shows the assessment criteria that your tutor will use to mark your work. To Pass a unit you must achieve all of the assessment criteria below. When all assessment criteria have been met, your tutor will use the grading descriptors shown on your assessment’s TAQ sheet to assess whether it should receive a Pass, Merit or a Distinction. When you have completed your work insert the page number/s on which, in your opinion, you have met each of the assessment criteria. LEARNING OUTCOMES (LOs) ASSESSMENT CRITERIA (ACs) The student should be able to: The student has achieved the learning outcomes because s/he can: Page number/s where you have achieved this AC: Understand the production of radioisotopes and their properties 1.1 Define the terms radioisotope and radiopharmaceutical 1.2 Describe the production of radioisotopes for use in radiopharmaceuticals and imaging 1.3 Explain the key properties of radioisotopes that are intended for medical use. Understand some of the techniques used in nuclear medicine and imaging 2.1 Explain the principles and use of the gamma camera 2.2 Explain the use of radioisotopes in diagnostic imaging and give examples 2.3 Explain the advantages from the use of radiopharmaceuticals for treatment as opposed to irradiation using external sources of radiation Understand the effects of radiation on living cells and methods for monitoring radiation exposure 3.1 Describe the effects of different types of radiation on cells 3.2 Distinguish between the somatic and hereditary effects of radiation 3.3 Perform calculations involving absorbed dose, exposure, relative biological effect and effective dose There are some phrases that you may not be familiar with when answering TAQs or trying to match your answers with assessment criteria. Here are some helpful tips: To define Provide a clear and accurate description of the meaning of a term, a concept or an idea. To describe Give an account of the properties of something, its features or characteristics, or how it looks / smells so as to provide an accurate description of it.
vents, the type of materials in the building, the colour of exterior surfaces and landscaping around the building. The response should be about 3 – 4 pages in length and should include labelled diagrams, floor plans or a model to illustrate your design features. Include a list of your references. Use physics principles to explain why the features that you have incorporated in your design will reduce the need to use electricity for cooling or heating the building. Be prepared to explain some features of your design to others and to answer questions about your design. Marking key for sample assessment task 2 — Unit 1 Description Marks Orientation of building is clearly shown and is appropriate Explanation of orientation refers to direction of sun 1–2 1–2 Location of windows described Appropriate size and type of windows e.g. side opening to capture breezes, double glazed Appropriate eaves/ awnings or shade Description of windows refers to angle of sun in summer and winter 1–2 1–2 1–2 1–2 Materials for roof and walls described Explanation for selection of materials appropriate e.g. thermal mass for warming Insulation of roof and walls discussed Physics principles explain insulation selection Colour of roof and walls appropriate Explanation for colour selection 1–2 1–2 1–2 1–2 1–2 1–2 Appropriate landscaping described Explanation for choice of landscaping 1–2 1–2 Other innovations incorporated in design e.g. vents, airflow, thermal mass Explanation of innovations using physics principles 1–3 1–3 Total /34 Sample assessment task Physics – ATAR Year 11 Task 10 – Unit 2 Assessment type: Test Task weighting
= 16 m (2 sf) 1 c. they are working against gravity to raise their body and gain potential energy 1 1 1 Total /9 2 a. (i) acceleration negative (or decelerating) velocity decreases until it reaches zero (ii) acceleration is positive velocity increases 1 1 1 1 1 b. v2 = u2 + 2as 0 = 122 + 2(-9.8)s s = -144/-19.6 = 7.35 m 1 1 1-2 c. v t 1 mark for starting in positive and decreasing to zero 1 mark for same gradient 1 mark for negative velocity after zero 1–3 Total /12 3 a. distance travelled during reaction time: s = vt = 16 x 1.2 = 19.2 m distance travelled while stopping: v2 = u2 + 2as = 162 + 2(-8)s = 16 m Total distance= 19.2 + 16 = 35.2 m 1 1 1 1 1 1 b. reaction force braking force air resistance gravity 2 marks for gravity and reaction force in opposite directions, and equal size 1 mark for braking force larger than air resistance 1 mark for air resistance in same direction as braking force 1–4
c. Δp = m(v-u) = 60 (0 – 16) = - 960 N m s-1 1 1 1 d. when passengers collide with dashboard their momentum changes rapidly to zero. The padding increases the time it takes for the passenger to stop Since Ft = Δp, If t increases, the force acting on passengers decreases causing fewer injuries. 1 1 1 1 Total /17 4 a. Ep = mgh = 200 x 9.8 x 30 = 58 800 J 1 1 1 1 b. Ep converts to Ek, so Ek = ½ mv2 = 58800 J v2 = 58800 x 2 / 200 v = 24.3 m s-1 1 1 1 1 c. P = W / t = Ep / t = 58800/24 = 2450 W 1 1 1 Total /11 Test total /49
Week Key teaching points 1–2 Linear motion and force Vectors, scalars Velocity, acceleration Acceleration due to gravity Free body diagrams 3–5 Momentum Newton’s laws of motion Safety measures including helmets, seatbelts, crumple zones, airbags, safety barriers 6–7 Energy and work Kinetic energy and potential energy 8 Power 9 Waves Longitudinal and transverse waves Frequency, wavelength, velocity, amplitude 10 Reflection, refraction 11–13 Interference, wave behaviour in pipes and strings Intensity 14 Applications of waves: ultrasound, seismology Acoustic engineering applied to noise pollution 15 Revision 16 Examination
problems. So, in order to improve your critical thinking and know which rearrangement is the most useful in every situation, you must practise with as many equations as you can. NOW TRY THIS! From now on the multiplication sign will not be shown, so will be simply written as Equation First Rearrangement Second Rearrangement (Power of lens) (Magnification of lens) (refractive index) (current) (electric potential) (power) (power) (conductance) (resistance) (resistance) (power) (power) (stress) (strain) Further Rearranging Practice a = bc , b=? a = b/c, b=?,c=? a = b – c, c=? a = b + c , b=? a = bc + d, c=? a = b/c – d, c=? a = bc/d, d=?, b=?
Standard: SC.912.N.1.2 Video Standard: SC.912.P.12.1 Video Standard: SC.912.P.12.2 Video Standard: Math Explanation Standard: Video Math Overview Math Explanation Standard: Math Explanation Standard: Video Math Explanation Standard: Math Explanation Standard: Video Math Overview Math Explanation
SC.912.P.12.1 SC.912.P.12.2 SC.912.P.12.3 Standard: SC.912.N.1.2 Video Article Standard: SC.912.N.1.5 Video Standard: SC.912.N.1.6 Video Image Reading Passage Standard: SC.912.N.1.7 Video Standard: SC.912.N.3.1 Video Standard: SC.912.N.3.2 Video Article Standard: SC.912.P.10.10 Video Standard: SC.912.P.12.1 Video Image
Standard: SC.912.N.1.1 Video Standard: SC.912.N.1.2 Video Standard: SC.912.P.10.20 Video Image Standard: SC.912.P.10.21 Video Math Explanation Video
Bilsthorpe Southwell Collingham Clipstone: SystmOne Collingham: Paper or telephone to book in Farnsfield: SystmOne Southwell: SystmOne Fibromyalgia – please refer to rheumatology out patients Obesity/ weight loss management Central nervous system disorders/ neurological disorders – please refer to neurological physiotherapy Facial Palsy Email:
Salary (per annum) (evidence of salary will be requested before any offer of employment is made) Reason for Leaving Please detail the last ten years of your employment history starting with the most recent. Dates of employment (From & To) Name and Address of Employer Position held & Main Duties Leaving Salary Reason for Leaving
Edexcel BTEC Level 3 Extended Diploma in Sport (Development, Coaching and Fitness) Unit 2: The Physiology of Fitness Assignment 1: The Body’s Response to Acute Exercise Learning Outcomes:1 Criteria: P1, P2, M1 (Please tick where evidence has been submitted) Evidence you need to submit Tick in box if submitted Task 1: Booklet Task 2: Powerpoint Slides Date Issued: 04/09/12 Submission Date: 08/12/12 Date Submitted: Learner Name: Learner Signature: I certify that the work submitted for this assignment is my own. Assessor Name: Kevin Browne Internal Verifier: Jennifer Maysmor-Gee Date: 11/07/12
Assignment 1: The Body’s Response to Acute Exercise Unit 2 – The Physiology of Fitness Student Final Hand in Date Feedback 1st draft (met/refer) Final draft (met/refer) Booklet (P1) Describe the musculoskeletal and energy systems response to acute exercise (P2) Describe the cardiovascular and respiratory systems response to acute exercise PowerPoint Slides (M1) Explain the response of the musculoskeletal, cardiovascular and respiratory systems to acute exercise Assessor Signature Kevin Browne Student Signature Date Date Do not throw away your Marked first draft. you must submit this with your upgraded work
TRAINING PROVIDER COURSE TITLE/ SUBJECT DURATION DATE COMPLETED (mm/yyyy) 4. PROFESSIONAL REGISTRATION (e.g. GMC, NMC, HPC for posts where there is a requirement to be registered with a governing body) GOVERNING BODY REGISTRATION TYPE/ STATUS REGISTRATION/ PIN NUMBER EXPIRY/ RENEWAL DATE Are you currently subject to any investigations or fitness to practise proceedings by a licensing or regulatory body in the or any other country? YES NO If YES, please provide details with your application Have you been removed from the register or have conditions been made on your registration by a fitness to practise committee or the licensing or regulatory body in the or in any other country? YES NO If YES, please provide details with your application 5. MEMBERSHIP OF MEDICAL DEFENCE / PROFESSIONAL BODY OR ASSOCIATION MEDICAL DEFENCE MEMBERSHIP GRADE MEMBERSHIP NUMBER/ STATUS DATE OF ENTRY OTHER PROFEESIONAL BODY/ASSOCIATION MEMBERSHIP GRADE MEMBERSHIP NUMBER/ STATUS DATE OF ENTRY 6. PRESENT OR MOST RECENT EMPLOYMENT EMPLOYER NAME & ADDRESS JOB TITLE START DATE (mm/yyyy) END DATE (if applicable) WEEKLY HOURS SALARY/ GRADE NOTICE PERIOD BRIEF DESCRIPTION OF YOUR DUTIES AND RESPONSIBILITIES REASON FOR LEAVING/ SEEKING CHANGE
CRITERIA ESSENTIAL DESIRABLE Education and Qualifications Diploma / B.Sc. (Hons) or equivalent in Physiotherapy HPC registered Evidence of maintaining professional competence through CPD. Registered Member of Chartered Society of Physiotherapy Involvement in relevant Special Clinical Interest Groups Evidence of attendance at relevant post-graduate courses Knowledge and Experience Working knowledge of: Physiotherapy in rehabilitation Community assessment and rehabilitation 3 years experience of: Working with patients who have palliative care needs Working in a multi-professional team setting Broad range of clinical experience which may include working in community, elderly care, and musculoskeletal physiotherapy Knowledge of: Management of breathlessness Manual lymphatic drainage Fatigue management Anxiety and relaxation techniques Experience in Oncology & palliative care Community physiotherapy Working in a palliative care setting or working with people with life limiting disease Lymphoedema management Supervising the work of volunteers Involvement in clinical governance, audit, research and understanding of quality assurance issues Experience in physiotherapy assistant supervision. Skills and abilities Good listening & communication skills & ability to communicate with patients and families in distress Ability to communicate effectively with MDT staff Effective inter-personal skills to work with patients and families Able to work independently using evidence of clinical reasoning and legal responsibilities of the profession Able to work, effectively under pressure, adapt to change/unpredictable circumstances and be flexible Working group experience (eg. Clinical effectiveness, course organisation, research and development)
ONTARIO MINISTRY OF HEALTH SOUTH WEST HEALTH INTEGRATION NETWORK Publicly Funded Physiotherapy Clinics Clinic Name Clinic Address City Postal Code Telephone Active Care Physiotherapy Inc. 29 Noxon Street Ingersoll N5C 3V6 Bluewater Physiotherapy Clinic 145 Saddler Street East, Box 1180 Durham N0G 1R0 Body Mechanics Physiotherapy 382 Waterloo Street London N6B 2N8 CBI Physiotherapy and Rehabilitation Centre – London East 1657 Dundas Street East London N5W 5C9 Closing the Gap Healthcare Group – Owen Sound 4-733 9th Ave. East Owen Sound N4K 3E6 Closing the Gap Healthcare Group – St. Thomas 452 Talbot Street St. Thomas N5P 1B9 Family Physiotherapy Centre of London Inc. 310 Wellington Road South, Unit 215 London N6C 4P4 Family Physiotherapy Centre of London 2-770 South Wenige Drive London N5X 0H7 London Physical Therapy Clinic 1408 Ernest Ave., Unit 105 London N6E 3B2 Markdale Hospital – Grey Bruce Health Services 55 Isla St, Box 406 Markdale N0C 1H0 Meridian Spine and Joint Physiotherapy 201-350 Oxford Street West London N6H 1T3 Meridian Spine and Joint Physiotherapy – Carling 124 Barker Street, Carling Heights Medical Centre London N5Y 1Y1 Meridian Spine and Joint Physiotherapy – Mt. Brydges 22262 Mill Rd., Southwest Medical Health Centre Mount Brydges N0L 1W0 MobilityFit Physiotherapy 20 High Street, 2nd Floor St. Thomas N5R 5V2 Physiotherapy III Ltd. 1156 2nd Avenue East Owen Sound N4K 2H9 Physiotherapy III Ltd. – Port Elgin 609 Bricker Street Port Elgin N0H 2C0 Quattro Health & Performance Inc. 1695 Wonderland Rd. N., Unit 1 London N6G 4W3 Russett Rehabilitation and Wellness Clinic 26 Thames Road East Exeter N0M 1S3
Southeast Grey Community Health Centre 55 Victoria Ave, PO Box 360 Markdale N0C 1H0 Stratford Physiotherapy Centre 104-444 Douro Street Stratford N5A 3S9 Tillsonburg Physiotherapy Clinic 171 North Street East Tillsonburg N4G 1B8 Meridian Active Joint Physiotherapy 74 Front Street East Strathroy N7G 1Y7 Publicly Funded Hospital Based Community Clinics Clinic Name Clinic Address City Postal Code Telephone Alexandra Marine & General Hospital 120 Napier Street Goderich N7A 1W5 ext. 5643 Four Counties Health Services RR3, 1824 Concession Dr. Newbury N0L 1Z0 Huron Perth Healthcare Alliance (Seaforth site) 24 Centennial Drive Seaforth N0K 1W0 Huron Perth Healthcare Alliance (St. Marys site) 267 Queen Street West St. Marys N4X 1B6 Strathroy Middllesex General Hospital 395 Carrie Street Strathroy N7G 3J4 South Bruce Grey Health Centre – Kincardine Site 43 Queen Street Kincardine N2Z 1G6 ext. 4491 Woodstock and Area Community Health Centre 35 Metcalf Street Woodstock N4S 3E6 South Bruce Grey Health Centre – Walkerton Site 21 McGivern St Walkerton N0G 2V0 ext. 3113 Wingham and District Hospital 270 Carling Terrace Wingham N0G 2W0 PAGE 2
Plan end date: (if treatment is ongoing past this date, another plan will be required, no further plan if services cease by this date) Anticipated treatment end date: (if treatment is required beyond the period of this plan) Proposed treatment: (for this plan period) E.g. Standard Consult 15mins -2 Standard Consult 30mins - 12 Total number of services: e.g. 14 Equipment requested: All questions must be answered for this plan to be considered Provider Details Name: Phone: Company/Practice: Email: Address: Signature: Date: Client Declaration and Signature I understand the contents of this plan and agree to: participate in the program, communicate clearly with the provider and medical practitioner, and the release of this plan to the MAIB. Signature: Date: 7 MAIB Authorisation Plan Authorised Yes No Authorisation date: Authorised by: Comments: In the event that benefits are ceased, this authorisation is invalid from the date that the client was notified. Notification to the provider and any unfunded service costs remain the responsibility of the client.
Good interpersonal skills Ability to impart knowledge to colleagues both professional and non-professional, students and their families in an appropriate manner Application/Interview Application/Interview Experience required: Aiding delivery of Hydrotherapy and Rebound therapy Working with people with learning disabilities and physical disabilities Applications/Interview Application/Interview Education: GCSE in English (or equivalent ) Qualification in delivering hydrotherapy and rebound therapy Application/Qualification Certificates Application/Qualification Certificates Personal Attributes and Circumstances: Enthusiasm for working in a team Application/Interview NB MUST INCLUDE SKILLS, ABILITIES, EXPERIENCE, BEHAVIOURS AND ATTITUDE/MOTIVATION TOWARDS CHILDREN/VULNERABLE ADULTS (DELETE FROM PERSON SPEC)