zilongwang/ReadingBank huggingface dataset:
PS.3 The student will investigate and understand the modern and historical models of atomic structure. Key concepts include the contributions of Dalton, Thomson, Rutherford, and Bohr in understanding the atom; and the modern model of atomic structure. Essential Understandings Essential Knowledge, Skills, and Processes The critical scientific concepts developed in this standard include the following: Many scientists have contributed to our understanding of atomic structure. The atom is the basic building block of matter and consists of subatomic particles (proton, neutron, electron, and quark) that differ in their location, charge, and relative mass. Protons and neutrons are made up of smaller particles called quarks. Size at the atomic level is measured on the nanoscale. Scientists use models to help explain the structure of the atom. Their understanding of the structure of the atom continues to evolve. Two models commonly used are the Bohr and the “electron cloud” (Quantum Mechanics) models. The Bohr model does not depict the aspect of an atom, and it implies that electrons are in static orbits. The “electron cloud” model better represents our current understanding of the structure of the atom. In order to meet this standard, it is expected that students will describe the historical development of the concept of the atom and the contributions of Dalton, Thomson, Rutherford, Bohr and other scientists (Schrödinger). differentiate among the three basic particles in the atom (proton, neutron, and electron) and their charges, relative masses, and locations. compare the Bohr atomic model to the electron cloud model with respect to its ability to represent accurately the three-dimensional structure of the atom.
High School GPS Physical Science Forsyth County Schools Pacing Guide, 2011-2012 First 18 Weeks (Semester) Characteristics of Science Unit 1: Force and Motion Unit 2: Work & Power; Transformation of Energy Unit 3: Waves Unit 4: Electricity Unit 5: Magnetism Focus: Lab Safety Significant figures Precision Accuracy Scientific notation SI and Metric units Conversions Scientific Method Habits of Mind Theories vs. Laws Variables Inference vs. Observation Graphing Skills Line graphs Pie (circle) graphs Bar graphs When to use which one >>These topics should not be taught as one separate unit, but rather incorporated inside of other units as they are needed.<< Focus: Speed & Velocity (8a) Energy**(NS) Kinetic Potential Acceleration (8a) Graphing velocity & acceleration (8a) Momentum – conservation of momentum (8a) Force (SPS 8) Balanced and unbalanced Net force Friction (NS) Surface/surface Air resistance Gravity (10 m/s/s) (NS) Newton’s Laws (8b) Inertia F=ma Free-fall & weight Third law **Energy is taught throughout the course. Focus: Work & Power Simple machines(8e) Mechanical advantage (8e) Efficiency Calculate Power Mechanical advantage Efficiency Work Focus: Energy Transformations (7a) gPE, ME, KE Conservation >>Be alert for opportunities to connect transformations to electricity/magnetism << Focus: Types & Characteristics Mechanical Electromagnetic Longitudinal Transverse Wavelength Wave speed Different media Doppler effect (NS) Waves interactions(9d) Reflection Refraction Interference Diffraction Light (NS) & Sound(9e) Focus: Static Electricity (10a) Friction Induction Conduction Electron flow AC vs. DC Tesla vs. Edison(NS) Current Resistance Voltage Circuits (10b) Simple Parallel Difference of potential energy Current (resistance and voltage) Conductor (force →friction) Induction (10a) Chemical cell Conductivity through solutions Focus: Domains Induced magnetic (NS) fields Energy Motors (10c) Permanent magnets Electromagnets SPS 8 SPS 7 SPS 9 SPS 10 SPS 10 ~1 Week ~5 Weeks ~4 Weeks ~3 Weeks ~3 Weeks ~2 Weeks Second 18 Weeks (Semester) on
SC.912.P.12.3 SC.912.P.12.4 SC.912.P.12.3 SC.912.P.12.4 Standard: SC.912.P.10.10 Video Standard: SC.912.P.12.1 Video Standard: SC.912.P.12.2 Video Article Standard: SC.912.P.12.3 Video Image
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An Analogy between solutions of electrostatic and gravitational nature in hollow spheres by Pratibha Chopra-Sukumaran A project submitted in partial fulfillment of the requirements of the degree of Master’s in Education State University of New York College at Buffalo 2009 Approved by Program Authorized to Offer Degree Date
Contributors The following educators contributed to the development of this course: Susan Allison – Benton School District Steven Long – Rogers School District Angela Bassham – Salem School District Brandon Lucius – Osceola School District Allison Belcher – Little Rock School District Matt Martin – Centerpoint School District Debbie Bilyeu – Arkansas AIMS Patti Meeks – Hamburg School District Tami Blair – Texarkana School District Melissa Miller – Farmington School District Stephen Brodie – University of Arkansas at Fort Smith STEM Center Jim Musser – Arkansas Tech University Stephanie Brown – Quitman School District Nanette Nichols – Wilbur D. Mills AR Education Cooperative Sarah Croswell – Virtual Arkansas John Nilz – North Little Rock School District Tami Eggensperger – Cabot School District Dennis Pevey – eSTEM Public Charter School Jenna Gill – Siloam Springs School District Tami Philyaw – Smackover – Norphlet School District Douglas Hammon – Little Rock School District Kathy Prophet – Springdale School District Keith Harris – University of Arkansas at Little Rock Partnership for STEM Education Carrie Shell – Highland School District Lynne Hehr – University of Arkansas at Fayetteville STEM Center for Math and Science Education – Will Squires – Caddo Hills School District Leonda Holthoff – Star City School District Eddie Tucker – Hamburg School District Courtney Jones – Lincoln Consolidated School District Jon White – Harding University Rebecca Koelling – Highland School District Andrew Williams – University of Arkansas at Monticello Karen Ladd – Nettleton School District Wendi J.W. Williams – Northwest Arkansas Community College John Levy – North Arkansas College Cathy Wissehr – University of Arkansas at Fayetteville
3.1 Understand the types of energy, energy transfer, and energy conservation. Describe the energy transformation between an electric circuit and a light bulb. Describe the energy transformation between a baseball being thrown and a caught. Why are most energy transformations not 100% efficient? What factors affect gravitational potential energy? What facts affect kinetic energy? Describe the energy transformation between gravitational potential energy and kinetic energy when swinging on a swing set. What 2 things must be applied in order for an object to do work? 3.2 Understand the nature of waves. Draw and label the parts of a transverse wave. Draw and label the parts of a compressional/longitudinal wave. How are wavelength and frequency related? How are amplitude and energy related? How are period and frequency related? What does changing a medium do to the speed of wave? Describe the Doppler effect and what an observer would hear. Why? List the electromagnetic spectrum from lowest to highest frequency. Why are higher frequency waves more damaging to humans? Illustrate reflection, refraction, and diffraction. What happens to light and sound during constructive interference? What happens to light and sound during destructive interference? 3.3 Understand electricity and magnetism and their relationship. What are the 3 ways to create a charge on an object? What are 3 ways to create a voltage difference? Explain how electrons move around a series circuit. What 3 things affect the resistance in a wire? Draw and label the circuit symbols. Compare/contrast series and parallel circuits. What will batteries do to the voltage when wired in a series circuit? In a parallel? What are 3 ways to strengthen an electromagnet? Explain how generators create electrical energy.
TOPIC VI: Work and Machines ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Develop the concept of Work Observe examples of Work and Power Analyze and synthesize qualitative Work scenarios Identify and build simple machines Types and classes of Simple Machines Levers Pulleys Wheel and Axle Inclined Plane Mechanical Advantage The body as a machine Describe the relationship between work and power. Infer that work requires energy. Calculate work and power in real world situations. Differentiate between types of simple machines. Determine how simple machines make work easier. Calculate the mechanical advantage of simple machines Identify simple machines within the human body. Research a model of a simple machine and test it for mechanical advantage. Compare the mechanical advantage of different simple machines. Identify a problem that can be solved by a simple machine and design an experiment to test it. Core Text Book: Ch. 8 & 9 Vocabulary: (see p. 2) work, power, efficiency, mechanical advantage, joule Technology: (see p. 2) SC.912.P.10.3 Standard: SC.912.P.10.1 Video Image Article
TOPIC XI: Temperature ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Develop the concept of Temperature Temperature conversions Heat and Thermal Energy Transfer of Heat: Conduction Convection Radiation Heat transfer, winds, and currents Define temperature in terms of kinetic molecular theory Analyze the effect of water’s ability to hold heat on life on Earth. Describe the phase transitions in terms of kinetic molecular theory. Describe the relationship between heat, temperature, and thermal energy. Explain how the specific heat of different materials can be used to describe changes in temperature and energy. * Compare and contrast various methods of heat transfer. Differentiate between thermal conductors and thermal insulators. Explain what it means when objects are in thermal equilibrium. Core Text Book: Ch. 10 p. 234-247, Ch. 11 Vocabulary: Heat, temperature, intermolecular forces, melting point, boiling point, specific heat, calorimeter, thermal equilibrium, convection, conduction. Technology: Gizmos Games: . SC.912.P.10.4 SC.912.P.10.5 SC.912.L.18.12 Standard: S.C.912.P.8.1 Video Standard: SC.912.P.10.4 Video
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WL= Integumentary Anatomy Coloring Packet (Count as Test) Break Snickers commercial WL= Minute to win it review games UNIT 9 (Pediatric and Older Adult) = 4 days Day 1: SLO: 5.5, 6.5, 7.5, 8.5 -Students will be able to compare and contrast assessment and, therapeutic exercises and modalities in a Pediatric Patient. JQ- Present Cardiovascular and Pulmonary PowerPoint Injury Project Unit 8 Test Break Notes- 5.5, 6.5, 7.5, 8.5 - (Pediatric background and common conditions) Day 2: SLO: 5.5, 6.5, 7.5, 8.5 -Students will be able to compare and contrast assessment and, therapeutic exercises and modalities in a Pediatric Patient. JQ- Notes- 5.5, 6.5, 7.5, 8.5 - (Principles of Examination and Intervention for Pediatric Conditions) Break WL= PT Book Ch. 12 Case Study Questions p.332-335 Cerebral Palsy and Physical Therapy Clip Treatment for muscular Dystrophy Pediatric clip Break WL- Vocabulary Quiz WL=A-Z Day 3: SLO: 5.5, 6.5, 7.5, 8.5 - Students will be able to compare and contrast therapeutic exercises and modalities in a pediatric and geriatric patient. JQ- SNL Family Feud Extended Family clip Notes- 5.6, 6.6, 7.6, 8.6 - (PT for the older adult and common conditions) Break WL= Create 5 Pediatric Therapy Interventions for a patient with Cerebral Palsy, Juvenile Rheumatoid Arthritis, Clubfoot, Congenital Muscular Torticollis (CMT), Duchene
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25. What is the function of the work area and how does this position fit into that function? This position is responsible for all clinical and administrative procedures for the physical health of the patients’ treatment and preventive care. 26. What are the minimum education and experience qualifications needed to perform the essential functions of this position? EDUCATION: Possession of a medical degree from an accredited school of medicine EXPERIENCE: Four years of a license to practice medicine or osteopathic medicine and surgery KNOWLEDGE, SKILLS, AND ABILITIES: Ability to coordinate activities between different disciplines to optimize patient care and to communicate effectively information as necessary CERTIFICATES, LICENSES, REGISTRATIONS: Possession of a license to practice medicine or osteopathic medicine and surgery in Michigan NOTE: Civil Service approval of this position does not constitute agreement with or acceptance of the desirable qualifications for this position. I certify that the information presented in this position description provides a complete and accurate depiction of the duties and responsibilities assigned to this position. Supervisor’s Signature Date TO BE FILLED OUT BY APPOINTING AUTHORITY Indicate any exceptions or additions to statements of the employee(s) or supervisors. I certify that the entries on these pages are accurate and complete. Appointing Authority Signature Date TO BE FILLED OUT BY EMPLOYEE I certify that the information presented in this position description provides a complete and accurate depiction of the duties and responsibilities assigned to this position. Employee’s Signature Date NOTE: Make a copy of this form for your records.
Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Using Mathematics and Computational Thinking – Grades 9-12: Use mathematical or computational representations of phenomena to describe explanations. Types of Interactions Newton’s Law of Universal Gravitation and Coulomb’s Law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. Constructing Explanations – Grades 9-12: Apply scientific principles and evidence to provide an explanation of phenomena or solve design problems. Types of Interactions Newton’s Law of Universal Gravitation and Coulomb’s Law provide the mathematical models to describe and predict the effects of gravitational and electrostatic forces between distant objects. Analyzing and Interpreting Data ETS1.C: Optimizing the Design Solution Scale, Proportion, and Quantity: The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.
informational texts to support analysis, reflection and research. ISTE Standards () After reading their descriptions, check those that apply to performance task. X Creativity X Communication and Collaboration X Research and Information Fluency X Critical Thinking, Problem Solving, and Decision Making ☐ Digital Citizenship X Technology Operations and Concepts
K-D-U KNOW Facts, formulas, information, vocabulary DO Skills of the discipline, social skills, production skills, processes (usually verbs/verb phrases) Hint: Use the standards! Vocabulary: forces, Newton, law, gravity, gravitation, electrostatic, vector, charge, electrical, energy, atrraction, repulsion, particles, magenetic, poles, attraction, mass, distance. Data is evidence of cause and effect. Data can predict the viability of a solution design. The influence of the natural world on science, engineering, technology and society. Articulate conclusions and explanations based on research data. Assess the reliability of data that was generated in the investigation. Communicate about science using relevant science vocabulary and supporting evidence and clear logic. UNDERSTAND Big ideas, generalizations, principles, concepts, ideas that transfer across situations Notes for Teachers This activity is intended for use in the early stages of a learning cycle on Electrostatics and Coulomb’s Law. How is electrostatic force related to magnitude of charge and to separation distance between charged objects? Students explore this question as they change the quantity of charge and amount
ATTACHMENT B PROPOSAL DOCUMENT CHECKLIST Please reference Section 7.0 for the appropriate format and quantities for each proposal submission. RFP# 16342 New York State Physician Profile FOR THE ADMINISTRATIVE PROPOSAL RFP § SUBMISSION REQUIREMENT INCLUDED § 6.1.A M/WBE Participation Requirements: Attachment F Form 1 Attachment F Form 2 (If Applicable) Attachment F Form 4 Attachment F Form 5 § 6.1.B Attachment G – Disclosure of Prior Non-Responsibility Determinations, completed and signed. § 6.1.C Attachment J- Vendor Responsibility Attestation § 6.1.D Freedom of Information Law – Proposal Redactions (If Applicable) § 6.1.E Attachment A - Bidder’s Certified Statements, completed & signed. § 6.1.F Attachment D- References § 6.1.G Attachment H- Encouraging Use of New York Businesses in Contract Performance FOR THE TECHNICAL PROPOSAL RFP § SUBMISSION REQUIREMENT INCLUDED § 6.2.A Title Page § 6.2.B Table of Contents § 6.2.C Documentation of Bidder’s Eligibility § 6.2.D Executive Summary § 6.2.E Technical Proposal Narrative FOR THE COST PROPOSAL RFP § REQUIREMENT INCLUDED § 6.3 Attachment C- Cost Proposal
Rare ☐ Rare ☐ None ☐ None ☐ Climbing (Ladders): Constant ☐ Climbing (Stairs): Constant ☐ Frequent ☐ Frequent ☐ Occasional ☐ Occasional ☐ Rare ☐ Rare ☐ None ☐ None ☐ Bending: Constant ☐ Pushing/Pulling: Constant ☐ Frequent ☐ Frequent ☐ Occasional ☐ Occasional ☐ Rare ☐ Rare ☐ None ☐ None ☐ Driving: Constant ☐ Crouching/Kneeling: Constant ☐ Frequent ☐ Frequent ☐ Occasional ☐ Occasional ☐ Rare ☐ Rare ☐ None ☐ None ☐ Lifting: Constant ☐ Carrying: Constant ☐ Frequent ☐ Frequent ☐ Occasional ☐ Occasional ☐ Rare ☐ Rare ☐ None ☐ None ☐ Sitting: Constant ☐ Fine Motor Coordination Constant ☐
(Keyboarding, Writing, Etc.) Frequent ☐ Frequent ☐ Occasional ☐ Occasional ☐ Rare ☐ Rare ☐ None ☐ None ☐ Additional Information: Expected Date Of Return To Full Duties Duration Of Restrictions Medical Professionals Signature Medical Professional’s Phone Number Please fax this completed form to SafCom Employee Claims Department at (phone number) and provide a completed copy to your patient to return to the workplace.
SAINIK SCHOOL GOPALGANJ Summer Vacation Home Work Subject – Physics Class – XII Investigatory Projects- Physics (2015-16) As per C.B.S.E. guidelines, all students have to prepare one Investigatory Project carrying 3 marks. All students are therefore, advised to prepare one Investigatory Project on any one of the following topics or any other topic of their choice based on concept of physics after consulting the teacher during the summer vacation. POINTERS FOR MAKING PROJECT REPORT The material should be placed and bound in the following order: 1. Top Sheet of transparent plastic –The top page of your report should carry the following information in printed form or handwritten in neat block letters: Title of Project: Name of Student: Roll Number: Date of submission: 2. Aim of Project 3. Apparatus required 4. Principle/theory 5. construction with labeled diagram, 6. Working 7. Observations 8. calculations, 9. Result/ Conclusions 10. Applications, 11. Graphs if any, 12. References/bibliography 13. Back cover of plastic: may be opaque or transparent List of Investigatory Projects 1. To study and construct Van de Graff generator 2. To study and construct A.C.Generator/ Motor 3. To study and construct Transformer 4. To study and show Diffraction of light 5. To investigate the dependence of the angle of deviation on the angle of incidence, using a hollow prism filled, one by one, with different transparent fluids.
than the objects weight when not submerged in the fluid. 5. A fluid exerts pressure in all directions. 6. Pressure is defined as a force per unit area. 7. The force due to fluid pressure is exerted normal (perpendicular) to any surface at the boundary of the fluid. 8. Energy contained in a fluid is related to its pressure, speed and depth. 9. Bernoulli’s Principle is based upon the conservation of energy and mass for a system. 10. The faster a fluid is flowing parallel to a surface, the lower the fluid pressure is against that surface. cornstarch and water. When stress is applied to a mixture of cornstarch and water it exhibits properties of a solid. What happens to the mixture when it is disturbed at certain frequencies? To produce effects that have to be witnessed to be believed, you will need a function generator, an amplifier, a subwoofer and a dish or pie tin containing a mixture of cornstarch and water (Oobleck). You may wish to begin with a mixture of two parts cornstarch and one part water. Support the container containing the Oobleck over the top of the subwoofer. Begin your experimentation with a 50 Hz signal and adjust until fingers of Oobleck begin to rise from the surface of the liquid. Describe what you observe during the acceleration of Oobleck with sound. Standard 1- Mechanics -1 week
Name _______________ Class ____ Date ______________ Chapter 8 Energy Summary The Big Idea! Energy can change from one form to another without a net loss or gain. 8.1 Work Work is done when a force acts on an object and the object moves in the direction of the force. Work is the product of the force on an object and the distance through which the object is moved. In the simplest case1 when the force is constant; the motion takes place in a straight line in the direction of the force: work = force x distance. In equation form, W = Fd. Work generally falls into two categories: work done against another force and work done to change the speed of an object. In both categories 1 work involves a transfer of energy between something and its surroundings. The unit of work is the newton-meter (N·m); also called the joule. One joule (J) of work is done when a force of 1 N is exerted over a distance of 1 m. 8.2 Power Power equals the amount of work done divided by the time interval during which the work is done. Power is the rate at which work is done: A high-power engine does work rapidly. If an engine has twice the power of another engine1 this means that it can do twice the work in the same amount of time or the same amount of work in half the time. The unit of power is the joule per second1 which is also known as the watt. One watt (W) of power is expended when one joule of work is done in one second. In the United States1 we customarily rate engines in units of horsepower and electricity in kilowatts1 but either may be used. One horsepower (hp) is the same as 0.75 kW. 8.3 Mechanical Energy The two forms of mechanical energy are kinetic energy and potential energy. The property of an object or system that enables it to do work is energy. Like work1 energy is measured in joules. Mechanical energy is the energy due to the position of something or the movement of something.
GENERAL DESCRIPTION OF THE COURSE: One semester almost non-mathematical survey of Physics. TO LOG ON TO WEBCT/CANVAS: or just pcc.canvas.com HOW TO CONTACT ME: In order of preference: f referring to a Discussion submission in Canvas: Please use “Reply” to my reply. If I haven’t responded yet please use a “Reply” to your entry. First please “Wait 48 hours, THEN panic!” If asking a question: Use the “Student Questions, Group 1” under Discussions in Canvas. Check here regularly to see what questions and answers other students have submitted. If these don’t seem suitable use the InBox (upper right) of Canvas. In Person: My office is E310C or feel free to drop into my labs any time I'm not lecturing.  Mail Ken Cheney, Pasadena City College, Pasadena, CA 91106 only works if I’m on campus!  Office E310C only works if I’m on campus!  Phones My office 626 585-7134 only works if I’m on campus! Division office 626 585-7140 BOOKS AND SUCH There are no required texts :-) REFERENCE: Ken Cheney, “Physics 10 Lecture Notes and Sample Questions”, at the Book Mart across Colorado from PCC. A set of lecture notes (old ) from my on-campus lectures. $11.95 as of September 18, 2008. You might check out kbcheney.com also.
3) An ideal parallel-plate capacitor consists of a set of two parallel plates of area A separated by a very small distance d. When the capacitor plates carry charges +Q and -Q, the capacitor stores energy U0. If the separation between the plates is doubled, how much electrical energy is stored in the capacitor? A) 4U0 B) 2U0 C) U0 D) U0/2 E) U0/4 4) Three particles travel through a region of space where the magnetic field is out of the page, as shown in the figure. The electric charge of each of the three particles is, respectively, A) 1 is neutral, 2 is negative, and 3 is positive. B) 1 is neutral, 2 is positive, and 3 is negative. C) 1 is positive, 2 is neutral, and 3 is negative. D) 1 is positive, 2 is negative, and 3 is neutral. E) 1 is negative, 2 is neutral, and 3 is positive. 5) An electron traveling toward the north with speed 4.0 × 105 m/s enters a region where the Earth's magnetic field has the magnitude 5.0 × 10-5 T and is directed downward at 45° below horizontal. What is the magnitude of the force that the Earth's magnetic field exerts on the electron? (e = 1.60 × 10-19 C) A) 2.3 × 10-18 N B) 3.2 × 10-18 N C) 2.3 × 10-19 N D) 3.2 × 10-19 N E) 2.3 × 10-20 N 6. A long wire carries an electric current into the page. What is the direction of the magnetic field due to the current, north of the wire? N north east
both wingtips would be at the same potential It depends on which direction the airplane is flying. None of these is correct. 10. Two separate circuits wrap around a metal bar. Just after the switch is closed, how do the currents I1 and I2 flow through the resistors R1 and R2? a. I1 flows to the left, I2 flows to the left I1 flows to the left, I2 flows to the right I1 flows to the left, I2 is zero I1 flows to the right, I2 flows to the left I1 flows to the right, I2 flows to the right I1 flows to the right, I2 is zero I1 is zero, I2 is zero Part II. Short answer/sketch. Answer questions 11-14 as completely as possible. Show your work to earn partial credit! 11. (25 points)
Lectures Physics 1201, MWF Students are required to attend lectures, where homework assignments will be given and collected, exams will be announced and administered and the course material will be presented. Lectures will consist of prepared video presentation, calculations done on the chalkboard, live demonstrations and student participation. Important parts of the lecture notes will be posted on ELMS. Sections Lab You will do a total of 11 laboratory assignments. Lab sections will be conducted by a Teaching Assistant. You are required to do the designated lab section each week and complete the assigned experiment. You should read the lab description beforehand. For each lab, you must give your TA a completed “check sheet” and written answers to the questions at the end of the laboratory write-up. Your lab grade will be based on these questions. The TA will deduct points if your handwriting is illegible, or if your answer is hard to understand because of poor grammar. Each lab must be turned in before the end of the laboratory period. You will do all your work in class. If you cannot attend a session for an excusable reason you may attend another section given the same week with the permission of the Instructor. Or you may attend a scheduled makeup session. In general, it will only be possible to perform a single experiment during the makeup session.
Review Quiz Answer the following questions by writing the capital letter of the correct answer on the answer sheet. 1 – A quantity represented by both magnitude and direction is called a: A) vector B) scalar C) force D) displacement E) none of these 2 – Which quantity below is an example of one having magnitude and direction? A) speed B) temperature C) time D) distance E) none of these 3 – An object with a constant velocity must have: A) a constant acceleration B) a changing acceleration C) zero acceleration D) a negative acceleration 4 – A measure of the rate at which distance is traveled defines: A) acceleration B) distance C) displacement D) speed E) velocity F) none of these 5 – Acceleration is the rate at which what is changing? A) acceleration B) distance C) displacement D) speed E) velocity F) none of these 6 – A car with an initial velocity of 20 m/s is uniformly accelerated. If the average speed of the car was 30 m/s, what is its final speed? A) 10 m/s B) 20 m/s C) 30 m/s D) 40 m/s E) 50 m/s F) 60 m/s 7 – A race car completes 500 laps around a 20 mile circular course in 2.5 hours. What is the car’s average velocity? A) 200 mi/hr B) 25 mi/hr C) 9 mi/hr D) 50 mi/hr E) -200 mi/hr F) 0 mi/hr 8– A car travels east at a constant velocity. The net force on the car is: A) East B) West C) Up D) Down E) Zero 9 – At the apex of it’s flight, what is the acceleration of a ball thrown upward? A) 0 m/s B) 9.8 m/s up C) 9.8 m/s down D) 9.8 m/s2 up E) 9.8 m/s2 down 10– A 1200 kg car crashes into a 4500 kg Truck. Which vehicle receives the greater force? The Truck B) The Car C) Both receive the same Force
Use Figure #1 to answer questions 19 through 21. 19 – During which time segment is the child at rest? 0 – 2 seconds 2 – 4 seconds 4 – 8 seconds 8 – 10 seconds Both A and D Figure #1 20 – During which time segment is 21 – What is the average velocity of the the child moving backwards? child during the 4 – 8 second interval? 0 – 2 seconds A) 0 m/s 2 – 4 seconds B) 1 m/s 4 – 8 seconds C) – 1 m/s 8 – 10 seconds D) 1.25 m/s Both A and D E) – 1.25 m/s Figure #2 Use Figure #2 to answer questions 22 through 24. 22 – At which time is the child at rest? 0 seconds 3 seconds 5 seconds 9 seconds None of these 23 – Which time segment shows the child moving always backwards? 0 – 2 seconds 2 – 4 seconds 4 – 8 seconds 8 – 10 seconds None of these
Putting out a candle and lighting it again by a metallic spiral Lighting a candle from a distance Heat transfer in a metallic box A bimetallic strip A flying tea bag Thermosensitive Play-Doh Acoustics A whistle from a drinking straw A whistle from a preserving lid A guitar Optics A mirror Rainbow reflections on a piece of CD Looking through polarisation filters at a string and at a pattern from adhesive tape A projection of a candle flame through a tiny hole Looking through different optical grids
Run Number Momentum of blue cart before collision (kg*m/s) Momentum of gray cart before collision (kg*m/s) Momentum of blue cart after collision (kg*m/s) Momentum of gray cart after collision (kg*m/s) Total momentum before collision (kg*m/s) Total momentum after collision (kg*m/s) Ratio of total momentum after/before 1 2 3 4 5 Run Number KE of blue cart before collision (J) KE of gray cart before collision (J) KE of blue cart after collision (J) KE of gray cart after collision (J) Total KE before collision (J) Total KE after collision (J) Ratio of total KE after/before 1 2 3 4 5 ANALYSIS 1. Determine the momentum (mv) of each cart before the collision, after the collision, and the total momentum before and after the collision. Calculate the ratio of the total momentum after the collision to the total momentum before the collision. Enter the values in your data table. Show an example calculation here. 2. Determine the kinetic energy (½ mv2) for each cart before and after the collision. Calculate the ratio of the total kinetic energy after the collision to the total kinetic energy before the collision. Enter the values in your data table. Show an example calculation here. 3. If the total momentum for a system is the same before and after the collision, we say that momentum is conserved. If momentum were conserved, what would be the ratio of the total momentum after the collision to the total momentum before the collision? Explain.
1.e How to investigate reflection in a plane mirror Learners should investigate reflection in a plane mirror 1.f The law of reflection Learners should state the law of reflection 1.g The position and properties of an image formed in a plane mirror Learners should state the position and properties of an image formed in a plane mirror 1.h The laws of refraction at a plane surface Learners should investigate the laws of refraction at a plane surface 1.i The law of refraction derived from practical results Learners should state the law of refraction derived from practical results
Name: Student ID: Physics Teaching Requirements (Grades 5-12) University of Montana For an endorsement in the minor teaching field of Physics, a student must complete the courses in the minor teaching field listed below or demonstrate course equivalency. NOTE: Teaching minors require completion of a teaching major in another field. Physics Teaching MINOR Requirements Course Titles Minor Term Grade Approved Substitute Institution Credits Grade PHSX 215N (PHYS 111N) Fund of Physics w/Calc I 4 PHSX 216N (PHYS 113N) Fund of Physics w/Calc Lab I 1 PHSX 217N (PHYS 112N) Fund of Physics w/Calc II 4 PHSX 218N (PHYS 114N) Fund of Physics w/Calc II Lab 1 PHSX 327 (PHYS 325) Optics 3 PHSX 330 (PHYS 330) Communicating Physics 3 PHSX 343 (PHYS 341) Modern Physics 3 PHSX 320 (PHYS 371) Classical Mechanics 3 M 171 (MATH 152) Calculus I 4 M 172 (MATH 153) Calculus II 4 STAT 216 (MATH 241) introduction to Statistics or STAT 341 (MATH 341) Introduction to Probability and Statistics 3-4 M 273 (MATH 251) Multivariate Calculus 4 M 311 (MATH 311) Ordinary Differential Equations 3 CSCI 100 (CS 101) Intro to Programming or CSCI 135 (CS 131) Fundamentals of Computer Science I 3 CHMY 121N (CHEM 151N) Intro to General Chemistry 3 CHMY 485 Laboratory Safety 1 EDU 497 Methods: 5-12 Science (coreq EDU 395) 3 Complete one (1) of the following:
GROSSMONT-CUYAMACA COMMUNITY COLLEGE DISTRICT DISTRICT EMPLOYMENT SERVICES PHYSICS INSTRUCTOR #18-00018 ENGINEERING – CUYAMACA SUPPLEMENTAL MATERIALS 1 Please fill out all fields and attach to application under Supplemental Materials 1. PHYSICS COURSES TAKEN List Engineering courses taken, indicate institution, check lecture and/or lab and list year completed. COURSE NUMBER & TITLE INSTITUTION LECTURE LAB TERM/YEAR PHYSICS TEACHING EXPERIENCE College/University Location Course Number & Title Lecture Lab Inclusive Dates Full or Part Time From To
PHYSICS WEEK 8 2010 DATE WARM-UP LESSON HOMEWORK Monday October 11th You have two vectors of magnitudes 25 and 55. Which of the following is the only possible resultant length? 20, 85, 55 -Collect Lab Report -Go over HW -Great Bullet Race prediction sheet -Read/highlight/mark up reading from Conceptual Physics about projectiles Quiz on Vectors Tomorrow Tuesday October 12th Can a vector have a component greater than its magnitude? -MythBusters Bullet Shot vs. Dropped -Follow up on bullet race sheet -Show demo -HW Quiz on Vectors Finish projectile reading Wednesday October 13th Why will a stone dropped straight down and a stone kicked out to the side at the same height hit the ground at the same time? -Groupwork: 20?’s on Projectile Motion -Go over answers as a class NONE Thursday October 14th If a rock is dropped from the top of a sailboat’s mast, will it hit the deck at the same point whether the boat is at rest or in motion at a constant velocity? -Notes on projectiles launched horizontally -Examples on projectiles launched horizontally -Begin HW Page 99 all Friday October 15th NO SCHOOL NEOEA DAY
(e) The position of the eye must be perpendicular to the scale reading of ruler/thermometer// Repeat the experiment to get the average value 1 Total 16 Question Answer Mark Total Mark 2 (a)(i) R is directly proportional to L 1 1 (ii) Extrapolate the graph Show on the graph when R= 2.75 Ω, L = 75 cm 1 1 1 3 (iii) The gradient of graph R against L Draw a big triangle (5 X 4 blocks) q = 2.5 – 0.0 Ω 70.0 – 0.0 cm = 0.0357 Ω cm-1 1 1 1 and unit) 3 (b)(i) Use R/L = 0.0357 Ω cm-1 = 0.79 (0.046)2 (0.0357) = 0.0000597 Ω cm 1 1 1 3 (ii) Decreases 1 1 (c) The position of the eye is perpendicular to the scale of metre rule. 1 1 Total 16
(vi) Tabulation of data: 1 1 (vii) Analyze the data. x/cm m/g 1 1 Total marks 12 12 Question Answer Mark Total Mark 4 (a) State a suitable inference Angle of reflection depends on the angle of incidence 1 1 (b) State a relevant hypothesis Angle of reflection increases as the angle of incidence increases 1 1 (c) (i) State the aim of experiment To investigate the relationship between angle of reflection and the angle of incidence 1 1 (ii) State the manipulated variable and the responding variable Manipulated variable: angle of incidence Responding variable : angle of reflection State ONE variable that kept constant Fixed variable : Angle between plane and mirror // focal length(sila rujuk*) . 1 1 1 3 (iii) Complete list of apparatus and materials plane mirror, ray box, meter rule, white paper, protractor 1 1 (iv) Arrangement of apparatus : 1 1
Sample assessment outline Physics – ATAR Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting When Assessment task Science inquiry 20% 5% Semester 1 Week 3 Task 1: Investigation of motion on an inclined plane 5% Semester 1 Week 10 Task 3: Experiment – measuring the magnetic field strength of a solenoid 5% Semester 2 Week 3 Task 6: Investigation of behaviour of light (reflection, refraction, dispersion, diffraction, polarisation) 5% Semester 2 Week 5 Task 7: Evaluation and analysis – respond to a scientific article about quantum theory and relativity Test 30% 8% Semester 1 Week 8 Task 2: Gravity and motion test 8% Semester 1 Week 13 Task 4: Electromagnetism test 7% Semester 2 Week 6 Task 8: Wave particle duality, quantum theory test 7% Semester 2 Week 13 Task 9: Special relativity, the Standard Model test Examination 50% 20% Semester 1 Week 15 Task 5: Semester 1 Examination based on Unit 3 30% Semester 2 Week 15 Task 10: Semester 2 Examination based on Units 3 and 4 Total 100% 100%
Sample assessment outline Physics – General Year 11 Unit 1 and Unit 2 Assessment type Assessment type weighting Assessment task weighting Time Assessment task Science Inquiry 40% 10% Semester 1 Week 3 Task 1: Investigation into speed of sound, echoes 10% Semester 1 Week 11 Task 3: Investigation of refraction and critical angle 10% Semester 2 Week 7 Task 6: Investigation of heat in your home or school. Students pose a question about temperature regulation in their home or school and collect data to reach a conclusion 10% Semester 2 Week 11 Task 8: Experiment – penetration power of radiation (class experiment with teacher handling radioisotopes) Extended response 30% 15% Semester 1 Week 14 Task 4: Presentation on research into vision in animals (compare a vertebrate and an invertebrate vision system) 15% Semester 2 Week 12 Task 9: Oral presentation on a nuclear radiation topic (e.g. safety measures for working with radioisotopes, medical diagnosis, medical treatment, advantages and disadvantages of nuclear power, production and use of radioisotopes, nuclear waste, nuclear weapons and their effects) Test 30% 7% Semester 1 Week 6 Task 2: Test on Waves and Sound 8% Semester 1 Week 16 Task 5: Test on Light 8% Semester 2 Week 8 Task 7: Test on Heat 7% Semester 2 Week 16 Task 10: Test on Nuclear radiation Total 100% 100%
Write an "A" (for "ancestral") in each box which shares the Lemur data for that character; write a "D" (for "derived") in each box which is different from the lemur data. See Steps #5 and #6 for instructions; also pay attention to the footnotes below. 1. Number of Teeth 2. Development of Ear Tube 3. Post-orbital closure 4. Skull ridge presence 5. Two skull ridges 6. Snout length ratio 7. Cranial capacity ratio 8. Tail Alouatta: Homo: Macaca: Pan:
Week Key teaching points 1–2 Heat heat as energy kinetic theory measuring temperature thermal expansion 3–4 heat capacity of a substance change of state, temperature graphs latent heat calculations involving Q = mcΔT and Q = mL 5-6 effect of vapour pressure on evaporation cooling effect of evaporation evaporative and refrigerative air conditioners factors affecting boiling point and freezing point 7–8 heat transfer: conduction, convection and radiation Investigation: Heat in your home or school loss of heat energy from a system car radiators thermal insulation temperature regulation in humans, clothing thermally-efficient building design ground-source heat pumps heat transfer in global warming 9–10 relationship between pressure and volume relationship between temperature and volume relationship between pressure and temperature 11–12 Nuclear radiation structure of the atom, isotopes radioactive decay, properties of alpha, beta and gamma radiation Investigation: Penetration power of radiation industrial uses of radioisotopes half-life of radioisotopes, radiometric dating 13 effect of radiation on humans medical uses of radioisotopes, OPAL reactor 14–16 fission reactions production of electricity using nuclear reactors fusion reactions, nuclear weapons
Sample assessment outline Physics – General Year 12 Unit 3 and Unit 4 Assessment type Assessment type weighting Assessment task weighting Time Assessment task Science inquiry 30% 5% Semester 1 Week 2 Task 1: Investigation: Measuring speed and acceleration 7% Semester 1 Week 8 Task 3: Investigation: Factors affecting the severity of collisions 6% Semester 1 Week 10 Task 4: Investigation: Factors affecting the flight of a water rocket 7% Semester 2 Week 4 Task 7: Investigation: The relationship between current and potential difference, factors affecting resistance 5% Semester 2 Week 10 Task 9: Investigation: The magnetic fields of magnets, wires, coils Extended response 20% 10% Semester 1 Week 11 Task 5: Physics of a sport 10% Semester 2 Week 12 Task 10: Research your household’s use of electricity Test 35% 8% Semester 1 Week 6 Task 2: Movement: velocity, acceleration, forces 10% Semester 1 Week 15 Task 6: Movement: Newton’s laws, work, energy 10% Semester 2 Week 7 Task 8: Electricity: Ohm’s law, series and parallel circuits 7% Semester 2 Week 15 Task 11: Electric power, safety, magnetism Externally set task 15% 15% Semester 1 Week 12–13 Externally set task A written task or item or set of items of one hour duration developed by the School Curriculum and Standards Authority based on the content from Unit 3 and administered by the school. Total 100% 100%
Units for IGSCE: quantity unit symbol other units SI UNITS mass kilogram Kg g length metre m cm time second s h, min area square metre m2 cm2 volume cubic metre m3 cm3 force newton N - weight newton N - pressure pascal Pa N/m2 energy joule J kWh work joule J - power watt W - frequency hertz Hz - PD, EMF volt V - current ampere A - resistance ohm Ω - charge coulomb C - capacitance farad F - temperature Kelvin degree Celsius K °C - specific heat capacity joules per kilogram ° Celsius J/(kg°C) J/(g°C) specific latent heat joules per kilogram J/kg J/g latent heat joule J - speed metres per second m/s cm/s or km/h acceleration metres per second per second m/s2 1. General physics 1.1 Length and time Length: •A rule (ruler) is used to measure length for distances between 1mm and 1meter; the SI unit for length is the meter (m) •To find out the volume of a regular object, you can use a mathematical formula, you just need to make a couple of length measurements. •To measure the volume of an irregular object you have to put the object into measuring cylinder with water. When you add the object it displaces the water, making the water level rise. Measure this rise. This is the volume of your object. •Micrometers: Rotate the thimble until the wire is firmly held between the anvil and the spindle. To take a reading, first look at the main scale. This has a linear scale reading on it. The long lines are every millimetre the shorter ones denote half a millimetre in between. Then look at the rotating scale. Add the 2 numbers, on the scale on the right it would be: 2.5mm + 0.46mm = 2.96mm Time:
that relates to the purpose of the experiment and has some validity conclusion that relates to the purpose of the experiment valid conclusion that relates to the purpose of the experiment identifies some limitations and sources of error in an experimental design identifies significant limitations and sources of error in an experimental design discusses significant limitations and sources of error in experimental design, with reference to theory and/or evidence Criterion 2 Rating: Comments: Criterion 3 Collect, Process and Communicate Information Rating ‘C’ Rating ‘B’ Rating ‘A’ The learner: The learner: The learner: collects and records experimental data collects experimental data and records it in a format that allows analysis collects a wide range of relevant experimental data, and records it methodically in a format that allows analysis uses an appropriate scientific format for communication of information. uses an appropriate scientific format for clear and accurate communication of information for specific audiences and purposes. selects and uses appropriate scientific formats for effective and accurate communication of information for specific audiences and purposes. Criterion 3 Rating: Comments:
Criterion 5 Identify and Apply Principles of Newtonian Mechanics Including Gravitational Fields Rating ‘C’ Rating ‘B’ Rating ‘A’ Related to the study of Newtonian mechanics including gravitational fields, the learner: Related to the study of Newtonian mechanics including gravitational fields, the learner: Related to the study of Newtonian mechanics including gravitational fields, the learner: selects, applies and manipulates appropriate formulae to solve straight forward numerical problems selects, applies and manipulates appropriate formulae to solve numerical problems involving several steps selects, applies and manipulates appropriate formulae to solve complex numerical problems, and analyses the validity of the solution interprets data in graphical and tabular form analyses data in graphical and tabular form to generate additional data and information analyses and evaluates data in graphical and tabular form, generates additional data and information, and makes generalisations Criterion 5 Rating: Comments:
Question Answer 2 A Int 2 2013 Q 3 A space probe has a mass of 60 kg. The weight of the space probe at the surface of a planet in our solar system is 660 N. The planet is Marks Question Answer 3 E Projectile Motion Int 2 2012 Q 5 Two identical balls X and Y are projected horizontally from the edge of a cliff. The path taken by each ball is shown. Marks
(d) Different frequencies/ wavelengths /signals require different detectors/telescopes OR Certain detectors/telescopes cannot pick up certain frequencies/wavelengths/signals OR Different signals have different frequencies/ wavelengths 1 Accept: Different telescopes detect different signals Do not accept: ‘Different types of signals’- unless mentioned along with different wavelengths/frequencies/telescopes/ detectors. “types of radiation” – ambiguous – could be α or β Any mention of sound “types of wave” or “wave” – too vague
(d) Different frequencies/ wavelengths /signals require different detectors/telescopes OR Certain detectors/telescopes cannot pick up certain frequencies/wavelengths/signals OR Different signals have different frequencies/ wavelengths 1 Accept: Different telescopes detect different signals Do not accept: ‘Different types of signals’- unless mentioned along with different wavelengths/frequencies/telescopes/ detectors. “types of radiation” – ambiguous – could be α or β Any mention of sound “types of wave” or “wave” – too vague