| 1. |
Force is measured in Newtons. A
Newton is the weight of an average apple. |
| 2. |
There are 4 fundamental forces
in nature: gravity, electromagnetic, strong nuclear, weak nuclear.
(Actually, the weak nuclear force and the electromagnetic force have
been linked together -- some people say that there are three
fundamental forces -- gravity, strong nuclear, and electroweak) |
| 3. |
There are two broad categories
of forces -- contact and action at a distance. |
| 4. |
When the net force on an object
is 0, the object is said to be in equilibrium, and its velocity is
constant. (Zero velocity is also constant velocity.). |
| 5. |
When an object is at rest or
traveling at a constant velocity, the net force acting on it is 0.
(this is the flip side of the previous statement) |
| 6. |
Be able to do calculations such
as numbers 22 -- 28 on pp. 37 -- 38 |
| 1. |
Average speed = (total distance
covered)/(time interval) |
| 2. |
Average velocity = (change in
position)/(time interval) |
| 3. |
Acceleration = (change in
velocity)/(time interval) |
| 4. |
The speed of an object falling
freely from rest is described by the formula v = g*t; g is the
acceleration due to gravity and is 9.8 m/s/s (or 10 m/s/s) |
| 5. |
The distance fallen by an object falling freely from rest is described by the formula d = 0.5*g*t^2; g is the acceleration due to gravity and is 9.8 m/s/s (or 10 m/s/s) |
| 6. |
The acceleration of an object
thrown vertically upward and moving under the influence of gravity is
always 9.8 m/s/s (10 m/s/s) even at the top of its path (where its
speed is 0). |
| 1. |
Mass is the measure of an object's inertia. Weight is the force of gravity acting on an object. Weight = mass*g |
| 2. |
When a net force acts on an
object, the object accelerates in accordance with Newton's second law:
acceleration = (net force)/mass |
| 3. |
Air resistance (which depends on
an object's speed and leading surface area) reduces the acceleration of
falling objects: acceleration = (weight - air resistance)/mass |
| 4. |
Terminal velocity (or speed,
actually) is the speed at which the air resistance on a falling object
is equal and opposite to the force of gravity acting on the object (its
weight). |
| 5. |
Be able to do calculations such
as numbers 2 -- 8 on p. 68 |
| 1. |
Forces always exist in pairs.
Whenever one object exerts a force on a second object, the second
object exerts an equal and opposite force on the first. |
| 2. |
Members of an action-reaction
pair act on different objects and, therefore, never cancel each other
out. |
| 3. |
Some quantities like force,
displacement, and velocity are vectors and combine according to the
rules of vector addition and subtraction. Vectors can also be replaced
by pairs of component vectors. |
| 4. |
Be able to answer questions
similar to exercise #8 on p. 82. (The answer to #8 is 100 N) |
| 5. |
Be able to answer questions
similar to #'s 28 -- 32 on pp. 82 & 83 and to do calculations such
as numbers 1 --5 and 6a on pp. 84 -- 85 |
| 1. |
Newton's second law can be
rewritten: (net force)*(time) = (mass)*(change in velocity); This can
be thought of as impulse = change in momentum. |
| 2. |
Impulse = (force)*(tiime) --
units: Ns |
| 3. |
Momentum = (mass)*(velocity) .
Momentum is a vector -- i.e. direction is important. |
| 4. |
Momentum is conserved -- meaning
the total momentum of a system remains constant -- so, the total value
before an event (such as a collision or an explosion) is equal to the
total value after the event. |
| 5. |
A greater force is exerted
during a bouncing collision than during a sticky collision because the
change in momentum is greater for bouncing. |
| 6. |
Be able to answer questions such
as #'s 43 & 44 on p. 102 and to do calculations such
as numbers 1 -- 3 & 6 on pp. 102 -- 103 |
| 1. |
Work is the product of force
times distance. The force must be parallel to the displacement. The
units of work are Newton-meters or Joules. |
| 2. |
Power is the rate at which work
is done or at which energy is expended. Power = work/time or power =
change in energy/time. |
| 3. |
Kinetic energy is energy of
motion and is defined by KE = 0.5*m*v^2 |
| 4. |
Gravitational potential energy
is energy of position and is defined by PE = m*g*h. |
| 5. |
Work = change in energy |
| 6. |
Machines are used to make it
easier to do work, but they do not allow us to do less work. In fact,
because of friction, we actually must do more work when we use a
machine. The efficiency of a machine is defined as the input work
divided by the output work. |
| 7. |
Be able to answer questions such
as #'s 5 -- 7, 11 -- 16, 18, 24, 25 on p. 120 and to do calculations
such
as numbers 1 & 2 on p. 123 |
| 1. |
Distinguish between linear speed and rotational speed, and explain what each depends on. |
| 2. | Identify
the direction of both the acceleration of and the net force on an
object
which is experiencing uniform circular motion. and give
examples of forces which produce centripetal acceleration. Describe
the resulting motion of an object if the net force producing the
centripetal
acceleration ceases. |
| 4. | Describe what is meant by an inertial frame of reference. Explain the fictitious nature of the outward centrifugal force which is experienced by an object experiencing circular motion. |
| 5. | Apply Newton’s laws to explain why in a washing machine the water in wet clothes flies out the holes in the inner tub. |
| 6. | Describe how a simulated gravitational acceleration can be produced in a space colony. |
| 7. | Given the radius and the period of revolution of an object, calculate the tangential speed of the object. |
| 8. |
Given the location of the center of mass and the area of support of an object, predict whether the object will topple. Distinguish among stable equilibrium, unstable equilibrium, and neutral equilibrium. Give examples of how a human is affected by the need to keep the body's center of mass over the support base. |
| 9. |
Define torque and describe what it depends on. Describe the condition for one torque to balance another. |
| 10. |
Given the location of the center of mass of an object and the position and direction of the forces on it, tell whether the forces will produce rotation. |
| 11. |
Describe what the rotational inertia of an object depends on. Give examples of how a gymnast changes the rotational inertia of the body in order to change the spin rate. |
| 1. |
There is a gravitational force
between every pair of objects in the universe. The formula for the
gravitational force is F = G*m1*m2/R^2. G is the gravitational
constant, m1 and m2 are the masses, and R is the distance between their
centers. |
| 2. |
The weight of an object, mg, is
also equal to GmM/Re^2, where M is the mass of Earth (or any planet)
and Re is the radius of Earth (or any planet). From this it can be
shown that g = GM/Re^2 |
| 3. |
When the net force on an object
is 0, the object is said to be in equilibrium, and its velocity is
constant. (Zero velocity is also constant velocity.). |
| 4. |
The tides result from the
difference in the gravitational force of the moon at different
locations on Earth due to the different distances. The sun also
produces tides, but they are not as strong as those produced by the
moon. When the tides due to both the sun and the moon are aligned,
there are higher high tides and lower low tides. |
| 5. |
The properties of the space
surrounding any massive body are altered in such a way as to cause
other masses to experience or force. This is called a gravitational
field. |
| 6. |
Be able to do calculations such
as numbers 1, 3, 5, & 8 on p. 176 |
| 1. |
The time it takes a projectile to fall a given vertical distance is independent of the horizontal velocity. |
| 2. |
The range of a projectile
depends on its launch speed and on its angle of launch. Projectiles
launched at the same speed and complementary angles have the same range. |
| 3. |
Solve problems involving horizontally launched projectiles from a given height. This involves using x = vt for the horizontal motion and d = 5t2 for the vertical motion. |
| 4. |
Use the idea of a projectile falling below the inertial path to explain the monkey/zookeeper problem. |
| 5. |
The speed of a satellite in circular orbit around the Earth is related to the distance an object falls in the first second due to gravity. At the surface of Earth, ignoring air resistance, this speed would be 8 km/s. |
| 6. |
Relate Kepler's law of elliptical orbits to the motions of objects in the solar system. |
| 7. |
Describe how the speed of a satellite changes for different portions of an elliptical orbit and explain this in terms of Kepler's law of equal areas in equal times. |
| 8. |
Relate Kepler's law of periods to the orbital radius of a planet or satellite. Use this to explain the specific placement of geosynchronous satellites. |
| 1. |
Identify the 3 basic building blocks that make up an atom and tell where in the atom each is found. Cite evidence for the existence of atoms. |
| 2. |
Discuss the relative sizes of the nucleus and the atom and where most of the mass of the atom is found. Relate this to the idea that the atom is mostly empty space. |
| 3. |
Distinguish between atomic number and atomic mass number. |
| 4. |
Distinguish between ion and isotope and give examples of each. |
| 5. |
Distinguish between matter,
antimatter, and dark matter. |
| 1. |
Use the definition of density to find the mass, volume, or density of a substance when given the other two values. |
| 2. |
Apply Hooke's law to situations involving forces stretching springs. |
| 3. |
Distinguish among regions of compression and tension and the neutral zone in load bearing structures. Explain the advantages of I-beams and how it is that an I-beam can be as strong as a solid, rectangular beam. Explain whether load supporting arches are under tension or compression and discuss the advantage of arches.. |
| 4. |
Discuss how volume and area (both cross-sectional and surface) change when the linear dimensions of an object are multiplied by a given factor. |
| 5. |
Discuss the dependence of weight on volume, strength on cross-sectional area, and heat exchange on surface area and relate these ideas to scaling. Give examples which illustrate these ideas. |
| 6. |
Be able to do calculations such
as numbers 1 -- 6 on p. 245 |
| 1. |
Distinguish between force and pressure. |
| 2. |
Relate the pressure in a liquid to both depth and density. |
| 3. |
Compare the amount of fluid displaced by a floating object to that displaced by a submerged object. |
| 4. |
Relate the buoyant force to the weight of the fluid displaced by both submerged and floating objects. |
| 5. |
Explain how a material that is more dense than water can be made to float. |
| 6. |
Apply Pascal's princiciple to situations involving fluids in closed containers. |
| 5. |
Be able to do calculations such
as numbers 1 -- 6 on p. 266 |
| 1. |
Relate the weight of the
atmosphere in a tube extending from sea level to the upper atmosphere
to atmospheric pressure. |
| 2. |
Discuss how atmospheric pressure changes with altitude. Discuss methods for measuring atmospheric pressure. |
| 3. |
Use Boyle's law to analyze the
behavior of a gas at a constant temperature. |
| 4. |
Explain the effect of the
buoyant force of air on objects immersed in the atmosphere. |
| 5. |
Apply Bernoulli's principle to
identify regions of lower internal pressure in a fluid and discuss
applications of Bernoulli's principle. |
| 6. |
Discuss the difference between a
plasma and a gas and cite examples of plasma. |
| 1. | Relate a drawing of a sine curve to the crests, troughs, amplitude and wavelength of a wave. Identify the phase relationship between various pairs of points on a drawing of a sine curve. |
| 2. | Describe the relation between the frequency and the period of a wave. and relate the speed of a wave to the frequency and wavelength. |
| 3. | Describe what it is that travels when a wave moves outward from a vibrating source. |
| 4. | Explain that the speed of a wave depends on the properties of the medium such as its density and temperature. |
| 5. | Distinguish
between a transverse wave, a longitudinal wave, and a torsional wave.
Describe the oscillation pattern of water waves. |
| 6. | Distinguish between constructive and destructive interference. Apply the superposition principle to draw the pattern which results from the interference of two wave pulses. |
| 7. | Describe the Doppler effect for sound and relate it to the blue and red shifts for light and describe the conditions for a shock wave to occur and relate this to the wake of a boat and the sonic boom. |
| 8. | Discuss resonance as the phenomenon which occurs when the frequency of forced vibrations on an object matches the object's natural frequency. |
| 9. | Relate the phenomenon of shedding vortices and resonance to the collapse of the Tacoma Narrows bridge. |
| 1. | Relate the pitch of a sound to frequency and the amplitude of a sound to loudness. |
| 2. | Describe what happens to a medium when sound moves though it. Compare the transmission of sound through air with transmission through solids, liquids, and a vacuum. |
| 3. | Given the speed of sound in air and the time between seeing
the lightning and hearing the thunder, calculate the distance to a
lightning strike. |
| 4. | Describe and give examples of forced resonance. |
| 5. | Describe the conditions for beats and compute the beat frequency. |
| 6. | Describe how destructive interference can be used to reduce noise. |
| 1. | Describe the relation between light, radio waves, microwaves, and X-rays . |
| 2. | Explain what happens when light enters and travels through a substance and how the frequency of the light affects what happens . |
| 3. | Describe the conditions for a) solar and b) lunar eclipses and distinguish between the umbra and the penumbra of a shadow. Describe the relative positions of the light source, the object, and the screen to produce maximum and minimum penumbra. |
| 4. |
Explain the difference between
opaque and transparent materials and explain what makes metals shiny. |
| 5. |
Distinguish between the rods and
cones of the eye and between their functions. |
| 1. | Explain why black and white are not colors in the sense that red and green are. |
| 2. | Describe why the interaction of light with atoms or molecules of a material differs for different frequencies. |
| 3. | Describe what factors determine whether a material will reflect, transmit, or absorb light of a particular color. |
| 4. | Explain how color television screens are able to display pictures in full color even though the television tube produces only spots of red, green, or blue light. |
| 5. | Define complementary colors and give examples of pairs. |
| 6. | Distinguish between color mixing by subtraction and color mixing by addition and predict the results of different color combinations.. |
| 1. | Given the direction of light striking a reflective surface, predict the path of the reflected light. |
| 2. | Explain the formation and location of an image formed by a
plane mirror. Use this knowledge to locate the image, to predict
whether one person can see another in a mirror, and to determine the
distance between and object and its image. |
| 3. | Distinguish between diffuse and specular reflection and relate these concepts to the glare produced by headlights of oncoming traffic when the pavement is wet. |
| 4. |
Identify what refraction is, explain the conditions which produce refraction, and identify the angle of incidence and the angle of refraction. |
| 5. | Relate the direction which light bends (towards or away from the normal)to the relative speed of light in, to the indices of refraction of, and to the optical density of the two media. |
| 6. |
Identify the two pre-requisites
for the occurence of total internal reflection and apply these to
determine whether or not it could occur in any given situation. Define
critical angle and use the concept of critical angle to predict whether
total internal reflection will occur. |
| 7. | Describe the conditions for a rainbow and explain its formation. |
| 8. | Describe the conditions for a mirage and expain its formation. |
| 9. |
Distinguish between converging and diverging lenses and the images formed by each. |
| 10. |
Use the method of ray tracing to locate and characterize the image formed by a converging lens. |
| 1. | Cite evidence that light waves are transverse. |
| 2. | Explain why polaroid sunglasses are helpful in cutting sun glare from horizontal surfaces such as water and roads. |
| 3. | Explain and cite examples of the phenomenon of parallax. |
| 4. |
Explain the role of binocular vision in depth perception and 3-D viewing. |