Physics Part B - Simon Rivera High School€¦ · también un gran momento para compartir historias...

Physics

Student Name: __________________

Student ID: _____________________

School Name: ___________________

Summer School Distance

Learning Packet

Teacher Name: __________________

HIGH SCHOOL

Part B

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000 www.bisd.us

May 2020

Esteemed Parents and Family Members,

We hope this letter finds you safe and healthy amid this uneasy time of COVID-19. As always, our priority is

the safety and welfare of our students. Our 2020 summer program will continue by utilizing virtual learning

platforms and will begin on June 1 and end on June 18, 2020. The purpose of the summer program is to

provide students the opportunity to gain credit for the course your student has failed.

You have received this summer 2020 instructional packet for your (9th - 12th grade) student. This instructional

packet includes materials for the core area(s) your student has failed.

We ask that you contact your student’s school to:

• give you the failing subject area(s)

• give you your student’s summer teachers’ name and contact information / email address

• update any contact information including any changes and additional contact numbers, and

email addresses, etc.

• receive login information for the digital platform

The platform utilized this summer will be:

• 9th -12th Google Classroom

(Download Google Classroom app or access through the Clever Portal)

Our sincere hope is that your child will participate and take advantage of this opportunity for promotion that

will greatly support your child’s area(s) of educational need.

Please encourage your student to read, watch educational programs, and practice their writing and speaking

skills. This is also a great time to share family stories and traditions, play board games and enjoy family time.

As always, it is an honor to continue to serve you and we value your family's commitment in entrusting us with

your child's education.

BISD does not discriminate on the basis of race, color, national origin, gender, religion, age, or disability or genetic information in employment

or provision of services, programs, or activities.

Brownsville Independent School District

1900 Price Road, Brownsville, TX 78521, (956) 548-8000 www.bisd.us

Mayo de 2020

Estimados Padres y Miembros de Familia,

Esperamos que esta carta le encuentre a buen resguardo y en buena salud durante estos días difíciles del

COVID-19. Como siempre, nuestra prioridad es la seguridad y el bienestar de nuestros estudiantes. Nuestro

programa de verano 2020 continuará utilizando plataformas de aprendizaje virtuales y comenzará el 1 de junio

y terminará el 18 de junio de 2020. El propósito del programa de verano es proporcionar a los estudiantes que

no fueron promovidos al siguiente grado, una oportunidad para obtener la promoción.

Con el fin de trabajar en la promoción de su hijo/a al siguiente grado, usted ha recibido un paquete de

instrucción para el verano del 2020 para su hijo/a de preparatoria. Dicho paquete incluye materiales para la(s)

asignatura(s) que su hijo/a reprobó.

Le pedimos que se ponga en contacto con la escuela de su hijo/a para:

• darle el área(s) de materia(s) que está reprobando.

• darle el nombre del maestro/a de verano de su hijo/a y su correo electrónico

• actualizar cualquier información de contacto, incluyendo cualquier cambio y números

de contacto adicionales, y correo electrónico, etc.

• recibir la información para conectarse a las plataformas digitales

La siguiente plataforma virtual se utilizará este verano para la preparatoria:

• Google Classroom

(Descargar aplicación de Google Classroom o usar el portal de Clever)

Esperamos sinceramente que su hijo/a participe y aproveche esta oportunidad de promoción que apoyará en

gran medida las áreas de su necesidad educativa.

Anime a sus hijos/as a leer, ver programas educativos y practicar sus habilidades para escribir y hablar. Este es

también un gran momento para compartir historias y tradiciones familiares, jugar juegos de mesa y disfrutar

del tiempo en familia.

Como siempre, es un honor continuar sirviéndole y valoramos nuestro compromiso con su familia al

confiarnos la educación de su hijo/a.

BISD no discrimina de acuerdo de raza, color, origen nacional, género, religión, edad, información genética, o incapacidad en el empleo o en

la provisión de servicios, programas o actividades.

Physics Part B- Summer 2020 Curriculum Lesson Concepts TEKS Assignments

Week 1: June 1-5

1 Work & Energy

6AB

-3.P.6A Standards Review Pgs. 33-34 -Diagram Skills: Energy

2 -3.P.6B Standards Review Pgs. 35-36 -Diagram Skills: Conservation of Energy -Chapter 5 Concept Map

3 Energy & Momentum 6CD -3.P.6C Standards Review Pgs. 37-38 -Graphing Skills: Momentum & Impulse

Name Date

© Houghton Mifflin Harcourt Publishing Company

33 Texas Physics Standards Review

MoMentuM and energy

The student will demonstrate an understanding of momentum and energy.

(P.6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to (A) investigate and calculate quantities using the work-energy theorem in various situations;

Standard reVIeW

The net work done by a net force acting on an object is equal to the change in the kinetic energy of the object. This important relationship is known as the work-energy theorem,

W net = ∆KE, where the kinetic energy can be calculated using KE = 1 __ 2 mv2.

When you use this theorem, you must include all the forces that do work on the object in calculating the net work done. You can calculate the net work done using the following equation, W net = F netdcosƟ.

From the work-energy theorem, we see that the speed of the object increases if the net work done on it is positive, because the final kinetic energy is greater than the initial kinetic energy. The object’s speed decreases if the net work is negative, because the final kinetic energy is less than the initial kinetic energy. The work–kinetic energy theorem allows us to think of kinetic energy as the work that an object can do while the object changes speed or as the amount of energy stored in the motion of an object.

3.P.6.A Physics

DO NOT EDIT--Changes must be made through “File info” CorrectionKey=A

Name Date



STANDARD PRACTICE 1 When the force on an object and the object’s displacement are in different directions,

which component of the force does work?

A The horizontal component

B The normal component

C The component that is parallel to the displacement

D The component that is perpendicular to the displacement

2 A man has three friends help him push his stalled car on a horizontal surface. The friends push with a constant total force of 1200 N. How far must the car be pushed, starting from rest, so that its final kinetic energy is 4200 J? (Disregard friction.)

A 2.6 m

B 3.5 m

C 8.3 m

D 11 m

3 Which of the following is equal to the net work done on a body?

A The change in mechanical energy of the body

B The change in the position of the body

C The change in the kinetic energy of the body

D The change in the potential energy of the body

4 A 2.0 × 103 kg car accelerates from rest under the actions of two forces. One is a forward force of 1140 N provided by traction between the wheels and the road. The other is a 950 N resistive force due to various frictional forces. How far in meters must the car travel for its speed to reach 2.0 m/s?

3.P.6.A Physics

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=B

PH_CTXEAN060432_RP3C.indd 34 11/6/13 12:54 PM

Name:_____________________________ Class:__________________ Date:__________________


Holt McDougal Physics Study Guide

Work and Energy

Diagram Skills

Energy As shown in the diagram, a block with a mass of m slides on a frictionless, horizontal surface with a constant velocity of vi. It then collides with a spring that has a spring constant of k. The block fully compresses the spring, comes to rest briefly, and then moves in the opposite direction with a velocity of −vi.

1. Examine the situation shown in part (a) of the diagram.

a. What is the kinetic energy of the block? _______________________________

b. What is the potential energy associated with the block’s position?___________

c. What is the mechanical energy for this system? _________________________

2. Examine the situation shown in part (b) of the diagram.




3. Examine the situation shown in part (c) of the diagram.




4. Examine the situation shown in part (d) of the diagram.




Name Date



MoMentuM and energy


(P.6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to (B) investigate examples of kinetic and potential energy and their transformations.

Standard reVIeW

Kineticenergy is energy of motion and depends on speed and mass. Like all forms of energy, kinetic energy can be used to do work. The faster something is moving, the more kinetic energy it has. Also, the greater the mass of a moving object, the greater its kinetic energy is. In equation form, kinetic energy is KE = 1 __ 2 mv2.

Potentialenergy is stored energy. Chemical energy, electrical energy, and nuclear energy can be considered forms of potential energy because the energy is stored in particles of matter. This potential energy can be transformed into kinetic energy or other forms of potential energy. Gravitationalpotentialenergy is the energy an object has because of its position. It depends on weight (mass times acceleration due to gravity where g = 9.8 m/s2) and height (h). In equation form, gravitational potential energy is PE g = mgh.

Elasticpotentialenergyis energy stored in the position of particles of an object. For example, a stretched spring has potential energy because work has been done to change its shape. The energy of that work is turned into potential energy that can be transformed back into kinetic energy when the spring is released. In equation form, elastic potential energy is PE elastic = 1 __ 2 kx2.

The lawofconservationofenergy states that energy cannot be created or destroyed. In other words, the total amount of energy in the universe never changes, although energy may change from one form to another. In equation form this law can be expressed as Ei = Ef. Conservation of energy is an important concept for roller coaster designer Steve Okamoto. Steve says, “Studying math and science is very important. To design a successful coaster, I have to understand how energy is converted from one form to another as the cars move along the track. I have to calculate speeds and accelerations of the cars on each part of the track. They have to go fast enough to make it up the next hill! I rely on my knowledge of geometry and physics to create the roller coaster’s curves, loops, and dips.”

3.P.6.B Physics


Name Date



Standard PraCtICe 1 The diagram below shows a roller coaster track. Points A–E indicate locations of the

roller coaster car at different times as it travels along the track.

A

B

C

D

E

Which statement below is correct concerning the roller coaster along points A–E?

A The gravitational potential energy is maximum at E.

B The gravitational potential energy is maximum at C.

C The kinetic energy at C is less than the kinetic energy at B.

D The kinetic energy at E is less than the kinetic energy at D.

2 During a field investigation, a student studies kinetic and potential energy by observing apples on a tree. What type of energy do these apples have when on the tree?

A Kinetic energy

B Nuclear energy

C Elastic potential energy

D Gravitational potential energy

3 A tire swing is released from some initial height such that the speed of the tire at the bottom of the swing is 2.5 m/s. What is the initial height of the tire? Note: g = 9.8 m/s2

A 0.13 m

B 0.16 m

C 0.32 m

D 3.1 m

4 A toy spring with a spring constant of 6.4 N/m has a relaxed length of 20.0 cm. When a ball is attached to the end of the spring and allowed to come to rest, the vertical length of the spring is 75.0 cm. What is the elastic potential energy stored in the spring?

3.P.6.B Physics


Name:_____________________________ Class:__________________ Date:__________________



Work and Energy

Diagram Skills

Conservation of Energy A roller-coaster car with a mass of m moves along a smooth track as diagrammed in the graph below. The car leaves point A with no initial velocity and travels to other points along the track. The zero energy level is taken as the energy of point A.

1. a. What is the car’s kinetic energy at point A?_____________________________

b. What is the potential energy associated with the car at point A?_____________

c. What is the car’s kinetic energy at point B? ____________________________

d. What is the potential energy associated with the car at point B?_____________

2. a. What is the speed of the car at point A? ______________________

b. What is the speed of the car at point B?________________________________

3. Assume the mass of the car is 65.0 kg and it starts at 30.0 m above the ground. Use the graph above to find the kinetic energy, potential energy, and velocity for points C, D, E, F, and G to complete the table.

Location KEA PEA KElocation PElocation vlocation C D E F G

4. For each location, what do you notice about the sum KEA + PEA compared with the sum KElocation + PElocation?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name Date



MoMentuM and energy


(P.6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to (C) calculate the mechanical energy of, power generated within, impulse applied to, and momentum of a physical system;

Standard reVIeW

Analyzing situations involving kinetic, gravitational potential, and elastic potential energy is relatively simple. We can ignore other forms of energy if their influence is negligible or if they are not relevant to the situation being analyzed. In most situations that we are concerned with, these other forms of energy are not involved in the motion of objects. In dealing with moving objects, we will find it useful to define a quantity called mechanical energy. The mechanical energy is the sum of kinetic energy and all forms of potential energy associated with the motion of an object or group of objects.

The work-kinetic energy theorem allows us to think of kinetic energy as the work that an object can do while the object changes speed or as the amount of energy stored in the mo-tion of an object. The rate at which work is done is called power. More generally, power is the rate of energy transfer by any method.

Momentum is a word we use every day in a variety of situations. In physics this word has a specific meaning. The linear momentum of an object of mass m moving with a velocity v is defined as the product of the mass and the velocity. Consider a soccer player stop-ping a moving soccer ball. In a given time interval, he must exert more force to stop a fast ball than to stop a ball that is moving more slowly. We see that a change in momentum is closely related to force. The impulse is the product of the applied force and the time inter-val the force acts, which is equal to an object’s change in momentum.

Ref

eren

ce In

form

atio

n

Momentum Impulse-Momentum TheoremP = mv F∆t = ∆p or F∆t = ∆p = mvf – mvi

Total Mechanical Energy Kinetic EnergyME = KE + PE KE = mv2

Gravitational Potential Energy Average PowerPE = mgh Pave = W/∆t

Work-Kinetic Energy TheoremWnet = ∆KE

1__2

3.P.6.C Physics



Name Date



STANDARD PRACTICE 1 A 150 g pinball rolls towards a springloaded launching rod with a velocity of 2.0 m/s

to the west. The launching rod strikes the pinball and causes it to move in the opposite direction with a velocity of 10.0 m/s. What impulse was delivered to the pinball by the launcher?

A 0.75 kg•m/s to the east

B 1.2 kg•m/s to the east

C 1.8 kg•m/s to the east

D 3.0 kg•m/s to the east

2 A cart with a mass of 25.0 kg is rolling with a speed of 14 m/s. What is the magnitude of the momentum of the cart?

A 1.8 kg•m/s

B 11 kg•m/s

C 39 kg•m/s

D 350 kg•m/s

3 A mover pushes a 245 kg piano so that it accelerates uniformly from rest to 1.5 m/s in 5.00 s. What is the power delivered by the mover in this time interval?

A 55 W

B 110 W

C 280 W

D 540 W

4 A 755 N diver drops from a board 10.0 m above the water’s surface. What is the diver’s total mechanical energy, in joules, when he is 5.00 m above the surface of the water?

3.P.6.C Physics



Name:_____________________________ Class:__________________ Date:__________________



Momentum and Collisions

Graph Skills Momentum and Impulse 1. A soccer ball with a mass of 0.950 kg is

traveling east at 10.0 m/s. Using a ruler and a scale of 1.0 square per 1.0 kg•m/s, draw a vector representing the momentum of the soccer ball.

2. A force of 2.00 × 102 N directed south is exerted on the ball for 0.025 s. Using the technique you used in item 1, draw a vector representing the impulse on the soccer ball.

3. The final momentum of the soccer ball is the initial momentum plus the change in momentum. Add your vectors from the previous questions to draw the final momentum vector of the ball.

4. Use your scale (1.0 square = 1.0 kg•m/s) to find the magnitude of the final momentum.

_________________________________________________________________ 5. Using your value for final momentum and the mass given in item 1, find the final

speed of the ball.

_________________________________________________________________ 6. How can you determine the angle at which the ball is traveling?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ 7. Use the techniques you used in items 1−5 to

find the final speed of a 0.150 kg baseball that initially travels east at 40.0 m/s and is then hit with a westward force of 1250 N over a 0.010 s interval.

___________________________________

___________________________________

___________________________________

___________________________________

Physics Part B- Summer 2020 Curriculum

Lesson Concepts TEKS Assignments

Week 2: June 8-12

4

Energy & Momentum

6CD

-3.P.6D Standards Review Pgs. 39-40 -Concept Review: Conservation of Momentum -Chapter 6 Concept Map

5 Electricity

5EF

-2.P.5E Standard Review Pgs. 24-25 -Concept Review: Electrical Charge

6 -2.P.5F Standard Review Pgs. 26-28 -Concept Review: Energy & Current -Chapter 17 Concept Map

Name Date



MoMentuM and energy


(P.6) Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to (D) demonstrate and apply the laws of conservation of energy and conservation of momentum in one dimension;

Standard reVIeW

Imagine that two cars of different masses moving with different velocities collide head on. The momentum of the cars after the collision can be predicted. This prediction can be made because momentum is always conserved, or, in other words, always remains constant. Some momentum may be transferred from one car to the other, but the total momentum remains the same. This principle is known as the lawofconservationofmomentum. In an elasticcollisiontwo objects collide and return to their original shapes with no loss of total kinetic energy. After the collision, the two objects move separately. In an elastic collision, both the total momentum and the total kinetic energy are conserved. When two objects collide and move together as one mass, the collision is called a perfectlyinelasticcollision. In an inelastic collision, kinetic energy is converted to internal elastic potential energy when the objects deform. Some kinetic energy is also converted to sound energy and internal energy. In an inelastic collision, the total kinetic energy does not remain constant when the objects collide and stick together.

Ref

eren

ce In

form

atio

n Momentum g = 9.81 m/s2 Impulse-Momentum Theorem

P = mv F∆t = ∆p or F∆t = ∆p = mvf – mvi

Conservation of Momentum Perfectly Inelastic Collisionm1v1,i + m2v2,i = m1v1,f + m2v2,f m1v1,i + m2v2,i = (m1 + m2)vf

Conservation of Mechanical Energy Gravitational Potential Energy m1v1,i

2 + m2v2,i2 = m1v1,f

2 + m2v2,f2 PEg = mgh1__

21__2

1__2

1__2

3.P.6.D Physics


Name Date



STANDARD PRACTICE 1 After pushing away from each other, two objects have equal but opposite momentum.

Which of the following is true for the total momentum of the system?

A It is twice the momentum of one object.

B It is zero.

C It is less than the initial momentum.

D It is greater than the initial momentum.

2 A 72.0 kg stuntman jumps from a moving car to a 2.50 kg skateboard at rest. If the velocity of the car is 15.0 m/s to the east when the stuntman jumps, what is the final velocity of the stuntman and the skateboard?

A 0.521 m/s to the east

B 14.5 m/s to the east

C 15.5 m/s to the east

D 432 m/s to the east

3 A 0.400 kg bead slides on a straight frictionless wire and moves with a velocity of 3.50 cm/s to the right, as shown below. The bead collides elastically with a larger 0.600 kg bead that is initially at rest. After the collision, the smaller bead moves to the left with a velocity of 0.70 cm/s.

What is the total kinetic energy of the system of beads after the collision?

A 1.40 × 10−4 J

B 2.45 × 10−4 J

C 4.70 × 10−4 J

D 4.90 × 10−4 J

4 The ballistic pendulum is an apparatus used to measure the speed of a projectile. An 8.0 g bullet is fired into a 2.5 kg ballistic pendulum bob, which is initially at rest, and becomes embedded in the bob. The pendulum then rises to a vertical distance of 6.0 cm. What was the initial speed of the bullet (in m/s)?

3.P.6.D Physics



Name:_____________________________ Class:__________________ Date:__________________



Momentum and Collisions

Concept Review

Conservation of Momentum A radioactive nucleus is initially at rest. When it decays, it splits into two moving parts, one of which has exactly 50 times the mass of the other. Assume there are no external forces acting on the nucleus, and answer the following questions. 1. What is the total momentum of the nucleus before the fission (split) occurs?

_________________________________________________________________ 2. What is the total momentum of the pieces after the event?

_________________________________________________________________ 3. Assume the less massive particle moves east (0°). In words, compare the size and

direction of the two momentum vectors.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ 4. Because the masses are different, the velocities must be different. Determine the

ratio of the velocity of the small particle to the velocity of the large particle.

_________________________________________________________________ 5. What generalization can you make about the relative velocities and the masses in

this type of situation?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name Date



Gravitational, ElEctrical, MaGnEtic, and nuclEar ForcEs

The student will demonstrate an understanding of gravitational, electrical, magnetic, and nuclear forces.

(P.5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to (E) characterize materials as conductors or insulators based on their electrical properties;

standard rEviEW

Materials in which electric charges move freely, such as copper and aluminum, are called electrical conductors. Most metals are conductors. Materials in which electric charges do not move freely, such as glass, rubber, silk, and plastic, are called electrical insulators.

An electric field in a material sets charges in motion. For a material to be a good conduc-tor, charge carriers in the material must be able to move easily through the material. Many metals are good conductors, because metals usually contain a large number of free elec-trons. Body fluids and salt water are able to conduct electric charge because they contain charged atoms called ions. Because dissolved ions can move through a solution easily, they can be charge carriers. A solute that dissolves in water to give a solution that conducts elec-tric current is called an electrolyte.

Insulators and conductors can be charged by contact. A balloon and hair become charged when they are rubbed together. This process is known as charging by contact. Another ex-ample of charging by contact is a common experiment in which a glass rod is rubbed with silk and a rubber rod is rubbed with wool or fur. The two rods become oppositely charged and attract one another, as a balloon and your hair do.

Conductors can also be charged by induction. When a conductor is connected to Earth by means of a conducting wire or copper pipe, the conductor is said to be grounded. Induc-tion is the process of charging a conductor by bringing it near another charged object and grounding the conductor.

A surface charge can be induced on insulators by polarization, a process very similar to charging by induction in conductors. In most neutral atoms or molecules, the center of positive charge coincides with the center of negative charge. In the presence of a charged object, these centers may shift slightly, resulting in more positive charge on one side of a molecule than on the other. This is known as polarization. This realignment of charge within individual molecules produces an induced charge on the surface of the insulator. When an object becomes polarized, it has no net charge but is still able to attract or repel objects due to this realignment of charge.

2.P.5.E Physics


Name Date



standard PracticE 1 Which of the following is defined as a material in which charges cannot move freely?

A Electric field

B Electrical conductor

C Electrical insulator

D Induction

2 When an insulator is in the presence of a charged object, its molecules can experience a change in their centers of charge. Which of the following terms refers to this process?

A Conduction

B Polarization

C Electrostatic equilibrium

D Induction

3 Which activity does not produce a similar change in electric charge as the other three?

A Sliding over a plastic-covered automobile seat

B Walking across a woolen carpet

C Scraping food from a metal bowl with a metal spoon

D Brushing dry hair with a plastic comb

4 A negatively charged object is brought close to the surface of a conductor, whose opposite side is then grounded. What kind of charge is left on the conductor’s surface?

A Neutral

B Negative

C Positive

D Both positive and negative

2.P.5.E Physics


Name:_____________________________ Class:__________________ Date:__________________



Electric Forces and Fields

Concept Review

Electric Charge 1. A plastic rod rubbed with wool was used to charge a small metal sphere in three

experiments, as illustrated below. The spheres were held by insulating stands. The sphere in Experiment B was grounded. Assume the rod had a positive charge.

a. Were charges transferred in Experiments A, B, or C? If so, between which objects?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ b. Sketch the charge distribution for the spheres in each experiment. c. The rod was removed after a while. In which experiment(s) did the sphere end

up with excess electric charge?

_________________________________________________________________ d. In which experiment(s) did polarization occur?

_________________________________________________________________ e. What happened to the excess charge on the rod after it was removed in

experiment A? in B? in C?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Name Date



Gravitational, ElEctrical, MaGnEtic, and nuclEar ForcEs

The student will demonstrate an understanding of gravitational, electrical, magnetic, and nuclear forces.

(P.5) Science concepts. The student knows the nature of forces in the physical world. The student is expected to (F) design, construct, and calculate in terms of current through, potential difference across, resistance of, and power used by electric circuit elements con-nected in both series and parallel combinations;

standard rEviEW

The electrical potential energy (PE ) changes with distance between two charges. For a repulsive force—that between two like charges—electrical potential energy increases as the charges move closer to each other. The opposite holds true for the attractive force between unlike charges. Usually, it is more practical to consider potential difference than electri-cal potential energy. Potential difference is the change in the electrical potential energy of a charged particle divided by its charge. This change occurs as a charge moves from one place to another in an electric field. The SI unit for potential difference is the volt (V). For this reason, potential difference is often called voltage.

The electric current is the rate at which the charges move through the wire. The SI unit of current is the ampere (A). Resistance is caused by internal friction, which slows the move-ment of charges through a conducting material. Resistance is defined by a relationship be-tween the voltage across a conductor and the current through it. The SI unit of resistance is the ohm (Ω). R = ∆V

___ I

When a charge moves in a circuit, the charge loses energy. Some of this energy is trans-formed into useful work, such as the turning of a motor, and some is lost as heat. The rate at which electrical energy is changed to other forms of energy is called electric power. Elec-tric power is calculated by multiplying the total current, I, by the voltage, V, in a circuit. The SI unit for power is the watt (W). P = I∆V

Resistors in series—describes two or more components of a circuit that provide a single path for current. Resistors in series carry the same current. The equivalent resistance of the series combination is the sum of the individual resistances. Series circuits require all ele-ments to conduct. R eq = R1 + R2 + R3 + …

Resistors in parallel—describes two or more components of a circuit that provide sepa-

rate conducting paths for current because the components are connected across common

points or junctions. Resistors in parallel have the same potential differences across them.

The sum of currents in parallel resistors equals the total current. The equivalent resistance

may be calculated using 1 ___ R eq = 1 __ R1

+ 1 __ R2 + 1 __ R3

+ … .

2.P.5.F Physics


PH_CTXEAN060432_RP2C.indd 26 11/7/13 7:42 AM

Name Date



standard PracticE 1 In the table below, which circuit requires the greatest electric power?

CURRENT AND VOLTAGE IN VARIOUS CIRCUITS

Circuit Current (A) Voltage (V)A 25 60

B 50 30

C 100 25

D 150 15

A Circuit A

B Circuit B

C Circuit C

D Circuit D

2 What is the equivalent resistance of the circuit?

RA = 2.00 ΩRB = 4.00 ΩRC = 8.00 Ω

CA B

RA = 01.00 ΩRB = 05.00 ΩRC = 10.00 Ω

CA B

RA = 2.00 ΩRB = 4.00 ΩRC = 8.00 Ω

A

B C

A

B

C

A 0.0714 Ω

B 0.875 Ω

C 1.14 Ω

D 4.67 Ω

2.P.5.F Physics


Name Date



3 If the potential difference across bulb B is 3.5 V, what is the current in the circuit?

RA = 2.00 ΩRB = 4.00 ΩRC = 8.00 Ω

CA B

RA = 01.00 ΩRB = 05.00 ΩRC = 10.00 Ω

CA B

RA = 2.00 ΩRB = 4.00 ΩRC = 8.00 Ω

A

B C

A

B

C

A 0.22 A

B 0.66 A

C 0.70 A

D 1.2 A

4 A 15.00 Ω resistor and 7.00 Ω resistor are connected in parallel to an emf source. A current of 1.50 A flows through the 7.00 Ω resistor. What is the potential difference across the source?

2.P.5.F Physics


Name:_____________________________ Class:__________________ Date:__________________



Electrical Energy and Current

Concept Review

Current and Resistance 1. The sphere of a Van de Graaff generator had 6.00 C of charge. When connected

to the ground, it was discharged in 24.0 ms. What was the average discharge current?

_________________________________________________________________

2. A battery supplies a 0.015 A current to a small radio. How long should the radio stay on so that 4.80 C passes through each of the following parts of the circuit:

a. through the battery ________________________________________________

b. through the radio _________________________________________________

c. through the connecting wires________________________________________

3. Three resistors are available for testing a 9.00 V battery. Resistor A has 5.00 kΩ of resistance, resistor B has 5.00 Ω of resistance, and resistor C has 0.0500 Ω of resistance. a. How much current will each resistor draw?

_________________________________________________________________

_________________________________________________________________ b. Which resistor is more useful for testing if the battery is dead? Explain.

_________________________________________________________________

_________________________________________________________________

4. An electrical device of 37.2 Ω resistance performs best when the current is 3.62 A. How much voltage should be applied?

_________________________________________________________________

5. An electronic device performs best with a 1.20 V battery, when the current is between 3.50 mA and 4.20 mA. What is the range of possible resistances for this electronic device?

_________________________________________________________________

Physics Part B- Summer 2020 Curriculum Lesson Concepts TEKS Assignments

Week 3: June 15-17

7

Waves

7BD

-4.P.7B Standard Review Pgs. 51-52 -Concept Review: Properties of Waves

8 -4.P.7D Standard Review Pgs. 55-56 -Graphing Skills: Wave Interactions -Chapter 11 Concept Map

Last Day /Check Out: June 17

Name Date



Waves and Quantum Phenomena

The student will demonstrate an understanding of waves and quantum phenomena.

(P.7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to (B) investigate and analyze characteristics of waves, including veloc-ity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength;

standaRd RevIeW

The amplitude of a wave is related to its height. For a mechanical wave, the amplitude is the maximum distance that the particles of a medium vibrate from their rest position. The larger the amplitude, the greater the maximum displacement of the particles. A wave with a larger amplitude carries more energy than a wave with a smaller amplitude.

Dis

plac

emen

t

= Wavelength

x

y

Crest

TroughAmplitude

(b)

λ

λ

λ

The wavelength of a wave is the distance between any two crests or compressions next to each other in a wave. The distance between two troughs or rarefactions next to each other is also equal to one wavelength. The wavelength can be measured from any point on a wave. A wave with a shorter wavelength carries more energy than a wave with a longer wavelength, if they have the same amplitude.

The number of waves produced in a given amount of time is the frequency of the wave. Frequency is usually expressed in hertz (Hz). One hertz equals one wave per second. If the amplitudes are equal, higher frequency waves carry more energy than low frequency waves.

The speed of a mechanical wave is constant for any given medium. The wave speed (v) is the frequency of the wave ( f ) times the wavelength (λ). In equation form, v = f λ. The speed of a wave changes only when the wave moves from one medium to another or when certain properties of the medium (such as temperature) are varied.

4.P.7.B Physics


Name Date



standaRd PRaCtICe

Questions 1–3 are based on the following illustration of a wave traveling in the positive x direction with a frequency of 33.3 Hz.

12 cm

5.0 cm

1 What is the amplitude of the wave?

A 5.0 cm

B 6.0 cm

C 10.0 cm

D 12.0 cm

2 What is the wavelength of the wave?

A 5.0 cm

B 6.0 cm

C 10.0 cm

D 12.0 cm

3 What is the speed of the wave?

A 0.0300 m/s

B 3.33 m/s

C 333 m/s

D 166 m/s

4 A wave of frequency 42.5 Hz travels at a speed of 3.5 m/s. What is the wavelength of the wave (in centimeters)?

4.P.7.B Physics


Name:_____________________________ Class:__________________ Date:__________________



Vibrations and Waves

Concept Review

Properties of Waves 1. Radio waves travel at the speed of light (3.00 × 108 m/s). An amateur radio

system can receive radio signals at frequencies between 8.00 MHz and 1.20 MHz. What is the range of the wavelengths this system can receive?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ 2. Graph (a) below describes the density versus time of a pressure wave traveling

through an elastic medium. Graph (b) describes the density versus distance for the same wave.

a. Use graph (a) to find the period of oscillation of this wave and its frequency.

_________________________________________________________________ b. Use graph (b) to find the wavelength and the speed.

_________________________________________________________________

Name Date



Waves and Quantum Phenomena

The student will demonstrate an understanding of waves and quantum phenomena.

(P.7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to (D) investigate behaviors of waves, including reflection, refraction, diffraction, interference, resonance, and the Doppler effect;

standaRd RevIeW

Light traveling through a uniform substance, whether it is air, water, or a vacuum, always travels in a straight line. However, when the light encounters a different substance, its path can change. If a material is opaque to the light, part of the light is absorbed and the rest of it is deflected at the surface. This change in the direction of the light is called reflection. A straight line drawn perpendicular to the reflecting surface at the point where the incoming, or incident, ray strikes the surface is called the normal. The angle of incidence and angle of reflection are defined as the angles between the normal and the incident and reflected rays. Careful measurements of the incident and reflected angles reveal that the angles are equal.

The bending of light as it travels from one medium to another is called refraction. If light travels from one transparent medium to another at any angle other than straight on (normal to the surface), the light ray changes direction when it meets the boundary. The angles of the incoming and refracted rays are measured with respect to the normal. The angle between the refracted ray and the normal is called the angle of refraction, θr , and the angle of incidence is designated as θi . Snell’s Law relates the angle of incidence to the angle of refraction. In equation form Snell’s Law is nisinθi = nrsinθr, where ni and nr are index of refraction values for the incident and refracted materials respectively.

The relative motion between a wave source and an observer creates an apparent frequency shift known as the Doppler effect. For example, when a light source is moving away from an observer, the observed frequency will be lower and the wavelength will have stretched out as it is shifted toward the red end of the spectrum. This phenomenon is called red shift. Conversely, if the light source is moving toward the observer, the observed frequency will be higher and the wavelength will be shorter as it is shifted toward the blue end of the spectrum. This is called blue shift. The Doppler effect is also noticeable as a change in the pitch of a sound wave as the source moves toward or away from the listener.

Resonance is a phenomenon that occurs when the frequency of a force applied to a system matches the natural frequency of vibration of the system, resulting in a large amplitude of vibration. Examples of resonance include a standing wave on a guitar string and standing sound waves in organ pipes. Interference is a phenomenon that takes place only between waves of the same or nearly the same wavelength. Light waves interfere to form bands of color on a soap bubble’s surface. Diffraction is the bending of waves, and occurs when waves pass through small openings, around obstacles, or by sharp edges. Examples of diffraction include ocean waves bending around jetties and compact discs dispersing light into colors.

4.P.7.D Physics



Name Date



standaRd PRaCtICe 1 If light from a galaxy is shifted toward the blue end of the spectrum, what can you

conclude about the galaxy’s motion relative to Earth?

A The galaxy is moving toward Earth.

B The galaxy is moving slowly away from Earth.

C The galaxy is moving rapidly away from Earth.

D The motion of the galaxy relative to Earth is constantly changing.

2 What is the measure of the angle of reflection in the diagram below?

40º ?

Mirror

Light Source

A 40º

B 50º

C 80º

D 90º

3 A high school physics teacher leaves the classroom door open while she discusses waves with the class. The principal of the school standing at the other end of the hallway is able to hear the voice of the physics teacher. The fact that the principal can hear the physics teacher is an example of what wave phenomena?

A Interference

B Diffraction

C Resonance

D Doppler effect

4 A ray of light enters the top of a glass of water at an angle of 36° with the vertical. What is the angle (in degrees) between the refracted ray and the vertical? (Hint: nair = 1.00 and nwater = 1.33)

4.P.7.D Physics


Name:_____________________________ Class:__________________ Date:__________________



Vibrations and Waves

Graph Skills

Wave Interactions 1. A wave of 0.25 cm amplitude traveling on a

string interferes with a wave of 0.35 cm amplitude that was generated at the other end with the same frequency. Their maxima occur at the same points on the string. a. Sketch a graph of each individual wave

traveling through the same area of the string for one period on the grids labeled (a) and (b).

b. Sketch a graph of the wave shape resulting from interference on the grid labeled (c).

2. A 15.0 m long string is tied at one end (point B) and shaken repeatedly at the other end (point A) with a 2.00 Hz frequency. This generates waves that travel at 20.0 m/s in the string. a. How long does it take for each pulse to travel from A to B and return to A?

_________________________________________________________________ b. What is the wavelength of these waves?

_________________________________________________________________ c. Are the pulses inverted when reflected from B?

_________________________________________________________________

Physics Part B - Simon Rivera High School€¦ · también un gran momento para compartir historias...

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Transcript of Physics Part B - Simon Rivera High School€¦ · también un gran momento para compartir historias...