...Examination Questions Physics P2 part 1 Q1.(a) A driver on a motorway sees a hazard ahead and brakes to stop. The stopping distance of the car is the thinking distance added to the braking distance. (i) What is meant by: thinking distance ................................................................................... ............................................................................................................... braking distance .................................................................................... ............................................................................................................... (2) (ii) The graph shows how the velocity of the car changes during the stopping distance. Use the graph to determine the thinking distance and the braking distance. ............................................................................................................... ............................................................................................................... Thinking distance = ....................................... m Braking distance = ........................................ m (2) (b) In this question you will be assessed on using good English, organising information clearly and using specialist terms where appropriate. Describe and explain the factors that affect the stopping distance of a vehicle. In your answer you should: • describe factors that affect...
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...Correct answers are indicated by LARGE RED text. 29:012 College Physics Exam 1 February 9, 2001 1. Doug rubs a piece of fur on a hard rubber rod, giving the rod a negative charge. What happens? a. protons are removed from the rod b. electrons are added to the rod c. the fur is also charged negatively d. the fur is left neutral 2. A ping pong ball covered with a conducting graphite coating has a mass of 5 Ñ 10€„ kg and a charge of 4 æC. What electric field directed upward will exactly balance the weight of the ball? (g = 9.8 m/s‚) a. 8.2 x 10^2 N/C b. 1.2 x 10^4 N/C c. 2.0 x 10^-7 N/C d. 5.1 x 10^6 N/C 3. The average distance of the electron from the proton in the hydrogen atom is 0.51 Ñ 10€Œm. What is the electron field from the proton's charge at the location of the electron? (k = 9 Ñ 10‹ N m‚/C‚, qe = 1.6 Ñ 10€‹ C) a. 5.5 x 10^11 N/C b. 1.0 x 10^6 N/C c. 3.2 x 10^2 N/C d. 8.8 x 10^-8 N/C 4. Four charges are at the corners of a square, with B and C on opposite corners. Charges A and D, on the other two corners, have equal charge, while both B and C have a charge of +1 C. What is the charge on A so that the force on B is zero? a. -1.0 C b. -0.5 C c. -0.35 C d. -0.71 C 5. Two charges, +Q and -Q, are located two meters apart and there is a point along the line that is equidistant from the two charges as indicated. Which vector best represents the direction of the electric field at that point? a. Vector EA b. Vector EB c. Vector...
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...What do roller coasters, baseballs, tug of war ropes, and magnets all have in common? They all require forces to set them in motion! 2B. Identify an essential question that invites students to consider how or why this phenomena occurs. How do force and motion affect movement of objects? 2C. Write 4-5 learning outcomes/objects using ABCD format and SMART criteria for your unit: 2D. Create a formative assessment to check student understanding during a unit. This graphic organizer can be used by the students to track experiments which will help them determine what forces and motions must be used to move objects. Students will work in groups of two and must make an observation, such as “Motion is a way that things move. Blowing is a motion.” They will form a question such as, “How much force does it take to move different objects the same distance?” Students will then form a hypothesis such as, “I think it will take the same amount of blows to move different objects.” Students will then experiment with blowing the objects listed on the graphic organizer and record their findings. Once the students have recorded findings, they will write a conclusion sentence. While circulating among the students, the teacher will be able to assess whether or not the students are making the proper connections through observations. After the students have completed their graphic organizers, the teacher should facilitate further discussion....
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...If = 10, = 15, and a = 130°, determine the scalar product of the two vectors shown. 1) +96 2) -96 3) +51 4) -51 5) -35 A 2.0-kg block sliding on a frictionless horizontal surface is attached to one end of a horizontal spring (k = 600 N/m) which has its other end fixed. The speed of the block when the spring is extended 20 cm is equal to 3.0 m/s. What is the maximum speed of this block as it oscillates? 1) 4.6 m/s 2) 5.3 m/s 3) 5.7 m/s 4) 4.9 m/s 5) 3.5 m/s A block slides on a rough horizontal surface from point A to point B. A force (magnitude P = 2.0 N) acts on the block between A and B, as shown. Points A and B are 1.5 m apart. If the kinetic energies of the block at A and B are 5.0 J and 4.0 J, respectively, how much work is done on the block by the force of friction as the block moves from A to B? 1) -3.3 J 2) +1.3 J 3) +3.3 J 4) -1.3 J 5) +4.6 J 1) +96 1) 4.6 m/s 1) -3.3 J A 1.5-kg object moving along the x axis has a velocity of +4.0 m/s at x = 0. If the only force acting on this object is shown in the figure, what is the kinetic energy of the object at x = +3.0 m? 1) 18 J 2) 21 J 3) 23 J 4) 26 J 5) 8 J A force acting on an object moving along the x axis is given by Fx = (14x - 3.0x2) N where x is in m. How much work is done by this force as the object moves from x = -1 m to x = +2 m? 1) +12 J 2) +28 J 3) +40 J 4) +42 J 5) -28 J If = 5.0, = 8.0, and a = 30°, determine the scalar product of the two vectors shown. 1) -35 2) +35 3) -20 4) +20 5) +40 1) 18 J ...
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...Takako Hirokawa, Noah Finkelstein, and H. J. Lewandowski† Department of Physics, University of Colorado Boulder, Boulder, CO 80309 (Dated: March 4, 2014) In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students’ shifts in epistemology and affect at the beginning and end of a semester. Also, at the end of the semester, the E-CLASS assesses students’ reflections on their course’s expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for PER research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results. I. INTRODUCTION Laboratory courses offer significant opportunities for engagement in the practices and core ideas of science. Laboratory course environments typically have apparatus, flexible...
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...The Bad Effects of Dynamic Learning Program approach in Physics and Math in the studies of Fourth Year students of EHSD INTRODUCTION Dynamic Learning Program was conceptualized by Dr. Christopher Bernido and Dr. Maria Victoria Carpio-Bernido. Both of them are Ramon Magsaysay awardees, they made this learning program in order to provide better education in Filipino students who have their own potentials. This school year 2012-2013 was the very first year that EHSD adapt this program. It includes tons of writings and less discussing, this helps students to study on their own. On the other hand, Physics and Math are the hardest subject areas in Fourth year, these subject areas requires a lot of skills, explanations and patience in order to understand what the concept is. Unlike other subjects like TLE and History, Physics and Math needs a lot of mathematical abilities. This research paper will soon answer what are the bad effects of having Dynamic Learning Program in Physics and Math instead of the normal approach that was given years before. This research will specify the bad effects and how can we avoid those things while studying. This will let us see if the Dynamic Learning Program is applicable and efficient for subjects which require a lot of explanations. In this research we will conduct a deeper definition of Dynamic Learning Program from where it was originated, to the people behind it up to the people who benefit from it. After knowing these all, we will conduct a...
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...DIFFICULTIES IN SOLVING PROBLEMS IN PHYSICS Luzviminda M. Panes THE PROBLEM This study sought to determine the difficulties of fourth year high school students in solvingproblems in Physics. METHODOLOGY This study is a diagnostic-illuminative type. It was intended to reveal conceptual or proceduralerrors that students commit in solving word problems in high school Physics. To achieve this end, theresearcher used the survey method of gathering information. In this method, all fourth year students of the two schools, SSPSC Tagbina and SSPSC Lianga, were asked to respond to a Diagnostic Test prepared by the author. The test was divided into 4 levels, level 1, understanding what is asked in the problems that measure the reading comprehension skills of students; Level 2, measuring the student’s skills in translating unknown into mathematical expression; and level 3 measuring the student’s skills in formulating mathematical equation that expresses the relation of he variables in the problem; lastly, in Level 4, solving problems involving linear equation, quadratic and exponential equation. The statistical tools used in analyzing the data were means and z-test. FINDINGS 1. The study found out that most students understood what is asked in the problem. The resultsrevealed that out of 130 students who took the diagnostic test, there were 76 students who passed level 1 question. 2. In level 2 questions, students found difficulty in translating...
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...FunTaskSticks: Aligning the games with course outcomes of Physics and Biology for Pre-science students Irma Ahmad1, Suhaiza Hasan2, Nur Azimah Osman3 1UiTM Negeri Sembilan (Malaysia) 2UiTM Negeri Sembilan (Malaysia) 3UiTM Negeri Sembilan (Malaysia) irma@ns.uitm.edu.my, suhaiza@ns.uitm.edu.my, azimah@ns.uitm.edu.my Abstract The demand for increasing the number of students to pass the pre-diploma programmes has boost up the need for active and motivating learning tools. To rouse the number of passing grades, various programs and series of lectures were conducted for pre-science students at UiTM Negeri Sembilan. However, none of the activities is in form of games. FunTaskSticks is a game that has been modified from the original Pick-Up Sticks and repurposed into instructional lesson as part of learning exercises to support students learning activities in informal educational settings. Therefore, in this study it attempts to investigate how FunTaskSticks could engage the learning process of Physics and Biology and assist them to improve their fundamental grammar of English language by using the terms and terminologies that they have learned in classes and from the game. There were 24 pre-diploma students who participated in this study. The finding revealed that FunTaskSticks is not only educating the students cognitively, but also affectively. Students learn to acknowledge, criticized and praise each other which has increased their motivation level and also their...
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...(2011). “Effects of Instruction on Students’ Expectations in College Physics.” An Undergraduate Thesis, College of Education, West Visayas State University, Iloilo City II. Summary: The experimental study scrutinized the effects of instruction on student’s outlook in College Physics. The subjects of the study were the second year college students taking up Bachelor of Science in Biological Science who were enrolled in College Physics in West Visayas State University for the school year 2010-2011. The researchers identified the teacher’s instruction as the independent variable, and the dependent variable was the expectations of second year college taking up Bachelor of Science in Biological Science, taking into consideration their attitudes, beliefs, and assumptions about College Physics. The study utilized the one-group pretest – posttest design in an experimental study. A Likert-type scale instrument was used as a data gathering instrument. The analysis of data was shown on the descriptive data analysis with the use of the frequency and percentage. The researchers utilized t- Test to determine the significant difference in the expectations of second year students enrolled in college physics before and after teacher’s instruction. The findings of this study revealed the significant effects of instruction on students’ expectations in College Physics. The paper is beneficial to the students of College Physics in assessing and determining how their expectations towards this...
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...In many ways, physics stems from ancient Greek philosophy. From Thales' first attempt to characterize matter, to Democritus' deduction that matter ought to reduce to an invariant state, the Ptolemaic astronomy of a crystalline firmament, and Aristotle's book Physics (an early book on physics, which attempted to analyze and define motion from a philosophical point of view), various Greek philosophers advanced their own theories of nature. Physics was known as natural philosophy until the late 18th century. By the 19th century physics was realized as a discipline distinct from philosophy and the other sciences. Physics, as with the rest of science, relies on philosophy of science to give an adequate description of the scientific method.[13] The scientific method employs a priori reasoning as well as a posteriori reasoning and the use of Bayesian inference to measure the validity of a given theory.[14] The development of physics has answered many questions of early philosophers, but has also raised new questions. Study of the philosophical issues surrounding physics, the philosophy of physics, involves issues such as the nature of space and time, determinism, and metaphysical outlooks such as empiricism, naturalism and realism.[15] Many physicists have written about the philosophical implications of their work, for instance Laplace, who championed causal determinism,[16] and Erwin Schrödinger, who wrote on quantum mechanics.[17] The mathematical physicist Roger Penrose has been...
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...Assignment in Physics... 1. Definition of Science, Major branches of science 2. Scientific Method 3. Definition of Physics and its major branches 4. Notable Physicist and their contribution 5. Importance of Physics in our everyday life and in our society. (Write the references) Short bond paper, written or computerized (font: Times New Roman/font size: 12) Reading assign. Measurement Diff. system of measurement fundamentals and derive quantities scientific notation rules in significant figures conversion of units http://www.hep.man.ac.uk/babarph/babarphysics/physicists.html ) I.1 Science The intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment. I.2 The Branches of Science The Physical Sciences * Physics: The study of matter and energy and the interactions between them. Physicists study such subjects as gravity, light, and time. Albert Einstein, a famous physicist, developed the Theory of Relativity. * Chemistry: The science that deals with the composition, properties, reactions, and the structure of matter. The chemist Louis Pasteur, for example, discovered pasteurization, which is the process of heating liquids such as milk and orange juice to kill harmful germs. * Astronomy: The study of the universe beyond the Earth's atmosphere. The Earth Sciences * Geology: The science of the origin, history, and structure...
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...Cooperative Problem Solving in Physics A User’s Manual Why? What? How? STEP 1 Recognize the Problem What's going on? STEP 2 Describe the problem in terms of the field What does this have to do with ...... ? STEP 3 Plan a solution How do I get out of this? STEP 4 Execute the plan Let's get an answer STEP 5 Evaluate the solution Can this be true? Kenneth Heller Patricia Heller University of Minnesota With support from the National Science Foundation, University of Minnesota, and U.S. Department of Education © Kenneth & Patricia Heller, 2010 Acknowledgments In reaching this stage in this work, we gratefully acknowledge the support of the University of Minnesota, the U.S. Department of Education FIPSE program, and the National Science Foundation. This work would not have existed without the close cooperation of the University of Minnesota School of Physics and Astronomy and Department of Curriculum and Instruction. We have incorporated the suggestions of many faculty members from both Physics and Education at the University of Minnesota and other institutions that have communicated with us at workshops, meetings, and by e-mail. This work has depended on the efforts and feedback of many graduate student teaching assistants in the School of Physics and Astronomy over the years. Much of this development is directly based on the research of the graduate students in the University of Minnesota Physics Education Program: Jennifer...
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...Trial Examination 2014 VCE Physics Units 3&4 Written Examination Suggested Solutions Neap Trial Exams are licensed to be photocopied or placed on the school intranet and used only within the confines of the school purchasing them, for the purpose of examining that school’s students only. They may not be otherwise reproduced or distributed. The copyright of Neap Trial Exams remains with Neap. No Neap Trial Exam or any part thereof is to be issued or passed on by any person to any party inclusive of other schools, non-practising teachers, coaching colleges, tutors, parents, students, publishing agencies or websites without the express written consent of Neap. Copyright © 2014 Neap ABN 49 910 906 643 96–106 Pelham St Carlton VIC 3053 Tel: (03) 8341 8341 Fax: (03) 8341 8300 TEVPHYU34_SS_2014.FM VCE Physics Units 3&4 Trial Examination Suggested Solutions SECTION A – CORE Area of study – Motion in one and two dimensions Question 1 (10 marks) a. v v = 12 sin 60° = 10.4 m s b. t air = 2 × t top 0 – 10.4 t top = ------------------ = 1.04 – 10 t air = 2 × 1.04 = 2.1 1 2 s = -- at 2 2 1 = -- ( 10 ) ( 1.04 ) 2 –1 1 mark 1 mark 1 mark Note: Consequential on part a. c. 1 mark 1 mark = 5.4 m d. Gravity is 10 m s ∴ 10 m s e. –2 –2 down 1 mark 1 2 KE = -- mv 2 v h = 12 cos 60° =6ms –1 1 mark 2 1 KE = -- ( 80 ) ( 6 ) 2 = 1440 J f. R = v h t air = ( 6 ) ( 2.08 ) = 12.5 m 1 mark 1 mark 1 mark Note: Consequential on part e. 2 ...
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...Physics (www.tiwariacademy.com) (Chapter 1 and 2)(Physical World, Units and Measurements) (Class 11) Very Short Answer Type Questions (1 mark each) Question 1: State one law that holds good in all natural processes. Answer 1: One such laws is the Newton’s gravitation law, According to this law everybody in this nature are attracts with other body with a force of attraction which is directly proportional to the product of their masses and inversely proportionally to the square of the distance between them. Question 2: Among which type of elementary particles does the electromagnetic force act? Answer 2: Electromagnetic force acts between on all electrically charged particles. Question 3: Name the forces having the longest and shortest range of operation. Answer 3: Longest range force is gravitational force and nuclear force is shortest range force. Question 4: If ‘slap’ times speed equals power, what will be the dimensional equation for ‘slap’? Answer 4: Slap × speed = power Or slap = power/speed = [MLT-2] Question 5: If the units of force and length each are doubled, then how many times the unit of energy would be affected? Answer 5: Energy = Work done = Force x length So when the units are doubled, then the unit of energy will increase four times. www.tiwariacademy.in A free web Support in education 1 Physics (www.tiwariacademy.com) (Chapter 1 and 2)(Physical World, Units and Measurements) (Class 11) Question 6: Can a quantity...
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...Question 2 1) What is a computing cluster? Clustering is when two or more computers are connected to behave like a single computer. This alters the overall power, increasing processing speed and storage capacity. All the computers perform the same tasks and are normally connected by LAN. 2) Describe how the SETI@home project uses distributed computing to achieve its objectives. SETI@home operates by using computers across the globe to analyse radio telescope signals. SETI@home uses a large and sensitive telescope located in Arecibo, Puerto Rico. It uses this telescope to listen for radio signals in space. As a large amount of computing power is required to cover the appropriate frequencies the telescope detects, SETI@home uses a significant numbers...
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