...Physics pre-assessment research task 1. Describe de Broglie’s proposal that any kind of particle has both wave and particle properties De Broglie suggested that if light can behave as both a wave and as a photon, particles could also have dual character. He proposed that all particles had wave properties as well as particle properties. He proposed that the wavelength is inversely proportional to the momentum of the particle, now known as the de Broglie wavelength of a particle and given by, λ=hmv. λ= Wavelength of light (m) h= Planck’s constant 6.626 x 10^-34 (J) m= Mass of the particle (kg) V= Speed of the particle (light) mv= Momentum of particle (kg m/s) 2. Define wave diffraction and interference Diffraction-is the bending of waves as they pass around the corner of a barrier or as they move through obstacles such as a slit. Wave interference is the phenomenon that occurs when two waves meet while traveling along the same medium. The interference of waves causes the medium to take on a shape that results from the net effect of the two individual waves upon the particles of the medium. Destructive interference is a type of interference that occurs at any location along the medium where the two interfering waves have a displacement in the opposite direction. For instance, when a sine pulse with a maximum displacement of +1 unit meets a sine pulse with a maximum displacement of -1 unit, destructive interference occurs. This is depicted in the diagram below...
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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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...us closer to a true pantheistic god of beauty, or destroy all notions of a sense of purpose (Krauss, 2012)? Regardless of your faith, the laws of physics are proving every day that something can come from nothing. A god of the gaps is probably the most common, as well as most elementary, argument for debating science vs. religion. This idea is simply employing a divine meaning to things that science has no answer to. It is often a question of why, and assumes purpose to everything. One thing that science cannot refute is a purpose to our world. It is scientifically inert, that is to say that there is no plausible way to test its predictions. The scientific method is just field testing the observable world we see around us. We are all naturally inquisitive; we thrive to find our “purpose” in the world. But this, I believe, is simply a limit to our senses. When there are questions that science cannot answer, such as why we came to be, skeptics often say that it is outside the bounds of our universe. This, to me, is just a lazy answer. The god of the gaps is a “fill in the blank” answer to everything that has been so far, untestable. This does not mean that anybody has the right to invoke a spiritual meaning, or a majestic god to explain things. This explanation opens far more doors of unanswerable questions that frankly, are irrational to believe in. How, by definition, means in what manner, or by what means (“how”, 2016). Why is defined as;...
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...I've been asked this same question many times before and it has always been the hardest for me to answer. My enthusiasm for the sciences and mathematics didn't emerge in one crystallizing moment or epiphany, but rather evolved over time. Curiosity has always been a defining quality of mine, probably ever since I was a young boy watching "The Magic School Bus" and reading "ZooBooks". A general yearning for discovering new things, regardless of topics or delivery via books, television, or teacher, was the first step to spark my interest in science. Later as a middle school student, I became much more aware that I enjoyed and excelled in science and math more than any other subjects. Entering into my middle school's math and science accelerated program allowed me to further develop my interest in science as I took Honors Biology and spent my summer between 8th and 9th grade volunteering for Cornell’s Cooperative Extension conducting water sampling for effluent matter at local bays. It was also at this point that I started to give thought to what careers I may want to pursue, specifically in a scientific field. In my past three years of high school, I've taken great initiative to enrich my scientific experience and identify which fields directly interest me. I became a member and now president of my school's selective science research program, attended lectures at Stony Brook University and started ready Scientific News. Reading about Physics made me inquisitive about the unknown...
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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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...instructor’s time☺. A brief explanation of the physics principle used in the experiment and later explains how the result demonstrated a physics principle. Use the important data and results (Table) to demonstrate the physic principle. Do not include all the list of each and every number on the data sheet. Note that final numerical values include an estimate of uncertainty (example: The average spring constant is XXX±XX Nm-1). Explain how the independent variables affected the dependent variables, you may use equations provided and show the dependent/independent variables. Analysis of graph: shape of curve, for a straight line, the meaning of slope and intercept for your graph. You do not have to explain how they agree if you show the numbers or refer to a Table; but do not write that values agree without some reference. Sources of error are offered that are consistent with the experimental results. You may offer a suggestion for improving the experiment, but it must focus on the most prominent error and be consistent with the sources of errors. This is not a place to “trash” the experiment. If there’s a part 2 in the experiment A brief introduction to part 2 and some simple explanations of the physics principle used in the experiment and how the result demonstrated a physics principle. Basically similar to the format above, but no need to repeat what you have already discussed. A brief conclusion. Answers to Questions (if any). You may include sources if you...
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...instructor’s time☺. A brief explanation of the physics principle used in the experiment and later explains how the result demonstrated a physics principle. Use the important data and results (Table) to demonstrate the physic principle. Do not include all the list of each and every number on the data sheet. Note that final numerical values include an estimate of uncertainty (example: The average spring constant is XXX±XX Nm-1). Explain how the independent variables affected the dependent variables, you may use equations provided and show the dependent/independent variables. Analysis of graph: shape of curve, for a straight line, the meaning of slope and intercept for your graph. You do not have to explain how they agree if you show the numbers or refer to a Table; but do not write that values agree without some reference. Sources of error are offered that are consistent with the experimental results. You may offer a suggestion for improving the experiment, but it must focus on the most prominent error and be consistent with the sources of errors. This is not a place to “trash” the experiment. If there’s a part 2 in the experiment A brief introduction to part 2 and some simple explanations of the physics principle used in the experiment and how the result demonstrated a physics principle. Basically similar to the format above, but no need to repeat what you have already discussed. A brief conclusion. Answers to Questions (if any). You may include sources if you...
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...your questions- the following: Chapter 3 in the textbook. Sections 4.1 through 4.3 the textbook. Due: by the last day of Week 3. 2) Follow the link for “Module Notes - Scalars, Vectors, Two-Dimensional Motion, & Newton’s Laws”: https://mycourses.excelsior.edu/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fblackboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_21506_1%26content_id%3D_769754_1%26framesetWrapped%3Dtrue and carefully study all the materials provided. Due: by the last day of Week 3. 3) Problem #1 : Chapter 3, end of chapter problem 82 from the from “Essential College Physics” by Andrew Rex & Richard. Submit your solution in the drop box “M2A1: Problem submission 1” https://mycourses.excelsior.edu/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fblackboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_21506_1%26content_id%3D_769755_1%26framesetWrapped%3Dtrue Due by the fourth day of Week 3. 4) Perform the tasks assigned for Module 2 Week 1 on the discussion board for Module 1 at the link: https://mycourses.excelsior.edu/webapps/portal/frameset.jsp?tab_group=courses&url=%2Fwebapps%2Fblackboard%2Fexecute%2FdisplayLearningUnit%3Fcourse_id%3D_21506_1%26content_id%3D_769755_1%26framesetWrapped%3Dtrue Post your response of at least 150 words in your own discussion thread by day 4 of the module. Due: by the fourth day of Week 3. 5) Start working on the Mastering Physics assignments...
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...Is Science the only sure path to Truth? Physics is “the branch of science concerned with the nature and properties of matter and energy. The subject matter of physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of atoms” (Oxford Dictionaries). Till the first half of the eighteenth century, physics was a branch of natural philosophy. It “became widely used in its modern sense (i.e., excluding the life sciences, geology, and chemistry) during the second half of the eighteenth century” (Olson, 2002, p. 301). Olson (2002) explains how physics is divided into two main categories. He states that topics treated before the middle of the last decade of the nineteenth century are said to be parts of classical physics. On the other hand a group of topics that emerged after about 1895 is said to make up modern physics. Since physics is a broad area, in this essay, I specifically focus on one topic from modern physics, namely quantum physics. I will evaluate whether quantum physics can lead us to ‘Truth’. In this paper, ‘Truth’ refers to quantum events. First, I will portray how quantum events are filled with uncertainties; I will then list three answers given by physicists to explain why uncertainties are present. I will then move on to show how quantum physics offers conceptual parallels to ideas in religion. I will mainly discuss the role of holism character in quantum systems. Finally I will evaluate whether god is the reason...
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...for the Philosophy of Science. http://www.jstor.org This content downloaded from 58.27.243.214 on Fri, 13 Sep 2013 04:37:15 AM All use subject to JSTOR Terms and Conditions THE NATURE OF PHILOSOPHICAL PROBLEMS AND THEIR ROOTS IN SCIENCE * K. R. POPPER I IT was after some hesitation that I decided to take as my point of departurethe present position of English philosophy. For I believe that the function of a scientistor of a philosopheris to solve scientific or philosophicalproblems,ratherthan to talk about what he or other philosophersare doing or might do. Even an unsuccessfulattempt to solve a scientific or philosophicalproblem, if it is an honest and devoted attempt, appearsto me more significantthan any discussion of a question such as ' What is science ?' or 'What is...
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...The time-lag argument is an argument in the philosophy of perception whose conclusion is that we never (directly) perceive physical things of any sort expect our own inner experiences in our brains. The author of the time lag argument assumes that by simply appealing to facts from the uncontestable laws of physics, one will realize that the common belief about objects of vision are mistaken. However, in this paper, I will show that the author has failed to realize that the key to the argument is the notion that we perceive things happen when they happen, and not later; and we perceive things in the states in which they are, at the time when we perceive them. I argue that the argument pivots on the ordinary use of the word “perceive”. There...
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...Known for being one of the greatest astronomers in history for his many discoveries of the universe changed are whole views on it. Galileo was an Italian physicist, mathematician, engineer, astronomer, and philosopher who was a key part the scientific revolution during the Renaissance. His achievements include improvements to the telescope and observations that gave support for Copernicanism, for which affected mainly the church. For most think of him as a great man to this day, but at the time he was considered a man of heresy by the church of his ideas. So to ask the question if Galileo was truly a great person or a product of his age you have to look back to how he affected history. For he is now known for many things and for that they can...
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...PHYSIC AL CONSTANTS CONSTANT Speed of light Elementary charge Electron mass Proton mass Gravitational constant Permeability constant Permittivity constant Boltzmann’s constant Universal gas constant Stefan–Boltzmann constant Planck’s constant Avogadro’s number Bohr radius SYMBOL c e me mp G m0 P0 k R s h 15 2p"2 NA a0 THREE-FIGURE VALUE 3.003108 m/s 1.60310219 C 9.11310231 kg 1.67310227 kg 6.67310211 N # m2/kg 2 1.2631026 N/A2 1H/m2 8.85310212 C 2/N # m2 1F/m2 1.38310223 J/K 8.31 J/K # mol 5.6731028 W/m2 # K4 6.63310234 J # s 6.0231023 mol21 5.29310211 m BEST KNOWN VALUE* 299 792 458 m/s (exact) 1.602 176 4871402 310219 C 9.109 382 151452 310231 kg 1.672 621 6371832 310227 kg 6.674 281672 310211 N # m2/kg 2 4p31027 (exact) 1/m0c2 (exact) 1.380 65041242 310223 J/K 8.314 4721152 J/K # mol 5.670 4001402 31028 W/m2 # K4 6.626 068 961332 310234 J # s 6.022 141 791302 31023 mol21 5.291 772 08591362 310211 m *Parentheses indicate uncertainties in last decimal places. Source: U.S. National Institute of Standards and Technology, 2007 values SI PREFIXES POWER 1024 1021 1018 1015 1012 109 106 103 102 101 100 1021 1022 1023 1026 1029 10212 10215 10218 10221 10224 THE GREEK ALPHABET PREFIX yotta zetta exa peta tera giga mega kilo hecto deca — deci centi milli micro nano pico femto atto zepto yocto SYMBOL Y Z E P T G M k h da — d c m μ n p f a z y Alpha ...
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...Booten 1 Collin Booten Mrs. Mantooth Physics Honors 28 October 2015 Isaac Newton The life of Isaac Newton was remarkable. He was very well known for mathematics, his discoveries in optics, and motion. This amazing physicist was instrumental in changing the way we think about many things today. He was born on January 4, 1643, in Woolsthrope, England. He was the son of a prosperous local farmer, Isaac Newton. (Biography.com) They may have shared the same name, but sadly, Isaac Newton II did not get to share his life with his father. His father died three-months before he was born. Newton was born prematurely and wasn’t expected to survive because he was so tiny and weak. A few years later, Isaac’s mother, Hannah Newton,...
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