Physics Outcomes

Unit A - Momentum and Impulse Key Conceptsimpulse (definition, formula, application, determining from a graph)momentum (definition, formula, application, determining from a graph)impulse-momentum theorem (comprehension, application)Newton’s laws of motion (Newton’s First, Second, and Third Law – be able to state each)isolated system (what is it & why is it important in this unit?)elastic collision (what is an elastic collision and why do we calculate kinetic energy? Why does the kinetic energy before the collision equal the kinetic energy after the collision?)inelastic collision (what is an inelastic collision and why do we calculate kinetic energy? Why does the kinetic energy before the collision not equal the kinetic energy after the collision? What has the missing energy been converted into?)

Students will be able to:define momentum as a vector quantity equal to the product of the mass and the velocity of an objectidentify the formula used to solve for impulseexplain that the impulse delivered to an object is equal to the object’s change in momentum provide examples of the role of impulse and momentum in technology (eg. air bags, track and field)explain what an isolated system is predict whether or not momentum will be conserved given a description of a systemexplain, quantitatively (using calculations), the concepts of impulse and change in momentum:perform momentum calculations in one- and two-dimensional scenarios so long as the system is isolated

-calculate momentum and impulse for 1-D and 2-D scenarios-remember for 2-D collisions, you must calculate the momentum in the x-direction separately

from the momentum in the y-directionX-components Y-components

analyze, quantitatively, one- and two-dimensional interactions, using given data or bymanipulating objects or computer simulations identify how impulse and Newton’s Laws are related (especially the 2nd and 3rd laws)analyze graphs that depict the relationship between force and time during a collision

-What does a positive area represent? What does a negative area represent?identify if a system is isolated or not isolated based on information provided in the scenario

-identify that the amount of air friction during an air track or air table experiment is minimal and can be neglected

-identify that a car crash is an isolated system so long as the brakes are not applied (eg. YouTube video of Hummer and Hyundai)define what constitutes an elastic collision and an inelastic collision; provide examples of eachperform kinetic energy calculations to determine if a collision was elastic or inelasticuse the delta notation correctly when describing changes in quantities

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use appropriate International System of Units (SI) notation, fundamental and derivedunits and significant digits (prove that at N∙s is equal to a kg∙ m/s)

Study Schedule

-IF YOU UNDERSTAND THE MATERIAL, to prepare adequately for a unit exam, 2-3 hours needs to be spent 2-3 days prior to the unit exam for success.-IF YOU DO NOT UNDERSTAND THE MATERIAL, 4-6 hours may be required (or more).

1. Go through all of the outcomes (focus on Part II first since it is the newer material).

2. Star any concepts that you don’t understand or remember. 3. Study those starred concepts first.4. Use your notes and/or the textbook. The e-textbook is posted on Edmodo.5. Leave your cell phone and computer in a different room than the one you are

studying in.6. WRITE, WRITE, WRITE! Make notes while you study. Do not copy the

sentences straight out of your notes or textbook. Read the information and then condense it into your own words. You will remember it better if the concept is in your words.

7. EXPLAIN, EXPLAIN, EXPLAIN! Talk to yourself, tell your mom/dad/sibling, etc. If you can explain the concept you understand it. If you can’t, go back and re-learn it until you can explain it.

8. Do not study for more than 1 hour at a time. Take a 15-30 minute break. Then resume studying.

9. Only study with someone else if you know you are going to be productive. If you are going to spend more time socializing, study solo. Get together with friends later.

10. Each night, 30 minutes before you go to bed, briefly review the material you studied.

11. Try one of the study suggestions you read about this week.12. Check off the schedule when as you complete it.

Friday Night Saturday Sunday Monday3:00 – 4:00 12:00 – 1:00 p.m. 12:00 – 1:00 p.m. 6:00 – 7:00

4:30 – 5:30 1:00 – 1:30Snack break

1:00 – 1:30Snack break

7:00 – 7:30Television show

5:30 – 6:30Supper

1:30 – 2:30 1:30 – 2:30 7:30 – 8:30

6:30 – 7:00 2:30 – 3:00Walk the dog

2:30 – 3:00Break

8:30 – 8:45Break

7:00Seeing friends

3:00 – 4:00 3:00 – 4:00 8:45 – 9:45

4:00 – 4:30 4:00 – 4:30 9:45 - 10

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Facebook/text/ etc. Facebook/text/ etc. Get ready for bed4:30 – 5:30 4:30 – 5:30 10:00 – 10:30

Review for 30 min.5:30 – 6:30 Supper

5:30 – 6:30 Supper

10:30 p.m. – 6:30 a.m.Sleep (8 hours)

6:30 – 7:30 6:30 – 7:30

7:30 onwardSeeing friends

7:30 onwardSeeing friends

Unit B - Forces and Fields Key Concepts

Part I: Electrical InteractionsStudents will be able to:

1. state the Law of Conservation of Charge

2. explain electrical interactions in terms of the Law of Conservation of Charge-state that charge is conserved (the net charge before an interaction equals the net charge after an interaction; the charge has been re-distributed)

3. identify that there are only two types of charge: positive and negative (neutral is the absence of charge)

4. explain electrical interactions in terms of the repulsion and attraction of charges-given charges, predict attraction or repulsion-draw FBDs for a scenario

5. compare the three methods of transferring charge (friction, conduction, induction)

6. determine the final charge of an object after a multi-step process of touching different objects together

7. analyze experimental observations to determine the charge of an object

8. explain how to charge an electroscope using conduction and induction-predict the charge on an electroscope after a step-by-step process of charging (by either conduction or induction)

9. explain “grounding”

10. state that the only charge that can move in solids are the electrons

11. explain the distribution of charge on the surfaces of conductors and insulators (see the table below)Conductors: -Explain the properties of a conductor (eg. the valence electrons are free to move around. The valence electrons are delocalized.).

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-Provide examples of substances that are conductors (eg. silver, copper, etc.).-Why does charge distribute over the entire surface of a conductor? -How does charge distribute: (Be able to draw a diagram.)i) on a hollow sphere? ii) at a point? (eg. a lightning rod) iii) on a ring?Insulators: -Explain the properties of an insulator (eg. the valence electrons orbit the atom’s nucleus and are not free to move around. The valence electrons are localized.)-Provide examples of substances that are insulators (eg. glass).-How does charge distribute on an insulator? (Be able to draw a diagram.) -Why does the charge not evenly spread over the entire insulator?

12. explain the Coulomb’s torsion balance experiment.-what is a torsion balance?-explain the experimental procedure he used to:

-manipulate q-manipulate r-use the twist of the wire to determine Fe (explain why knowing the angle is important)

-explain what relationship was determined from this experiment.-identify the manipulated, responding, and controlled variables when given an experimental scenario and be able to:

-draw the shape of the graph-identify what to plot to create a linear graph (curve straightening)-calculate the slope of the linear graph and identify what it means (based on

the units of the slope)-write proportionality expressions

13. Compare and contrast Coulomb’s torsion balance to Cavendish’s torsion balance (Physics 20).

-identify how Coulomb’s torsion balance is similar to the balance used by Cavendish?

-how is it different?-draw simple diagrams of the apparatus

14. draw scale FBDs to show the forces acting on an object

15. define ‘point charge’

16. apply Coulomb’s law, , to calculate any of the variables-calculate the electrostatic force when charges are in a line or plane (1D

calculations)-calculate the electrostatic force when charges are at an angle (2D analysis requiring x- and y-components) -show how to calculate the units of Coulomb’s Constant, ‘k’

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17. use Coulomb’s law when not given a charge, but told that an ion is ‘singly’ or ‘doubly’ (or ‘triply’) charged

18. compare the effect of changing one or more variables in Coulomb’s law on the value of the electrostatic force

Example: If one charge is tripled, the other charge is doubled, and the distance is halved, what will be the new value of the electric force?

Original formula: Changes made: Answer:

The new force will be 24 times greater than the old force.

19. compare the gravitational force and the electrostatic (or electric) force- compare the inverse square relationship as it is expressed by Coulomb’s law (

) and by Newton’s Universal Law of Gravitation ( ).-perform calculations with both formulas-write proportionality expressions for each formula-compare ratios of Fg : Fe or Fg : Fg’ or Fe : Fe’-calculate the net gravitational force when there are many masses either all in a line or at an angle-show how to determine the units of the Gravitational Constant, ‘G’

20. define ‘field’ as it is used in physics

21. define ‘vector fields’ and ‘scalar fields’

22. compare forces and fields (They are not the same thing!)-what are the two units the electric field can be measured in? Show how they are

equivalent to each other

23. explain an electric field in terms of its intensity (strength) and direction relative to the source of the field and to the effect on an electric charge

-explain how the direction of an electric field can be determined using a ‘test charge’

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- plot electric fields using field lines for: fields induced by discrete point charges, combinations of discrete point charges (similarly and oppositely charged), and charged parallel plates

24. draw an FBD to show the direction of the electric field 25. calculate the magnitude and direction of the electric field for point charges

-compare ratios of

(*It is really important to remember that the q in this formula is the charge of the SOURCE and that the E is electric field, NOT energy (notice the vector arrow)! This formula CANNOT be used for parallel plates. Parallel plates have a uniform electric field.)

26. explain why the electric field inside a conductor is zero

27. draw an electric field around a point source or point sources

28. explain the relationship between field line density and field strength

29. draw the electric field between oppositely charged parallel plates-determine which plate is positive and which is negative based on the path a moving charged particle takes as it travels through the field-perform parabolic motion calculations (as shown below)

- analyze the motion of an electric charge following a straight or curved path in a uniform electric field, using Newton’s second law, vector addition (x- and y-components), and conservation of energy

30. identify the direction of a gravitational field when given one mass or multiple masses

31. compare gravitational potential energy and electric potential energy-explain why to change an object’s energy a force must be exerted parallel to the

field-identify if potential energy increases or decreases when given a scenario-compare original energy to new energy (E : E’)

32. use the Law of Conservation of Energy to determine the conversion of electric potential energy into kinetic energy.

33. define electric potential difference as a change in electric potential energy per unit of charge (in units of V (volts) or J/C).

-perform calculations to solve for any one of the variables in

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-when shown a charged particle in a uniform electric field, identify which direction the particle would be moved to increase (or decrease) the electric potential energy? -if you change the energy or the charge, compare the original voltage to the new

voltage (V : V’)-identify that the gravitational potential energy equivalent would be measured in

J/kg

34. define ‘work’ and apply it to questions asked. Identify that to change an object’s energy, work must be done on the object (Principle #3 from the data sheet: Work-Energy Theorem).

-calculate the work done when a particle travels at an angle through the electric field

35. calculate the electric potential difference between two points in a uniform electric field

Example: Determine the electric potential difference between charges A and B. (Answer = 20 V or 20 J/C)

36. state that charge is quantized

37. state that the elementary charge, e, is 1.60 x 10-19 C [as determined in Millikan’s Oil Drop Experiment].

38. define electric current as the amount of charge passing a reference point per unit of time39. calculate current using [and show that the unit for current, amp (A) is equal to C/s]

-identify that I, q, and t are scalar quantities-if given the value of charge in the unit Coulomb be able to convert that into the number of electrons missing or added

Example where electrons have been lost (eg. q = +4.5 C)

(If the charge is positive, electrons were removed.)

There are 2.8125 x 1019 electrons removed from the object.

Example where electrons have been gained (eg. q = -4.5 C)

(If the charge is negative, electrons were gained.)

There are 2.8125 x 1019 electrons gained by the object.

40. explain how Millikan conducted the oil-drop experiment

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-explain how Millikan’s experiment resulted in the realization of charge quantization-select from a list of apparatus the supplies necessary to conduct the experiment (match apparatus with procedure)-analyze experimental data-draw the FBD for the oil droplets if they are:

-accelerating upward-accelerating downward-travelling with uniform motion-at rest

-perform related calculations-identify the relevant Physics Principles on the data sheet that pertain to this

experiment

Part II: Magnetic Interactions

Students will be able to:1. define “magnetic field”

2. explain that a magnetic field is a closed circular loop (concentric circles)

3. describe magnetic interactions in terms of forces and fields- state that like magnetic poles repel and unlike magnetic poles attract- identify the direction of a magnetic field when given:

-a diagram showing iron filings or a compass-a diagram showing the direction a charged particle travels (hand rules required)-a diagram of a battery (like the example below)

4. sketch magnetic fields - explain the relationship between field line density to field strength-based on a diagram showing the magnetic field, determine which end of the magnet(s) are the N-pole and which is the S-pole

5. define “test object”

6. compare gravitational, electric and magnetic fields in terms of their: [see the summary chart in your notes]

-source,

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-direction and shape,-test object.

7. describe how the discoveries of Oersted and Faraday form the foundation of the theory relating electricity to magnetism

-explain the experiments conducted by both scientist and their findings

8. explain that when a charged particle enters and magnetic field, the direction a charged particle travels, the magnetic force the particle feels, and the direction of the magnetic field are all at a 90o angle to one another (perpendicular) [You held pens in class to show this.]

9. explain that if a charged particle travels parallel to a magnetic field it feels no force and does not get deflected

10. predict, using appropriate hand rules, the directions of motion, force and field Left Hand Rules – used for negatively charged particles Right Hand Rules – used for positively charged particles (eg. conventional current or individual protons or positrons or positively charged ions (eg. Na+))1. Used to determine the direction of the magnetic field around a charged particle

Cupped Fingers –

Thumb –

2. Used to determine the direction of the North pole when current passes through a solenoid

Cupper Fingers –

Thumb –

3. Used to determine the direction of the magnetic force (used for charged particles travelling through a magnetic field, wire travelling through a magnetic field)

Thumb –

Wrist –

Finger tips –

Palm –

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11. describe, predict, explain, and perform experiments that demonstrate the effect of:- a uniform magnetic field on a moving charge ,- a uniform magnetic field on a current-carrying conductor,-two current carrying wires side-by-side- a moving conductor (eg. a wire) in an external magnetic field.

-Explain why and where charges in the conductor move due to interacting with the external magnetic field.-Explain that an electric potential difference (voltage) is generated inside the conductor due to magnetic field lines being ‘cut’ by the moving conductor. [This is induction.]

12. perform calculations for any of the scenarios above- a uniform magnetic field on a moving charge ,- a uniform magnetic field on a current-carrying conductor,- a moving conductor in an external magnetic field.

13. apply knowledge of centripetal motion (Physics 20) to charged particles in a uniform magnetic field-explain why the centripetal force is an unbalanced force-explain why centripetal force does not cause a particle’s speed to change-explain the direction of the centripetal force when a charged particle is placed into a magnetic field and

travels in a circular path

14. perform mass spectrometer calculations-perform calculations for any of the three sections of the mass spectrometer-identify the relevant Physics Principles on the data sheet that pertain to each

section of the mass spectrometer

15. draw FBDs

16. break down the unit ‘Tesla’ into more fundamental units

17. explain Lenz’s Law and apply your knowledge to questions

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Is a negatively charged particle attracted to a North or South Pole?

Why does a charged particle get deflected in an external magnetic field?

Unit C: Electromagnetic Radiation (Chapter 13 & 14)

Students will be able to:1. describe, qualitatively, how all accelerating charges produce EMR

2. compare and contrast the constituents of the electromagnetic spectrum on the basis of frequency and wavelength (memorize EMR by frequency range)

3. explain the propagation of EMR in terms of perpendicular electric and magnetic fields that are varying with time and travelling away from their source at the speed of light

4. explain, qualitatively, various methods of measuring the speed of EMR; match the scientist to the experiment

5. calculate the speed of EMR, given data from a Michelson-type experiment

6. describe characteristics of, and perform calculations, for: -reflection -refraction, including total internal reflection -simple optical systems, consisting of lenses and curved mirrorsuse ray diagrams to describe an image formed by thin, spherical lenses and curved/spherical mirrorspredict the conditions required for total internal reflection to occur

9. explain what the critical angle is

10. describe diffraction, interference and polarization (explain the Principle of Superposition)

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11. describe the results of Young’s double-slit experiment and how it supports the wave model of light

12. solve double-slit and diffraction grating problems using, and identify which formula can only be used if the angle is less than 10o.13.perform an experiment to verify the effects on an interference pattern due to changes

in wavelength, slit separation and/or screen distance and analyze the results14. predict what will happen if to the distance between bright fringes if any (or all) of the variables are changed: wavelength, slit separation and screen distance

15. describe, qualitatively and quantitatively, how refraction supports the wave model of

EMR, using

16. observe the visible spectra formed by diffraction gratings and triangular prisms

17. compare and contrast the visible spectra produced by diffraction gratings and triangular prisms (eg. Red diffracts more; purple refracts more); define ‘dispersion’

18. define the photon as a quantum of EMR 19. calculate the energy of a photon

20. classify the regions of the electromagnetic spectrum by photon energy and frequency (have the frequency ranges memorized)

21. describe the photoelectric effect

22. describe the effect increasing the intensity of light has on photocurrent

23. explain what the threshold frequency is

24. explain how to calculate the work function

25. predict if electrons will be emitted from a metal surface when given the: -work function -threshold frequency

26. predict the effect, on photoelectric emissions, when changing the intensity and/or frequency of the incident radiation or material of the photocathode

27. analyze and interpret data from an experiment on the photoelectric effect, using graphs

28. calculate kinetic energy, photon energy, or work function in the photoelectric effect using concepts related to the conservation of energy (Ek = hf – W)

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29. describe the photoelectric effect as a phenomenon that supports the notion of the wave-particle duality of EMR

30. explain how X-rays are produced

31. explain Compton scattering and perform calculations for Compton scattering

32. explain how Compton scattering is another example of wave-particle duality, applying the laws of conservation of momentum and the law of conservation of energy to photons.

33. explain what Planck discovered from the blackbody radiation experiment

34. explain what the term ‘quantized’ means

Unit D: Atomic Physics

Student will be able to:1. describe matter as containing discrete positive and negative charges

2. know each scientists atomic model and why it had to be modified (Dalton, Thomson, Rutherford, Bohr, de Broglie)

3. explain how the discovery of cathode rays by Thomson contributed to the development of atomic models (eg. Scientists didn’t know that the atom was composed of negative and positive particles. They thought it was just a neutral sphere as proposed by Dalton.)

4.explain J. J. Thomson’s experiment (and the apparatus that he used) and the significance of the results in determining the charge-to-mass ratio of cathode rays

state that a ‘cathode ray’ is an electron

derive a formula for the charge-to-mass ratio (beginning with Fm = Fc)

6. determine the mass of an electron and/or ion, given appropriate data (eg. use the charge of an ion and the charge-to-mass ratio to determine the mass of the ion)

7. explain the significance of the results of Rutherford’s gold foil scattering experiment, in terms of scientists’ understanding of the relative size and mass of the nucleus and the atom

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8. explain that even though EMR is emitted by an accelerating charged particle, electrons orbiting the nucleus with centripetal acceleration do not radiate EMR and this is why Rutherford’s model needed to be replaced

-if electrons spiraled into the nucleus, the entire atom would go ‘kaboom’ (textbook p. 771)

9. describe that each element has a unique line spectrum (we think of this as an element’s ‘fingerprint’)

10. explain the characteristics of a continuous, line-emission and line-absorption spectra

11. predict the conditions necessary to produce absorption, line-emission and line-absorption spectra

predict the possible energy transitions in an atom, using a labeled diagram

13.explain the concept of Bohr’s stationary states and how they explain the observed spectra of atoms and molecules

-explain that Bohr proposed that electrons ‘live’ in energy levels where they do not radiate (lose) energy (no ‘kaboom’)

-explain that he explained the absorption and emission spectra of atoms by concluding electrons are either jumping from a lower energy level to a higher energy level (exciting and absorbing a photon) or de-exciting (and emitting a photon)

14. identify elements represented in sample line spectra by comparing them to line spectra of individual elements (Eg. Which elements is the Mystery Star composed of?)

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15. calculate the energy difference between electron energy levels in an atom using the law of conservation of energy and the observed characteristics of an emitted photon (Formula: E photon = E upper – E lower)

16. explain how passing electrons through a diffraction grating (eg. the two-slit experiment) provides experimental support for the de Broglie hypothesis that an electron has wave properties (this was the Dr. Quantum YouTube video shown)

17. describe how the two-slit electron interference experiment shows that quantum systems, like photons and electrons, may be modeled as particles or waves AND that we call this wave-particle duality

Photons: Young’s Double Slit experiment was studied last unit which demonstrates light can be a wave and diffract (we used these formulas

Electrons: the Dr. Quantum YouTube video clip demonstrated electrons will also diffract when passing through a double slit

18. describe the characteristics, including the biological effects (textbook p. 808), of alpha, beta and gamma radiation

-What is the charge? -What is the mass? -How are they deflected in an electric field? -How are they deflected in a magnetic field? (remember that the charge-to-mass ratio must be calculated) -Which is the best at ionizing substances (eg. DNA) and why?-How is the radiation produced? (eg. gamma rays are due to a nucleon de-exciting or annhilation)

19. predict the penetrating characteristics of alpha, beta (positive and negatve), and gamma decay AND identify what can stop them (eg. alpha particles can be stopped by placing a piece of paper in front of the alpha emitting source)

-explain why we call alpha, beta (positive and negative), and gamma radiation ionizing radiationinterpret nuclear decay chains when given:

-an individual formula-a radioactive decay graph (eg. textbook p. 807)

21. use the law of conservation of charge and the law of conservation of nucleons to predict the particles emitted by a nucleus

22. write nuclear equations, using isotope notation, for alpha, beta-negative and beta-positive decays, including the appropriate neutrino or antineutrino

-explain the two causes of gamma ray production (a de-exciting neutron or proton; annihilation)

-explain why the nucleon number and atomic number don’t change during gamma decay

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23. describe the modern model of the proton and neutron as being composed of quarks-identify that quarks and electrons are fundamental particles since they

cannot be broken down into anything simpler

write beta positive and beta negative decay equations, identifying the elementary fermions involved (this means that you can correctly write down which three quarks either a neutron or proton are composed of)

25. identify which quarks are changing during beta positive and beta negative decay

*26. compare and contrast the up quark, the down quark, the electron and the neutrino, and their antiparticles (aka antimatter (eg. the anti-up quark, the positron, etc.), in terms of charge and energy (mass-energy in MeV/c2)

*27. perform law of conservation of momentum calculations for radioactive decay questions

-we haven’t practice any yet, but they are identical to the calculations you did in the first unit (except the masses we will use are much smaller and the speeds much bigger)

28. compare and contrast the characteristics of nuclear fission and nuclear fusion reactions

-which is safer to the population?-which reaction occurs in the Sun?-which occurs in nuclear reactors on Earth?-when given two equations, identify which is nuclear fission and which is

nuclear fusion

*29. perform simple half-life calculations (textbook p. 811-817 do not worry about Example 16.11 on p. 812 or the formula used. It is in the textbook but isn’t part of Physics 30.

*30. graph data and interpret graphs from radioactive decay and estimate half-life values

perform calculations using Einstein’s concept of mass-energy equivalence (ΔE = Δmc2

32. explain that the mass defect of the nucleus (the missing mass ‘Δm’) is converted into energy that is released in nuclear reactions, using Einstein’s concept of mass-energy equivalence (ΔE = Δmc2)

-state that the energy (ΔE) is either released in the form of heat or kinetic energy of the emitted particles

-state that binding energy (ΔE) is defined as either: the amount of energy released during a nuclear reaction OR it is the amount of energy that needs to be added in order to reverse the reaction

explain annihilation and pair production (they are opposite processes)-explain how you could identify this process in a cloud chamber

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-identify that the following Conservation Laws (Physics Principles) must be conserved during annihilation:

-Law of Conservation of Charge-Law of Conservation of Nucleon-Law of Conservation of Mass-Energy-Law of Conservation of Momentum

34. perform mass-energy equivalence calculations for the annihilation of particles and pair production

35. explain how the analysis of particle tracks contributed to the discovery and identification of the characteristics of subatomic particles

-explain why the particle tracks are a spiral rather than a circle with a constant radius

36. predict the characteristics of elementary particles, from images of their tracks in a bubble chamber, within an external magnetic field

-is the particle positive, negative, or neutral?-compare the charge-to-mass (q/m) ratio

*37. analyze particle tracks for subatomic particles other than protons, electrons and neutrons use hand rules to determine the nature of the charge on a particle use accepted scientific convention and express mass in terms of mega electron volts per c2 (MeV/c2), when appropriateElectron calculation:

compare the energy released in a nuclear reaction to the energy released in a chemical reaction, on the basis of energy per unit mass of reactants (J/g or kJ/g) [Very similar to Thermochemistry in Chem 30]

*41. identify that nuclear reactions release MUCH more energy than chemical reactions

Important Scientists

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Unit A Unit B Unit C Unit D-Newton and his three laws of motion

-Cavendish-Coulomb-Oersted-Faraday-Millikan (oil drop experiment)

-Maxwell-Planck-Hertz-Einstein-Millikan (photoelectric effect experiments)-Compton

Light Experiments:-Galileo-Romer-Michelson-Snell (Snell’s law of refraction)-Young

-Dalton-Thomson-Rutherford-Bohr-de Broglie

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