district assessment review “we can be the champions!!”

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District Assessment Review “We CAN be the Champions!!”

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Page 1: District Assessment Review “We CAN be the Champions!!”

District Assessment Review

“We CAN be the Champions!!”

Page 2: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 1: Compare and contrast speed, velocity, and acceleration.

Calculate speed, velocity, acceleration and momentum.

Speed is the distance traveled divided by the time interval during which the motion occurred

It is a rate.

Speed (or Velocity) = Distance or v = d Time t

Velocity is the same as speed. Velocity includes the direction of motion as well as

how fast the object is moving

Acceleration is the change in velocity divided by the time interval in which the change occurred.

If a car accelerates from 0 miles/hour to 60 miles/hour in 5 minutes, the change in velocity would be 60 and the time would be 5 minutes.

What is speed?

What is the equation for finding speed?

What is velocity?

What is acceleration?

Page 3: District Assessment Review “We CAN be the Champions!!”

Acceleration = final velocity – initial velocity time

Acceleration is positive if you are speeding up and negative if you are slowing down.

The units for acceleration are m/s2

Problem: If a car moves along a perfectly straight road at 24 m/s, how far will the car go in 35 minutes?

Knowns: v = 24 m/sUnknown: d = ? m t = 35 X 60 = 2100 s

d = v x t 24 x 2100 = 50,400 m

OBJECTIVE 1: Compare and contrast speed, velocity, and acceleration.(Continued)

Calculate speed, velocity, acceleration and momentum.

How do you calculate acceleration?

What is an example of a problem involving speed, distance and time?

2100 s24 m/s

d

Page 4: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 1: Compare and contrast speed, velocity, and acceleration.(Continued)

Calculate speed, velocity, acceleration and momentum.

What is an example of a problem involving acceleration, velocity and time?

Problem: While driving at an average velocity of 15.6 m/s down the road, a driver slams on the brakes to avoid hitting a squirrel. The car stops completely in 4.2 s. What is the average acceleration of the car?

Knowns: initial velocity = 15.6 m/s final velocity = 0 m/s time = 4.2 s

Unknown: a = ? m/s2

Acceleration = final velocity – initial velocity

time

a = 0 - 15.6 4.2

a = - 3.7 m/s2

Page 5: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 1: Compare and contrast speed, velocity, and acceleration.(Continued)

Calculate speed, velocity, acceleration and momentum.

How do you calculate momentum?

What is an example of a problem involving momentum, mass and velocity?

Momentum = Mass x Velocity or p = m x v

Problem: You are traveling west on your bicycle at 4.2 m/s, and you and your bike have a combined mass of 75 kg. What is the momentum of you and your bicycle?

Knowns: m = 75 kg Unknown: p = ? kg · m/s v = 4.2 m/s

p = m x v 75 x 4.2 = 315 kg · m/s

4.2 m/s75 kg

p

Page 6: District Assessment Review “We CAN be the Champions!!”

The difference between speed and velocity is that velocity includes __________.

A. acceleration.B. time.C. distance.D. direction.

A runner, who has a mass of 53 kg, has a momentum of 218 kg · m/s along a trail. What is the runner’s velocity?

A. 12,000 m/sB. 4.1 m/sC. 0.24 m/sD. 120 m/s

D. direction.

B. 4.1 m/s

OBJECTIVE 1: Compare and contrast speed, velocity, and acceleration.(Continued)

Calculate speed, velocity, acceleration and momentum.

tv

dRemember:

vm

pRemember:

Page 7: District Assessment Review “We CAN be the Champions!!”

Natalie accelerates her bicycle along a straight path from 0 m/s to 4.0 m/s in 2.5 s. Find her average acceleration.

A. 1.6 m/s2

B. -1.6 m/s2

C. 0.63 m/s2

D. -0.63 m/s2

Which of the following objects is NOT accelerating?

A. A ball being juggled.B. A woman walking at 2.5 m/s

along a straight road.C. A satellite circling Earth.D. A braking cyclist.

A. 1.6 m/s2

B. A woman walking at 2.5 m/salong a straight road.

OBJECTIVE 1: Compare and contrast speed, velocity, and acceleration.(Continued)

Calculate speed, velocity, acceleration and momentum.

Page 8: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 2: Determine speed from a distance-time graph.

Determine acceleration from a velocity-time graph.

How do we determine speed from a distance – time graph?

You can determine the speed by finding the slope of the line.

Slope = Rise (y2 – y1) Run (x2 – x1)

You could determine the speed of a cruising jet by finding 2 points on the line and then calculating the slope.

Example:Point 1: (1 s, 200 m)Point 2: (2 s, 400 m)

Slope = 400 – 200 = 200 m/s 2 – 1

Page 9: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 2: Determine speed from a distance-time graph.(Continued)

Determine acceleration from a velocity-time graph.

How do we determine acceleration from a velocity-time graph?

You can determine the acceleration by finding the slope of the line.

Slope = Rise (y2 – y1) Run (x2 – x1)

The acceleration of the car in the graph can be calculated by finding two points on the line and finding the slope.

Example:Point 1: (1 s, 10 m/s)Point 2: (4 s, 0 m/s)

Slope = 0 – 10 = - 3.3 m/s2

4 – 1

Page 10: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 2: Determine speed from a distance-time graph.(Continued)

Determine acceleration from a velocity-time graph.

What is the speed of the flying eagle in the graph to the left?

A. 50 m/s

B. 15 m/s

C. 500 m/s

D. 5 m/s

A. 50 m/s

Page 11: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 3: Recognize that all objects have momentum.

State and apply the Law of Conservation of Momentum.

What is momentum?

What does the momentum of an object rely on?

Why do all objects have momentum?

What does the Law of Conservation of Momentum say?

How can the Law of Conservation of Momentum be applied to predict the motion of two objects after a collision?

Momentum is a quantity that is defined as the product of an object’s mass and it’s velocity.

The momentum of an object depends on both its velocity and its mass.

A heavier object will have a greater momentum. An object that is moving faster will have a greater

momentum.

All objects have momentum because all objects have mass.

If the object is not moving, then its momentum is equal to zero.

The total amount of momentum in a system is conserved.

If two objects collide with one another, the total amount of momentum before the crash will equal the total amount of momentum after the crash.

The momentum of the individual objects may change, but when added together (total) they will be equal.

Page 12: District Assessment Review “We CAN be the Champions!!”

Which object has MORE momentum in each of the following examples?

A. A car and train with the same velocity.

B. A moving ball and a still bat.C. Two identical balls moving with

the same speed in the same direction.

D. Two identical balls moving at the same speed in opposite directions.

If two objects with different masses and traveling with different velocities collide, what law allows you to predict the motion of the objects after the collision?

A. Law of Conservation of EnergyB. Law of Conservation of MassC. Law of Conservation of MomentumD. Newton’s Laws

A. The train has more momentum.

OBJECTIVE 3: Recognize that all objects have momentum.(Continued)

State and apply the Law of Conservation of Momentum.

B. The moving ball has more momentum.C. Both balls have the same

momentum.

D. Both balls have the same momentum, but the direction the momentum is applied is opposite.

C. Law of Conservation of Momentum.

Because of the large mass and high speed of this

bowling ball it has a lot of momentum and is able to

knock over the pins easily.

Page 13: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 4: Relate centripetal force, acceleration, and velocity to an object moving in circular motion.

Explain why an object thrown or shot through the air follows a curved path.

What is acceleration?

What is velocity?

What is centripetal force?

How do acceleration, velocity, and centripetal force all relate to circular motion?

What are the two factors that cause thrown objects to follow a curved path?

Acceleration is a change in velocity over time.

Velocity is a quantity that relates how fast an object is moving as well as what direction the object is moving in.

Centripetal force is the force that pulls an object inward when that object is spinning rapidly around a center.

When you drive around a corner in the road at high speeds, the reason you tend to lean in the direction you are turning is because of the centripetal force.

As an object moves in a circular pattern, its velocity is constantly changing because it is changing direction.

Since acceleration is a change in velocity, as the object moves in a circle and its velocity changes so will its acceleration.

The centripetal force is the force that keeps an object moving in a circle from flying outward due to its acceleration.

Gravity. Air resistance.

Page 14: District Assessment Review “We CAN be the Champions!!”
Page 15: District Assessment Review “We CAN be the Champions!!”
Page 16: District Assessment Review “We CAN be the Champions!!”

Why would a cannonball shot into the air follow a curved path?

A. Gravity and air resistance will cause the cannonball to slow

B. The rotation of the EarthC. The lack of gunpowder would cause

the cannonball back to the EarthD. None of the above.

When an object moves in a circular path, it accelerates toward the center of the circle as a result of _______________.

A. terminal velocity.B. momentum.C. centripetal force.D. frictional force.

A. Gravity and air resistance will cause the cannonball to slow

OBJECTIVE 4: Relate centripetal force, acceleration, and velocity to an (Continued) object moving in circular motion.

Explain why an object thrown or shot through the air follows a curved path.

C. centripetal force.

Page 17: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 5: Describe how the push or pull of a force affects the motion of an object.

What is force?

What are balanced forces?

What are unbalanced forces?

How can we relate balanced and unbalanced forces to a real life situation?

Force is the cause of acceleration or a change in an object’s velocity.

Balanced forces are forces acting on an object that combine to produce a net acceleration equal to zero.

Unbalanced forces are forces acting on an object that combine to produce a net acceleration that is NOT equal to zero.

Unbalanced forces cause a change in an object’s velocity.

In a tug-of-war each side exerts a force on the rope. If the opposing forces are equal, they are balanced,

and the rope does not move. If one force is greater than the other, the forces are

unbalanced, and the rope moves in the direction of the greater force.

Page 18: District Assessment Review “We CAN be the Champions!!”

There are 20 students preparing to engage in a tug-of-war. The 10 biggest students get on one team and the 10 smallest students get on the other team. What will cause the smaller team to be dragged into the mud?

A. Secret forces.B. Balanced forces.C. Unbalanced forces.D. No forces.

Which of the following situations represents balanced forces (there is no change in velocity)?

A. A car turns right without slowing down.

B. A spacecraft moves in one direction at a constant speed.

C. A cyclist coasts downhill, going faster and faster.

D. A tennis racket hits a tennis ball.

C. Unbalanced forces.

OBJECTIVE 5: Describe how the push or pull of a force affects the motion of an object.

B. A spacecraft moves in one direction at a constant speed.

Page 19: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 6: Relate net force to the velocity of an object.

Give examples of situations involving balanced and unbalanced forces.

What is net force?

How does the net force on an object affect its velocity?

What are some examples of situations involving balanced forces?

What are some examples of situations involving unbalanced forces?

Net force is the combination of all the forces acting on an object at any given time.

If the net force on an object is greater than zero, than the object’s velocity will change.

If the forces on an object are balanced there will be no change in the object’s velocity – speed or direction.

A bicycle standing against a tree. A car going down a straight road at a constant

speed of 60 miles/hour.

A truck driving around a curve in the mountains.

A bike falling over from upright to lying on the ground.

Page 20: District Assessment Review “We CAN be the Champions!!”

When the velocity of an object changes, it has been acted upon by a(n) _____________.

A. force.B. momentum.C. inertia.D. deceleration.

If the net force on an object is zero, then the object has ____________.

A. reaction forces.B. action forces.C. balanced forces.D. unbalanced forces.

A. force.

OBJECTIVE 6: Relate net force to the velocity of an object.(Continued)

Give examples of situations involving balanced and unbalanced forces.

C. balanced forces.

Page 21: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 6: Relate net force to the velocity of an object.(Continued)

Give examples of situations involving balanced and unbalanced forces.

A rocket applies an additional force of 10 Newtons to the 10 Newtons that are applied by the wheels. What is the net force if the parachute continues to apply 7 Newtons in the other direction?

The net force would equal 13 Newtons, forward. The mass will accelerate.

If an object has a net force acting on it, it will accelerate. The object will speed up, slow down or change direction. An unbalanced force (net force) acting on an object changes its speed and/or direction of motion. An unbalanced force is an unopposed force that causes a change in motion. A net force = unbalanced force. If however, the forces are balanced (in equilibrium) and there is no net force, the object will not accelerate and the velocity will remain constant.

Page 22: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 7: Explain how friction affects an object’s motion.

Relate the type of surface to the amount of friction produced.

What is friction?

What else does friction affect?

What does the type of surface have to do with the amount of friction produced?

Friction is the force between two objects in contact that opposes or slows down the motion of either object.

Friction can also affect objects that are not moving.

For example, a truck parked on a hill does not move because the force of friction between the brakes and the wheels balances the force of gravity.

The rougher the surface is the more friction it will produce.

For example, a gravel road would produce a lot more friction than an ice rink.

Page 23: District Assessment Review “We CAN be the Champions!!”

Which of the following situations will produce more friction?

A. Car sliding on the ice.B. Car sliding on an unfrozen highway.C. Car sliding on grass.D. All of these situations have the same

amount of friction.

An object sliding across a frozen pond will eventually come to a stop. The reason the motion will stop is because of the contact between the object and the ice. This force between objects in motion is called _______.

A. a Newton.B. friction.C. a balanced force.D. gravity.

C. Car sliding on grass.

OBJECTIVE 7: Explain how friction affects an object’s motion.(Continued)

Relate the type of surface to the amount of friction produced.

B. friction.

Page 24: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 8: State Newton’s three laws of motion and apply each of them to everyday situations.

Use Newton’s first law to evaluate the effect of using safety devices in automobiles including seatbelts and air bags.

What is Newton’s first law of motion?

What is Newton’s second law of motion?

What is Newton’s third law of motion?

How can we apply Newton’s first law of motion to the use of safety devices in the car?

An object at rest tends to stay at rest and an object in motion stays in motion at the same velocity unless acted upon by an unbalanced force.

Force = mass x acceleration

For every action there is an equal and opposite reaction.

During an abrupt stop, people in a car, including children in car seats would continue to move forward until they are acted upon by a force that stops them – like the windshield.

Car seats, seatbelts, air bags and other car safety devices act as that outside force, stopping a person or child before they are injured by hitting the windshield or dashboard of a car.

Page 25: District Assessment Review “We CAN be the Champions!!”

Name which of Newton’s three laws apply to the following situations:

A. You feel a force against the sole of your foot as you take a step forward.

Newton’s third law

B. A meteor moving in a straight path changes direction when it flies by the Earth.

Newton’s first law

C. A full grocery cart that is pushed starts moving and increase speed, but the same push makes an empty cart go faster.

Newton’s second law

D. A skateboarder changes direction after a collision with a bicyclist.

Newton’s first law.

OBJECTIVE 8: State Newton’s three laws of motion and apply each of them to (Continued) everyday situations.

Use Newton’s first law to evaluate the effect of using safety devices in automobiles including seatbelts and air bags.

Newton’s third law says that as gases push this

rocket forward the rocket pushes gases backward.

Page 26: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 9: Use Newton’s second law to calculate force, mass, and acceleration.

Explain how the force acting on an object is related to the object’s mass and acceleration.

What is Newton’s Second Law?

What is an example of Newton’s second law?

How do I use Newton’s second law to solve problems involving force, mass, and acceleration?

Force = Mass x Acceleration or F = m x a

If you push an empty shopping cart and a full shopping cart across the parking lot with the same amount of force, the empty cart will accelerate faster because it has less mass.

Problem: A soccer ball is kicked with a force of 15.2 N. The soccer ball has a mass of 2.45 kg. What is the ball’s acceleration?

Knowns: F = 15.2 N Unknown: a = ? m/s2

m = 2.45 kg

a = F/m 15.2 / 2.45 = 6.3 m/s2

a2.45 kg

15.2 N

Page 27: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 9: Use Newton’s second law to calculate force, mass, and (Continued) acceleration.

Explain how the force acting on an object is related to the object’s mass and acceleration.

Which of Newton’s Laws of Motion deals with the amount of force used to push a stalled car so it will accelerate at 25 m/s2?

A. Newton’s First Law of Motion.

B. Newton’s Second Law of Motion.

C. Newton’s Third Law of Motion.

D. None of the above.

If a 35 kg mass is accelerated at 15 m/s2, what force is being applied to the object?

A. 2.3 N

B. 530 N

C. 0.14 N

D. None of the above.

B. Newton’s Second Law of Motion.

B. 530 N

am

FRemember:

Page 28: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 10: Differentiate between mass and weight.

What is mass?

What is weight?

Mass is how much matter is in an object. Measured in grams, kilograms, pounds,

etc. When you weigh something, you are

actually finding that objects mass. Mass does not change unless you

remove some of the matter in the object.

Weight is a force. Since force is mass X acceleration,

weight is the mass of an object X gravity Your mass doesn’t change, but your

weight will decrease on the moon because there is less gravity.

Page 29: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 10: Differentiate between mass and (Continued) weight.

If you are told an object is 50 kilograms, is this the mass or weight of the object?

A. Mass

B. Weight

If you are told to measure the force an object is exerting on a table, you would be finding what?

A. Mass

B. Weight

A. Mass

B. Weight

Page 30: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 11: Determine when work is being done on an object.

Describe the relationship between power, work and time.

Calculate the work done on an object and the rate at which work is done.

What is work?

How do you calculate work?

What is an example of solving a problem involving work, force, and distance?

Work on an object is done when a force is applied to that object and it moves in the direction of the force.

In order for work to be done, THE OBJECT HAS TO MOVE. If you are just holding a book above your head, work is not being done. If you are LIFTING that book above your head, you are doing work.

Work = Force x Distance or W = F x d

Problem: Pulling a boat forward into a docking slip requires 157 J of work. The boat must be pulled a total distance of 5.3 m. What is the force with which the boat is pulled?

Knowns: W = 157 J Unknown: F = ? N d = 5.3 m

F = W / d 157 / 5.3 = 29.6 N

F 5.3 m

157 J

Page 31: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 11: Determine when work is being done on an object.(Continued)

Describe the relationship between power, work and time.

Calculate the work done on an object and the rate at which work is done.

What is power?

How do you calculate power?

What is an example of solving a problem involving power, work and time?

Power is a measure of how fast work is getting done.

Power = Work or P = W Time t

Problem: An electric mixer uses 350 W. If 8750 J of work are done by the mixer; how long has the mixer run?

Knowns: P = 350 W Unknown: t = ? s W = 8750 J

t = W / P 8750 / 350 = 25 s

t350 W

8750 J

Page 32: District Assessment Review “We CAN be the Champions!!”

In the scientific world, you are doing work when you are doing which of the following activities?

A. You hold a box over your head.

B. You sit and watch a baby sleep.

C. You lift a box of books over your head.

If you pull a wagon (weight of 20N) for 20 m and it takes 5.0 s, calcualte the power needed.

A. 100 W

B. 0.25 W

C. 4 W

D. 40 W

C. You lift a box of books over your head.

C. 4 W

OBJECTIVE 11: Determine when work is being done on an object.(Continued)

Describe the relationship between power, work and time.

Calculate the work done on an object and the rate at which work is done.

dF

WRemember:

tP

WRemember:

Page 33: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 12: Name and describe the six types of simple machines.

Recognize simple machines within compound machines.

What are the six types of simple machines?

What is a simple lever?

What is a pulley?

What is a wheel & axle?

What is an inclined plane?

What is a wedge?

What is a screw?

What is a compound machine?

What is an example of a compound machine?

Simple lever, pulley, wheel & axle, simple inclined plane, wedge, and screw

A lever has a rigid arm that turns around a point called the fulcrum.

A pulley is a first class lever in which the rope is considered the rigid arm and the point in the middle of the pulley is the fulcrum.

A wheel & axle is a lever or pulley connected to a shaft.

An inclined plane is a ramp that multiplies and redirects the force required to move something.

A wedge is a modified inclined plane in which a single downward force is split into two lateral forces.

A screw is an inclined plane wrapped around a cylinder.

A compound machine contains more than one simple machine.

A bicycle. A bicycle contains a wheel & axle, a lever, and several

screws.

Page 34: District Assessment Review “We CAN be the Champions!!”

Name the simple machines used in a situation where a wheelchair is used to take a person up a ramp.

A. Wheel & axle, wedge, and pulley

B. Wheel & axle and inclined plane

C. Simple lever, screw, and pulley

D. Wedge, screw, and pulley

What simple machines can be found in a can opener?

A. Wedge, inclined plane, pulleys and wheel & axle

B. Screws, wedge, lever and wheel & axle

C. Lever, screws, gears, and wheels

D. Wheel & axle, levers, screws and pulleys

OBJECTIVE 12: Name and describe the six types of simple machines.Recognize simple machines within compound machines.

B. Wheel & axle and inclined plane

B. Screws, wedge, lever and wheel & axle

Page 35: District Assessment Review “We CAN be the Champions!!”

Mechanical advantage is a quantity that measures how much a machine multiples the force or distance.

Machines can change the direction of an input force or increase an output force by changing the distance over which a force is applied

A car jack and a wheelchair ramp are examples of machines that make work easier by increasing the distance over which the force is applied.

Increasing the distance means less force is required to do the work.

Mechanical Advantage = Output Force/ Input Force

For inclined planes: MA = Length/Height

OBJECTIVE 13: Discuss and calculate the mechanical advantage of various machines.

Investigate how changing force or distance affects the mechanical advantage of a simple machine.

What is mechanical advantage?

How do different machines affect mechanical advantage?

How do you calculate mechanical advantage?

Page 36: District Assessment Review “We CAN be the Champions!!”

Calculate the mechanical advantage of a ramp that has a length of 5.0 m and a height of 2.5 m.

A. 2.0 m

B. 0.5 m

C. 12.5 m

D. 0.08 m

If you increase the length of a ramp (increase the input distance), what does this do to the force you need to push an object up the ramp?

A. It multiplies the force required to push the object.

B. It makes it harder to push the object.

C. It makes it easier to push the object.

D. Both A and C.

OBJECTIVE 13: Discuss and calculate the mechanical advantage of various (Continued) machines.

Investigate how changing force or distance affects the mechanical advantage of a simple machine.

A. 2.0 m

D. Both A and C.

Page 37: District Assessment Review “We CAN be the Champions!!”

It is a percentage that measures the ratio of useful work output to work input.

Efficiency = Useful Work Output Work Input

Hint: If you have trouble deciding which number is the work output, place the smallest number on top

No, because in all machines there is some work or energy that is lost due to friction.

The energy is lost in the form of heat.

OBJECTIVE 14: Analyze the efficiency of machines.

What is efficiency?

How do you calculate the efficiency of a machine?

Can a machine have 100% efficiency?

X 100

Page 38: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 14: Analyze the efficiency of machines.(Continue)

A pulley system raises a 39 N log with an applied force fo 45 N. What is the efficiency?

A. 1755 %

B. 87 %

C. 11%

D. 50 %

Which of the following explains why simple machines never operate at 100% efficiency?

A. Gains in mechanical advantage are always accompanied by energy losses – mainly in the form of heat.

B. Machines are continually improving, but they still suffer from design flaws.

C. Friction adds nearly as much work as simple machines subtract.

D. The added weight of simple machines subtracts from the mechanical advantage.

B. 87%

A. Gains in mechanical advantage are always accompanied by energy losses – mainly in the form of

heat.

Like all machines, the pulleys on a sailboat are less that 100% efficient.

Page 39: District Assessment Review “We CAN be the Champions!!”

The stored energy resulting from the relative positions of objects in a system.

It depends on the height of the object; the higher the object, the more potential energy it has.

The energy of a moving object. The faster the object is moving the more

kinetic energy it has.

A stretched rubber band. An apple hanging in a tree

OBJECTIVE 15: Explain the difference between potential and kinetic energy.

What is potential energy?

What is kinetic energy?

What are some examples of potential energy?

Page 40: District Assessment Review “We CAN be the Champions!!”

At what point on a roller coaster, is the potential energy the highest?

A. At the top of the highest hill.

B. At the bottom of the highest hill.

C. On the way down the highest hill.

D. None of the above.

For any object to have kinetic energy it must meet which of the following requirements?

A. It must be high in the air.

B. It must be near the ground.

C. It must be under water.

D. It must be in motion.

OBJECTIVE 15: Explain the difference between potential and (Continued) kinetic energy.

A. At the top of the highest hill.

D. It must be in motion.

Page 41: District Assessment Review “We CAN be the Champions!!”

Energy cannot be created or destroyed; it can only change form.

The sum of the kinetic and potential energy in a system.

In a mechanical system, the total kinetic and potential energy will always be the same.

The energy may change from potential to kinetic energy, but the total will not change.

Energy can be lost as heat due to friction.

A roller coaster A pendulum

Objective 16: Apply the Law of Conservation of Energy to a mechanical system such as a pendulum.

What is the Law of Conservation of Energy?

What is mechanical energy?

How does this apply to a mechanical system?

What are some examples of mechanical systems?

Page 42: District Assessment Review “We CAN be the Champions!!”

If you let a pendulum swing long enough it will start to slow down and eventually stop. That suggests that the system has lost energy. What happens to this lost energy?

A. Gravity is decreased.B. Energy is destroyed.C. Some energy is lost due to

friction.D. Energy is created.

Objective 16: Apply the Law of Conservation of Energy to a (Continued) mechanical system such as a pendulum.

C. Some energy is lost due to friction.

Page 43: District Assessment Review “We CAN be the Champions!!”

Energy input into a system as the initial work done on that system can be stored as gravitational potential energy.

For example, on a roller coaster, the conveyor belt at the beginning of the ride is doing work and storing that energy as gravitational potential energy.

Potential energy can become kinetic energy. On a roller coaster all of the energy of the cars is

potential energy at the top of a tall hill; as the car accelerates down the hill, the potential energy is transformed to kinetic energy.

Kinetic energy can be transformed back into potential energy.

At the lowest point of the roller coaster the car has NO potential enregy. Kinetic energy gets converted back into potential energy as the car is lifted up another hill.

Objective 17: Identify and describe transformations of energy.

How can we store energy?

What are some of the transformations of energy that can occur? andWhat are examples of these transformations?

Page 44: District Assessment Review “We CAN be the Champions!!”

Which of the following situations does not involve potential energy being changed into kinetic energy?

A. An apple falling from a tree..B. Shooting a dart from a spring-

loaded gun.C. Pulling back on the string of a

bow.D. A creek flowing down hill.

Objective 17: Identify and describe transformations of energy.(Continued)

C. Pulling back on the string of a bow.

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The energy of motion.

Heat is the transfer of energy from the particles of one object to those of another object due to a temperature difference between the two objects.

Heat flows as energy from an object with a higher temperature to and object with a lower temperature.

For example, if I put an ice cube on my hand, the reason that ice cube melts is because heat from my hand (warmer) is transferring to the ice (cooler).

Temperature is the measure of the amount of kinetic energy in an object.

Objective 18: Define temperature in terms of the average kinetic energy of atoms or molecules.

Contrast heat and temperature.

Describe heat as a form of energy transfer.

What is kinetic energy?

What is heat?

What is temperature?

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Determine which of the following are examples of heat ?

A. A nurse checks your temperature which is 98.6 F and rising.

B. You check the outside to see what to wear.

C. A hot water bottle transfers energy from the hot water to your skin.

D. The temperature of a roasting turkey.

As the kinetic energy of the molecule in a substance increases ________________.

A. the temperature of the substance increases.

B. the temperature of the substance decreases.

C. potential energy of the substance changes.

D. temperature remains the same.

Objective 18: Define temperature in terms of the average kinetic energy of atoms or (Continued) molecules.

Contrast heat and temperature. Describe heat as a form of energy transfer.

C. A hot water bottle transfers energy from the hot water to your skin.

A. the temperature of the substance increases.

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Conduction is the transfer of energy as heat between particles as they collide within a substance or between two objects in contact.

In order for conduction to occur, there MUST BE CONTACT either between two objects or between molecules within an object.

Radiation is the the transfer of energy by electromagnetic waves.

Radiation DOES NOT involve the movement of matter.

You feel warm when you stand in sunlight because of radiation.

Objective 19: Investigate and demonstrate how energy is transferred by conduction, convection, and radiation.

What is conduction?

What is an example of conduction?

What is radiation?

What is an example of radiation?

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Objective 19: Investigate and demonstrate how energy is transferred by conduction, convection, and radiation.

A metal rod may becomes hot when held in your hand near a flame due to convection.

Convection is the transfer of energy by the movement of fluids with different temperatures.

It is based on the principle that warm gases or liquids rise and cool gases or liquids sink (or descend).

Pasta boiling on the stove rolls in the water due to convection.

The Active Solar heating system in a house.

What is convection?

Which picture respresents an example of convection?

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Why does convection occur?A. A nurse checks your temperature

which is 98.6 F and rising.B. You check the outside to see what to

wear. C. A hot water bottle transfers energy

from the hot water to your skin.D. The temperature of a roasting turkey.

As the kinetic energy of the molecule in a substance increases ________________.

A. the temperature of the substance increases.

B. the temperature of the substance decreases.

C. potential energy of the substance changes.

D. temperature remains the same.

Objective 19: Investigate and demonstrate how energy is transferred (Continued) by conduction, convection, and radiation.

C. A hot water bottle transfers energy from the hot water to your skin.

A. the temperature of the substance increases.

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A conductor is a material through which energy in the form of heat or electricity can flow easily.

An insulator is a material that DOES NOT allow energy in the form of heat and electricity to move through it easily.

A conductor, even though it does conduct electricity well, still has some resistance that slows the current down.

Some metals, such as tin and mercury, have ZERO resistance when their temperature is decreased below a certain temperature.

These metals under the right conditions (temperature) are considered superconductors (ZERO resistance).

Superconductors are used in powerful magnets and in high speed, super-trains.

Semi-conductors are in between a conductor and an insulator.

Silicon, used in computer chips, is a common semi-conductor.

Objective 20: Classify materials as conductors or insulators for heat.

Distinguish between conductors, superconductors, semiconductors and insulators.

What is the difference between a conductor and an insulator?

What is the difference between a conductor and a superconductor?

What is the difference between a conductor and a semi-conductor?

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Which of the following would work best in magnetic levitation seen in the super-trains that move on monorails?

A. Conductors.B. Semi-conductors. C. Superconductors.D. Insulators.

A metal spoon gets hot when you let it sit in boiling water. A wooden spoon will still be cool to the touch. The metal spoon and wooden spoon are examples of what?

A. An insulator and a conductor.B. A semi-conductor and an insulator.C. A conductor and an insulator.D. A superconductor and a conductor.

Objective 20: Classify materials as conductors or insulators for heat.(Continued)

Distinguish between conductors, superconductors, semiconductors and insulators.

C. Superconductors

C. A conductor and an insulator.

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A wave is a disturbance that transmits energy through matter or space.

Waves can do work on objects. The larger the wave, the more energy it contains.

Water waves carry a surfer toward the shore. Water waves erode the sand off the beach. Sound waves do work on your eardrum causing it to

vibrate.

In a transverse wave, the particles of the medium vibrate perpendicular to the wave motion.

For example, in water waves, if the wave is moving side-to-side, the medium would be moving both up and down.

In a longitudinal wave, the particles of the medium vibrate parallel to the wave motion.

For example, in a slinky, if the wave is moving side-to-side, the medium would also be moving side-to-side.

Objective 21: Recognize that waves transfer energy.

Explain the relationship between particle vibration and wave motion.

What is a wave?

What are some examples of how waves transfer energy?

In a transverse wave, in which direction do the particles of the medium vibrate?

In a longitudinal wave, in which direction do the particles of the medium vibrate?

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Most waves are caused by _________.A. velocity.B. amplitude. C. a vibration.D. earthquakes.

For which type of waves do particles in the medium vibrate perpendicularly to the direction in which the waves are traveling?

A. Transverse waves.B. Longitudinal wavesC. P wavesD. None of the above.

Objective 21: Recognize that waves transfer energy.(Continued)

Explain the relationship between particle vibration and wave motion.

C. a vibration.

A. Transverse waves.

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Objective 22: Identify and demonstrate transverse, longitudinal, and standing waves.

Label the crest, trough, amplitude, and wavelength of a wave.

What does a transverse wave look like?

How would you label wavelength, trough, crest, and amplitude?

What does a longitudinal wave look like?

How can you identify the wavelength on a longitudinal wave?

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A standing wave is one that contains one or more nodes, as with the wave lab we did earlier in the year.

They are caused by having a barrier to reflect off of and then the reflected wave positively interferes with the original wave to increase the waves amplitude between the nodes.

Objective 22: Identify and demonstrate transverse, longitudinal, and standing (Continued) waves.

Label the crest, trough, amplitude, and wavelength of a wave.

What is a standing wave?

What does a standing wave look like?

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What is he part of the wave labeled A?A. Crest.B. Trough.C. Wavelength.D. Amplitude.

The wave pictured above is a _________.A. longitudinal wave.B. transverse wave. C. standing wave.D. surfer wave.

Objective 22: Identify and demonstrate transverse, longitudinal, and standing (Continued) waves.

Label the crest, trough, amplitude, and wavelength of a wave.

C. Wavelength.B. transverse wave.

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Earthquakes occur between boundaries between tectonic plates.

When the plates move along one another, an earthquake starts.

Different waves are created at the center of the earthquake and move outward.

Energy from earthquakes is transferred through earth by seismic waves.

There are three types of seismic waves: P waves, S waves, and surface waves.

Both P waves and S waves move outward from the center of the earthquake.

P waves are longitudinal waves. They are the fastest type of seismic waves and they move

through the earth first.

S waves are transverse waves. They are slower than P waves.

Surface waves move along the surface of the earth. They are the slowest moving of all seismic waves. These waves cause the most destruction during an

earthquake.

Objective 23: Distinguish between S waves, P waves and surface waves in earthquakes.

Explain how seismic waves affect the movement of the earth’s lithosphere.

What happens to the earth’s lithosphere during an earthquake?

What is a seismic wave?

What is a P wave?

What is an S wave?

What are surface waves?

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The boundaries between tectonic plates grind against each other producing earthquakes and releasing energy in the form of ____.

A. heat waves.B. P waves.C. S waves.D. seismic waves.

The fastest moving of the waves generated by an earthquake are the _____.

A. S waves.B. P waves.C. surface waves.D. seismic waves.

Objective 23: Distinguish between S waves, P waves and surface (Continued) waves in earthquakes.

Explain how seismic waves affect the movement of the earth’s lithosphere.

D. seismic waves.

B. P waves.

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OBJECTIVE 24: Determine the frequency and period of a wave.

Solve problems involving wave speed, frequency, and wavelength.

Describe the Doppler Effect.

What is frequency?

What is period?

How are frequency and period related?

What is an example of a problem involving the period and frequency of a wave?

Frequency is how many waves pass a given point in 1 second.

The units for frequency are Hertz (Hz)

Period is the amount of time, in seconds (s), that it takes for one wave to pass a given point.

They are reciprocals of each other. Frequency = 1 Period = 1

Period Frequency

Problem: A person is floating in the ocean in an inner tube. A wave passes the inner tube every 2 seconds. What is the period of the waves? What is the frequency?

Knowns: Period = 2 s Unknowns: f = ? Hz

Frequency = 1 = 1 = 0.5 Hz Period 2

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OBJECTIVE 24: Determine the frequency and period of a wave.(Continued)

Solve problems involving wave speed, frequency, and wavelength.

Describe the Doppler Effect.

What is wave speed?

How do you calculate wave speed?

What is an example of a problem involving wave speed, frequency and wavelength?

Wave speed is the speed at which a wave passes through a medium.

It is a rate.

Wave speed = frequency X wavelengthorv = f x λ

Problem: The speed of sound in air is about 340 m/s. What is the wavelength of a sound wave with a frequency of 220 Hz?

Knowns: f = 220 Hz Unknown: λ = ? mv = 240 m/s

λ = v / f 240 / 220 = 1.5 m

λ220 Hz

240 m/s

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Imagine that you are standing on a corner as an ambulance rushes by .As the ambulance passes, the sound of the siren changes from a high pitch to a low pitch. Why?

The Doppler effect is an observed change in the frequency of wave when the source or observer is moving.

OBJECTIVE 24: Determine the frequency and period of a wave.(Continued)

Solve problems involving wave speed, frequency, and wavelength.

Describe the Doppler Effect.

What is the doppler effect?

Suppose a train is approaching you as you stand on the loading platform at the railway station. As the train approaches, it slows down. All the while, the engineer is sounding the horn at a constant frequency of 500 Hz. Which of the following statements would best describe the pitch and changes in pitch that you hear?

The pitch is greater than 500 Hz as the train approaches, and then decreases to 500 Hz as the train comes to a stop.

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OBJECTIVE 24: Determine the frequency and period of a wave.(Continued)

Solve problems involving wave speed, frequency, and wavelength.

Describe the Doppler Effect.

Ocean waves are hitting a beach at a rate of 2.0 Hz. The distance between wave crests is 12 m. Calculate the speed of the waves.

A. 0.17 m/s

B. 6.0 m/s

C. 24 m/s

D. 1 m/s

The number of waves passing a given point each second is called the __________?

A. frequency.

B. wave speed.

C. wavelength.

D. amplitude.

C. 24 m/s

B. wave speed.

λf

vRemember:

As the airplane moves closer to your ear the sound waves produced by the plane are

closer together, so you hear a higher pitched sound.

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All objects have a set of natural frequencies. If objects are allowed to vibrate at their natural

frequencies, they will generate a very large amplitude vibration.

Resonance is an effect in which the vibrations of one object causes another object to vibrate at its natural frequency.

Sound is amplified because both the object generating the sound and the object that resonates are both vibrating at the same frequency.

Example: An acoustic guitar resonates with the guitar strings allowing it to be played without an amplifier.

Objective 25: Explain how resonance affects sound.

What is a natural frequency?

What is resonance?

How does resonance amplify sound?

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Resonance refers to an effect in which _________.

A. one object causes another object to vibrate at natural frequencies.

B. Intensity of sound decreases over time.

C. pitch of a note is compared to a pure tone.

D. vibration of a string or column of air causes an object to vibrate at its natural frequencies.

Why does an acoustic guitar not need an amplifier?

A. The guitar interferes with the vibrations of the strings.

B. The strings don’t vibrate.C. The guitar resonates with the strings

amplifying the sound.D. All of the above.

Objective 25: Explain how resonance affects sound. (Continued)

A. one object causes another object to vibrate at natural frequencies.

C. The guitar resonates with the strings amplifying the sound.

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When two waves arrive at the same place at the same time.

Any interference in which waves combine so that the resulting wave is bigger than the original.

Any interference in which waves combine so that the resulting wave is smaller than the largest of the original waves.

Objective 26: Distinguish between constructive and destructive interference.

What is interference?

What is constructive interference?

What is destructive interference?

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Which of the following statements is true about wave interference?A. Wave interference occurs with transverse waves but not longitudinal

waves.B. Constructive interference occurs when wave frequencies overlap.C. Destructive interference underlies the destruction wrought by rogue

waves.D. Constructive interference adds the wave height of one wave crest to

the wave height of an overlapping wave crestD. Constructive interference adds the wave height of one wave crest to

the wave height of an overlapping wave crest.

Objective 26: Distinguish between constructive and destructive (Continued) interference.

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The bouncing back of a wave as it hits a surface or boundary.

The angle of the light as it hits the boundary is equal to the angle of the light as it is reflected off the boundary.

Light rays reflected from a rough surface are reflected in many different directions.

The reflection of light into random directions is called diffuse reflection.

The bending of waves as they pass from one medium to another.

When light moves from a material in which its speed is higher (air) to a material in which its speed is lower (water), the ray is bent toward the normal.

When light moves from a material in which its speed is lower (water) to a material in which its speed is higher (air), the ray is bent away from the normal.

Objective 27: Identify and demonstrate examples of reflection, refraction, and diffraction in waves.Describe how light reflects off smooth and rough surfaces.Explain the law of reflection.Illustrate how light is refracted as it passes between mediums.Describe how prisms disperse light and how rainbows form.Explain how fiber optics use total internal reflection.

What is reflection?

What is the law of reflection?

When light reflects off of a rough surface, what happens?

What is refraction?

How does the refraction of light differ when it passes between different mediums?

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The bending of a wave as it passes an edge or an opening.

Diffraction patterns look different depending on the type of light being diffracted and the edge or opening it is being diffracted through.

Below is an example of diffraction of a red laser light beam through a diffraction grating.

An effect in which white light separates into its component colors.

The colors of light that are focused through a prism are separated by their wave speed.

Objective 27: Identify and demonstrate examples of reflection, refraction, and diffraction in waves.(Continued) Describe how light reflects off smooth and rough surfaces.

Explain the law of reflection.Illustrate how light is refracted as it passes between mediums.Describe how prisms disperse light and how rainbows form.Explain how fiber optics use total internal reflection.

What is diffraction?

What does diffraction look like?

What is dispersion?

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If the angle at which light rays meet the boundary between two mediums becomes large enough, the rays will be reflected as if the boundary were a mirror. This type of reflection is called total internal reflection.

Objective 27: Identify and demonstrate examples of reflection, refraction, and diffraction in waves.(Continued) Describe how light reflects off smooth and rough surfaces.

Explain the law of reflection.Illustrate how light is refracted as it passes between mediums.Describe how prisms disperse light and how rainbows form.Explain how fiber optics use total internal reflection.

What is total internal reflection?

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Light inside a fiber in a fiber-optic cable bounces off of the walls of the fiber due to total internal reflection.

If the fibers are arranged in the same pattern at both ends of the cable, the light that enters one end can produce a clear image at the other end.

They can be used to produce images of internal organs during surgery as well as to transmit computer images or signals for telephone calls.

Rainbows are formed due to a combination of dispersion and total internal reflection

Objective 27: Identify and demonstrate examples of reflection, refraction, and diffraction in waves.(Continued) Describe how light reflects off smooth and rough surfaces.

Explain the law of reflection.Illustrate how light is refracted as it passes between mediums.Describe how prisms disperse light and how rainbows form.Explain how fiber optics use total internal reflection.

How do fiber optics use total internal reflection?

How do rainbows form?

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When light rays reflect off a rough surface, they _________.

A. scatter in many different directions.B. converge toward the normal.C. diverge away from the normal.D. decrease their speed and change

their angle.

Light that enters one end of a fiber optic cable reaches the other end by means of ______.

A. dispersion.B. magnification.C. repeated intesification.D. total internal reflection.

White light breaks up into different colors when it passes through a prism because of _______.

A. differences in wave speed.B. total internal dispersion.C. a combination of refraction and reflection.D. droplets in the air.

Objective 27: Identify and demonstrate examples of reflection, refraction, and diffraction in waves.(Continued) Describe how light reflects off smooth and rough surfaces.

Explain the law of reflection.Illustrate how light is refracted as it passes between mediums.Describe how prisms disperse light and how rainbows form.Explain how fiber optics use total internal reflection.

A. scatter in many different directions.

D. total internal reflection.

A. differences in wave speed.

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Objective 28: Explain how sonar and ultrasound imaging work.

Explain how electromagnetic waves are used in communication, medicine, and technology, such as television, radio, microwaves and optical fibers.How does sonar work?

How do we use ultrasound in sonograms and other imaging technology?

How are different types of light used in today’s technology?

A sonar system determines distance by measuring the tim it takes for sound waves to be reflected back from a surface.

A sonar device on a ship sends a pulse of sound downward, and measures the time that it takes for the sound to be reflected back from the ocean floor or other objects beneath the ship. With that time, they can then find the distance.

At high frequencies, ultrasound waves can travel through most materials. But some sound waves are reflected when they pass from one type of material.

How much sound is reflected depends on the density of the materials at each boundary.

These reflected sound waves from different boundary surfaces are put together to form the image that appears on a sonogram.

X-rays are used for imaging bones. Gamma rays are used for radiation treatment of cancer

patients. Infrared light is used for CAT scans and MRI technology. Microwaves are used for cooking. Radio waves are used in communications and in radar

technology.

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How does sonar work?A. Sonar measures the time it takes for

ultrasound waves to reflect from the object back to the source

of the sound.B. Sonar measures the time it takes for

infrasound waves to reflect from the object back to the source of the sound.

C. Sonar measures the time it takes for ultrasound waves to be absorbed by an object.

D. The object releases sound waves that hit the source causing a vibration.

An ultrasound system can produce images of body structures because sound waves _____.

A. travel only in a straight line.B. travel at different speeds through materials of

different densities.C. cannot pass through liquids or gaseous

materials.D. increase their speed and change their

direction as they leave the body.

A. Sonar measures the time it takes for ultrasound waves to reflect from the

object back to the source of the sound.

Objective 28: Explain how sonar and ultrasound imaging work.(Continued)

Explain how electromagnetic waves are used in communication, medicine, and technology, such as television, radio, microwaves and optical fibers.

B. travel at different speeds through materials of different densities

Ultrasound has come a long way baby!

New 4D ultrasound technology is giving us better and better

ways to view our bodies.

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Objective 29: Show how mirrors form real and virtual images.

Distinguish between flat, convex, and concave mirrors and give examples of their uses.

What is a virtual image?

How does a mirror form a virtual image?

What is a real image?

How does a mirror form a real image?

What is the difference between a concave, a convex and a flat mirror?

An image that forms at a point from which light rays appear to come but do not actually come.

When you stand in front of a mirror, your eyes cannot tell where the light came from. Your eyes think the light came from behind the mirror so the image appears to come from behind the mirror.

An image of an object formed by many light rays coming together in a specific location, called a focal point.

A concave mirror will form a real image when the light is reflected to a point in front of the mirror.

Concave mirrors are indented and used in telescopes and satellite dishes.

Convex mirrors bulge outward and are used in many retail stores to get a wider view of the store using one mirror.

Flat mirrors are just like those you have at home!

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Which type of mirror produces an image resulting when light rays from an object are focused onto a single point or small area in front of the mirror?

A. Flat.B. ConvexC. ConcaveD. Centripital

Mirrors reflect images. One type of mirror bulges out and distorts the image. One type of mirror is curved inward and will make a real image. One type of mirror makes a virtual image. Choose the correct order or mirrors as discussed above.

A. Flat, convex, and concave.B. Concave, convex, and flat.C. Flat, concave, and convex.D. Convex, concave, and flat.

C. Concave

Objective 29: Show how mirrors form real and virtual images.(Continued)

Distinguish between flat, convex, and concave mirrors and give examples of their uses, such as in eyeglasses and cameras.

D. Convex, concave, and flat.

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The energy of light increases as frequency increases.

Objective 30: Relate the energy of light to the frequency of electromagnetic waves.

Name and describe the regions of the electromagnetic spectrum from the shortest to longest wavelength.

What happens to the frequency of electromagnetic waves as the energy of the light increases?

Radio waves: Yes, this is the same kind of energy that radio stations emit into the air for your radios to capture and turn into your favorite tunes. But radio waves are also emitted by other things ... such as stars and gases in space. You may not be able to dance to what these objects emit, but you can use it to learn what they are made of.

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Objective 30: Relate the energy of light to the frequency of electromagnetic (Continued) waves.

Name and describe the regions of the electromagnetic spectrum from the shortest to longest wavelength.

Microwaves: They will cook your popcorn in just a few minutes! In space, microwaves are used by astronomers to learn about the structure of nearby galaxies, including our own Milky Way!

Infrared: We often think of this as being the same thing as 'heat', because it makes our skin feel warm. In space, IR light maps the dust between stars.

Visible: Yes, this is the part that our eyes see. Visible radiation is emitted by everything from fireflies to light bulbs to stars ... also by fast-moving particles hitting other particles.

Ultraviolet: We know that the Sun is a source of ultraviolet (or UV) radiation, because it is the UV rays that cause our skin to burn! Stars and other "hot" objects in space emit UV radiation.

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Objective 30: Relate the energy of light to the frequency of electromagnetic (Continued) waves.

Name and describe the regions of the electromagnetic spectrum from the shortest to longest wavelength.

X-rays: your doctor uses them to look at your bones and your dentist to look at your teeth. Hot gases in the Universe also emit X-rays .

Gamma-rays: radioactive materials (some natural and others made by man in things like nuclear power plants) can emit gamma-rays. Big particle accelerators that scientists use to help them understand what matter is made of can sometimes generate gamma-rays. But the biggest gamma-ray generator of all is the Universe! It makes gamma radiation in all kinds of ways.

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What type of wave has the lowest frequency and the longest wavelength?

A. Radio waves.B. Infrared waves.C. Visible light.D. X-rays

A. Radio waves.

Objective 30: Relate the energy of light to the frequency of electromagnetic (Continued) waves.

Name and describe the regions of the electromagnetic spectrum from the shortest to longest wavelength.

What type of electromagnetic wave is used in radiation treatments for cancer patients?

A. Radio waves.B. Infrared waves.C. Gamma raysD. X-raysC. Gamma rays

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OBJECTIVE 33: Describe how batteries are sources of voltage.

Compare the economic and environmental impacts of using rechargeable or disposable batteries.

What is a cell?

What is a battery?

How does a battery produce electricity?

What are the advantages and disadvantages of rechargeable batteries?

A device that is a source of electric current because of a potential difference, or voltage, between the terminals

Common batteries are electric cells

A voltage exists across the negative and positive terminals of a battery

When the terminals are connected, a current is produced by the flow of electrons from the negative to positive terminal

More expensive than disposable batteries Last only half as long as disposable batteries Environmentally sound – do not clutter up

landfills, no hazardous chemicals Can be recharged hundreds of times Retain a charge like disposable batteries

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OBJECTIVE 33: Describe how batteries are sources of voltage.(Continued)

Compare the economic and environmental impacts of using rechargeable or disposable batteries.

Batteries typically have ________.

A. two positive terminals.

B. two negative terminals.

C. one positive and one negative terminal

D. no terminals.

Potential differences cause _________.

A. electrons to move from the positive terminal to the negative terminal

B. electrons to move from the negative terminal to the positive terminal.

C. protons to move from the positive terminal to the negative terminal.

D. protons to move from the negative terminal to the positive terminal.

C. one positive and one negative terminal

B. electrons to move from the negative terminal to the positive terminal.

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Current = Voltage or I = V Resistance R

Resistance is in Ohms, Ω Voltage is in Volts, V Current is in Amps, A

Problem: The current in a handheld video game is 0.50 A. If the resistance of the game’s circuitry is 12 Ω, what is the voltage produced by the battery?

Knowns: I = 0.50 A Unknown: V = ? V R = 12 Ω

V = I x R 0.50 x 12 = 6 V

OBJECTIVE 34: Use Ohm’s Law to calculate the resistance, current, or voltage, given the other two quantities.

What is Ohm’s Law?

What units should be used with this equation?

Example of how to use Ohm’s Law to solve problems involving resistance, current, and voltage:

12 Ω0.50 A

V

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OBJECTIVE 34: Use Ohm’s Law to calculate the resistance, current, or (Continued) voltage, given the other two quantities.

A potential difference of 12 V produces a current of 0.30 A in a piece of copper wire. What is the resistance of the copper wire?

A. 12 Ω

B. 0.025 Ω

C. 40 Ω

D. 5 Ω

What is the voltage across a 75 Ω resistor with 1.6 A of current?

A. 47 V

B. 120 V

C. 0.021 V

D. None of the above.

C. 40 Ω

B. 120 V

RI

VRemember:

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OBJECTIVE 35: Distinguish between alternating and direct current.

What is current?

What is direct current?

What is an example of a source of direct current (DC)?

What is alternating current?

What is an example of a source of alternating current (AC)?

The rate that electric charges move through a conductor. Current can be made up of positive, negative, or a

combination of both positive and negative charges.

The charges always move from one terminal to the other in the same direction.

Direct current always flows in the same direction along a wire.

A battery.

An electric current that changes direction at regular intervals.

Magnitude and direction of current depend on the orientation of the loop in the magnetic field

Home electrical outlets.

Page 85: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 35: Distinguish between alternating and direct current.(Continued)

A direct current ____________.

A. changes direction.

B. changes direction only when converted.

C. only runs in one direction.

D. None of the above.

In an AC generator, the magnitude of the current produced _____________.

A. depends on the orientation of the loop within the magnetic field.

B. is minimum when the loop is perpendicular to the magnetic field

C. varies with time.

D. All of the above.

C. only runs in one direction.

D. All of the above.

Page 86: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 36: Use schematic diagrams to represent a circuit.

Distinguish between series and parallel circuits.

Explain how fuses and circuit breakers are used to prevent circuit overload.

Page 87: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 36: Use schematic diagrams to represent a circuit.(Continued)

Distinguish between series and parallel circuits.

Explain how fuses and circuit breakers are used to prevent circuit overload.

Circuits that are connected in series providing only one path that can conduct electricity

The current in a series circuit is not divided or split by multiple paths

If one element in a series circuit is removed, the circuit will not work

Example: Christmas tree lights

Parallel circuits are connected across common points providing two or more paths for electricity to be conducted

The current across each path is determined by the amount of resistance on that path

The greater the resistance the smaller the current on that path

What is a series circuit?

What is a parallel circuit?

Page 88: District Assessment Review “We CAN be the Champions!!”

OBJECTIVE 36: Use schematic diagrams to represent a circuit. (Continued)

Distinguish between series and parallel circuits.

Explain how fuses and circuit breakers are used to prevent circuit overload.

When too many appliances are plugged into the same outlet, the overall resistance of the circuit is lowered causing more than a safe level of current to flow through the wire. This causes an overload of the circuit.

Fuses stop the overloading of circuits by melting and opening the circuit if too much current flows through the circuit.

A circuit breaker does not melt when the circuit is overloaded, instead it acts like a switch that simply opens.

When a fuse “blows out” it must be replaced, but when a circuit breaker opens it can be reset simply by resetting the switch.

How can a circuit become overloaded?

How can a fuse help?

What is the difference between a fuse and a circuit breaker?