2015 CPE: semester 2 review

Transcription

1 CPE: semester 2 review Format/stuff to bring About 140 questions: all multiple choice on Scantron You will need a pencil #2 (bring a couple of them to be on a safe side) You may use a calculator Any equations you may need (GPE, KE, etc) will be provided for you In accordance with the school policy, there will be no electronic devices allowed during and after the test, so you might want to have something to do if you finish earlier How to prepare You will be given all of the formulas on a separate sheet with the periodic table: you should know how to use it Use this packet to determine what to review: go through this sheet and write definitions/answers next to things you do not know, then study this material Review your work done throughout the semester (test reflections, vocabulary and targets, bookquizzes, pretests, warm-up questions, class notes) A lot of these papers are available on the SchoolPointe (mine or Mr. Pichola's) and have answer keys with them You might want to look at your unit tests: you may do it individually (the test are not to leave the room) Read the textbook and practice using Practice Problems, Section Reviews and Chapter Reviews Use online resources: Compass Learning simulations (see our webpage under Online textbooks/tutorials/simulations) variety of webpages from science teachers in other schools variety of interactive online quizzes Do a little at a time: do not wait until the night before the exam and try to relearn it all The day before exams is the time for us to review together no formal review is planned, it is just an open time to ask questions and clarify unclear things (if you have not done any preparation on your own before that day, you are wasting the opportunity to ask specific questions that might clarify certain aspects for you you may work together and quiz each other in a small group, as long as the noise level does not get too high and you use CPE class time to prepare for the CPE test Sleep well the night before the exam (in fact, you need at least 9 h sleep every night) Eat breakfast, even if you usually do not Unit 08: forces and Newton's laws (Ch ) force net force balanced force unbalanced force friction static friction kinetic (sliding) friction rolling friction newton (N) gravity inertia weight free fall g terminal velocity projectile motion force pair Newton s 1st law Newton s 2nd law law of universal gravity Newton s 3rd law elastic collision inelastic collision vector resultant normal law of conservation of momentum Fnet=ma weight=fg=mg g=10 m/s 2

2 Discuss/argue whether friction is good or bad in a given situation (10.3) Describe ways to increase or decrease friction (10.3) Recognize that a net force is the sum of all forces acting on an object (10.3) Recognize that unbalanced forces cause accelerations (changes in motion) (10.3) Recognize that an object experiencing balanced forces may be at rest or moving with a constant velocity (10.3) State all three Newton s laws of motion (11.1, 11.3) Apply Newton s laws to explain a variety of real life examples of force and motion (be able to do this with and without friction as a factor) (11.1, 11.3) Describe the relationship between inertia and mass (11.1) Use Newton s 2nd law in problem solving situations (11.1) Recognize that all forces exist as pairs (11.3) Recognize that action-reaction pairs act on different objects at the same time (11.3) Identify that action-reaction pairs act in opposite directions with equal strength (11.3) Differentiate between mass and weight (11.2) Given mass, calculate weight (11.2) Explain the concept of free fall, with examples (11.2) Describe/analyze projectile motion as the result of two independent motions vertical and horizontal (11.2) Use the momentum equation in problem solving situations (11.3) Explain how momentum is conserved in a given situation (11.3) Represent vector quantities in graphic form, using arrows (in class) Add vector quantities together (in class) Draw/interpret force diagrams (free body diagrams) for given examples (in class) Unit 09: work, energy, power (Ch. 12) work power joule (J) watt (W) simple machine kinetic energy gravitational potential energy elastic potential energy mechanical energy sound energy thermal energy light energy radiant energy electrical energy nuclear energy efficiency law of conservation of energy closed system open system work = W = Fd power = P = W/t GPE = E g = mgh KE: = E K = 1 2 mv 2 g = 10.0 m/s 2 Learning Targets (Skills) Define/calculate work using the correct SI units (12.1) Define/calculate power using the correct SI units (12.1) Distinguish between situations where work is being done or no work is being done (12.1) Explain the relationship between energy and work (12.3) Calculate gravitational potential energy using the correct SI units (12.3)

3 Use gravitational potential energy to predict mass and height of an object (12.3) Calculate kinetic energy using the correct SI units (12.3) Use kinetic energy to predict mass and velocity of an object (12.3) Identify positions associated with maximum and minimum values of kinetic and gravitational potential energy (12.3) Distinguish between other forms of energy besides GPE, KE and EPE (12.3) Solve problems involving energy transfer and conservation requiring you to use multiple equations (12.4) Identify/describe transformations of energy for a given situation including the work being done that causes the energy change (12.4) Trace a sequence of energy transformations for a given situation (12.4) Explain the law of conservation of energy and apply it to situations (12.4) Discuss efficiency and how to improve it (12.4) Identify areas where energy is lost and how to minimize that (12.4) Unit 10: waves (Ch. 14) medium mechanical wave electromagnetic wave transverse wave longitudinal wave surface wave crest trough amplitude wavelength period frequency resting position hertz (Hz) compression rarefaction interference constructive interference destructive interference node standing wave antinode reflection refraction diffraction v = fλ v = λ/t f = 1/T T = 1/f recognize that/describe how waves transfer energy (14.1) distinguish between mechanical and electromagnetic waves and cite examples (14.1) explain the relationship between the ways that particles vibrate and a wave moves (14.1) distinguish between longitudinal, transverse and surface waves and cite examples (14.1) given a wave, identify/measure the crest, trough, amplitude, wavelength, frequency, period, compression, rarefactions of a wave (14.2) draw waves given specific parameters (14.2, in class) understand the relationships between amplitude, frequency, wavelength, period and wave speed (14.2) solve problems involving wave speed, frequency and wavelength (14.2) describe the Doppler Effect (14.2) explain what happens when two waves interfere (14.3) distinguish between constructive and destructive interference (14.3) explain how standing waves are formed (14.3) recognize what factors affect the speed of a wave (14.3)

4 Unit 11: light and sound (Ch. 15) pitch resonance harmonics fundamental frequency beats decibels photon wave-particle duality electromagnetic spectrum gamma rays X-rays ultraviolet waves visible light waves infrared waves microwaves radio waves light ray angle of incidence angle of reflection angle of refraction index of refraction normal incident ray reflected ray refracted ray v = fλ Fundamental wavelength for stringed instrument = 2 x Length of string (λ = 2L) Fundamental wavelength for an open ended tube = 2 x Length of tube (λ = 2L) Fundamental wavelength for a closed ended tube = 4 x Length of tube (λ= 4L) recognize what factors affect the speed of sound (15.1) relate wave terminology from Ch. 14 to sound pitch and loudness (15.1) explain the relationship between harmonics, resonance and musical instruments (15.1) identify and label standing waves made by strings, open ended tubes and close ended tubes (in class) given the speed of sound and a musical instrument, calculate the frequency and wavelength of the sound created (last unit) recognize that light has both particle and wave properties (15.2) relate energy of light to wavelength/frequency in the electromagnetic spectrum (15.2) put electromagnetic waves in order according to wavelength or frequency (15.2) explain what electromagnetic waves are commonly used for (15.2) differentiate between reflection and refraction (15.3) describe how light reflects off smooth and rough surfaces (15.3) explain/illustrate the law of reflection(15.3) explain why objects appear in different colors (15.3) identify and measure rays during reflection and refraction (15.3, 15.4) identify and measure angles during reflection and refraction (15.3, 15.4) determine the direction in which a light turns ( bends ) due to refraction (15.4) describe/explain whether a medium is more or less dense based on refraction (15.4) Unit 12: electricity (Ch. 16) electric charge electric force electric field coulomb (C) conductor insulator electric potential energy voltage volt (V) current ampere (A) direct current resistance series circuit parallel circuit fuse circuit breaker

5 Indicate which charges repel and which attract (16.1) Describe how electric charges arise (16.1) Define insulator and conductor (16.1) Give examples of materials that are electrical conductors and insulators (16.1) Explain what factors affect strength of electric force (16.1) Describe characteristics of electric fields (16.1) Describe how batteries are sources of voltage (16.1) Explain how potential difference produces a current in a conductor (16.2) Define resistance (16.2) Calculate resistance, current or voltage given the other (16.2) Use correct units for charge (coulomb, C), resistance (ohm, Ω), current (ampere, A) and voltage (volt, V) (16.2) Distinguish between conductors, superconductors, semiconductors and insulators in terms of resistance/electric flow (16.2) Use schematic diagrams to represent circuits (16.3) Distinguish between series and parallel circuits (16.3) Calculate electric power using voltage and current (16.3) Explain how fuses and circuit breakers are used to prevent circuit overload (16.3) Unit 13: universe (Ch. 20.3) hypothesis scientific theory scientific law fundamental forces Edwin Hubble Georges Lemaitre Fred Hoyle Penzias and Wilson Albert Einstein Milky Way quasar light year blue shift red shift big bang theory universe dark matter gravity open universe closed universe oscillating universe big bang big crunch big rip big freeze heat death singularity nucleosynthesis cosmic microwave background (CMB) radiation Give scientific definitions for hypothesis, law and theory (in class) Give examples of scientific theories and scientific laws (in class) Discuss what makes a good scientific law or scientific theory (in class) Compare and contrast scientific hypotheses, theories and laws (in class) Discuss why big bang theory is a good example of a scientific theory (in class) Understand that the actual big bang event was not an explosion (20.3) List/explain events that happened according to the big bang theory (20.3) Name/describe scientists/discoveries involved with development of the big bang theory (20.3) Name/describe evidence for the big bang theory (20.3) Describe implications of the big bang theory (i.e. possible futures) (20.3) Discuss factors affecting the possible fate of the universe and what seems most likely according to current data. (20.3) Discuss the origin of elements on the periodic table. (20.3)

6 Unit 14: stars and galaxies (Ch ) star light year stellar spectrum red giant white dwarf supernova black hole red dwarf black dwarf blue supergiant fusion core radiative zone convective zone corona photosphere nebula protostar planetary nebula hydrostatic equilibrium neutron star pulsar HR Diagram main sequence luminosity spectral type absolute magnitude apparent magnitude Milky Way quasar galaxy light year cluster elliptical galaxy spiral galaxy irregular galaxy interstellar matter Describe the basic structure of stars (20.1) Describe the processes by which a star gets energy (20.1) Describe hydrostatic equilibrium in a star (20.1) Explain what we can tell from color of a star (20.1) Explain what we can tell from the spectrum of a star (20.1) Describe the life cycle of stars, (small, main sequence and massive) (20.1) Use an HR diagram to classify stars (20.1) Define and classify galaxies by their shape (20.2) Identify the name and shape of our galaxy (20.2)