PHRESHMAN PHYSICS– Final Exam

Identify and explain how the 5 senses are used to communicate

        We use sight, sound, touch, smell, and taste to communicate.

Ex.   Sight – art, charts, graphs

Sound – alarms, music

Touch -  shoving, hand-holding, braille, textures

Smell – perfume, candles

Taste - food

Differentiate between subjective/objective

        Subjective is open to interpretation while objective can be agreed upon by all.

Identify whether the following in subjective or objective:

Tall

Fat

Cold

4 inches

Narrow

79 grams

32 cm

Happy

Beautiful

39 ˚C

Funny

Big

Use logic and reasoning

        Identify maximums, minimums, equalities, inequalities, and trends in order to solve problems or work toward solutions.

        Ex.  Box of nails/screws & number puzzles, Petals, Orange Grove.

List the 7 fundamental quantities with their units and explain the difference between a fundamental and a derived quantity.

        The seven fundamental quantities are  mass (grams-g), temperature (Kelvin-K), length (meter-m), time (second-s), amount of substance (mole–mol), electric current (Ampere–A), intensity of light (candela-cd).

A derived unit is a combination of fundamental units that is given a name.  Ex. Speed = m/s2.

Conversions

        The factor-label method is the sequential application of conversion factors expressed as fractions and arranged so that any dimensional unit appearing in both the numerator and denominator of any of the fractions can be cancelled out until only the desired set of dimensional units is obtained. For example, 10 miles per hour can be converted to meters per second by using a sequence of conversion factors as shown below:

10 mile   1609 meter      1 hour           meter

-- ---- × ---- ----- × ---- ------  = 4.47 ------

 1 hour      1 mile    3600 second         second

Convert the following:

45 cm = ? km

32 hrs = ? seconds

2.5 m/s = ? km/hr

Visit the sites below for more information.

http://www.alysion.org/dimensional/fun.htm

http://learnlab.hfcc.edu/sites/learnlab.hfcc.edu/files/nat_05_-_conversions_using_dimensional_analysis.pdf

http://www.iun.edu/~cpanhd/C101webnotes/measurements/unit-conversions.html

Scientific Notation

Scientific notation is the way that scientists easily handle very large numbers or very small numbers. For example, instead of writing 0.0000000056, we write 5.6 x 10-9.

To write a number in scientific notation:

Put the decimal after the first digit and drop the zeroes.

In the number 123,000,000,000 The coefficient will be 1.23

To find the exponent count the number of places from the decimal to the end of the number.

In 123,000,000,000 there are 11 places. Therefore we write 123,000,000,000 as:

Visit the sites below for more information.

http://www.chem.tamu.edu/class/fyp/mathrev/mr-scnot.html

http://www.mathsisfun.com/numbers/scientific-notation.html

Sample problems:

Write 124 in scientific notation.

Write in decimal notation:  3.6 × 1012

Write 0.000 000 000 043 6 in scientific notation.

Convert 4.2 × 10–7 to decimal notation.

Convert 0.000 000 005 78 to scientific notation.

Simplify and express in scientific notation: (2.6 × 105) (9.2 × 10–13)

Simplify and express in scientific notation:  (1.247 × 10–3) ÷ (2.9 × 10–2)

Significant Figures

The number of significant figures in a measurement is equal to the number of digits that are known with some degree of confidence plus the last digit, which is an estimate or approximation.

Rules for counting and working with significant figures are summarized below.

• Zeros within a number are always significant. Both 4308 and 40.05 contain four significant figures.
• Zeros that do nothing but set the decimal point are not significant. Thus, 470,000 has two significant figures.
• Trailing zeros that aren't needed to hold the decimal point are significant. For example, 4.00 has three significant figures.

When measurements are added or subtracted, the answer can contain no more decimal places than the least accurate measurement.

When measurements are multiplied or divided, the answer can contain no more significant figures than the least accurate measurement.

Sample/practice problems can be found at these sites.

http://ths.sps.lane.edu/chemweb/unit1/problems/significantfigures/

http://antoine.frostburg.edu/chem/senese/101/measurement/sigfig-quiz.shtml

http://www.chem.sc.edu/faculty/morgan/resources/sigfigs/sigfigs8.html   (#1-11)

http://slc.umd.umich.edu/slconline/SIGF/lastpage.html

Graphing /Slope

Rules for graphing:

1. Every graph should have a title.
2. Some graphs may need a key (to explain colors or symbols).
3. The graph should fill the available space.
4. If you make a graph by hand it should always be on graph paper.
5. The axes should each be labeled with quantity and unit to match the data .
6. The range of each axis may be different
7. The scale of each axis may be different, but each one must be consistent.
8. The independant variable always goes on the x-axis. If time is one of the measurements being graphed, it always goes on the x-axis.
9. It is often best to draw the best smooth curve that goes near the data points. Look for general patterns rather than details.
10. If any calculations are done using points from a graph, the points used should be indicated.

Refer to these sites for more information.

http://dhs.dist113.org/Faculty/PalmbergB/Documents/Graphing%20Help/Rules%20for%20Graphing%20Scientific%20Data.pdf    

http://misterguch.brinkster.net/graph.html

The slope m of the line through the
points (x1, y1) and (x 2, y 2) is given by

Graph interpretation

Be able to read and make predictions from a graph.  

Parent Graphs

Vector/Scalar

A scalar is a quantity with magnitude only.

Vectors have magnitude and direction.  A vector is represented by an arrow, whose length is proportional to the magnitude of the vector and that points in the direction of the quantity.  Often the direction of a vector can be indicated as positive or negative.

Distance/Displacement

Distance is the total path length between the starting and ending point.

Displacement is the straight line length between the starting and ending point.  Displacement is a vector.

Position

Position tells the location of an object relative to frame of reference.

Motion

An object has motion if it changes position.

Speed/Velocity

Speed the rate at which an object changes position.  

Average Speed      =

Velocity is a vector, it has a direction.   Velocity    =

Acceleration

Acceleration is the rate of change of velocity and it is a vector.  

A =

Motion Graphs

Position – time graphs : indicate the location of an object at a given time.  The slope of a p-t graph  gives the velocity of an object.

(Position-time graphs can also be called distance-time graphs)

Velocity-time graphs:  indicate the velocity of an object at a given time.  The slope of a v-t graph tells the acceleration of the object.  The area under the curve tells the displacement of the object.

*When analyzing motion graphs, be sure to determine whether or not the slope is changing and what that means!!!

Writing equations for graphs:

The equation for any linear graph is  y = mx + b, where y is the vertical quantity, m is the slope of the line, x is the horizontal quantity, and b is the y-intercept.

*The slope has meaning!!!  Be sure to look at the unit for the slope to see what it is representing!!!

Kinematic Equations

Average speed:             or                  

a

http://www.mrwaynesclass.com/Kinemat/reading/index03.html

http://www.physicsclassroom.com 

Use Physics Classroom to review anything we have covered – topics are listed on sidebar!

Free fall

Free fall happens when only gravity affects the motion of a falling object.  All objects in free fall accelerate at a rate of 9.8 m/s2.  This value is often rounded to 10 m/s2 for convenience.

Acceleration due to gravity = 9.8 m/s2

The kinematic equations work whether an object is moving horizontally or vertically or in any other direction.

Forces

Forces are pushes or pulls that can change the motion of an object.

Forces cause accelerations.

Newton’s 1st Law (Inertia)

An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.   

Newton’s 2nd Law(Acceleration)

The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object.

Weight, Fg is the gravitational force between an object and the Earth.    

Newton’s 3rd Law (Interaction)

For every action, there is an equal and opposite reaction.

The statement means that in every interaction, there is a pair of forces acting on the two interacting objects. The size of the forces on the first object equals the size of the force on the second object. The direction of the force on the first object is opposite to the direction of the force on the second object. Forces always come in pairs - equal and opposite action-reaction force pairs. 

WORK ENERGY POWER:

Define Describe and Determine as well as apply the ideas of work Energy and Power

Potential and Kinetic Energy

When does work occur When does it not and when is one work equal to another.

http://www.physicsclassroom.com 

Physics Classroom explains basic concepts and even gives you the chance to check your comprehension through interactive problems and solutions.  Check out the 6 lessons on Kinematics and the lessons on Newton’s Laws.  There is also a Review Session !!!!!!

** Be prepared to answer basic knowledge questions, interpret graphs and diagrams, and apply concepts correctly.