Download Vocab

CPE Semester 2 Review 2015-2016
Format/stuff to bring:
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~140 questions, all multiple choice on Scantron
You will need a pencil and eraser
Bring a calculator
Any equations you may need (GPE, KE, etc) will be given to you.
Bring something to do afterward. In accordance with school policy, there will be no
electronic devices allowed after the test.
How to prepare:
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GET A GOOD NIGHT’S SLEEP THE NIGHT BEFORE!
EAT BREAKFAST THE DAY OF THE EXAM!
Do a little at a time…1 unit/topic per night. Don’t wait until the night before the
exam and try to relearn it all. What I do when I study is start 3 days ahead of time by
creating my own study sheet (like filling in this yellow paper). Then I go over it for the
next two days.
Use this yellow sheet to determine what to review. Go through this sheet and write
definitions/answers next to things you know. Look up the ones you don’t. Then study
this
Don’t just review facts, but also procedures, i.e. how to do things.
Review old test reflections. If the topic was important once, it’s probably important
enough to ask again. You don’t have the tests, but if you’d like to see them, I have
them and you can come in and review them.
Review the things behind each divider in your binder. The things that have been
three-hole punched are green sheets (vocab and skills), pretests and self-assessments
(salmon), bookquizzes, notes and checklists. Most of these things are still available
(with answer keys) on SchoolPointe.
Remember that Thursday before exams is time in class for us to review together. If
you have not done any reviewing on your own before Thursday, you are wasting the
opportunity to ask me questions. If you want to use this time to study on your own
you are free to do so.
Ch 10.3 & 11: Newton’s Laws & Forces Review
Vocab:
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friction
static friction
sliding friction
Newton
balanced forces
Newton’ s 1st Law
Newton’s 2nd Law
Newton’s 3rd Law
force pair
gravity
free fall
weight
acceleration due to gravity (g)
net force
kinetic friction
rolling friction
force
unbalanced forces
normal
action force
reaction force
g
vector
inertia
resultant
terminal velocity
Formulas:
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Force = mass x acceleration (F=ma)
Weight = mass x acceleration due to gravity (w = mg)
g = 10.0 m/s2
Learning Targets (Skills):
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Discuss whether friction is good or bad in a given situation (ch 10.3)
Describe ways to increase or decrease friction (ch 10.3)
Recognize that a net force is the sum of all forces acting on an object (ch 10.3)
Recognize that unbalanced forces cause accelerations (changes in motion) (ch 10.3)
Recognize that an object experiencing balanced forces may be at rest or moving with a
constant velocity (ch 10.3)
State all three of Newton’s Laws of Motion (ch 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) (ch 11.1 & 11.3)
Describe the relationship between inertia and mass (ch 11.1)
Use Newton’s Second Law in problem solving situations (ch 11.1)
Recognize that all forces exist as pairs (ch 11.3)
Recognize that action-reaction pairs act on two different objects at the same time (ch 11.3)
Identify that action-reaction pairs act in opposite directions and with equal strength
(ch 11.3)
Differentiate between mass and weight (ch 11.2)
Given mass, calculate weight (ch 11.2)
Explain the concept of free fall, with examples (ch 11.2)
Represent vector quantities in graphic form, using arrows (in class)
Add vector quantities together (in class)
Interpret force diagrams (free body diagrams) for given examples of motion (in class)
Things to ask Mr. P:
Ch 12: Work, Power and Energy
Vocab:
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Work
Joules
Gravitational Potential Energy
Mechanical energy
Nuclear energy
Electromagnetic energy
Electrical energy
Law of Conservation of Energy
Closed system
Power
Watts
Kinetic energy
Sound energy
Thermal energy
Chemical energy
Efficiency
Open system
Elastic Potential Energy
Formulas:
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Work = force x distance
(W = F x d)
Power = Work / time
(W/t)
Gravitational Potential Energy = mass x free fall acceleration height
Kinetic energy = ½ x mass x velocity squared (KE = ½ mv2)
g = 10.0 m/s2
(GPE = m g h)
Learning Targets (Skills):
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Define/calculate work, including using the correct SI units (ch 12.1)
Use work to predict the force or distance associated with motion of an object (ch 12.1)
Define/calculate power, including using the correct SI units (ch 12.1)
Use power to predict the work or time associated with motion of an object (ch 12.1)
Distinguish between situations where work is being done or no work is being done (ch 12.1)
Explain the relationship between energy and work (ch 12.3)
Calculate gravitational potential energy, including using the correct SI units (ch 12.3)
Use gravitational potential energy to predict mass and height of an object (ch 12.3)
Calculate kinetic energy, including using the correct SI units (ch 12.3)
Use kinetic energy to predict mass and velocity of an object (ch 12.3)
Identify positions associated with maximum and minimum values of kinetic and potential
energy (ch 12.3)
Solve problems involving energy transfer and conservation requiring you to use multiple
equations simultaneously (i.e. set two of the above energy equations equal to each other and
solve) (ch 12.4)
Identify/describe transformations of energy for a given situation including the work being
done that causes the energy change to occur (ch 12.4)
Trace a sequence of energy transformations for a given situation (ch 12.4)
Explain the Law of Conservation of Energy and apply it to situations (ch 12.4)
Discuss efficiency and how to improve it (ch 12.4)
Identify areas where energy is “lost” and how to minimize that (ch 12.4)
Things to ask Mr. P:
Ch 14: Waves
Vocab:
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Medium
Mechanical wave
Transverse wave
Crest
Compression
Amplitude
Period
Resting position
Reflection
Refraction
Constructive interference
Standing wave
Antinode
Surface wave
Electromagnetic wave
Longitudinal wave
Trough
Rarefaction
Wavelength
Frequency
Doppler effect
Diffraction
Interference
Destructive interference
Node
Formulas:
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Wave speed = wavelength x frequency ( =  x f)
Wave speed = wavelength / period (= /T)
Period and frequency are inverses
(f = 1/T and T = 1/f)
Learning Targets (Skills):
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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)
Things to ask Mr. P:
Ch 15: Light & Sound
Vocab:
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pitch
harmonics
beats
photon
electromagnetic spectrum
X rays
visible light waves
infrared waves
radio waves
incident ray
angle of incidence
angle of refraction
Law of Reflection
resonance
fundamental frequency
decibels
wave/particle duality
gamma rays
ultraviolet rays
infrared waves
microwaves
light ray
reflected ray
angle of reflection
normal
Formulas:
Velocity of a wave = frequency x wavelength
(v = f x λ)
Fundamental wavelength for stringed instrument = 2 x Length of string
Fundamental wavelength for an open ended tube = 2 x Length of tube
Fundamental wavelength for a closed ended tube = 4 x Length of tube
(λ = 2L)
(λ = 2L)
(λ= 4L)
Learning Targets (Skills):
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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 different in color (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)
show the direction a light bends due to refraction (15.4)
describe/explain whether a medium is more/less dense based on refraction (15.4)
Things to ask Mr. P:
Ch 16: Electricity
Vocab:
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electrical charge
electrical field
conductor
electrical potential
Volt
Current
direct current
series circuit
fuse
Ohm
insulator
short circuit
energy
electric force
Coulomb
insulator
voltage
alternating current
Ampere
resistance
parallel circuit
circuit breaker
conductor
schematic
superconductor
Learning Targets (Skills):
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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)
Use correct units for charge (Coulomb, C), resistance (Ohms, ), current (Amperes, A) and
voltage (Volts, V) (16.2)
Distinguish between conductors, superconductor
Distinguish between series and parallel circuits (16.3)
Explain how fuses and circuit breakers are used to prevent circuit overload (16.3)
Things to ask Mr. P:
Ch 20.3: Origins of the Universe
Vocab:
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Hypothesis
Scientific Law
Red shift
CMBR (cosmic microwave background radiation)
Dark matter
Light year
Singularity
Hubble
Hoyle
Scientific Theory
Universe
Blue shift
Doppler Effect
Supernova
Big Bang
Lemaitre
Einstein
Penzias & Wilson
Things you should be able to do:
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recognize and describe the similarities and difference between Theory, Law, and
Hypothesis
describe the Big Bang as the creation and expansion (rather than an explosion) of space,
time, matter and energy
summarize the contributions of the scientists listed above
describe cosmic background radiation is and relate it to events as described by Big Bang
Theory
describe the concept of an expanding universe and relate it to Big Bang Theory
explain the evidence leading to a conclusion that the universe is expanding (explain Red
Shift/Blue Shift/Doppler effect of light in terms of perceived frequency and wavelength)
trace the major events that occurred in the evolution of the universe according to Big
Bang Theory (know what the theory describes)
identify/describe 3 possible outcomes for the fate (end) of the universe based upon the
balance between mass and gravity
identify the characteristic property of matter that will ultimately determine the fate of the
universe
describe where the light matter (hydrogen and helium) comes from according to BBT
describe where heavy elements up to iron come from according to BBT
describe where elements heavier than iron come from according to BBT
describe the age of the universe according to BBT
describe the nature of dark matter and its relevance to the evolution of the universe
Things to ask Mr. P:
Ch 20.1 & 20.2: Stars and Galaxies
Vocab:
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star
stellar spectrum
white dwarf
black hole
black dwarf
fusion
radiative zone
corona
nebula
planetary nebula
neutron star
HR Diagram
luminosity
absolute magnitude
Milky Way
Galaxy
cluster
spiral galaxy
interstellar matter
light year
red giant
supernova
red dwarf
blue supergiant
core
convective zone
photosphere
protostar
hydrostatic equilibrium
pulsar
main sequence
spectral type
apparent magnitude
quasar
light year
elliptical galaxy
irregular galaxy
Things you should be able to do:
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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)
Things to ask Mr. P: