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CPE Semester 2 Review 2015-2016 Format/stuff to bring: ~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: 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: 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: Force = mass x acceleration (F=ma) Weight = mass x acceleration due to gravity (w = mg) g = 10.0 m/s2 Learning Targets (Skills): 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: 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: 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): 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: 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: 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): 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: 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): 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: 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): 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: 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: 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: 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: 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: