Class Notes for

Physics 2
(including AP® Physics 2)

in Plain English

Jeff Bigler
March 2022

https://www.mrbigler.com/Physics-2/Notes-Physics-2.pdf
Copyright © 2006–2022 Jeff Bigler.

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ISBN-13: 979-8545489268
ISBN-10: 8545489268
Physics 2 in Plain English Note to Students Page 3

This is a set of class notes that can be used for an algebra-based, second-year high school Physics 2
course at the honors or AP® level. This hardcopy is provided so that you can fully participate in class
discussions without having to worry about writing everything down.

While a significant amount of detail is included in these notes, they are intended as a supplement to
textbooks, classroom discussions, experiments and activities. These class notes and any textbook
discussion of the same topics are intended to be complementary. In some cases, the notes and the
textbook differ in method or presentation, but the physics is the same. There may be errors and/or
omissions in any textbook. There are almost certainly errors and omissions in these notes, despite
my best efforts to make them clear, correct, and complete.

Topics
The AP® curriculum is, of course, set by the College Board. My decision was to have the same units
in the honors course and the AP® course. However, the honors course has more flexibility with
regard to pacing, difficulty, and topics.

Topics that are part of the curriculum for either the honors or AP® course but not both are marked in
the left margin as follows:

honors only AP® (only)

(not AP®)

Topics that are not otherwise marked should be assumed to apply to both courses.

The first two units (Laboratory & Measurement and Mathematics) are repeated from the Physics 1
notes, so these notes can be used without having to refer to them.

About the Homework Problems

The homework problems include a mixture of easy and challenging problems. The process of making
yourself smarter involves challenging yourself, even if you are not sure how to proceed. By spending
at least 10 minutes attempting each problem, you build neural connections between what you have
learned and what you are trying to do. Even if you are not able to get the answer, when we go over
those problems in class, you will reinforce the neural connections that led in the correct direction.

Answers to most problems are provided so you can check your work and see if you are on the right
track. Do not simply write those answers down in order to receive credit for work you did not do.
This will give you a false sense of confidence, and will actively prevent you from using the problems
to make yourself smarter. You have been warned.

Using These Notes

As we discuss topics in class, you will want to add your own notes to these. If you have purchased
this copy, you are encouraged to write directly in it, just as you would write in your own notebook.
If this copy was issued to you by the school and you intend to return it at the end of the year, you
will need to write your supplemental notes on separate paper. If you do this, be sure to write down
page numbers in your notes, to make cross-referencing easier.

You should bring these notes to class every day, because lectures and discussions will follow these
notes, which will also be projected onto the SMART board.
Physics 2 in Plain English Note to Teachers Page 4
Features
These notes, and the course they accompany, are designed to follow both the 2016 Massachusetts
Curriculum Frameworks, which are based on the Next Generation Science Standards (NGSS), and the
AP® Physics 1 curriculum. (Note that the AP® learning objectives are the ones from 2014.) The
notes also utilize strategies from the following popular teaching methods:
• Each topic includes Mastery Objectives and Success Criteria. These are based on the Studying
Skillful Teaching course, from Research for Better Teaching (RBT), and are in “Students will be
able to…” language.
• AP® topics include Learning Objectives from the College Board.
• Each topic includes Tier 2 vocabulary words and language objectives for English Learners,
based on the Massachusetts Rethinking Equity and Teaching for English Language Learners
(RETELL) course.
• Notes are organized in Cornell notes format, with a top-down web at the beginning of each
unit, based on the formats recommended by Keys To Literacy.
Conventions
Some of the conventions in these notes are different from conventions in some physics textbooks.
Although some of these are controversial and may incur the ire of other physics teachers, here is an
explanation of my reasoning:
• When working sample problems, the units are left out of the algebra until the end. While I
agree that there are good reasons for keeping the units to show the dimensional analysis,
many students confuse units for variables, e.g., confusing the unit “m” (meters) with the
variable “m” (mass).
• Problems are worked using g = 10 m2 = 10 kg
N . This is because many students are not adept
s
with algebra, and have trouble seeing where a problem is going once they take out their
calculators. With simpler numbers, students have an easier time following the physics.

• Vector quantities are denoted with arrows as well as boldface, e.g., v , d , Fg . This is to help
students keep track of which quantities are vectors and which are scalars.
• Forces are denoted as the variable F with a subscript, e.g., Fg , Ff , FN , FT , etc. instead of
mg , f , N , T , etc. This is to reinforce the connection between a quantity (force), a single
variable (F ) , and a unit.
• Average velocity is denoted vave. instead of v . I have found that using the subscript “ave.”
helps students remember that average velocity is different from initial and final velocity.
• The variable V is used for electric potential. Voltage (potential difference) is denoted by ΔV .
Although V = IR is different from how the equation looks in most physics texts, it is useful
to teach circuits starting with electric potential, and it is useful to maintain the distinction
between absolute electric potential (V) and potential difference (ΔV ). This is also how the
College Board represents electric potential vs. voltage on AP® Physics exams.
• Equations are typeset on one line when practical. While there are very good reasons for
F V
teaching a = net rather than Fnet = ma and I = rather than V = IR , students’ difficulty
m R
in solving for a variable in the denominator often causes more problems than does their lack
of understanding of which are the independent and dependent variables.
Physics 2 in Plain English Note to Teachers Page 5
Learning Progression
There are several categories of understandings and skills that simultaneously build on themselves
throughout this course:

Content
The sequence of topics starts with preliminaries—laboratory and then mathematical skills—in case a
student is taking this course without having taken physics 1. The content topics are:
• Fluids & Fluid Mechanics
• Heat & Thermodynamics
• Electricity & Magnetism
• Waves, Light & Optics
• Special Relativity
• Quantum, Particle, Atomic & Nuclear Physics

Problem-Solving
This course builds on the problem-solving skills from physics 1. The topics in this course require
more high-level thinking to decide what the situation is for each problem, and which equation(s)
apply.

Laboratory
This course continues the experimental design lessons learned in physics 1. Because the topics
require more specialized equipment, more time will be spent teaching students to use the
equipment and giving them sufficient time to practice with it.

Scientific Discourse
In this course, the causal relationships between quantities are significantly more complex than in
physics 1. Students need to continue to be given opportunities to explain these relationships
throughout the course, both orally and in writing.
Physics 2 in Plain English Acknowledgements Page 6
These notes would not have been possible without the assistance of many people. It would be
impossible to include everyone, but I would particularly like to thank:
• Every student I have ever taught, for helping me learn how to teach, and how to explain and
convey challenging concepts.
• The physics teachers I have worked with over the years who have generously shared their
time, expertise, and materials. In particular, Mark Greenman, who has taught multiple courses
on teaching physics and who, as the PhysTEC Teacher in Residence at Boston University,
organizes a monthly meeting for Boston-area physics teachers to share laboratory activities
and demonstrations; Barbara Watson, whose AP® Physics 1 and AP® Physics 2 Summer
Institutes I attended, and with whom I have had numerous conversations about the teaching
of physics, particularly at the AP® level; and Eva Sacharuk, who met with me weekly during my
first year teaching physics to share numerous demonstrations, experiments and activities that
she collected over her many decades in the classroom.
• Every teacher I have worked with, for their kind words, sympathetic listening, helpful advice
and suggestions, and other contributions great and small that have helped me to enjoy and
become competent at the profession of teaching.
• The department heads, principals and curriculum directors I have worked with, for mentoring
me, encouraging me, allowing me to develop my own teaching style, and putting up with my
experiments, activities and apparatus that place students physically at the center of a physics
concept. In particular: Mark Greenman, Marilyn Hurwitz, Scott Gordon, Barbara Osterfield,
Wendell Cerne, John Graceffa, Maura Walsh, Lauren Mezzetti, Jill Joyce, Tom Strangie, and
Anastasia Mower.
• Everyone else who has shared their insights, stories, and experiences in physics, many of
which are reflected in some way in these notes.

I am reminded of Sir Isaac Newton’s famous quote, “If I have seen further it is because I have stood
on the shoulders of giants.”

About the Author

Jeff Bigler is a physics teacher at Lynn English High School in Lynn, Massachusetts. He has degrees
from MIT in chemical engineering and biology, and is a National Board certified teacher in Science–
Adolescence and Young Adulthood. He worked in biotech and IT prior to starting his teaching career
in 2003. He has taught both physics and chemistry at all levels from conceptual to AP®.

He is married and has two adult daughters. His hobbies are music and Morris dancing.

Errata
As is the case in just about any large publication, these notes undoubtedly contain errors despite my
efforts to find and correct them all.

Known errata for these notes are listed at:

https://www.mrbigler.com/Physics-2/Notes-Physics-2-errata.shtml
Physics 2 in Plain English Page 7

Table of Contents
MA Curriculum Frameworks for Physics ............................................................................. 9

AP® Physics 2 Big Ideas & Learning Objectives .................................................................10

1. Laboratory & Measurement ..............................................................................................29

2. Mathematics......................................................................................................................95

3. Fluids & Pressure .............................................................................................................145

4. Thermal Physics (Heat) ....................................................................................................177

5. Thermodynamics .............................................................................................................225

6. Electric Force, Field & Potential ......................................................................................279

7. DC Circuits .......................................................................................................................311

8. Magnetism & Electromagnetism .....................................................................................387

9. Mechanical Waves...........................................................................................................415

10. Light & Optics ..................................................................................................................455

11. Special Relativity..............................................................................................................515

12. Quantum and Particle Physics .........................................................................................537

13. Atomic and Nuclear Physics ............................................................................................565

Appendix: AP® Physics 2 Equation Tables .......................................................................589

Appendix: Physics Reference Tables ...............................................................................593

Index ................................................................................................................................613
Physics 2 in Plain English Page 8
This course is broken into topics as follows:
Physics 2 in Plain English Page 9

MA Curriculum Frameworks for Physics

Standard Topics Chapters
fission, fusion & radioactive decay: α, β & γ; energy
HS-PS1-8 9
released/absorbed
Newton's 2nd (Fnet = ma), motion graphs; ramps, friction, normal
HS-PS2-1 —
force, gravity, magnetic force
HS-PS2-2 conservation of momentum —
HS-PS2-3 lab: reduce impulse in a collision —
HS-PS2-4 gravitation & coulomb's law including relative changes 6
electromagnetism: current produces magnetic field & vice-versa,
HS-PS2-5 8
including examples
Ohm's Law, circuit diagrams, evaluate series & parallel circuits for V, I
HS-PS2-9(MA) 7
or R.
free-body diagrams, algebraic expressions & Newton's laws to
HS-PS2-10(MA) —
predict acceleration for 1-D motion, including motion graphs
conservation of energy including thermal, kinetic, gravitational,
HS-PS3-1 5
magnetic or electrical including gravitational & electric fields
energy can be motion of particles or stored in fields.
HS-PS3-2 kinetic → thermal, evaporation/condensation, gravitational 4, 6
potential energy, electric fields
HS-PS3-3 lab: build a device that converts energy from one form to another. —
HS-PS3-4a zero law of thermodynamics (heat flow & thermal equilibrium) 5
HS-PS3-5 behavior of charges or magnets attracting & repelling 6, 8
waves: v = fλ & T = 1/f, EM waves traveling through space or a
HS-PS4-1 9, 10
medium vs. mechanical waves in a medium
EM radiation is both wave & particle. Qualitative behavior of
HS-PS4-3 resonance, interference, diffraction, refraction, photoelectric effect 10, 11
and wave vs. particle model for both
Devices use waves and wave interactions with matter, such as solar
HS-PS4-5 10
cells, medical imaging, cell phones, wi-fi

MA Science Practices
Practice Description
SP1 Asking questions.
SP2 Developing & using models.
SP3 Planning & carrying out investigations.
SP4 Analyzing & interpreting data.
SP5 Using mathematics & computational thinking.
SP6 Constructing explanations.
SP7 Engaging in argument from evidence.
SP8 Obtaining, evaluating and communicating information.
Physics 2 in Plain English Page 10

AP® Physics 2 Big Ideas & Learning Objectives

These are current as of 2015.

ELECTRIC FORCE, FIELD AND POTENTIAL

BIG IDEA 1: Objects and systems have properties such as mass and charge. Systems may have
internal structure.
1.B.1.1: The student is able to make claims about natural phenomena based on conservation of
electric charge. [SP 6.4]
1.B.1.2: The student is able to make predictions, using the conservation of electric charge, about
the sign and relative quantity of net charge of objects or systems after various charging
processes, including conservation of charge in simple circuits. [SP 6.4, 7.2]
1.B.2.2: The student is able to make a qualitative prediction about the distribution of positive and
negative electric charges within neutral systems as they undergo various processes. [SP 6.4,
7.2]
1.B.2.3: The student is able to challenge claims that polarization of electric charge or separation of
charge must result in a net charge on the object. [SP6.1]
1.B.3.1: The student is able to challenge the claim that an electric charge smaller than the
elementary charge has been isolated. [SP 1.5, 6.1, 7.2]

BIG IDEA 2: Fields existing in space can be used to explain interactions.

2.C.1.1: The student is able to predict the direction and the magnitude of the force exerted on an
object with an electric charge q placed in an electric field E using the mathematical model of
the relation between an electric force and an electric field: F = q E ; a vector relation.[SP 6.4,
7.2]
2.C.1.2: The student is able to calculate any one of the variables — electric force, electric charge,
and electric field — at a point given the values and sign or direction of the other two
quantities.[SP 2.2]
2.C.2.1: The student is able to qualitatively and semi-quantitatively apply the vector relationship
between the electric field and the net electric charge creating that field. [SP 2.2, 6.4]
2.C.3.1: The student is able to explain the inverse square dependence of the electric field
surrounding a spherically symmetric electrically charged object. [SP 6.2]
2.C.4.1: The student is able to distinguish the characteristics that differ between monopole fields
(gravitational field of spherical mass and electrical field due to single point charge) and dipole
fields (electric dipole field and magnetic field) and make claims about the spatial behavior of
the fields using qualitative or semiquantitative arguments based on vector addition of fields
due to each point source, including identifying the locations and signs of sources from a
vector diagram of the field. [SP 2.2, 6.4, 7.2]
2.C.4.2: The student is able to apply mathematical routines to determine the magnitude and
direction of the electric field at specified points in the vicinity of a small set (2–4) of point
charges, and express the results in terms of magnitude and direction of the field in a visual
representation by drawing field vectors of appropriate length and direction at the specified
points. [SP 1.4, 2.2]
Physics 2 in Plain English Page 11

BIG IDEA 2: Fields existing in space can be used to explain interactions.

2.C.5.1: The student is able to create representations of the magnitude and direction of the
electric field at various distances (small compared to plate size) from two electrically charged
plates of equal magnitude and opposite signs, and is able to recognize that the assumption of
uniform field is not appropriate near edges of plates. [SP 1.1, 2.2]
2.C.5.2: The student is able to calculate the magnitude and determine the direction of the electric
field between two electrically charged parallel plates, given the charge of each plate, or the
electric potential difference and plate separation. [SP 2.2]
2.C.5.3: The student is able to represent the motion of an electrically charged particle in the
uniform field between two oppositely charged plates and express the connection of this
motion to projectile motion of an object with mass in the Earth’s gravitational field. [SP 1.1,
2.2, 7.1]
2.E.1.1: The student is able to construct or interpret visual representations of the isolines of equal
gravitational potential energy per unit mass and refer to each line as a gravitational
equipotential. [SP 1.4, 6.4, 7.2]
2.E.2.1: The student is able to determine the structure of isolines of electric potential by
constructing them in a given electric field. [SP 6.4, 7.2]
2.E.2.2: The student is able to predict the structure of isolines of electric potential by constructing
them in a given electric field and make connections between these isolines and those found in
a gravitational field. [SP 6.4, 7.2]
2.E.2.3: The student is able to qualitatively use the concept of isolines to construct isolines of
electric potential in an electric field and determine the effect of that field on electrically
charged objects. [SP 1.4]
2.E.3.1: The student is able to apply mathematical routines to calculate the average value of the
magnitude of the electric field in a region from a description of the electric potential in that
region using the displacement along the line on which the difference in potential is evaluated.
[SP 2.2]
2.E.3.2: The student is able to apply the concept of the isoline representation of electric potential
for a given electric charge distribution to predict the average value of the electric field in the
region. [SP 1.4, 6.4]

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.A.2.1: The student is able to represent forces in diagrams or mathematically using appropriately
labeled vectors with magnitude, direction, and units during the analysis of a situation. [SP 1.1]
3.A.3.2: The student is able to challenge a claim that an object can exert a force on itself. [SP 6.1]
3.A.3.3: The student is able to describe a force as an interaction between two objects and identify
both objects for any force. [SP 1.4]
3.A.3.4: The student is able to make claims about the force on an object due to the presence of
other objects with the same property: mass, electric charge. [SP 6.1, 6.4]
3.A.4.1: The student is able to construct explanations of physical situations involving the
interaction of bodies using Newton’s third law and the representation of action-reaction pairs
of forces. [SP 1.4, 6.2]
3.A.4.2: The student is able to use Newton’s third law to make claims and predictions about the
action-reaction pairs of forces when two objects interact. [SP 6.4, 7.2]
Physics 2 in Plain English Page 12

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.A.4.3: The student is able to analyze situations involving interactions among several objects by
using free-body diagrams that include the application of Newton’s third law to identify forces.
[SP 1.4]
3.B.1.3: The student is able to reexpress a free-body diagram representation into a mathematical
representation and solve the mathematical representation for the acceleration of the object.
[SP 1.5, 2.2]
3.B.1.4: The student is able to predict the motion of an object subject to forces exerted by several
objects using an application of Newton’s second law in a variety of physical situations. [SP 6.4,
7.2]
3.B.2.1: The student is able to create and use free-body diagrams to analyze physical situations to
solve problems with motion qualitatively and quantitatively. [SP 1.1, 1.4, 2.2]
3.C.2.1: The student is able to use Coulomb’s law qualitatively and quantitatively to make
predictions about the interaction between two electric point charges. [SP 2.2, 6.4]
3.C.2.2: The student is able to connect the concepts of gravitational force and electric force to
compare similarities and differences between the forces. [SP 7.2]
3.C.2.3: The student is able to use mathematics to describe the electric force that results from the
interaction of several separated point charges (generally 2 to 4 point charges, though more
are permitted in situations of high symmetry). [SP 2.2]
3.G.1.2: The student is able to connect the strength of the gravitational force between two
objects to the spatial scale of the situation and the masses of the objects involved and
compare that strength to other types of forces. [SP 7.1]
3.G.2.1: The student is able to connect the strength of electromagnetic forces with the spatial
scale of the situation, the magnitude of the electric charges, and the motion of the electrically
charged objects involved. [SP 7.1]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.E.3.1: The student is able to make predictions about the redistribution of charge during charging
by friction, conduction, and induction. [SP 6.4]
4.E.3.2: The student is able to make predictions about the redistribution of charge caused by the
electric field due to other systems, resulting in charged or polarized objects. [SP 6.4, 7.2]
4.E.3.3: The student is able to construct a representation of the distribution of fixed and mobile
charge in insulators and conductors. [SP 1.1, 1.4, 6.4]
4.E.3.4: The student is able to construct a representation of the distribution of fixed and mobile
charge in insulators and conductors that predicts charge distribution in processes involving
induction or conduction. [SP 1.1, 1.4, 6.4]
4.E.3.5: The student is able to plan and/or analyze the results of experiments in which electric
charge rearrangement occurs by electrostatic induction, or is able to refine a scientific
question relating to such an experiment by identifying anomalies in a data set or procedure.
[SP 3.2, 4.1, 4.2, 5.1, 5.3]

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.A.2.1: The student is able to define open and closed systems for everyday situations and apply
conservation concepts for energy, charge, and linear momentum to those situations. [SP 6.4,
7.2]
Physics 2 in Plain English Page 13

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.B.2.1: The student is able to calculate the expected behavior of a system using the object model
(i.e., by ignoring changes in internal structure) to analyze a situation. Then, when the model
fails, the student can justify the use of conservation of energy principles to calculate the
change in internal energy due to changes in internal structure because the object is actually a
system. [SP 1.4, 2.1]
5.C.2.1: The student is able to predict electric charges on objects within a system by application of
the principle of charge conservation within a system. [SP 6.4]
5.C.2.2: The student is able to design a plan to collect data on the electrical charging of objects
and electric charge induction on neutral objects and qualitatively analyze that data. [SP 4.2,
5.1]
5.C.2.3: The student is able to justify the selection of data relevant to an investigation of the
electrical charging of objects and electric charge induction on neutral objects. [SP 4.1]

ELECTRIC CIRCUITS
BIG IDEA 1: Objects and systems have properties such as mass and charge. Systems may have
internal structure.
1.E.2.1: The student is able to choose and justify the selection of data needed to determine
resistivity for a given material. [SP 4.1]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.E.4.1: The student is able to make predictions about the properties of resistors and/or
capacitors when placed in a simple circuit, based on the geometry of the circuit element and
supported by scientific theories and mathematical relationships. [SP 2.2, 6.4]
4.E.4.2: The student is able to design a plan for the collection of data to determine the effect of
changing the geometry and/or materials on the resistance or capacitance of a circuit element
and relate results to the basic properties of resistors and capacitors. [SP 4.1, 4.2]
4.E.4.3: The student is able to analyze data to determine the effect of changing the geometry
and/or materials on the resistance or capacitance of a circuit element and relate results to the
basic properties of resistors and capacitors. [SP 5.1]
4.E.5.1: The student is able to make and justify a quantitative prediction of the effect of a change
in values or arrangements of one or two circuit elements on the currents and potential
differences in a circuit containing a small number of sources of emf, resistors, capacitors, and
switches in series and/or parallel. [SP 2.2, 6.4]
4.E.5.2: The student is able to make and justify a qualitative prediction of the effect of a change in
values or arrangements of one or two circuit elements on currents and potential differences
in a circuit containing a small number of sources of emf, resistors, capacitors, and switches in
series and/or parallel. [SP 6.1, 6.4]
4.E.5.3: The student is able to plan data collection strategies and perform data analysis to
examine the values of currents and potential differences in an electric circuit that is modified
by changing or rearranging circuit elements, including sources of emf, resistors, and
capacitors. [SP 2.2, 4.2, 5.1]

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.B.9.4: The student is able to analyze experimental data including an analysis of experimental
uncertainty that will demonstrate the validity of Kirchhoff’s loop rule.[SP 5.1]
Physics 2 in Plain English Page 14

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.B.9.5: The student is able to use conservation of energy principles (Kirchhoff’s loop rule) to
describe and make predictions regarding electrical potential difference, charge, and current in
steady-state circuits composed of various combinations of resistors and capacitors. [SP 6.4]
5.B.9.6: The student is able to mathematically express the changes in electric potential energy of a
loop in a multiloop electrical circuit and justify this expression using the principle of the
conservation of energy. [SP 2.1, 2.2]
5.B.9.7: The student is able to refine and analyze a scientific question for an experiment using
Kirchhoff’s Loop rule for circuits that includes determination of internal resistance of the
battery and analysis of a non-ohmic resistor. [SP 4.1, 4.2, 5.1, 5.3]
5.B.9.8: The student is able to translate between graphical and symbolic representations of
experimental data describing relationships among power, current, and potential difference
across a resistor. [SP 1.5]
5.C.3.4: The student is able to predict or explain current values in series and parallel arrangements
of resistors and other branching circuits using Kirchhoff’s junction rule and relate the rule to
the law of charge conservation. [SP 6.4, 7.2]
5.C.3.5: The student is able to determine missing values and direction of electric current in
branches of a circuit with resistors and NO capacitors from values and directions of current in
other branches of the circuit through appropriate selection of nodes and application of the
junction rule. [SP 1.4, 2.2]
5.C.3.6: The student is able to determine missing values and direction of electric current in
branches of a circuit with both resistors and capacitors from values and directions of current
in other branches of the circuit through appropriate selection of nodes and application of the
junction rule. [SP 1.4, 2.2]
5.C.3.7: The student is able to determine missing values, direction of electric current, charge of
capacitors at steady state, and potential differences within a circuit with resistors and
capacitors from values and directions of current in other branches of the circuit. [SP 1.4, 2.2]

MAGNETISM AND ELECTROMAGNETIC INDUCTION

BIG IDEA 2: Fields existing in space can be used to explain interactions.
2.C.4.1: The student is able to distinguish the characteristics that differ between monopole fields
(gravitational field of spherical mass and electrical field due to single point charge) and dipole
fields (electric dipole field and magnetic field) and make claims about the spatial behavior of
the fields using qualitative or semiquantitative arguments based on vector addition of fields
due to each point source, including identifying the locations and signs of sources from a
vector diagram of the field. [SP 2.2, 6.4, 7.2]
2.D.1.1: The student is able to apply mathematical routines to express the force exerted on a
moving charged object by a magnetic field. [SP 2.2]
2.D.2.1: The student is able to create a verbal or visual representation of a magnetic field around
a long straight wire or a pair of parallel wires. [SP 1.1]
2.D.3.1: The student is able to describe the orientation of a magnetic dipole placed in a magnetic
field in general and the particular cases of a compass in the magnetic field of the Earth and
iron filings surrounding a bar magnet. [SP 1.2]
2.D.4.1: The student is able to use the representation of magnetic domains to qualitatively
analyze the magnetic behavior of a bar magnet composed of ferromagnetic material. [SP 1.4]
Physics 2 in Plain English Page 15

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.A.2.1: The student is able to represent forces in diagrams or mathematically using appropriately
labeled vectors with magnitude, direction, and units during the analysis of a situation. [SP 1.1]
3.A.3.2: The student is able to challenge a claim that an object can exert a force on itself. [SP 6.1]
3.A.3.3: The student is able to describe a force as an interaction between two objects and identify
both objects for any force. [SP 1.4]
3.A.4.1: The student is able to construct explanations of physical situations involving the
interaction of bodies using Newton’s third law and the representation of action-reaction pairs
of forces. [SP 1.4, 6.2]
3.A.4.2: The student is able to use Newton’s third law to make claims and predictions about the
action-reaction pairs of forces when two objects interact. [SP 6.4, 7.2]
3.A.4.3: The student is able to analyze situations involving interactions among several objects by
using free-body diagrams that include the application of Newton’s third law to identify forces.
[SP 1.4]
3.C.3.1: The student is able to use right-hand rules to analyze a situation involving a current-
carrying conductor and a moving electrically charged object to determine the direction of the
magnetic force exerted on the charged object due to the magnetic field created by the
current-carrying conductor. [SP 1.4]
3.C.3.2: The student is able to plan a data collection strategy appropriate to an investigation of
the direction of the force on a moving electrically charged object caused by a current in a wire
in the context of a specific set of equipment and instruments and analyze the resulting data to
arrive at a conclusion. [SP 4.2, 5.1]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.E.1.1: The student is able to use representations and models to qualitatively describe the
magnetic properties of some materials that can be affected by magnetic properties of other
objects in the system. [SP 1.1, 1.4, 2.2]
4.E.2.1: The student is able to construct an explanation of the function of a simple
electromagnetic device in which an induced emf is produced by a changing magnetic flux
through an area defined by a current loop (i.e., a simple microphone or generator) or of the
effect on behavior of a device in which an induced emf is produced by a constant magnetic
field through a changing area. [SP 6.4]

THERMODYNAMICS
BIG IDEA 1: Objects and systems have properties such as mass and charge. Systems may have
internal structure.
1.E.3.1: The student is able to design an experiment and analyze data from it to examine thermal
conductivity. [SP 4.1, 4.2, 5.1]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.C.3.1: The student is able to make predictions about the direction of energy transfer due to
temperature differences based on interactions at the microscopic level. [SP 6.4]
Physics 2 in Plain English Page 16

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.A.2.1: The student is able to define open and closed systems for everyday situations and apply
conservation concepts for energy, charge, and linear momentum to those situations. [SP 6.4,
7.2]
5.B.4.1: The student is able to describe and make predictions about the internal energy of
systems. [SP 6.4, 7.2]
5.B.4.2: The student is able to calculate changes in kinetic energy and potential energy of a
system, using information from representations of that system. [SP 1.4, 2.1, 2.2]
5.B.5.4: The student is able to make claims about the interaction between a system and its
environment in which the environment exerts a force on the system, thus doing work on the
system and changing the energy of the system (kinetic energy plus potential energy). [SP 6.4,
7.2]
5.B.5.5: The student is able to predict and calculate the energy transfer to (i.e., the work done on)
an object or system from information about a force exerted on the object or system through a
distance. [SP 2.2, 6.4]
5.B.5.6: The student is able to design an experiment and analyze graphical data in which
interpretations of the area under a pressure-volume curve are needed to determine the work
done on or by the object or system. [SP 4.2, 5.1]
5.B.6.1: The student is able to describe the models that represent processes by which energy can
be transferred between a system and its environment because of differences in temperature:
conduction, convection, and radiation. [SP 1.2]
5.B.7.1: The student is able to predict qualitative changes in the internal energy of a
thermodynamic system involving transfer of energy due to heat or work done and justify
those predictions in terms of conservation of energy principles. [SP 6.4, 7.2]
5.B.7.2: The student is able to create a plot of pressure versus volume for a thermodynamic
process from given data. [SP 1.1]
5.B.7.3: The student is able to use a plot of pressure versus volume for a thermodynamic process
to make calculations of internal energy changes, heat, or work, based upon conservation of
energy principles (i.e., the first law of thermodynamics). [SP 1.1, 1.4, 2.2]

BIG IDEA 7: The mathematics of probability can be used to describe the behavior of complex
systems and to interpret the behavior of quantum mechanical systems.
7.A.1.1: The student is able to make claims about how the pressure of an ideal gas is connected to
the force exerted by molecules on the walls of the container, and how changes in pressure
affect the thermal equilibrium of the system. [SP 6.4, 7.2]
7.A.1.2: Treating a gas molecule as an object (i.e., ignoring its internal structure), the student is
able to analyze qualitatively the collisions with a container wall and determine the cause of
pressure, and at thermal equilibrium, to quantitatively calculate the pressure, force, or area
for a thermodynamic problem given two of the variables. [SP 1.4, 2.2]
7.A.2.1: The student is able to qualitatively connect the average of all kinetic energies of
molecules in a system to the temperature of the system. [SP 7.1]
7.A.2.2: The student is able to connect the statistical distribution of microscopic kinetic energies
of molecules to the macroscopic temperature of the system and to relate this to
thermodynamic processes. [SP 7.1]
Physics 2 in Plain English Page 17

BIG IDEA 7: The mathematics of probability can be used to describe the behavior of complex
systems and to interpret the behavior of quantum mechanical systems.
7.A.3.1: The student is able to extrapolate from pressure and temperature or volume and
temperature data to make the prediction that there is a temperature at which the pressure or
volume extrapolates to zero. [SP 6.4, 7.2]
7.A.3.2: The student is able to design a plan for collecting data to determine the relationships
between pressure, volume, and temperature, and amount of an ideal gas, and to refine a
scientific question concerning a proposed incorrect relationship between the variables.
[SP 3.2, 4.2]
7.A.3.3: The student is able to analyze graphical representations of macroscopic variables for an
ideal gas to determine the relationships between these variables and to ultimately determine
the ideal gas law PV = nRT. [SP 5.1]
7.B.1.1: The student is able to extrapolate from pressure and temperature or volume and
temperature data to make the prediction that there is a temperature at which the pressure or
volume extrapolates to zero. [SP 6.4, 7.2]
7.B.2.1: The student is able to connect qualitatively the second law of thermodynamics in terms of
the state function called entropy and how it (entropy) behaves in reversible and irreversible
processes. [SP 7.1]

FLUIDS
BIG IDEA 1: Objects and systems have properties such as mass and charge. Systems may have
internal structure.
1.E.1.1: The student is able to predict the densities, differences in densities, or changes in
densities under different conditions for natural phenomena and design an investigation to
verify the prediction. [SP 4.2, 6.4]
1.E.1.2: The student is able to select from experimental data the information necessary to
determine the density of an object and/or compare densities of several objects. [SP 4.1, 6.4]

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.C.4.1: The student is able to make claims about various contact forces between objects based
on the microscopic cause of those forces. [SP 6.1]
3.C.4.2: The student is able to explain contact forces (tension, friction, normal, buoyant, spring) as
arising from interatomic electric forces and that they therefore have certain directions.
[SP 6.2]

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.B.10.1: The student is able to use Bernoulli’s equation to make calculations related to a moving
fluid. [SP 2.2]
5.B.10.2: The student is able to use Bernoulli’s equation and/or the relationship between force
and pressure to make calculations related to a moving fluid. [SP 2.2]
5.B.10.3: The student is able to use Bernoulli’s equation and the continuity equation to make
calculations related to a moving fluid. [SP 2.2]
5.B.10.4: The student is able to construct an explanation of Bernoulli’s equation in terms of the
conservation of energy. [SP 6.2]
5.F.1.1: The student is able to make calculations of quantities related to flow of a fluid, using mass
conservation principles (the continuity equation). [SP 2.1, 2.2, 7.2]
Physics 2 in Plain English Page 18

GEOMETRIC AND PHYSICAL OPTICS

BIG IDEA 6: Waves can transfer energy and momentum from one location to another without
the permanent transfer of mass and serve as a mathematical model for the description of
other phenomena.
6.A.1.2: The student is able to describe representations of transverse and longitudinal waves.
[SP 1.2]
6.A.1.3: The student is able to analyze data (or a visual representation) to identify patterns that
indicate that a particular mechanical wave is polarized and construct an explanation of the
fact that the wave must have a vibration perpendicular to the direction of energy
propagation. [SP 5.1, 6.2]
6.A.2.2: The student is able to contrast mechanical and electromagnetic waves in terms of the
need for a medium in wave propagation. [SP 6.4, 7.2]
6.B.3.1: The student is able to construct an equation relating the wavelength and amplitude of a
wave from a graphical representation of the electric or magnetic field value as a function of
position at a given time instant and vice versa, or construct an equation relating the frequency
or period and amplitude of a wave from a graphical representation of the electric or magnetic
field value at a given position as a function of time and vice versa. [SP 1.5]
6.C.1.1: The student is able to make claims and predictions about the net disturbance that occurs
when two waves overlap. Examples should include standing waves. [SP 6.4, 7.2]
6.C.1.2: The student is able to construct representations to graphically analyze situations in which
two waves overlap over time using the principle of superposition. [SP 1.4]
6.C.2.1: The student is able to make claims about the diffraction pattern produced when a wave
passes through a small opening, and to qualitatively apply the wave model to quantities that
describe the generation of a diffraction pattern when a wave passes through an opening
whose dimensions are comparable to the wavelength of the wave. [SP 1.4, 6.4, 7.2]
6.C.3.1: The student is able to qualitatively apply the wave model to quantities that describe the
generation of interference patterns to make predictions about interference patterns that
form when waves pass through a set of openings whose spacing and widths are small
compared to the wavelength of the waves. [SP 1.4, 6.4]
6.C.4.1: The student is able to predict and explain, using representations and models, the ability
or inability of waves to transfer energy around corners and behind obstacles in terms of the
diffraction property of waves in situations involving various kinds of wave phenomena,
including sound and light. [SP 6.4, 7.2]
6.E.1.1: The student is able to make claims using connections across concepts about the behavior
of light as the wave travels from one medium into another, as some is transmitted, some is
reflected, and some is absorbed. [SP 6.4, 7.2]
6.E.2.1: The student is able to make predictions about the locations of object and image relative
to the location of a reflecting surface. The prediction should be based on the model of
specular reflection with all angles measured relative to the normal to the surface. [SP 6.4, 7.2]
6.E.3.1: The student is able to describe models of light traveling across a boundary from one
transparent material to another when the speed of propagation changes, causing a change in
the path of the light ray at the boundary of the two media. [SP 1.1, 1.4]
6.E.3.2: The student is able to plan data collection strategies as well as perform data analysis and
evaluation of the evidence for finding the relationship between the angle of incidence and the
angle of refraction for light crossing boundaries from one transparent material to another
(Snell’s law). [SP 4.1, 5.1, 5.2, 5.3]
Physics 2 in Plain English Page 19

BIG IDEA 6: Waves can transfer energy and momentum from one location to another without
the permanent transfer of mass and serve as a mathematical model for the description of
other phenomena.
6.E.3.3: The student is able to make claims and predictions about path changes for light traveling
across a boundary from one transparent material to another at non-normal angles resulting
from changes in the speed of propagation. [SP 6.4, 7.2]
6.E.4.1: The student is able to plan data collection strategies, and perform data analysis and
evaluation of evidence about the formation of images due to reflection of light from curved
spherical mirrors. [SP 3.2, 4.1, 5.1, 5.2, 5.3]
6.E.4.2: The student is able to use quantitative and qualitative representations and models to
analyze situations and solve problems about image formation occurring due to the reflection
of light from surfaces. [SP 1.4, 2.2]
6.E.5.1: The student is able to use quantitative and qualitative representations and models to
analyze situations and solve problems about image formation occurring due to the refraction
of light through thin lenses. [SSP 1.4, 2.2]
6.E.5.2: The student is able to plan data collection strategies, perform data analysis and
evaluation of evidence, and refine scientific questions about the formation of images due to
refraction for thin lenses. [SP 3.2, 4.1, 5.1, 5.2, 5.3]
6.F.1.1: The student is able to make qualitative comparisons of the wavelengths of types of
electromagnetic radiation. [SP 6.4, 7.2]
6.F.2.1: The student is able to describe representations and models of electromagnetic waves that
explain the transmission of energy when no medium is present. [SP 1.1]

QUANTUM PHYSICS, ATOMIC AND NUCLEAR PHYSICS

BIG IDEA 1: Objects and systems have properties such as mass and charge. Systems may have
internal structure.
1.A.2.1: The student is able to construct representations of the differences between a
fundamental particle and a system composed of fundamental particles and to relate this to
the properties and scales of the systems being investigated. [SP 1.1, 7.1]
1.A.4.1: The student is able to construct representations of the energy-level structure of an
electron in an atom and to relate this to the properties and scales of the systems being
investigated. [SP 1.1, 7.1]
1.C.4.1: The student is able to articulate the reasons that the theory of conservation of mass was
replaced by the theory of conservation of mass-energy. [SP 6.3]
1.D.1.1: The student is able to explain why classical mechanics cannot describe all properties of
objects by articulating the reasons that classical mechanics must be refined and an alternative
explanation developed when classical particles display wave properties. [SP 6.3]
1.D.3.1: The student is able to articulate the reasons that classical mechanics must be replaced by
special relativity to describe the experimental results and theoretical predictions that show
that the properties of space and time are not absolute. [Students will be expected to
recognize situations in which nonrelativistic classical physics breaks down and to explain how
relativity addresses that breakdown, but students will not be expected to know in which of
two reference frames a given series of events corresponds to a greater or lesser time
interval, or a greater or lesser spatial distance; they will just need to know that observers in
the two reference frames can “disagree” about some time and distance intervals.] [SP 6.3,
7.1]
Physics 2 in Plain English Page 20

BIG IDEA 3: The interactions of an object with other objects can be described by forces.
3.G.3.1: The student is able to identify the strong force as the force that is responsible for holding
the nucleus together. [SP 7.2]

BIG IDEA 4: Interactions between systems can result in changes in those systems.
4.C.4.1: The student is able to apply mathematical routines to describe the relationship between
mass and energy and apply this concept across domains of scale. [SP 2.2, 2.3, 7.2]

BIG IDEA 5: Changes that occur as a result of interactions are constrained by conservation laws.
5.B.8.1: The student is able to describe emission or absorption spectra associated with electronic
or nuclear transitions as transitions between allowed energy states of the atom in terms of
the principle of energy conservation, including characterization of the frequency of radiation
emitted or absorbed. [SP 1.2, 7.2]
5.B.11.1: The student is able to apply conservation of mass and conservation of energy concepts
to a natural phenomenon and use the equation E = mc2 to make a related calculation. [SP 2.2,
7.2]
5.C.1.1: The student is able to analyze electric charge conservation for nuclear and elementary
particle reactions and make predictions related to such reactions based upon conservation of
charge. [SP 6.4, 7.2]
5.D.1.6: The student is able to make predictions of the dynamical properties of a system
undergoing a collision by application of the principle of linear momentum conservation and
the principle of the conservation of energy in situations in which an elastic collision may also
be assumed. [SP 6.4]
5.D.1.7: The student is able to classify a given collision situation as elastic or inelastic, justify the
selection of conservation of linear momentum and restoration of kinetic energy as the
appropriate principles for analyzing an elastic collision, solve for missing variables, and
calculate their values. [SP 2.1, 2.2]
5.D.2.5: The student is able to classify a given collision situation as elastic or inelastic, justify the
selection of conservation of linear momentum as the appropriate solution method for an
inelastic collision, recognize that there is a common final velocity for the colliding objects in
the totally inelastic case, solve for missing variables, and calculate their values. [SP 2.1, 2.2]
5.D.2.6: The student is able to apply the conservation of linear momentum to a closed system of
objects involved in an inelastic collision to predict the change in kinetic energy. [SP 6.4, 7.2]
5.D.3.2: The student is able to make predictions about the velocity of the center of mass for
interactions within a defined one-dimensional system. [SP 6.4]
5.D.3.3: The student is able to make predictions about the velocity of the center of mass for
interactions within a defined two-dimensional system. [SP 6.4]
5.G.1.1: The student is able to apply conservation of nucleon number and conservation of electric
charge to make predictions about nuclear reactions and decays such as fission, fusion, alpha
decay, beta decay, or gamma decay. [SP 6.4]

BIG IDEA 6: Waves can transfer energy and momentum from one location to another without
the permanent transfer of mass and serve as a mathematical model for the description of
other phenomena.
6.F.3.1: The student is able to support the photon model of radiant energy with evidence
provided by the photoelectric effect. [SP 6.4]
Physics 2 in Plain English Page 21

BIG IDEA 6: Waves can transfer energy and momentum from one location to another without
the permanent transfer of mass and serve as a mathematical model for the description of
other phenomena.
6.F.4.1: The student is able to select a model of radiant energy that is appropriate to the spatial or
temporal scale of an interaction with matter. [SP 6.4, 7.1]
6.G.1.1: The student is able to make predictions about using the scale of the problem to
determine at what regimes a particle or wave model is more appropriate. [SP 6.4, 7.1]
6.G.2.1: The student is able to articulate the evidence supporting the claim that a wave model of
matter is appropriate to explain the diffraction of matter interacting with a crystal, given
conditions where a particle of matter has momentum corresponding to a de Broglie
wavelength smaller than the separation between adjacent atoms in the crystal. [SP 6.1]
6.G.2.2: The student is able to predict the dependence of major features of a diffraction pattern
(e.g., spacing between interference maxima), based upon the particle speed and de Broglie
wavelength of electrons in an electron beam interacting with a crystal. (de Broglie wavelength
need not be given, so students may need to obtain it.) [SP 6.4]

BIG IDEA 7: The mathematics of probability can be used to describe the behavior of complex
systems and to interpret the behavior of quantum mechanical systems.
7.C.1.1: The student is able to use a graphical wave function representation of a particle to predict
qualitatively the probability of finding a particle in a specific spatial region. [SP 1.4]
7.C.2.1: The student is able to use a standing wave model in which an electron orbit
circumference is an integer multiple of the de Broglie wavelength to give a qualitative
explanation that accounts for the existence of specific allowed energy states of an electron in
an atom. [SP 1.4]
7.C.3.1: The student is able to predict the number of radioactive nuclei remaining in a sample
after a certain period of time, and also predict the missing species (alpha, beta, gamma) in a
radioactive decay. [SP 6.4]
7.C.4.1: The student is able to construct or interpret representations of transitions between
atomic energy states involving the emission and absorption of photons. [For questions
addressing stimulated emission, students will not be expected to recall the details of the
process, such as the fact that the emitted photons have the same frequency and phase as the
incident photon; but given a representation of the process, students are expected to make
inferences such as figuring out from energy conservation that since the atom loses energy in
the process, the emitted photons taken together must carry more energy than the incident
photon.] [SP 1.1, 1.2]
 Cornell (Two-Column) Notes Page: 22
Big Ideas Details Unit: Introduction

Cornell (Two-Column) Notes

Unit: Introduction
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Use the Cornell note-taking system to take effective notes, or add to existing
notes.
Success Criteria:
• Notes are in two columns with appropriate main ideas on the left and details
on the right.
• Bottom section includes summary and/or other important points.
Language Objectives:
• Understand and describe how Cornell notes are different from other forms of
note-taking.
Tier 2 Vocabulary: N/A

Notes:
The Cornell note-taking system was developed in the 1950s at Cornell University.
Besides being a useful system for note-taking in general, it is an especially useful
system for interacting with someone else’s notes (such as these) in order to get
more out of them.

The main features of Cornell notes are:

1. The main section of the page is for the details of what actually gets covered
in class.
2. The left section (Cornell notes call for 2½ inches, though I have shrunk it to
2 inches) is for “big ideas”—the organizational headings that help you
organize these notes and find details that you are looking for. These have
been left blank for you to add throughout the year, because the process of
deciding what is important is a key element of understanding and
remembering.
3. Cornell notes call for the bottom section (2 inches) to be used for a
1–2 sentence summary of the page in your own words. This is always a
good idea, but you may also choose to use that space for other things you
want to remember that aren’t in these notes.

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Cornell (Two-Column) Notes Page: 23
Big Ideas Details Unit: Introduction
How to Get Nothing Worthwhile Out Of These Notes
Because this book serves as a combination of your textbook and a set of notes, you
may be tempted to sleep through class because “it’s all in the book,” and then use
these notes look up how to do the homework problems when you get confused. If
you do this, you will learn very little physics, and you will find this class to be both
frustrating and boring.

How to Get the Most Out Of These Notes

These notes are provided so you can pay attention and participate in class without
having to worry about writing everything down. However, because active listening,
participation and note-taking improve your ability to understand and remember, it is
important that you interact with these notes and the discussion.

The “Big Ideas” column on the left of each page has been deliberately left blank.
This is to give you the opportunity to go through your notes and categorize each
section according to the big ideas it contains. Doing this throughout the year will
help you keep the information organized in your brain—it’s a lot easier to remember
things when your brain has a place to put them!

If we discuss something in class that you want to remember, mark or highlight it in

the notes! If we discuss an alternative way to think about something that works well
for you, write it in! You paid for these notes—don’t be afraid to use them!

There is a summary section at the bottom of each page. Utilize it! If you can
summarize something, you understand it; if you understand something, it is much
easier to remember.

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Reading & Taking Notes from a Textbook Page: 24
Big Ideas Details Unit: Introduction

Reading & Taking Notes from a Textbook

Unit: Introduction
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Use information from the organization of a textbook to take well-organized
notes.
Success Criteria:
• Section headings from text are represented as main ideas.
• All information in section summary is represented in notes.
• Notes include page numbers.
Language Objectives:
• Understand and be able to describe the strategies presented in this section.
Tier 2 Vocabulary: N/A

Notes:
If you read a textbook the way you would read a novel, you probably won’t
remember much of what you read. Before you can understand anything, your brain
needs enough context to know how to file the information. This is what Albert
Einstein was talking about when he said, “It is the theory which decides what we are
able to observe.”

When you read a section of a textbook, you need to create some context in your
brain, and then add a few observations to solidify the context before reading in
detail.

René Descartes described this process in 1644 in the preface to his Principles of
Philosophy:
"I should also have added a word of advice regarding the manner of reading this work,
which is, that I should wish the reader at first go over the whole of it, as he would a
romance, without greatly straining his attention, or tarrying at the difficulties he may
perhaps meet with, and that afterwards, if they seem to him to merit a more careful
examination, and he feels a desire to know their causes, he may read it a second time, in
order to observe the connection of my reasonings; but that he must not then give it up
in despair, although he may not everywhere sufficiently discover the connection of the
proof, or understand all the reasonings—it being only necessary to mark with a pen the
places where the difficulties occur, and continue reading without interruption to the
end; then, if he does not grudge to take up the book a third time, I am confident that he
will find in a fresh perusal the solution of most of the difficulties he will have marked
before; and that, if any remain, their solution will in the end be found in another
reading."

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Reading & Taking Notes from a Textbook Page: 25
Big Ideas Details Unit: Introduction
Descartes is advocating reading the text four times, but it is not necessary to do a
thorough reading each time. It is indeed useful to make four passes over the text,
but each one should add a new level of understanding, and three of the four are
quick and require minimal effort.

The following 4-step system takes about the same amount of time that you’re
probably used to spending on reading and taking notes, but it will likely make a
tremendous difference in how much you understand and how much you remember.

1. Make a Cornell notes template. Copy the title/heading of each section as a

big idea in the left column. (If the author has taken the trouble to organize
the textbook, you should take advantage of it!) Write the page numbers
next to the headings so you will know where to go if you need to look up
details in the textbook. For each big idea, leave about ¼ to ½ page of space
for the details. (Don’t do anything else yet.) This process should take only
about 1–2 minutes.
2. Do not write anything else yet! Look through the section for pictures,
graphs, and tables. Take a moment to look at each one of these—if the
author gave them space in the textbook, they must be important. Also read
over (but don’t try to answer) the homework questions/problems at the end
of the section—these illustrate what the author thinks you should be able to
do once you know the content. This process should take about 10–15
minutes.
3. Actually read the text, one section at a time. For each section, jot down
keywords and sentence fragments that remind you of the key ideas about
the text, and the pictures and questions/problems from step 2 above.
Remember that you are not allowed to write more than the ¼ to ½ page
allotted. (You don't need to write out the details—those are in the book,
which you already have!) This is the time-consuming step, though it is
probably less time-consuming than what you’re used to doing.
4. Read the summary at the end of the chapter or section—this is what the
author thinks you should know now that you’ve finished the reading. If
there’s anything you don’t recognize, go back, look it up, and add it to your
notes. This process should take about 5–10 minutes.

For a high school textbook, you shouldn’t need to use more than about one side of a
sheet of paper per 5 pages of reading!

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 Taking Notes on Math Problems Page: 26
Big Ideas Details Unit: Introduction

Taking Notes on Math Problems

Unit: Introduction
MA Curriculum Frameworks (2016): SP5
AP® Physics 2 Learning Objectives: SP5
Mastery Objective(s): (Students will be able to…)
• Take notes on math problems that both show and explain the steps.
Success Criteria:
• Notes show the order of the steps, from start to finish.
• A reason or explanation is indicated for each step.
Language Objectives:
• Be able to describe and explain the process of taking notes on a math
problem.
Tier 2 Vocabulary: N/A

Notes:
If you were to copy down a math problem and look at it a few days or weeks later,
chances are you’ll recognize the problem, but you won’t remember how you solved
it.

Solving a math problem is a process. For notes to be useful, they need to describe
the process as it happens, not just the final result.

If you want to take good notes on how to solve a problem, you need your notes to
show what you did at each step.

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 Taking Notes on Math Problems Page: 27
Big Ideas Details Unit: Introduction
For example, consider the following physics problem:
A 25 kg cart is accelerated from rest to a velocity of 3.5 ms over an
interval of 1.5 s. Find the net force applied to the cart.

The solved problem looks like this:

m vo = 0 v
A 25 kg cart is accelerated from rest to a velocity of 3.5 ms over an
t Fnet
interval of 1.5 s. Find the net force applied to the cart.

Fnet = ma v − vo = at
Fnet = 25a 3.5 − 0 = (a)(1.5)
Fnet = (25)(5.5) 3.5 = 1.5a
Fnet = 138. 8 N a = 5.5 m
s2

This looks nice, and it’s the right answer. But if you look at it now (or look back at it
in a month), you won’t know what you did. The quickest and easiest way to fix this
is to number the steps and add a couple of words of description:
m vo = 0 v
A 25 kg cart is accelerated from rest to a velocity of 3.5 ms over
① Label quantities t Fnet
an interval of 1.5 s. Find the net force applied to the cart.

② Equation with desired quantity Fnet = ma v − vo = at ③ Need another equation for a

Fnet = 25a 3.5 − 0 = (a)(1.5)
⑤ Substitute a into 1st equation Fnet = (25)(5.5) 3.5 = 1.5a
Fnet = 138. 8 N a = 5.5 m
s2
④ Solve for a

⑥ Apply unit
The math is exactly the same as above, but notice that the annotated problem
includes two features:

• Steps are numbered, so you can see what order the steps were in.
• Each step has a short descriptive phrase so you know exactly what was done
and why.

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 Introduction: Laboratory & Measurement Page: 29
Big Ideas Details Unit: Laboratory & Measurement

Introduction: Laboratory & Measurement

Unit: Laboratory & Measurement
Topics covered in this chapter:
The Scientific Method ....................................................................................32
The AP® Physics Science Practices .................................................................37
Designing & Performing Experiments ............................................................41
Random vs. Systematic Error .........................................................................51
Uncertainty & Error Analysis .........................................................................54
Significant Figures ..........................................................................................64
Graphical Solutions (Linearization) ................................................................73
Keeping a Laboratory Notebook ....................................................................77
Internal Laboratory Reports ..........................................................................83
Formal Laboratory Reports ............................................................................90

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 Introduction: Laboratory & Measurement Page: 30
Big Ideas Details Unit: Laboratory & Measurement
The purpose of this chapter is to teach skills necessary for designing and carrying out
laboratory experiments, recording data, and writing summaries of the experiment in
different formats.

• The Scientific Method describes scientific thinking and how it applies to

physics and to this course.
• The AP® Physics Science Practices lists & describes the scientific practices that
are required by the College Board for an AP® Physics course.
• Designing & Performing Experiments discusses strategies for coming up with
your own experiments and carrying them out.
• Random vs. Systematic Error, Uncertainty & Error Analysis, and Significant
Figures discuss techniques for estimating how closely measured data can
quantitatively predict an outcome.
• Graphical Solutions (Linearization) discusses strategies for turning a
relationship into a linear equation and using the slope of a best-fit line to
represent the quantity of interest.
• Keeping a Laboratory Notebook, Internal Laboratory Reports, and Formal
Laboratory Reports discuss ways in which you might record and communicate
(write up) your laboratory experiments.
Calculating uncertainty (instead of relying on significant figures) is a new and
challenging skill that will be used in lab write-ups throughout the year.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
This chapter addresses the following MA science and engineering practices:
Practice 1: Asking Questions and Defining Problems
Practice 2: Developing and Using Models
Practice 3: Planning and Carrying Out Investigations
Practice 4: Analyzing and Interpreting Data
Practice 6: Constructing Explanations and Designing Solutions
Practice 7: Engaging in Argument from Evidence
Practice 8: Obtaining, Evaluating, and Communicating Information

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 Introduction: Laboratory & Measurement Page: 31
Big Ideas Details Unit: Laboratory & Measurement
AP® AP® Physics 2 Learning Objectives & Science Practices:
This chapter addresses the following AP Physics 1 science practices:
SP 4.1 The student can justify the selection of the kind of data needed to
answer a particular scientific question.
SP 4.2 The student can design a plan for collecting data to answer a particular
scientific question.
SP 4.3 The student can collect data to answer a particular scientific question.
SP 4.4 The student can evaluate sources of data to answer a particular
scientific question.
SP 5.1 The student can analyze data to identify patterns or relationships.
SP 5.2 The student can refine observations and measurements based on data
analysis.
SP 5.3 The student can evaluate the evidence provided by data sets in relation
to a particular scientific question.
Skills learned & applied in this chapter:
• Designing laboratory experiments
• Estimating uncertainty in measurements
• Propagating uncertainty through calculations
• Writing up lab experiments

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 The Scientific Method Page: 32
Big Ideas Details Unit: Laboratory & Measurement

The Scientific Method

Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP1, SP2, SP6, SP7
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain how the scientific method can be applied to a problem or question.
Success Criteria:
• Steps in a specific process are connected in consistent and logical ways.
• Explanation correctly uses appropriate vocabulary.
Tier 2 Vocabulary: theory, model, claim, law, peer
Language Objectives:
• Understand and correctly use terms relating to the scientific method, such as
“peer review”.
Tier 2 Vocabulary: N/A

Notes:
The scientific method is a fancy name for “figure out what happens by trying it.”

In the middle ages, “scientists” were called “philosophers.” These were church
scholars who decided what was “correct” by a combination of observing the world
around them and then arguing and debating with each other about the mechanisms
and causes.

During the Renaissance, scientists like Galileo Galilei and Leonardo da Vinci started
using experiments instead of argument to decide what really happens in the world.

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 The Scientific Method Page: 33
Big Ideas Details Unit: Laboratory & Measurement
A Mindset, Not a Recipe
The scientific method is a mindset, which basically amounts to “let nature speak”.
Despite what you may have been taught elsewhere, the scientific method does not
have specific “steps,” and does not necessarily require a hypothesis.

The scientific method looks more like a map, with testing ideas (experimentation) at
the center:

from the Understanding Science website1

1 Understanding Science. 2018. University of California Museum of Paleontology. 1 July 2018

http://www.understandingscience.org. Used with permission.

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 The Scientific Method Page: 34
Big Ideas Details Unit: Laboratory & Measurement
Each of the circles in the above diagram is a broad area that contains many
processes:

from the Understanding Science website

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 The Scientific Method Page: 35
Big Ideas Details Unit: Laboratory & Measurement
When scientists conclude something interesting that they think is important and
want to share, they state it in the form of a claim, which states that something
happens, under what conditions it happens, and in some cases gives a possible
explanation.

Before a claim is taken seriously, the original scientist and any others who are
interested try everything they can think of to disprove the claim. If the claim holds
up despite many attempts to disprove it, the claim gains support.
peer review: the process by which scientists scrutinize, evaluate and attempt to
disprove each other’s claims.

If a claim has gained widespread support among the scientific community and can
be used to predict the outcomes of experiments (and it has never been disproven), it
might eventually become a theory or a law.

theory: a claim that has never been disproven, that gives an explanation for a set of
observations, and that can be used to predict the outcomes of experiments.
model: a way of viewing a set of concepts and their relationships to one another. A
model is one type of theory.
law: a claim that has never been disproven and that can be used to predict the
outcomes of experiments, but that does not attempt to model or explain the
observations.
Note that the word “theory” in science has a different meaning from the word
“theory” in everyday language. In science, a theory is a model that:
• has never failed to explain a collection of related observations
• has never failed to successfully predict the outcomes of related experiments

For example, the theory of evolution has never failed to explain the process of
changes in organisms caused by factors that affect the survivability of the species.

If a repeatable experiment contradicts a theory, and the experiment passes the peer
review process, the theory is deemed to be wrong. If the theory is wrong, it must
either be modified to explain the new results, or discarded completely.

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 The Scientific Method Page: 36
Big Ideas Details Unit: Laboratory & Measurement
Theories vs. Natural Laws
The terms “theory” and “law” developed organically over many centuries, so any
definition of either term must acknowledge that common usage, both within and
outside of the scientific community, will not always be consistent with the
definitions.

Nevertheless, the following rules of thumb may be useful:

A theory is a model that attempts to explain why or how something happens. A law
simply describes or quantifies what happens without attempting to provide an
explanation. Theories and laws can both be used to predict the outcomes of related
experiments.

For example, the Law of Gravity states that objects attract other objects
based on their masses and distances from each other. It is a law and not a
theory because the Law of Gravity does not explain why masses attract each
other.

Atomic Theory states that matter is made of atoms, and that those atoms
are themselves made up of smaller particles. The interactions between
these particles are used to explain certain properties of the substances. This
is a theory because we cannot see atoms or prove that they exist. However,
the model gives an explanation for why substances have the properties that
they do.

A theory cannot become a law for the same reasons that a definition cannot become
a measurement, and a postulate cannot become a theorem.

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 The AP® Physics Science Practices Page: 37
Big Ideas Details Unit: Laboratory & Measurement
AP® The AP® Physics Science Practices
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP1, SP2, SP3, SP4, SP5, SP6, SP7
AP® Physics 2 Learning Objectives: SP1, SP2, SP3, SP4, SP5, SP6, SP7
Mastery Objective(s): (Students will be able to…)
• Describe what the College Board and the State of Massachusetts want you to
know about how science is done.
Tier 2 Vocabulary: data, claim, justify
Language Objectives:
• Explain the what the student is expected to do for each of the AP® Science
Practices.
Tier 2 Vocabulary: practice, pose, model

Notes:

The College Board has described the scientific method in practical terms, dividing
them into seven Science Practices that students are expected to learn in
AP Physics 1.

Science Practice 1: The student can use representations and models to

communicate scientific phenomena and solve scientific problems.

A model is any mental concept that can explain and predict how something looks,
works, is organized, or behaves. Atomic theory is an example of a model: matter is
made of atoms, which are made of protons, neutrons, and electrons. The number,
location, behavior and interactions of these sub-atomic particles explains and
predicts how different types of matter behave.
1.1 The student can create representations and models of natural or man-made
phenomena and systems in the domain.
1.2 The student can describe representations and models of natural or man-
made phenomena and systems in the domain.
1.3 The student can refine representations and models of natural or man-made
phenomena and systems in the domain.
1.4 The student can use representations and models to analyze situations or
solve problems qualitatively and quantitatively.
1.5 The student can express key elements of natural phenomena across
multiple representations in the domain.

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 The AP® Physics Science Practices Page: 38
Big Ideas Details Unit: Laboratory & Measurement
AP® Science Practice 2: The student can use mathematics appropriately.
Physics is the representation of mathematics in nature. It is impossible to
understand physics without a solid understand of mathematics and how it relates to
physics. For AP Physics 1, this means having an intuitive feel for how algebra works,
and how it can be used to relate quantities or functions to each other. If you are the
type of student who solves algebra problems via memorized procedures, you may
struggle to develop the kind of mathematical understanding that is necessary in AP
Physics 1.
2.1 The student can justify the selection of a mathematical routine to solve
problems.
2.2 The student can apply mathematical routines to quantities that describe
natural phenomena.
2.3 The student can estimate numerically quantities that describe natural
phenomena.

Science Practice 3: The student can engage in scientific questioning to extend

thinking or to guide investigations within the context of the AP course.
Ultimately, the answer to almost any scientific question is “maybe” or “it depends”.
Scientists pose questions to understand not just what happens, but the extent to
which it happens, the causes, and the limits beyond which outside factors become
dominant.
3.1 The student can pose scientific questions.
3.2 The student can refine scientific questions.
3.3 The student can evaluate scientific questions.

Science Practice 4: The student can plan and implement data collection strategies in
relation to a particular scientific question.
Scientists do not “prove” things. Mathematicians and lawyers prove that something
must be true. Scientists collect data in order to evaluate what happens under
specific conditions, in order to determine what is likely true, based on the
information available. Data collection is important, because the more and better the
data, the more scientists can determine from it.
4.1 The student can justify the selection of the kind of data needed to answer a
particular scientific question.
4.2 The student can design a plan for collecting data to answer a particular
scientific question.
4.3 The student can collect data to answer a particular scientific question.
4.4 The student can evaluate sources of data to answer a particular scientific
question.

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 The AP® Physics Science Practices Page: 39
Big Ideas Details Unit: Laboratory & Measurement
AP® Science Practice 5: The student can perform data analysis and evaluation of
evidence.
Just as data collection is important, analyzing data and being able to draw
meaningful conclusions is the other crucial step to understanding natural
phenomena. Scientists need to be able to recognize patterns that actually exist
within the data, and to be free from the bias that comes from expecting a particular
result beforehand.
5.1 The student can analyze data to identify patterns or relationships.
5.2 The student can refine observations and measurements based on data
analysis.
5.3 The student can evaluate the evidence provided by data sets in relation to a
particular scientific question.

Science Practice 6: The student can work with scientific explanations and theories.
In science, there are no “correct” answers, only claims and explanations. A scientific
claim is any statement that is believed to be true. In order to be accepted, a claim
must be verifiable based on evidence, and any claim or explanation must be able to
make successful predictions, which are also testable. Science does not prove claims
to be universally true or false; science provides supporting evidence. Other scientists
will accept or believe a claim provided that there is sufficient evidence to support it,
and no evidence that directly contradicts it.
6.1 The student can justify claims with evidence.
6.2 The student can construct explanations of phenomena based on evidence
produced through scientific practices.
6.3 The student can articulate the reasons that scientific explanations and
theories are refined or replaced.
6.4 The student can make claims and predictions about natural phenomena
based on scientific theories and models.
6.5 The student can evaluate alternative scientific explanations.

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 The AP® Physics Science Practices Page: 40
Big Ideas Details Unit: Laboratory & Measurement
AP® Science Practice 7: The student is able to connect and relate knowledge across
various scales, concepts, and representations in and across domains.
If a scientific principle is true in one domain, scientists must be able to consider that
principle in other domains and apply their understanding from the one domain to
the other. For example, conservation of momentum is believed by physicists to be
universally true on every scale and in every domain, and it has implications in the
contexts of laboratory-scale experiments, quantum mechanical behaviors at the
atomic and sub-atomic levels, and special relativity.
7.1 The student can connect phenomena and models across spatial and
temporal scales.
7.2 The student can connect concepts in and across domain(s) to generalize or
extrapolate in and/or across enduring understandings and/or big ideas.

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 Designing & Performing Experiments Page: 41
Big Ideas Details Unit: Laboratory & Measurement

Designing & Performing Experiments

Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP1, SP3, SP8
AP® Physics 2 Learning Objectives: SP 1, SP2, SP3, SP4, SP5, SP6, SP7
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Create a plan and procedure to answer a question through experimentation.
Success Criteria:
• Experimental Design utilizes backward design.
• Experimental Design uses logical steps to connect the desired answer or
quantity to quantities that can be observed or measured.
• Procedure gives enough detail to set up experiment.
• Procedure establishes values of control and independent variables.
• Procedure explains how to measure dependent variables.
Tier 2 Vocabulary: inquiry, independent, dependent, control
Language Objectives:
• Understand and correctly use the terms “dependent variable” and
“independent variable.”
• Understand and be able to describe the strategies presented in this section.
Tier 2 Vocabulary: design, perform, control, independent (variable),
dependent (variable)

Notes:
If your experience in science classes is like that of most high school students, you
have always done “experiments” that were devised, planned down to the finest
detail, painstakingly written out, and debugged before you ever saw them. You
learned to faithfully follow the directions, and as long as everything that happened
matched the instructions, you knew that the “experiment” must have come out
right.

If someone asked you immediately after the “experiment” what you just did or what
its significance was, you had no answers for them. When it was time to do the
analysis, you followed the steps in the handout. When it was time to write the lab
report, you had to frantically read and re-read the procedure in the hope of
understanding enough of what the “experiment” was about to write something
intelligible.

This is not how science is supposed to work.

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 Designing & Performing Experiments Page: 42
Big Ideas Details Unit: Laboratory & Measurement
In an actual scientific experiment, you would start with an objective, purpose or
goal. You would figure out what you needed to know, do, and/or measure in order
to achieve that objective. Then you would set up your experiment, observing, doing
and measuring the things that you decided upon. Once you had your results, you
would figure out what those results told you about what you needed to know. At
that point, you would draw some conclusions about how well the experiment
worked, and what to do next.

That is precisely how experiments work in this course. You and your lab group will
design every experiment that you perform. You will be given an objective or goal
and a general idea of how to go about achieving it. You and your lab group (with
help) will decide the specifics of what to do, what to measure (and how to measure
it), and how to make sure you are getting good results. The education “buzzword”
for this is inquiry-based experiments.

Types of Experiments
There are many ways to categorize experiments. For the purpose of this discussion,
we will categorize them as either qualitative experiments or quantitative
experiments.

Qualitative Experiments
If you are trying to cause something to happen, observe whether or not something
happens, or determine the conditions under which something happens, you are
performing a qualitative experiment. Your experimental design section needs to
address:
• What it is that you are trying to observe or measure.
• If something needs to happen, what you will do to try to make it happen.
• How you will observe it.
• How you will determine whether or not the thing you were looking for actually
happened.
Often, determining whether or not the thing happened is the most challenging part.
For example, in atomic & particle physics (as was also the case in chemistry), what
“happens” involves atoms and sub-atomic particles that are too small to see. For
example, you might detect radioactive decay by using a Geiger counter to detect
charged particles that are emitted.

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 Designing & Performing Experiments Page: 43
Big Ideas Details Unit: Laboratory & Measurement
Quantitative Experiments
If you are trying to determine the extent to which something happens, your
experiment almost certainly involves measurements and calculations. Your
experimental design section needs to address:
• What it is that you are trying to measure.
• If something needs to happen, what you will do to try to make it happen.
• What you can actually measure, and how to connect it to the quantities of
interest.
• How to set up your experimental conditions so the quantities that you will
measure are within measurable limits.

• How to calculate and interpret the quantities of interest based on your results.

What to Control and What to Measure

In every experiment, there are some quantities that you need to keep constant,
some that you need to change, and some that you need to observe. These are
called control variables, independent variables, and dependent variables.

control variables: conditions that are being kept constant. These are usually
parameters that could be independent variables in a different experiment, but
are being kept constant so they do not affect the relationship between the
variables that you are testing in this experiment. For example, if you are
dropping a ball from different heights to find out how long it takes to hit the
ground, you want to make sure the wind is the same speed and direction for
each trial, so wind does not affect the outcome of the experiment. This means
wind speed and direction are control variables.

independent variables: the conditions you are setting up. These are the parameters
that you specify when you set up the experiment. You are choosing the values
for these variables, so they are independent of what happens in the experiment.
For example, if you are dropping a ball from different heights to find out how
long it takes to hit the ground, you are choosing the heights before the
experiment begins, so height is the independent variable.

dependent variable: the things that happen during the experiment. These are the
quantities that you won’t know the values for until you measure them, because
they are dependent on what happens in the experiment. For example, if you are
dropping a ball from different heights to find out how long it takes to hit the
ground, the times depend on what happens after you let go of the ball. This
means time is the dependent variable.

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 Designing & Performing Experiments Page: 44
Big Ideas Details Unit: Laboratory & Measurement
If someone asks what your independent, dependent and control variables are, the
question simply means:
• “What did you vary on purpose (independent variables)?”
• “What did you measure (dependent variables)?”
• “What did you keep the same for each trial (control variables)?”

Variables in Qualitative Experiments

If the goal of your experiment is to find out whether or not something happens at
all, you need to set up a situation in which the phenomenon you want to observe
can either happen or not, and then observe whether or not it does. The only hard
part is making sure the conditions of your experiment don’t bias whether the
phenomenon happens or not.

If you want to find out under what conditions something happens, what you’re
really testing is whether or not it happens under different sets of conditions that you
can test. In this case, you need to test three situations:
1. A situation in which you are sure the thing will happen, to make sure you
can observe it. This is your positive control.
2. A situation in which you sure the thing cannot happen, to make sure your
experiment can produce a situation in which it doesn’t happen and you can
observe its absence. This is your negative control.
3. A condition or situation that you want to test to see whether or not the
thing happens. The condition is your independent variable, and whether or
not the thing happens is your dependent variable.

Variables in Quantitative Experiments

If the goal of your experiment is to quantify (find a numerical relationship for) the
extent to which something happens (the dependent variable), you need to figure out
a set of conditions that enable you to measure the thing that happens. Once you
know that, you need to figure out how much you can change the parameter you
want to test (the independent variable) and still be able to measure the result. This
gives you the highest and lowest values of your independent variable. Then perform
the experiment using a range of values for the independent value that cover the
range from the lowest to the highest (or vice-versa).

For quantitative experiments, a good rule of thumb is the 8 & 10 rule: you should
have at least 8 data points, and the range from the highest to the lowest values
tested should span at least a factor of 10.

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 Designing & Performing Experiments Page: 45
Big Ideas Details Unit: Laboratory & Measurement
Letting the Physics Design the Experiment
Most high school physics experiments are relatively simple to understand, set up
and execute—much more so than in chemistry or biology. This makes physics well-
suited for teaching you how to design experiments.

Determining what to measure usually means determining what you need to know
and then figuring out how to get there starting from quantities that you can
measure.

For a quantitative experiment, if you have a mathematical formula that includes the
quantity you want to measure, you need to find the values of the other quantities in
the equation.
For example, suppose you need to calculate the force of friction that brings a sliding
object to a stop. If we design the experiment so that there are no other horizontal
forces, friction will be the net force. We can then calculate force from the equation
for Newton’s Second Law:
Ff = Fnet = ma

In order to use this equation to calculate force, we need to know:

• mass: we can measure this directly, using a balance. (Note that m is
underlined because we can measure it directly, which means we don’t need to
pursue another equation to calculate it.)
• acceleration: we could measure this with an accelerometer, but we do not
have one in the lab. This means we will need to find the acceleration some
other way.

Because we need to calculate acceleration rather than measuring it, that means we
need to expand our experiment in order to get the necessary data to do so. Instead
of just measuring force and acceleration, we now need to:
1. Measure the mass.
2. Perform an experiment in which we apply the force and collect enough
information to determine the acceleration.
3. Calculate the force on the object, using the mass and the acceleration.

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 Designing & Performing Experiments Page: 46
Big Ideas Details Unit: Laboratory & Measurement
In order to determine the acceleration, we need another equation. We can use:
v = vo + a t
This means in order to calculate acceleration, we need to know:
• final velocity (v): the force is being applied until the object is at rest
(stopped), so the final velocity v = 0. (Underlined because we have designed
the experiment in a way that we know its value.)
• initial velocity (vo): not known; we need to either measure or calculate this.
• time (t): we can measure this directly with a stopwatch. (Underlined
because we can measure it directly.)

Now we need to expand our experiment further, in order to calculate vo. We can
calculate the initial velocity from the equation:
0
d v +v
vave. = = o
t 2
We have already figured out how to measure t, and we set up the experiment so
that v = 0 at the end. This means that to calculate vo, the only quantities we need to
measure are:
• time (t): as noted above, we can measure this directly with a stopwatch.
(Underlined because we can measure it directly.)

• displacement (d): the change in the object’s position. We can measure this
with a meter stick or tape measure. (Underlined because we can measure
it.)
Notice that every quantity is now expressed in terms of quantities that we know or
can measure, or quantities we can calculate, so we’re all set. We simply need to set
up an experiment to measure the underlined quantities.

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 Designing & Performing Experiments Page: 47
Big Ideas Details Unit: Laboratory & Measurement
To facilitate this approach, it is often helpful to use a table. For the above
experiment, such a table might look like the following:

Fixed Control Quantities Quantities to

Desired Description/
Equation Variable(s) or to be be Calculated
Variable Explanation
Constants Measured (Still Needed)

Set up
Ff Ff = Fnet experiment so
— — Fnet
other forces
cancel

Newton’s 2nd
Fnet Fnet = ma — m a
Law

Kinematics
a v − v o = at v =0 t vo
equation

d vo + v Kinematics
vo = v =0 d,t —
t 2 equation

In this table, we started with the quantity we want to determine ( F f ). We found an

equation that contains it ( Ff = Fnet ). In that equation, Fnet is neither a fixed control
variable nor a constant and we cannot measure it, so it is “still needed” and
becomes the start of a new row in the table.

This process continues until every quantity that is needed is either a Fixed quantity
(control variable or constant) or can be measured, and there are no quantities that
are still needed.

• Notice that every variable in the equation is either the desired variable, or it
appears in one of the three columns on the right.
• Notice that when we get to the third row, the equation contains a control
variable that is designed into the experiment ( v = 0 because the object stops
at the end), a quantity that can be measured (t, using a stopwatch), and a
quantity that is still needed ( v o ).

• Notice that every quantity that you need to measure appears in the
“Quantities to be Measured” column.
• Notice that your experimental conditions need to account for the control
variables in the “Fixed Control Variable(s) or Constants” column.
• Notice that your calculations are simply the entire “Equation” column, starting
at the bottom and working your way back to the top.

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 Designing & Performing Experiments Page: 48
Big Ideas Details Unit: Laboratory & Measurement
Procedure
Looking at the “Quantities to be Measured” column, we have determined that we
need to measure mass (m), time (t) and distance (d). This makes sense because the
objective is to determine the force of friction, which means we need to measure the
distance that the object travels and the time that it spends moving while it is sliding.
Our procedure is therefore to (a) make sure the event that we are trying to measure
happens, (b) measure everything in the “Measured Variable(s)” column, and (c) set
up the experiment so that everything in the “Control Variable(s) & Constants”
column has the appropriate values:
1. Measure the mass of the object.
2. Determine a way to measure the displacement of the object. (A simple way
would be to mark a starting line and use a tape measure.)
3. Determine a way to measure the time that the object spends moving. (A
simple way would be to start a stopwatch when the object crosses the
starting line and stop the stopwatch when the object comes to rest.)
4. Get the object moving.
5. Allow the object to slide until it stops (final velocity = 0), measuring time
and displacement as determined above.
6. Repeat the experiment, using different masses based on the 8 & 10 rule—
take at least 8 data points, varying the mass over at least a factor of 10.

Data
We need to make sure we have recorded the measurements (including
uncertainties, which are addressed in the Uncertainty & Error Analysis topic, starting
on page 54) of every quantity we need in order to calculate our result. In this
experiment, we need measurements for mass, displacement and time.

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 Designing & Performing Experiments Page: 49
Big Ideas Details Unit: Laboratory & Measurement
Analysis
0
Most of your analysis is your calculations. Start from the bottom of d vo + v
=
your experimental design table and work upward. t 2
In this experiment that means start with: 2d
vo =
t
The reason we needed this equation was to find vo, so we need to rearrange it to:

(We are allowed to use d and t in the equation because we measured them.)
0
v = v o + at
Now we go to the equation above it in our experimental design and 2d
substitute our expression for vo into it: 0= + at
t

The purpose of this equation was to find acceleration, so we need to −2d

a=
rearrange it to: t2
(We can drop the negative sign because we are only interested in the magnitude of
the acceleration.)

Our last equation is Ff = Fnet = ma . If we are  2d  −2md

Fnet = ma = m  − 2  = 2
interested only in finding one value of Ff, we can just  t  t
substitute and solve:

However, we will get a much better answer if we plot a graph relating each of our
values of mass (remember the 8 & 10 rule) to the resulting acceleration and
calculate the force using the graph. This process is described in detail in the
“Graphical Solutions (Linearization)” section, starting on page 73.

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 Designing & Performing Experiments Page: 50
Big Ideas Details Unit: Laboratory & Measurement
Generalized Approach
The generalized approach to experimental design is therefore:

Experimental Design
1. Find an equation that contains the quantity you want to find.
2. Using a table to organize your information, work your way from that
equation through related equations until every quantity in every equation is
either something you can calculate or something you can measure.

Procedure
3. Determine how to measure each of the quantities that you need (dependent
variables). Decide what your starting conditions need to be (independent
variables) and measure any that are needed, and figure out what you need
to keep constant (control variables).

Data & Observations

4. Set up your experiment and do a test run. This means you need to perform
the calculations for your test run before doing the rest of the experiment, in
case you need to modify your procedure. You will be extremely frustrated if
you finish your experiment and go home, only to find out at 2:00 am the
night before the write-up is due that it didn’t work.

5. Take and record your measurements and other data.

6. Remember to record the uncertainty for every quantity that you measure.
(See the “Uncertainty & Error Analysis” section, starting on page 54.)

Analysis
7. Calculate the results. Whenever possible, apply the 8 & 10 rule and
calculate your answer graphically.

AP® If you are taking one of the AP® Physics exams, you should answer the experimental
design question by writing the Experimental Design, Procedure, and Analysis
sections above.

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 Random vs. Systematic Error Page: 51
Big Ideas Details Unit: Laboratory & Measurement
honors
(not AP®)
Random vs. Systematic Error
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP3
AP® Physics 2 Learning Objectives: SP4
Mastery Objective(s): (Students will be able to…)
• Correctly use the terms “random error” and “systematic error” in a scientific
context.
• Explain the difference between random and systematic errors.
Success Criteria:
• Be able to recognize situations as accurate/inaccurate and/or
precise/imprecise.
Tier 2 Vocabulary: accurate, precise
Language Objectives:
• Be able to describe the difference between random errors and systematic
errors.
Tier 2 Vocabulary: random, systematic, accurate, precise

Notes:
Science relies on making and interpreting measurements, and the accuracy and
precision of these measurements affect what you can conclude from them.

Random vs. Systematic Errors

random errors: are natural uncertainties in measurements because of the limits of
precision of the equipment used. Random errors are assumed to be distributed
around the actual value, without bias in either direction.
systematic errors: occur from specific problems in your equipment or your
procedure. Systematic errors are often biased in one direction more than
another, and can be difficult to identify.

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 Random vs. Systematic Error Page: 52
Big Ideas Details Unit: Laboratory & Measurement
honors “Accuracy” vs. “Precision”
(not AP®)
The words “accuracy” and “precision” are not used in science because these words
are often used as synonyms in everyday English. However, because some high
school science teachers insist on using the terms, their usual meanings are:
accuracy: the amount of systematic error in a measurement. A measurement is said
to be accurate if it has low systematic error.
precision: either how finely a measurement was made or the amount of random
error in a set of measurements. A single measurement is said to be precise if it
was measured within a small fraction of its total value. A group of
measurements is said to be precise if the amount of random error is small (the
measurements are close to each other).
Examples:
Suppose the following drawings represent arrows shot at a target.

The first set has low random error because the points are close to each other. It has
low systematic error because the points are approximately equally distributed about
the expected value.

The second set has low random error because the points are close to each other.
However, it has high systematic error because the points are centered on a point
that is noticeably far from the expected value.

The third set has low systematic error because the points are approximately equally
distributed around the expected value. However, it has high random error because
the points are not close to each other.

The fourth set has high random error because the points are not close to each other.
It has high systematic error because the points are centered on a point that is
noticeably far from the expected value.

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 Random vs. Systematic Error Page: 53
Big Ideas Details Unit: Laboratory & Measurement
honors For another example, suppose a teacher is 55 years old, and two of their classes
(not AP®) estimate their age.

High Systematic Error

The first class’s estimates are 72, 73, 77, and 78 years old. These measurements
have low random error because they are close together, but high systematic error
(because the average is 75, which is far from the expected value of 55).

When there is a significant amount of systematic error, it often means there is some
problem with the way the experiment was set up or performed (or a problem with
the equipment) that caused all of the numbers to be off in the same direction.

In this example, the teacher may have gray hair and very wrinkled skin, and may
appear much older than they actually are.

High Random Error

The second class’s estimates are 10, 31, 77 and 98. This set of data has low
systematic error (because the average is 54, which is close to the expected value),
but high random error because the individual values are not close to each other.

When there is a significant amount of random error, it can also mean a problem with
the way the experiment was set up or performed (or a problem with the
equipment). However, it can also mean that the experiment is not actually
measuring what the scientist thinks it is measuring.

If there is a lot of random error, it can look like there is no relationship between the
independent variables and the dependent variables. If there is no relationship
between the independent variables and the dependent variables, it can look like
there is a lot of random error. Scientists must consider both possibilities.

In this example, the class may have not cared about providing valid numbers, or they
may not have realized that the numbers they were guessing were supposed to be
the age of a person.

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 Uncertainty & Error Analysis Page: 54
Big Ideas Details Unit: Laboratory & Measurement
honors
(not AP®)
Uncertainty & Error Analysis
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP4
AP® Physics 2 Learning Objectives: SP5
Mastery Objective(s): (Students will be able to…)
• Determine the uncertainty of a measured or calculated value.
Success Criteria:
• Take analog measurements to one extra digit of precision.
• Correctly estimate measurement uncertainty.
• Correctly read and interpret stated uncertainty values.
• Correctly propagate uncertainty through calculations involving
addition/subtraction and multiplication/division.
Tier 2 Vocabulary: uncertainty, error
Language Objectives:
• Understand and correctly use the terms “uncertainty” and “relative error.”
• Correctly explain the process of estimating and propagating uncertainty.
Tier 2 Vocabulary: uncertainty, error

Notes:
In science, unlike mathematics, there is no such thing as an exact answer.
Ultimately, every quantity is limited by the precision and accuracy of the
measurements that it came from. If you can only measure a quantity to within 10 %,
that means any calculation that is derived from that measurement can’t be any
better than ±10 %.

Error analysis is the practice of determining and communicating the causes and
extents of uncertainty in your results. Error analysis involves understanding and
following the uncertainty in your data, from the initial measurements to the final
calculated and reported results.

Note that the word “error” in science has a different meaning from the word
“error” in everyday language. In science, “error” means “uncertainty.” If you
report that you drive (2.4 ± 0.1) miles to school every day, you would say that this
distance has an error of ±0.1 mile. This does not mean your car’s odometer is
wrong; it means that the actual distance could be 0.1 mile more or 0.1 mile less—
i.e., somewhere between 2.3 and 2.5 miles. When you are analyzing your results,
never use the word “error” to mean mistakes that you might have made!

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 Uncertainty & Error Analysis Page: 55
Big Ideas Details Unit: Laboratory & Measurement
honors Uncertainty
(not AP®)
The uncertainty or error of a measurement describes how close the actual value is
likely to be to the measured value. For example, if a length was measured to be
22.3 cm, and the uncertainty was 0.3 cm (meaning that the measurement is only
known to within ± 0.3 cm), we could represent this measurement in either of two
ways:
22.3 ± 0.3 cm2 22.3(3) cm
The first of these states the variation (±) explicitly in cm (the actual unit). The
second is shows the variation in the last digits shown.

What it means is that the true length is approximately 22.3 cm, and is statistically
likely3 to be somewhere between 22.0 cm and 22.6 cm.

Absolute Error
Absolute error (or absolute uncertainty) refers to the uncertainty in the actual
measurement. For the measurement 22.3 ± 0.3 cm, the absolute error is ± 0.3 cm.

Relative Error
Relative error shows the error or uncertainty as a fraction of the total.
uncertainty
The formula for relative error is R.E. =
measured value

For the measurement 22.3 ± 0.3 cm, the relative error would be 0.3 cm out of
22.3 cm. Mathematically, we express this as:
0.3 cm
R.E. = = 0.013
22.3 cm
Note that relative error is dimensionless (does not have any units), because the
numerator and denominator have the same units, which means the units cancel.

Percent Error
Percent error is relative error expressed as a percentage. You can turn relative error
into percent error by multiplying by 100.

In the example above, the relative error of 0.013 would be 1.3 % error.

2 The unit is assumed to apply to both the value and the uncertainty. The unit for the value and
uncertainty should be the same. A value of 10.63 m ± 2 cm should be rewritten as 10.63 ± 0.02 m
3 Statistically, the standard uncertainty is one standard deviation, which is discussed on the following
page.

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 Uncertainty & Error Analysis Page: 56
Big Ideas Details Unit: Laboratory & Measurement
honors Best-Fit Lines & Standard Deviation
(not AP®) best-fit line: a line that represents the expected value of your dependent variable
for values of your dependent variable. The best-fit line minimizes the total
accumulated error (difference between each actual data point and the line).

standard deviation (σ): the average of how far each data point is from its expected
value.

The standard deviation is calculated

mathematically as the average
difference between each data point
and the value predicted by the best-fit
line.

A small standard deviation means

that most or all of the data points lie
close to the best-fit line. A larger
standard deviation means that on
average, the data points lie farther
from the line.

Unless otherwise stated, the standard deviation is the uncertainty (the “plus or
minus”) of a calculated quantity. E.g., a measurement of 25.0 cm with a
standard deviation of 0.5 cm would be expressed as (25.0 ± 0.5) cm.

The expected distribution of values relative to the mean is called the Gaussian
distribution (named after the German mathematician Carl Friedrich Gauss.)
It looks like a bell, and is
often called a “bell curve”.

Statistically, approximately
68 % of the measurements
are expected to fall within
one standard deviation of
the mean, i.e., within the
standard uncertainty.

correlation coëfficient (R or R2 value): a measure of how linear the data are—how

well they approximate a straight line. In general, an R2 value of less than 0.9
means that the data are not linear, there was a problem with one or more data
points, or there was a problem with the entire experiment.

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 Uncertainty & Error Analysis Page: 57
Big Ideas Details Unit: Laboratory & Measurement
honors Uncertainty of Measurements
(not AP®)
If you have the ability to measure a quantity that is not changing (such as the mass
or length of an object), you will get the same value every time you measure it. This
means you have only one data point.

When you have only one data point, the uncertainty is the limit of how well you can
measure it. This will be your best educated guess, based on how closely you think
you actually measured the quantity. This means you need to take measurements as
carefully and precisely as possible, because every careless measurement needlessly
increases the uncertainty of the result.

Digital Measurements
For digital equipment, if the reading is stable (not changing), look up the published
precision of the instrument in its user’s manual. (For example, many balances used
in high schools have a readability of 0.01 g but are only precise to within ± 0.02 g.) If
there is no published value (or the manual is not available), assume the uncertainty
is ± 1 in the last digit.

If the reading is unstable (changing), state the reading as the average of the highest
and lowest values, and the uncertainty as the amount that you would need to add to
or subtract from the average to obtain either of the extremes (but never less than
the published uncertainty of the equipment).

Analog Measurements
When making analog measurements, always estimate one extra digit beyond the
finest markings on the equipment. For example, if you saw the speedometer on the
left, you would imagine that each tick mark was divided into ten smaller tick marks
like the one on the right.

what you see: what you visualize:

between 30 & 40 MPH 33 ± 1 MPH

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 Uncertainty & Error Analysis Page: 58
Big Ideas Details Unit: Laboratory & Measurement
honors Note that the measurement and uncertainty must be expressed to the same
(not AP®) decimal place.

For example, in the diagram below, the graduated cylinder is marked in 1 mL

increments. When measuring volume in this graduated cylinder4, you would
estimate and write down the volume to the nearest 0.1 mL, as shown:

In the above experiment, you must record the volume as:

32.0 ± 0.1 mL  correct

32 ± 0.1 mL  wrong

32 ± 1 mL  inadequate

In other words, the zero at the end of 32.0 mL is required. It is necessary to show
that you measured the volume to the nearest tenth, not to the nearest one.

When estimating, the uncertainty depends on how well you can see the markings,
but you can usually assume that the estimated digit has an uncertainty of  1 10 of
the finest markings on the equipment. Here are some examples:

Typical Assumed
Equipment Estimate To
Markings Uncertainty

ruler 1 mm 0.1 mm ± 0.1 mm

25 mL graduated cylinder 0.2 mL 0.02 mL ± 0.02 mL

thermometer 1 °C 0.1 °C ± 0.1 °C

4 Remember that for most liquids, which have a downward meniscus, volume is measured at the
bottom of the meniscus.

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 Uncertainty & Error Analysis Page: 59
Big Ideas Details Unit: Laboratory & Measurement
honors Propagating Uncertainty in Calculations
(not AP®)
When you perform calculations using numbers that have uncertainty, you need to
propagate the uncertainty through the calculation.

Addition & Subtraction

When quantities with uncertainties are added or subtracted, add the quantities to
get the answer, then add the uncertainties to get the total uncertainty.

Sample Problem:
Q: A substance is being heated. You record the initial temperature as
(23.0 ± 0.2) °C, and the final temperature as (84.4 ± 0.2) °C. You need to
calculate the temperature change (ΔT) with its uncertainty to use in a later
calculation. What is the temperature change?

A: To calculate ΔT, simply subtract:

T = Tfinal − Tinitial = 84.4 − 23.0 = 61.4 °C

To calculate the uncertainty, add the individual uncertainties (even though the
quantities were subtracted):
u = 0.2 + 0.2 = 0.4 °C
Report the value as: T = (61.4 ± 0.4) °C

Multiplication & Division

Because most calculations that we will perform in physics involve multiplication
and/or division, you can
For calculations involving multiplication and division, estimate the uncertainty of
your calculated answer by adding the relative errors and applying the total relative
error to your result.
1. Perform the calculation for the desired quantity.
2. Divide the uncertainty (the ±) for each quantity by its measured value to
determine its relative error.
uncertainty
R.E. =
measured value
3. Add up all of the relative errors to get the total relative error.
4. Multiply your calculated result by the total relative error to get its
uncertainty (the ± amount).

Note: Most of the calculations that you will perform in physics involve
multiplication and/or division, so almost all of your uncertainty calculations
throughout the course will use relative error.

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 Uncertainty & Error Analysis Page: 60
Big Ideas Details Unit: Laboratory & Measurement
honors Exponents
(not AP®) Calculations that involve exponents use the same rule as for multiplication
and division. If you think of exponents as multiplying a number by itself the
indicated number of times, it means you would need to add the relative
error of that number that many times.

In other words, when a value is raised to an exponent, multiply its relative

error by the exponent.

Sample Problem:
Q: You want to determine the amount of heat released by a process. You use the
heat from the reaction to heat up some water in an insulated container called a
calorimeter. You will calculate the heat using the equation: Q = mC T .
Suppose you recorded the following data (including uncertainties):
• The mass of the water in the calorimeter is (24.8 ± 0.1) g.
• The temperature change of the water was (12.4± 0.2) °C.
• The specific heat capacity of water is 4.18 g J°C . (This is a published value.
The uncertainty of this value is so small that we can leave it out of our
calculations.)

A: The heat released by the reaction is given by the equation:

Q = mC T
Q = (24.8)(4.18)(12.4)
Q = 1 285.43 J
The relative errors for the two quantities that we measured are:
0.1
• mass: = 0.004 03
24.8
0.2
• temperature change: = 0.016 13
12.4
The total relative error is 0.004 03 + 0.016 13 = 0.020 16
The uncertainty is therefore (0.020 16)(1 285.43) = ±25.92 J
(Note that the absolute uncertainty has the same units as the measurement.)
We would report the measurement as (1 285.43 ± 25.92) J.

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 Uncertainty & Error Analysis Page: 61
Big Ideas Details Unit: Laboratory & Measurement
honors Rounding
(not AP®) In the example above, the uncertainty tells us that our actual result could be
different from our calculated value by as much as 25.92 J.

However, we only estimated one digit (which happened to be the tenths place)
when we took our measurements. This means we have only one digit of
uncertainty. Because we can’t report more precision than we actually have, we
need to round the calculated uncertainty off, so that we have only one unrounded
digit. This means we should report our uncertainty as ± 30 J.

It wouldn’t make sense to report our answer as (1 285.43 ± 30) J. Think about that—
if the tens digit could be different from our calculated value, there is no point in
reporting the ones or tenths digits. So we need to round our calculated answer to
the same place value as the uncertainty—the tens place.

This means our final, rounded answer should be (1 290 ± 30) J.

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 Uncertainty & Error Analysis Page: 62
Big Ideas Details Unit: Laboratory & Measurement
Honors Sample Problem #2:
(not AP®) Q: You need to find the density of a piece of metal. We measure its mass on a
balance to be (24.75 ± 0.02) g. You measure its volume in a graduated cylinder
using water displacement, and you find the volume to be (7.2 ± 0.1) mL.
Calculate the density, including its uncertainty.

A: 1. Calculate the density.

m 24.75 g
= = = 3.4375 mLg
V 7.2 mL
2. Calculate the relative errors of your two measurements:
uncertainty 0.02
R.E.mass = = = 0.000 808
measured value 24.75
0.1
R.E.volume = = 0.013 889
7.2
3. Add the individual relative errors together to get the total R.E.:
R.E.mass + R.E.volume = R.E.total
0.000 808 + 0.013 889 = 0.014 697

4. Multiply the total R.E. by the density to get the uncertainty:

3.4375  0.014697 = 0.050521
Because you only estimated one decimal place of uncertainty, you need to
round the uncertainty off to ± 0.05.
Because uncertainty is rounded to the hundredths place, you need to also round
your answer to the hundredths place:
 = (3.44  0.05) mLg

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 Uncertainty & Error Analysis Page: 63
Big Ideas Details Unit: Laboratory & Measurement
Honors Homework Problems
(not AP®)
Because the answers are provided, you must show sufficient work in order to
receive credit.
1. In a 4 × 100 m relay race, the four runners’ times were: (10.52 ± 0.02) s,
(10.61 ± 0.01) s, (10.44 ± 0.03) s, and (10.21 ± 0.02) s. What was the team’s
(total) time for the event, including the uncertainty?

Answer: (41.78 ± 0.08) s

2. A baseball pitcher threw a baseball for a distance of (18.44 ± 0.05) m in

(0.52 ± 0.02) s.
1. What was the velocity of the baseball in meters per second? (Divide the
distance in meters by the time in seconds.)

Answer: 35.46 ms

2. What are the relative errors of the distance and time? What is the total
relative error?

Answer: distance: 0.0027; time: 0.0385; total: 0.0412

3. Calculate the uncertainty of the velocity of the baseball and express
your answer as the velocity (from part 1 above) plus or minus the
uncertainty that you just calculated, with correct rounding.

Answer: 35.46 ms  1.46 ms which rounds to 35 ms  1 ms

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 Significant Figures Page: 64
Big Ideas Details Unit: Laboratory & Measurement

Significant Figures
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: SP5
Mastery Objective(s): (Students will be able to…)
• Identify the significant figures in a number.
• Perform calculations and round the answer to the appropriate number of
significant figures
Success Criteria:
• Be able to identify which digits in a number are significant.
• Be able to count the number of significant figures in a number.
• Be able to determine which places values will be significant in the answer
when adding or subtracting.
• Be able to determine which digits will be significant in the answer when
multiplying or dividing.
• Be able to round a calculated answer to the appropriate number of significant
figures.
Tier 2 Vocabulary: significant, round
Language Objectives:
• Explain the concepts of significant figures and rounding.
Tier 2 Vocabulary: significant, round

Notes:
Because it would be tedious to calculate the uncertainty for every calculation in
physics, we can use significant figures (or significant digits) as a simple way to
estimate and represent the uncertainty.

Significant figures are based on the following approximations:

• All stated values are rounded off so that the uncertainty is only in the last
unrounded digit.
• Assume that the uncertainty in the last unrounded digit is ±1.
• The results of calculations are rounded so that the uncertainty of the result is
only in the last unrounded digit and is assumed to be ±1.

While these assumptions are often (though not always) the right order of
magnitude, they rarely give a close enough approximation of the uncertainty to be
useful. For this reason, significant figures are used as a convenience, and are used
only when the uncertainty does not actually matter.

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 Significant Figures Page: 65
Big Ideas Details Unit: Laboratory & Measurement
If you need to express the uncertainty of a measured or calculated value, you must
express the uncertainty separately from the measurement, as described in the
previous section.

Therefore, when you take measurements and perform calculations in the laboratory,
you will specifically state the measurements and their uncertainties. Never use
significant figures in lab experiments!

For homework problems and written tests, you will not be graded on your use of
significant figures, but you may use them as a simple way to keep track of the
approximate effects of uncertainty on your answers, if you wish.

The only reasons that significant figures are presented in these notes are:
1. If you are taking the AP® exam, you are expected to round your answers to
an appropriate number of significant figures.
2. After a year of surviving the emotional trauma of significant figures in
chemistry class, students expect to be required to use significant figures in
physics and every science course afterwards. It is kinder to just say “[sigh]
Yes, please do your best to round to the correct number of significant
figures.” than it is to say “Nobody actually uses significant figures. All that
trauma was for nothing.”

Every time you perform a calculation, you need to express your answer to enough
digits that you’re not introducing additional uncertainty. However, as long as that is
true, feel free to round your answer off in order to omit digits that are one or more
orders of magnitude smaller than the uncertainty.

In the example on page 61, we rounded the number 1 285.74 off to the tens place,
resulting in the value of 1 290, because we couldn’t show more precision than we
actually had.

In the number 1 290, we would say that the first three digits are “significant”,
meaning that they are the part of the number that is not rounded off. The zero in
the ones place is “insignificant,” because the digit that was there was lost when we
rounded.

significant figures (significant digits): the digits in a measured value or calculated

result that are not rounded off. (Note that the terms “significant figures” and
“significant digits” are used interchangeably.)

insignificant figures: the digits in a measured value or calculated result that were
“lost” (became zeroes before a decimal point or were cut off after a decimal
point) due to rounding.

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 Significant Figures Page: 66
Big Ideas Details Unit: Laboratory & Measurement
Identifying the Significant Digits in a Number
The first significant digit is where the “measured” part of the number begins—the
first digit that is not zero.

The last significant digit is the last “measured” digit—the last digit whose true value
is known.
• If the number doesn’t have a decimal point, the last significant digit will be the
last digit that is not zero. (Anything after that has been rounded off.)
Example: If we round the number 234 567 to the thousands place, we would
get 235 000. (Note that because the digit after the “4” in the thousands place
was 5 or greater, so we had to “round up”.) In the rounded-off number, the
first three digits (the 2, 3, and 5) are the significant digits, and the last three
digits (the zeroes at the end) are the insignificant digits.
• If the number has a decimal point, the last significant digit will be the last digit
shown. (Anything rounded after the decimal point gets chopped off.)
Example: If we round the number 11.223 344 to the hundredths place, it
would become 11.22. When we rounded the number off, we “chopped off”
the extra digits.
• If the number is in scientific notation, it has a decimal point. Therefore, the
above rules tell us (correctly) that all of the digits before the “times” sign are
significant.

In the following numbers, the significant figures have been underlined:

• 13 000 • 6 804.305 00

• 0.0275 • 6.0 × 1023

• 0.0150 • 3400. (note the decimal point

at the end)

Digits that are not underlined are insignificant. Notice that only zeroes can ever be
insignificant.

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 Significant Figures Page: 67
Big Ideas Details Unit: Laboratory & Measurement
Mathematical Operations with Significant Figures
Addition & Subtraction
When adding or subtracting, calculate the total normally. Then identify the smallest
place value where nothing is rounded. Round your answer to that place.

For example, consider the following problem.

problem: “sig figs” equivalent:

123 000 ± 1000 123 ???.????
0.0075 ± 0.0001 0.0075
+ 1 650 ± 10 + 1 65?.????
124 650.0075 ± 1010.0001 124 ???.????
(Check this digit
for rounding)
In the first number (123 000), the hundreds, tens, and ones digit are zeros,
presumably because the number was rounded to the nearest 1000. The second
number (0.0075) is presumably rounded to the ten-thousandths place, and the
number 1650 is presumably rounded to the tens place.

The first number has the largest uncertainty, so we need to round our answer to the
thousands place to match, giving 125 000 ± 1 000.

A silly (but pedantically correct) example of addition with significant digits is:

100 + 37 = 100

Multiplication and Division

When multiplying or dividing, calculate the result normally. Then count the total
number of significant digits in the values that you used in the calculation. Round
your answer so that it has the same number of significant digits as the value that
had the fewest.
Consider the problem:
34.52 × 1.4

The answer (without taking significant digits into account) is 34.52  1.4 = 48.328
The number 1.4 has only two significant digits, so we need to round our answer so
that it also has only two significant digits. This means we should round our answer
to 48.
A silly (but pedantically correct) example of multiplication with significant digits is:

141 × 1 = 100

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 Significant Figures Page: 68
Big Ideas Details Unit: Laboratory & Measurement
Mixed Operations
For mixed operations, keep all of the digits until you’re finished (so round-off errors
don’t accumulate), but keep track of the last significant digit in each step by putting
a line over it (even if it’s not a zero). Once you have your final answer, round it to
the correct number of significant digits. Don’t forget to use the correct order of
operations (PEMDAS)!
For example:
137.4  52 + 120  1.77
(137.4  52) + (120  1.77)
7 144.8 + 212.4 = 7 357.2 = 7 400

Note that in the above example, we kept all of the digits and didn’t round until the
end. This is to avoid introducing small rounding errors at each step, which can add
up to enough to change the final answer. Notice how, if we had rounded off the
numbers at each step, we would have gotten the wrong answer:

137.4  52 + 120  1.77

(137.4  52) + (120  1.77)
7 100 + 210 = 7 310 = 7 300
←

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 Significant Figures Page: 69
Big Ideas Details Unit: Laboratory & Measurement
What to Do When Rounding Doesn’t Give
the Correct Number of Significant Figures
If you have a different number of significant digits from what the rounding shows,
you can place a line over the last significant digit, or you can place the whole
number in scientific notation. Both of the following have four significant digits, and
both are equivalent to writing 13 000 ± 10
• 13 000
• 1.300  104

When Not to Use Significant Figures

Significant figure rules only apply in situations where the numbers you are working
with have a limited precision. This is usually the case when the numbers represent
measurements. Exact numbers have infinite precision, and therefore have an
infinite number of significant figures. Some examples of exact numbers are:
• Pure numbers, such as the ones you encounter in math class.
• Anything you can count. (E.g., there are 24 people in the room. That means
exactly 24 people, not 24.0 ± 0.1 people.)
• Whole-number exponents in formulas. (E.g., the area of a circle is πr2. The
exponent “2” is a pure number.)
• Exact values. (E.g., in the International System of Units, the speed of light is
defined to be exactly 2.997 924 58  108 ms .)

You should also avoid significant figures any time the uncertainty is likely to be
substantially different from what would be implied by the rules for significant
figures, or any time you need to quantify the uncertainty more exactly.

Summary
Significant figures are a source of ongoing stress among physics students. To make
matters simple, realize that few formulas in physics involve addition or subtraction,
so you can usually just apply the rules for multiplication and division: look at each of
the numbers you were given in the problem. Find the one that has the fewest
significant figures, and round your final answer to the same number of significant
figures.

If you have absolutely no clue what else to do, round to three significant figures and
stop worrying. You would have to measure quite carefully to have more than three
significant figures in your original data, and three is usually enough significant
figures to avoid unintended loss of precision, at least in a high school physics course.
☺

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 Significant Figures Page: 70
Big Ideas Details Unit: Laboratory & Measurement
Homework Problems
1. For each of the following, Underline the significant figures in the number and
Write the assumed uncertainty as ± the appropriate quantity.

57 300 ± 100  Sample problem with correct answer.

a. 13 500

b. 26.0012

c. 01902

d. 0.000 000 025

e. 320.

f. 6.0 × 10−7

g. 150.00

h. 10

i. 0.005 310 0

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 Significant Figures Page: 71
Big Ideas Details Unit: Laboratory & Measurement
2. Round off each of the following numbers as indicated and indicate the last
significant digit if necessary.

a. 13 500 to the nearest 1000

b. 26.0012 to the nearest 0.1

c. 1902 to the nearest 10

d. 0.000 025 to the nearest 0.000 01

e. 320. to the nearest 10

f. 6.0 × 10−7 to the nearest 10−6

g. 150.00 to the nearest 100

h. 10 to the nearest 100

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 Significant Figures Page: 72
Big Ideas Details Unit: Laboratory & Measurement
3. Solve the following math problems and round your answer to the appropriate
number of significant figures.
a. 3 521 × 220

b. 13 580.160 ÷ 113

c. 2.71828 + 22.4 − 8.31 − 62.4

d. 23.5 + 0.87 × 6.02 – 105 (Remember PEMDAS!)

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 Graphical Solutions (Linearization) Page: 73
Big Ideas Details Unit: Laboratory & Measurement

Graphical Solutions (Linearization)

Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP4, SP5
AP® Physics 2 Learning Objectives: SP2, SP5
Mastery Objective(s): (Students will be able to…)
• Use a graph to calculate the relationship between two variables.
Success Criteria:
• Graph has the independent variable on the x-axis and the dependent variable
on the y-axis.
• Graph includes best-fit line that appears to minimize the total accumulated
distance between the points and the line.
• Axes and best-fit line drawn with straightedge and divisions on axes are evenly
spaced.
• Slope of line determined correctly (rise/run) and used correctly in calculation
of desired result.
Tier 2 Vocabulary: plot, axes
Language Objectives:
• Explain why a best-fit line gives a better answer than calculating an average.
• Explain how the slope of the line relates to the desired quantity.
Tier 2 Vocabulary: best-fit, independent variable, dependent variable

Notes:
Most experiments in a high-school physics class involve finding a mathematical
relationship between two quantities. While it is possible to simply measure each
quantity once and calculate, or to measure several times and calculate the average,
an approach that measures the relationship across a range of values will provide a
better result.

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 Graphical Solutions (Linearization) Page: 74
Big Ideas Details Unit: Laboratory & Measurement
A common way to achieve this is to manipulate equations and plot data such that
the expected result is a straight line, and the experimental quantity is calculated by
plotting a best-fit line and determining the slope. This means that you need to plot
graphs accurately, either on graph paper or using a computer or calculator. If you
use graph paper:
• The data points need to be as close to their actual locations as you are capable
of drawing.
• The best-fit line needs to be as close as you can practically get to its
mathematically correct location.
• The best-fit line must be drawn with a straightedge.
• The slope needs to be calculated using the actual rise and run of points on the
best-fit line.

Common mistakes:
• Axes are labeled unevenly. (The “skip” between divisions is not consistent.)
• There is a break in either or both axes, but the best-fit line is drawn through
zero anyway.
• Points are not plotted exactly. (In this case, “close enough” usually isn’t!)

As mentioned in the previous section, a good rule of thumb for quantitative

experiments is the 8 & 10 rule: you should have at least 8 data points, and the
range from the highest to the lowest values tested should span at least a factor of
10.

Once you have your data points, arrange the equation into y = mx + b form, such
that the slope (or 1/slope) is the quantity of interest. Then accurately plot your data
and draw a best-fit line. The slope of this line will be the quantity of interest (or its
reciprocal).

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 Graphical Solutions (Linearization) Page: 75
Big Ideas Details Unit: Laboratory & Measurement
For example, suppose you wanted to calculate the spring constant of a spring by
measuring the displacement caused by an applied force. You are given the following
data:

Applied Force (N) 0.0 1.0 2.0 3.0 5.0

Displacement (m) −0.01 0.05 0.16 0.20 0.34
Uncertainty (m) ± 0.06 ± 0.06 ± 0.06 ± 0.06 ± 0.06

The equation is Fs = kx , which is already in y = mx + b form. However, we varied the

force and measured the displacement, which means force is the independent
variable (x-axis), and displacement is the dependent variable (y-axis). Therefore, we
need to rearrange the equation to:
y = m x +b

1
x =   Fs + 0
k
This means that if we plot a graph of all of our data points, a graph of Fs vs. x will
1
have a slope of .
k
You therefore need to:
1. Plot the data points, expressing the uncertainties as error bars.
2. Draw a best-fit line that passes through each error bar and minimizes the
total accumulated distance away from each data point. (You can use linear
regression, provided that the regression line actually passes through each
error bar. If the line cannot pass through all of the error bars, you need to
determine what the problem was with the outlier(s).) You may disregard a
data point in your determination of the best-fit line only if you know and can
explain the problem that caused it to be an outlier.

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 Graphical Solutions (Linearization) Page: 76
Big Ideas Details Unit: Laboratory & Measurement
The plot looks like the following:

We calculate the slope using the actual rise (Δy) and run (Δx) from the graph. The
best-fit line goes through the points (0, 0) and (3.0, 0.21). From these points, we
would calculate the slope as:
y 0.21 − 0
m= = = 0.07
x 3.0 − 0

1
Because the slope is , the spring constant is the reciprocal of the slope of the
k
1
above graph. = 14 m
N (rounded to two significant figures).
0.07

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 Keeping a Laboratory Notebook Page: 77
Big Ideas Details Unit: Laboratory & Measurement
honors
(not AP®)
Keeping a Laboratory Notebook
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP3, SP8
AP® Physics 2 Learning Objectives: SP4
Mastery Objective(s): (Students will be able to…)
• Determine which information to record in a laboratory notebook.
• Record information in a laboratory notebook according to practices used in
industry.
Success Criteria:
• Record data accurately and correctly, with units and including estimated
digits.
• Use the correct protocol for correcting mistakes.
Language Objectives:
• Understand and be able to describe the process for recording lab procedures
and data.
Tier 2 Vocabulary: notebook, data

Notes:
A laboratory notebook serves two important purposes:
1. It is a legal record of what you did and when you did it.
2. It is a diary of exactly what you did, so you can look up the details later.

Your Notebook as an Official Record

Laboratory notebooks are kept by scientists in research laboratories and high tech
companies. If a company or research institution needs to prove (perhaps in a court
case) that you did a particular experiment on a particular date and got a particular
set of results, your lab notebook is the primary evidence. While there is no right or
wrong way for something to exist as a piece of evidence, the goal is for you to
maintain a lab notebook that gives the best chance that it can be used to prove
beyond a reasonable doubt exactly what you did, exactly when you did it, and
exactly what happened.

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 Keeping a Laboratory Notebook Page: 78
Big Ideas Details Unit: Laboratory & Measurement
honors For companies that use laboratory notebooks in this way, there are a set of
(not AP®) guidelines that exist to prevent mistakes that could compromise the integrity of the
notebook. Details may vary somewhat from one company to another, but are
probably similar to these, and the spirit of the rules is the same.
• All entries in a lab notebook must be hand-written in ink. (This proves that
you did not erase information.)
• Your actual procedure and all data must be recorded directly into the
notebook, not recorded elsewhere and copied in. (This proves that you could
not have made copy errors.)
• All pages must be numbered consecutively, to show that no pages have been
removed. If your notebook did not come with pre-numbered pages, you need
to write the page number on each page before using it. (This proves that no
pages were removed.) Never remove pages from a lab notebook for any
reason. If you need to cross out an entire page, you may do so with a single
large "X". If you do this, write a brief explanation of why you crossed out the
page, and sign and date the cross-out.
• Start each experiment on a new page. (This way, if you have to submit an
experiment as evidence, you don’t end up submitting parts of other
experiments.)
• Sign and date the bottom of the each page when you finish recording
information on it. Make sure your supervisor witnesses each page within a
few days of when you sign it. (The legal date of an entry is the date it was
witnessed. The date is important in patent claims.)
• When crossing out an incorrect entry in a lab notebook, never obliterate it.
Always cross it out with a single line through it, so that it is still possible to
read the original mistake. (This is to prove that it was a mistake, and you
didn't change your data or observations. Erased or covered-up data is
considered the same as faked or changed data in the scientific community.)
Never use “white-out” in a laboratory notebook. Any time you cross
something out, write your initials and the date next to the change.
• Never, ever change data after the experiment is completed. Your data, right
or wrong, is what you actually observed. Changing your data constitutes
fraud, which is a form of cheating that is worse than plagiarism.
• Never change anything on a page you have already signed and dated. If you
realize that an experiment was flawed, leave the bad data where it is and add
a note that says "See page ____." with your initials and date next to the
addendum. On the new page, refer back to the page number of the bad data
and describe briefly what was wrong with it. Then, give the correct
information and sign and date it as you would an experiment.

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 Keeping a Laboratory Notebook Page: 79
Big Ideas Details Unit: Laboratory & Measurement
honors Recording Your Procedure
(not AP®)
Recording a procedure in a laboratory notebook is a challenging problem, because
on the one hand, you need to have a legal record of what you did that is specific
enough to be able to stand as evidence in court. On the other hand, you also need
to be able to perform the experiment quickly and efficiently without stopping to
write down every detail.

If your experiment is complicated and you need to plan your procedure ahead of
time, you can record your intended procedure in your notebook before performing
the experiment. Then all you need to do during the experiment is to note any
differences between the intended procedure and what you actually did.

If the experiment is quick and simple, or if you suddenly think of something that you
want to do immediately, without taking time to plan a procedure beforehand, you
can jot down brief notes during the experiment for anything you may not
remember, such as instrument settings and other information that is specific to the
values of your independent variables. Then, as soon as possible after finishing the
experiment, write down all of the details of the experiment. Include absolutely
everything, including the make and model number of any major equipment that you
used. Don’t worry about presentation or whether the procedure is written in a way
that would be easy for someone else to duplicate; concentrate on making sure the
specifics are accurate and complete. The other niceties matter in reports, but not in
a notebook.

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 Keeping a Laboratory Notebook Page: 80
Big Ideas Details Unit: Laboratory & Measurement
honors Recording Data
(not AP®)
Here are some general rules for working with data. (Most of these are courtesy of
Dr. John Denker, at http://www.av8n.com/physics/uncertainty.htm):
• Write something about what you did on the same page as the data, even if it is
a very rough outline. Your procedure notes should not get in the way of
actually performing the experiment, but there should be enough information
to corroborate the detailed summary of the procedure that you will write
afterwards. (Also, for evidence’s sake, the sooner after the experiment that
you write the detailed summary, the more weight it will carry in court.)
• Keep all of the raw data, whether you will use it or not.
• Don’t discard a measurement, even if you think it is wrong. Record it anyway
and put a “?” next to it. You can always choose not to use the data point in
your calculations (as long as you give an explanation).
• Never erase or delete a measurement. The only time you should ever cross
out recorded data is if you accidentally wrote down the wrong number.
• Record all digits. Never round off original data measurements. If the last
digit is a zero, you must record it anyway!
• For analog readings (e.g., ruler, graduated cylinder, thermometer), always
estimate and record one extra digit.
• Always write down the units with each measurement!
• Record every quantity that will be used in a calculation, whether it is changing
or not.
• Don’t convert in your head before writing down a measurement. Record the
original data in the units you actually measured it in, and convert in a separate
step.

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 Keeping a Laboratory Notebook Page: 81
Big Ideas Details Unit: Laboratory & Measurement
honors Calculations
(not AP®)
In general, calculations only need to be included in a laboratory notebook when they
lead directly to another data point or another experiment. When this is the case,
the calculation should be accompanied by a short statement of the conclusion
drawn from it and the action taken. Calculations in support of the after-the-fact
analysis of an experiment or set of experiments may be recorded in a laboratory
notebook if you wish, or they may appear elsewhere.

Regardless of where calculations appear, you must:

• Use enough digits to avoid unintended loss of significance. (Don’t introduce
round-off errors in the middle of a calculation.) This usually means use at
least two more “guard” digits beyond the number of “significant figures” you
expect your answer to have.
• You may round for convenience only to the extent that you do not lose
significance.
• Always calculate and express uncertainty separately from the measurement.
Never rely on “sig figs” to express uncertainty. (In fact, you should never rely
on “sig figs” at all!)
• Leave digits in the calculator between steps. (Don’t round until the end.)
• When in doubt, keep plenty of “guard digits” (digits after the place where you
think you will end up rounding).

Integrity of Data
Your data are your data. In classroom settings, people often get the idea that the
goal is to report an uncertainty that reflects the difference between the measured
value and the “correct” value. That idea certainly doesn’t work in real life—if you
knew the “correct” value you wouldn’t need to make measurements!

In all cases—in the classroom and in real life—you need to determine the
uncertainty of your own measurement by scrutinizing your own measurement
procedures and your own analysis. Then you judge how well they agree. For
example, we would say that the quantities 10 ± 2 and 11 ± 2 agree reasonably well,
because there is considerable overlap between their probability distributions.
However, 10 ± 0.2 does not agree with 11 ± 0.2, because there is no overlap.

If you get an impossible result or if your results disagree with well-established

results, you should look for and comment on possible problems with your procedure
and/or measurements that could have caused the differences you observed. You
must never fudge your data to improve the agreement.

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 Keeping a Laboratory Notebook Page: 82
Big Ideas Details Unit: Laboratory & Measurement
honors Your Laboratory Notebook is Not a Report
(not AP®)
Many high school students are taught that a laboratory notebook should be a
journal-style book in which they must write perfect after-the-fact reports, but they
are not allowed to change anything if they make a mistake. If you have been taught
this, you need to unlearn it right now, because it’s is false and damaging!

A laboratory notebook was never meant to communicate your experiments to

anyone else. A laboratory notebook is only your official signed and dated record of
your procedure (what you did) and your data (what happened) at the exact instant
that you took it and wrote it down. If anyone asks to see your laboratory notebook,
they should not necessarily expect to understand anything in it without an
explanation.

Of course, because it is your journal, your laboratory notebook may contain

anything that you think is relevant. You may choose to include an explanation of the
motivations for one or more experiments, the reasons you chose the procedure that
you used, alternative procedures or experiments you may have considered, ideas for
future experiments, etc. Or you may choose to record these things separately and
cross-reference them to specific pages in your lab notebook.

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 Internal Laboratory Reports Page: 83
Big Ideas Details Unit: Laboratory & Measurement

Internal Laboratory Reports

Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP3, SP8
AP® Physics 2 Learning Objectives: SP5
Success Criteria:
• The report has the correct sections in the correct order.
• Each section contains the appropriate information.
Language Objectives:
• Understand and be able to describe the sections of an internal laboratory
report, and which information goes in each section.
• Write an internal laboratory report with the correct information in each
section.
Tier 2 Vocabulary: N/A

Notes:
An internal laboratory report is written for co-workers, your boss, and other people
in the company or research facility that you work for. It is usually a company
confidential document that is shared internally, but not shared outside the company
or facility.

Every lab you work in, whether in high school, college, research, or industry, will
have its own internal report format. It is much more important to understand what
kinds of information you need to report and what you will use it for than it is to get
attached to any one format.

Most of the write-ups you will be required to do this year will be internal write-ups,
as described in this section. The format we will use is based on the outline of the
actual experiment.

AP® Although lab reports are not specifically required for AP® Physics, each section of
the internal laboratory report format described here is presented in a way that can
be used directly in the “design an experiment” question.

Title & Date

Each experiment should have the title and date the experiment was performed
written at the top. The title should be a descriptive sentence fragment (usually
without a verb) that gives some information about the purpose of the experiment.

Objective
This should be a one or two-sentence description of what you are trying to
determine or calculate by performing the experiment.

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 Internal Laboratory Reports Page: 84
Big Ideas Details Unit: Laboratory & Measurement
Experimental Design
This is the most important section in your report. This section needs to explain:
• What you were trying to observe or measure.
• If something needed to happen, how you made it happen. A flow chart can be
useful for this
• Which aspects of the outcome you needed to observe or measure. (Note that
you do not need to include the details of how to make the observations or
measurements. That information will be included in your procedure.)

Qualitative Experiments
If you are trying to cause something to happen, observe whether or not something
happens, or determine the conditions under which something happens, you are
performing a qualitative experiment. Your experimental design section needs to
explain:
• What you are trying to observe or measure.
• If something needs to happen, what you will do to try make it happen.
• How you will determine whether or not it has happened.
• How you will interpret your results.
Interpreting results is usually the challenging part. For example, in atomic & particle
physics (as well as in chemistry), what “happens” involves atoms and electrons that
are too small to see. You might detect radioactive decay by using a Geiger counter
to detect the charged particles that are emitted.

As you define your experiment, you will need to pay attention to:
• Which conditions you need to keep constant (control variables)
• Which conditions you are changing intentionally (independent variables)
• Which outcomes you are observing or measuring (dependent variables)

Quantitative Experiments
If you are trying to determine the extent to which something happens, your
experiment almost certainly involves measurements and calculations. Your
experimental design section needs to explain:
• Your approach to solving the problem and/or gathering the data that you
need.
• The specific quantities that you are going to vary (your independent variables).
• The specific quantities that you are going to keep constant (your control
variables).
• The specific quantities that you are going to measure or observe (your
dependent variables) .
• How you are going to calculate or interpret your results.

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 Internal Laboratory Reports Page: 85
Big Ideas Details Unit: Laboratory & Measurement
A good way to record this is to use a table like the following. For example, if you
were writing up the experiment described in the section, “Designing & Performing
Experiments” (starting on page 41), your experimental design table might include
the following:

Fixed Control Quantities Quantities to

Desired Description/
Equation Variable(s) or to be be Calculated
Variable Explanation
Constants Measured (Still Needed)

Set up
Ff Ff = Fnet experiment so
— — Fnet
other forces
cancel

Newton’s 2nd
Fnet Fnet = ma — m a
Law

Kinematics
a v − v o = at v =0 t vo
equation

d vo + v Kinematics
vo = v =0 d,t —
t 2 equation

What needed to happen:

The object needed to slide from a starting point until it stops on its own due to
friction.

Fixed Quantities:
• constants: none
• control variables: final velocity v = 0
Measured Quantities:
• independent variables: none
• dependent variables: time (t) using a stopwatch; distance (d) using a meter
stick or tape measure
Flow Chart:

measure start object stop stopwatch measure distance

mass of moving & when object object traveled
object start stopwatch stops moving (t) from start (d)

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 Internal Laboratory Reports Page: 86
Big Ideas Details Unit: Laboratory & Measurement
Procedure
Your procedure is a detailed description of exactly what you did in order to take your
measurements. You already identified what you needed to measure in your
experimental design section. Your procedure will therefore be fairly brief and much
easier to write. This section is where you give a detailed description of everything
you need to do in order to take those data.
You need to include:
• A photograph or sketch of your apparatus, with each component labeled (with
both dimensions and specifications), and details about how the components
were connected. You need to do this even if the experiment is simple. The
picture will serve to answer many questions about how you set up the
experiment and most of the key equipment you used.
• A list of any significant equipment that is not labeled in your sketch or
photograph. (You do not need to mention generic items like pencils and
paper.)
• A narrative description of how you set up the experiment, referring to your
sketch or photograph. Generic lab safety procedures and protective
equipment may be assumed, but mention any unusual precautions that you
needed to take.
• A descriptive list of your control variables, including their values and how you
ensured that they remain constant.
• A descriptive list of your independent variables, including their values and how
you set them.
• A descriptive list of your dependent variables and a step-by-step description of
everything you did to measure their values. (Do not include the values of the
dependent variables here—you will present those in your Data & Observations
section.)
• Any significant things you did as part of the experiment besides the ones
mentioned above.
• Do not start by saying “Gather the materials.” This is assumed.

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 Internal Laboratory Reports Page: 87
Big Ideas Details Unit: Laboratory & Measurement
Data & Observations
This is a section in which you present all of your data. Be sure to record every
quantity specified in your procedure, including quantities that are not changing
(your control variables), quantities that are changing (your independent variables),
and quantities you measured (your dependent variables). Remember to include the
units!

For a high school lab write-up, it is usually sufficient to present one or more data
tables that include your measurements for each trial and the quantities that you
calculated from them. However, if you have other data or observations that you
recorded during the lab, they must be listed here.

You must also include estimates of the uncertainty for every quantity that you
measured. You will also need to state the calculated uncertainty for the final
quantity that your experiment is intended to determine.

Although calculated values are actually part of your analysis, it is often more
convenient (and easier for the reader) to include them in your data table, even
though the calculations will be presented in the next section.

Analysis
The analysis section is where you interpret your data. Your analysis should mirror
your Experimental Design section (possibly in the same order, but more likely in
reverse), with the goal of guiding the reader from your data to the quantity that you
ultimately want to calculate or determine.

Your analysis needs to include:

• A narrative description (one or more paragraphs) of the outcome of the
experiment, which guides the reader from your data through your calculations
to the quantity you set out to determine.
• One (and only one) sample calculation for each separate equation that you
used. For example, if you calculated acceleration for each of five data points,
you would write down the formula, and then choose one set of data to plug in
and show how you got the answer.
• Any calculated values that did not appear in the data table in your Data &
Observations section

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 Internal Laboratory Reports Page: 88
Big Ideas Details Unit: Laboratory & Measurement
• If you need to do a graphical analysis, include a carefully-plotted graph
showing the data points you took for your dependent vs. independent
variables. Often, the quantity you are calculating will be the slope of this
graph (or its reciprocal). The graph needs to show the region in which the
slope is linear, because this is the range over which your experiment is valid.
Note that any graphs you include in your write-up must be drawn accurately
to scale, using graph paper, and using a ruler/straightedge wherever a
straight line is needed. (When an accurate graph is required, you will lose
points if you include a freehand sketch instead.)
It is acceptable to use a linear regression program to determine the slope. If
you do this, you need to say so and give the correlation coëfficient. However,
you still need to plot an accurate graph.
• Quantitative error analysis. In general, most quantities in a high school
physics class are calculated from equations that use multiplication and
division. Therefore, you need to:
1. Determine the uncertainty of each your measurements.
2. Calculate the relative error for each measurement.
3. Combine your relative errors to get the total relative error for your
calculated value(s).
4. Multiply the total relative error by your calculated values to get the
absolute uncertainty (±) for each one.
• Sources of uncertainty: this is a list of factors inherent in your procedure that
limit how precise your answer can be. In general, you need a source of
uncertainty for each measured quantity.
Never include mistakes, especially mistakes you aren’t sure whether or not
you made! A statement like “We might have written down the wrong
number.” or “We might have done the calculations incorrectly.” is really
saying, “We might be stupid and you shouldn’t believe anything else in this
report.” (Any “we might be stupid” statements will not count toward your
required number of sources of uncertainty.)
However, if a problem actually occurred, and if you used that data point in
your calculations anyway, you need to explain what happened and why you
were unable to fix the problem during the experiment, and you also need to
calculate an estimate of the effects on your results.

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 Internal Laboratory Reports Page: 89
Big Ideas Details Unit: Laboratory & Measurement
Conclusion
Your conclusion should be worded similarly to your objective, but this time including
your final calculated result(s) and uncertainty. You do not need to restate sources of
uncertainty in your conclusions unless you believe they were significant enough to
create some doubt about your results.

Your conclusion should also include 1–2 sentences describing ways the experiment
could be improved. These should specifically address the sources of uncertainty that
you listed in the analysis section above.

Summary
You can think of the sections of the report in pairs. For each pair, the first part
describes the intent of the experiment, and the corresponding second part describes
the result.

Objective: describes the purpose of the experiment

Experimental Design: explains how the experiment was decided
Procedure: describes in detail how the data were acquired
Data & Observations: lists the data acquired via the
procedure
Analysis: describes in detail what was learned from the experiment,
including calculations and uncertainty.
Conclusions: addresses how well the objective was achieved.

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 Formal Laboratory Reports Page: 90
Big Ideas Details Unit: Laboratory & Measurement
honors
(not AP®)
Formal Laboratory Reports
Unit: Laboratory & Measurement
MA Curriculum Frameworks (2016): SP3, SP8
AP® Physics 2 Learning Objectives: SP5
Mastery Objective(s): (Students will be able to…)
• Write a formal (journal article-style) laboratory report that appropriately
communicates all of the necessary information.
Success Criteria:
• The report has the correct sections in the correct order.
• Each section contains the appropriate information.
• The report contains an abstract that conveys the appropriate amount of
information.
Tier 2 Vocabulary: abstract
Language Objectives:
• Understand and be able to describe the sections of a formal laboratory report,
and which information goes in each section.
• Write a formal laboratory report with the correct information in each section.
Tier 2 Vocabulary: N/A

Notes:
A formal laboratory report serves the purpose of communicating the results of your
experiment to other scientists outside of your laboratory or institution.

A formal report is a significant undertaking. In a research laboratory, you might

submit as many as one or two articles to a scientific journal in a year. Some college
professors require students to write their lab reports in journal article format.

The details of what to include are similar to the Internal Report format described in
the previous section, except as noted below. The format of a formal journal article-
style report is as follows:

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 Formal Laboratory Reports Page: 91
Big Ideas Details Unit: Laboratory & Measurement
honors Abstract
(not AP®) This is the most important part of your report. It is a (maximum) 200-word
executive summary of everything about your experiment—the procedure, results,
analysis, and conclusions. In most scientific journals, the abstracts are searchable
via the internet, so it needs to contain enough information to enable someone to
find your abstract, and after reading it, to know enough about your experiment to
determine whether or not to purchase a copy of the full article (which can
sometimes cost $100 or more). It also needs to be short enough that the person
doing the search won’t just think “TL; DR” (“Too Long; Didn’t Read”) and move on to
the next abstract.

Because the abstract is a complete summary, it is always best to wait to write it until
you have already written the rest of your report.

Introduction
Your introduction is actually a mini research paper on its own, including citations.
(For a high school lab report, it should be 1–3 pages; for scientific journals,
5–10 pages is not uncommon.) Your introduction needs to describe background
information that another scientist might not know, plus all of the background
information that specifically led to your experiment. Assume that your reader has a
similar knowledge of physics as you, but does not know anything about this
experiment. The introduction is usually the most time-consuming part of the report
to write.

Materials and Methods

This section combines both the experimental design and procedure sections of an
informal lab write-up. Unlike an informal write-up, the Materials and Methods
section of a formal report is written in paragraph form, in the past tense, using the
passive voice, and avoiding pronouns. As with the informal write-up, a labeled
photograph or drawing of your apparatus is a necessary part of this section, but you
need to also describe the set-up in the text.

Also unlike the informal write-up, your Materials and Methods section needs to give
some explanation of your choices of the values used for your control and
independent variables.

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 Formal Laboratory Reports Page: 92
Big Ideas Details Unit: Laboratory & Measurement
honors Data and Observations
(not AP®) This section is similar to the same section in the lab notebook write-up, except that:
1. You should present only data you actually recorded/measured in this
section. (Calculated values are presented in the Discussion section.)
2. You need to introduce the data table. (This means you need to describe the
important things that someone should notice in the table first, and then say
something like “Data are shown in Table 1.”)
Note that all figures and tables in the report need to be numbered separately and
consecutively.

Discussion
This section is similar to the Analysis section in the lab notebook write-up, but with
some important differences.

As with the rest of the formal report, your discussion must be in paragraph form.
Your discussion is essentially a long essay discussing your results and what they
mean. You need to introduce and present a table with your calculated values and
your uncertainty. After presenting the table, you should discuss the results,
uncertainties, and sources of uncertainty in detail. If your results relate to other
experiments, you need to discuss the relationship and include citations for those
other experiments.

Your discussion needs to include each of the formulas that you used as part of your
discussion and give the results of the calculations, but you do not need to show the
intermediate step of substituting the numbers into the equation.

Conclusions
Your conclusions are written much like in the internal write-up. You need at least
two paragraphs. In the first, restate your findings and summarize the significant
sources of uncertainty. In the second paragraph, list and explain improvements
and/or follow-up experiments that you suggest.

Works Cited
As with a research paper, you need to include a complete list of bibliography entries
for the references you cited in your introduction and/or discussion sections.

Your ELA teachers probably require MLA-style citations; scientific papers typically
use APA style. However, in a high school physics class, while it is important that you
know which information needs to be cited and what information needs to go into
each citation, you may use any format you like as long as you use it correctly and
consistently.

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 Formal Laboratory Reports Page: 93
Big Ideas Details Unit: Laboratory & Measurement
Honors Typesetting Superscripts and Subscripts
(not AP®)
Because formal laboratory reports need to be typed, and because physics uses
superscripts and subscripts extensively, it is important to know how to typeset
superscripts and subscripts.

You can make use of the following shortcuts:

superscript: text that is raised above the line, such as the exponent “2” in A =  r 2 .
In Google Docs, select the text, then hold down “Ctrl” and press the “.” (period)
key.
In Microsoft programs (such as Word) running on Windows, select the text, then
hold down “Ctrl” and “Shift” and press the “+” key.
On a Macintosh, select the text, then hold down “Command” and “Control” and
press the “+” key.

subscript: text that is lowered below the line, such as the “o” in x = xo + vot .
In Google Docs, select the text, then hold down “Ctrl” and press the “,” (comma)
key.
In Microsoft programs (such as Word) running on Windows, select the text, then
hold down “Ctrl” and press the “–“ key.
On a Macintosh, select the text, then hold down “Command” and “Control” and
press the “–” key.

Note that you will lose credit in laboratory reports if you don’t use superscripts and
subscripts correctly. For example, you will lose credit if you type d = vot + 1/2at^2
instead of d = vot + ½ at2.

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 Introduction: Mathematics Page: 95
Big Ideas Details Unit: Mathematics

Introduction: Mathematics
Unit: Mathematics
Topics covered in this chapter:
Standard Assumptions in Physics ..................................................................98
Solving Word Problems Systematically........................................................101
Solving Equations Symbolically ....................................................................112
The International System of Units ...............................................................116
Scientific Notation .......................................................................................123
Vectors .........................................................................................................127
Vectors vs. Scalars in Physics .......................................................................133
Vector Multiplication ...................................................................................136
Logarithms ...................................................................................................141

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 Introduction: Mathematics Page: 96
Big Ideas Details Unit: Mathematics
The purpose of this chapter is to familiarize you with mathematical concepts and
skills that will be needed in physics.
• Standard Assumptions in Physics discusses what you can and cannot assume
to be true in order to be able to solve the problems you will encounter in this
class.
• Solving Word Problems Systematically discusses how to solve word problems,
including determining which quantity and which variable apply to a number
given in a problem based on the units, choosing an equation that applies to a
problem, and substituting numbers from the problem into the equation.
• Solving Problems Symbolically discusses rearranging equations to solve for a
particular variable before (or without) substituting values.
• The International System of Units and Scientific Notation briefly review skills
that you are expected to remember from your middle school math and
science classes.
• Vectors, Vectors vs. Scalars in Physics, and Vector Multiplication discuss the
use and manipulation of vectors (quantities that have a direction) to represent
quantities in physics.
• Logarithms is a review of the base 10 and natural logarithm functions.

Depending on your math background, some of the topics, such as trigonometry and
vectors, may be unfamiliar. These topics may be taught, reviewed or skipped,
depending on the needs of the students in the class.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
This chapter addresses the following MA science and engineering practices:
Practice 4: Analyzing and Interpreting Data
Practice 5: Using Mathematics and Computational Thinking
Practice 8: Obtaining, Evaluating, and Communicating Information

AP® AP® Physics 2 Learning Objectives & Science Practices:

SP 2.1: The student can justify the selection of a mathematical routine to solve
problems.
SP 2.2: The student can apply mathematical routines to quantities that
describe natural phenomena.
SP 2.3: The student can estimate numerically quantities that describe
natural phenomena.

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 Introduction: Mathematics Page: 97
Big Ideas Details Unit: Mathematics
Skills learned & applied in this chapter:
• Identifying quantities in word problems and assigning them to variables
• Choosing a formula based on the quantities represented in a problem
• Using trigonometry to calculate the lengths of sides and angles of triangles
• Representing quantities as vectors
• Adding and subtracting vectors
• Multiplying vectors using the dot product and cross product

Prerequisite Skills:
These are the mathematical understandings that are necessary for Physics 1 that are
taught in the MA Curriculum Frameworks for Mathematics.
• Construct and use tables and graphs to interpret data sets.
• Solve simple algebraic expressions.
• Perform basic statistical procedures to analyze the center and spread of data.
• Measure with accuracy and precision (e.g., length, volume, mass,
temperature, time)
• Convert within a unit (e.g., centimeters to meters).
• Use common prefixes such as milli-, centi-, and kilo-.
• Use scientific notation, where appropriate.
• Use ratio and proportion to solve problems.

Fluency in all of these understandings is a prerequisite for this course. Students

who lack this fluency may have difficulty passing the class.

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 Standard Assumptions in Physics Page: 98
Big Ideas Details Unit: Mathematics

Standard Assumptions in Physics

Unit: Mathematics
MA Curriculum Frameworks (2016): SP1, SP2
AP® Physics 2 Learning Objectives: SP 1.1, 1.2, 1.3, 1.4
Mastery Objective(s): (Students will be able to…)
• Make reasonable assumptions in order to be able to solve problems using the
information given.
Success Criteria:
• Assumptions account for quantities that might affect the situation, but whose
effects are either negligible.
Tier 2 Vocabulary: assumption
Language Objectives:
• Explain why we need to make assumptions in our everyday life.
Tier 2 Vocabulary: assumption

Notes:
Many of us have been told not to make assumptions. There is a popular expression
that states that “when you assume, you make an ass of you and me”:
ass|u|me

In science, particularly in physics, this adage is crippling. Assumptions are part of

everyday life. When you cross the street, you assume that the speed of cars far
away is slow enough for you to walk across without getting hit. When you eat your
lunch, you assume that the food won’t cause an allergic reaction. When you run
down the hall and slide across the floor, you assume that the friction between your
shoes and the floor will be enough to stop you before you crash into your friend.

assumption: something that is unstated but considered to be fact for the purpose of
making a decision or solving a problem. Because it is impossible to measure
and/or calculate everything that is going on in a typical physics or engineering
problem, it is almost always necessary to make assumptions.

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 Standard Assumptions in Physics Page: 99
Big Ideas Details Unit: Mathematics
In a first-year physics course, in order to make problems and equations easier to
understand and solve, we will often assume that certain quantities have a minimal
effect on the problem, even in cases where this would not actually be true. The
term used for these kinds of assumptions is “ideal”. Some of the ideal physics
assumptions we will use include the following. Over the course of the year, you can
make each of these assumptions unless you are explicitly told otherwise.
• Constants are constant and variables vary as described. This means that
constants (such as acceleration due to gravity) have the same value in all parts
of the problem, and variables change in the manner described by the relevant
equation(s).
• Ideal machines and other objects that are not directly considered in the
problem have negligible mass, inertia, and friction. (Note that these
idealizations may change from problem-to-problem. A pulley may have
negligible mass in one problem, but another pulley in another problem may
have significant mass that needs to be considered as part of the problem.)
• If a problem does not give enough information to determine the effects of
friction, you may assume that sliding (kinetic) friction between surfaces is
negligible. In physics problems, ice is assumed to be frictionless unless you are
explicitly told otherwise.
• If a problem does not mention air resistance and air resistance is not a central
part of the problem, you may assume that friction due to air resistance is
negligible.
• The mass of an object can often be assumed to exist at a single point in 3-
dimensional space. (This assumption does not hold for problems where you
need to calculate the center of mass, or torque problems where the way the
mass is spread out is part of the problem.)
• All energy can be accounted for when energy is converted from one form to
another. (This is always true, but in an ideal collision, energy lost to heat is
usually assumed to be negligible.)
• Collisions between objects are assumed to be either perfectly elastic or
perfectly inelastic, unless the problem states otherwise.
• The amount that solids and liquids expand or contract due to changes in
temperature or pressure is negligible. (This will not be the case in problems
involving thermal expansion.)
• Gas molecules do not interact when they collide or are forced together from
pressure. (Real gases can form liquids and solids or participate in chemical
reactions.)
• Electrical wires have negligible resistance.
• Physics students always do all of their homework. ☺

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 Standard Assumptions in Physics Page: 100
Big Ideas Details Unit: Mathematics
In some topics, a particular assumption may apply to some problems but not others.
In these cases, the problem needs to make it clear whether or not you can make the
relevant assumption. (For example, in the “forces” topic, some problems involve
friction and others do not. A problem that does not involve friction might state that
“a block slides across a frictionless surface.”)

If you are not sure whether you can make a particular assumption, you should ask
the teacher. If this is not practical (such as an open response problem on a
standardized test), you should decide for yourself whether or not to make the
assumption, and explicitly state what you are assuming as part of your answer.

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 Solving Word Problems Systematically Page: 101
Big Ideas Details Unit: Mathematics

Solving Word Problems Systematically

Unit: Mathematics
MA Curriculum Frameworks (2016): SP1, SP5
AP® Physics 2 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Assign (declare) variables in a word problem according to the conventions
used in physics.
• Substitute values for variables in an equation.
Success Criteria:
• Variables match the quantities given and match the units.
• Quantities are substituted for the correct variables in the equation.
Tier 2 Vocabulary: equation, variable
Language Objectives:
• Describe the quantities used in physics, list their variables, and explain why
that particular variable might have been chosen for the quantity.
Tier 2 Vocabulary: unit

Notes:
Math is a language. Like other languages, it has nouns (numbers), pronouns
(variables), verbs (operations), and sentences (equations), all of which must follow
certain rules of syntax and grammar.

This means that turning a word problem into an equation is translation from English
to math.

Mathematical Operations
You have probably been taught translations for most of the common math
operations:

word meaning word meaning word meaning

and, more than percent
(but not + (“per” + ÷ 100 is at least ≥
“is more than”) “cent”)
less than
change in x,
(but not − Δx is more than >
difference in x
“is less than”)
of × is = is at most ≤
per, out of ÷ is less than <

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 Solving Word Problems Systematically Page: 102
Big Ideas Details Unit: Mathematics
Identifying Variables
In science, almost every measurement must have a unit. These units are your key to
what kind of quantity the numbers describe. Some common quantities in physics
and their units are:

quantity S.I. unit variable quantity S.I. unit variable

mass kg m power W P*
distance, length m d, pressure Pa P*
height m h momentum N·s p*
area m2 A density kg/m3 ρ*
acceleration m/s2 a moles mol n
volume m3 V temperature K T
velocity (speed) m/s v heat J Q
time s t electric charge C q,Q
*Notethe subtle differences between uppercase “P”,
lowercase “p”, and the Greek letter ρ (“rho”).

Any time you see a number in a word problem that has a unit that you recognize
(such as one listed in this table), notice which quantity the unit is measuring and
label the quantity with the appropriate variable.

Be especially careful with uppercase and lowercase letters. In physics, the same
uppercase and lowercase letter may be used for completely different quantities.

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 Solving Word Problems Systematically Page: 103
Big Ideas Details Unit: Mathematics
Variable Substitution
Variable substitution simply means taking the numbers you have from the problem
and substituting those numbers for the corresponding variable in an equation. A
simple version of this is a density problem:

If you have the formula:

m
ρ*= and you’re given: m = 12.3 g and V = 2.8 cm3
V
simply substitute 12.3 g for m, and 2.8 cm3 for V, giving:

12.3 g g
ρ= = 4.4
2.8 cm 3 cm3

Because variables and units both use letters, it is often easier to leave the units out
when you substitute numbers for variables and then add them back in at the end:

12.3
ρ= = 4.4 g 3
2.8 cm

Many physics teachers disagree with this approach and insist on having students
include the units with the number throughout the calculation. However, this can
lead to confusion about which symbols are variables and which are units. For
example, if a device applies a power of 150 W for a duration of 30 s and we wanted
to find out the amount of work done, we would have:
W
P=
t
W
150 W =
30 s

The student would need to realize that the W on the left side of the equation is the
unit “watts”, and the W on the right side of the equation is the variable W, which
stands for “work”.

* Physicists use the Greek letter ρ (“rho”) for density. Note that the Greek letter ρ is different from the
Roman letter “p”.

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 Solving Word Problems Systematically Page: 104
Big Ideas Details Unit: Mathematics
Subscripts
In physics, one problem can often have several instances of the same quantity. For
example, consider a box with four forces on it:
1. The force of gravity, pulling downward.
2. The “normal” force of the table resisting gravity and holding the box up.
3. The tension force in the rope, pulling the box to the right.
4. The force of friction, resisting the motion of the box and pulling to the left.
The variable for force is “F”. There are four types of forces, which means “F” means
four different things in this problem:

To make the diagram easier to read, we add subscripts to the variable “F”. Note that
in most cases, the subscript is the first letter of the word that describes the
particular instance of the variable:
1. F g is the force of gravity.
2. F N is the normal force.
3. F T is the tension in the rope.
4. F f is friction.

This results in the following free-body diagram:

We use these same subscripts in the equations that relate to the problem. For
example:
Fg = mg and Ff = FN

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 Solving Word Problems Systematically Page: 105
Big Ideas Details Unit: Mathematics
When writing variables with subscripts, be especially careful that the subscript looks
like a subscript—it needs to be smaller than the other letters and lowered slightly.
For example, when we write Fg, the variable is F (force) and the subscript g attached
to it tells which kind of force it is (gravity). This might occur in the following
equation:

Fg = mg  right ☺

It is important that the subscript g on the left does not get confused with the
variable g on the right. Otherwise, the following error might occur:
Fg = mg
Fg = mg  wrong! 
F =m

Another common use of subscripts is the subscript “o” to mean “initial”. (Imagine
that the “story problem” is shown as a video. When the slider is at the beginning of
the video, the time is shown as 0, and the values of all of the variables at that time
are shown with a subscript of o.)

For example, if an object is moving slowly at the beginning of a problem and then it
speeds up, we need subscripts to distinguish between the initial velocity and the
final velocity. Physicists do this by calling the initial velocity “vo*” where the
subscript “o” means “at time zero”, i.e., at the beginning of the problem. The final
velocity is simply “v ” without the zero.

The Problem-Solving Process

1. Identify the quantities in the problem, based on the units and any other
information in the problem.
2. Assign the appropriate variables to those quantities.
3. Find an equation that relates all of the variables.
4. Use algebra to rearrange the equation to solve for the variable you’re
looking for. (“Undo PEMDAS.”)
5. Substitute the values of the variables into the equation.
a. If you have only one variable left, it should be the one you’re looking
for.
b. If you have more than one variable left, repeat this sequence,
finding another equation that uses one of the variables you have
left, plus other quantities that you know.
6. Solve the equation(s), using algebra.
7. Apply the appropriate unit(s) to the result.

* pronounced either “v-zero” or “v-naught”

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 Solving Word Problems Systematically Page: 106
Big Ideas Details Unit: Mathematics
Sample Problem
A force of 30 N acts on an object with a mass of 1.5 kg. What is the acceleration of
the object? (mechanics/forces)

We have units of N and kg, and we’re looking for acceleration. We need to look
these up in the Appendix: Physics Reference Tables in the appendix at the end of
these notes.

From Table C. Quantities, Variables and Units on page 595 of the reference tables,
we find:

Symbol Unit Quantity Variable

N newton force F
kg kilogram mass m
acceleration a

We can label these quantities on the problem itself:

F m a
A force of 30 N acts on an object with a mass of 1.5 kg. What is the acceleration of
the object?

Now we know that we need an equation that relates the variables F , m, and .
( F and a are in boldface with an arrow above them because they are vector
quantities. We will discuss vectors a little later in the course.)

Now that we have the variables, we find a formula that relates them. From the
second formula box (“Forces”) in Table D. Mechanics Formulas and Equations on
page 596 of the reference tables, we find that:
W Fnet = ma
V = =E d
q
Rearranging to solve for a gives:
L Fnet = ma
R=
A Fnet
=a
m
30
= a = 20
1.5

Again from Table D, we find that acceleration has units of meters per second
squared, so our final answer is 20 m2 .
s

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 Solving Word Problems Systematically Page: 107
Big Ideas Details Unit: Mathematics
Homework Problems
To solve these problems, refer to your Appendix: Physics Reference Tables
starting on page 593. To make the equations easier to find, the table and section of
the table in your Physics Reference Tables where the equation can be found is given
in parentheses.
1. What is the velocity of a car that travels 90. m in 4.5 s?
(mechanics/kinematics)

Answer: 20. ms
2. If a force of 100. N acts on a mass of 5.0 kg, what is its acceleration?
(mechanics/forces)

Answer: 20. m2
s
3. If the momentum of a block is p and its velocity is v, derive an expression for
the mass, m, of the block.
(If you are not sure how to do this problem, do #4 below and use the steps to
guide your algebra.)
(mechanics/momentum)

p
Answer: m =
v
4. If the momentum of a block is 18 N·s and its velocity is 3 ms , what is the
mass of the block?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #3 above as a starting point if you have
already solved that problem.)
(mechanics/momentum)

Answer: 6 kg

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 Solving Word Problems Systematically Page: 108
Big Ideas Details Unit: Mathematics
5. What is the potential energy due to gravity of a 95 kg anvil that is about to
fall off a 150 m cliff onto Wile E. Coyote’s head?
(mechanics/energy, work & power)

Answer: 142 500 J

6. A 25 Ω resistor is placed in an electrical circuit with a voltage of 110 V. How
much current flows through the resistor?
(electricity/circuits)

Answer: 4.4 A
7. What is the frequency of a wave that is traveling at a velocity of 300. ms and
has a wavelength of 10. m?
(waves/waves)

Answer: 30. Hz
8. What is the energy of a photon that has a frequency of 6  1015 Hz ?
(atomic, particle & nuclear physics/energy)

Answer: 3.96  10 −18 J

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 Solving Word Problems Systematically Page: 109
Big Ideas Details Unit: Mathematics
9. A piston with an area of 2.0 m2 is compressed by a force of 10 000 N. What
is the pressure applied by the piston?
(fluid mechanics/pressure)

Answer: 5 000 Pa
10. Derive an expression for the acceleration, a, of a car whose velocity changes
from v o to v in time t.
(If you are not sure how to do this problem, do #11 below and use the steps
to guide your algebra.)
(mechanics/kinematics)

v − vo
Answer: a =
t
11. What is the acceleration of a car whose velocity changes from 60. ms to
80. ms over a period of 5.0 s?
Hint: vo is the initial velocity and v is the final velocity.
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #10 above as a starting point if you
have already solved that problem.)
(mechanics/kinematics)

Answer: 4.0 sm2

12. If the normal force on an object is 100. N and the coëfficient of kinetic
friction between the object and the surface it is sliding on is 0.35, what is the
force of friction on the object as it slides along the surface?
(mechanics/forces)

Answer: 35 N

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 Solving Word Problems Systematically Page: 110
Big Ideas Details Unit: Mathematics
13. A 1200 W hair dryer is plugged into a electrical circuit with a voltage of
110 V. How much electric current flows through the hair dryer?
(electricity/circuits)

Answer: 10.9 A
14. A car has mass m and kinetic energy K. Derive an expression for its velocity,
v. You may use your work from problem #15 below to guide your algebra.
(If you are not sure how to do this problem, do #11 above and use the steps
to guide your algebra.)
(mechanics/energy)

2K
Answer: v =
m
15. A car has a mass of 1 200 kg and kinetic energy of 240 000 J. What is its
velocity?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #14 above as a starting point if you
have already solved that problem.)
(mechanics/energy)

Answer: 20. ms
16. What is the velocity of a photon (wave of light) through a block of clear
plastic that has an index of refraction of 1.40?
Hint: You will need to look up the index of refraction in your Physcis
Reference Tables.
(waves/reflection & refraction)

Answer: 2.14  108 m

s

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 Solving Word Problems Systematically Page: 111
Big Ideas Details Unit: Mathematics
17. If a pressure of 100 000 Pa is applied to a gas and the volume decreases by
0.05 m3 , how much work was done on the gas?
(Note: represent the change in volume as ΔV.)
(fluid mechanics/work)

Answer: 5 000 J
18. If the distance from a mirror to an object is so and the distance from the
mirror to the image is si, derive an expression for the distance from the lens
to the focus, f. You may use your work from problem #17 to guide your
algebra.
(If you are not sure how to do this problem, do #19 below and use the steps
to guide your algebra.)
(waves/mirrors & lenses)

si + so
Answer: f =
si so
19. If the distance from a mirror to an object is 0.8 m and the distance from the
mirror to the image is 0.6 m, what is the distance from the mirror to the
focus?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #18 above as a starting point if you
have already solved that problem.)
(waves/mirrors & lenses)

Answer: 0.343 m
20. What is the momentum of a photon that has a wavelength of 400 nm?
(Hint: you need to convert nanometers to meters.)
(atomic, particle & nuclear physics/energy)

Answer: 1.65  10 −27 N  s

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 Solving Equations Symbolically Page: 112
Big Ideas Details Unit: Mathematics

Solving Equations Symbolically

Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 2 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Rearrange algebraic expressions to solve for any variable in the expression.
Success Criteria:
• Rearrangements are algebraically correct.
Tier 2 Vocabulary: equation, variable
Language Objectives:
• Describe how the rules of algebra are applied to expressions that contain only
variables.
Tier 2 Vocabulary: N/A

Notes:
In solving physics problems, we are more often interested in the relationship
between the quantities in the problem than we are in the numerical answer.

For example, suppose we are given a problem in which a person with a mass of
65 kg accelerates on a bicycle from rest (0 ms ) to a velocity of 10 ms over a duration
of 12 s and we wanted to know the force that was applied.

We could calculate acceleration as follows:

v − vo = at
10 − 0 = a(12)
10
a= = 0.83 m2
12 s

Then we could use Newton’s second law:

F = ma
F = (65)(0.83) = 54.2N

We have succeeded in answering the question. However, the question and the
answer are of no consequence. Obtaining the correct answer shows that we can
manipulate two related equations and come out with the correct number.

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 Solving Equations Symbolically Page: 113
Big Ideas Details Unit: Mathematics
However, if instead we decided that we wanted to come up with an expression for
force in terms of the quantities given (mass, initial and final velocities and time), we
would need to rearrange the relevant equations to give an expression for force in
terms of those quantities.

Just like algebra with numbers, rearranging an equation to solve for a variable is
simply “undoing PEMDAS:”
1. “Undo” addition and subtraction by doing the opposing operation. If a
variable is added, subtract it from both sides; if the variable is subtracted,
then add it to both sides.
a+c =b
−c = −c
a =b−c

2. “Undo” multiplication and division by doing the opposing operation. If a

variable is multiplied, divide both sides by it; if the variable is in the
denominator, multiply both sides by it. Note: whenever you have variables in
the denominator that are on the same side of the equation as the variable
you are solving for, always multiply both sides by it to clear the fraction.
n
=s
r
n
xy z r  = s r
= r
y y
n = sr
z
x= s=s
y
n
=r
s

3. “Undo” exponents by taking the appropriate root of both sides. (Most often,
the exponent will be 2, which means take the square root.) Similarly, you can
“undo” roots by raising both sides to the appropriate power.

t 2 = 4ab
t 2 = 4ab
t = 4  ab = 2 ab

4. When you are left with only parentheses and nothing outside of them, you
can drop the parentheses, and then repeat steps 1–3 above until you have
nothing left but the variable of interest.

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 Solving Equations Symbolically Page: 114
Big Ideas Details Unit: Mathematics
Returning to the previous problem:

We know that F = ma . We are given m, but not a, which means we need to replace
a with an expression that includes only the quantities given.

First, we find an expression that contains a:

v − vo = at

We recognize that vo = 0, and we use algebra to rearrange the rest of the equation
so that a is on one side, and everything else is on the other side.
v − vo = a t
v − 0 = at
v = at
v
a=
t

v
Finally, we replace a in the first equation with from the second:
t
F = ma
v
F = (m)( )
t
mv
F=
t

If the only thing we want to know is the value of F in one specific situation, we can
substitute numbers at this point. However, we can also see from our final equation
that increasing the mass or velocity will increase the numerator, which will increase
the value of the fraction, which means the force would increase. We can also see
that increasing the time would increase the denominator, which would decrease the
value of the fraction, which means the force would decrease.

Solving the problem symbolically gives a relationship that holds true for all problems
of this type in the natural world, instead of merely giving a number that answers a
single pointless question. This is why the College Board and many college professors
insist on symbolic solutions to equations.

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 Solving Equations Symbolically Page: 115
Big Ideas Details Unit: Mathematics
Homework Problems
1. Given a = 2bc and e = c 2d , write an expression for e in terms of a, b, and d.

q
2. Given w = 3 xy 2 and z = :
2 y
a. Write an expression for z in terms of q, w, and x.

b. If you wanted to maximize the value of the variable z in question #2

above, what adjustments could you make to the values of q, w, and
x?

c. Changing which of the variables q, w, or x would give the largest

change in the value of z?

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 The International System of Units Page: 116
Big Ideas Details Unit: Mathematics

The International System of Units

Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Use and convert between metric prefixes attached to units.
Success Criteria:
• Conversions between prefixes move the decimal point the correct number of
places.
• Conversions between prefixes move the decimal point in the correct direction.
• The results of conversions have the correct answers with the correct units,
including the prefixes.
Tier 2 Vocabulary: prefix
Language Objectives:
• Set up and solve problems relating to the concepts described in this section.
Tier 2 Vocabulary: unit, prefix, convert

Notes:
This section is intended to be a brief review. You learned to use the metric system
and its prefixes in elementary school. Although you will learn many new S.I. units
this year, you are expected to be able to fluently apply any metric prefix to any unit
and be able to convert between prefixes in any problem you might encounter
throughout the year.

A unit is a specifically defined measurement. Units describe both the type of

measurement, and a base amount.

For example, 1 cm and 1 inch are both lengths. They are used to measure the same
dimension, but the specific amounts are different. (In fact, 1 inch is exactly
2.54 cm.)

Every measurement is a number multiplied by its units. In algebra, the term “3x”
means “3 times x”. Similarly, the distance “75 m” means “75 times the distance
1 meter”.

The number and the units are both necessary to describe any measurement. You
always need to write the units. Saying that “12 is the same as 12 g” would be as
ridiculous as saying “12 is the same as 12 × 3”.

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 The International System of Units Page: 117
Big Ideas Details Unit: Mathematics
The International System (often called the metric system) is a set of units of
measurement that is based on natural quantities (on Earth) and powers of 10.

The metric system has 7 fundamental “base” units:

Unit Quantity
meter (m) length
kilogram (kg) mass
second (s) time
Kelvin (K) temperature
mole (mol) amount of substance
ampere (A) electric current
candela (cd) intensity of light

All other S.I. units are combinations of one or more of these seven base units.

For example:
Velocity (speed) is a change in distance over a period of time, which would have
units of distance/time (m/s).

Force is a mass subjected to an acceleration. Acceleration has units of

distance/time2 (m/s2), and force has units of mass × acceleration. In the metric
system this combination of units (kg∙m/s2) is called a Newton, which means:
1 N  1 kg∙m/s2

(The symbol “” means “is identical to,” whereas the symbol “=” means
“is equivalent to”.)

The S.I. base units are calculated from these seven definitions, after converting the
derived units (joule, coulomb, hertz, lumen and watt) into the seven base units
(second, meter, kilogram, ampere, kelvin, mole and candela).

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 The International System of Units Page: 118
Big Ideas Details Unit: Mathematics
Prefixes
The metric system uses prefixes to indicate multiplying a unit by a power of ten.
Prefixes are defined for powers of ten from 10−24 to 1024:
Factor Prefix Symbol
24
1 000 000 000 000 000 000 000 000 10 yotta Y

→
→
1 000 000 000 000 000 000 000 1021 zeta Z
1018

→
→
1 000 000 000 000 000 000 exa E
1 000 000 000 000 000 1015 peta P

→
→
1 000 000 000 000 1012 tera T
1 000 000 000 109 giga G

Move Decimal Point to the Right →

Move Decimal Point to the Left
1 000 000 106 mega M
1 000 103 kilo k
100 102 hecto h
10 101 deca da
1 100 — —
0.1 10−1 deci d
0.01 10−2 centi c
0.001 10−3 milli m
0.000 001 10−6 micro μ
0.000 000 001 10−9 nano n

→
0.000 000 000 001 10−12 pico p

→
→
0.000 000 000 000 001 10−15 femto f
0.000 000 000 000 000 001 10−18 atto a

→
→
0.000 000 000 000 000 000 001 10−21 zepto z
0.000 000 000 000 000 000 000 001 10−24 yocto y

Note that some of the prefixes skip by a factor of 10 and others skip by a factor of
103. This means you can’t just count the steps in the table—you have to actually
look at the exponents.

The most commonly used prefixes are:

• mega (M) = 106 = 1 000 000 • milli (m) = 10−3 = 1 = 0.001

1 000
• kilo (k) = 103 = 1000 1
• micro (μ) = 10−6 = = 0.000 001
1 000 000
• centi (c) = 10 = 1 = 0.01
−2
100

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 The International System of Units Page: 119
Big Ideas Details Unit: Mathematics
Any metric prefix is allowed with any metric unit. For example, “35 cm” means
“35 × c × m” or “(35)( 1 )(m)”. If you multiply this out, you get 0.35 m.
100
Note that some units have two-letter abbreviations. E.g., the unit symbol for pascal
(a unit of pressure) is (Pa). Standard atmospheric pressure is 101 325 Pa. This same
number could be written as 101.325 kPa or 0.101 325 MPa.

There is a popular geek joke based on the ancient Greek heroine Helen of Troy. She
was said to have been the most beautiful woman in the world, and she was an
inspiration to the entire Trojan fleet. She was described as having “the face that
launched a thousand ships.” Therefore a milliHelen must be the amount of beauty
required to launch one ship.

Conversions
If you need to convert from one prefix to another, simply move the decimal point.
• Use the starting and ending powers of ten to determine the number of places
to move the decimal point.
• When you convert, the actual measurement needs to stay the same. This
means that if the prefix gets larger, the number needs to get smaller (move
the decimal point to the left), and if the prefix gets smaller, the number needs
to get larger (move the decimal point to the right).

Definitions
In order to have measurements be the same everywhere in the universe, any system
of measurement needs to be based on some defined values. Starting in May 2019,
instead of basing units on physical objects or laboratory measurements, all S.I. units
are defined by specifying exact values for certain fundamental constants:

• The Planck constant, h, is exactly 6.626 070 15 × 10−34 J⋅s

• The elementary charge, e, is exactly 1.602 176 634 × 10−19 C
• The Boltzmann constant, k, is exactly 1.380 649 × 10−23 J⋅K−1
• The Avogadro constant, NA , is exactly 6.022 140 76 × 1023 mol−1
• The speed of light, c, is exactly 299 792 458 m⋅s−1
• The ground state hyperfine splitting frequency of the caesium-133 atom,
Δν(133Cs)hfs , is exactly 9 192 631 770 Hz
• The luminous efficacy, Kcd , of monochromatic radiation of frequency
540 × 1012 Hz is exactly 683 lm⋅W−1

The exact value of each of the base units is calculated from combinations of these
fundamental constants, and every derived unit is calculated from combinations of
base units.

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 The International System of Units Page: 120
Big Ideas Details Unit: Mathematics
The MKS vs. cgs Systems
Because physics heavily involves units that are derived from other units, it is
important to make sure that all quantities are expressed in the appropriate units
before applying formulas. (This is how we get around having to do factor-label unit-
cancelling conversions—like you learned in chemistry—for every single physics
problem.)

There are two measurement systems commonly used in physics. In the MKS, or
“meter-kilogram-second” system, units are derived from the S.I. units of meters,
kilograms, seconds, moles, Kelvins, amperes, and candelas. In the cgs, or
“centimeter-gram-second” system, units are derived from the units of centimeters,
grams, seconds, moles, Kelvins, amperes, and candelas. The following table shows
some examples:

Base Units Base Units

Quantity MKS Unit cgs Unit
Equivalent Equivalent
kgm gcm
force newton (N) dyne (dyn)
s2 s2
kgm2 gcm2
energy joule (J) erg
s2 s2
magnetic N kgm 0.1 dyn 0.1 gcm
tesla (T) A
, gauss (G) ,
flux density As2 A As2

In general, because 1 kg = 1 000 g and 1 m = 100 cm, each MKS unit is 100 000 times
the value of its corresponding cgs unit.

In this class, we will use exclusively MKS units. This means you have to learn only
one set of derived units. However, you can see the importance, when you solve
physics problems, of making sure all of the quantities are in MKS units before you
plug them into a formula!

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 The International System of Units Page: 121
Big Ideas Details Unit: Mathematics
Formatting Rules for S.I. Units
• The value of a quantity is written as a number followed by a non-breaking
space (representing multiplication) and a unit symbol; e.g., 2.21 kg,
7.3 × 102 m2, or 22 K. This rule explicitly includes the percent sign (e.g., 10 %,
not 10%) and the symbol for degrees of temperature (e.g., 37 °C, not 37°C).
(However, note that angle measurements in degrees are written next to the
number without a space.)
• Units do not have a period at the end, except at the end of a sentence.
• A prefix is part of the unit and is attached to the beginning of a unit symbol
without a space. Compound prefixes are not allowed.
• Symbols for derived units formed by multiplication are joined with a center
dot (⋅) or a non-breaking space; e.g., N⋅m or N m.
• Symbols for derived units formed by division are joined with a solidus (fraction
line), or given as a negative exponent. E.g., “meter per second” can be written
m , m/s, m⋅s−1, or m s−1.
s
• The first letter of symbols for units derived from the name of a person is
written in upper case; otherwise, they are written in lower case. E.g., the unit
of pressure is the pascal, which is named after Blaise Pascal, so its symbol is
written “Pa” (note that “Pa” is a two-letter symbol). Conversely, the mole is
not named after anyone, so the symbol for mole is written “mol”. Note,
however, that the symbol for liter is “L” rather than “l”, because a lower case
“l” is too easy to confuse with the number “1”.
• A plural of a symbol must not be used; e.g., 25 kg, not 25 kgs.
• Units and prefixes are case-sensitive. E.g., the quantities 1 mW and 1 MW
represent two different quantities (milliwatt and megawatt, respectively).
• The symbol for the decimal marker is either a point or comma on the line. In
practice, the decimal point is used in most English-speaking countries and
most of Asia, and the comma is used in most of Latin America and in
continental European countries.
• Spaces should be used as a thousands separator (1 000 000) instead of
commas (1,000,000) or periods (1.000.000), to reduce confusion resulting
from the variation between these forms in different countries.
• Any line-break inside a number, inside a compound unit, or between number
and unit should be avoided.

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 The International System of Units Page: 122
Big Ideas Details Unit: Mathematics
Homework Problems
Perform the following conversions.

1. 2.5 m = __________ cm

2. 18mL = __________ L

3. 68 kJ = __________ J

4. 6 500 mg = __________ kg

5. 101 kPa = __________ Pa

6. 325 ms = __________ s

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 Scientific Notation Page: 123
Big Ideas Details Unit: Mathematics

Scientific Notation
Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 2 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Correctly use numbers in scientific notation in mathematical problems.
Success Criteria:
• Numbers are converted correctly to and from scientific notation.
• Numbers in scientific notation are correctly entered into a calculator.
• Math problems that include numbers in scientific notation are set up and
solved correctly.
Language Objectives:
• Explain how numbers are represented in scientific notation, and what each
part of the number represents.
Tier 2 Vocabulary: N/A

Notes:
This section is intended to be a brief review. You learned to use the scientific
notation in elementary or middle school. You are expected to be able to fluently
perform calculations that involve numbers in scientific notation, and to express the
answer correctly in scientific notation when appropriate.

Scientific notation is a way of writing a very large or very small number in compact
form. The value is always written as a number between 1 and 10, multiplied by a
power of ten.

For example, the number 1 000 would be written as 1 × 103. The number 0.000 075
would be written as 7.5 × 10−5. The number 602 000 000 000 000 000 000 000 would
be written as 6.02 × 1023. The number
0.000 000 000 000 000 000 000 000 000 000 000 663 would be written as 6.63 × 10−34.

Scientific notation is really just math with exponents, as shown by the following
examples:

5.6  103 = 5.6  1 000 = 5600

1 1 2.17
2.17  10 −2 = 2.17  2
= 2.17  = = 0.0217
10 100 100

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 Scientific Notation Page: 124
Big Ideas Details Unit: Mathematics
Notice that if 10 is raised to a positive exponent means you’re multiplying by a
power of 10. This makes the number larger, which means the decimal point moves
to the right. If 10 is raised to a negative exponent, you’re actually dividing by a
power of 10. This makes the number smaller, which means the decimal point moves
to the left.

Significant figures are easy to use with scientific notation: all of the digits before the
“×” sign are significant. The power of ten after the “×” sign represents the
(insignificant) zeroes, which would be the rounded-off portion of the number. In
fact, the mathematical term for the part of the number before the “×” sign is the
significand.

Math with Scientific Notation

Because scientific notation is just a way of rewriting a number as a mathematical
expression, all of the rules about how exponents work apply to scientific notation.

Adding & Subtracting: adjust one or both numbers so that the power of ten is the
same, then add or subtract the significands.

( 3.50  10−6 ) + (2.7  10−7 ) = (3.50  10−6 ) + ( 0.27  10−6 )

= (3.50 + 0.27)  10−6 = 3.77  10−6

Multiplying & dividing: multiply or divide the significands. If multiplying, add the
exponents. If dividing, subtract the exponents.

6.2  108 6.2

10
=  108−10 = 2.0  10−2
3.1  10 3.1

Exponents: raise the significand to the exponent. Multiply the exponent of the
power of ten by the exponent to which the number is raised.

(3.00  108 ) ( ) = 9.00  10( ) = 9.00  1016

2 2 82
= ( 3.00 )  108
2

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 Scientific Notation Page: 125
Big Ideas Details Unit: Mathematics
Using Scientific Notation on Your Calculator
Scientific calculators are designed to work with numbers in scientific notation. It’s
possible to can enter the number as a math problem (always use parentheses if you
do this!) but math operations can introduce mistakes that are hard to catch.

Scientific calculators all have some kind of scientific notation button. The purpose of
this button is to enter numbers directly into scientific notation and make sure the
calculator stores them as a single number instead of a math equation. (This
prevents you from making PEMDAS errors when working with numbers in scientific
notation on your calculator.) On most Texas Instruments calculators, such as the
TI-30 or TI-83, you would do the following:

What you type What the calculator shows What you would write

6.6 EE −34 6.6E−34 6.6 × 10−34

1.52 EE 12 1.52E12 1.52 × 1012

−4.81 EE −7 −4.81E−7 −4.81 × 10−7

On some calculators, the scientific notation button is labeled EXP or ×10x instead
of EE .

Important notes:
• Many high school students are afraid of the EE button because it is
unfamiliar. If you are afraid of your EE button, you need to get over it and
start using it anyway. However, if you insist on clinging to your phobia, you
need to at least use parentheses around all numbers in scientific notation, in
order to minimize the likelihood of PEMDAS errors in your calculations.
• Regardless of how you enter numbers in scientific notation into your
calculator, always place parentheses around the denominator of fractions.

2.75  103 2.75  103

becomes
5.00  10−2 (5.00  10−2 )
• You need to write answers using correct scientific notation. For example, if
your calculator displays the number 1.52E12, you need to write 1.52 × 1012
(plus the appropriate unit, of course) in order to receive credit.

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 Scientific Notation Page: 126
Big Ideas Details Unit: Mathematics
Homework Problems
Convert each of the following between scientific and algebraic notation.

1. 2.65 × 109 =

2. 387 000 000 =

3. 1.06 × 10−7 =

4. 0.000 000 065 =

Solve each of the following on a calculator that can do scientific notation.

5. (2.8  106 )(1.4  10 −2 ) =

Answer: 3.9  104

3.75  108
6. =
1.25  104

Answer: 3.00  104

1.2  10−3
7. =
5.0  10−1

Answer: 2.4  10 −3

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 Vectors Page: 127
Big Ideas Details Unit: Mathematics

Vectors
Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 2 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Identify the magnitude and direction of a vector.
• Combine vectors graphically and calculate the magnitude and direction.
Success Criteria:
• Magnitude is calculated correctly (Pythagorean theorem).
• Direction is correct: angle (using trigonometry) or direction (e.g., “south”, “to
the right”, “in the negative direction”, etc.)
Tier 2 Vocabulary: magnitude, direction
Language Objectives:
• Explain what a vector is and what its parts are.
Tier 2 Vocabulary: vector, sign, direction

Notes:
vector: a quantity that has both a magnitude (value) and a direction.

E.g., if you are walking 1 ms to the north, the magnitude is 1 ms and the direction
is north.

scalar: a quantity that has a value but does not have a direction. (A scalar is what
you think of as a “regular” number, including its unit.)

magnitude: the scalar part of a vector (i.e., the number and its units, but without the
direction). If you have a force of 25 N to the east, the magnitude of the force is
25 N.

The mathematical operation of taking the magnitude of a vector is represented

by two double vertical bars (like double absolute value bars) around the vector.
For example, if F is 25 N to the east, then F = 25N . However, to make
typesetting easier, it is common to use regular absolute value bars instead, e.g.,
F = 25N .

resultant: a vector that is the result of a mathematical operation (such as the

addition of two vectors).

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 Vectors Page: 128
Big Ideas Details Unit: Mathematics
Variables that represent vectors are traditionally typeset in bold Italics. Vector
variables may also optionally have an arrow above the letter:

J, F , v

Variables that represent scalars are traditionally typeset in plain Italics:

V, t, λ

Note that a variable that represents only the magnitude of a vector quantity is
generally typeset as if it were a scalar:
For example, suppose F is a vector representing a force of 25 N to the east.
(Notice that the vector includes the magnitude or amount and the direction.)
The magnitude would be 25 N, and would be represented by the variable F.

Vectors are represented graphically using arrows. The length of the arrow
represents the magnitude of the vector, and the direction of the arrow represents
the direction of the vector:

magnitude 10 magnitude 15 magnitude 7

direction: “to the direction: “to the left”, direction:

right”, 0° +180° “up”, +90°

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 Vectors Page: 129
Big Ideas Details Unit: Mathematics
Adding & Subtracting Vectors
If the vectors have the same direction or opposite directions, the resultant is easy to
envision:

If the vectors are not in the same direction, we move them so they start from the
same place and complete the parallelogram. If they are perpendicular, we can add
them by doing the following:
1. Translate (slide) the vectors so that they are either tip-to-tail or tail-to-
tail.*
2. Calculate the length of the resultant by completing the rectangle and
using the Pythagorean theorem:

Note that the sum of these two vectors has a magnitude (length) of 10, not 14.
The same process applies to adding vectors that are not perpendicular:

However, the trigonometry needed for these calculations is beyond the scope of this
course.

* In this section, examples are shown translating vectors tail-to-tail and completing the parallelogram.
While this does not always result in the best representation of the physics involved, it is less
confusing for students to keep the procedure consistent when they are first learning.

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 Vectors Page: 130
Big Ideas Details Unit: Mathematics
One type of physics problem that commonly uses vectors is two-dimensional
projectile motion. If the motion of the projectile is represented by a vector, v , at
angle θ, the vector can be represented as the sum of a horizontal vector v x and a
vertical vector v y . This is useful because the horizontal vector v x gives us the
component (portion) of the vector in the x-direction, and the vertical vector v y gives
us the component of the vector in the y-direction.

Notice that v x remains constant, but v y changes (because of the effects of gravity).

Because perpendicular vectors do not affect each other, we can apply equations to
the two directions separately.

As you saw in projectile motion (which you learned about in physics 1), we use the
equation d = vot + 12 at 2 , applying it separately in the x- and y-directions. This gives
us two equations.
In the horizontal (x)-direction:
0
d x = vo,x t + 1 ax t 2
2
d x = v xt

In the vertical (y)-direction:

d y = v o , y t + 1 ay t 2
2
d y = v o , y t + 1 gt 2
2
Note that each of the vector quantities ( d , vo and a ) has independent x- and y-
components. For example, vo , x (the component of the initial velocity in the x-
direction) is independent of vo ,y (the component of the initial velocity in the x-
direction). This means we treat them as completely separate variables, and we can
solve for one without affecting the other.

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 Vectors Page: 131
Big Ideas Details Unit: Mathematics
Homework Problems
Label the magnitude and direction of each of the following:

1.

2.

3.

Sketch the resultant of each of the following.

4.

5.

6.

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 Vectors Page: 132
Big Ideas Details Unit: Mathematics
Consider the following vectors A & B .

Vector A has a magnitude of 9 and its

direction is the positive horizontal direction
(to the right).

7. A − B ..Sketch the resultant of A + B , and determine its magnitude and

direction.

8. Sketch the resultant of A − B (which is the same as A + (−B) , and

determine its magnitude and direction.

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 Vectors vs. Scalars in Physics Page: 133
Big Ideas Details Unit: Mathematics

Vectors vs. Scalars in Physics

Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 2 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Identify vector vs. scalar quantities in physics.
Success Criteria:
• Quantity is correctly identified as a vector or a scalar.
Tier 2 Vocabulary: magnitude, direction
Language Objectives:
• Explain why some quantities have a direction and others do not.
Tier 2 Vocabulary: vector

Notes:
In physics, most numbers represent quantities that can be measured or calculated
from measurements. Most of the time, there is no concept of a “deficit” of a
measured quantity. For example, quantities like mass, energy, and power can only
be nonnegative, because in classical mechanics there is no such thing as “anti-mass,”
“anti-energy,” or “anti-power.”

However, vector quantities have a direction as well as a magnitude, and direction

can be positive or negative.

A rule of thumb that works most of the time in a high school physics class is:
Scalar quantities. These are usually positive, with a few notable exceptions (e.g.,
work and electric charge).
Vector quantities. Vectors have a direction associated with them, which is
conveyed by defining a direction to be “positive”. Vectors in the positive
direction will be expressed as positive numbers, and vectors in the opposite
(negative) direction will be expressed as negative numbers.
In some cases, you will need to split a vector in two component vectors, one
vector in the x -direction, and a separate vector in the y -direction. In these
cases, you will need to choose which direction is positive and which direction is
negative for both the x - and y -axes. Once you have done this, every vector
quantity must be assigned a positive or negative value, according to the
directions you have chosen.

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 Vectors vs. Scalars in Physics Page: 134
Big Ideas Details Unit: Mathematics
Differences. The difference or change in a variable is indicated by the Greek letter Δ
in front of the variable. Any difference can be positive or negative. However,
note that a difference can either be a vector, indicating a change relative to the
positive direction (e.g., Δx, which indicates a change in position), or scalar,
indicating an increase or decrease (e.g., ΔV, which indicates a change in volume).

Example:
Suppose you have a problem that involves throwing a ball straight upwards with a
velocity of 15 ms . Gravity is slowing the ball down with a downward acceleration of
10 m2 . You want to know how far the ball has traveled in 0.5 s.
s

Displacement, velocity, and acceleration are all vectors. The motion is happening in
the y -direction, so we need to choose whether “up” or “down” is the positive
direction. Suppose we choose “up” to be the positive direction. This means:
• When the ball is first thrown, it is moving upwards. This means its velocity is
in the positive direction, so we would represent the initial velocity as
vo = +15 ms .

• Gravity is accelerating the ball downwards, which is the negative direction.

We would therefore represent the acceleration as a = −10 m2 .
s

• Time is a scalar quantity, so its value is +0.5 s.

If we had to substitute the numbers into the formula:

d = vot + 12 at 2

we would do so as follows:

d = (+15)(0.5) + (1 )(−10)(0.5)2
2
and we would find out that d = +6.25m .

The answer is positive. Earlier, we defined positive as “up”, so the answer tells us
that the displacement is upwards from the starting point.

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 Vectors vs. Scalars in Physics Page: 135
Big Ideas Details Unit: Mathematics
What if, instead, we had chosen “down” to be the positive direction?
• When the ball is first thrown, it is moving upwards. This means its velocity is
now in the negative direction, so we would represent the initial velocity as
vo = −15 ms .

• Gravity is accelerating the ball downwards, which is the positive direction. We

would therefore represent the acceleration as a = +10 m2 .
s

• Time is a scalar quantity, so its value is +0.5 s.

If we had to substitute the numbers into the formula:

d = v ot + 1 a t 2
2
we would do so as follows:

d = (−15)(0.5) + (1 )(10)(0.5)2
2
and we would find out that d = −6.25m .

The answer is negative. However, remember that we defined “down” to be positive,

which means “up” is the negative direction. This means the displacement is
upwards from the starting point, as before.

In any problem you solve, the choice of which direction is positive vs. negative is
arbitrary. The only requirement is that every vector quantity in the problem needs
to be consistent with your choice.

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 Vector Multiplication Page: 136
Big Ideas Details Unit: Mathematics

Vector Multiplication
Unit: Mathematics
MA Curriculum Frameworks (2016): SP5
AP® Physics 2 Learning Objectives: SP 2.2
Mastery Objective(s): (Students will be able to…)
• Correctly use and interpret the symbols “•” and “×” when multiplying vectors.
• Finding the dot product & cross product of two vectors.
Success Criteria:
• Magnitudes and directions are correct.
Tier 2 Vocabulary: magnitude, direction, dot, cross
Language Objectives:
• Explain how to interpret the symbols “•” and “×” when multiplying vectors.
Tier 2 Vocabulary: vector, product

Notes:
With scalar (ordinary) numbers, there is only one way to multiply them, which you
learned in elementary school. Vectors, however, can be multiplied in three different
ways.

dot product: multiplication of two vectors that results in a scalar.

A•B = C

cross product: multiplication of two vectors that results in a new vector.

I J =K

tensor product: multiplication of two vectors that results in a tensor. (A tensor is an

array of vectors that describes the effect of each vector on every other vector in
the array. Tensors are beyond the scope of a high school physics course.)

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 Vector Multiplication Page: 137
Big Ideas Details Unit: Mathematics
Multiplying a Vector by a Scalar
Multiplying a vector by a scalar is like multiplying a variable by a number. The
magnitude changes, but the direction does not. For example, in physics,
displacement equals velocity times time:
d = vt

Velocity is a vector; time is a scalar. The magnitude is the velocity times the time,
and the direction of the displacement is the same as the direction of the velocity.

If the two vectors have opposite directions, the equation needs a negative sign. For
example, the force applied by a spring equals the spring constant (a scalar quantity)
times the displacement:
Fs = −kx

The negative sign in the equation signifies that the force applied by the spring is in
the opposite direction from the displacement.

The Dot (Scalar) Product of Two Vectors

The scalar product of two vectors is called the “dot product”. Dot product
multiplication of vectors is represented with a dot:
A•B *

The dot product of A and B is:

A • B = AB cos 

where A is the magnitude of A , B is the magnitude of B , and  is the angle

between the two vectors A and B .

For example, in physics, work (a scalar quantity) is the dot product of the vectors
force and displacement (distance):
W = F • d = Fd cos 

* pronounced “A dot B”

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 Vector Multiplication Page: 138
Big Ideas Details Unit: Mathematics
The Cross (Vector) Product of Two Vectors
The vector product of two vectors is called the cross product. Cross product
multiplication of vectors is represented with a multiplication sign:
A B *

The magnitude of the cross product of vectors A and B that have an angle of 
between them is given by the formula:
A  B = AB sin

The direction of the cross product is a little difficult to make   

A B = C
sense out of. You can figure it out using the “right hand   
rule”: B  A = −C

Position your right hand so that your fingers curl from the
first vector to the second. Your thumb points in the direction
of the resultant vector.

Note that this means that the resultant vectors for A  B and
B  A point in opposite directions, i.e., the cross product of
two vectors is not commutative!

A vector coming out of the page is denoted by a series of

symbols, and a vector going into the page is denoted by a series of
symbols.

Think of these symbols as representing an arrow inside a tube or pipe. The dot
represents the tip of the arrow coming toward you, and the “X” represents the
fletches (feathers) on the tail of the arrow going away from you.)

* pronounced “A cross B”

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 Vector Multiplication Page: 139
Big Ideas Details Unit: Mathematics
In physics, torque is a vector quantity that is derived by a cross product.

The torque produced by a force F acting at a radius r is given by the equation:

τ = r  F = rF sin

Because the direction of the force is usually perpendicular to the displacement, it is

usually true that sin θ = sin 90° = 1. This means the magnitude rF sin θ = rF (1) = rF.
Using the right-hand rule, we determine that the direction of the resultant torque
vector is coming out of the page.

(The force generated by the interaction between charges and magnetic fields, a
topic covered in AP® Physics 2, is also a cross product.)

Thus, if you are tightening or loosening a nut or bolt that has right-handed
(standard) thread, the torque vector will be in the direction that the nut or bolt
moves.

Vector Jokes
Now that you understand vectors, here are some bad vector jokes:

Q: What do you get when you cross an elephant with a bunch of grapes?

A: sin θ

Q: What do you get when you cross an elephant with a mountain climber?

A: You can’t do that! A mountain climber is a scalar (“scaler,” meaning someone

who scales a mountain).

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 Vector Multiplication Page: 140
Big Ideas Details Unit: Mathematics
Homework Problems
For the following vectors A & B :

1. Determine A • B

2. Determine A  B (both magnitude and direction)

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 Logarithms Page: 141
Big Ideas Details Unit: Mathematics

Logarithms
Unit: Mathematics
MA Curriculum Frameworks (2016): N/A
Old MA Curriculum Frameworks (2006): N/A
AP® Physics 2 Learning Objectives: N/A
Knowledge/Understanding:
• What logarithms represent and an intuitive understanding of logarithmic
quantities.
Skills:
• Use logarithms to solve for a variable in an exponent.
Language Objectives:
• Understand the use of the terms “exponential” and “logarithm” and
understand the vernacular use of “log” (otherwise a Tier 1 word) as an
abbreviation for “logarithm”.
Tier 2 Vocabulary: function

Notes:
The logarithm may well be the least well-understood function encountered in high
school mathematics.

The simplest logarithm to understand is the base-ten logarithm. You can think of
the (base-ten) logarithm of a number as the number of zeroes after the number.

x log10(x)
5
100 000 10 5
10 000 104 4
1 000 103 3
100 102 2
10 101 1
1 100 0
0.1 10−1 −1
0.01 10−2 −2
0.001 10−3 −3
0.000 1 10−4 −4
0.000 01 10−5 −5
As you can see from the above table, the logarithm of a number turns a set of
numbers that vary exponentially (powers of ten) into a set that vary linearly.

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 Logarithms Page: 142
Big Ideas Details Unit: Mathematics
You can get a visual sense of the logarithm function from the logarithmic number
line below:

Notice that the distance from 1 to 10 is the same as the distance from 10 to 100 and
from 100 to 1000. In fact, the relative distance to every number on this number line
is the logarithm of the number.

distance from beginning

x log10 ( x)
of number line
100 0 0
0.5
10 ≈ 3.16 0.5 ½ cycle
101 = 10 1 1 cycle
102 = 100 2 2 cycles
103 = 1000 3 3 cycles

By inspection, you can see that the same is true for numbers that are not exact
powers of ten. The logarithm function compresses correspondingly more as the
numbers get larger.

The most useful mathematical property of logarithms is that they move an exponent
into the linear part of the equation:

log10 (103 ) = 3log10 (10) = (3)(1) = 3

In fact, the logarithm function works the same way for any base, not just 10:

log2 (27 ) = 7 log2 (2) = (7)(1) = 7

(In this case, the word “base” means the base of the exponent.) The general
equation is:

log x (ab ) = b log x (a)

This is a powerful tool in solving for the exponent in an equation. This is, in fact,
precisely the purpose of using logarithms in most mathematical equations.

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 Logarithms Page: 143
Big Ideas Details Unit: Mathematics
Sample problem:
Q: Solve 3x = 15 for x.

A: Take the logarithm of both sides. (Note that writing “log” without supplying a
base implies that the base is 10.)

log(3 x ) = log(15)
x log(3) = log(15)
(x)(0.477) = 1.176
1.176
x= = 2.465
0.477

This is the correct answer, because 32.465 = 15

Logarithmic Graphs
A powerful tool that follows from this is using
logarithmic graph paper to solve equations.
If you plot an exponential function on
semilogarithmic (“semi-log”) graph paper
(meaning graph paper that has a logarithmic
scale on one axis but not the other), you get
a straight line.

The graph at the right is the function y = 2 x .

Notice where the following points appear on
the graph:
Domain Range
0 1
1 2
2 4
3 8
4 16
5 32
Notice also that you can use the graph to find
intermediate values. For example, at x = 2.6,
the graph shows that y = 6.06.

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 Logarithms Page: 144
Big Ideas Details Unit: Mathematics
Natural Logarithms
The natural logarithm comes from calculus—it is the solution to the problem:
1
 x dx = log e (x)

where the base of this logarithm, “e,” is a constant (sometimes called “Euler’s
number”) that is an irrational number equal to approximately
2.71828 18284 59045…

The natural logarithm is denoted “ln”, so we would actually write:

1
 x dx = ln(x)

The number “e” is often called the exponential function. In an algebra-based physics
class, the exponential function appears in some equations whose derivations come
from calculus, notably some of the equations relating to resistor-capacitor (RC)
circuits.

Finally, just as:

log(10 x ) = x and 10log( x ) = x

it is similarly true that:

ln(e x ) = x and eln( x ) = x

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 Introduction: Fluids & Pressure Page: 145
Big Ideas Details Unit: Fluids & Pressure

Introduction: Fluids & Pressure

Unit: Fluids & Pressure
Topics covered in this chapter:
Pressure .......................................................................................................148
Hydraulic Pressure .......................................................................................152
Hydrostatic Pressure ....................................................................................155
Buoyancy......................................................................................................158
Fluid Motion & Bernoulli’s Law....................................................................167

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 Introduction: Fluids & Pressure Page: 146
Big Ideas Details Unit: Fluids & Pressure
In this chapter you will learn about pressure and behaviors of fluids.
• Pressure explains pressure as a force spread over an area. Pressure is the
property that is central to the topic of fluid mechanics.
• Hydraulic Pressure and Hydrostatic Pressure describe how pressure acts in
two common situations.
• Buoyancy descries the upward pressure exerted by a fluid that causes
objects to float.
• Fluid Motion & Bernoulli’s Law describes the relationship between pressure
and fluid motion.

This chapter focuses on real-world applications of fluids and pressure, including

more demonstrations than most other topics. One of the challenges in this chapter
is relating the equations to the behaviors seen in the demonstrations.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
HS-PS2-1. Analyze data to support the claim that Newton’s second law of
motion is a mathematical model describing change in motion (the
acceleration) of objects when acted on by a net force.
HS-PS2-10(MA). Use free-body force diagrams, algebraic expressions, and
Newton’s laws of motion to predict changes to velocity and acceleration for
an object moving in one dimension in various situations.
AP® AP® Physics 2 Learning Objectives:
1.E.1.1: The student is able to predict the densities, differences in densities, or
changes in densities under different conditions for natural phenomena and
design an investigation to verify the prediction. [SP 4.2, 6.4]
1.E.1.2: The student is able to select from experimental data the information
necessary to determine the density of an object and/or compare densities of
several objects. [SP 4.1, 6.4]
3.C.4.1: The student is able to make claims about various contact forces
between objects based on the microscopic cause of those forces. [SP 6.1]
3.C.4.2: The student is able to explain contact forces (tension, friction, normal,
buoyant, spring) as arising from interatomic electric forces and that they
therefore have certain directions. [SP 6.2]
5.B.10.1: The student is able to use Bernoulli’s equation to make calculations
related to a moving fluid. [SP 2.2]
5.B.10.2: The student is able to use Bernoulli’s equation and/or the relationship
between force and pressure to make calculations related to a moving fluid.
[SP 2.2]

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 Introduction: Fluids & Pressure Page: 147
Big Ideas Details Unit: Fluids & Pressure
AP® 5.B.10.3: The student is able to use Bernoulli’s equation and the continuity
equation to make calculations related to a moving fluid. [SP 2.2]
5.B.10.4: The student is able to construct an explanation of Bernoulli’s equation
in terms of the conservation of energy. [SP 6.2]
5.F.1.1: The student is able to make calculations of quantities related to flow of
a fluid, using mass conservation principles (the continuity equation). [SP 2.1,
2.2, 7.2]
Skills learned & applied in this chapter:
• Before & after problems.

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 Pressure Page: 148
Big Ideas Details Unit: Fluids & Pressure

Pressure
Unit: Fluids & Pressure
MA Curriculum Frameworks (2016): HS-PS2-10(MA), HS-PS2-1
AP® Physics 2 Learning Objectives: 3.4.C.1, 3.4.C.2
Mastery Objective(s): (Students will be able to…)
• Calculate pressure as a force applied over an area.
Success Criteria:
• Pressures are calculated correctly and have correct units.
Language Objectives:
• Understand and correctly use the terms “force”, “pressure” and “area” as they
apply in physics.
• Explain the difference between how “pressure” is used in the vernacular vs. in
physics.
Tier 2 Vocabulary: fluid, pressure

Labs, Activities & Demonstrations:

• Balloon.
• Pinscreen (pin art) toy.
• Balloon & weights on small bed of nails.
• Full-size bed of nails.
Notes:
pressure: the exertion of force upon a surface by an object, fluid, etc. that is in
contact with it.

Mathematically, pressure is defined as force divided by area:

F
P=
A

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 Pressure Page: 149
Big Ideas Details Unit: Fluids & Pressure
The S.I. unit for pressure is the pascal (Pa).
kg
1Pa  1 N 1
m2 ms2

(Note that Pa is a two-letter symbol.)

Some other common pressure units are:

• bar: 1 bar ≡ 100 000 Pa
• pound per square inch (psi)
• atmosphere (atm): the average atmospheric pressure
on Earth at sea level.
1 atm ≡ 101 325 Pa ≡ 1.01325 bar = 14.696 psi
In this course, we will use the approximation that 1 atm ≈ 1 bar, meaning that
standard atmospheric pressure is 1 bar ≡ 100 000 Pa.

Air pressure can be described relative to a total vacuum (absolute pressure), but is
more commonly described relative to atmospheric pressure (gauge pressure):
• absolute pressure: the total pressure on a surface. An absolute pressure of
zero means there is zero force on the surface.
• gauge pressure: the difference between the pressure on a surface and
atmospheric pressure. A gauge pressure of zero means the same as
atmospheric pressure. The pressure in car tires is measured as gauge
pressure. For example, a tire pressure of 30 psi (30 pounds per square inch,
or 30 lb.2 ) would mean that the air inside the tires is pushing against the air
in.
outside the tires with a pressure of 30 psi.
A flat tire would have a gauge pressure of zero and an absolute pressure of about
1 bar.

Sample Problem
Q: What is the pressure caused by a force of 25 N acting on a piston with an area of
0.05 m2?

F 25N
A: P = = = 500 Pa
A 0.05m2

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 Pressure Page: 150
Big Ideas Details Unit: Fluids & Pressure
Homework Problems
1. A person wearing snow shoes does not sink into the snow of the tundra,
whereas the same person without snow shoes sinks into the snow. Explain.

2. A balloon is inflated to a pressure of 0.2 bar. A 5.0 kg book is balanced on

top of the balloon. With what surface area does the balloon contact the
book? (Hint: Remember that 1 bar = 100 000 Pa.)

Answer: 0.002 5 m2

3. A carton of paper has a mass of 22.7 kg. The area of the bottom is 0.119 m2.
What is the pressure between the carton and the floor?

Answer: 1 908 Pa

4. A 1000 kg car rests on four tires, each inflated to 2.2 bar. What surface area
does each tire have in contact with the ground? (Assume the weight is
evenly distributed on each wheel.)

Answer: 0.011 4 m2

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 Pressure Page: 151
Big Ideas Details Unit: Fluids & Pressure
5. A student with a mass of 75.0 kg is sitting on 4-legged lab stool that has a
mass of 3.0 kg. Each leg of the stool is circular and has a diameter of
2.50 cm. Find the pressure under each leg of the stool.
(Hints: (1) Remember to convert cm2 to m2 for the area of the legs of the
stool. (2) Remember that the stool has four legs. (3) Note that the problem
gives the diameter of the legs of the stool, not the radius.)

Answer: 397 250 Pa

6. A student with a mass of 75 kg is lying on the floor of the classroom. The

area of the student that is in contact with the floor is 0.6 m2. What is the
pressure between the student and the floor? Express your answer both in
pascals and in bar.

Answer: 1 250 Pa or 0.0125 bar

7. The same student, with a mass of 75 kg, is lying on a single nail has a cross-
sectional area of 0.1mm2 = 1  10 −7 m2 . What is the pressure (in bar) that
the student exerts on the head of the nail?

Answer: 7.5  109 Pa = 75 000 bar

8. The same student, with a mass of 75 kg, is lying on a bed of nails. If the
student is in contact with 1 500 nails, what is the pressure (in bar) between
the student and each nail?

Answer: 5  106 Pa = 50 bar

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 Hydraulic Pressure Page: 152
Big Ideas Details Unit: Fluids & Pressure

Hydraulic Pressure
Unit: Fluids & Pressure
MA Curriculum Frameworks (2016): HS-PS2-10(MA), HS-PS2-1
AP® Physics 2 Learning Objectives: 3.4.C.1, 3.4.C.2
Mastery Objective(s): (Students will be able to…)
• Calculate the force applied by a piston given the force on another piston and
areas of both in a hydraulic system.
Success Criteria:
• Pressures are calculated correctly and have correct units.
Language Objectives:
• Understand and correctly use the term “hydraulic pressure.”
• Accurately describe and apply the concepts described in this section using
appropriate academic language.
• Set up and solve word problems relating to hydraulic pressure.
Tier 2 Vocabulary: fluid, pressure

Labs, Activities & Demonstrations:

• Syringe (squirter)
• Hovercraft
Notes:
Pascal’s Principle, which was discovered by the French mathematician Blaise Pascal,
states that any pressure applied to a fluid is transmitted uniformly throughout the
fluid.
F F
Because P = , if the pressure is the same everywhere in the fluid, then must be
A A
the same everywhere in the fluid.

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 Hydraulic Pressure Page: 153
Big Ideas Details Unit: Fluids & Pressure
If you have two pistons whose cylinders are connected, the pressure is the same
throughout the fluid, which means the force on each piston is proportional to its
own area. Thus:
F1 F2
P1 = P2 which means =
A1 A2
This principle is called “hydraulics.” If you have a lift that has two pistons, one that
is 100 times larger than the other, the larger one can supply 100 times as much
force.

This seems like we’re getting something for nothing—we’re lifting a car by applying
only 150 N of force (approximately 35 lbs.). However, conservation of energy tells
us that the work done by F 1 must equal the work done by F 2, which means F 1 must
act over a considerably larger distance than F 2. In order to lift the car on the right
10 cm (about 4 in.), you would have to press the plunger on the left 10 m.

You could also figure this out by realizing that the volume of fluid transferred on
both sides must be the same and multiplying the area by the distance.

This is how hydraulic brakes work in cars. When you step on the brake pedal, the
hydraulic pressure is transmitted to the master cylinder and then to the slave
cylinders. The master cylinder is much smaller in diameter than the slave cylinders,
which means the force applied to the brake pads is considerably greater than the
force from your foot.

Sample Problem
Q: In a hydraulic system, a force of 25 N will be applied to a piston with an area of
0.50 m2. If the force needs to lift a weight of 500. N, what must be the area of
the piston supporting the 500. N weight?
25 A2 = (500)(0.50)
F1 F2 25 500
A: = = 25 A2 = 250
A1 A2 0.50 A2
A2 = 10 m2

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 Hydraulic Pressure Page: 154
Big Ideas Details Unit: Fluids & Pressure
Homework Problems
1. A student who weighs 700. N stands on a hydraulic lift. The lift has a lever,
which you push down in order to lift the student. The cross-sectional area
of the piston pressing on the fluid under the student is 1 m2, and the cross-
sectional area of the piston pressing on the fluid under the lever is 0.1 m2.
How much force is needed to lift the student?

Answer: 70 N

2. Jeff Bigler’s hovercraft is made from a circle of plywood and a wet/dry

vacuum cleaner. The vacuum cleaner supplies a pressure of 15 000 Pa, and
the radius of the plywood base is 0.6 m. How much weight (in newtons) can
the hovercraft theoretically lift?

Answer: 16 965 N (which is approximately 3 800 lbs.)

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 Hydrostatic Pressure Page: 155
Big Ideas Details Unit: Fluids & Pressure

Hydrostatic Pressure
Unit: Fluids & Pressure
MA Curriculum Frameworks (2016): HS-PS2-10(MA), HS-PS2-1
AP® Physics 2 Learning Objectives: 1.E.1.1, 1.E.1.2
Mastery Objective(s): (Students will be able to…)
• Calculate the hydrostatic pressure exerted by a column of fluid of a given
depth and density.
Success Criteria:
• Pressures are calculated correctly with correct units.
Language Objectives:
• Explain how gravity causes a column of fluid to exert a pressure.

Labs, Activities & Demonstrations:

• Bottle with hole (feel suction, pressure at exit)
• Burette & funnel manometer
• Syphon hose
• Cup of water & index card
• Magdeburg hemispheres
• Shrink-wrap students
Notes:
hydrostatic pressure: the pressure caused by the weight of a column of fluid

The force of gravity pulling down on the particles in a fluid creates pressure. The
more fluid there is above a point, the higher the pressure at that point.

The atmospheric pressure that we measure at the

surface of the Earth is caused by the air above us,
all the way to the highest point in the
atmosphere, as shown in the picture at right:

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 Hydrostatic Pressure Page: 156
Big Ideas Details Unit: Fluids & Pressure
Assuming the density of the fluid is constant, the pressure in a column of fluid is
caused by the weight (force of gravity) acting on an area. Because the force of
gravity is mg (where g = 10 kg
N ), this means:

Fg mg
PH = =
A A
where:
PH = hydrostatic pressure
N on Earth)
g = strength of gravitational field ( 10 kg
A = area of the surface the fluid is pushing on

We can cleverly multiply and divide our equation by volume:

mg mg V m gV
PH = = = 
A A V V A
Then, we need to recognize that (1) density (ρ*) is mass divided by volume, and
(2) the volume of a region is the area of its base times the height (h). Thus the
equation becomes:
gV gAh
PH =   =
A A
PH =  gh

Finally, if there is an external pressure, Po, above the fluid, we have to add it to the
hydrostatic pressure from the fluid itself, which gives us the familiar form of the
equation:
P = Po + PH = Po +  gh
where:
PH = hydrostatic pressure
Po = pressure above the fluid (if relevant)
ρ = density of the fluid (this is the Greek letter “rho”)
g = acceleration due to gravity ( 10 m2 on Earth)
s
h = height of the fluid above the point of interest

Sample Problem
Q: What is the water pressure in the ocean at a depth of 25 m? The density of sea
water is 1025 kg3 .
m

A: PH =  gh = (1025)(10)(25) = 256 250 Pa = 2.56 bar

* Note that physicists use the Greek letter ρ (“rho”) for density. You need to pay careful attention to
the difference between the Greek letter ρ and the Roman letter “p”.

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 Hydrostatic Pressure Page: 157
Big Ideas Details Unit: Fluids & Pressure
Homework Problems
kg
For all problems, assume that the density of fresh water is 1000 .
m3

1. A diver dives into a swimming pool and descends to a maximum depth of

3.0 m. What is the pressure on the diver due to the water at this depth?
Give your answer in both pascals (Pa) and in bar.

Answer: 30 000 Pa or 0.3 bar

2. The specifications for the wet/dry vacuum cleaner that Jeff Bigler used for
his hovercraft state that it is capable of creating enough of a pressure
difference to lift a column of water to a height of 1.5 m at 20°C. How much
pressure can the vacuum cleaner apply?

Answer: 15 000 Pa

3. A standard water tower is 40 m above the ground. What is the resulting

water pressure at ground level? Express your answer in pascals, bar, and
pounds per square inch. (1 bar = 14.5 psi)

Answer: 400 000 Pa or 4 bar or 58.8 psi

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 Buoyancy Page: 158
Big Ideas Details Unit: Fluids & Pressure

Buoyancy
Unit: Fluids & Pressure
MA Curriculum Frameworks (2016): HS-PS2-10(MA), HS-PS2-1
AP® Physics 2 Learning Objectives: 1.E.1.1, 1.E.1.2, 3.4.C.1, 3.4.C.2
Mastery Objective(s): (Students will be able to…)
• Solve problems involving the buoyant force on an object.
• Use a free-body diagram to represent the forces on an object surrounded by a
fluid.
Success Criteria:
• Problems are set up & solved correctly with the correct units.
Language Objectives:
• Explain why a fluid exerts an upward force on an object surrounded by it.
Tier 2 Vocabulary: float, displace

Labs, Activities & Demonstrations:

• Upside-down beaker with tissue
• Ping-pong ball or balloon under water
• beaker floating in water
o right-side-up with weights
o upside-down with trapped air
• Spring scale with mass in & out of water on a balance
• Cartesian diver
• Aluminum foil & weights
• Cardboard & duct tape canoes
Notes:
displace: to push out of the way

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 Buoyancy Page: 159
Big Ideas Details Unit: Fluids & Pressure
buoyancy: a net upward force caused by the differences in hydrostatic pressure at
different levels within a fluid:

The hydrostatic pressure is stronger at the bottom of the object than at the top,
which causes a net upward force on the object.

When an object displaces a fluid:

1. The volume of the fluid displaced equals the volume of the submerged part
of the object: Vfluid displaced = Vsubmerged part of object

2. The weight of the fluid displaced equals the buoyant force (FB).
3. The net force on the object, if any, is the difference between its weight and
the buoyant force: Fnet = Fg − FB

The buoyant force is caused by the difference in hydrostatic pressure from the
bottom of the object to the top, i.e., FB = PAd . However, the hydrostatic pressure is
a function of the depth and the area is a function of the shape of the object. By
manipulating the equations and recognizing that area times height equals volume,
we get the equation for the buoyant force:
FB = Vd g
Where:
FB = buoyant force (N)
ρ = density of fluid ( ) ; fresh water = 1000
kg
m3
kg
m3

Vd = volume of fluid displaced (m3)

(
g = strength of gravitational field g = 10 kg
N
)

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 Buoyancy Page: 160
Big Ideas Details Unit: Fluids & Pressure
For those who want a calculus-based explanation, the hydrostatic force over the
surface of the object is given by combining the hydrostatic equation:
PH =   g dh

with the equation for pressure, rearranged to solve for force:

F = PA
We recognize that because the area varies with depth, this results in a double
surface integral over the area of the object (dA) and the height (dh):
FB =  g dA dh = g  dA dh
Conveniently,  dA dh is simply the volume of the part of the object that is
submerged, which is equal to the volume of fluid displaced.
Therefore:
FB =  g  dA dh =  gVd

If the object floats, there is no net force, which means the weight of the object is
equal to the buoyant force. This means:
Fg = FB
mg = Vd g
Cancelling g from both sides gives m = Vd , which can be rearranged to give the
equation for density:
m
=
Vd
Therefore:
• If the object floats, the mass of the object equals the mass of the fluid
displaced
• The volume of the fluid displaced equals the volume of the object that is
submerged.

If the object sinks, the weight of the object is greater than the buoyant force. This
means:
FB = Vd g
Fg = mg
Therefore:
• The weight of the submerged object is Fnet = Fg − FB

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 Buoyancy Page: 161
Big Ideas Details Unit: Fluids & Pressure
Note that if the object is resting on the bottom of the container, the net
force must be zero, which means the normal force and the buoyant force
combine to supply the total upward force. I.e., for an object resting on the
bottom:

Fnet = 0 = Fg − (FB + FN )

which means:
Fg = FB + FN

This concept is known as Archimedes’ Principle, named for the ancient Greek
scientist who discovered it.

The buoyant force can be calculated from the following equation:

FB = md g = Vd g
where:
FB = buoyant force
md = mass of fluid displaced by the object
g = N on Earth)
strength of gravitational field ( 10 kg
ρ = density of the fluid applying the buoyant force (e.g., water, air)
Vd = volume of fluid displaced by the object

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 Buoyancy Page: 162
Big Ideas Details Unit: Fluids & Pressure
Sample Problems:
Q: A cruise ship displaces 35 000 tonnes of water when it is floating.
(1 tonne = 1 000 kg) If sea water has a density of 1025 kg3 , what volume of
m
water does the ship displace? What is the buoyant force on the ship?

m
A: =
Vd
(35 000)(1000)
1025 =
Vd
Vd = 34 146 m3

FB = Vd = (1025)(34 146)(10) = 3.5  108 N

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 Buoyancy Page: 163
Big Ideas Details Unit: Fluids & Pressure
Q: Consider the following cartoon:

Given the following assumptions:

• The balloons are standard 11″ balloons, meaning that they have a diameter
of 11 inches (28 cm), which equals a radius of 14 cm = 0.14 m.
• The temperature is 20°C. At this temperature, air has a density of 1.200 kg3 ,
m
kg
and helium has a density of 0.166 .
m3

• Pasquale (the child) is probably about four years old. The average mass a
four-year-old boy is about 16 kg.
• The mass of an empty balloon plus string is 2.37 g = 0.00237 kg

How many balloons would it actually take to lift Pasquale?

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 Buoyancy Page: 164
Big Ideas Details Unit: Fluids & Pressure
A: In order to lift Pasquale, FB = Fg.
Fg = mg = (16)(10) = 160 N

FB = air Vd g = (1.2) Vd (10)

Because FB = Fg, this means:
160 = 12 Vd
Vd = 13.3 m3
Assuming spherical balloons, the volume of one balloon is:

V = 4  r 3 = ( 4 )(3.14)(0.14)3 = 0.0115m3
3 3
13.3
Therefore, we need = 1 160 balloons to lift Pasquale.
0.0115

However, the problem with this answer is that it doesn’t account for the mass of
the helium, the balloons and the strings.

Each balloon contains 0.0115m3  0.166 kg3 = 0.00191kg of helium.

m

Each empty balloon (including the string) has a mass of 2.37 g = 0.00237 kg.
The total mass of each balloon full of helium is
1.91 g + 2.37 g = 4.28 g = 0.00428 kg.
This means if we have n balloons, the total mass of Pasquale plus the balloons is
16 + 0.00428n kilograms. The total weight (in newtons) of Pasquale plus the
balloons is therefore this number times 10, which equals 160 + 0.0428n.
The buoyant force of one balloon is:
FB = air Vd g = (1.2)(0.0115)(10) = 0.138 N
Therefore, the buoyant force of n balloons is 0.138n newtons.
For Pasquale to be able to float, FB = Fg, which means
0.138n = 0.0428n + 160
0.0952n = 160
n = 1 680 balloons

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 Buoyancy Page: 165
Big Ideas Details Unit: Fluids & Pressure
Homework Problems
1. A block is 0.12 m wide, 0.07 m long and 0.09 m tall and has a mass of
kg
0.50 kg. The block is floating in water with a density of 1000 .
m3
a. What volume of the block is below the surface of the water?

Answer: 5  10−4 m3

b. If the entire block were pushed under water, what volume of water
would it displace?

Answer: 7.56  10 −4 m3

c. How much additional mass could be piled on top of the block before
it sinks?

Answer: 0.256 kg

2. The SS United Victory was a cargo ship launched in 1944. The ship had a
mass of 15 200 tonnes fully loaded. (1 tonne = 1 000 kg). The density of sea
water is 1025 kg3 . What volume of sea water did the SS United Victory
m
displace when fully loaded?

Answer: 14 829 m3

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 Buoyancy Page: 166
Big Ideas Details Unit: Fluids & Pressure
3. An empty box is 0.11 m per side. It will slowly be filled with sand that has a
kg
density of 3500 . What volume of sand will cause the box to sink in
m3
kg
water? Assume water has a density of 1000 . Assume the box is
m3
neutrally buoyant, which means you may neglect the weight of the box.
Strategy:
a. Find the volume of the box.
b. Find the mass of the water displaced.
c. Find the volume of that same mass of sand.

Answer: 3.80  10 −4 m3

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 Fluid Motion & Bernoulli’s Law Page: 167
Big Ideas Details

Fluid Motion & Bernoulli’s Law

Unit: Fluids & Pressure
MA Curriculum Frameworks (2016): HS-PS2-10(MA), HS-PS2-1
AP® Physics 2 Learning Objectives: 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.F.1.1
Mastery Objective(s): (Students will be able to…)
• Solve problems involving fluid flow using Bernoulli’s Equation.
Success Criteria:
• Problems are set up & solved correctly with the correct units.
Language Objectives:
• Explain why a fluid has less pressure when the flow rate is faster.
Tier 2 Vocabulary: fluid, velocity

Labs, Activities & Demonstrations:

• Blow across paper (unfolded & folded)
• Blow between two empty cans.
• Ping-pong ball and air blower (without & with funnel)
• Venturi tube
• Compressed air blowing across Styrofoam
• Leaf blower & large ball
Notes:
flow: the net movement of a fluid

velocity of a fluid: the average velocity of a particle of fluid as the fluid flows past a
reference point. (unit = ms )

volumetric flow rate: the volume of a fluid that passes through a section of pipe in a
given amount of time. (unit = m3 )
s

mass flow rate: the mass of fluid that passes through a section of pipe in a given
amount of time. (unit = kgs )

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 Fluid Motion & Bernoulli’s Law Page: 168
Big Ideas Details
Continuity
If a pipe has only one inlet and one outlet, all of the fluid that flows in must flow out,
V
which means the volumetric flow rate through the pipe must be constant.
t

Because volume is area times length, we can write the volumetric flow rate as:

V Ad
=
t t

Assuming the velocity is constant through a section of the pipe as long as the size
d
and elevation are not changing, we can substitute v = , giving:
t

V Ad d
= = A  = Av = constant
t t t

If the volumetric flow rate remains constant but the diameter of the pipe changes:

In order to squeeze the same volume of fluid through a narrower opening, the fluid
needs to flow faster. Because Av must be constant, the cross-sectional area times
the velocity in one section of the pipe must be the same as the cross-sectional
velocity in the other section.

Av = constant
A1v1 = A2v2

This equation is called the continuity equation, and it is one of the important tools
that you will use to solve these problems.

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 Fluid Motion & Bernoulli’s Law Page: 169
Big Ideas Details
Dynamic Pressure
When a fluid is flowing, the fluid must have kinetic energy, which equals the work
that it takes to move that fluid.
Recall the equations for work and kinetic energy:

K = 12 mv 2
W = K = F d

Combining these (the work-energy theorem) gives 12 mv 2 = F d .

F
Solving PD = for force gives F = PDA. Substituting this into the above equation
A
gives:
1 mv 2 = F d = PD Ad
2

Rearranging the above equation to solve for dynamic pressure gives the following.
Because volume is area times distance (V = Ad), we can then substitute V for Ad:
1 mv 2 1 mv 2
PD = 2
= 2
Ad V
m
Finally, rearranging  = to solve for mass gives m = ρV. This means our equation
V
becomes:
1 mv 2 1 Vv 2
PD = 2
= 2
= 12 v 2
V V
PD = 12 v 2

Bernoulli’s Principle

Bernoulli’s Principle, named for Dutch-Swiss mathematician Daniel Bernoulli states

that the pressures in a moving fluid are caused by a combination of:
• The hydrostatic pressure: PH =  gh

• The dynamic pressure: PD = 12 v 2

• The “external” pressure, which is the pressure that the fluid exerts on its
surroundings. (This is the pressure we would measure with a pressure gauge.)

A change in any of these pressures affects the others, which means:

Pext . + PH + PD = constant
Pext . + gh + 12 v 2 = constant

The above equation is Bernoulli’s equation.

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 Fluid Motion & Bernoulli’s Law Page: 170
Big Ideas Details
For example, consider the following situation:

• The velocity of the fluid is changing (because the cross-sectional area is

changing—remember the continuity equation A1v1 = A2v2 ). This means the
dynamic pressure, PD = 12 v 2 is changing.
• The height is changing, which means the hydrostatic pressure, PH =  gh is
changing.
• The external pressures will also be different, in order to satisfy Bernoulli’s
Law.

This means Bernoulli’s equation becomes:

P1 + gh1 + 12 v12 = P2 + gh2 + 12 v22

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 Fluid Motion & Bernoulli’s Law Page: 171
Big Ideas Details
Note particularly that Bernoulli’s equation tells us that increasing the fluid velocity
(v ) increases the dynamic pressure. (If v increases, then PD = 12 v 2 increases.)

This means if more of the total pressure is in the form of dynamic pressure, that
means the hydrostatic and/or external pressures will be less.
Consider the following example:

This pipe is horizontal, which means h is constant; therefore gh is constant. This
means that if 1 v 2 increases, then pressure (P ) must decrease so that
2

Pext . + gh + 2 v 2 = constant .

1

Although Bernoulli published his principle in 1738, the application to fluids in

constricted channels was not published until 1797 by Italian physicist Giovanni
Venturi. The above apparatus is named after Venturi and is called a Venturi tube.

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 Fluid Motion & Bernoulli’s Law Page: 172
Big Ideas Details
Torricelli’s Theorem
A special case of Bernoulli’s Principle was
discovered almost 100 years earlier, in 1643 by
Italian physicist and mathematician Evangelista
Torricelli. Torricelli observed that in a container
with fluid effusing (flowing out) through a hole,
the more fluid there is above the opening, the
faster the fluid comes out.

Torricelli found that the velocity of the fluid was

the same as the velocity would have been if the
fluid were falling straight down, which can be
calculated from the change of gravitational
potential energy to kinetic energy:
1 mv 2 = mgh
2
2
v = 2gh
v = 2gh
Torricelli’s theorem can also be derived from Bernoulli’s equation*:

P1 + gh1 + 12 v12 = P2 + gh2 + 12 v22

• The external pressures (P1 and P2 are both equal—atmospheric pressure—so

they cancel.
• The fluid level is going down slowly enough that the velocity of the fluid
inside the container (v1) is essentially zero.
• Once the fluid exits the container, the hydrostatic pressure is zero ( gh2 = 0) .
This leaves us with:

 gh1 = 12 v22
2gh1 = v22
2gh1 = v2

We could do a similar proof from the kinematic equation: v 2 − vo2 = 2ad

Substituting a = g , d = h, and vo = 0 gives v 2 = 2gh and therefore v = 2gh

* On the AP® Physics 2 exam, you must start problems from equations that are on the formula sheet.
This means you may not use Torricelli’s Theorem on the exam unless you first derive it from
Bernoulli’s Equation.

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 Fluid Motion & Bernoulli’s Law Page: 173
Big Ideas Details
The decrease in pressure caused by an increase in fluid velocity explains one of the
ways in which an airplane wing provides lift:

(Of course, most of an airplane’s lift comes from the fact that the wing is inclined
with an angle of attack relative to its direction of motion, an application of Newton’s
third law.)

A common demonstration of Bernoulli’s Law is to blow across a piece of paper:

The air moving across the top of the paper causes a decrease in pressure, which
causes the paper to lift.

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 Fluid Motion & Bernoulli’s Law Page: 174
Big Ideas Details
Sample Problems:
Q: A fluid in a pipe with a diameter of 0.40 m is moving with a velocity of 0.30 ms . If
the fluid moves into a second pipe with half the diameter, what will the new
fluid velocity be?

A: The cross-sectional area of the first pipe is:

A1 = πr 2 = (3.14)(0.20)2 = 0.126 m2
The cross-sectional area of the second pipe is:
A2 = πr 2 = (3.14)(0.10)2 = 0.0314 m2
Using the continuity equation:
A1v1 = A2v2
A1v 1 = A2v 2 (0.126)(0.30) = (0.0314)v2
v2 = 1.2 ms

Q: A fluid with a density of 1250 kg3 has a pressure of 45 000 Pa as it flows at 1.5 ms
m
through a pipe. The pipe rises to a height of 2.5 m, where it connects to a
second, smaller pipe. What is the pressure in the smaller pipe if the fluid flows
at a rate of 3.4 ms through it?

A: P1 +  gh1 + 12 v12 = P2 +  gh2 + 12 v22

45 000 + (1250)(10)(0) + ( 12 ) (1250)(1.5)2 = P2 + (1250)(10)(2.5) + ( 12 ) (1250)(3.4)2
45 000 + 1406 = P2 + 31 250 + 7225
P2 = 7931Pa

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 Fluid Motion & Bernoulli’s Law Page: 175
Big Ideas Details
Homework Problems
1. A pipe has a radius of 0.25 m at the entrance and a radius of 0.12 m at the
exit, as shown in the figure below:

If the fluid in the pipe is flowing at 5.2 ms at the inlet, then how fast is it
flowing at the outlet?

Answer: 22.6 ms

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 Fluid Motion & Bernoulli’s Law Page: 176
Big Ideas Details
2. At point A on the pipe to the right, the
water’s speed is 4.8 ms and the pressure is
52.0 kPa. The water drops 14.8 m to point B,
where the pipe’s cross sectional area is twice
that at point A.
a. Calculate the velocity of the water at
point B.

Answer: 2.4 ms

b. Calculate the pressure at point B.

Answer: 208.6 kPa

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 Introduction: Thermal Physics (Heat) Page: 177
Big Ideas Details Unit: Thermal Physics (Heat)

Introduction: Thermal Physics (Heat)

Unit: Thermal Physics (Heat)
Topics covered in this chapter:
Heat & Temperature ....................................................................................180
Heat Transfer ...............................................................................................184
Energy Conversion .......................................................................................190
Specific Heat Capacity & Calorimetry ..........................................................193
Phase Diagrams............................................................................................200
Phases & Phase Changes .............................................................................205
Heating Curves .............................................................................................209
Thermal Expansion.......................................................................................217

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 Introduction: Thermal Physics (Heat) Page: 178
Big Ideas Details Unit: Thermal Physics (Heat)
This chapter is about heat as a form of energy and the ways in which heat
affects objects, including how it is stored and how it is transferred from one
object to another.
• Heat & Temperature describes the concept of heat as a form of energy and
how heat energy is different from temperature.
• Heat Transfer describes how to calculate the rate of the transfer of heat
energy from one object to another.
• Energy Conversion describes conversion between heat and other forms of
energy.
• Specific Heat Capacity & Calorimetry describes different substances’ and
objects’ abilities to store heat energy.
• Phase Diagrams describes how to use a phase diagram to determine the
state of matter of a substance at a given temperature and pressure.
• Phases & Phase Changes and Heating Curves addresses the additional
calculations that apply when a substance goes through a phase change (such
as melting or boiling).
• Thermal Expansion describes the calculation of the change in size of an
object caused by heating or cooling.

New challenges specific to this chapter include looking up and working with
constants that are different for different substances.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
HS-PS2-6. Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of designed
materials.
HS-PS3-1. Create a computational model to calculate the change in the energy
of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic
scale can be accounted for as either motions of particles or energy stored in
fields.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the
transfer of thermal energy when two components of different temperature
are combined within a closed system results in a more uniform energy
distribution among the components in the system (second law of
thermodynamics).

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 Introduction: Thermal Physics (Heat) Page: 179
Big Ideas Details Unit: Thermal Physics (Heat)
AP® only AP® Physics 2 Learning Objectives:
1.E.3.1: The student is able to design an experiment and analyze data from it to
examine thermal conductivity. [SP 4.1, 4.2, 5.1]
4.C.3.1: The student is able to make predictions about the direction of energy
transfer due to temperature differences based on interactions at the
microscopic level. [SP 6.4]
5.A.2.1: The student is able to define open and closed systems for everyday
situations and apply conservation concepts for energy, charge, and linear
momentum to those situations. [SP 6.4, 7.2]
Topics from this chapter assessed on the SAT Physics Subject Test:
• Thermal Properties, such as temperature, heat transfer, specific and latent
heats, and thermal expansion.
• Laws of Thermodynamics, such as first and second laws, internal energy,
entropy, and heat engine efficiency.
1. Heat and Temperature
2. The Kinetic Theory of Gases & the Ideal Gas Law
3. The Laws of Thermodynamics
4. Heat Engines
Skills learned & applied in this chapter:
• Working with material-specific constants from a table.
• Working with more than one instance of the same quantity in a problem.
• Combining equations and graphs.

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 Heat & Temperature Page: 180
Big Ideas Details Unit: Thermal Physics (Heat)

Heat & Temperature

Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-1, HS-PS3-2, HS-PS4-3a
AP® Physics 2 Learning Objectives: 4.C.3.1, 7.A.2.1, 7.A.2.2
Mastery Objective(s): (Students will be able to…)
• Explain heat energy in macroscopic and microscopic terms.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain the difference between heat and temperature.
Tier 2 Vocabulary: heat, temperature

Labs, Activities & Demonstrations:

• Heat a small weight and large weight to slightly different temperatures.
• Fire syringe.
• Steam engine.
• Incandescent light bulb in water.
• Mixing (via molecular motion/convection) of hot vs. cold water (with food
coloring).

Vocabulary:
heat: energy that can be transferred by moving atoms or molecules via transfer of
momentum.

temperature: a measure of the average kinetic energy of the particles (atoms or

molecules) of a system.

thermometer: a device that measures temperature, most often via thermal

expansion and contraction of a liquid or solid.

Notes:
Heat is energy that is stored as the translational kinetic energy of the particles that
make up an object or substance.
You may remember from chemistry that particles (atoms or molecules) are always
moving (even at absolute zero), and that energy can transfer via elastic collisions
between the particles of one object or substance and the particles of another. (We
will explore these concepts in more detail in the topic Kinetic-Molecular Theory,
starting on page 230.)

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 Heat & Temperature Page: 181
Big Ideas Details Unit: Thermal Physics (Heat)
Note that heat is the energy itself, whereas temperature is a measure of the quality
of the heat—the average of the kinetic energies of the individual molecules:

Note that the particles of a substance have a range of kinetic energies, and the
temperature is the average. Notice that when a substance is heated, the particles
acquire a wider range of kinetic energies, with a higher average.

When objects are placed in contact, heat is transferred from each object to the
other via the transfer of momentum that occurs when the individual molecules
collide. Molecules that have more energy transfer more energy than they receive.
Molecules that have less energy receive more energy than they transfer. This means
three things:

1. Individual collisions transfer energy in both directions. The particles of a hot

substance transfer energy to the cold substance, but the particles of the cold
substance also transfer energy to the hot substance.

2. The net (overall) flow of energy is from objects with a higher temperature
(more kinetic energy) to objects with a lower temperature (less kinetic
energy). I.e., more energy is transferred from the hot substance to the cold
substance than vice versa.

3. If you wait long enough, all of the molecules will have the same temperature
(i.e., the same average kinetic energy).

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 Heat & Temperature Page: 182
Big Ideas Details Unit: Thermal Physics (Heat)
This means that the temperature of one object relative to another determines
which direction the heat will flow, much like the way the elevation (vertical position)
of one location relative to another determines which direction water will flow.

However, the total heat (energy) contained in an object depends on the mass as well
as the temperature, in the same way that the total change in energy of the water
going over a waterfall depends on the mass of the water as well as the height.
Consider two waterfalls, one of which is twice the height of the second, but the
second of which has ten times as much water going over it as the first:

U = mg(2h) U = (10m)gh
In the above pictures, each drop of water falling from the waterfall on the left has
more gravitational potential energy, but more total energy goes over the waterfall
on the right.

Similarly, each particle in an object at a higher temperature has more thermal

energy than each particle in another object at a lower temperature.
If we built a waterway between the two falls, water could flow from the top of the
first waterfall to the top of the second, but not vice versa.

Similarly, the net flow of heat is from a smaller object with higher temperature to a
larger object with a lower temperature, but not vice versa.

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 Heat & Temperature Page: 183
Big Ideas Details Unit: Thermal Physics (Heat)
Heat Flow
system: the region or collection of objects under being considered in a problem.

surroundings: everything that is outside of the system.

E.g., if a metal block is heated, we would most likely define the system to be the
block, and the surroundings to be everything else.

We generally use the variable Q to represent heat in physics equations.

Heat flow is always represented in relation to the system.

Heat Flow Sign of Q System Surroundings

from the surroundings gains heat (gets lose heat

+ (positive)
into the system warmer) (get colder)

from the system loses heat (gets gain heat

− (negative)
out to the surroundings colder) (get hotter)

A positive value of Q means heat is flowing into the system. Because the heat is
transferred from the molecules outside the system to the molecules in the system,
the energy of the system increases, and the energy of the surroundings decreases.

A negative value of Q means heat is flowing out of the system. Because the heat is
transferred from the molecules in the system to the molecules outside the system,
the energy of the system decreases, and the energy of the surroundings increases.

This can be confusing. Suppose you set a glass of ice water on a table. When you
pick up the glass, your hand gets colder because heat is flowing from your hand
(which is part of the surroundings) into the system (the glass of ice water). This
means the system (the glass of ice water) is gaining heat, and the surroundings (your
hand, the table, etc.) are losing heat. The value of Q would be positive in this
example.

In simple terms, you need to remember that your hand is part of the surroundings,
not part of the system.

thermal equilibrium: when all of the particles in a system have the same average
kinetic energy (temperature). When a system is at thermal equilibrium, no net
heat is transferred. (I.e., collisions between particles may still transfer energy,
but the average temperature of the particles in the system—what we measure
with a thermometer—is not changing.)

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 Heat Transfer Page: 184
Big Ideas Details Unit: Thermal Physics (Heat)

Heat Transfer
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-4a
AP® Physics 2 Learning Objectives: 1.E.3.1, 5.B.6.1
Mastery Objective(s): (Students will be able to…)
• Explain heat transfer by conduction, convection and radiation.
• Calculate heat transfer using Fourier’s Law of Heat Conduction.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the mechanisms by which heat is transferred.
Tier 2 Vocabulary: conduction, radiation

Labs, Activities & Demonstrations:

• Heat a piece of sheet metal against a block of wood.
• Radiometer & heat lamp.
• Almond & cheese stick.
• Flammable soap bubbles.
• Ice cubes melting in fresh vs. salt water (with food coloring).

Notes:
Heat transfer is the flow of heat energy from one object to another. Heat transfer
usually occurs through three distinct mechanisms: conduction, radiation, and
convection.

conduction: transfer of heat through collisions of particles by objects that are in

direct contact with each other. Conduction occurs when there is a net transfer
of momentum from the molecules of an object with a higher temperature
transfer to the molecules of an object with a lower temperature.

thermal conductivity (k ): a measure of the amount of heat that a given length of a

substance can conduct in a specific amount of time. Thermal conductivity is
measured in units of msJ°C or mW°C .

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 Heat Transfer Page: 185
Big Ideas Details Unit: Thermal Physics (Heat)
conductor: an object that allows heat to pass through itself easily; an object with
high thermal conductivity.

insulator: an object that does not allow heat to pass through itself easily; a poor
conductor of heat; an object with low thermal conductivity.

radiation: transfer of heat through space via electromagnetic waves (light,

microwaves, etc.)

convection: transfer of heat by motion of particles that have a higher temperature

exchanging places with particles that have a lower temperature. Convection
usually occurs when air moves around a room.

Natural convection occurs when particles move because of differences in density. In

a heated room, because cool air is more dense than warm air, the force of
gravity is stronger on the cool air, and it is pulled harder toward the ground than
the warm air. The cool air displaces the warm air, pushing it upwards out of the
way.

In a room with a radiator, the radiator

heats the air, which causes it to expand
and be displaced upward by the cool air
nearby. When the (less dense) warm air
reaches the ceiling, it spreads out, and it
continues to cool as it spreads. When
the air reaches the opposite wall, it is
forced downward toward the floor,
across the floor, and back to the
radiator.

Forced convection can be achieved by moving heated or cooled air using a fan.
Examples of this include ceiling fans and convection ovens. If your radiator does
not warm your room enough in winter, you can use a fan to speed up the
process of convection. (Make sure the fan is moving the air in the same
direction that would happen from natural convection. Otherwise, the fan will be
fighting against physics!)

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 Heat Transfer Page: 186
Big Ideas Details Unit: Thermal Physics (Heat)
Calculating Heat Transfer by Conduction
Heat transfer by conduction can be calculated using Fourier’s Law of Heat
Conduction:
Q T
P = = −kA
t L
where:
P = power (W)
Q = heat transferred (J)
t = time (s)
k = coëfficient of thermal conductivity ( mWC )
A = cross-sectional area (m2)
ΔT = temperature difference (K or °C)
L = length (m)

The minus sign is because heat transfer is calculated assuming that the system is the
heat source. (Heat is moving out of the system, so we use a negative number.)

Note that for insulation (the kind you have in the walls and attic of your home), you
want the lowest possible thermal conductivity—you don’t want the insulation to
conduct the heat from the inside of your house to the outside! Because most
people think that bigger numbers are better, the industry has created a measure of
the effectiveness of insulation called the “R value”. It is basically the reciprocal of
k
, which means lower conductivity and more thickness gives better insulation.
L

Sample Problem:
Q: A piece of brass is 5.0 mm (0.0050 m) thick and has a cross-sectional area of
0.010 m2. If the temperature on one side of the metal is 65°C and the
temperature on the other side is 25°C, how much heat will be conducted
through the metal in 30. s? The coefficient of thermal conductivity for brass
is 120 mWC .

A: Q T
= −kA
t L
Q  65 − 25 
= −(120)(0.010)   = −9600
30  0.0050 
Q = −288000 J = −288 kJ

(Note that because the quantities of heat that we usually measure are large,
values are often given in kilojoules or megajoules instead of joules.)

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 Heat Transfer Page: 187
Big Ideas Details Unit: Thermal Physics (Heat)
honors Calculating Heat Transfer by Radiation
(not AP®)
Heat transfer by radiation is based on the temperature of a substance and its ability
emit heat (emissivity). The equation is:
Q
P= =  AT 4
t
where:
P = power (W)
Q = heat (J)
t = time (s)
ε = emissivity (dimensionless; “black body” ≡ 1)

(
σ = Stefan-Boltzmann constant  = 5.67  10−8 W
m2 K4 )
A = area (m2)
T = temperature (K)

Note that because the equation contains T (rather than ΔT), the temperature needs
to be in Kelvin.

emissivity (ε): a ratio of the amount of heat radiated by a substance to the amount
of heat that would be radiated by a perfect “black body” of the same
dimensions.
Emissivity is a dimensionless number (meaning that it has no units, because the
units cancel), and is specific to the substance.

black body: an object that absorbs all of the heat energy that comes in contact with
it (and reflects none of it).

Stefan-Boltzmann constant (σ): the constant that makes the above equation come
out in watts. Note that the Stefan-Boltzmann constant is defined from other
constants:

2 5kB4
= , where kB is the Boltzmann constant, h is Planck’s constant, and c is
15h3c2
the speed of light in a vacuum.

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 Heat Transfer Page: 188
Big Ideas Details Unit: Thermal Physics (Heat)
Homework Problems
You will need to look up coefficients of thermal conductivity in Table I. Thermal
Properties of Selected Materials of your reference tables on page 599.

1. The surface of a hot plate is made of 12.0 mm (0.012 m) thick aluminum and
has an area of 64 cm2 (which equals 0.0064 m2). If the heating coils maintain
a temperature of 80.°C underneath the surface and the air temperature is
22°C, how much heat can be transferred through the plate in 60. s?

Answer: 464 000 J* or 464 kJ

2. A cast iron frying pan is 5.0 mm thick. If it contains boiling water (100°C),
how much heat will be transferred into your hand if you place your hand
against the bottom for two seconds?
(Assume your hand has an area of 0.0040 m2, and that body temperature is
37°C.)

Answer: +8 064 J or +8.064 kJ

(positive because the direction is stated as “into your hand”)

3. A plate of metal has thermal conductivity k and thickness L. One side has a
temperature of Th and the other side has a temperature of Tc, derive an
expression for the cross-sectional area A that would be needed in order to
transfer a certain amount of heat, Q, through the plate in time t.

QL
Answer: A =
kt (Th − Tc )

* Note: Questions #1 and #3 do not specify the direction of heat transfer, so the answer could be either
positive or negative.

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 Heat Transfer Page: 189
Big Ideas Details Unit: Thermal Physics (Heat)
4. A glass window in a house has an area of 0.67 m2 and a thickness of 2.4 mm
(2.4  10 −3 m) . The temperature inside the house is 21 °C, and the outside
temperature is 0 °C.
a. How much heat is lost through the window in 1 hour (3600 s) due to
conduction?
Use 1.0 mW°C for the thermal conductivity of the glass.

Answer: −21 100 000 J = −21 100 kJ

(negative because heat is lost through the window)

Honors b. How much heat is lost through the window in 1 hour (3600 s) due to
(not AP®) radiation? (Assume the entire glass is 21 °C for this problem.)
Hint: Remember to convert the temperature to Kelvin.

Answer: −940 000 J = −940 kJ

(negative because heat is lost through the window)

c. Which mode of heat transfer (conduction vs. radiation) accounts for

the greater amount of heat loss?

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 Energy Conversion Page: 190
Big Ideas Details Unit: Thermal Physics (Heat)

Energy Conversion
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-1
AP® Physics 2 Learning Objectives: 5.B.4.2, 5.B.5.4, 5.B.5.5
Mastery Objective(s): (Students will be able to…)
• Describe the conversion of energy between heat and other forms.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Describe and explain an example of conversion of heat into mechanical work.
Tier 2 Vocabulary: heat, energy

Labs, Activities & Demonstrations:

• steam engine
• fire syringe
• metal spheres & paper
• hit clay/silly putty multiple times with a hammer (requires temperature probe)
Notes:
The law of conservation of energy states that total energy is always conserved, but
that energy can be converted from one form to another.

We have already seen this in mechanics with the conversion between gravitational
potential energy and kinetic energy.

Heat is energy. Like other forms of energy, it can do work. For

example, in a steam engine, heat is used to boil water in a sealed
container. As more water boils, there is more gas in the boiler,
which makes the pressure increase. If the gas can only expand
by pushing against something (like a piston), the force from the
pressure can do work by moving the piston and whatever it’s
connected to. (We will revisit the concept of pressure as a force
when we study fluid mechanics. For now, it’s enough to
understand that heat energy can be converted to kinetic
energy.)

In mechanics, recall that collisions can be elastic or inelastic. In

an elastic collision, kinetic energy is conserved; in an inelastic
collision, some of the kinetic energy is converted to other forms, mostly heat.

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 Energy Conversion Page: 191
Big Ideas Details Unit: Thermal Physics (Heat)
We can use the law of conservation of energy to estimate the amount of energy
converted to heat in a completely inelastic collision.

Consider a 0.150 kg tomato hitting the wall at a velocity of 20.0 ms .

After the collision, the velocity of the tomato and the wall are both zero. This means
the kinetic energy of the tomato after the collision is zero. Because energy must be
conserved, this means all of the kinetic energy from the tomato must have been
converted to heat.

Ek = 12 mv 2
Ek = ( 12 )(0.150)(20.0)2 = 30.0 J

Now consider the same splat tomato with a mass of 0.150 kg and a velocity of
20.0 ms hitting a 1.00 kg block of wood that is initially at rest. This is still an inelastic
collision, but now the wood is free to move, which means it has kinetic energy after
the collision.

To solve this problem, we need to use conservation of momentum to find the

velocity of the splat tomato + wood after the collision, and then use the velocity
before and after to calculate the change in kinetic energy.

Before the collision: Ek = 12 mv 2

0
p = mt vt + mw vw Ek = ( 12 )(1.15)(2.61)2 = 3.91 J
p = (0.150)(+20.0) + 0 = +3.00 N  s
0
Ek = 12 mt vt2 + 12 mw vw2
Ek = ( 12 )(0.150)(20.0)2 + 0 = 30.0 J

After the collision:

p = (mt + mw ) v
+3.00 = (0.150 + 1.00) v = 1.15v
v = +2.61 ms

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 Energy Conversion Page: 192
Big Ideas Details Unit: Thermal Physics (Heat)
This means there is 30.0 – 3.91 = 26.1 J of kinetic energy that is “missing” after the
collision. This “missing” energy is mostly converted to heat. If you could measure
the temperature of the “splat tomato” and the wood extremely accurately before
and after the collision, you would find that both would be warmer as a result of the
“missing” 26.1 J of energy.

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 Specific Heat Capacity & Calorimetry Page: 193
Big Ideas Details Unit: Thermal Physics (Heat)
honors
(not AP®)
Specific Heat Capacity & Calorimetry*
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-1, HS-PS4-3a
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Calculate the heat transferred when an object with a known specific heat
capacity is heated.
• Perform calculations related to calorimetry.
• Describe what is happening at the molecular level when a system is in thermal
equilibrium.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what the specific heat capacity of a substance measures.
• Explain how heat is transferred between one substance and another.
Tier 2 Vocabulary: heat, specific heat capacity, “coffee cup” calorimeter

Labs, Activities & Demonstrations:

• Calorimetry lab.

Notes:
Different objects have different abilities to hold heat. For example, if you enjoy
pizza, you may have noticed that the sauce holds much more heat (and burns your
mouth much more readily) than the cheese or the crust.

The amount of heat that a given mass of a substance can hold is based on its specific
heat capacity.

* Calorimetry is usually taught in chemistry classes. However, the topic was moved from chemistry to
physics in the Massachusetts Curriculum Frameworks starting in 2016.

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 Specific Heat Capacity & Calorimetry Page: 194
Big Ideas Details Unit: Thermal Physics (Heat)
honors specific heat capacity (C): a measure of the amount of heat required per gram of a
(not AP®) substance to produce a specific temperature change in the substance.

Cp: specific heat capacity, measured at constant pressure. For gases, this means
the measurement was taken allowing the gas to expand as it was heated.

Cv: specific heat capacity, measured at constant volume. For gases, this means
the measurement was made in a sealed container, allowing the pressure to
rise as the gas was heated.

For solids and liquids, Cp ≈ Cv because the pressure and volume change very little
as they are heated. For gases, Cp > Cv (always). For ideal gases, Cp − Cv = R,
where R is a constant known as “the gas constant.”

When there is a choice, Cp is more commonly used than Cv because it is easier

to measure. When dealing with solids and liquids, most physicists just use C for
specific heat capacity and don’t worry about the distinction.

Calculating Heat from a Temperature Change

The amount of heat gained or lost when an object changes temperature is given by
the equation:
Q = mC T
where:
Q = heat (J or kJ)
m = mass (g or kg)
C = specific heat capacity (kgkJK )
ΔT = temperature change (K or °C)

Because problems involving heat often involve large amounts of energy, specific
heat capacity is often given in kilojoules per kilogram per degree Celsius.

Note that 1 kgkJK  1 kgkJC  1 gJ C and 1 gcal

C
 1 kgkcal
C
= 4.18 gJ C = 4.18 kgkJK

You need to be careful with the units. If the mass is given in kilograms (kg), your
specific heat capacity will have units of kgkJC and the heat energy will come out in

kilojoules (kJ). If mass is given in grams, you will use units of gJ C and the heat
energy will come out in joules (J).

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 Specific Heat Capacity & Calorimetry Page: 195
Big Ideas Details Unit: Thermal Physics (Heat)
honors Specific Heat Capacities of Some Substances
(not AP®)
Specific Heat Specific Heat
Substance Capacity Substance Capacity
( kgkJK ) ( kgkJK )

water at 20 °C 4.181 aluminum 0.897

ethylene glycol glass 0.84
2.460
(anti-freeze) iron 0.450
ice at −10 °C 2.080 copper 0.385
steam at 100 °C 2.11 brass 0.380
steam at 130 °C 1.99 silver 0.233
vegetable oil 2.00 lead 0.160
air 1.012 gold 0.129

Calorimetry
calorimetry: the measurement of heat flow

In a calorimetry experiment, heat flow is calculated by measuring the mass and

temperature change of an object and applying the specific heat capacity
equation.

calorimeter: an insulated container for performing calorimetry experiments.

coffee cup calorimeter: a calorimeter that is only an insulated container—it does

not include a thermal mass (such as a mass of water). It is usually made of
styrofoam, and is often nothing more than a styrofoam coffee cup.

bomb calorimeter: a calorimeter for measuring the heat produced by a chemical

reaction. A bomb calorimeter is a double-wall metal container with water
between the layers of metal. The heat from the chemical reaction makes the
temperature of the water increase. Because the mass and specific heat of the
calorimeter (water and metal) are known, the heat produced by the reaction can
be calculated from the increase in temperature of the water.

It has a great name, but a bomb calorimeter doesn’t involve actually blowing
anything up. ☺

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 Specific Heat Capacity & Calorimetry Page: 196
Big Ideas Details Unit: Thermal Physics (Heat)
honors Solving Coffee Cup Calorimetry Problems
(not AP®)
Most coffee cup calorimetry problems involve placing a hot object in contact with a
colder one. Many of them involve placing a hot piece of metal into cold water.

To solve the problems, assume that both objects end up at the same temperature.

If we decide that heat gained (going into a substance) by each object that is getting
hotter is positive, and heat lost (coming out of a substance) by every substance that
is getting colder is negative, then the basic equation is:

Heat Lost + Heat Gained = Change in Thermal Energy

 Qlost +  Qgained = Q

If the calorimeter is insulated, then no heat is gained or lost by the entire system
(which means Q = 0 ).

If we have two substances (#1 and #2), one of which is getting hotter and the other
of which is getting colder, then our equation becomes:

Heat Lost + Heat Gained = Change in Thermal Energy

 Qlost +  Qgained = Q = 0
m1C1 T1 + m2C2 T2 = 0

In this example, T1 would be negative and T2 would be positive.

To solve a calorimetry problem, there are six quantities that you need: the two
masses, the two specific heat capacities, and the two temperature changes. (You
might be given initial and final temperatures for either or both, in which case you’ll
need to subtract. Remember that if the temperature increases, ΔT is positive, and if
the temperature decreases, ΔT is negative.) The problem will usually give you all
but one of these and you will need to find the missing one.

If you need to find the final temperature, use T = Tf − Ti on each side. You will
have both Ti numbers, so the only variable left will be Tf. (The algebra is
straightforward, but ugly.)

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 Specific Heat Capacity & Calorimetry Page: 197
Big Ideas Details Unit: Thermal Physics (Heat)
honors Sample Problems:
(not AP®) Q: An 0.050 kg block of aluminum is heated and placed in a calorimeter containing
0.100 kg of water at 20. °C. If the final temperature of the water was 30. °C, to
what temperature was the aluminum heated?

A: To solve the problem, we need to look up the specific heat capacities for
aluminum and water in Table I. Thermal Properties of Selected Materials on
page 599 of your Physics Reference Tables. The specific heat capacity of
aluminum is 0.898 gJ°C , and the specific heat capacity for water is 4.181 gJ°C .

We also need to realize that we are looking for the initial temperature of the
aluminum. ΔT is always final – initial, which means TAl = 30 − Ti ,Al . (Because
the aluminum starts out at a higher temperature, this will give us a negative
number, which is what we want.)
mAlC Al TAl + mwC w Tw =0
(0.050)(0.897)(30 − Ti ) + (0.100)(4.181)(30 − 20) = 0
0.0449(30 − Ti ) + 4.181 =0
1.3455 − 0.0449Ti + 4.181 = 0
5.5265 = 0.0449Ti
5.5265
Ti = = 123.2 °C
0.0449

Q: An 0.025 kg block of copper at 95°C is dropped into a calorimeter containing

0.075 kg of water at 25°C. What is the final temperature?

A: We solve this problem the same way. The specific heat capacity for copper is
0.385 gJ°C , and TCu = Tf − 95 and Tw = Tf − 25 . This means Tf will appear in two
places. The algebra will be even uglier, but it’s still a straightforward Algebra 1
problem:
mCuC Cu TCu + mwC w Tw =0
(0.025)(0.385)(Tf − 95i ) + (0.075)(4.181)(Tf − 25) = 0
0.009625(Tf − 95) + 0.3138(Tf − 25) =0
0.009625 Tf − (0.009625)(95) + 0.3136 Tf − (0.3138)(25) = 0
0.009625 Tf − 0.9144 + 0.3138 Tf − 7.845 = 0
0.3234 Tf = 8.759
8.759
Tf = = 27 °C
0.3234

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 Specific Heat Capacity & Calorimetry Page: 198
Big Ideas Details Unit: Thermal Physics (Heat)
honors Homework Problems
(not AP®)
You will need to look up specific heat capacities in Table I. Thermal Properties of
Selected Materials on page 599 of your Physics Reference Tables.

1. 375 kJ of heat is added to a 25.0 kg granite rock. If the temperature

increases by 19.0 °C, what is the specific heat capacity of granite?

Answer: 0.790 gJ°C

2. A 0.040 kg block of copper at 95 °C is placed in 0.105 kg of water at an

unknown temperature. After equilibrium is reached, the final temperature
is 24 °C. What was the initial temperature of the water?

Answer: 21.5 °C

3. A sample of metal with a specific heat capacity of 0.50 gJ°C is heated to 98 °C

and then placed in an 0.055 kg sample of water at 22 °C. When equilibrium
is reached, the final temperature is 35 °C. What was the mass of the metal?

Answer: 0.0948 kg

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 Specific Heat Capacity & Calorimetry Page: 199
Big Ideas Details Unit: Thermal Physics (Heat)
honors 4. A 0.280 kg sample of a metal with a specific heat capacity of 0.430 gJ°C is
(not AP®) heated to 97.5 °C then placed in an 0.0452 kg sample of water at 31.2 °C.
What is the final temperature of the metal and the water?

Answer: 57 °C
5. A sample of metal with mass m is heated to a temperature of Tm and placed
into a mass of water M with temperature Tw. Once the system reaches
equilibrium, the temperature of the water is Tf. Derive an expression for the
specific heat capacity of the metal, Cm.

MCw (Tf − Tw )
Answer: Cm =
m (Tm − Tf )

6. You want to do an experiment to measure the conversion of gravitational

potential energy to kinetic energy to heat by dropping 2.0 kg of copper off
the roof of LEHS, a height of 14 m. How much will the temperature of the
copper increase?
(Hint: Remember that potential energy is measured in J but specific heat
capacity problems usually use kJ.)

Answer: 0.356°C

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 Phase Diagrams Page: 200
Big Ideas Details Unit: Thermal Physics (Heat)
honors
(not AP®)
Phase Diagrams*
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS1-11(MA)
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Identify the phase of a substance at any combination of temperature and
pressure.
• Determine the melting and boiling points of a substance any pressure.
Success Criteria:
• Phases are correctly identified as solid, liquid, gas, supercritical fluid, etc., in
accordance with the temperature and pressure indicated on the phase
diagram.
• Melting and boiling point temperatures are correctly identified for a substance
from its phase diagram for a given pressure.
• The effects of a pressure or temperature change (e.g., substance would melt,
sublime, etc.) are correctly explained based on the phase diagram.
Language Objectives:
• Explain the regions of a phase diagram and the relationship between each
region and the temperature and pressure of the substance..
Tier 2 Vocabulary: phase, curve, fusion, solid, liquid, gas, vapor

Notes:
The phase of a substance (solid, liquid, gas) depends on its temperature and
pressure.

phase diagram: a graph showing the phase(s) present at different temperatures and
pressures.

* Phase diagrams are usually taught in chemistry classes. However, they relate to the topics of phase
changes and heating curves, which were moved from chemistry to physics in the Massachusetts
Curriculum Frameworks starting in 2016.

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 Phase Diagrams Page: 201
Big Ideas Details Unit: Thermal Physics (Heat)
honors
(not AP®)

fusion curve: the set of temperatures and pressures at which a substance

melts/freezes.

vaporization curve: the set of temperatures & pressures at which a substance

vaporizes/condenses.

sublimation curve: the set of temperatures & pressures at which a substance

sublimes/deposits.

triple point: the temperature and pressure at which a substance can exist
simultaneously as a solid, liquid, and gas.

critical point: the highest temperature at which the substance can exist as a liquid.
The critical point is the endpoint of the vaporization curve.

supercritical fluid: a substance whose temperature and pressure are above the
critical point. The substance would be expected to be a liquid (due to the
pressure), but the molecules have so much energy that the substance behaves
more like a gas.

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 Phase Diagrams Page: 202
Big Ideas Details Unit: Thermal Physics (Heat)
honors Phase Diagram for Water
(not AP®)

Note that pressure is on a logarithmic scale, and that standard atmospheric pressure
is 1 bar ≈ 1 atm.

Note also that the temperature is in kelvin. To convert degrees Celsius to kelvin, add
273. (e.g., 25 °C + 273 = 298 K.)

Notice that the slope of the fusion curve (melting/freezing line) is negative. This is
because ice I is less dense than liquid water. At temperatures near the melting point
and pressures less than about 2 000 bar, increasing the pressure will cause ice to
melt. Water is one of the only known substances that exhibits this behavior.

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 Phase Diagrams Page: 203
Big Ideas Details Unit: Thermal Physics (Heat)
honors Phase Diagram for Carbon Dioxide
(not AP®)

Notice that the pressure of the triple point for CO2 is about 5 bar, which means CO2
cannot be a liquid at atmospheric pressure. This is why dry ice (solid CO2) sublimes
directly from a solid to a gas.

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 Phase Diagrams Page: 204
Big Ideas Details Unit: Thermal Physics (Heat)
honors Homework Problems
(not AP®)
Answer these questions based on the phase diagrams for water and carbon dioxide
on the previous pages.

1. Approximately what pressure would be necessary to boil water at a

temperature of 350 K?

2. What is the minimum pressure necessary for water to exist as a liquid at

350 K?

3. At approximately what temperature would water boil if the pressure is

10 bar?

4. What is the highest temperature at which carbon dioxide can exist as a

liquid?

5. At 1.0 bar of pressure, what is the temperature at which carbon dioxide

sublimes?

6. At room temperature (25 °C ≈ 300 K), what is the minimum pressure at which
liquid carbon dioxide can exist?

7. Describe the phase transitions and temperatures for water going from 200 K
to 400 K at a pressure of 0.1 bar.

8. Describe the phase transitions and temperatures for carbon dioxide going
200 K to 300 K at a pressure of 10 bar.

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 Phases & Phase Changes Page: 205
Big Ideas Details Unit: Thermal Physics (Heat)
honors
(not AP®)
Phases & Phase Changes*
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS1-3, HS-PS2-8(MA)
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Compare observable states of matter and phase transitions with behavior at
the molecular level.
Success Criteria:
• Descriptions include connectedness and motion of molecules.
• Descriptions include comparative descriptions of molecular speed.
• Descriptions relate molecular motion and speed to temperature.
Language Objectives:
• Explain phase changes in terms of changes in molecular behavior.
Tier 2 Vocabulary: phase, solid, liquid, gas, vapor

Labs, Activities & Demonstrations:

• evaporation from boiling water on cloth
Notes:
macroscopic: objects or bulk properties of matter that we can observe directly.

microscopic: objects or properties of matter that are too small to observe directly.

Note that macroscopic properties of a substance are often determined by

microscopic interactions between the individual molecules.†

phase: a term that relates to how rigidly the atoms or molecules in a substance are
connected.

solid: molecules are rigidly connected. A solid has a definite shape and a definite
volume.

* Phase changes are generally taught in chemistry classes. However, because the calorimetry and
heating curves topics were moved from chemistry to physics in the Massachusetts Curriculum
Frameworks starting in 2016, it is useful to review them here.
† In this section, the term “molecules” is used to refer to the particles that make up a substance. In
chemistry, a molecule is a group of atoms that are covalently bonded together, and a substance can
be made of individual atoms, molecules, crystals, or other types of particles. In these notes, the term
“particles” is preferred, but “molecules” is used in this section because it conjures the impression of
particles that are attached or bonded together in some way. This gives most students a reasonably
correct picture of entities that are firmly attached to each other and cannot be pulled apart by
physical means.

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 Phases & Phase Changes Page: 206
Big Ideas Details Unit: Thermal Physics (Heat)
honors liquid: molecules are loosely connected—bonds are continuously forming and
(not AP®) breaking. A liquid has a definite volume, but not a definite shape.

gas: molecules are not connected. A gas has neither a definite shape nor a definite
volume. Gases will expand to fill whatever space they occupy.

plasma: the system has enough heat to remove electrons from atoms, which means
the system is comprised of charged particles moving very rapidly.

phase change: when an object or substance changes from one phase to another
through gaining or losing heat.

Breaking bonds requires energy. Forming bonds releases energy. This is true for the
intermolecular bonds that hold a solid or liquid together as well as for chemical
bonds.

As you probably know from experience, you need to add energy to turn a solid to a
liquid (melt it), or to turn a liquid to a gas (boil it).
• This is why evaporation causes cooling—because the system (the water) needs
to absorb heat from its surroundings in order to make the change from a
liquid to a gas (vapor).
• This is also why lids keep drinks hot. The lid is a barrier which significantly
reduces the amount of evaporation.
• When you perspire, the water absorbs heat from you in order to evaporate,
which cools you off.

It is less obvious that energy is released when a gas condenses or a liquid freezes.
• Ice in your ice tray needs to give off heat in order to freeze. (Your freezer
needs to remove that heat in order to make this happen.)
• Burns from steam are much more dangerous than burns from water, because
the steam releases a large amount of heat (which is absorbed by your body)
as it condenses.

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 Phases & Phase Changes Page: 207
Big Ideas Details Unit: Thermal Physics (Heat)
honors States of Matter
(not AP®)
The following table shows interactions between the molecules and some observable
properties for solids, liquids and gases. (Note that the table includes heating
curves, which will be discussed in more detail later in the next section, Heating
Curves starting on page 209. For now, understand that a heating curve shows how
the temperature changes as heat is added. Notice in particular that the
temperature stays constant during melting and boiling.

state phase diagram heating curve molecules

rigidly bonded

solid

adding energy makes molecules move faster;

temperature increases

some bonds breaking

melting

adding energy breaks some of the bonds;

temperature remains constant

bonds breaking &

re-forming rapidly

↔
liquid

adding energy makes molecules move faster;

temperature increases

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 Phases & Phase Changes Page: 208
Big Ideas Details Unit: Thermal Physics (Heat)
honors state phase diagram heating curve molecules
(not AP®)
all bonds breaking

boiling

adding energy breaks all remaining bonds;

temperature remains constant

molecules
moving freely

vapor
(gas)

adding energy makes molecules move faster;

temperature increases

Note that because liquids are continually forming and breaking bonds, if a liquid
molecule at the surface breaks its bonds with other liquids, it can “escape” from the
attractive forces of the other liquid molecules and become a vapor molecule. This is
how evaporation happens at temperatures well below the boiling point of the liquid.

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 Heating Curves Page: 209
Big Ideas Details Unit: Thermal Physics (Heat)
honors
(not AP®)
Heating Curves*
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): HS-PS3-1, HS-PS3-2, HS-PS3-4a
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Determine the amount of heat required for all of the phase changes that occur
over a given temperature range.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what the heat is used for in each step of a heating curve.
Tier 2 Vocabulary: specific heat capacity, curve, phase

Labs, Activities & Demonstrations:

• Evaporation from washcloth.
• Fire & ice (latent heat of paraffin).

Notes:
phase: a term that relates to how rigidly the atoms or molecules in a substance are
connected.

solid: molecules are rigidly connected. A solid has a definite shape and volume.

liquid: molecules are loosely connected—bonds are continuously forming and

breaking. A liquid has a definite volume, but not a definite shape.

gas: molecules are not connected. A gas has neither a definite shape nor a definite
volume. Gases will expand to fill whatever space they occupy.

plasma: the system has enough heat to remove electrons from atoms, which means
the system is comprised of particles with rapidly changing charges.

phase change: when an object or substance changes from one phase to another
through gaining or losing heat.

* Heating curves are usually taught in chemistry classes. However, the topic was moved from chemistry
to physics in the Massachusetts Curriculum Frameworks starting in 2016.

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 Heating Curves Page: 210
Big Ideas Details Unit: Thermal Physics (Heat)
honors Breaking bonds requires energy. Forming bonds releases energy. This is true for the
(not AP®) bonds that hold a solid or liquid together as well as for chemical bonds (regardless of
what previous teachers may have told you!)

I.e., you need to add energy to turn a solid to a liquid (melt it), or to turn a liquid to a
gas (boil it). Energy is released when a gas condenses or a liquid freezes. (E.g., ice in
your ice tray needs to give off heat in order to freeze. Your freezer needs to remove
that heat in order to make this happen.)

The reason evaporation causes cooling is because the system (the water) needs to
absorb heat from its surroundings (e.g., your body) in order to make the change
from a liquid to a gas (vapor). When the water absorbs heat from you and
evaporates, you have less heat, which means you have cooled off.

Calculating the Heat of Phase Changes

heat of fusion (ΔHfus) (sometimes called “latent heat” or “latent heat of fusion”): the
amount of heat required to melt one kilogram of a substance. This is also the
heat released when one kilogram of a liquid substance freezes. For example,
the heat of fusion of water is 334 gJ . The heat required to melt a sample of
water is therefore:
Q = mH fus = m (334 gJ )

heat of vaporization (ΔHvap): the amount of heat required to vaporize (boil) one
kilogram of a substance. This is also the heat released when one kilogram of a
gas condenses. For example, the heat of vaporization of water is 2260 gJ . The
heat required to boil a sample of water is therefore:

Q = mHvap = m (2260 gJ )

(Again, note that heat is in kilojoules rather than Joules.)

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 Heating Curves Page: 211
Big Ideas Details Unit: Thermal Physics (Heat)
honors heating curve: a graph of temperature vs. heat added. The following is a heating
(not AP®) curve for water:

In the “solid” portion of the curve, the sample is solid water (ice). As heat is added,
the temperature increases. The specific heat capacity of ice is 2.11 kgkJC , so the heat
required is:
Qsolid = mC T = m(2.11 kgkJC )(T )

In the “melting” portion of the curve, the sample is a mixture of ice and water. As
heat is added, the ice melts, but the temperature remains at 0°C until all of the ice is
melted. The heat of fusion of ice is 334 kgkJ , so the heat required is:

Qmelt = m H fus = m(334 kgkJ )

In the “liquid” portion of the curve, the sample is liquid water. As heat is added, the
temperature increases. The specific heat capacity of liquid water is 4.18 kgkJC , so the
heat required is:
Qliquid = mC T = m(4.18 kgkJC )(T )

In the “boiling” portion of the curve, the sample is a mixture of water and water
vapor (steam). As heat is added, the water boils, but the temperature remains at
100°C until all of the water has boiled. The heat of vaporization of water is 2260 kgkJ ,
so the heat required is:
Qboil = m Hvap = m(2260 kgkJ )

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 Heating Curves Page: 212
Big Ideas Details Unit: Thermal Physics (Heat)
honors In the “gas” portion of the curve, the sample is water vapor (steam). As heat is
(not AP®) added, the temperature increases. The specific heat capacity of steam is
approximately 2.08 kgkJC (at 100°C; the specific heat capacity of steam decreases as
the temperature increases), so the heat required is:
Qgas = mC T = m(2.08 kgkJC )(T )

Steps for Solving Heating Curve Problems

A heating curve problem is a problem in which a substance is heated across a
temperature range that passes through the melting and/or boiling point of the
substance, which means the problem includes heating or cooling steps and
melting/freezing or boiling/condensing steps.

1. Sketch the heating curve for the substance over the temperature range in
question. Be sure to include the melting and boiling steps as well as the
heating steps.

2. From your sketch, determine whether the temperature range in the

problem passes through the melting and/or boiling point of the substance.

3. Split the problem into:

a. Heating (or cooling) steps within each temperature range.
b. Melting or boiling (or freezing or condensing) steps.

4. Find the heat required for each step.

a. For the heating/cooling steps, use the equation Q = mC T .
b. For melting/freezing steps, use the equation Q = m H fus .

c. For boiling/condensing steps, use the equation Q = m Hvap .

5. Add the values of Q from each step to find the total.

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 Heating Curves Page: 213
Big Ideas Details Unit: Thermal Physics (Heat)
honors Q: How much heat would it take to raise the temperature of 15.0 g of H2O from
(not AP®) −25.0 °C to +130.0 °C?

A: The H2O starts out as ice. We need to:

1. Heat the ice from −25.0 °C to its melting point (0 °C).
2. Melt the ice.
3. Heat the water up to its boiling point (from 0 °C to 100 °C).
4. Boil the water.
5. Heat the steam from 100 °C to 130 °C.
6. Add up the heat for each step to find the total.

1. heat solid: Q1 = mCT = (15)(2.11)(25) = 791.25 J

2. melt ice: Q2 = mH fus = (15)(334) = 5 010 J

3. heat liquid: Q3 = mCT = (15)(4.181)(100) = 6 270 J

4. boil water: Q4 = mHvap = (15)(2260) = 33 900 J

5. heat gas: Q5 = mCT = (15)(2.08)(30) = 936 J

6. Q = Q1 + Q2 + Q3 + Q4 + Q5
Q = 791 + 5 010 + 6 270 + 33 900 + 936 = 46 910 J

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 Heating Curves Page: 214
Big Ideas Details Unit: Thermal Physics (Heat)
honors Homework Problems
(not AP®)
For the following problems, use data from the following table:
C (sol.) M.P. ΔHfus C (liq) B.P. ΔHvap Cp (gas)
( kgkJC ) (°C) kJ )
( kg ( kgkJC ) (°C) kJ )
( kg ( kgkJC )

water 2.11 0 334 4.18 100 2260 2.08*

potassium 0.560 62 61.4 1.070 760 2025 0.671
mercury 0.142 −39 11.3 0.140 357 293 0.104
silver 0.217 962 111 0.318 2212 2360 —
*Note that because of the volume change from heating, the specific heat capacity of gases, Cp, increases with
increasing temperature.

1. A 0.0250 kg sample of water is heated from −40.0°C to 150. °C.

a. Sketch the heating curve for the above process. Label the starting
temperature, melting point, boiling point, and final temperature on the
y-axis.

b. Calculate the heat required for each step of the heating curve, and the
total heat required.

Answer: 80.01 kJ

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 Heating Curves Page: 215
Big Ideas Details Unit: Thermal Physics (Heat)
honors 2. A 0.085 kg sample of mercury is heated from 25°C to 500. °C.
(not AP®) a. Sketch the heating curve for the above process. Label the starting
temperature, melting point, boiling point, and final temperature on the
y-axis.

b. Calculate the heat required for each step of the heating curve, and the
total heat required.

Answer: 30.12 kJ

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 Heating Curves Page: 216
Big Ideas Details Unit: Thermal Physics (Heat)
honors 3. A 0.045 kg block of silver at a temperature of 22°C is heated with 20.0 kJ of
(not AP®) energy. You want to determine the final temperature and what the physical
state (solid, liquid, gas) of the silver at that temperature.
a. Sketch the heating curve for silver. Label the starting temperature,
melting point, and boiling point on the y-axis.

b. Calculate the total heat required by calculating the heat for each
step until the entire 20.0 kJ is accounted for.

Answers: liquid, 1 369°C

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 Thermal Expansion Page: 217
Big Ideas Details Unit: Thermal Physics (Heat)
honors
(not AP®)
Thermal Expansion
Unit: Thermal Physics (Heat)
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Calculate changes in length & volume for solids, liquids and gases that are
undergoing thermal expansion or contraction.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what the heat is used for in each step of a heating curve.
Tier 2 Vocabulary: expand, contract

Labs, Activities & Demonstrations:

• Balloon with string & heat gun.
• Brass ball & ring.
• Bi-metal strip.

Notes:
expand: to become larger

contract: to become smaller

thermal expansion: an increase in the length and/or volume of an object caused by a

change in temperature.

When a substance is heated, the particles it is made of move farther and faster. This
causes the particles to move farther apart, which causes the substance to expand.

Solids tend to keep their shape when they expand. (Liquids and gases do not have a
definite shape to begin with.)

A few materials are known to contract with increasing temperature over specific
temperature ranges. One well-known example is liquid water, which contracts as it
heats from 0 °C to 4 °C. (Water expands as the temperature increases above 4 °C.)

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 Thermal Expansion Page: 218
Big Ideas Details Unit: Thermal Physics (Heat)
honors Thermal Expansion of Solids and Liquids
(not AP®)
Thermal expansion is quantified in solids and liquids by defining a coëfficient of
thermal expansion. The changes in length and volume are given by the equation:

Length: L =  Li T

Volume: L =  Vi T
where:
ΔL = change in length (m) Li = initial length (m)
α = linear coëfficient of thermal expansion (°C−1)

ΔV = change in volume (m3) Vi = initial volume (m3)

β = volumetric coëfficient of thermal expansion (°C−1)

ΔT = temperature change (°C)

Values of α and β at 20°C for some solids and liquids:

Substance α (C-1 ) β (C-1 ) Substance α (C-1 ) β (C-1 )

aluminum 2.3  10 −5 6.9  10 −5 gold 1.4  10 −5 4.2  10 −5
copper 1.7  10 −5 5.1  10 −5 iron 1.18  10−5 3.33  10−5
brass 1.9  10 −5 5.6  10 −5 lead 2.9  10 −5 8.7  10 −5
diamond 1  10 −6 3  10 −6 mercury 6.1  10 −5 1.82  10−4
ethanol 7.5  10 −4 silver 1.8  10 −5 5.4  10 −5
glass 8.5  10 −6 2.55  10−6 water (liq.) 6.9  10 −5 2.07  10−4

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 Thermal Expansion Page: 219
Big Ideas Details Unit: Thermal Physics (Heat)
honors expansion joint: a space deliberately
(not AP®) placed between two objects to allow
room for the objects to expand
without coming into contact with
each other.

Bridges often have expansion joints

in order to leave room for sections of
the bridge to expand or contract
without damaging the bridge or the
roadway.

Railroad rails are sometimes welded together in order to create a smoother ride,
which enables high-speed trains to use them. Unfortunately, if expansion joints are
not placed at frequent enough intervals, thermal expansion can cause the rails to
bend and buckle, resulting in derailments:

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 Thermal Expansion Page: 220
Big Ideas Details Unit: Thermal Physics (Heat)
honors bimetal strip: a strip made from two metals with different coëfficients of thermal
(not AP®) expansion that are bonded together. When the strip is heated or cooled, the
two metals expand or contract different amounts, which causes the strip to
bend. When the strip is returned to room temperature, the metals revert back
to their original lengths.

Sample Problems:
Q: Find the change in length of an 0.40 m brass rod that is heated from 25 °C to
980 °C.

A: For brass,  = 1.9  10−5 C −1 .

L =  Li T
L = (1.9  10 −5 )(0.40)(955)
L = 0.0073 m

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 Thermal Expansion Page: 221
Big Ideas Details Unit: Thermal Physics (Heat)
honors Q: A typical mercury thermometer contains about 0.22 cm3 (about 3.0 g) of
(not AP®) mercury. Find the change in volume of the mercury in a thermometer when it is
heated from 25 °C to 50. °C.

A: For mercury,  = 1.82  10 −4 C −1 .

V =  Vi T
V = (1.82  10−4 )(0.22)(25)
V = 0.000 91 cm3
If the distance from the 25 °C to the 50 °C mark is about 3.0 cm, we could use
this information to figure out the bore (diameter of the column of mercury) of
the thermometer:

V =  r 2h
0.000 91 = (3.14)r 2 (3.0)
0.000 91
r2 = = 9.66  10−5
(3.14)(3.0)
r = 9.66  10 −5 = 0.0098 cm

The bore is the diameter, which is twice the radius, so the bore of the
thermometer is (2)(0.0098) = 0.0197 cm, which is about 0.20 mm.

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 Thermal Expansion Page: 222
Big Ideas Details Unit: Thermal Physics (Heat)
honors Homework Problems
(not AP®)
You will need to look up coëfficients of thermal expansion in Table I. Thermal
Properties of Selected Materials on page 599 of your Physics Reference Tables.

1. A brass rod is 27.50 cm long at 25°C. How long would the rod be if it were
heated to 750.°C in a flame?

Answer: 27.88 cm
2. A steel bridge is 625 m long when the temperature is 0°C.
a. If the bridge did not have any expansion joints, how much longer
would the bridge be on a hot summer day when the temperature is
35°C?
(Use the linear coëfficient of expansion for iron.)

Answer: 0.258m
b. Why do bridges need expansion joints?

3. A 15.00 cm long bimetal strip is aluminum on one side and copper on the
other. If the two metals are the same length at 20.0°C, how long will each
be at 800.°C?

Answers: aluminum: 15.269 cm; copper: 15.199 cm

4. A glass volumetric flask is filled with water exactly to the 250.00 mL line at
50.°C. What volume will the water occupy after it cools down to 20.°C?

Answer: 248.45 mL

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 Thermal Expansion Page: 223
Big Ideas Details Unit: Thermal Physics (Heat)
honors Thermal Expansion of Gases
(not AP®)
ideal gas: a gas that behaves as if each
molecule acts independently,
according to kinetic-molecular theory.
Most gases behave ideally except at
temperatures and pressures near the
vaporization curve on a phase diagram.
(I.e., gases stop behaving ideally when
conditions are close to those that
would cause the gas to condense to a
liquid or solid.)

For an ideal gas, the change in volume

for a change in temperature (provided
that the pressure and number of
molecules are kept constant) is given
by Charles’ Law:

V1 V2
=
T1 T2

where V1 and T1 are the initial volume and temperature, and V2 and T2 are the final
volume and temperature, respectively. Volume can be any volume unit (as long as it
is the same on both sides), but temperature must be in Kelvin.

Sample Problem:
Q: If a 250 mL container of air is heated from 25°C to 95°C, what is the new
volume?

A: Temperatures must be in Kelvin, so we need to convert first.

T1 = 25°C + 273 = 298 K T2 = 95°C + 273 = 368 K
V1 V2
=
T1 T2
250 V2
=
298 368
Vf = 308.7  310 mL

Because we used mL for V1, the value of V2 is therefore also in mL.

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 Thermal Expansion Page: 224
Big Ideas Details Unit: Thermal Physics (Heat)
honors Homework Problems
(not AP®) 1. A sample of argon gas was cooled, and its volume went from 380. mL to
250. mL. If its final temperature was −45.0 °C, what was its original
temperature?

Answer: 347 K or 74 °C
2. A balloon contains 250. mL of air at 50 °C. If the air in the balloon is cooled
to 20.0 °C, what will be the new volume of the air?

Answer: 226.8mL

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 Introduction: Thermodynamics Page: 225
Big Ideas Details Unit: Thermodynamics

Introduction: Thermodynamics
Unit: Thermodynamics
Topics covered in this chapter:
Kinetic-Molecular Theory ............................................................................230
Gas Laws ......................................................................................................234
Ideal Gas Law ...............................................................................................242
Thermodynamics .........................................................................................246
Pressure-Volume (PV) Diagrams ..................................................................258
Heat Engines ................................................................................................270
Efficiency ......................................................................................................275

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 Introduction: Thermodynamics Page: 226
Big Ideas Details Unit: Thermodynamics
This chapter is about heat as a form of energy and the ways in which heat
affects objects, including how it is stored and how it is transferred from one
object to another.
• Kinetic-Molecular Theory explains the implications of the theory that gases
are made of large numbers of independently-moving particles.
• Gas Laws and The Ideal Gas Law describe and explain relationships between
pressure, volume, temperature and the number of particles in a sample of
gas.
• Thermodynamics describes the transfer of energy into or out of a sample of
gas.
• Pressure-Volume (PV) Diagrams and Heat Engines describe the relationship
between changes in pressure and volume, heat, and work done on or by a
gas.
• Efficiency describes the relationship between the work obtained from
changes to a sample of gas and the maximum amount of energy that is
theoretically available.

New challenges specific to this chapter include looking up and working with
constants that are different for different substances.

Standards addressed in this chapter:

Next Generation Science Standards (NGSS):
HS-PS2-6. Communicate scientific and technical information about why the
molecular-level structure is important in the functioning of designed
materials.
HS-PS3-1. Create a computational model to calculate the change in the energy
of one component in a system when the change in energy of the other
component(s) and energy flows in and out of the system are known.
HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic
scale can be accounted for as either motions of particles or energy stored in
fields.
HS-PS3-4. Plan and conduct an investigation to provide evidence that the
transfer of thermal energy when two components of different temperature
are combined within a closed system results in a more uniform energy
distribution among the components in the system (second law of
thermodynamics).

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 Introduction: Thermodynamics Page: 227
Big Ideas Details Unit: Thermodynamics
AP® only AP® Physics 2 Learning Objectives:
4.C.3.1: The student is able to make predictions about the direction of energy
transfer due to temperature differences based on interactions at the
microscopic level. [SP 6.4]
5.A.2.1: The student is able to define open and closed systems for everyday
situations and apply conservation concepts for energy, charge, and linear
momentum to those situations. [SP 6.4, 7.2]
5.B.4.1: The student is able to describe and make predictions about the internal
energy of systems. [SP 6.4, 7.2]
5.B.4.2: The student is able to calculate changes in kinetic energy and potential
energy of a system, using information from representations of that system.
[SP 1.4, 2.1, 2.2]
5.B.5.4: The student is able to make claims about the interaction between a
system and its environment in which the environment exerts a force on the
system, thus doing work on the system and changing the energy of the
system (kinetic energy plus potential energy). [SP 6.4, 7.2]
5.B.5.5: The student is able to predict and calculate the energy transfer to (i.e.,
the work done on) an object or system from information about a force
exerted on the object or system through a distance. [SP 2.2, 6.4]
5.B.5.6: The student is able to design an experiment and analyze graphical data
in which interpretations of the area under a pressure-volume curve are
needed to determine the work done on or by the object or system. [SP 4.2,
5.1]

5.B.6.1: The student is able to describe the models that represent processes by
which energy can be transferred between a system and its environment
because of differences in temperature: conduction, convection, and
radiation. [SP 1.2]

5.B.7.1: The student is able to predict qualitative changes in the internal energy
of a thermodynamic system involving transfer of energy due to heat or work
done and justify those predictions in terms of conservation of energy
principles. [SP 6.4, 7.2]

5.B.7.2: The student is able to create a plot of pressure versus volume for a
thermodynamic process from given data. [SP 1.1]
5.B.7.3: The student is able to use a plot of pressure versus volume for a
thermodynamic process to make calculations of internal energy changes,
heat, or work, based upon conservation of energy principles (i.e., the first
law of thermodynamics). [SP 1.1, 1.4, 2.2]

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 Introduction: Thermodynamics Page: 228
Big Ideas Details Unit: Thermodynamics
AP® only 7.A.1.1: The student is able to make claims about how the pressure of an ideal
gas is connected to the force exerted by molecules on the walls of the
container, and how changes in pressure affect the thermal equilibrium of
the system. [SP 6.4, 7.2]
7.A.1.2: Treating a gas molecule as an object (i.e., ignoring its internal structure),
the student is able to analyze qualitatively the collisions with a container
wall and determine the cause of pressure, and at thermal equilibrium, to
quantitatively calculate the pressure, force, or area for a thermodynamic
problem given two of the variables. [SP 1.4, 2.2]
7.A.2.1: The student is able to qualitatively connect the average of all kinetic
energies of molecules in a system to the temperature of the system. [SP 7.1]
7.A.2.2: The student is able to connect the statistical distribution of microscopic
kinetic energies of molecules to the macroscopic temperature of the system
and to relate this to thermodynamic processes. [SP 7.1]
7.A.3.1: The student is able to extrapolate from pressure and temperature or
volume and temperature data to make the prediction that there is a
temperature at which the pressure or volume extrapolates to zero. [SP 6.4,
7.2]
7.A.3.2: The student is able to design a plan for collecting data to determine the
relationships between pressure, volume, and temperature, and amount of
an ideal gas, and to refine a scientific question concerning a proposed
incorrect relationship between the variables. [SP 3.2, 4.2]
7.A.3.3: The student is able to analyze graphical representations of macroscopic
variables for an ideal gas to determine the relationships between these
variables and to ultimately determine the ideal gas law PV = nRT. [SP 5.1]
7.B.1.1: The student is able to extrapolate from pressure and temperature or
volume and temperature data to make the prediction that there is a
temperature at which the pressure or volume extrapolates to zero. [SP 6.4,
7.2]
7.B.2.1: The student is able to connect qualitatively the second law of
thermodynamics in terms of the state function called entropy and how it
(entropy) behaves in reversible and irreversible processes. [SP 7.1]

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 Introduction: Thermodynamics Page: 229
Big Ideas Details Unit: Thermodynamics
Topics from this chapter assessed on the SAT Physics Subject Test:
• Laws of Thermodynamics, such as first and second laws, internal energy,
entropy, and heat engine efficiency.
1. Heat and Temperature
2. The Kinetic Theory of Gases & the Ideal Gas Law
3. The Laws of Thermodynamics
4. Heat Engines

Skills learned & applied in this chapter:

• Working with material-specific constants from a table.
• Working with more than one instance of the same quantity in a problem.
• Combining equations and graphs.

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 Kinetic-Molecular Theory Page: 230
Big Ideas Details Unit: Thermodynamics

Kinetic-Molecular Theory
Unit: Thermodynamics
MA Curriculum Frameworks (2016): HS-PS2-8(MA)
AP® Physics 2 Learning Objectives: 7.A.1.2
Mastery Objective(s): (Students will be able to…)
• Explain how each aspect of Kinetic-Molecular Theory applies to gases.
Success Criteria:
• Descriptions account for behavior at the molecular level.
• Descriptions account for measurable properties, e.g., temperature, pressure,
volume, etc.
Language Objectives:
• Explain how gas molecules behave and how their behavior relates to
properties we can measure.
Tier 2 Vocabulary: kinetic, gas, ideal, real

Notes:
In your chemistry classes, you learned about matter, including its composition,
structure, and changes that it can undergo. In physics, we are interested in matter
to the extent that it can be used to bring objects or energy in contact with each
other and transfer forces, energy or momentum from one object or collection of
objects to another. This chapter is about gases and using properties of gases to
convert between mechanical and thermal energy.

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 Kinetic-Molecular Theory Page: 231
Big Ideas Details Unit: Thermodynamics
Properties of Different States of Matter
State Description Uses
Construction materials where
Particles rigidly bonded. Bonds
structure is important. Conduction of
solid difficult to break. (Definite
heat and/or electricity. Storage of
shape & definite volume)
heat as thermal mass.
Particles loosely bonded and
Chemical reactions & heat transfer
have limited movement. Bonds
where continual mixing of materials
liquid continuously breaking &
is needed. Storage of heat as
reforming. (Definite volume,
thermal mass.
but indefinite shape.)
Particles not bonded and able Heat and materials transfer in large
gas to move freely. (Indefinite spaces. Conversion of energy
shape & volume.) between heat and mechanical work.
Particles not bonded. Electrons
Movement/transfer of electrical
are continuously dissociating &
plasma charge where solid electrical
reassociating. Electrical charge
conductors are not practical.
is fluid & in constant motion.

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 Kinetic-Molecular Theory Page: 232
Big Ideas Details Unit: Thermodynamics
Kinetic-Molecular Theory (KMT)
Kinetic-Molecular Theory (KMT) is a theory, developed by James C. Maxwell and
Ludwig Boltzmann, that predicts the behavior of gases by modeling them as moving
molecules. (“kinetic” = “moving”.) The theory states that:
• Gases are made of very large numbers of molecules*
• Molecules are constantly moving (obeying Newton’s laws of motion), and their
speeds are constant
• Molecules are very far apart compared with their diameter
• Molecules collide with each other and walls of container in elastic collisions
• Molecules behaving according to KMT are not reacting† or exerting any other
forces (attractive or repulsive) on each other.

ideal gas: a gas whose molecules behave according to KMT. Most gases are ideal
under some conditions (but not all). In general, gases behave ideally when they
are not close to the solid or liquid regions of the phase diagram for the
substance.

real gas: a gas whose molecules do not behave according to KMT. This can occur
with all gases, most commonly at temperatures and pressures that are close to
the solid or liquid regions of the phase diagram for the substance.

* In this chapter we will use the terms “particle” and “molecule” interchangeably, with apologies to
chemists.
† Of course, reactions can occur, but chemical reactions are part of collision theory, which is separate
from KMT.

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 Kinetic-Molecular Theory Page: 233
Big Ideas Details Unit: Thermodynamics
Measurable Properties of Gases
All gases have the following properties that can be measured:

Property Variable S.I. Unit Description

N — amount of gas (particles)

amount
amount of gas (moles)
n mole (mol)
(1 mol = 6.02 × 1023 particles)

cubic meter
volume V space that the gas takes up
(m3)

ability to transfer heat through

kelvin collisions with other molecules
temperature T
(K) (average kinetic energy of the
particles)

average force on the walls of the

pascal
pressure P container due to collisions between
(Pa)
the molecules and the walls

Notes about calculations:

• Moles are based on the definition that 1mole = 6.022 140 76  1023 particles .
1 mole was originally the number of carbon atoms in exactly 12 grams of
carbon-12, such that the molar mass of a substance is the same number of
grams as the average atomic mass of one atom in atomic mass units. This
definition persisted, despite the fact that the base mass unit of the MKS
system is the kilogram.
• Temperature must be absolute, which means you must use Kelvin. A
temperature of 0 in a gas laws calculation can only mean absolute zero.
• Pressures must be absolute. (For example, you can’t use a tire gauge because
it measures “gauge pressure,” which is the difference between atmospheric
pressure and the pressure inside the tire.) A pressure of 0 in a gas laws
calculation can only mean that there are no molecules colliding with the walls.
Other Common Units
• Volume can be measured in liters (L) or milliliters (mL).
1 m3 = 1 000 L and 1 L = 1 000 mL
• Pressure can be measured in many different units.
1 atm = 101 325 Pa = 14.696 psi = 760 mm Hg = 29.92 in. Hg
1 bar = 100 000 Pa ≈ 1 atm

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 Gas Laws Page: 234
Big Ideas Details Unit: Thermodynamics

Gas Laws
Unit: Thermodynamics
MA Curriculum Frameworks (2016): HS-PS2-8(MA)
AP® Physics 2 Learning Objectives: 3.4.C.1, 3.4.C.2, 4.C.3.1, 7.A.3.3, 7.B.1.1
Mastery Objective(s): (Students will be able to…)
• Qualitatively describe the relationship between any two of the quantities:
number of particles, temperature, pressure, and volume in terms of Kinetic
Molecular Theory (KMT).
• Quantitatively determine the number of particles, temperature, pressure, or
volume in a before & after problem in which one or more of these quantities
is changing.
Success Criteria:
• Descriptions relate behavior at the molecular level to behavior at the
macroscopic level.
• Solutions have the correct quantities substituted for the correct variables.
• Chosen value of the gas constant has the same units as the other quantities in
the problem.
• Algebra and rounding to appropriate number of significant figures is correct.
Language Objectives:
• Identify each quantity based on its units and assign the correct variable to it.
• Understand and correctly use the terms “pressure,” “volume,” and
“temperature,” and “ideal gas.”
• Explain the placement of each quantity in the ideal gas law.
Tier 2 Vocabulary: ideal, law

Labs, Activities & Demonstrations:

• Vacuum pump (pressure & volume) with:
o balloon (air vs. water)
o shaving cream
• Absolute zero apparatus (pressure & temperature)
• Can crush (pressure, volume & temperature)
Notes:
ideal gas: a gas that behaves as if each molecule acts independently, according to
kinetic-molecular theory. Specifically, this means the molecules are far apart,
and move freely in straight lines at constant speeds. When the molecules
collide, the collisions are perfectly elastic, which means they bounce off each
other with no energy or momentum lost. (See the section on Kinetic-Molecular
Theory, starting on page 230.)

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 Gas Laws Page: 235
Big Ideas Details Unit: Thermodynamics
Avogadro’s Principle
In 1811, Italian physicist Amedeo Avogadro (whose full name was Lorenzo Romano
Amedeo Carlo Avogadro di Quaregna e di Cerreto) published the principle that equal
volumes of an ideal gas at the same temperature and pressure must contain equal
numbers of particles.

What the
Demonstration Outcome molecules are Conclusion
doing

n and V are
put more (moles crowding each directly
the volume of the
of) air into a other → pushing proportional.
balloon got larger
balloon each other farther
V V
n away = constant
n

If the pressure and temperature are constant, then for an ideal gas:

V1 V2 V1 V2 *
= and =
N1 N2 n1 n2
(particles) (moles)

Although Avogadro’s principle was originally stated in terms of particles (N) of gas, it
is almost always more convenient to work with moles (n).

(Note that by convention, gas laws use subscripts “1” and “2” instead of “o” for
initial no subscript for final.)

n1 n2
* Avogadro’s principle is usually stated = . I have inverted it in these notes so that the
V1 V2
quantities in the numerator and denominator are the same as the quantities in the numerator and
denominator of the combined gas law.

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 Gas Laws Page: 236
Big Ideas Details Unit: Thermodynamics
Boyle’s Law
In 1662, British physicist and chemist Robert Boyle published his findings that the
pressure and volume of a gas were inversely proportional.

What the
Demonstration Outcome molecules are Conclusion
doing

decrease pressure the volume of the

expanding the P and V are
by putting a air inside the
space = more inversely
balloon in a balloon increased
surface area → less proportional.
vacuum chamber force per unit area
(less pressure) P V = constant
P V

Therefore, if the temperature and the number of particles of gas are constant, then
for an ideal gas:
P1V1 = P2V2

Charles’ Law
In the 1780s, French physicist Jacques Charles discovered that the volume and
temperature of a gas were directly proportional.

What the
Demonstration Outcome molecules are Conclusion
doing

place masking the volume of the

tape around air got larger and V and T are
balloon and expanded the moving more directly
heat with hot air balloon except slowly → pushing proportional.
gun where the tape each other less
V
pinched it far away = constant
T
T V

If pressure and the number of particles are constant, then for an ideal gas:
V1 V2
=
T1 T2

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 Gas Laws Page: 237
Big Ideas Details Unit: Thermodynamics
Gay-Lussac’s Law
In 1702, French physicist Guillaume Amontons discovered that there is a relationship
between the pressure and temperature of a gas. However, precise thermometers
were not invented until after Amontons’ discovery so it wasn’t until 1808, more than
a century later, that French chemist Joseph Louis Gay-Lussac confirmed this law
mathematically. The pressure law is most often attributed to Gay-Lussac, though
some texts refer to it as Amontons’ Law.

What the
Demonstration Outcome molecules are Conclusion
doing

increase the pressure of P and T are

temperature by the air increased moving faster → directly
heating a metal colliding with more proportional.
sphere full of air force P
P = constant
T T

If volume and the number of particles are constant, then for an ideal gas:
P1 P2
=
T1 T2

The Combined Gas Law

We can combine each of the above principles. When we do this (keeping P and V in
the numerator and n (or N) and T in the denominator for consistency), we get
following relationship for an ideal gas:
P1V1 P2V2 P1V1 P2V2
= = constant = = constant
n1T1 n2T2 N1T1 N2T2
using moles using particles
Note, however, that in most situations where we want to calculate properties of a
gas, the number of moles or particles remains constant. This means n1 = n2 or
N1 = N2, and we can cancel it from the equation. This gives:
P1V1 P2V2
=
T1 T2

The above equation is called the “combined gas law”, which is used to solve most
“before/after” problems involving ideal gases.

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 Gas Laws Page: 238
Big Ideas Details Unit: Thermodynamics
When using the combined gas law, any quantity that is not changing may be
cancelled out of the equation. (If a quantity is not mentioned in the problem, you
can assume that it is constant and may be cancelled.)

For example, suppose a problem doesn’t mention anything about temperature.

That means T is constant and you can cancel it. When you cancel T from both sides
of the combined gas law, you get:

P1V1 P2V2
= which simplifies to P1V1 = P2V2 (Boyle’s Law)
T1 T2

Solving Problems Using the Combined Gas Law

You can use this method to solve any “before/after” gas law problem:

1. Determine which variables you have

2. Determine which values are initia l (#1) vs. final (#2).
3. Start with the combined gas law and cancel any variables that are explicitly
not changing or omitted (assumed not to be changing).
4. Substitute your numbers into the resulting equation and solve. (Make sure
all initial and final quantities have the same units, and don’t forget that
temperatures must be in Kelvin!)

Note: because quantities appear on both sides of the equation, it is not necessary to
use S.I. units when solving problems using the combined gas law. It is, however,
important to use the same units for the same quantity on both sides of the
equation.

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 Gas Laws Page: 239
Big Ideas Details Unit: Thermodynamics
Sample problem:
Q: A gas has a temperature of 25 °C and a pressure of 1.5 bar. If the gas is heated
to 35 °C, what will the new pressure be?

A: 1. Find which variables we have.

We have two temperatures (25 °C and 35 °C), and two pressures (1.5 bar and
the new pressure that we’re looking for).
2. Find the action being done on the gas (“heated”). Anything that was true
about the gas before the action is time “1”, and anything that is true about
the gas after the action is time “2”.

Time 1 (“before”): Time 2 (“after”):

P 1 = 1.5 bar P2 = P2

T 1 = 25 °C + 273 = 298 K T 2 = 35 °C + 273 = 308 K

3. Set up the formula. We can cancel volume (V), because the problem doesn’t
mention it:
P1V1 P2V2 P P
= which gives us 1 = 2 (Gay-Lussac’s Law)
T1 T2 T1 T2

4. Plug in our values and solve:

1.5bar P
= 2 → P2 = 1.55 bar
298 K 308 K

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 Gas Laws Page: 240
Big Ideas Details Unit: Thermodynamics
Homework Problems
Solve these problems using one of the gas laws in this section. Remember to
convert temperatures to Kelvin!
1. A sample of oxygen gas occupies a volume of 250. mL at a pressure of
740. torr. What volume will it occupy at 800. torr?

Answer: 231.25 mL

2. A sample of O2 is at a temperature of 40.0 °C and occupies a volume of 2.30 L.

To what temperature should it be raised to occupy a volume of 6.50 L?

Answer: 612 °C
3. H2 gas was cooled from 150. °C to 50. °C. Its new pressure is 750 torr. What
was its original pressure?

Answer: 980 torr

4. A 2.00 L container of N2 had a pressure of 3.20 atm. What volume would be
necessary to decrease the pressure to 98.0 kPa?
(Hint: notice that the pressures are in different units. You will need to convert
one of them so that both pressures are in either atm or kPa.)

Answer: 6.62 L

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 Gas Laws Page: 241
Big Ideas Details Unit: Thermodynamics
5. A sample of air has a volume of 60.0 mL at S.T.P. What volume will the
sample have at 55.0 °C and 745 torr?

Answer: 73.5 mL
6. N2 gas is enclosed in a tightly stoppered 500. mL flask at 20.0 °C and 1 atm.
The flask, which is rated for a maximum pressure of 3.00 atm, is heated to
680. °C. Will the flask explode?

Answer: P2 = 3.25 atm. Yes, the flask will explode.

7. A scuba diver’s 10. L air tank is filled to a pressure of 210 bar at a dockside
temperature of 32.0 °C. When the diver is breathing the air underwater, the
water temperature is 8.0 °C, and the pressure is 2.1 bar.
a. What volume of air does the diver use?

Answer: 921 L

b. If the diver uses air at the rate of 8.0 L/min, how long will the diver’s air
last?

Answer: 115 min

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 Ideal Gas Law Page: 242
Big Ideas Details Unit: Thermodynamics

Ideal Gas Law

Unit: Thermodynamics
MA Curriculum Frameworks (2016): HS-PS2-8(MA)
AP® Physics 2 Learning Objectives: 3.4.C.1, 3.4.C.2, 4.C.3.1, 7.A.3.3, 7.B.1.1
Mastery Objective(s): (Students will be able to…)
• Describe the relationship between any two variables in the ideal gas law.
• Apply the ideal gas law to problems involving a sample of gas.
Success Criteria:
• Solutions have the correct quantities substituted for the correct variables.
• Chosen value of the gas constant has the same units as the other quantities in
the problem.
• Algebra and rounding to appropriate number of significant figures is correct.
Language Objectives:
• Identify each quantity based on its units and assign the correct variable to it.
• Explain the placement of each quantity in the ideal gas law.
Tier 2 Vocabulary: ideal, law

Notes:
ideal gas: a gas that behaves according to Kinetic-Molecular Theory (KMT).

When we developed the combined gas law, before we cancelled the number of
moles or particles, we had the equations:
P1V1 P2V2 PV P1V1 P2V2 PV
= = = R (constant) = = = kB (constant)
n1T1 n2T2 nT N1T1 N2T2 NT
using moles using particles
where n is the number of moles of gas, and N is the number of gas particles. One
mole is 6.02 × 1023 particles, which means N = (6.02 × 1023)n
Because P, V, n and T are all of the quantities needed to specify the conditions of an
ideal gas, this expression must be true for any ideal gas under any conditions. If V is
in m3, P is in Pa, n is in moles, and T is in Kelvin, then:
−23 J
R = 8.31 molJ K and kB = 1.38  10 K

R is called “the gas constant,” and kB is Boltzmann’s constant.

PV PV
We can rearrange = R and = kB to get the ideal gas law in its familiar form:
nT NT
PV = nRT and PV = NkBT

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 Ideal Gas Law Page: 243
Big Ideas Details Unit: Thermodynamics
Other Values of R
The purpose of the gas constant R is to convert the quantity nT from units of mol∙K
to units of pressure × volume. This constant can have different values, depending
on the units that it needs to cancel:

atm
R = 0.0821 Lmol K

3
Pa  8.31  10−3 kJ
R = 8.31 molJ K  8.31 m
molK molK

torr
R = 62.4 Lmol K
R = 1.987 mol
cal  1.987
K
BTU
lb-mol R

Use of different units, such as atm or torr, is more common in chemistry. In this
course, we will use the S.I. units of m3 for volume and Pa for pressure. The unit
Pa·m3 is equivalent to a joule.

Solving Problems Using the Ideal Gas Law

If a gas behaves according to the ideal gas law, simply substitute the values for
pressure, volume, number of moles (or particles), and temperature into the
equation. Be sure your units are correct (especially that temperature is in Kelvin),
and that you use the correct constant, depending on whether you know the number
of particles or the number of moles of the gas.

Sample Problem:
n P
A 3.50 mol sample of an ideal gas has a pressure of 120 000 Pa and a temperature of
35 °C. What is its volume?
T→K V
Answer:
P = 120 000 Pa n = 3.50 mol
V=V R = 8.31 molJ K

T = 35 °C + 273 = 308 K

Then we substitute these numbers into the ideal gas law and solve:
P V = n RT
nRT (3.50)(8.31)(308)
V= = = 0.0747 m3
P 120 000

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 Ideal Gas Law Page: 244
Big Ideas Details Unit: Thermodynamics
honors Real Gases
(not AP®)
As stated previously, when the
temperature and pressure of a
gas are close to the solid or
liquid regions of the phase
diagram for the substance,
gases start to exhibit non-ideal
behaviors. Recall the following
definition of a real gas:

real gas: a gas whose molecules

do not behave according to
kinetic-molecular theory
(KMT). This occurs most
commonly at temperatures
and pressures that are close
to the solid or liquid regions
of the phase diagram for
the substance.

In the late 19th century, the Dutch physicist Johannes van der Waals published a
correction to the ideal gas law that can be applied to real gases.

The van der Waals Equation applies correction factors to the pressure and volume
terms in the equation:
 n2 
 P + a 2  (V − nb) = nRT
 V 

in this equation, the constants a and b are properties specific to a gas and must be
looked up or determined experimentally.

n2
The corrected pressure term ( P + a 2 instead of P ) is because molecules attract
V
each other slightly at low pressures, but repel each other when they are forced close
together. This repulsion acts like additional pressure.

The corrected volume term ( V − nb instead of V ) term is because the ideal gas law
assumes that the molecules are far enough apart that we do not need to consider
the volumes of the molecules themselves as part of the volume of their container.
As the molecules are brought closer together, we have to subtract the space taken
up by n moles of molecules from the available volume.

You will not need to solve problems using the van der Waals equation in this course.

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 Ideal Gas Law Page: 245
Big Ideas Details Unit: Thermodynamics
Homework Problems
Use the ideal gas law to solve the following problems. Be sure to choose the
appropriate value for the gas constant and to convert temperatures to Kelvin.

1. A sample of 1.00 moles of oxygen at 50.0 °C and 98.6 kPa occupies what
volume?

Answer: 27.2 L

2. If a steel cylinder with a volume of 1.50 L contains 10.0 moles of oxygen,

under what pressure is the oxygen if the temperature is 27.0 °C?

Answer: 164 atm = 125 000 torr = 16 600 kPa

3. In a gas thermometer, the pressure of 0.500 L of helium is 113.30 kPa at a

temperature of −137 °C. How many moles of gas are in the sample?

Answer: 0.050 mol

4. A sample of 4.25 mol of hydrogen at 20.0 °C occupies a volume of 25.0 L.

Under what pressure is this sample?

Answer: 4.09 atm = 3 108 torr = 414 kPa

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 Thermodynamics Page: 246
Big Ideas Details Unit: Thermodynamics

Thermodynamics
Unit: Thermodynamics
MA Curriculum Frameworks (2016): HS-PS2-6
AP® Physics 2 Learning Objectives: 5.B.4.1, 5.B.5.4, 5.B.7.1, 7.B.2.1
Mastery Objective(s): (Students will be able to…)
• Calculate kinetic energy, internal energy and work done by the particles of a
gas.
Success Criteria:
• Solutions have the correct quantities substituted for the correct variables.
• Algebra and rounding to appropriate number of significant figures is correct.
Language Objectives:
• Describe the different types of energy (kinetic, internal, work) and explain
what they measure.
Tier 2 Vocabulary: internal, energy, work

Labs, Activities & Demonstrations:

• heat exchange dice game
• dice distribution game
• entropy (microstates) percentile dice game

Notes:
thermodynamics: the study of heat-related (thermal) energy changes (dynamics)

Thermodynamics is an application of the law of conservation of energy. In Physics 1,

we studied changes between gravitational potential energy and kinetic energy.
Thermodynamic changes involve the same principle; the details and the equations,
however, are quite different.

As was the case with gas laws, the topic of thermodynamics is studied by both
chemists and physicists. Chemists tend to be more concerned with the heat
produced and consumed by chemical changes and reactions. Physicists tend to be
more concerned with the conversion between thermal energy (regardless of how it
is produced) and other forms of energy, particularly mechanical.

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 Thermodynamics Page: 247
Big Ideas Details Unit: Thermodynamics
thermal equilibrium: if two systems “A” and “B” are in thermal equilibrium, heat is
transferred from A to B at the same rate as heat is transferred from B to A.

temperature: a measure of the average kinetic energy of the particles in a

substance. (K)

Kave. = 12 mva2ve. = 23 kBT

where:

Kave. = average kinetic energy (J)

m = mass of a particle (kg)
kg
M = molar mass (mass of one mole of particles) ( mol )
vave. = average velocity of a particle ( ms )
kB = Boltzmann's constant = 1.38  10 −23 KJ
T = temperature (K)

The factor of 3 is because there is an equal probability of a collision between

2
particles in the x-, y-, and z-directions, and (3)( 12 ) = 23 .

root mean square velocity (vrms): the geometric mean (average) velocity of a particle.
2
. = 2 kBT for the average
( ms ) The rms velocity is derived by solving 12 mvave 3

velocity:

2 3kBT 3RT
vrms = vave. = =
m M

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 Thermodynamics Page: 248
Big Ideas Details Unit: Thermodynamics
*
internal energy (U ): the total thermal energy of a system due to the kinetic energy
of its particles.

If the kinetic energy of a single particle is Kave. = 23 kBT , then the total kinetic
energy in a system that has N particles would be:
U = NKave. = 23 NkBT

Because it is generally unwieldy to perform calculations for systems with large

numbers of particles, it is more convenient to use moles. Substituting nR for NkB
gives the equation for the internal energy of a system that has n moles of
particles:
U = 23 nRT

Similarly, a change in internal energy (ΔU) is related to the corresponding

change in temperature (ΔT ):
U = 23 nRT (= 23 NkB T )

heat (Q): thermal energy transferred into or out of a system. (J)

work (W): mechanical energy, such as the application of a force over a distance. (J)

The work that a gas can do comes from its ability to move an object by applying
a force on it as it expands. If the pressure is constant:
W = Fd = F x
F
P= → F = PA
A
 W = (PA)x
V = Ax
 W = PV

If a gas does work by expanding, the energy is transferred from the gas (the
system) to the object that the gas is pushing against (the surroundings). This
means that when the volume increases (ΔV is positive), energy is leaving the
system (W is negative). Conversely, if work is done to compress a gas, energy is
entering the system in order to compress the gas (W is positive), and the volume
decreases (ΔV is negative). This means that W and PΔV must have opposite
signs, which gives the equation:
W = −PV
assuming that pressure is constant.

entropy (S): “unusable” thermal energy in a system. Energy in the form of entropy is
unavailable because it has “escaped” or “spread out”. (Entropy will be discussed
further in the Second Law of Thermodynamics.)

* Chemistry textbooks often use the variable E instead of U.

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 Thermodynamics Page: 249
Big Ideas Details Unit: Thermodynamics
Laws of Thermodynamics
The laws of thermodynamics describe the behavior of systems with respect to
changes in heat energy.
For historical reasons, the laws are numbered from 0−3 instead of 1−4.
0. If a system is at thermal equilibrium, every component of the system has the
same temperature. (“You have to play the game.”)
1. Heat always flows from a region of higher internal energy to a region of
lower internal energy. Because internal energy is directly proportional to
temperature, this is equivalent to saying that heat flows from a region of
higher temperature to a region of lower temperature. This means you can’t
get more heat out of a system than you put in. (“You can’t win.”)
2. In almost every change, some energy is irretrievably lost to the
surroundings. Entropy is a measure of this “lost” energy. The entropy of the
universe is always increasing, which means on any practical scale, you
always get out less energy than you put in. (“You can’t break even.”)

3. Conservation of energy always applies. In any closed system, the total

energy (internal energy + entropy + work) remains constant. If energy was
“lost,” it turned into an increase in entropy. (“You can’t get out of the
game.”)

Zeroth Law
The zeroth law says that if you have multiple systems in thermal equilibrium (the
heat transferred from “A” to “B” is equal to the heat transferred from “B” to “A”),
then the systems must have the same temperature. The consequences of this are:
• If we have three (or more) systems “A,” “B,” and “C,” and A is in thermal
equilibrium with B, and B is in thermal equilibrium with C, this means that A,
B, and C must all have the same temperature, and A is therefore in thermal
equilibrium with C. (This is akin to the transitive property of equality in
mathematics.)
• If an object with a higher temperature (a “hotter” object) is in contact with an
object with a lower temperature (a “colder” object), heat will flow from the
object with higher temperature to the object with lower temperature until the
temperatures are the same (the objects are in thermal equilibrium).

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 Thermodynamics Page: 250
Big Ideas Details Unit: Thermodynamics
First Law
Consider an isolated system—i.e., a system where heat and other forms of energy
cannot enter nor leave the system. This system is doing no work, but it has internal
energy.
Internal energy is similar to potential energy—it is a property of a system that is not
doing work currently, but has the potential to do work in the future.

According to the First Law, the internal energy of a system increases (U  0) if
heat is added to the system (Q  0) or if work is done on the system (W  0) . The
internal energy decreases if the system gives off heat or the system does work on its
surroundings.

In equation form, the First Law looks like this:

*
U = Q + W

The First Law is simply the law of conservation of energy—the change in internal
energy comes from the heat added to or removed from the system combined with
the work done on or by the system.

Combining the First Law with the definition of internal energy gives:
U = 23 nRT = Q + W

* Some textbooks define work exclusively as work done by the system on the surroundings (i.e., energy
leaving the system). Using this definition reverses the sign of W in the equation, giving:
U = Q − W

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 Thermodynamics Page: 251
Big Ideas Details Unit: Thermodynamics
Sample Problem:
Q: A cylinder containing a gas has a piston with a weight on top.
The combined mass of the piston plus the weight is 2 kg.
Heat is added, and the piston rises a distance of 0.2 m. If this
process occurred while keeping the temperature of the gas in
the container constant, how much heat was added to the
gas?

A: No gas was added to the system, and the temperature does

not change. Because U = 23 nRT , if ΔT = 0, that means
ΔU = 0
Work was done by the system to raise the piston. Using the
work equation from physics 1:
W = U = mgh = (2)(10)(0.2) = 4 J
Note that the work is done by the system on the
surroundings. This means work is going out of the system.
We use positive numbers for energy coming into the system (from the
surroundings), and negative numbers for work leaving the system (going into the
surroundings).
This means the work is −4 J.
Applying the First law:
U = Q + W
0 = Q + (−4)
Q = +4 J

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 Thermodynamics Page: 252
Big Ideas Details Unit: Thermodynamics
Second Law
The Second law tells us that heat energy cannot flow from a colder system to a
hotter one unless work is done on the system. This is why your coffee gets cold and
your ice cream melts.

One consequence of this law is that no machine can work at 100% efficiency; all
machines generate some heat, and some of that heat is always lost to the
surroundings.

Entropy
Because energy must be conserved, we have to account for energy that still exists,
but has “gotten lost” (“escaped” or “spread out”) and is no longer usable by the
system. Energy that has spread out and cannot be recovered is called entropy.

For example, when an egg falls to the floor and breaks, gravitational potential
energy is converted to a combination of internal energy (the measurable increase in
the temperature of the egg), and entropy (heat energy that is radiated to the
environment and “lost”). Over time, the internal energy in the egg is also radiated
to the environment and “lost” as the egg cools off. Ultimately, all of the
gravitational potential energy ends up converted to entropy, which is the heat
energy that is dissipated and cannot be recovered.

Entropy is sometimes called “disorder” or “randomness”, but in the thermodynamic

sense this is not correct. The entropy of your room is a thermodynamic property of
the heat energy in your room, not a commentary on the amount of dirty laundry on
the floor!

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 Thermodynamics Page: 253
Big Ideas Details Unit: Thermodynamics
Whenever heat is transferred from an object with a higher temperature to an object
with a lower temperature, the heat “spreads out” as it warms the colder object. The
amount of energy that goes into this “spread” is called entropy.

If the heat is transferred in a way that is completely reversible (which is impossible

and would take an infinite amount of time), then you would be able to recover the
energy that was converted to entropy when transferring it back to the hotter object.
We call this fictitious heat “reversible heat,” denoted Qrev.
Qrev
S =
T
Real energy transfers that take place in finite amounts of time can never recover all
of the energy that was turned into entropy. This means the actual increase in
entropy is always more than the amount that would occur in a reversible process:
Qrev Q
S = 
T T
In other words, the energy that is lost to entropy by transfer of an amount of heat Q
Q
would be for a completely reversible process (where Q = Qrev), and more than
T
that for any real process.

Because actual heat transfer in a finite amount of time cannot be completely

reversible, some heat is lost to the surroundings and the actual entropy change is
always greater than the actual heat change at a given temperature. The concept of
a reversible process is an idealization that represents the maximum amount of work
that could theoretically be extracted from the process.

A consequence of the Second Law is that the entropy of the universe is always
increasing.

In physics, there is a hierarchy of thinking. Conservation of energy, conservation of

momentum, and the Second Law are at the top of the hierarchy. Just as special
relativity tells us that time, distance and mass all need to be changeable in order to
maintain conservation of energy and momentum, the Second Law explains why time
cannot move backwards—to do so would require a decrease in the entropy of the
universe.

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 Thermodynamics Page: 254
Big Ideas Details Unit: Thermodynamics
Third Law
The Third Law tells us that in an isolated system, the total energy of the system must
be constant. (An isolated system is a system for which it is not possible to exchange
energy with the surroundings.) This makes intuitive sense; because energy must be
conserved, if no energy can be added or taken away, then the total energy cannot
change.

Thermodynamic Quantities and Equations

Because energy is complex and exists in so many forms, there are many
thermodynamic quantities that can be calculated in order to quantify the energy of
different portions of a system. The following is a list of some of the more familiar
ones:

Selected Thermodynamic Quantities

Variable Name Description
Thermal energy (heat) transferred into or out of
Q heat
a system due to a difference in temperature.
Mechanical energy transferred into or out of a
W work system.
W = −P V
Total thermal (non-chemical) energy contained
internal within the particles of a system because of their
U* kinetic energy.
energy
U = 23 nRT U = Q + W = 23 nRT

Energy that is “lost” (inaccessible) because it has

spread to the surroundings or has spread to
S entropy
separate microstates and cannot be utilized by
the particles of the system.
Helmholtz Useful work that can be obtained from a system.
A
free energy A = U − TS A =  U − T S
Heat available (change = absorbed or released)
H enthalpy in a chemical reaction.
H = U + PV H = U + PV = U − W
Total energy available (change = absorbed or
Gibbs’
G released) in a chemical reaction.
free energy
G = H − TS G =  H − T S

* Some chemistry textbooks use the variable E instead of U.

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 Thermodynamics Page: 255
Big Ideas Details Unit: Thermodynamics
Thermodynamics Equations Used in This Course
Most of the thermodynamics problems encountered in this course are applications
of the following equations:

Equation Variables that are Changing

U = 3 nRT
2
internal energy vs. temperature
U = 3 nRT
2

U = Q + W internal energy vs. heat & work

PV = nRT
pressure & volume vs. temperature
(PV ) = nRT

W = −  P dV = −PV work vs. change in volume (at constant pressure)

Of course, many problems require you to combine these equations, such as:

U = 3 nRT = Q + W
2

and, if pressure is constant,  PdV = P  dV = PV *:

−W = PV = nRT

The problems that you will encounter will involve a change in a measurable state
variable (pressure, volume and/or temperature). To solve these problems, you will
need to:

1. Determine whether the change involves heat transfer, work, and/or a

change in internal energy.

2. Apply algebraic combinations of one or more of these equations to answer

the question.

*
If the pressure is changing, there is no way to calculate the work without using calculus.
However, in this algebra-based course, we will limit ourselves to problems that can be
solved without calculus.

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 Thermodynamics Page: 256
Big Ideas Details Unit: Thermodynamics
Homework Problems
Each of the problems below consists of a gas in a
cylinder, as shown in the diagram to the right.

The gas in the cylinder has an initial volume of 0.01 m3

and an initial temperature of 300 K. The piston has an
area of 0.2 m2, moves freely (with negligible friction),
and has a weight of 250 N. Atmospheric pressure
outside the cylinder is 100 000 Pa.

You may assume that the cylinder is perfectly insulated,

which means the amount of heat that escapes from the
cylinder in each situation is negligible.

1. What is the initial pressure inside the cylinder? (This is a fluids problem.)

Answer: 101 250 Pa

2. How many moles of gas are in the cylinder?

Answer: 0.406 mol

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 Thermodynamics Page: 257
Big Ideas Details Unit: Thermodynamics
3. A Bunsen burner is placed below the cylinder and
is turned on. 100 J of heat is slowly added to the
gas, so that the temperature remains constant.

a. How much work is done on (added to)

the gas?

Answer: −100 J

b. How far does the piston move?

(Hint: V = A h )

Answer: 0.0049 m

4. Suppose instead that the piston is fixed in position and is not allowed to
move while heat is added.
a. What is the new temperature and pressure of the gas?

Answer: T = 320 K; P = 107 990 Pa

b. If the piston is then released and allowed to move freely, what will
the new pressure be inside the cylinder?

Answer: 101 250 Pa (the same as in problem #1 above)

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 Pressure-Volume (PV) Diagrams Page: 258
Big Ideas Details Unit: Thermodynamics

Pressure-Volume (PV) Diagrams

Unit: Thermodynamics
MA Curriculum Frameworks (2016): HS-PS2-6
AP® Physics 2 Learning Objectives: 5.B.5.6, 5.B.7.2, 5.B.7.3, 7.A.3.2, 7.A.3.3
Mastery Objective(s): (Students will be able to…)
• Determine changes in heat, work, internal energy and entropy from a
pressure-volume (PV) diagram.
Success Criteria:
• Correct equation is chosen.
• Solutions have the correct quantities substituted for the correct variables.
• Sign is correct for work (positive vs. negative).
• Algebra is correct.
Language Objectives:
• Explain what is physically happening to a gas for each section of a PV diagram.
Tier 2 Vocabulary: internal, energy, heat, work

Notes:
P-V diagram: a graph that shows changes in pressure vs. changes in volume.

Recall that:
W = −  P dV

On a graph, the integral is the area “under the curve” (meaning the area between
the curve and the x-axis).

Therefore, if we plot a graph of pressure vs. volume with pressure on the y-axis and
volume on the x-axis, the integral would therefore be represented by the area
between the curve (pressure) and the x-axis.

This means that the work done by a thermodynamic change equals the area under a
P-V graph.*

*
While the above explanation requires calculus, we will limit ourselves to areas that can be
calculated using simple geometry equations. Note that some of these will result in
situations that would not realistically be achievable in the “real world”.

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 Pressure-Volume (PV) Diagrams Page: 259
Big Ideas Details Unit: Thermodynamics
In the following example, suppose that a gas is compressed from 3 m3 to 1 m3 at a
pressure of 1 Pa. (A pressure of 1 Pa is much smaller than you would encounter in
any real problem; these numbers were chosen to keep the math simple.)

The pressure is P = 1 Pa, and the change in volume is ΔV = −2 m3. Because pressure
is constant, we can use W = −PV = −(1)(−2) = +2 J .

PV is the area under the graph. Because it is a rectangular region, the area is the
base of the rectangle times the height. The base is 2 m3 and the height is 1 Pa,
which gives an area of 2 J.

Note that the arrow showing the change points to the left, which indicates that the
volume is decreasing. Because work must be put into the gas in order to compress
it, this means that the work done on the gas will be positive. This is where the
negative sign comes from. W = −PV means that:

• if work is done on the gas (work is positive), the gas is compressed and the
change in volume is therefore negative.
• If work is done by the gas on the surroundings (work is negative), the gas
expands and the change in volume is therefore positive.

We will look at the effects of changes in pressure vs. volume in four types of
pressure-volume changes:
• isochoric (constant volume)
• isothermal (constant temperature)
• adiabatic (no heat loss)
• isobaric (constant pressure).

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 Pressure-Volume (PV) Diagrams Page: 260
Big Ideas Details Unit: Thermodynamics
Isochoric
From Greek “iso” (same) and “khoros” (volume).
An isochoric change is one in which volume
remains constant, but pressure and temperature
may vary.

An example is any rigid, closed container, such as

a thermometer.

Because the volume is not changing, there is no

way for the gas to push against anything. This
means the gas cannot do work, so W = 0.

W =0 0
U = Q + W
U = Q

Another way to think of a constant volume change is that if you add heat to a rigid
container of gas, none of the energy can be converted to work, so all of it must be
converted to an increase in internal energy (i.e., an increase in temperature).

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 Pressure-Volume (PV) Diagrams Page: 261
Big Ideas Details Unit: Thermodynamics
Isothermal
Constant temperature.
From Greek “iso” (same)
and “thermotita” (heat).
An isothermal change is
one in which temperature
remains constant, but
pressure and volume may
vary.

An example is any “slow”

process, such as
breathing out through a
wide open mouth.

Because T = 0
(definition of isothermal),
this means
0
U = 3 NkB T = 0
2

Further, because:

U = Q + W = 0
Q = −W

The P-V curve for an isothermal process is called

an isotherm. Note that isotherms are
hyperbolas, i.e., they are solutions to the
equation PV = constant. You may recall that
allowing pressure and volume to change while
keeping temperature constant is represented by
Boyle’s Law: P1V1 = P2V2

As temperature increases, the isotherm moves farther away from the origin.

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 Pressure-Volume (PV) Diagrams Page: 262
Big Ideas Details Unit: Thermodynamics
Adiabatic
An adiabatic process is one in which
there is no heat exchange with the
environment.

An example is any "fast" process,

such as forcing air out through
pursed lips or a bicycle tire pump.
Because the definition of an adiabatic
process is one for which Q = 0, this
means:

Q=0 0
U = Q + W
U = W

Note that adiabatic expansion (sudden increase in volume without time for heat
transfer) results in a decrease in temperature, and adiabatic compression (sudden
decrease in volume without time for heat transfer) results in an increase in
temperature.

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 Pressure-Volume (PV) Diagrams Page: 263
Big Ideas Details Unit: Thermodynamics
Isobaric
From Greek “iso” (same) and
“baric” (heavy). An isobaric
change is one in which
pressure remains constant,
but volume and temperature
may vary.

Some examples include a

weighted piston, a flexible
container in earth's
atmosphere, or a hot air
balloon.

Isobaric changes involve

changes in both Q and W,
because to change the
volume of a gas while keeping pressure constant, you need to add or remove heat,
but the resulting change in volume means that work is being done.

W = −(PV ) = −PV
U = Q + W
U = Q + (−PV )
U = Q − PV

Adding PΔV to both sides gives Q = U + PV .

Now, because U = 3 nRT and PV = nRT = 2 nRT , that means:

2 2

Q = U + PV
Q = 3 nRT + 2 nRT
2 2
Q = 5 nRT
2

This makes sense, because some of the heat is used to do the work of expanding the
gas (PV = nRT ) , and some of the heat is used to increase the temperature.
(U = 3 nRT ) .
2

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 Pressure-Volume (PV) Diagrams Page: 264
Big Ideas Details Unit: Thermodynamics
If we wanted to compare all four processes on the same PV diagram, they would
look like this:

Positive vs. Negative Work

In thermodynamics problems, whether work is represented by a positive or negative
number depends on how the problem is stated.

Work done on the gas: a positive number means work is coming from the
surroundings into the gas.

Work done by the gas: a positive number means work is going from the gas out to
the surroundings.

If the problem does not specify otherwise, the convention is to use a positive
number to indicate work done on the gas.

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 Pressure-Volume (PV) Diagrams Page: 265
Big Ideas Details Unit: Thermodynamics
Sample Problem
Q: Calculate the work done as the pressure and volume of a gas are taken from
point A to point B along each of paths 1, 2, and 3.

A: Process #1 is first isobaric (constant pressure), then isochoric (constant volume).

For the isobaric part of the process:

W = −PV
W = −(1  105 )(1  10 −3 − 3  10 −3 )
W = −(1  105 )(−2  10 −3 )
W = 2  102 = 200 J

For the isochoric process, there is no change in volume, which means the gas
does no work (because it cannot push against anything). Therefore W = 0.

The total work for process #1 is therefore 200 J.

Notice that the work is equal to the area under the PV graph, which is a
rectangular area with a base of 2 × 10−3 m3 and a height of 1 × 105 Pa.

W = (1  105 )(2  10 −3 ) = 200 J

Note that because the arrow points to the left, this means the volume is
decreasing. That means work is being done on the gas, which means the work is
represented by a positive number. (We have to make this determination any
time we use the graph to calculate the work.)

For process #2, the area is the 200 J square that we calculated for process #1
plus the area of the triangle above it, which is 12 bh = 12 (2  10−3 )(1  105 ) = 100 J .
Therefore, 200 J + 100 J = 300 J.

For process #3, the area under the curve is W = (2  105 )(2  10 −3 ) = 400 J .

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 Pressure-Volume (PV) Diagrams Page: 266
Big Ideas Details Unit: Thermodynamics
Homework Problems*
Problems #1–8 refer to the following PV diagram, in which 2 moles of gas undergo
the pressure and volume changes represented by the path from point A to B to C to
D and back to A.

1. Which thermodynamic process takes place along the path from point A to
point B?

2. Which thermodynamic process takes place along the path from point D to
point A?

3. How much work is done by the gas as it undergoes a change along the curve
from point B → C? (Remember to use a positive number for work done on
the gas by the surroundings, and a negative number for work done by the
gas on the surroundings.)

Answer: +3500 J

*
These problems are from a worksheet by Tony Wayne.

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 Pressure-Volume (PV) Diagrams Page: 267
Big Ideas Details Unit: Thermodynamics
4. How much work is done on the gas as it undergoes a change along the curve
from point C → D?

Answer: +6000 J

5. How much net work is done by the gas on the surroundings as it undergoes
a change along the curve from point A → B → C → D → A?

Answer: +12 500 J

6. What is the temperature of the 2 moles of gas at point A?

Answer: 300.8 K

7. What is the change in internal energy of the gas during the process from
point D → A?

Answer: 6000 J

8. 8. How much work is done on or by the gas during the process from point
D → A?

Answer: zero

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 Pressure-Volume (PV) Diagrams Page: 268
Big Ideas Details Unit: Thermodynamics
Problems #9–13 refer to the following diagram:

9. For which process(es) is Q = 25 nRT ? Show calculations to justify your

answer.

Answer: A → B and D → C

10. For which process(es) is no work done? Explain.

Answer: A → D and B → C

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 Pressure-Volume (PV) Diagrams Page: 269
Big Ideas Details Unit: Thermodynamics
11. Which thermodynamic process takes place along path E?

12. Calculate the heat exchanged in process A → B? Is heat added or released?

Explain.

Answer: 3  106 J ; heat is added because the temperature increases.

13. Does path A → D → C → E → A require more or less work than path

A → D → C → A? Explain.

14. Calculate the work done by the gas in processes A → B → C → A and

A → D → C → A.

Answer: A → B → C → A: 450 000 J

A → D → C → A: −450 000 J

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 Heat Engines Page: 270
Big Ideas Details Unit: Thermodynamics

Heat Engines
Unit: Thermodynamics
MA Curriculum Frameworks (2016): HS-PS2-6
AP® Physics 2 Learning Objectives: 5.B.5.4, 5.B.5.5, 5.B.7.3, 7.B.2.1
Mastery Objective(s): (Students will be able to…)
• Calculate the energy produced or used by a heat engine.
Success Criteria:
• Correct equation is chosen.
• Solutions have the correct quantities substituted for the correct variables.
• Sign is correct for work (positive vs. negative).
• Algebra is correct.
Language Objectives:
• Explain what is happening to a gas through each of the steps of a heat engine
cycle.
Tier 2 Vocabulary: internal, energy, heat, engine, work

Labs, Activities & Demonstrations:

• Stirling engine
Notes:
heat engine: a device that turns heat energy into mechanical work.

A heat engine operates by taking heat from a hot place (heat source), converting
some of that heat into work, and dumping the rest of the heat into a cooler reservoir
(heat sink).
A large number of the machines we use—most notably cars—employ heat engines.

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 Heat Engines Page: 271
Big Ideas Details Unit: Thermodynamics
The basic principle of heat engine is the first law of
thermodynamics (heat flows from a region of higher
temperature to a region of lower temperature). Because
heat is a form of energy, some of that energy can be
harnessed to do work.

The law of conservation of energy tells us that all of the

energy that we put into the heat engine must go
somewhere. Therefore, the work done plus the heat that
comes out must equal the heat we put in.

This means:
Qin = Qout + Wout

The above picture is easier to understand in the context of a PV diagram.

1. Starting from point 1 (V1, P1),

the gas is expanded
adiabatically (without losing
heat) to point 2 (V2, P2). The
area under the graph from
point 1–2 represents the work
that is done by the gas (Wout)
as it expands and cools.

2. Ultimately, we need to get the

gas back to point 1 so we can
begin the cycle over again, but
in a way that costs less work
than we got out. There are
many ways to accomplish this.
In this example, the next step
is to reduce the volume
isobarically, by removing heat (Qout). (This is what the low temperature
reservoir is for.) This results in a decrease in temperature as well as a
decrease in volume, which gets us to point 3 (V1, P2).

3. Now we increase the pressure to get from point 3 (V1, P2) to point 1 (V1, P1)
by adding heat to the gas without letting the volume change. We do this by
bringing the gas back to the high temperature reservoir so it can absorb the
heat (Qin).

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 Heat Engines Page: 272
Big Ideas Details Unit: Thermodynamics
Heat Pumps
A heat pump is a device, similar to a heat engine, that “pumps” heat from one place
to another. A refrigerator and an air conditioner are examples of heat pumps. A
refrigerator uses a fluid (“refrigerant”) to transfer (or “pump”) heat from the inside
of the refrigerator to the outside of the refrigerator (and into your kitchen).

This is why you can’t cool off the kitchen by leaving the refrigerator door open—
even if you had a 100 % efficient refrigerator (most refrigerators are actually only
20−40 % efficient), all of the heat that you pumped out of the refrigerator is still in
the kitchen!

A refrigerator works by the following process.

1. Work is put in to compress a refrigerant (gas). In most cases, the gas is
compressed until it turns into a liquid, which means additional energy is
stored in the phase change. This increases the temperature of the refrigerant
to about 70 °C.
2. The refrigerant (now a liquid) passes through cooling coils on the back of the
refrigerator. The liquid is cooled through convection by the air in the kitchen
to about 25 °C
3. The refrigerant (still a liquid) is pumped to the inside of the refrigerator and
allowed to expand to a gas adiabatically. Work comes out of the gas, and the
temperature drops to about −20 °C.
4. Heat is transferred via convection from the contents (the food) to the
refrigerant.
5. The refrigerant (now a gas) is pumped out of the refrigerator, which brings us
back to step 1.

Of course, a heater can operate under the same principle, by putting the cooling
coils inside the room and having the expansion (which cools the refrigerant) occur
outside. This cycle, which is the most efficient type of heat engine, is called the
Carnot cycle, named after the French physicist Nicolas Carnot.

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 Heat Engines Page: 273
Big Ideas Details Unit: Thermodynamics
Heat Engines and PV Diagrams
On a PV diagram, a heat engine is any closed loop or cycle:

Recall that on a PV diagram, a curve that moves from left to right represents work
done by the gas on the surroundings. (Work is leaving the system, so W  0 .) A
curve that moves from right to left represents work done on the gas by the
surroundings. (Work is entering the system so W  0 .)

A heat engine is a clockwise cycle, which means more work is done going to the right
than to the left, which means there is a net flow of work out of the system (i.e., the
heat is being used to do work). A refrigerator is a counterclockwise cycle, in which
more work is put in and more heat is taken out.

The Carnot cycle, which is the basis for heat pumps (including refrigerators and air
conditioners), uses only adiabatic (no heat loss) and isothermal processes:

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 Heat Engines Page: 274
Big Ideas Details Unit: Thermodynamics
The internal combustion engine in a car is also a type of heat engine. The engine is
called a “four-stroke” engine, because the piston makes four strokes (a back or forth
motion) in one complete cycle. The four strokes are:
1. The piston moves down (intake), sucking a mixture of gasoline and air into
the cylinder.
2. The piston moves up
(compression), compressing the
gases in the cylinder.
3. The spark plug creates a spark,
which combusts the gases. This
increases the temperature in the
cylinder to approximately 250°C.
4. The gas expands (power stroke),
which is the work that the
engine provides to make the car
go.
5. The piston raises again, forcing
the exhaust gases out of the cylinder (exhaust).

Note that, at the end of the cycle, the gas is hotter than its original temperature.
The hot gas from the cylinder is dumped out the exhaust pipe, and fresh (cool) gas
and fuel is added. This is why the blue intake arrow on the right moves downward—
the intake is at a lower temperature (lower isotherm).

The energy to move the piston for the intake and exhaust strokes is provided by the
power strokes of the other pistons.

This cycle—constant temperature compression, constant volume heating (spark),

constant temperature expansion (power), and constant volume gas exchange
(exhaust) is called the Otto cycle, named after Nikolaus August Otto, who used this
type of heat engine to build the first successful commercial internal combustion
engine.

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 Efficiency Page: 275
Big Ideas Details Unit: Thermodynamics

Efficiency
Unit: Thermodynamics
MA Curriculum Frameworks (2016): HS-PS2-6
AP® Physics 2 Learning Objectives: 5.B.5.4, 5.B.5.5, 5.B.7.3, 7.B.2.1
Mastery Objective(s): (Students will be able to…)
• Calculate the efficiency of a thermodynamic process.
Success Criteria:
• Correct equation is chosen.
• Solutions have the correct quantities substituted for the correct variables.
• Sign is correct for work (positive vs. negative).
• Algebra is correct.
Language Objectives:
• Explain how the efficiency of a process relates to the energy it uses and the
work it produces.
Tier 2 Vocabulary: energy, heat, work

Notes:
efficiency (η): the ratio of the energy consumed by a device or process to the energy
output by the device or process.

Assume that a heat engine starts with a certain temperature, which means a certain
internal energy (U ). The engine takes heat from a heat source at the incoming
temperature Tin , does work (W ) , and exhausts heat at the higher temperature Tout
. Assuming the internal energy of the machine itself stays constant, this means
U = 0 . Therefore, from the First law:
U = 0 = Q − W
0 = Qin − Qout − W
W = Qin − Qout

A 100% efficient heat engine would turn all of the heat into work, and would
exhaust no heat ( Qout = 0 , which would mean W = Qin ). Of course, real engines
cannot do this, so we define efficiency, e, as the ratio of work out to heat in, i.e.:
ΔW Qin − Qout Qin Qout Q
e= = = − = 1 − out
Qin Qin Qin Qin Qin

Because the engine is doing work, W  0 , which means 0  e  1 . Furthermore, a

consequence of the Second law is that some energy is always lost to the
surroundings (entropy), which means Qout  0 and therefore 0  e  1 .

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 Efficiency Page: 276
Big Ideas Details Unit: Thermodynamics
Sample Problem
Q: 80. J of heat is injected into a heat engine, causing it to do work. The engine then
exhausts 20. J of heat into a cool reservoir. What is the efficiency of the engine?

A: Qin = 80 J and Qout = 20 J . Therefore:

Qout 20
e =1− =1− = 1 − 0.25 = 0.75
Qin 80

Because efficiency is usually expressed as a percentage, we would say that the

engine is 75% efficient.

The following table gives energy conversion efficiencies for common devices and
processes. In all of these cases, the “lost” energy is converted to heat that is given
off to the surroundings.

Energy Conversion Efficiency

Device/Process Typical Efficiency
gas generator up to 40%
coal/gas-fired power plant 45%
combined cycle power plant 60%
hydroelectric power plant up to 90%
wind turbine up to 59%
solar cell 6−40%; usually 15%
hydrogen fuel cell up to 85%
internal combustion engine 25%
electric motor, small (10−200 W) 50−90%
electric motor, large (> 200 W) 70−99%
photosynthesis in plants up to 6%
human muscle 14−27%
refrigerator 20%
refrigerator, energy-saving 40−50%
light bulb, incandescent 0.7−5%
light bulb, fluorescent 8−16%
light bulb, LED 4−15%
electric heater 100%
firearm 30%
You may notice that an electric heater is 100% efficient, because all of its energy is
converted to heat. However, this does not mean that electric heat is necessarily the
best choice for your home, because the power plant that generated the electricity
was probably only 45% efficient.

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 Efficiency Page: 277
Big Ideas Details Unit: Thermodynamics
Heating Efficiency
Heating efficiency is calculated in a similar way. The difference is that the energy
produced by the heater is Qout , which means:

Qout usable heat out

= =
Qin total energy in

“Usable heat out” means heat that is not lost to the environment. For example, if
the boiler or furnace in your house is 70% efficient, that means 70% of the energy
from the gas or oil that it burned was used to heat the steam, hot water or hot air
that was used to heat your house. The other 30% of the energy heated the air in the
boiler or furnace, and that heat was lost to the surroundings when the hot air went
up the chimney.

Older boilers and furnaces (pre-1990s) were typically 70% efficient. Newer boilers
and furnaces are around 80% efficient, and high-efficiency boilers and furnaces that
use heat exchangers to collect the heat from the exhaust air before it goes up the
chimney can be 90−97% efficient.

Efficiency of a Heat Pump

Carnot’s theorem states that the maximum possible efficiency of a heat pump is
related to the ratio of the temperature of the heat transfer fluid (liquid or gas) when
it enters the heat pump to the temperature when it exits:
Tin
 1−
Tout

Note that the Carnot equation is really the same as the efficiency equation in the
previous section. Recall that for heating or cooling a substance:

Q = mC T = mC (Tout − Tin )

The refrigerant is the same substance, which means mC is the same for the input as
for the output, and it drops out of the equation.

It is a little counter-intuitive that a higher temperature difference means the heat

pump is more efficient, but you should think about the fact that the job of the heat
pump is to move heat between one side and the other. In other words, the more
heat you pump into the refrigerant, the higher its temperature will be when it leaves
the system, and therefore the more efficiently the pump is moving heat.
Conversely, if Tout = Tin , then the heat pump is not moving any heat and the
efficiency is zero.

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 Efficiency Page: 278
Big Ideas Details Unit: Thermodynamics
Sample Problem
Q: Refrigerant enters a heat pump at 20. °C (293 K) and exits at 300. °C (573 K).
What is the Carnot efficiency of this heat pump?
A: Carnot’s equation states that:
Tin 293
 =1− =1−
Tout 573
 = 1 − 0.51 = 0.49
I.e., this heat pump is 49% efficient.

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 Introduction: Electric Force, Field & Potential Page: 279
Big Ideas Details Unit: Electric Force, Field & Potential

Introduction: Electric Force, Field & Potential

Unit: Electric Force, Field & Potential
Topics covered in this chapter:
Electric Charge .............................................................................................285
Coulomb’s Law .............................................................................................290
Electric Fields ...............................................................................................295
Electric Field Vectors....................................................................................303
Equipotential Lines & Maps .........................................................................306

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 Introduction: Electric Force, Field & Potential Page: 280
Big Ideas Details Unit: Electric Force, Field & Potential
This chapter discusses static electric charges, how they behave, and how they relate
to each other.

• Electric Charge and Coulomb’s Law describe the behavior of individual charged
particles and their effects on each other.

• Electric Fields describes the behavior of an electric force field on charged

particles.

• Electric Field Vectors and Equipotential Lines & Maps describe ways of
representing electric fields in two dimensions.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation
and Coulomb’s Law to describe and predict the gravitational and
electrostatic forces between objects.
HS-PS3-1. Use algebraic expressions and the principle of energy conservation to
calculate the change in energy of one component of a system when the
change in energy of the other component(s) of the system, as well as the
total energy of the system including any energy entering or leaving the
system, is known. Identify any transformations from one form of energy to
another, including thermal, kinetic, gravitational, magnetic, or electrical
energy, in the system.
HS-PS3-2. Develop and use a model to illustrate that energy at the macroscopic
scale can be accounted for as either motions of particles and objects or
energy stored in fields.
HS-PS3-5. Develop and use a model of magnetic or electric fields to illustrate the
forces and changes in energy between two magnetically or electrically
charged objects changing relative position in a magnetic or electric field,
respectively.
AP® only AP® Physics 2 Learning Objectives:
1.B.1.1: The student is able to make claims about natural phenomena based on
conservation of electric charge. [SP 6.4]
1.B.1.2: The student is able to make predictions, using the conservation of
electric charge, about the sign and relative quantity of net charge of objects
or systems after various charging processes, including conservation of
charge in simple circuits. [SP 6.4, 7.2]
1.B.2.2: The student is able to make a qualitative prediction about the
distribution of positive and negative electric charges within neutral systems
as they undergo various processes. [SP 6.4, 7.2]

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 Introduction: Electric Force, Field & Potential Page: 281
Big Ideas Details Unit: Electric Force, Field & Potential
AP® only 1.B.2.3: The student is able to challenge claims that polarization of electric
charge or separation of charge must result in a net charge on the object. [SP
6.1]
1.B.3.1: The student is able to challenge the claim that an electric charge smaller
than the elementary charge has been isolated. [SP 1.5, 6.1, 7.2]
2.C.1.1: The student is able to predict the direction and the magnitude of the
force exerted on an object with an electric charge q placed in an electric
field using the mathematical model of the relation between an electric force
and an electric field: ; a vector relation.[SP 6.4, 7.2] E EF q
2.C.1.2: The student is able to calculate any one of the variables — electric force,
electric charge, and electric field — at a point given the values and sign or
direction of the other two quantities.[SP 2.2]
2.C.2.1: The student is able to qualitatively and semi-quantitatively apply the
vector relationship between the electric field and the net electric charge
creating that field. [SP 2.2, 6.4]
2.C.3.1: The student is able to explain the inverse square dependence of the
electric field surrounding a spherically symmetric electrically charged object.
[SP 6.2]
2.C.4.1: The student is able to distinguish the characteristics that differ between
monopole fields (gravitational field of spherical mass and electrical field due
to single point charge) and dipole fields (electric dipole field and magnetic
field) and make claims about the spatial behavior of the fields using
qualitative or semi-quantitative arguments based on vector addition of
fields due to each point source, including identifying the locations and signs
of sources from a vector diagram of the field. [SP 2.2, 6.4, 7.2]
2.C.4.2: The student is able to apply mathematical routines to determine the
magnitude and direction of the electric field at specified points in the vicinity
of a small set (2–4) of point charges, and express the results in terms of
magnitude and direction of the field in a visual representation by drawing
field vectors of appropriate length and direction at the specified points. [SP
1.4, 2.2]
2.C.5.1: The student is able to create representations of the magnitude and
direction of the electric field at various distances (small compared to plate
size) from two electrically charged plates of equal magnitude and opposite
signs, and is able to recognize that the assumption of uniform field is not
appropriate near edges of plates. [SP 1.1, 2.2]
2.C.5.2: The student is able to calculate the magnitude and determine the
direction of the electric field between two electrically charged parallel
plates, given the charge of each plate, or the electric potential difference
and plate separation. [SP 2.2]
2.C.5.3: The student is able to represent the motion of an electrically charged
particle in the uniform field between two oppositely charged plates and
express the connection of this motion to projectile motion of an object with
mass in the Earth’s gravitational field. [SP 1.1, 2.2, 7.1]

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 Introduction: Electric Force, Field & Potential Page: 282
Big Ideas Details Unit: Electric Force, Field & Potential
AP® only 2.E.1.1: The student is able to construct or interpret visual representations of
the isolines of equal gravitational potential energy per unit mass and refer
to each line as a gravitational equipotential. [SP 1.4, 6.4, 7.2]
2.E.2.1: The student is able to determine the structure of isolines of electric
potential by constructing them in a given electric field. [SP 6.4, 7.2]
2.E.2.2: The student is able to predict the structure of isolines of electric
potential by constructing them in a given electric field and make
connections between these isolines and those found in a gravitational field.
[SP 6.4, 7.2]
2.E.2.3: The student is able to qualitatively use the concept of isolines to
construct isolines of electric potential in an electric field and determine the
effect of that field on electrically charged objects. [SP 1.4]
2.E.3.1: The student is able to apply mathematical routines to calculate the
average value of the magnitude of the electric field in a region from a
description of the electric potential in that region using the displacement
along the line on which the difference in potential is evaluated. [SP 2.2]
2.E.3.2: The student is able to apply the concept of the isoline representation of
electric potential for a given electric charge distribution to predict the
average value of the electric field in the region. [SP 1.4, 6.4]
3.A.2.1: The student is able to represent forces in diagrams or mathematically
using appropriately labeled vectors with magnitude, direction, and units
during the analysis of a situation. [SP 1.1]
3.A.3.2: The student is able to challenge a claim that an object can exert a force
on itself. [SP 6.1]
3.A.3.3: The student is able to describe a force as an interaction between two
objects and identify both objects for any force. [SP 1.4]
3.A.3.4: The student is able to make claims about the force on an object due to
the presence of other objects with the same property: mass, electric charge.
[SP 6.1, 6.4]
3.A.4.1: The student is able to construct explanations of physical situations
involving the interaction of bodies using Newton’s third law and the
representation of action-reaction pairs of forces. [SP 1.4, 6.2]
3.A.4.2: The student is able to use Newton’s third law to make claims and
predictions about the action-reaction pairs of forces when two objects
interact. [SP 6.4, 7.2]
3.A.4.3: The student is able to analyze situations involving interactions among
several objects by using free-body diagrams that include the application of
Newton’s third law to identify forces. [SP 1.4]
3.B.1.3: The student is able to re-express a free-body diagram representation
into a mathematical representation and solve the mathematical
representation for the acceleration of the object. [SP 1.5, 2.2]

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 Introduction: Electric Force, Field & Potential Page: 283
Big Ideas Details Unit: Electric Force, Field & Potential
AP® only 3.B.1.4: The student is able to predict the motion of an object subject to forces
exerted by several objects using an application of Newton’s second law in a
variety of physical situations. [SP 6.4, 7.2]
3.B.2.1: The student is able to create and use free-body diagrams to analyze
physical situations to solve problems with motion qualitatively and
quantitatively. [SP 1.1, 1.4, 2.2]
3.C.2.1: The student is able to use Coulomb’s law qualitatively and quantitatively
to make predictions about the interaction between two electric point
charges. [SP 2.2, 6.4]
3.C.2.2: The student is able to connect the concepts of gravitational force and
electric force to compare similarities and differences between the forces.
[SP 7.2]
3.C.2.3: The student is able to use mathematics to describe the electric force
that results from the interaction of several separated point charges
(generally 2–4 point charges, though more are permitted in situations of
high symmetry). [SP 2.2]
3.G.1.2: The student is able to connect the strength of the gravitational force
between two objects to the spatial scale of the situation and the masses of
the objects involved and compare that strength to other types of forces. [SP
7.1]
3.G.2.1: The student is able to connect the strength of electromagnetic forces
with the spatial scale of the situation, the magnitude of the electric charges,
and the motion of the electrically charged objects involved. [SP 7.1]
4.E.3.1: The student is able to make predictions about the redistribution of
charge during charging by friction, conduction, and induction. [SP 6.4]
4.E.3.2: The student is able to make predictions about the redistribution of
charge caused by the electric field due to other systems, resulting in charged
or polarized objects. [SP 6.4, 7.2]
4.E.3.3: The student is able to construct a representation of the distribution of
fixed and mobile charge in insulators and conductors. [SP 1.1, 1.4, 6.4]
4.E.3.4: The student is able to construct a representation of the distribution of
fixed and mobile charge in insulators and conductors that predicts charge
distribution in processes involving induction or conduction. [SP 1.1, 1.4, 6.4]
4.E.3.5: The student is able to plan and/or analyze the results of experiments in
which electric charge rearrangement occurs by electrostatic induction, or is
able to refine a scientific question relating to such an experiment by
identifying anomalies in a data set or procedure. [SP 3.2, 4.1, 4.2, 5.1, 5.3]
5.A.2.1: The student is able to define open and closed systems for everyday
situations and apply conservation concepts for energy, charge, and linear
momentum to those situations. [SP 6.4, 7.2]

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 Introduction: Electric Force, Field & Potential Page: 284
Big Ideas Details Unit: Electric Force, Field & Potential
AP® only 5.B.2.1: The student is able to calculate the expected behavior of a system using
the object model (i.e., by ignoring changes in internal structure) to analyze a
situation. Then, when the model fails, the student can justify the use of
conservation of energy principles to calculate the change in internal energy
due to changes in internal structure because the object is actually a system.
[SP 1.4, 2.1]
5.C.2.1: The student is able to predict electric charges on objects within a system
by application of the principle of charge conservation within a system. [SP
6.4]
5.C.2.2: The student is able to design a plan to collect data on the electrical
charging of objects and electric charge induction on neutral objects and
qualitatively analyze that data. [SP 4.2, 5.1]
5.C.2.3: The student is able to justify the selection of data relevant to an
investigation of the electrical charging of objects and electric charge
induction on neutral objects. [SP 4.1]
Topics from this chapter assessed on the SAT Physics Subject Test:
• Electric Fields, Forces, and Potentials, such as Coulomb’s law, induced
charge, field and potential of groups of point charges, and charged particles
in electric fields
1. Electric Charge
2. Electric Force
3. Electric Field
4. Electric Potential
5. Conductors and Insulators

Skills learned & applied in this chapter:

• Working with isolines.

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 Electric Charge Page: 285
Big Ideas Details Unit: Electric Force, Field & Potential

Electric Charge
Unit: Electric Force, Field & Potential
MA Curriculum Frameworks (2016): HS-PS3-5
AP® Physics 2 Learning Objectives: 1.B.1.1, 1.B.1.2, 1.B.2.2, 1.B.2.3, 1.B.3.1,
2.C.3.1, 2.C.4.1, 2.C.5.3, 3.A.3.2, 3.A.3.3, 3.A.3.4, 3.A.4.1, 3.A.4.2, 3.C.2.2,
4.E.3.1, 4.E.3.4, 4.E.3.5, 5.C.2.1, 5.C.2.2, 5.C.2.3
Mastery Objective(s): (Students will be able to…)
• Describe properties of positive and negative electric charges.
• Describe properties of conductors and insulators.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
part of the correct equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why the mass of the pendulum does not affect its period.
Tier 2 Vocabulary: charge

Labs, Activities & Demonstrations:

• charged balloon making hairs repel, attracting water molecules.
• charged balloon sticking to wall (draw on one side of balloon to show that
charges do not move)
• charged balloon pulling meter stick
• build & demonstrate electroscope
• Wimshurst machine
• Van de Graaff generator
• Van de Graaff generator with inertia balance
Notes:
charge:
1. A physical property of matter which causes it to experience a force when
near other electrically charged matter. (Sometimes called “electric charge”.)
Measured in coulombs (C).
2. A single microscopic object (such as a proton or electron) that carries an
electric charge. (Sometimes called a “point charge.) Denoted by the
variable q.
3. The total amount of electric charge on a macroscopic object (caused by an
accumulation of microscopic charged objects). Denoted by the variable Q.
4. (verb) To cause an object to acquire an electric charge.

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 Electric Charge Page: 286
Big Ideas Details Unit: Electric Force, Field & Potential
positive charge: the charge of a proton. Originally defined as the charge left on a
piece of glass when rubbed with silk. The glass becomes positively charged
because the silk pulls electrons off the glass.

negative charge: the charge of an electron. Originally defined as the charge left on a
piece of amber (or rubber) when rubbed with fur (or wool). The amber becomes
negatively charged because the amber pulls the electrons off the fur.

static electricity: stationary electric charge, such as the charge left on silk or amber
in the above definitions.

elementary charge: the magnitude (amount) of charge on one proton or one

electron. One elementary charge equals 1.60  10 −19 C . Because ordinary
matter is made of protons and electrons, the amount of charge carried by any
object must be an integer multiple of the elementary charge.

Note however, that the quarks that protons and neutrons are made of carry
fractional charges; up-type quarks carry a charge of +⅔ of an elementary charge,
and down-type quarks carry a charge of −⅓ of an elementary charge. A proton
is made of two up quarks and one down quark and carries a charge of +1
elementary charge. A neutron is made of one up quark and two down quarks
and carries no charge.

electric current
(sometimes called
electricity): the
movement of electrons
through a medium
(substance) from one
location to another.
Note, however, that
electric current is
defined as the
direction a positively
charged particle would
move. Thus electric
current “flows” in the
opposite direction
from the actual
electrons.

© xkcd.com. Used with permission.

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 Electric Charge Page: 287
Big Ideas Details Unit: Electric Force, Field & Potential
Some Devices that Produce, Use or Store Charge
capacitor: a device that stores electric charge.

battery: a device that uses chemical reactions to produce an electric current.

generator: a device that converts mechanical energy (motion) into an electric

current.

motor: a device that converts an electric current into mechanical energy.

Conductors vs. Insulators

conductor: a material that allows charges to move freely through it. Examples of
conductors include metals and liquids with positive and negative ions dissolved
in them (such as salt water). When charges are transferred to a conductor, the
charges distribute themselves evenly throughout the substance.

insulator: a material that does not allow charges to move freely through it.
Examples of insulators include nonmetals and most pure chemical compounds
(such as glass or plastic). When charges are transferred to an insulator, they
cannot move, and remain where they are placed.

Behavior of Charged Particles

• Like charges repel. A pair of the same type of charge (two positive charges
or two negative charges) exert a force that pushes the charges away from
each other.

• Opposite charges attract. A pair of opposite types of charge (a positive

charge and a negative charge) exert a force that pulls the charges toward
each other.

• Charge is conserved. Electric charges cannot be created or destroyed, but

can be transferred from one location or medium to another. (This is
analogous to the laws of conservation of mass and energy.)

Note that if you were to place a charge (either positive or negative) on a solid
metal sphere, the charges would repel, and the result would be that the charges
would be spread equally over the outside surface, but not inside the sphere.

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 Electric Charge Page: 288
Big Ideas Details Unit: Electric Force, Field & Potential
Charging by Induction
induction: when an electrical charge on one object causes a charge in a second
object.

When a charged rod is brought near a neutral

object, the charge on the rod attracts
opposite charges and repels like charges that
are near it. The diagram to the right shows a
negatively-charged rod repelling negative
charges.

If the negatively-charged rod were touched

to the sphere, some of the charges from the
rod would be transferred to the sphere at the point of contact. This would cause
the sphere to have an overall negative charge.

A procedure for inducing charges in a pair of metal spheres is shown below:

(a) Metal spheres A and B are brought into contact.

(b) A positively charged object is placed near (but not in contact with) sphere A.
This induces a negative charge in sphere A, which in turn induces a positive
charge in sphere B.
(c) Sphere B (which is now positively charged) is moved away.
(d) The positively charged object is removed.
(e) The charges distribute themselves throughout the metal spheres.

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 Electric Charge Page: 289
Big Ideas Details Unit: Electric Force, Field & Potential
honors Charge Density
(not AP®)
The amount of electric charge on a surface is called the charge density. As with
density (in the mass/volume sense), the variable used is usually the Greek letter rho
with a subscript q indicating charge (q ) . Charge density can be expressed in terms
of length, area, or volume, which means, the units for charge density can be
C , C , or C .
m m 2 m3

Grounding
For the purposes of our use of electric charges, the ground (Earth) is effectively an
endless supply of both positive and negative charges. Under normal circumstances,
if a charged object is touched to the ground, electrons will move to neutralize the
charge, either by flowing from the object to the ground or from the ground to the
object.

Grounding a charged object or circuit means neutralizing the electrical charge on an

object or portion of the circuit. The charge of any object that is connected to ground
is zero, by definition.

In buildings, the metal pipes that

bring water into the building are
often used to ground the electrical
circuits. The metal pipe is a good
conductor of electricity, and carries
the unwanted charge out of the
building and into the ground
outside.

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 Coulomb’s Law Page: 290
Big Ideas Details Unit: Electric Force, Field & Potential

Coulomb’s Law
Unit: Electric Force, Field & Potential
MA Curriculum Frameworks (2016): HS-PS2-4
AP® Physics 2 Learning Objectives: 3.A.3.4, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2,
3.G.2.1
Mastery Objective(s): (Students will be able to…)
• Solve problems using Coulomb’s Law
• Quantitatively predict the effects on the electrostatic force when one of the
variables (amount of electric charge or distance) in Coulomb’s Law is changed.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
part of the correct equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
•Explain how force and distance both affect the amount of force between
two charged objects.
Tier 2 Vocabulary: charge

Labs, Activities & Demonstrations:

• Charged balloon or Styrofoam sticking to wall.
• Charged balloon pushing meter stick.
• Van de Graaff generator with negative electrode attached to inertia balance
pan.
Notes:
Electric charge is measured in Coulombs (abbreviation “C”). One Coulomb is the
amount of electric charge transferred by a current of 1 ampere for a duration of
1 second.
+1 C is the charge of 6.2415 × 1018 protons.
−1 C is the charge of 6.2415 × 1018 electrons.
A single proton or electron therefore has a charge of ±1.6022 × 10−19 C. This amount
of charge is called the elementary charge, because it is the charge of one elementary
particle.

An object can only have an integer multiple of this amount of charge, because it is
impossible* to have a charge that is a fraction of a proton or electron.

* This is true for macroscopic objects. Certain quarks, which are the particles that protons and
neutrons are made of, have charges of 1 3 or 2 3 of an elementary charge.

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 Coulomb’s Law Page: 291
Big Ideas Details Unit: Electric Force, Field & Potential
Because charged particles attract or repel each other, that attraction or repulsion
must be a force, which can be measured and quantified. The force is directly
proportional to the strengths of the charges, and inversely proportional to the
square of the distance. The formula is:
kq1q2
Fe =
r2
where:
Fe = electrostatic force of repulsion between electric charges. A positive value of
Fe denotes that the charges are repelling (pushing away from) each other; a
negative value of Fe denotes that the charges are attracting (pulling
towards) each other.

k = electrostatic constant = 8.9876  109 Nm2 , which we usually approximate as

2

9.0  109 Nm2

2
.
C

q1 , q2 = the charges on objects #1 and #2 respectively

r = distance (radius, because it goes outward in every direction) between the
centers of the two charges
This formula is Coulomb’s Law, named for its discoverer, the French physicist
Charles-Augustin de Coulomb.

Sample problems:
Q: Find the force of electrostatic attraction between the proton and electron in a
hydrogen atom if the radius of the atom is 37.1 pm

A: The charge of a single proton is 1.60 × 10−19 C, and the charge of a single electron
is −1.60 × 10−19 C.

37.1pm = 3.71  10 −11m

kq1q2
Fe =
r2
(8.99  109 )(1.60  10 −19 )(−1.60  10 −19 )
Fe =
(3.71  10 −11 )2
Fe = −1.67  10 −7 N

The value of the force is negative, which signifies that the force is attractive.
However, rather than memorize whether a positive or negative indicates
attraction or repulsion, it’s easier to reason that the charges are opposite, so the
objects attract. Never memorize what you can understand!

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 Coulomb’s Law Page: 292
Big Ideas Details Unit: Electric Force, Field & Potential
Q: Two charged particles, each with charge +q (which means q1 = q2 = q) are
separated by distance d. If the amount of charge on one of the particles is halved
and the distance is doubled, what will be the effect on the force between them?

A: To solve this problem, we first set up Coulomb’s Law:

kq1q2
Fe =
r2

Now, we replace one of the charges with half of itself—let’s say q1 will become
(0.5 q1). Similarly, we replace the distance r with (2r). This gives:

k(0.5q1 )q2
Fe =
(2r )2

Simplifying and rearranging this expression gives:

0.5 kq1q2 0.5 kq1q2 1 kq1q2

Fe = =  2 =  2
4r 2 4 r 8 r

Therefore, the new Fe will be 1 of the old Fe.

8

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 Coulomb’s Law Page: 293
Big Ideas Details Unit: Electric Force, Field & Potential
Homework Problems
1. What is the magnitude of the electric force between two objects, each with
a charge of +2.00  10 −6 C , which are separated by a distance of 1.50 m? Is
the force attractive or repulsive?

Answer: 0.016 N, repulsive

2. An object with a charge of +q1 is separated from a second object with an

unknown charge by a distance r. If the objects attract each other with a
force F, what is the charge on the second object?
(If you are not sure how to do this problem, do #3 below and use the steps to
guide your algebra.)

Fr 2
Answer: q2 = −
kq1

3. An object with a charge of +1.50  10 −2 C is separated from a second object

with an unknown charge by a distance of 0.500 m. If the objects attract
each other with a force of 1.35  106 N , what is the charge on the second
object?
(You must start with the equations in your Physics Reference Tables. You
may only use the answer to question #2 above as a starting point if you have
already solved that problem.)

Answer: −2.50  10 −3 C

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 Coulomb’s Law Page: 294
Big Ideas Details Unit: Electric Force, Field & Potential
4. The distance between an alpha particle (+2 elementary charges) and an
electron (−1 elementary charge) is 2.00  10 −25 m . If that distance is tripled,
what will be the effect on the force between the charges?

Answer: The new Fe will be 1 of the old Fe.

9

5. Three elementary charges, particle q1 with a charge of +6.00  10 −9 C ,

particle q2 with a charge of −2.00  10 −9 C , and particle q3 with a charge of
+5.00  10 −9 C , are arranged as shown in the diagram below.

What is the net force (magnitude and direction) on particle q3?

(Hint: this is a forces-at-an-angle problem like you saw in Physics 1.)

Answer: 7.16  10 −9 N at an angle of 65.2° above the x-axis.

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 Electric Fields Page: 295
Big Ideas Details Unit: Electric Force, Field & Potential

Electric Fields
Unit: Electric Force, Field & Potential
MA Curriculum Frameworks (2016): HS-PS3-1, HS-PS3-2, HS-PS3-5
AP® Physics 2 Learning Objectives: 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.1,
2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 3.A.3.4
Mastery Objective(s): (Students will be able to…)
• Sketch electric field lines and vectors around charged particles or objects.
• Solve problems involving the forces on a charge due to an electric field.
Success Criteria:
• Sketches show arrows pointing from positive charges to negative charges.
• Variables are correctly identified and substituted correctly into the correct
part of the correct equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how the electric force on a charged particle changes as you get closer
to or farther away from another charged object.
Tier 2 Vocabulary: charge, field

Labs, Activities & Demonstrations:

• students holding copper pipe in one hand and zinc-coated steel pipe in
other—measure with voltmeter. (Can chain students together.)
Notes:
force field: a region in which an object experiences a force because of some intrinsic
property of the object that enables the force to act on it. Force fields are
vectors, which means they have both a magnitude and a direction.

electric field (E ) : an electrically charged region (force field) that exerts a force on
any charged particle within the region.

An electric field applies a force to an object based on its electrical charge.

Fe = q E , where E represents the magnitude and direction of the electric field.

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 Electric Fields Page: 296
Big Ideas Details Unit: Electric Force, Field & Potential
Because gravity is a familiar concept, it is useful to use gravitational fields as a way
to explain force fields, and thus electric fields.

Recall that a gravitational field applies a force to an object based on its mass.
Fg = mg , where g represents the magnitude and direction of the gravitational
field.

Just as a gravitational field applies a force to an object that has mass, an electric
field applies a force to an object that has charge:

A key difference between the two situations is that there are two kinds of
charges—positive and negative—whereas there is only one kind of mass.

The force on an object with mass is always in the direction of the gravitational
field. However, the direction of the force on an object with charge depends on
whether the charge is positive or negative. The force on an object with positive
charge is in the same direction as the electric field; the force on an object with
negative charge is always in the opposite direction from the electric field.

For any force field, the amount of force is the amount of the quantity that the
field acts on times the strength of the field:

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 Electric Fields Page: 297
Big Ideas Details Unit: Electric Force, Field & Potential
field lines: lines with arrows that show the direction of an electric field. In the
above diagrams, the arrows are the field lines.

Field lines are lines that show the directions of force on an object. As described
above, for an electric field, the object is assumed to be a positively-charged
particle. This means that the direction of the electric field is from positive to
negative. This means that field lines go outward in all directions from a
positively-charged particle, and inward from all directions toward a negatively-
charged particle.

This means that a positively-charged particle (such as a proton) would move in

the direction of the arrows, and a negatively charged particle (such as an
electron) would move in the opposite direction.

The simplest electric field is the region around a single charged particle:

If a positive and a negative charge are near each other, the field lines go from the
positive charge toward the negative charge:

(Note that even though this is a two-dimensional drawing, the field itself is three-
dimensional. Some field lines come out of the paper from the positive charge and
go into the paper toward the negative charge, and some go behind the paper from
the positive charge and come back into the paper from behind toward the negative
charge.)

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 Electric Fields Page: 298
Big Ideas Details Unit: Electric Force, Field & Potential
In the case of two charged plates (flat surfaces), the field lines would look like the
following:

Electric Field Strength

We can measure the strength of an electric field by
placing a particle with a positive charge (q) in the field
and measuring the force (F ) on the particle.

Coulomb’s Law tells us that the force on the charge is

due to the charges from the electric field:

kq1q2
Fe =
r2

If the plates have equal charge densities, the repulsive force from the like-charged
plate decreases as the particle moves away from it, but the attractive force from the
oppositely-charged plate increases by the same amount as the particle moves
toward it.

This means that if the positive and negative charges on the two surfaces that make
the electric field have equal charge densities, the force is the same everywhere in
between the two surfaces. The force on the particle is related only to the strength of
the electric field and the charge of the particle.

This results in the equation that defines the electric field (E ) as the force between
the electric field and our particle, divided by the charge of our particle:

F
E= or F = qE
q

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 Electric Fields Page: 299
Big Ideas Details Unit: Electric Force, Field & Potential
Work Done on a Charge by an Electric Field
Recall that work is the dot product of force and displacement:
W = F  d = Fd cos 
Because W = U , the potential energy of an electric field is the work that it is able to
do. This means:
kq1q2 kq1q2
Ue = Fe  d = 2
r =
r r

Because F = qE , we can substitute:

W = F d = q E d = qEd cos

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 Electric Fields Page: 300
Big Ideas Details Unit: Electric Force, Field & Potential
Electric Potential
Recall from the work-energy theorem that work equals a change in energy. Because
an electric field can do work on a charged particle, an electric field must therefore
apply energy to the particle.

electric potential (V): the electric potential energy of a charged particle in an

electric field.

Electric potential is measured in volts (V).

1 V  1 NCm  1 CJ

Electric potential is analogous to gravitational potential energy. In a gravitational

field, a particle has gravitational potential energy because gravity can make it move.
In an electric field, a particle has electric potential (energy) because the electric field
can make it move.

For example, if we had a 1 kg mass and we placed it at a height of 4 m above the

ground, its gravitational potential would be Ug = mgh = (1)(10)(4) = 40 J .

Similarly, if we put an object with a charge of 1 C at a location that has an electric

potential of 40 V, that object would have 40 J of potential energy due to the electric
field.

Ug W
=g•h V= = E •d
m q

gravitational potential energy electric potential

per unit of mass (already per unit of charge)

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 Electric Fields Page: 301
Big Ideas Details Unit: Electric Force, Field & Potential
Sample Problem:
Q: A proton has a velocity of 1  105 ms when it is at
point P in a uniform electric field that has an
intensity of 1  104 NC . Calculate the force
(magnitude and direction) on the proton
and sketch its path.

A: The force on the proton is given by:

Fe = qE = (1.6  10−19 )(1  104 ) = 1.6  10 −15 N

The direction of the force is the same direction as

the electric field, which in this problem is upwards.
An upward force causes acceleration upwards.
Because the proton starts with a velocity only to the
right, upward acceleration means that its velocity
will have a continuously increasing vertical
component.

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 Electric Fields Page: 302
Big Ideas Details Unit: Electric Force, Field & Potential
Homework Problems
1. Sketch the electric field in all directions around each of the following
charged particles. (Assume that each particle has the same amount of
charge.)

a.

b.

c.

2. An electron is placed exactly halfway

between two charged parallel plates, as
shown in the diagram at the right. The
electric field strength between the plates is
4.8  10−11 NC .

a. Sketch field lines to represent the electric field between the plates.

b. Which direction does the electron move?

c. As the electron moves, does the force acting on it increase, decrease,

or remain the same?

d. What is the net force on the electron?

Answer: −7.68  10−30 N

(Negative means the opposite direction of the electric field.)

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 Electric Field Vectors Page: 303
Big Ideas Details Unit: Electric Force, Field & Potential

Electric Field Vectors

Unit: Electric Force, Field & Potential
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 2.C.4.2, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3,
2.E.3.1, 2.E.3.2
Mastery Objective(s): (Students will be able to…)
• Sketch & interpret electric field vector diagrams.
Success Criteria:
• Sketches show arrows pointing from positive charges toward negative
charges.
• Electric field vectors show longer arrows where charges are larger and shorter
arrows where charges are smaller.
Language Objectives:
• Explain how the electric force on a charged particle changes as you get closer
to or farther away from another charged object.
Tier 2 Vocabulary: charge, field

Notes:
electric field vector: an arrow representing the strength and direction of an electric
field at a point represented on a map.

A map of an electric field can be drawn using field vectors instead of field lines.
Electric field vectors are preferred, because in addition to showing the direction of
the electric field at a given location, they
also show the relative strength. For
example, this diagram shows the electric
field around a positive charge. Notice that:
• The vectors point in the direction of
the electric field (from positive to
negative).
• The vectors are longer where the
electric field is stronger and shorter
where the electric field is weaker.

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 Electric Field Vectors Page: 304
Big Ideas Details Unit: Electric Force, Field & Potential
The electric field vectors around a pair of point charges, one positive and one
negative, would look like the following:

If the point charges were not shown, you could use a field vector diagram to
determine their locations:

In the above example, there must be a positive point charge at coördinates (−1.0, 0)
and a negative point charge at coördinates (+1.0, 0)

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 Electric Field Vectors Page: 305
Big Ideas Details Unit: Electric Force, Field & Potential
Homework Problems
1. In The following electric field vector diagram:

a. Label the point charges (the black dots) with the sign of their respective
charges (positive or negative).
b. Which of the two charges is stronger? Explain how you can tell.

2. Consider the following electric field diagram:

a. Label the point charges (the black dots) with the sign of their respective
charges (positive or negative).
b. Which of the two charges is stronger? Explain how you can tell.

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 Equipotential Lines & Maps Page: 306
Big Ideas Details Unit: Electric Force, Field & Potential

Equipotential Lines & Maps

Unit: Electric Force, Field & Potential
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 2.C.4.2, 2.E.1.1, 2.E.2.1, 2.E.2.2, 2.E.2.3,
2.E.3.1, 2.E.3.2
Mastery Objective(s): (Students will be able to…)
• Sketch & interpret equipotential (“isoline”) maps.
Success Criteria:
• Isolines are perpendicular to electric field lines.
• Isolines connect regions of equal electric potential.
Language Objectives:
• Explain how isolines are like geographical contour maps.
Tier 2 Vocabulary: isoline, field, map

Notes:
isoline or equipotential line: a line on a map that connects regions of equal electric
potential.

Isolines are the equivalent of elevation lines on a contour map. Below is a contour
map (top) and side view of the same landscape (bottom):

The contour map (top) is a view from above. Each contour line connects points that
have the same elevation.

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 Equipotential Lines & Maps Page: 307
Big Ideas Details Unit: Electric Force, Field & Potential
Similar to contour lines, equipotential lines connect regions of the same electric
potential.

For example, the electric field direction is away from a positive point charge. The
electric field strength decreases as you get farther away from the point charge. The
equipotential lines (isolines) are therefore circles around the point charge; circles
closer to the charge have higher electric potential, and circles farther away have
lower electric potential.

Notice that the equipotential lines are perpendicular to the field lines. As you travel
along a field line, the electric potential becomes continuously less positive or more
negative. The equipotential lines are the mileposts that show what the electric
potential is at that point.

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 Equipotential Lines & Maps Page: 308
Big Ideas Details Unit: Electric Force, Field & Potential
If you were given only the equipotential lines, you could determine what the
resulting field lines looked like. For example, in the illustration below, if you were
given the isolines in diagram (a), you would infer that the regions inside each of the
smaller isolines must be negative point charges, and that the electric field becomes
more and more negative as you approach those points.

Because the electric field lines go from positive to negative, the field lines must
therefore point into the points, resulting in diagram (b). Notice again that the field
lines are always perpendicular to the isolines.

The electric field lines and isolines for the region between two parallel plates would
look like the following:

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 Equipotential Lines & Maps Page: 309
Big Ideas Details Unit: Electric Force, Field & Potential
Homework Problems
Consider the following electric field vector map. The length and direction of each
vector arrow represents the magnitude and direction of the electric field in that
location. Empty space (such as the space around point C) represents regions where
the electric field is extremely strong.

There are three point charges, labeled A, B, and C. There are four numbered
locations, 1, 2, 3, and 4, and a region of interest surrounded by a square box
between points B and C.

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 Equipotential Lines & Maps Page: 310
Big Ideas Details Unit: Electric Force, Field & Potential
1. On the diagram on the previous page, indicate the sign (positive or negative)
of charges A, B, and C.

2. Rank the charges from strongest to weakest (regardless of sign).

3. Based on the lengths and directions of the field vectors, draw equipotential
lines (isolines) connecting regions of the same electric potential on the
diagram on the previous page.

4. Indicate the direction of the force that would act on a proton placed at
point 1 and point 2.

5. Indicate the direction of the force that would act on an electron placed at
point 3 and point 4.

6. At which numbered point is the electric field strongest in magnitude?

7. Circle the diagram that could represent isolines in the boxed region between
charges B and C.

Explain your rationale.

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 Introduction: DC Circuits Page: 311
Big Ideas Details Unit: DC Circuits

Introduction: DC Circuits
Unit: DC Circuits
Topics covered in this chapter:
Electric Current & Ohm’s Law ......................................................................315
Electrical Components .................................................................................324
EMF & Internal Resistance of a Battery .......................................................327
Circuits .........................................................................................................330
Kirchhoff’s Rules ..........................................................................................335
Series Circuits (Resistance Only) ..................................................................340
Parallel Circuits (Resistance Only)................................................................346
Mixed Series & Parallel Circuits (Resistance Only) ......................................354
Measuring Voltage, Current & Resistance ...................................................362
Capacitance..................................................................................................366
Capacitors in Series and Parallel Circuits .....................................................371
DC Resistor-Capacitor (RC) Circuits..............................................................379

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 Introduction: DC Circuits Page: 312
Big Ideas Details Unit: DC Circuits
This chapter discusses DC Circuits, particularly those containing batteries,
resistors and/or capacitors., how they behave, and how they relate to each
other.
• Electric Current & Ohm’s Law describes equations and calculations involving
the flow of charged particles (electric current).
• Electrical Components shows pictures of and circuit diagram symbols for
common electrical components.
• EMF & Internal Resistance of a Battery explains the difference between the
voltage supplied by the chemical cells in a battery and the voltage that the
battery is actually able to supply in a circuit.
• Circuits, Series Circuits, Parallel Circuits, and Mixed Series & Parallel Circuits
describe arrangements of circuits that contain batteries and resistors (or
other components that have resistance) and the equations that relate to
them.
• Measuring Voltage, Current & Resistance describes how to correctly
measure those quantities for components in a circuit.
• Capacitance and Capacitors in Series & Parallel Circuits describes capacitors
and how they behave in circuits.
• DC Resistor-Capacitor (RC) Circuits describes calculations for time-varying
circuits that contain a resistor and a capacitor.

One of the new challenges encountered in this chapter is interpreting and

simplifying circuit diagrams, in which different equations may apply to different
parts of the circuit.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation
and Coulomb’s Law to describe and predict the gravitational and
electrostatic forces between objects.
HS-PS3-1. Use algebraic expressions and the principle of energy conservation to
calculate the change in energy of one component of a system when the
change in energy of the other component(s) of the system, as well as the
total energy of the system including any energy entering or leaving the
system, is known. Identify any transformations from one form of energy to
another, including thermal, kinetic, gravitational, magnetic, or electrical
energy, in the system.
HS-PS3-2. Develop and use a model to illustrate that energy at the macroscopic
scale can be accounted for as either motions of particles and objects or
energy stored in fields.

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 Introduction: DC Circuits Page: 313
Big Ideas Details Unit: DC Circuits
HS-PS3-5. Develop and use a model of magnetic or electric fields to illustrate the
forces and changes in energy between two magnetically or electrically
charged objects changing relative position in a magnetic or electric field,
respectively.
AP® only AP® Physics 2 Learning Objectives:
1.E.2.1: The student is able to choose and justify the selection of data needed to
determine resistivity for a given material. [SP 4.1]
4.E.4.1: The student is able to make predictions about the properties of resistors
and/or capacitors when placed in a simple circuit, based on the geometry of
the circuit element and supported by scientific theories and mathematical
relationships. [SP 2.2, 6.4]
4.E.4.2: The student is able to design a plan for the collection of data to
determine the effect of changing the geometry and/or materials on the
resistance or capacitance of a circuit element and relate results to the basic
properties of resistors and capacitors. [SP 4.1, 4.2]
4.E.4.3: The student is able to analyze data to determine the effect of changing
the geometry and/or materials on the resistance or capacitance of a circuit
element and relate results to the basic properties of resistors and
capacitors. [SP 5.1]
4.E.5.1: The student is able to make and justify a quantitative prediction of the
effect of a change in values or arrangements of one or two circuit elements
on the currents and potential differences in a circuit containing a small
number of sources of emf, resistors, capacitors, and switches in series
and/or parallel. [SP 2.2, 6.4]
4.E.5.2: The student is able to make and justify a qualitative prediction of the
effect of a change in values or arrangements of one or two circuit elements
on currents and potential differences in a circuit containing a small number
of sources of emf, resistors, capacitors, and switches in series and/or
parallel. [SP 6.1, 6.4]
4.E.5.3: The student is able to plan data collection strategies and perform data
analysis to examine the values of currents and potential differences in an
electric circuit that is modified by changing or rearranging circuit elements,
including sources of emf, resistors, and capacitors. [SP 2.2, 4.2, 5.1]
5.B.9.4: The student is able to analyze experimental data including an analysis of
experimental uncertainty that will demonstrate the validity of Kirchhoff’s
loop rule. [SP 5.1]
5.B.9.5: The student is able to use conservation of energy principles (Kirchhoff’s
loop rule) to describe and make predictions regarding electrical potential
difference, charge, and current in steady-state circuits composed of various
combinations of resistors and capacitors. [SP 6.4]
5.B.9.6: The student is able to mathematically express the changes in electric
potential energy of a loop in a multi-loop electrical circuit and justify this
expression using the principle of the conservation of energy. [SP 2.1, 2.2]

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 Introduction: DC Circuits Page: 314
Big Ideas Details Unit: DC Circuits
AP® only 5.B.9.7: The student is able to refine and analyze a scientific question for an
experiment using Kirchhoff’s Loop rule for circuits that includes
determination of internal resistance of the battery and analysis of a non-
ohmic resistor. [SP 4.1, 4.2, 5.1, 5.3]
5.B.9.8: The student is able to translate between graphical and symbolic
representations of experimental data describing relationships among power,
current, and potential difference across a resistor. [SP 1.5]
5.C.3.4: The student is able to predict or explain current values in series and
parallel arrangements of resistors and other branching circuits using
Kirchhoff’s junction rule and relate the rule to the law of charge
conservation. [SP 6.4, 7.2]
5.C.3.5: The student is able to determine missing values and direction of electric
current in branches of a circuit with resistors and no capacitors from values
and directions of current in other branches of the circuit through
appropriate selection of nodes and application of the junction rule. [SP 1.4,
2.2]
5.C.3.6: The student is able to determine missing values and direction of electric
current in branches of a circuit with both resistors and capacitors from
values and directions of current in other branches of the circuit through
appropriate selection of nodes and application of the junction rule. [SP 1.4,
2.2]
5.C.3.7: The student is able to determine missing values, direction of electric
current, charge of capacitors at steady state, and potential differences
within a circuit with resistors and capacitors from values and directions of
current in other branches of the circuit. [SP 1.4, 2.2]

Topics from this chapter assessed on the SAT Physics Subject Test:
• Circuit Elements and DC Circuits, such as resistors, light bulbs, series and
parallel networks, Ohm’s law, and Joule’s law.
• Capacitance, such as parallel-plate capacitors and time-varying behavior in
charging/ discharging.
1. Voltage
2. Current
3. Resistance
4. Energy & Power
5. Circuits
6. Capacitors
Skills learned & applied in this chapter:
• Working with material-specific constants from a table.
• Identifying electric circuit components.
• Simplifying circuit diagrams.

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 Electric Current & Ohm’s Law Page: 315
Big Ideas Details Unit: DC Circuits

Electric Current & Ohm’s Law

Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 2 Learning Objectives: 1.E.2.1, 5.B.9.8
Mastery Objective(s): (Students will be able to…)
• Solve problems involving relationships between voltage, current, resistance
and power.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Describe the relationships between voltage, current, resistance, and power.
Tier 2 Vocabulary: current, resistance, power

Labs, Activities & Demonstrations:

• modeling resistivity with straws
• make a light bulb out of a pencil “lead” (graphite)
Notes:
electric current (I): the flow of charged
particles through a conductor, caused by a
difference in electric potential. The
direction of the electric current is defined
as the direction that a positively-charged
particle would move. Note, however, that
the particles that are actually moving are
electrons, which are negatively charged.
This means that electric current “travels” in the opposite direction from the
electrons. We will use conventional current (pretending that positive particles
are flowing through the circuit) throughout this course.

Electric current ( I ) is a vector quantity and is measured in amperes Q

I=
(A), often abbreviated as “amps”. One ampere is one coulomb per t
second.

Note that when electric current is flowing, charged particles move from where
they are along the circuit. For example, when a light bulb is illuminated, the
electrons that do the work for the first few minutes are already in the filament.

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 Electric Current & Ohm’s Law Page: 316
Big Ideas Details Unit: DC Circuits
*
voltage (potential difference) (ΔV) : the difference in electric potential W
V =
energy between two locations, per unit of charge. q

Potential difference is the work (W) done on a charge per unit of charge (q).
Potential difference (ΔV) is a scalar quantity (in DC circuits) and is measured in
volts (V), which are equal to joules per coulomb.

The total voltage in a circuit is usually determined by the power supply that is
used for the circuit (usually a battery in DC circuits).

resistance (R ): the amount of electromotive force (electric potential) V

R=
needed to force a given amount of current through an object in a DC I
circuit.

Resistance (R ) is a scalar quantity and is measured in ohms (Ω). One ohm is one
volt per ampere.

This relationship is Ohm’s Law, named for the German physicist Georg Ohm.
Ohm’s Law is more commonly written:
V
I= or V = I R
R
Simply put, Ohm’s Law states that
an object has an ability to resist
electric current flowing through it.
The more resistance an object
has, the more voltage you need to
force electric current through it.
Or, for a given voltage, the more
resistance an object has, the less
current will flow through it.

Resistance is an intrinsic property

of a substance. In this course, we
will limit problems that involve
calculations to ohmic resistors, which means their resistance does not change
with temperature.

Choosing the voltage and the arrangement of objects in the circuit (which
determines the resistance) is what determines how much current will flow.

Electrical engineers use resistors in circuits to reduce the amount of current that
flows through the components.

* Note that most physics texts (and most physicists and electricians) use V for both electric potential
and voltage, and students have to rely on context to tell the difference. In these notes, to make the
distinction clear (and to be consistent with the AP® Physics 2 exam), we will use V for electric
potential, and ΔV for voltage (potential difference).

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 Electric Current & Ohm’s Law Page: 317
Big Ideas Details Unit: DC Circuits
honors impedance (Z ): the opposition that a circuit presents to a current when a voltage is
(not AP®) applied. In a DC circuit, impedance and resistance are equivalent. In an AC
circuit, the oscillating voltage creates changing electric and magnetic fields,
which themselves resist the changes caused by the alternating current. This
means the opposition to current is constantly changing at the same frequency as
the oscillation of the current.

Mathematically, impedance is represented as a complex number, in which the

real part is resistance and the imaginary part is reactance, a quantity that takes
into account the effects of the oscillating electric and magnetic fields.

resistivity (ρ): the innate ability of a substance to offer electrical

resistance. The resistance of an object is therefore a function of the L
R=
resistivity of the substance (ρ ), and of the length (L) and cross- A
sectional area (A ) of the object. In MKS units, resistivity is measured
in ohm-meters (Ω∙m).

Resistivity changes with temperature. For small temperature differences (less

than 100°C), resistivity is given by:
 = o (1 +  T )

where o is the resistivity at some reference temperature and  is the

temperature coëfficient of resistivity for that substance. For conductors,  is
positive (which means their
resistivity increases with
temperature). For metals at room
temperature, resistivity typically
varies from +0.003 to +0.006 K−1.

Some materials become

superconductors (essentially zero
resistance) at very low
temperatures. The temperature
below which a material becomes a
superconductor is called the critical
temperature (Tc). For example, the
critical temperature for mercury is
4.2 K, as shown in the graph to the
right.

honors conductivity (σ ) : the innate ability of a substance to conduct electricity. 1

Conductivity (σ ) is the inverse of resistivity, and is measured in =
(not AP®) 
siemens (S). Siemens used to be called mhos (symbol ).
(Note that “mho” is “ohm” spelled backwards.)

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 Electric Current & Ohm’s Law Page: 318
Big Ideas Details Unit: DC Circuits
ohmic resistor: a resistor whose resistance is the same regardless of voltage and
current. The filament of an incandescent light bulb is an example of a non-
ohmic resistor, because the current heats up the filament, which increases its
resistance. (This is necessary in order for the filament to also produce light.)

capacitance (C ): the ability of an object to hold an electric charge. Q

C=
Capacitance (C ) is a scalar quantity and is measured in farads (F). One V
farad equals one coulomb per volt.

power (P ): as discussed in the mechanics section of this course, power (P ) is the

work done per unit of time and is measured in watts (W).
In electric circuits:
W (V )2
P= = I V = I 2R =
t R

work (W ): recall from mechanics that work (W ) equals power times time, and is
measured in either newton-meters (N·m) or joules (J):

(V )2 t
W = Pt = I V t = I 2Rt = =V q
R

Electrical work or energy is often measured in kilowatt-hours (kW·h).

1kW  h  3.6  106 J  3.6 MJ

Summary of Terms, Units and Variables

Term Variable Unit Term Variable Unit
point charge q coulomb (C) resistance R ohm (Ω)
charge Q coulomb (C) capacitance C farad (F)
current I ampere (A) power P watt (W)
voltage ΔV volt (V) work W joule (J)

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 Electric Current & Ohm’s Law Page: 319
Big Ideas Details Unit: DC Circuits
honors Alternating Current vs. Direct Current
(not AP®)
Electric current can move in two ways.

direct current: electric current flows through the circuit, starting at the positive
terminal of the battery or power supply, and ending at the negative terminal.
Batteries supply direct current. A typical AAA, AA, C, or D battery supplies
1.5 volts DC.

However, the net flow of charged particles through a

wire is very slow. Electrons continually collide with
one another in all directions as they drift slowly
through the circuit. Electrons in a DC circuit have a
net velocity of about one meter per hour.

alternating current: electric current flows back and forth in one direction and then
the other, like a sine wave. The current alternates at a particular frequency. In
the U.S., household current is 110 volts AC with a frequency of 60 Hz.

Alternating current requires higher voltages in order to operate devices, but has
the advantage that the voltage drop is much less over a length of wire than with
direct current.

Sample Problems:
Q: A simple electrical device uses 1.5 A of current when plugged into a 110 V
household electrical outlet. How much current would the same device draw if it
were plugged into a 12 V outlet in a car?

A: Resistance is a property of a specific object. Because we are not told otherwise,

we assume the device is ohmic and the resistance is the same regardless of the
current.
Therefore, our strategy is to use the information about the device plugged into a
household outlet to determine the device’s resistance, then use the resistance
to determine how much current it draws in the car.

In the household outlet: In the car:

V 110 V 12
R= = = 73.3  I= = = 0.163 A
I 1.5 R 73.3

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 Electric Current & Ohm’s Law Page: 320
Big Ideas Details Unit: DC Circuits
Q: A laptop computer uses 10 W of power. The laptop’s power supply adjusts the
current so that the power is the same regardless of the voltage supplied. How
much current would the computer draw from a 110 V household outlet? How
much current would the same laptop computer need to draw from a 12 V car
outlet?

A: The strategy for this problem is the same as the previous one.

Household outlet: Car outlet:

P = I V
P 10
P 10 I= = = 0.83 A
I= = = 0.091 A V 12
V 110

Q: A 100 Ω resistor is 0.70 mm in diameter and 6.0 mm long. If you wanted to

make a 470 Ω resistor out of the same material (with the same diameter), what
would the length need to be? If, instead, you wanted to make a resistor the
same length, what would the new diameter need to be?

L
A: In both cases, R = .
A

For a resistor of the same diameter (same cross-sectional area),  and A are
the same, which means:

R L
=
R L
RL (470)(6.0)
L = = = 28.2 mm
R 100

For a resistor of the same length,  and L are the same, which means:

R A  r2  ( d 2 )2 d2
= = = =
R A  (r )2  (d  2 )2 (d )2

Rd 2 R 100
d = =d = 0.70 = 0.70 0.213 = 0.323mm
R R 470

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 Electric Current & Ohm’s Law Page: 321
Big Ideas Details Unit: DC Circuits
Homework Problems
1. An MP3 player uses a standard 1.5 V battery. How much resistance is in the
circuit if it uses a current of 0.010 A?

Answer: 150 Ω

2. How much current flows through a hair dryer plugged into a 110 V circuit if
it has a resistance of 25 Ω?

Answer: 4.4 A

3. A battery pushes 1.2 A of charge through the headlights in a car, which has a
resistance of 10 Ω. What is the potential difference across the headlights?

Answer: 12 V

4. A circuit used for electroplating copper applies a current of 3.0 A for

16 hours. How much charge is transferred?

Answer: 172 800 C

5. What is the power when a voltage of 120 V drives a 2.0 A current through a
device?

Answer: 240W

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 Electric Current & Ohm’s Law Page: 322
Big Ideas Details Unit: DC Circuits
6. What is the resistance of a 40. W light bulb connected to a 120 V circuit?

Answer: 360 Ω

7. If a component in an electric circuit dissipates 6.0 W of power when it draws

a current of 3.0 A, what is the resistance of the component?

Answer: 0.67 Ω

8. A 0.7 mm diameter by 60 mm long pencil “lead” is made of graphite, which

has a resistivity of approximately 1.0  10−4 Ω  m . What is its resistance?
Hints:
• You will need to convert mm to m.
• You will need to convert the diameter to a radius before using
A =  r 2 to find the area.

Answer: 15.6 Ω

9. A cylindrical object has radius r and length L and is made from a substance
with resistivity ρ. A potential difference of ΔV is applied to the object.
Derive an expression for the current that flows through it.
Hint: this is a two-step problem.

(V )A
Answer: I =
L

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 Electric Current & Ohm’s Law Page: 323
Big Ideas Details Unit: DC Circuits
10. Some children are afraid of the dark and ask their parents to leave the hall
light on all night. Suppose the hall light in a child’s house has two 75. W
incandescent light bulbs (150 W total), the voltage is 120 V, and the light is
left on for 8.0 hours.
a. How much current flows through the light fixture?

Answer: 1.25 A

b. How many kilowatt-hours of energy would be used in one night?

Answer: 1.2 kW·h

c. If the power company charges 22 ȼ per kilowatt-hour, how much does it

cost to leave the light on overnight?

Answer: 26.4 ȼ

d. If the two incandescent bulbs are replaced by LED bulbs that use 12.2 W
each (24.4 W total) how much would it cost to leave the light on
overnight?

Answer: 4.3 ȼ

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 Electrical Components Page: 324
Big Ideas Details Unit: DC Circuits

Electrical Components
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Identify electrical components using the components themselves and/or the
symbols used in circuit diagrams.
• Describe the purpose of various electrical components and how they are used
in circuits.
Success Criteria:
• Descriptions correctly identify the component.
• Purpose and use of component is correct.
Language Objectives:
• Explain the components in an actual circuit or a circuit diagram, and describe
what each one does.
Tier 2 Vocabulary: component, resistor, fuse

Labs, Activities & Demonstrations:

• Show & tell with actual components.
• How a fuse works.
Notes:
electrical component: an object that performs a specific task in an electric circuit. A
circuit is a collection of components connected together so that the tasks
performed by the individual components combine in some useful way.

circuit diagram: a picture that represents a circuit, with different symbols

representing the different components.

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 Electrical Components Page: 325
Big Ideas Details Unit: DC Circuits
The following table describes some of the common components of electrical circuits,
what they do, and the symbols that are used to represent them in circuit diagrams.

Component Symbol Picture Description

Carries current in a
wire
circuit.

Connection between
junction
two or more wires.

Wires pass by each

unconnected
other but are not
wires
connected.

Supplies current at a
battery
fixed voltage.

Resists flow of
resistor
current.

potentiometer Provides variable

(rheostat, (adjustable)
dimmer) resistance.

capacitor Stores charge.

Allows current to flow

diode in only one direction
(from + to −).
Diode that gives off
light-emitting
light when current
diode (LED)
flows through it.

switch Opens / closes circuit.

incandescent Provides light

lamp (light) (and resistance).

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 Electrical Components Page: 326
Big Ideas Details Unit: DC Circuits
Component Symbol Picture Description

Increases or decreases
inductor
voltage in an AC
(transformer)
circuit.

Measures voltage
voltmeter
(volts).

Measures current
ammeter
(amperes).

Measures resistance
ohmmeter
(ohms).

Opens circuit if too

fuse much current flows
through it.

ground Neutralizes charge.

(clamps to water pipe)

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 EMF & Internal Resistance of a Battery Page: 327
Big Ideas Details Unit: DC Circuits
honors
(not AP®)
EMF & Internal Resistance of a Battery
Unit: DC Circuits
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Solve problems involving relationships between voltage, current, resistance
and power.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Describe the relationships between voltage, current, resistance, and power.
Tier 2 Vocabulary: current, resistance, power

Labs, Activities & Demonstrations:

• batteries and resistors (< 10 Ω) to measure emf in a low-resistance circuit
Notes:
An ideal battery always supplies current at the voltage of the electrochemical cells
inside of it. In a real battery, the voltage is a little less when the battery is “under
load” (supplying current to a circuit) than when it is tested with no load. This
difference is caused by real-world limitations of the chemical and physical processes
that occur inside of the battery.

electromotive force (emf): the potential difference (voltage) supplied by a battery

without load. This is the stated voltage of the battery. The term “electromotive
force” literally means “electron-moving force”. EMF is often represented by the
variable ε.

voltage: the observed potential difference between two points in a circuit. The
voltage of a battery usually means the voltage under load.

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 EMF & Internal Resistance of a Battery Page: 328
Big Ideas Details Unit: DC Circuits
honors To account for internal resistance, we model a battery as if it were a power supply
(not AP®) with the ideal voltage, plus a resistor that is physically inside of the battery.

ideal model
Note that this is a model; the actual situation is more complex, because in addition
to the resistivity of the battery's component materials, the difference between the
internal voltage and the supplied voltage also depends on factors such as electrolyte
conductivity, ion mobility, and electrode surface area.

The following table shows the nominal voltage and internal resistance of common
Duracell (coppertop) dry cell batteries of different sizes. These numbers are given
by the manufacturer for a new battery at room temperature (25°C):
Size AAA AA C D 9V
VNL (V) 1.5 1.5 1.5 1.5 9
Rint (mΩ) 250 120 150 137 1 700

The internal resistance can be used to calculate the maximum current that a battery
could theoretically supply. If you were to connect a wire from the positive terminal
of a battery to the negative terminal, the only resistance in the circuit should be the
battery’s internal resistance.

The theoretical maximum current that the battery can supply is therefore the
current that would be supplied when the only resistance is the battery’s internal
resistance, and can be calculated from Ohm’s Law:

V
Imax =
R int

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 EMF & Internal Resistance of a Battery Page: 329
Big Ideas Details Unit: DC Circuits
honors Note also that the factors that affect a battery’s internal resistance change as the
(not AP®) battery ages. The following graph shows the changes in voltage and internal
resistance of an alkaline AA battery as it supplied a current of 50 mA.

Internal resistance can be calculated by measuring the voltage with no “load” on the
battery (i.e., the voltmeter is connected directly to the battery with nothing else in
the circuit) and the voltage with “load” (i.e., the battery is connected to a circuit
with measurable resistance):
 V 
Rint =  NL − 1  RL
 VFL 
where:
Rint = internal resistance of battery
VFL = voltage measured with full load (resistor with resistance RL in circuit)
VNL = voltage measured with no load (voltmeter connected directly to
battery)
RL = resistance of the load (resistor) that is used to experimentally
determine the internal resistance of the battery

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 Circuits Page: 330
Big Ideas Details Unit: DC Circuits

Circuits
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 2 Learning Objectives: 4.E.4.1
Mastery Objective(s): (Students will be able to…)
• Identify electrical circuits or sections of circuits as series or parallel.
Success Criteria:
• Descriptions correctly identify the component.
• Descriptions correctly describe which type of circuit (series or parallel) the
component is in.
Language Objectives:
• Identify which components are in series vs. parallel in a mixed circuit.
Tier 2 Vocabulary: series, parallel

Labs, Activities & Demonstrations:

• Example circuit with light bulbs & switches.
• Fuse demo using a single strand from a multi-strand wire.
Notes:
circuit: an arrangement of electrical components that allows electric current to pass
through them so that the tasks performed by the individual components combine in
some useful way.

closed circuit: a circuit that has a complete path for current to flow from the positive
terminal of the battery or power supply through the components and back to the
negative terminal.

open circuit: a circuit that has a gap such that current cannot flow from the positive
terminal to the negative terminal.

short circuit: a circuit in which the positive terminal is connected directly to the
negative terminal with no load (resistance) in between.

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 Circuits Page: 331
Big Ideas Details Unit: DC Circuits
A diagram of a simple electric circuit might look like the
diagram to the right.

When the switch is closed, the electric current flows

from the positive terminal of the battery through the
switch, through the resistor, and back to the negative
terminal of the battery.

An electric circuit needs a power supply (often a battery) that provides current at a
specific voltage (electric potential difference), and one or more components that use
the energy provided.

The battery or power supply continues to supply current, provided that:

1. There is a path for the current to flow from the positive terminal to the
negative terminal, and

2. The total resistance of the circuit is small enough to allow the current to flow.

If the circuit is broken, current cannot flow and the chemical reactions inside the
battery stop.

As circuits become more complex, the diagrams reflect this increasing complexity.
The following is a circuit diagram for a metal detector:

Analyzing an electrical circuit means figuring out the potential difference (voltage),
current, and/or resistance contributed by each component of a circuit.

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 Circuits Page: 332
Big Ideas Details Unit: DC Circuits
Series vs. Parallel Circuits
If a circuit has multiple components, they can be arranged in series or parallel.

series: Components in series lie along the same path, one after the other.

parallel: Components in parallel lie in separate paths.

Note that complex circuits may have some components that are in series with each
other and other components that are in parallel.

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 Circuits Page: 333
Big Ideas Details Unit: DC Circuits
Sample Problem:
Q: A circuit consists of a battery, two switches, and three light bulbs. Two of the
bulbs are in series with each other, and the third bulb is in parallel with the
others. One of the switches turns off the two light bulbs that are in series with
each other, and the other switch turns off the entire circuit. Draw a schematic
diagram of the circuit, using the correct symbol for each component.

A:

Note that no sensible person would intentionally wire a circuit this way. It
would make much more sense to have the second switch on the branch with the
one light bulb, so you could turn off either branch separately or both branches
by opening both switches. This is an example of a strange circuit that a physics
teacher would use to make sure you really can follow exactly what the question
is asking!

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 Circuits Page: 334
Big Ideas Details Unit: DC Circuits
Homework Problems
1. The circuit shown to the right contains a battery,
switch (SW1), capacitor (C1), and resistor (R1).
Which of components C1 and SW1 are in series
with R1? Which are in parallel with R1?

2. The circuit shown to the right contains a

battery and four resistors (R1, R2, R3, and R4).
Which resistors are in series with R1? Which
are in parallel with R1?

3. The following bizarre circuit contains three batteries and a light bulb. What
is the potential difference across the light bulb?
(Hint: remember to check the +/− orientation of the batteries.)

Answer: 7.5 V

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 Kirchhoff’s Rules Page: 335
Big Ideas Details Unit: DC Circuits

Kirchhoff’s Rules
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 2 Learning Objectives: 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8,
5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7
Mastery Objective(s): (Students will be able to…)
• Apply Kirchhoff’s junction and loop rules to determine voltages and currents in
circuits.
Success Criteria:
• Loop rule correctly applied (electric potential differences add to zero).
• Junction rule correctly applied (total current into a junction equals total
current out).
Language Objectives:
• Explain why electric potential has to add to zero around a loop and why
current into a junction has to add up to current out.
Tier 2 Vocabulary: loop, junction

Labs, Activities & Demonstrations:

• model a circuit by walking up & down stairs
Notes:
In 1845, the German physicist Gustav Kirchhoff came up with two simple rules that
describe the behavior of current in complex circuits. Those rules are:

Kirchhoff’s junction rule: the total current coming into a junction must equal the
total current coming out of the junction.

The junction rule is based on the concept that electric charge cannot be created
or destroyed. Current is simply the flow of electric charge, so any charges that
come into a junction must also come out of it.

Kirchhoff’s loop rule: the sum of the voltages around a closed loop must add up to
zero.

The loop rule is based on the concept that voltage is the difference in electric
potential between one location in the circuit and another. If you come back to
the same point in the circuit, the difference in electric potential between where
you started and where you ended (the same place) must be zero. Therefore,
any increases and decreases in voltage around the loop must cancel.

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 Kirchhoff’s Rules Page: 336
Big Ideas Details Unit: DC Circuits
Junction Rule Example:
As an example of the junction rule, consider the following circuit:

The junction rule tells us that the current flowing into junction J1 must equal the
current flowing out. If we assume current I1 flows into the junction, and currents I2
and I3 flow out of it, then I1 = I2 + I3 .

We know that the voltage across both resistors is 12 V. From Ohm’s Law we can
determine that the current through the 3 Ω resistor is I2 = 4 A , and the current
through the 4 Ω resistor is I3 = 3 A . The junction rule tells us that the total current
must therefore be:

I1 = I2 + I3 = 4A + 3A = 7A .

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 Kirchhoff’s Rules Page: 337
Big Ideas Details Unit: DC Circuits
Loop Rule Example:
For the loop rule, consider the circuit to the
right:

If we start at point A and move counterclockwise

around the loop (in the direction of the arrow),
the voltage should be zero when we get back to
point A.

For this example, we are moving around the

circuit in the same direction that the current
flows, because that makes the most intuitive
sense. However, it wouldn’t matter if we moved clockwise instead—just as with
vector quantities, we choose a positive direction and assign each quantity to a
positive or negative number accordingly, and the math tells us what is actually
happening.

Starting from point A, we first move through the 6 V battery. We are moving from
the negative pole to the positive pole of the battery, so the voltage increases by
+6 V. When we move through the second battery, the voltage increases by +3 V.

Next, we move through the 15 Ω resistor. When we move through a resistor in the
positive direction (of current flow), the voltage drops, so we assign the resistor a
voltage of −15 I (based on V = IR, where I is the current through the resistor).
Similarly, the voltage across the 10 Ω resistor is −10 I. Applying the loop rule gives:

6 + 3 + (−15 I ) + (−10 I ) = 0
9 − 25 I = 0
9 = 25 I
9
I= = 0.36 A
25

Now that we know the total current, we can use it to find the voltage drop (potential
difference) across the two resistors.

V10  = IR = (0.36)(10) = 3.6 V V15  = IR = (0.36)(15) = 5.4 V

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 Kirchhoff’s Rules Page: 338
Big Ideas Details Unit: DC Circuits
Sample Problem using Kirchhoff’s Rules:
Find the voltage and current across each resistor in the following circuit:

Applying the junction rule, we choose arbitrary directions for current:

I1 = I2 + I3

By closer inspection, we can see that the direction for I2 is probably going to be
wrong. This means we expect that I2 will come out to a negative number.

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 Kirchhoff’s Rules Page: 339
Big Ideas Details Unit: DC Circuits
Now that we have defined the
directions for current using the
junction rule, we apply the loop
rule. Again, we choose the
direction of each loop
arbitrarily, without worrying
about which direction we have
chosen for current. The loop
direction is simply the order in which we inspect each element. The numbers will be
determined by the direction we chose for current.
As we inspect our way around the loop, there are two rules for determining the
voltage across each component:
1. Voltage across a battery is positive if the loop direction is from negative to
positive (the “forward” direction).
Voltage across a battery is negative if the loop direction is from positive to
negative (the “backward” direction).
2. Voltage across a resistor is negative if the loop direction is with the current
(the resistor is “using up” voltage).
Voltage across a resistor is positive if the loop direction is against the current
(we are traveling from a place where the electric potential is lower to a
place where it is higher).
Now we inspect our way around each loop, writing the equations for the voltages:
L1: +1.5 − 100 I3 = 0 → I3 = 0.015 A
L2: −9 − 200 I2 + 100 I3 = 0
−9 − 200 I2 + 1.5 = 0
−7.5 = 200 I2
I2 = −0.0375 A
I1 = I2 + I3 = −0.0375 + 0.015 = −0.0225 A
I3 came out to a positive number, meaning that the current is flowing in the
direction that we chose initially. However, I1 and I2 both came out negative,
meaning that the current in those two segments of the circuit is actually flowing in
the opposite direction from the arbitrary direction that we chose at the beginning of
the problem.
Now that we know the current and resistance, we can find the voltage drop across
each resistor using Ohm’s Law.
100 Ω: V = I3R = (0.015)(100) = 1.5 V
200 Ω: V = I2R = (−0.0375)(200) = −7.5 V
Again, the negative sign shows that the voltage drop (from positive to negative) is in
the opposite direction from what we originally chose.

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 Series Circuits (Resistance Only) Page: 340
Big Ideas Details Unit: DC Circuits

Series Circuits (Resistance Only)

Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 2 Learning Objectives: 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2,
4.E.5.3
Mastery Objective(s): (Students will be able to…)
• Calculate voltage, current, resistance and power in series circuits.
Success Criteria:
• Correct relationships are applied for voltage, current, resistance and power in
series circuits.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the relationships for voltages, current, resistance and power in series
circuits.
Tier 2 Vocabulary: series, circuit

Labs, Activities & Demonstrations:

• Circuit with light bulbs wired in series.
Notes:
series: Components in series lie along the same path, one after the other.

In a series circuit, all of the current flows through every component, one after
another. If the current is interrupted anywhere in the circuit, no current will
flow. For example, in the following series circuit, if any of the light bulbs A, B, or
C is removed, no current can flow and none of the light bulbs will be illuminated.

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 Series Circuits (Resistance Only) Page: 341
Big Ideas Details Unit: DC Circuits
Because some of the electric potential energy (voltage) is “used up” by each bulb in
the circuit, each additional bulb means the voltage is divided among more bulbs and
is therefore less for each bulb. This is why light bulbs get dimmer as you add more
bulbs in series.

Christmas tree lights used to be wired in series. This caused a lot of frustration,
because if one bulb burned out, the entire string went out, and it could take several
tries to find which bulb was burned out.

The diagram to the right shows two batteries and two

resistors in series.

Current
Because there is only one path, all of the current flows
through every component. This means the current is
the same through every component in the circuit:
Itotal = I1 = I2 = I3 = ...

Voltage
In a series circuit, if there are multiple voltage sources (e.g., batteries), the voltages
add:
Vtotal = V1 + V2 + V3 + ...

In the above circuit, there are two batteries, one that supplies 6 V and one that
supplies 3 V. The voltage from A to B is +6 V, the voltage from A to D is −3 V (note
that A to D means measuring from negative to positive), and the voltage from D to B
is (+3 V) + (+6 V) = +9 V.

Resistance
If there are multiple resistors, each one contributes to the total resistance and the
resistances add:
Rtotal = R1 + R2 + R3 + ...

In the above circuit, the resistance between points B and D is 10Ω + 15Ω = 25Ω.

Power
In all circuits (series and parallel), any component that has resistance dissipates
power whenever current passes through it. The total power consumed by the circuit
is the sum of the power dissipated by each component:
Ptotal = P1 + P2 + P3 + ...

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 Series Circuits (Resistance Only) Page: 342
Big Ideas Details Unit: DC Circuits
Calculations
You can calculate the voltage, current, resistance, and power of each component
separately, any subset of the circuit, or entire circuit, using the equations:

(V )2
V = I R P = I V = I 2R =
R

“Solving” the circuit for these quantities is much like solving a Sudoku puzzle. You
systematically decide which variables (for each component and/or the entire circuit)
you have enough information to solve for. Each result enables you to determine
more and more of the, until you have found all of the quantities you need.

Sample Problem:
Suppose we are given the following series circuit:

and we are asked to fill in the following table:

R1 R2 Total
Voltage (ΔV ) 9V
Current (I )
Resistance (R) 10 Ω 15 Ω
Power (P )

First, we recognize that resistances in series add, which gives us:

R1 R2 Total
Voltage (ΔV ) 9V
Current (I )
Resistance (R) 10 Ω 15 Ω 25 Ω
Power (P )
Now, we know two variables in the “Total” column, so we use ΔV = I R to find the
current.
V = I R
9 = (I )(25)
9
I = = 0.36 A
25

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 Series Circuits (Resistance Only) Page: 343
Big Ideas Details Unit: DC Circuits
Because this is a series circuit, the total current is also the current through R1 and R2.

R1 R2 Total
Voltage (ΔV ) 9V
Current (I ) 0.36 A 0.36 A 0.36 A
Resistance (R) 10 Ω 15 Ω 25 Ω
Power (P )

As soon as we know the current, we can find the voltage across R1 and R2, again
using ΔV = I R.

R1 R2 Total
Voltage (ΔV ) 3.6 V 5.4 V 9V
Current (I ) 0.36 A 0.36 A 0.36 A
Resistance (R) 10 Ω 15 Ω 25 Ω
Power (P )

Finally, we can fill in the power, using P = I ΔV:

R1 R2 Total
Voltage (ΔV ) 3.6 V 5.4 V 9V
Current (I ) 0.36 A 0.36 A 0.36 A
Resistance (R) 10 Ω 15 Ω 25 Ω
Power (P ) 1.30 W 1.94 W 3.24 W

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Physics 2 In Plain English Jeff Bigler

 Series Circuits (Resistance Only) Page: 344
Big Ideas Details Unit: DC Circuits
Homework Problems
1. Fill in the table for the following circuit:

R1 R2 R3 Total
Voltage (ΔV ) 14 V

Current (I )
Resist. (R) 7.8 Ω 15 Ω 33 Ω

Power (P )

(The space below is intentionally left blank for calculations.)

Use this space for summary and/or additional notes:

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 Series Circuits (Resistance Only) Page: 345
Big Ideas Details Unit: DC Circuits
2. Fill in the table for the following circuit.
(Hint: Notice that the batteries are oriented in opposite directions.)

R1 R2 R3 R4 Total
Voltage (ΔV )

Current (I )
Resist. (R) 10 Ω 22 Ω 68 Ω 4.7 Ω

Power (P )

(The space below is intentionally left blank for calculations.)

Use this space for summary and/or additional notes:

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 Parallel Circuits (Resistance Only) Page: 346
Big Ideas Details Unit: DC Circuits

Parallel Circuits (Resistance Only)

Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 2 Learning Objectives: 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2,
4.E.5.3
Mastery Objective(s): (Students will be able to…)
• Calculate voltage, current, resistance and power in parallel circuits.
Success Criteria:
• Correct relationships are applied for voltage, current, resistance and power in
parallel circuits.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the relationships for voltages, current, resistance and power in parallel
circuits.
Tier 2 Vocabulary: parallel

Labs, Activities & Demonstrations:

• Circuit with light bulbs wired in parallel.

parallel: Components in parallel lie in separate paths.

In a parallel circuit, the current divides at each junction, with some of

the current flowing through each path. If the current is interrupted in
one path, current can still flow through the other paths. For example,
in the parallel circuit to the right, if any of light bulbs A, B, or C is
removed, current still flows through the remaining bulbs.

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 Parallel Circuits (Resistance Only) Page: 347
Big Ideas Details Unit: DC Circuits
Because the voltage across each branch is equal to the total voltage, all of the bulbs
will light up with full brightness, regardless of how many bulbs are in the circuit.
(However, each separate light bulb draws the same amount of current as if it were
the only thing in the circuit, so the total current in the circuit increases with each
new branch. This is why you trip a circuit breaker or blow a fuse if you have too
many high-power components plugged into the same circuit.)

The following circuit shows a battery and three resistors in parallel:

Current
The current divides at each junction (as indicated by the arrows). This means the
current through each path must add up to the total current:
Itotal = I1 + I2 + I3 + ...

Voltage
In a parallel circuit, the potential difference (voltage) across the battery is always the
same (12 V in the above example). Therefore, the potential difference between any
point on the top wire and any point on the bottom wire must be the same. This
means the voltage is the same across each path:
Vtotal = V1 = V2 = V3 = ...

Resistance
If there are multiple resistors, the effective resistance of each path becomes less as
there are more paths for the current to flow through. The total resistance is given
by the formula:
1 1 1 1
= + + + ...
Rtotal R1 R2 R3

Some students find it confusing that the combined resistance of a group of resistors
in series is always less than any single resistor by itself.

Power
Just as with series circuits, in a parallel circuit, any component that has resistance
dissipates power whenever current passes through it. The total power consumed by
the circuit is the sum of the power dissipated by each component:
Ptotal = P1 + P2 + P3 + ...

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 Parallel Circuits (Resistance Only) Page: 348
Big Ideas Details Unit: DC Circuits
Electric current is analogous to water in a pipe:

• The current corresponds to the flow

rate.
• The voltage corresponds to the pressure
between one side and the other.
• The resistance would correspond to how
small the pipe is (i.e., how hard it is to
push water through the pipes). A
smaller pipe has more resistance; a larger pipe will let water flow through
more easily than a smaller pipe.

The voltage (pressure) drop is the same between one side and the other because
less water flows through the smaller pipes and more water flows through the larger
ones until the pressure is completely balanced. The same is true for electrons in a
parallel circuit.

The water will flow through the set of pipes more easily than it would through any
one pipe by itself. The same is true for resistors. As you add more resistors, you add
more pathways for the current, which means less total resistance.

Another common analogy is to compare resistors with toll booths on a highway.

One toll booth slows cars down while the

drivers pay the toll.

Multiple toll booths in a row would slows

traffic down more. This is analogous to
resistors in series.

Multiple toll booths next to each other

(in parallel) make traffic flow faster
because there are more paths for the
cars to follow. Each toll booth further
reduces the resistance to the flow of
traffic.

Calculations
Just as with series circuits, you can calculate the voltage, current, resistance, and
power of each component and the entire circuit using the equations:

(V )2
V = IR P = I V = I 2R =
R

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 Parallel Circuits (Resistance Only) Page: 349
Big Ideas Details Unit: DC Circuits
Sample Problem
Suppose we are given the following parallel circuit:

and we are asked to fill in the following table:

R1 R2 R3 Total
Voltage (ΔV ) 12 V
Current (I )
Resistance (R ) 4Ω 3Ω 2Ω
Power (P )

Because this is a parallel circuit, the total voltage equals the voltage across all three
branches, so we can fill in 12 V for each resistor.

The next thing we can do is use ΔV = I R to find the current through each resistor:

R1 R2 R3 Total
Voltage (ΔV ) 12 V 12 V 12 V 12 V
Current (I ) 3A 4A 6A 13 A
Resistance (R) 4Ω 3Ω 2Ω
Power (P )
In a parallel circuit, the current adds, so the total current is 3 + 4 + 6 = 13 A.
Now, we have two ways of finding the total resistance. We can use ΔV = I R with the
total voltage and current, or we can use the formula for resistances in parallel:
1 1 1 1
= + +
Rtotal R1 R2 R3
1 1 1 1
V = I R = + +
Rtotal 4 3 2
12 = 13 R
1 3 4 6 13
12 = + + =
R = = 0.923  Rtotal 12 12 12 12
13
12
Rtotal = = 0.923 
13

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 Parallel Circuits (Resistance Only) Page: 350
Big Ideas Details Unit: DC Circuits
Now we have:

R1 R2 R3 Total
Voltage (ΔV ) 12 V 12 V 12 V 12 V
Current (I ) 3A 4A 6A 13 A
Resistance (R ) 4Ω 3Ω 2Ω 0.923 Ω
Power (P )

As we did with series circuits, we can calculate the power, using P = I ΔV :

R1 R2 R3 Total
Voltage (V) 12 V 12 V 12 V 12 V
Current (I) 3A 4A 6A 13 A
Resistance (R) 4Ω 3Ω 2Ω 0.923 Ω
Power (P) 36 W 48 W 72 W 156 W

Batteries in Parallel
One question that has not been answered yet is what happens when batteries are
connected in parallel.

If the batteries have the same voltage, the potential difference (voltage) remains the
same, but the total current is the combined current from the two batteries.

However, if the batteries have different voltages there is a problem, because each
battery attempts to maintain a constant potential difference (voltage) between its
terminals. This results in the higher voltage battery overcharging the lower voltage
battery.

Remember that physically, batteries are electrochemical cells—small solid-state

chemical reactors with redox reactions taking place in each cell. If one battery
overcharges the other, material is deposited on the cathode (positive terminal) until
the cathode becomes physically too large for its compartment, at which point the
battery bursts and the chemicals leak out.

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 Parallel Circuits (Resistance Only) Page: 351
Big Ideas Details Unit: DC Circuits
Homework Problems
1. Fill in the table for the following circuit:

R1 R2 Total
Voltage (ΔV ) 24 V

Current (I )
Resist. (R) 2 200 Ω 4 700 Ω
Power (P )

(The space below is intentionally left blank for calculations.)

Use this space for summary and/or additional notes:

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 Parallel Circuits (Resistance Only) Page: 352
Big Ideas Details Unit: DC Circuits
2. Fill in the table for the following circuit:

R1 R2 R3 Total
Voltage (ΔV ) 24 V

Current (I )
Resist. (R) 1Ω 2Ω 3Ω

Power (P )

(The space below is intentionally left blank for calculations.)

Use this space for summary and/or additional notes:

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 Parallel Circuits (Resistance Only) Page: 353
Big Ideas Details Unit: DC Circuits
3. Fill in the table for the following circuit:

R1 R2 R3 R4 Total
Voltage (ΔV ) 4V

Current (I )
Resistance (R) 1 000 Ω 2 200 Ω 6 800 Ω 470 Ω

Power (P )

(The space below is intentionally left blank for calculations.)

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Mixed Series & Parallel Circuits (Resistance Only) Page: 354
Big Ideas Details Unit: DC Circuits

Mixed Series & Parallel Circuits

(Resistance Only)
Unit: DC Circuits
MA Curriculum Frameworks (2016): HS-PS2-9(MA)
AP® Physics 2 Learning Objectives: 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2,
4.E.5.3
Mastery Objective(s): (Students will be able to…)
• Calculate voltage, current, resistance and power in mixed series & parallel
circuits.
Success Criteria:
• Correct relationships are applied for voltage, current, resistance and power in
mixed series & parallel circuits.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain the relationships for voltages, current, resistance and power in mixed
series & parallel circuits.
Tier 2 Vocabulary: series, parallel

Labs, Activities & Demonstrations:

• light bulb mystery circuits
Notes:
If a circuit has mixed series and parallel sections, you can determine the various
voltages, currents and resistances by applying Kirchhoff’s Rules and/or by
“simplifying the circuit.” Simplifying the circuit, in this case, means replacing groups
of resistors that are in series or parallel with a single resistor of equivalent
resistance.

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Mixed Series & Parallel Circuits (Resistance Only) Page: 355
Big Ideas Details Unit: DC Circuits
For example, suppose we need to solve the following mixed series & parallel circuit
for voltage, current, resistance and power for each resistor:

Because the circuit has series and parallel sections, we cannot simply use the series
and parallel rules across the entire table.

R1 R2 R3 Total
Voltage (ΔV) 40 V
Current (I)
Resistance (R) 25 Ω 40 Ω 35 Ω
Power (P)
We can use Ohm’s Law (V = IR) and the power equation (P = I V ) on each
individual resistor and the totals for the circuit (columns), but we need two pieces of
information for each resistor in order to do this.

Our strategy will be:

1. Simplify the resistor network until all resistances are combined into one
equivalent resistor to find the total resistance.
2. Use V = IR to find the total current.
3. Work backwards through your simplification, using the equations for series
and parallel circuits in the appropriate sections of the circuit until you have
all of the information.
Step 1: If we follow the current through the circuit, we see that it goes through
resistor R1 first. Then it splits into two parallel pathways. One path goes through R2
and R3, and the other goes through R4 and R5.

There is no universal shorthand for representing series and parallel components, so

let’s define the symbols “—“ to show resistors in series, and “||” to show resistors in
parallel. The above network of resistors could be represented as:
R1 — (R2 || R3)

Now, we simplify the network just like a math problem—start with the innermost
parentheses and work your way out.

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Mixed Series & Parallel Circuits (Resistance Only) Page: 356
Big Ideas Details Unit: DC Circuits
Step 2: Combine the parallel 40 Ω and 35 Ω resistors into a single equivalent
resistance:

25 Ω — (40 Ω || 35 Ω) → 25 Ω — (Req.,||)

1 1 1
= +
Rtotal 40 35
1
= 0.0250 + 0.0286 = 0.0536
Rtotal
1
Rtotal = = 18.6 
0.0536
Now our circuit is equivalent to:

Step 3: Add the two resistances in series to get the total combined resistance of the
circuit:

25 Ω — 18.6 Ω → Rtotal

18.6 + 25 = 43.6 Ω

This gives:

R1 R2 R3 Total
Voltage (ΔV) 40 V
Current (I)

Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 Ω

Power (P)

Use this space for summary and/or additional notes:

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 Mixed Series & Parallel Circuits (Resistance Only) Page: 357
Big Ideas Details Unit: DC Circuits
Step 4: Now that we know the total voltage and resistance, we can use Ohm’s Law
to find the total current:
V = I R
40 = I (43.6)
40
I= = 0.916 A
43.6
While we’re at it, let’s use P = I V = (0.916)(40) = 36.6 W to find the total power.

R1 R2 R3 Total
Voltage (ΔV) 40 V
Current (I) 0.916 A
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 
Power (P) 36.6 W

Now we work backwards.

The next-to-last simplification step was:

The 25 Ω resistor is R1. All of the current goes through it, so the current through R1
must be 0.916 A. Using Ohm’s Law, this means the voltage drop across R1 must be:

V = IR = (0.916)(25) = 22.9 V
and the power must be:
P = I V = (0.916)(22.9) = 21.0 W
This means that the voltage across the parallel portion of the circuit (R2 || R3) must
be 40 – 22.9 = 17.1 V. Therefore, the voltage is 17.1 V across both parallel branches
(because voltage is the same across parallel branches).

R1 R2 R3 Total
Voltage (ΔV) 22.9 V 17.1 V 17.1 V 40 V
Current (I) 0.916 A 0.916 A
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 
Power (P) 21.0 W 36.6 W

Use this space for summary and/or additional notes:

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 Mixed Series & Parallel Circuits (Resistance Only) Page: 358
Big Ideas Details Unit: DC Circuits
We can use this and Ohm’s Law to find the current through one branch:

V40 Ω = V35 Ω = 40 − V1 = 40 − 22.9 = 17.1V

V40 Ω = I40 ΩR40 Ω

V40 Ω 17.1
I40 Ω = = = 0.428 A
R40 Ω 40

We can use Kirchhoff’s Junction Rule to find the current through the other branch:

Itotal = I40 Ω + I35 Ω

0.916 = 0.428 + I35 Ω
I35 Ω = 0.488 A

This gives us:

R1 R2 R3 Total
Voltage (ΔV) 22.9 V 17.1 V 17.1 V 40 V
Current (I) 0.916 A 0.428 A 0.488 A 0.916 A
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 
Power (P) 21.0 W 36.6 W

Finally, because we now have current and resistance for each of the resistors R2 and
R3, we can use P = IV to find the power:
P2 = I2 V2 = (0.428)(17.1) = 7.32 W

P3 = I3 V3 = (0.488)(17.1) = 8.34 W

R1 R2 R3 Total
Voltage (ΔV) 22.9 V 17.1 V 17.1 V 40 V
Current (I) 0.916 A 0.428 A 0.488 A 0.916 A
Resistance (R) 25 Ω 40 Ω 35 Ω 43.6 
Power (P) 21.0 W 7.32 W 8.34 W 36.6 W

Alternately, because the total power is the sum of the power of each component,
once we had the power in all but one resistor, we could have subtracted from the
total to find the last one.

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Physics 2 In Plain English Jeff Bigler

 Mixed Series & Parallel Circuits (Resistance Only) Page: 359
Big Ideas Details Unit: DC Circuits
Homework Problems
1. What is the equivalent resistance between points A and B?

Answer: 750 Ω

2. What is the equivalent resistance between points A and B?

Hints:
• Convert the resistances from kΩ to Ω.
• Redrawing the circuit to separate the
top and bottom halves may make it
easier to understand what is going on.

Answer: 1511 Ω or 1.511 kΩ

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 Mixed Series & Parallel Circuits (Resistance Only) Page: 360
Big Ideas Details Unit: DC Circuits
3. What is the equivalent resistance between points A and B?

(The space below is intentionally

left blank for calculations.)

Answer: 80.5 Ω

Use this space for summary and/or additional notes:

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 Mixed Series & Parallel Circuits (Resistance Only) Page: 361
Big Ideas Details Unit: DC Circuits
4. Fill in the table for the circuit below:

R1 R2 R3 Total
Voltage (ΔV ) 12 V

Current (I )
Resistance (R) 220 Ω 130 Ω 470 Ω

Power (P )

(The space below is intentionally left blank for calculations.)

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Measuring Voltage, Current & Resistance Page: 362
Big Ideas Details Unit: DC Circuits

Measuring Voltage, Current & Resistance

Unit: DC Circuits
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 4.E.5.3
Mastery Objective(s): (Students will be able to…)
• Accurately measure voltage and current in a DC circuit.
Success Criteria:
• Multimeter wires are plugged in to the correct jacks and dial is set to the
correct quantity.
• Measurements are taken at appropriate points in the circuit. (Voltage is
measured in parallel and current is measured in series.)
Language Objectives:
• Explain how to set up the multimeter correctly.
• Explain where to take the measurements and why.
Tier 2 Vocabulary: meter

Labs, Activities & Demonstrations:

• Show & tell with digital multi-meter.
• Measurement of voltages and currents in a live DC circuit.

Notes:
Analyzing an electrical circuit means figuring out the potential difference (voltage),
current, and/or resistance in each component of a circuit. In order to analyze actual
circuits, it is necessary to be able to measure these quantities.

Measuring Voltage
Suppose we want to measure the electric potential (voltage) across
the terminals of a 6 V battery. The diagram would look like this:

The voltage between points A and B is either +6 V or −6 V, depending

on the direction. The voltage from A to B (positive to negative) is
+6 V, and the voltage from B to A (negative to positive) is −6 V.

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Measuring Voltage, Current & Resistance Page: 363
Big Ideas Details Unit: DC Circuits
To measure voltage:
1. The circuit needs to be powered up with current flowing through it.
2. Make sure the red lead is plugged into the V Ω socket (for measuring volts or
ohms).
3. Make sure that the voltmeter is set for volts (DC or AC, as appropriate).
4. Touch the two leads in parallel with the two points you want to measure the
voltage across. (Remember that voltage is the same across all branches of a
parallel circuit. You want the voltmeter to be one of the branches, and the
circuit to be the other branch with the same voltage.)

On a voltmeter (a meter that measures volts or voltage), positive voltage means the
current is going from the red (+) lead to the black (−) lead. In the following circuit, if
you put the red (+) lead on the end of a resistor that is closer to the positive terminal
of the battery, and the black (−) lead on the end that is closer to the negative
terminal, the voltage reading will be positive. In this circuit, the voltmeter reads
+6 V:

However, if you reverse the leads so that the black (−) lead is closer to the positive
terminal and the red (+) lead is closer to the negative terminal, the voltage reading
will be negative. In this circuit, the voltmeter reads −6 V:

The reading of −6 V indicates that the current is actually flowing in the opposite
direction from the way the voltmeter is measuring—from the black (−) lead to the
red (+) lead.

Use this space for summary and/or additional notes:

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 Measuring Voltage, Current & Resistance Page: 364
Big Ideas Details Unit: DC Circuits
Measuring Current
To measure current:
1. The circuit needs to be open between the two points where you want to
measure the current.
2. Make sure the red lead is plugged into appropriate socket (10 A if the
current is expected to be 0.5 A or greater; 1 A or mA/μA if the current is
expected to be less than 0.5 A).
3. Make sure the ammeter is set for amperes (A), milliamperes (mA) or
microamperes (μA) AC or DC, depending on what you expect the current in
the circuit to be.
4. Touch one lead to each of the two contact points, so that the ammeter is in
series with the rest of the circuit. (Remember that current is the same
through all components in a series circuit. You want to measure all of the
current, so you want all of the current to flow through the meter.)
On an ammeter (a meter that measures current), the current is measured assuming
that it is flowing from the red (+) lead to the black (−) lead. In the following circuit, if
you put the red (+) lead on the side that is connected to the positive terminal and
the black (−) lead on the end that is connected to the negative terminal, the current
reading would be positive. In this circuit, the current is +3 A:

As with the voltage example above, if you switched the leads, the reading would be
−3 A instead of +3 A.

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 Measuring Voltage, Current & Resistance Page: 365
Big Ideas Details Unit: DC Circuits
Measuring Resistance
Resistance does not have a direction. If you placed an ohmmeter (a
meter that measures resistance) across points A and B, it would read
10 Ω regardless of which lead is on which point.

An ohmmeter supplies a voltage across the component and measures

the current. Because the voltage supplied is constant, the Ohm’s Law
calculation is built into the meter and the readout displays the
resistance.
To measure resistance:
1. The circuit needs to be open. Because the meter is applying a voltage and
measuring current, you do not want other voltages or currents in the circuit.
2. Make sure the red lead is plugged into the V Ω socket (for measuring volts or
ohms).
3. Make sure that the voltmeter is set for Ω.
4. Touch one lead to each end of the resistor.

It is sometimes easier and/or more reliable to measure the voltage and current and
calculate resistance using Ohm’s Law (V = IR).

Use this space for summary and/or additional notes:

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 Capacitance Page: 366
Big Ideas Details Unit: DC Circuits

Capacitance
Unit: DC Circuits
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2,
4.E.5.3
Mastery Objective(s): (Students will be able to…)
• Solve problems involving relationships between capacitance, charge and
voltage.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Describe what a capacitor does.
Tier 2 Vocabulary: charge, capacitance

Labs, Activities & Demonstrations:

• build a capacitor
Notes:
capacitor: an electrical component that stores electrical charge but does not allow
current to flow through.

When a voltage is applied to the circuit, one side of the capacitor will acquire a
positive charge, and the other side will acquire an equal negative charge. This
process is called charging the capacitor.

When a charged capacitor is placed in a circuit (perhaps it was charged previously,

and then the voltage source is switched off), charge flows out of the capacitor into
the circuit. This process is called discharging the capacitor.

No current actually flows through the capacitor, but as it charges, the positive
charges that accumulate on one side of the capacitor repel positive charges from the
other side into the rest of the circuit. This means that an uncharged capacitor acts
like a wire when it first begins to charge.

Once the capacitor is fully charged, the amount of potential difference in the circuit
is unable to add any more charge, and no more charges flow. This means that a
fully-charged capacitor in a circuit that has a power supply (e.g., a battery) it acts
like an open switch or a broken wire.

Use this space for summary and/or additional notes:

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 Capacitance Page: 367
Big Ideas Details Unit: DC Circuits
If you disconnect the battery and reconnect the capacitor to a circuit that allows the
capacitor to discharge, charges will flow out of the capacitor and through the circuit.
This means that a fully-charged capacitor in a circuit without a separate power
supply acts like a battery when it first begins to discharge.

Toys from joke shops that shock people use simple battery-and-capacitor circuits.
The battery charges the capacitor gradually over time until a significant amount of
charge has built up. When the person grabs the object, the person completes a
circuit that discharges the capacitor, resulting in a sudden, unpleasant electric shock.

The simplest capacitor (conceptually) is a pair of parallel metal plates separated by a

fixed distance. The symbol for a capacitor is a representation of the two parallel
plates.

The first capacitors were made independently in 1745 by

the German cleric Ewald Georg von Kleist and by the Dutch
scientist Pieter van Musschenbroek. Both von Kleist and
van Musschenbroek lined a glass jar with metal foil on the
outside and filled the jar with water. (Recall that water
with ions dissolved in it conducts electricity.) Both
scientists charged the device with electricity and received a
severe shock when they accidentally discharged the jars
through themselves.

This type of capacitor is named after is called a Leyden jar,

after the city of Leiden (Leyden) where van Musschenbroek
lived.

Modern Leyden jars are lined on the inside and outside with conductive metal foil.
As a potential difference is applied between the inside and outside of the jar, charge
builds up between them. The glass, which acts as an insulator (a substance that
does not conduct electricity), keeps the two pieces of foil separated and does not
allow the charge to flow through.

Because the thickness of the jar is more or less constant, the Leyden jar behaves like
a parallel plate capacitor.

Use this space for summary and/or additional notes:

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 Capacitance Page: 368
Big Ideas Details Unit: DC Circuits
Shortly after the invention of the Leyden jar, Daniel Gralath discovered that he could
connect several jars in parallel to increase the total possible stored charge.
Benjamin Franklin compared this idea with a “battery” of cannon. (The original
meaning of the term “battery” was a collection of cannon for the purpose of
battering the enemy.) The term is now used to describe a similar arrangement of
electrochemical cells.

Franklin’s most famous experiment was to capture the charge from a lightning strike
in Leyden jars, proving that lightning is an electric discharge.

capacitance: a measure of the ability of a capacitor to store charge. Capacitance is

measured in farads (F), named after the English physicist Michael Faraday.

Capacitance is the ratio of the charge stored by a capacitor to the voltage applied:
Q
C= which is often represented as Q = C V
V
Thus one farad is one coulomb per volt. Note, however, that one farad is a
ridiculously large amount of capacitance. The capacitors in most electrical circuits
are in the millifarad (mF) to picofarad (pF) range.

Capacitance is the theoretical limit of the charge that a capacitor could store at a
given potential difference (voltage) if the charge were allowed to build up over an
infinite amount of time.

As a capacitor is charged, the positive side increasingly repels additional positive

charges coming from the voltage source, and the negative side increasingly repels
additional negative charges. This means that the capacitor charges rapidly at first,
but the amount of charge stored decreases exponentially as the charge builds up.

Note that Qmax is sometimes labeled Qo. Be careful—in this case, the subscript 0
does not necessarily mean at time = 0.

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 Capacitance Page: 369
Big Ideas Details Unit: DC Circuits
Energy Stored in a Capacitor
Recall that energy is the ability to do work, and that W = U . Because W = qV, if we
keep the voltage constant and add charge to the capacitor:

W =  U = V  q
Applying calculus* gives:

Q Qq 1 Q2
dU = V dq and therefore U = 0 V dq = 0 dq =
C 2 C
Because Q = C V , we can substitute C V for Q, giving the equation for the stored
(potential) energy in a capacitor:

Q2 1
UC = = 2 QV = 12 CV 2
2C

* Because this is not a calculus-based course, you are not responsible for understanding this derivation.
However, you do need to be able to use the resulting equations.

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 Capacitance Page: 370
Big Ideas Details Unit: DC Circuits
honors Parallel-Plate Capacitors and Dielectrics
(not AP®)
The capacitance of a parallel plate capacitor is given by the following equation:
A
C =  o
d
where:
C = capacitance
 = relative permittivity (dielectric constant), vacuum  1
εo = electrical permittivity of free space = 8.85  10−12 F
m
A = cross-sectional area
d = distance between the plates of the capacitor
When a capacitor is fully charged, the distance between the plates can be so small
that a spark could jump from one plate to the other, shorting out and discharging
the capacitor. In order to prevent this from happening, the space between the
plates is often filled with a chemical (often a solid material or an oil) called a
dielectric.

A dielectric is an electrical insulator (charges do not move, which reduces the

possibility of the capacitor shorting out), but has a relatively high value of electric
permittivity (ability to support an electric field).

Dielectrics in capacitors serve the following purposes:

• Keep the conducting plates from coming in contact, allowing for smaller plate
separations and therefore higher capacitances.
• Increase the effective capacitance by reducing the electric field strength,
which allows the capacitor to hold same charge at a lower voltage.
• Reduce the possibility of the capacitor shorting out by sparking (more
formally known as dielectric breakdown) during operation at high voltage.

Note that a higher value of κ and lower value of d both enable the capacitor to have
a higher capacitance.

Commonly used solid dielectrics include porcelain, glass or plastic. Common liquid
dielectrics include mineral oil or castor oil. Common gaseous dielectrics include air,
nitrogen and sulfur hexafluoride.

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 Capacitors in Series and Parallel Circuits Page: 371
Big Ideas Details Unit: DC Circuits

Capacitors in Series and Parallel Circuits

Unit: DC Circuits
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2,
4.E.5.3
Mastery Objective(s): (Students will be able to…)
• Calculate voltage, capacitance, charge and potential energy in series and
parallel circuits.
Success Criteria:
• Correct relationships are applied for each quantity
• Variables are correctly identified and substituted correctly into the correct
equations and algebra is correct.
Language Objectives:
• Explain how capacitors behave similarly to and different from resistors in
series and parallel circuits.
Tier 2 Vocabulary: charge, capacitance

Notes:
Capacitors in Parallel
When capacitors are connected in parallel:

The voltage between point A and point B must be

V = VA − VB , regardless of the path.

The charge on capacitor C 1 must be Q1 = C1 V , and

the charge on capacitor C 2 must be Q2 = C2 V .

The total charge must be:

Q1 + Q2 = C1 V + C2 V = (C1 + C2 ) V
Therefore:
Qtotal Q1 + Q2
Ceq = = = C1 + C2
V V
Generalizing this relationship, when capacitors are arranged in parallel, the total
capacitance is the sum of the capacitances of the individual capacitors:

C eq = C1 + C2 + C3 +

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 Capacitors in Series and Parallel Circuits Page: 372
Big Ideas Details Unit: DC Circuits
Capacitors in Series
In a series circuit, the voltage from one end to the other is divided among the
components.

Note that the segment of the circuit that goes from the right side of C 1 to the left
side of C 2 is isolated from the rest of the circuit. Current does not flow through a
capacitor, which means charges cannot enter or leave this segment. Because charge
is conserved (electrical charges cannot be created or destroyed), this means the
negative charge on C 1 (which is −Q1 ) must equal the positive charge on C 2 (which
is +Q2 ).

By applying this same argument across each of the capacitors, all of the charges
across capacitors in series must be equal to each other and equal to the total charge
in that branch of the circuit. (Note that this is true regardless of whether C 1 , C 2 and
C 3 have the same capacitance.) Therefore:

Q = Q1 = Q2 = Q3

Because the components are in series, we also know that

V = V1 + V2 + V3

Q
Because V = :
C
Q1 Q2 Q3
V = + +
C1 C2 C3

Because Q = Q1 = Q2 = Q3 :
Q Q Q  1 1 1 
V = + + =Q + + 
C1 C2 C3  C1 C2 C3 
V 1 1 1 1
= = + +
Q C eq C1 C2 C3

Generalizing this relationship, when capacitors are arranged in series, the total
capacitance is the sum of the capacitances of the individual capacitors:
1 1 1 1
= + + +
Ceq C1 C2 C3

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 Capacitors in Series and Parallel Circuits Page: 373
Big Ideas Details Unit: DC Circuits
Mixed Series and Parallel Circuits
As with resistor networks, mixed circuits involving capacitors in series and in parallel
can be simplified by replacing each set of capacitors with an equivalent capacitance,
starting with the innermost set of capacitors and working outwards (much like
simplifying an equation by starting with the innermost parentheses and working
outwards).

Sample Problem:
Simplify the following circuit:

First we would add the capacitances in parallel. On top, 3 μF + 1 μF = 4 μF . On the

bottom, 6 μF + 2 μF = 8 μF . This gives the following equivalent circuit:

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 Capacitors in Series and Parallel Circuits Page: 374
Big Ideas Details Unit: DC Circuits
Next, we combine the capacitors in series on top:

1 1 1 1 1 2 1
= + = + = =
C eq C1 C2 4 4 4 2
1 1
= ;  C eq = 2 μF
C eq 2

and the capacitors in series on the bottom:

1 1 1 1 1 2 1
= + = + = =
C eq C1 C2 8 8 8 4
1 1
= ;  C eq = 4 μF
C eq 4

This gives the following equivalent circuit:

Finally, we combine the last two capacitances in parallel, which gives:

C eq = C1 + C2 = 2 + 4 = 6 μF

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 Capacitors in Series and Parallel Circuits Page: 375
Big Ideas Details Unit: DC Circuits
Sample Problem
Q: Fill in the table for the following circuit:

Quantity (unit) Var. C1 C2 C3 C4 Total

Voltage (V) ΔV 9
Capacitance (μF) C 3 1 4 2
Charge (μC)
Energy (μJ)

A: Let’s start by combining the two capacitors in parallel (C2 & C3) to make an
equivalent capacitor.

C* = C2 + C3 = 1μF + 4 μF = 5μF

Now we have three capacitors in series: C1, C*, and C4:

1 1 1 1 1 1 1
= + + = + + = 0.3 + 0.2 + 0.5 = 1.0 3
Ctotal C1 C* C4 3 5 2
1
Ctotal = = 0.9677 μF
1.03

Now we can calculate Q for the total circuit from Q = C V :

Q = C V = (9)(0.9677) = 8.710 μC

Now we have:

Quantity (unit) Var. C1 C2 C3 C4 Total

Voltage (V) ΔV 9
Capacitance (μF) C 3 1 4 2 0.9677
Charge (μC) Q 8.710
Energy (μJ) U

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 Capacitors in Series and Parallel Circuits Page: 376
Big Ideas Details Unit: DC Circuits
Next, because the charge is equal across all capacitors in series, we know that
Q1 = Q* = Q4 = Qtotal , which gives:

Quantity (unit) Var. C1 C2 C3 C4 Total

Voltage (V) ΔV 9
Capacitance (μF) C 3 1 4 2 0.9677
Charge (μC) Q 8.710 8.710 8.710
Energy (μJ) U

Now we can calculate V1 and V4 from Q = C V .

We can also calculate the energy from UC = 12 QV = 12 C (V )2

Quantity (unit) Var. C1 C2 C3 C4 Total

Voltage (V) ΔV 2.903 4.355 9
Capacitance (μF) C 3 1 4 2 0.9677
Charge (μC) Q 8.710 8.710 8.710
Energy (μJ) U 12.64 18.96 39.19

We know that voltages in series add, so Vtotal = V1 + V* + V4 , which means
9 = 2.903 + V* + 4.355 , which gives V* = 1.742 V .
Because C2 and C3 (and therefore ΔV2 and ΔV3) are in parallel,
V* = V2 = V3 = 1.742 V :

Quantity (unit) Var. C1 C2 C3 C4 Total

Voltage (V) ΔV 2.903 1.742 1.742 4.355 9
Capacitance (μF) C 3 1 4 2 0.9677
Charge (μC) Q 8.710 8.710 8.710
Energy (μJ) U 12.64 18.96 39.19

Finally, we can calculate Q from Q = C V and U from UC = 12 QV = 12 C (V )2 :

Quantity (unit) Var. C1 C2 C3 C4 Total

Voltage (V) ΔV 2.903 1.742 1.742 4.355 9
Capacitance (μF) C 3 1 4 2 0.9677
Charge (μC) Q 8.710 1.742 6.968 8.710 8.710
Energy (μJ) U 12.64 1.52 6.07 18.96 39.19

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 Capacitors in Series and Parallel Circuits Page: 377
Big Ideas Details Unit: DC Circuits
Homework Problems
1. Fill in the table for the following circuit:

Quantity (unit) Var. C1 C2 C3 C4 Total

Voltage (V) ΔV 9

Capacitance (μF) C 2 3 6 2

Charge (μC) Q

Energy (μJ) U

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 Capacitors in Series and Parallel Circuits Page: 378
Big Ideas Details Unit: DC Circuits
2. Fill in the table for the following circuit:

Quantity (unit) Var. C1 C2 C3 C4 Total

Voltage (V) ΔV 64

Capacitance (μF) C 12 4 5 24

Charge (μC) Q

Energy (μJ) U

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 DC Resistor-Capacitor (RC) Circuits Page: 379
Big Ideas Details Unit: DC Circuits

DC Resistor-Capacitor (RC) Circuits

Unit: DC Circuits
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2,
4.E.5.3
Mastery Objective(s): (Students will be able to…)
• Solve problems involving time-varying circuits with charging and discharging
capacitors.
Success Criteria:
• Correct relationships are applied for each quantity
• Variables are correctly identified and substituted correctly into the correct
equations and algebra is correct.
Language Objectives:
• Explain why a discharged capacitor behaves like a wire, and why a fully-
charged capacitor behaves like an open switch.
Tier 2 Vocabulary: charge, capacitance, resistance

Labs, Activities & Demonstrations:

• RC circuit lab
Notes:
RC circuit: a circuit involving combinations of resistors and capacitors.

In an RC circuit, the amount and direction of current change with time as the
capacitor charges or discharges. The amount of time it takes for the capacitor to
charge or discharge is determined by the combination of the capacitance and
resistance in the circuit. This makes RC circuits useful for intermittent (i.e., with
a built-in delay) back-and-forth switching. Some common uses of RC circuits
include:
• clocks
• windshield wipers
• pacemakers
• synthesizers

When we studied resistor-only circuits, the circuits were steady-state, i.e.,

voltage and current remained constant. RC circuits are time-variant, i.e., the
voltage, current, and charge stored in the capacitor(s) are all changing with time.

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 DC Resistor-Capacitor (RC) Circuits Page: 380
Big Ideas Details Unit: DC Circuits
Charging a Capacitor
Recall that a capacitor is an electrical component that stores charge. No current
actually flows through the capacitor. Recall also that capacitance (C) is a capacitor’s
ability to be charged by a given electric potential difference (voltage). Therefore,
the maximum charge that a capacitor can hold is:

Qmax = C V

In the previous section, the charge that we calculated was actually this maximum
charge Qmax, which is the amount of charge that the capacitor would hold if it had
been charged for “a long time” such that it was fully charged.

However, recall also that:

• In a capacitor with zero charge, every charge placed on one side causes an
equivalent charge on the opposite side. This means:
With respect to current, a capacitor with zero charge initially behaves like a
wire.

• When a capacitor is fully charged, no additional charge can be added (unless

the voltage is increased). This means:
With respect to current, a fully-charged capacitor behaves like an open circuit.

This means that the behavior of the capacitor changes as the charges build up inside
of it.

When a capacitor that initially has zero charge is connected to a voltage source, the
current that flows through the circuit decreases exponentially, and the charge
stored in the capacitor asymptotically approaches Qmax, the maximum charge that
can be stored in that capacitor for the voltage applied.

(Note that the graphs are not to scale; the y-axis scale and units are necessarily
different for charge and current.)

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 DC Resistor-Capacitor (RC) Circuits Page: 381
Big Ideas Details Unit: DC Circuits
The equations for the charge in a capacitor and the current that flows “through” it
as a function of time while a capacitor is charging are:
−t V −t RC
I = Io e RC = e
R
−t −t
Q = Q max (1 − e RC ) = C V (1 − e RC )

where:
I = current (A)
Io = initial current (just after switch was closed) (A)
ΔV = voltage (V)
Q = charge (C)
Qmax = (theoretical) maximum charge stored by capacitor at the circuit’s
voltage (C)
e = base of exponential function = 2.71828…
t = time since switch was closed (s)
R = resistance (Ω)
C = capacitance (F)

We can rearrange the above equations to give:

I Q
= e − RC
t
=1−
Io Qmax

The RC term in the exponent is known as the time constant (τ) for the circuit. Larger
values of RC mean the circuit takes longer to charge the capacitor. The following
table shows the rate of decrease in current in the charging circuit and the rate of
increase in charge on the capacitor as a function of time:

I V Q
= e − RC = 1 − e − RC
t t
t =
Io Vo Qmax
0 1 0
¼ RC 0.78 0.22
½ RC 0.61 0.39
0.69 RC 0.5 0.5
RC 0.37 0.63
2 RC 0.14 0.86
4 RC 0.02 0.98
10 RC 4.5  10 −5 1

Note that the half-life of the charging (and discharging) process is approximately
0.69 RC.

Note also that while Qmax depends on the voltage applied, the rate of charging and
discharging depend only on the resistance and capacitance in the circuit.

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 DC Resistor-Capacitor (RC) Circuits Page: 382
Big Ideas Details Unit: DC Circuits
Discharging a Capacitor
Just as a capacitor charges gradually, it also discharges gradually.
Imagine we have a circuit like the one at the
right.
When the switch is in the “charge” position, the
battery charges the capacitor. When the switch
is flipped to the “discharge” position, the battery
is switched out and the circuit contains only the
capacitor and the resistor.

When this happens, the capacitor discharges (loses its charge). The capacitor acts as
a temporary voltage source, and current temporarily flows out of the capacitor
through the resistor.

(Note again that the graphs are not to scale; the y-axis scale and units are
necessarily different for current, voltage and charge.)

The driving force for this temporary current is the repulsion from the stored charges
in the capacitor. As charge leaves the capacitor there is less repulsion, which causes
the voltage and current to decrease exponentially along with the charge.

The equations for discharging a capacitor are therefore identical in form to the
equations for charging it:
− t RC − t RC − t RC
V = Vo e Q = Qo e I = Io e

or, dividing each by its value at time zero:

V Q I
= = e − RC
t
=
Vo Qo Io

Again the time constant, RC, is the relative amount of time it takes for the charge
remaining in the capacitor and the voltage and current in the circuit to decay. (Refer
to the table on page 381.)

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 DC Resistor-Capacitor (RC) Circuits Page: 383
Big Ideas Details Unit: DC Circuits
Sample Problem
Q: A circuit has a 9 V battery, an open switch, a 1 kΩ resistor, and a capacitor in
series. The capacitor has no residual charge.

When the switch is closed, the charge in the capacitor climbs to 86 % of its
maximum value in 50 ms. What is the capacitance of the capacitor?

A: The charge increases at the rate of:

− t RC
Q(t ) = Q max (1 − e )
Q
We are given that = 0.86 , t = 0.05 s , and R = 1000  .
Qmax

Q −t
=1−e RC
Qmax
−0.05
0.86 = 1 − e 1000 C

−0.05
−0.14 = −e 1000 C

−0.05 −0.05
ln(0.14) = ln(e 1000 C
)=
1000 C
−0.05
−1.97 =
1000 C
1970 C = 0.05
0.05
C= = 2.5  10 −5 F = 25μF
1970

Note that we could have solved this problem by using the table on page 381 to
 Q 
see that the capacitor is 86 % charged  = 0.86  when t = 2 RC .
 Qmax 

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 DC Resistor-Capacitor (RC) Circuits Page: 384
Big Ideas Details Unit: DC Circuits
Homework Problems
1. A series RC circuit consists of a 9 V battery, a 3 Ω resistor, a 6 μF capacitor
and a switch. How long would it take after the switch is closed for the
capacitor to reach 63 % of its maximum potential difference?

Answer: 18 μs

2. A circuit contains a 9 V battery, an open switch, a 1 kΩ resistor, and a

capacitor, all in series. The capacitor initially has no charge. When the switch
is closed, the charge on the capacitor climbs to 86 % of its maximum value in
50 ms. What is the capacitance of the capacitor?

Answer: 25 μF

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 DC Resistor-Capacitor (RC) Circuits Page: 385
Big Ideas Details Unit: DC Circuits
3. A heart defibrillator has a capacitance of 25 μF and is charged to a potential
difference of 350 V. The electrodes of the defibrillator are attached to the
chest of a patient who has suffered a heart attack. The initial current that
flows out of the capacitor is 10 mA.
a. How much time does it take for the current to fall to 0.5 mA?

Answer: 2.62 s

b. How much charge is left on the defibrillator plates after 1.2 s?

Answer: 2.22 mC

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 DC Resistor-Capacitor (RC) Circuits Page: 386
Big Ideas Details Unit: DC Circuits
4. In the following RC circuit:

the switch (S) has been closed for a long time.

a. When the switch is opened, how much time does it takes for charge
on the capacitor to drop to 13.5% of its original value?

Answer: 0.288 s

b. What is the maximum current through the 5 resistor the instant the
switch is opened?

Answer: 0.63 A

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 Introduction: Magnetism & Electromagnetism Page: 387
Big Ideas Details Unit: Magnetism & Electromagnetism

Introduction: Magnetism &

Electromagnetism
Unit: Magnetism & Electromagnetism
Topics covered in this chapter:
Magnetism ...................................................................................................391
Magnetic Fields & Magnetic Flux .................................................................394
Electromagnetism ........................................................................................399
Devices that Use Electromagnetism ............................................................407

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 Introduction: Magnetism & Electromagnetism Page: 388
Big Ideas Details Unit: Magnetism & Electromagnetism
This chapter discusses electricity and magnetism, how they behave, and how
they relate to each other.
• Magnetism describes properties of magnets and what causes objects to be
magnetic.
• Magnetic Fields & Magnetic Flux explains magnetic fields and magnetic flux
and how it is calculated.
• Electromagnetism describes the relationship between electric fields and
magnetic fields, and how changes in one induce changes in the other.
• Devices that Use Electromagnetism lists devices that combine electricity and
magnetism and explains how they work.

One of the challenges encountered in this chapter is understanding which set of

equations applies to a given situation.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
HS-PS2-5. Provide evidence that an electric current can produce a magnetic field
and that a changing magnetic field can produce an electric current.
HS-PS3-5. Develop and use a model of magnetic or electric fields to illustrate the
forces and changes in energy between two magnetically or electrically
charged objects changing relative position in a magnetic or electric field,
respectively.
AP® only AP® Physics 2 Learning Objectives:
2.C.4.1: The student is able to distinguish the characteristics that differ between
monopole fields (gravitational field of spherical mass and electrical field due
to single point charge) and dipole fields (electric dipole field and magnetic
field) and make claims about the spatial behavior of the fields using
qualitative or semi-quantitative arguments based on vector addition of
fields due to each point source, including identifying the locations and signs
of sources from a vector diagram of the field. [SP 2.2, 6.4, 7.2]
2.D.1.1: The student is able to apply mathematical routines to express the force
exerted on a moving charged object by a magnetic field. [SP 2.2]
2.D.2.1: The student is able to create a verbal or visual representation of a
magnetic field around a long straight wire or a pair of parallel wires. [SP 1.1]
2.D.3.1: The student is able to describe the orientation of a magnetic dipole
placed in a magnetic field in general and the particular cases of a compass in
the magnetic field of the Earth and iron filings surrounding a bar magnet.
[SP 1.2]
2.D.4.1: The student is able to use the representation of magnetic domains to
qualitatively analyze the magnetic behavior of a bar magnet composed of
ferromagnetic material. [SP 1.4]

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 Introduction: Magnetism & Electromagnetism Page: 389
Big Ideas Details Unit: Magnetism & Electromagnetism
AP® only 3.A.2.1: The student is able to represent forces in diagrams or mathematically
using appropriately labeled vectors with magnitude, direction, and units
during the analysis of a situation. [SP 1.1]
3.A.3.2: The student is able to challenge a claim that an object can exert a force
on itself. [SP 6.1]
3.A.3.3: The student is able to describe a force as an interaction between two
objects and identify both objects for any force. [SP 1.4]
3.A.4.1: The student is able to construct explanations of physical situations
involving the interaction of bodies using Newton’s third law and the
representation of action-reaction pairs of forces. [SP 1.4, 6.2]
3.A.4.2: The student is able to use Newton’s third law to make claims and
predictions about the action-reaction pairs of forces when two objects
interact. [SP 6.4, 7.2]
3.A.4.3: The student is able to analyze situations involving interactions among
several objects by using free-body diagrams that include the application of
Newton’s third law to identify forces. [SP 1.4]
3.C.3.1: The student is able to use right-hand rules to analyze a situation
involving a current-carrying conductor and a moving electrically charged
object to determine the direction of the magnetic force exerted on the
charged object due to the magnetic field created by the current-carrying
conductor. [SP 1.4]
3.C.3.2: The student is able to plan a data collection strategy appropriate to an
investigation of the direction of the force on a moving electrically charged
object caused by a current in a wire in the context of a specific set of
equipment and instruments and analyze the resulting data to arrive at a
conclusion. [SP 4.2, 5.1]
4.E.1.1: The student is able to use representations and models to qualitatively
describe the magnetic properties of some materials that can be affected by
magnetic properties of other objects in the system. [SP 1.1, 1.4, 2.2]
4.E.2.1: The student is able to construct an explanation of the function of a
simple electromagnetic device in which an induced emf is produced by a
changing magnetic flux through an area defined by a current loop (i.e., a
simple microphone or generator) or of the effect on behavior of a device in
which an induced emf is produced by a constant magnetic field through a
changing area. [SP 6.4]

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 Introduction: Magnetism & Electromagnetism Page: 390
Big Ideas Details Unit: Magnetism & Electromagnetism
Topics from this chapter assessed on the SAT Physics Subject Test:
• Magnetism, such as permanent magnets, fields caused by currents, particles
in magnetic fields, Faraday’s law, and Lenz’s law.
1. Permanent Magnets
2. Magnetic Force on Charges
3. Magnetic Force on Current-Carrying Wires
4. The Magnetic Field Due to a current
5. Motional EMF
6. Faraday’s Law
Skills learned & applied in this chapter:
• Working with material-specific constants from a table.

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 Magnetism Page: 391
Big Ideas Details Unit: Magnetism & Electromagnetism

Magnetism
Unit: Magnetism & Electromagnetism
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 2.4.C.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 4.E.1.1
Mastery Objective(s): (Students will be able to…)
• List and explain properties of magnets.
Success Criteria:
• Explanations account for observed behavior.
Language Objectives:
• Explain why we call the ends of a magnet “north” and “south”.
Tier 2 Vocabulary: magnet

Labs, Activities & Demonstrations:

• neodymium magnets
• ring magnets repelling each other on a dowel
• magnets attracting each other across a gap

Notes:
magnet: a material with electrons that can align in a manner that attracts or repels
other magnets.

A magnet has two ends or “poles”, called “north” and “south”. If a magnet is
allowed to spin freely, the end that points toward the north on Earth is called the
north end of the magnet. The end that points toward the south on Earth is called
the south end of the magnet. (The Earth’s magnetic poles are near, but not in
exactly the same place as its geographic poles.)

All magnets have a north and south pole. As with charges, opposite poles attract,
and like poles repel.

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 Magnetism Page: 392
Big Ideas Details Unit: Magnetism & Electromagnetism
Honors If you were to cut a magnet in half, each piece would be a magnet with its own
(not AP®) north and south pole:

Electrons and Magnetism

Magnetism is caused by unpaired electrons in atoms. Electrons within atoms reside
in energy regions called “orbitals”. Each orbital can hold up to two electrons.

If two electrons share an orbital, they have opposite spins. (Note that the electrons
are not actually spinning. “Spin” is the term for the intrinsic property of certain
subatomic particles that is believed to be responsible for magnetism.) This means
that if one electron aligns itself with a magnetic field, the other electron in the same
orbital becomes aligned to oppose the magnetic field, and there is no net force.

However, if an orbital has only one electron, that electron is free to align with the
magnetic field, which causes an attractive force between the magnet and the
magnetic material. For example, as you may have learned in chemistry, the electron
configuration for iron is:
unpaired electrons
              
1s 2s 2p 3s 3p 4s 3d

The inner electrons are paired up, but four of the electrons in the 3d sublevel are
unpaired, and are free to align with an external magnetic field.

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 Magnetism Page: 393
Big Ideas Details Unit: Magnetism & Electromagnetism
Honors Magnetic measurements and calculations involve fields that act over 3-dimensional
(not AP®) space and change continuously with position. This means that most calculations
relating to magnetic fields need to be represented using multivariable calculus,
which is beyond the scope of this course.

magnetic permeability (magnetic permittivity): the ability of a material to support

the formation of a magnetic field. Magnetic permeability is represented by the
−7
variable μ. The magnetic permeability of empty space is 0 = 4  10 N
.
A2

diamagnetic: a material whose electrons cannot align with a magnetic field.

Diamagnetic materials have very low magnetic permeabilities.

paramagnetic: a material that has electrons that can align with a magnetic field.
Paramagnetic materials have relatively high magnetic permeabilities.

ferromagnetic: a material that can form crystals with permanently-aligned electrons,

resulting in a permanent magnet. Ferromagnetic materials can have very high
magnetic permeabilities. Some naturally-occurring materials that exhibit
ferromagnetism include iron, cobalt, nickel, gadolinium, dysprosium, and
magnetite (Fe3O4).

magnetic susceptibility: a measure of the degree of magnetization of a material

when it is placed into a magnetic field.

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 Magnetic Fields & Magnetic Flux Page: 394
Big Ideas Details Unit: Magnetism & Electromagnetism

Magnetic Fields & Magnetic Flux

Unit: Magnetism & Electromagnetism
MA Curriculum Frameworks (2016): HS-PS3-5
AP® Physics 2 Learning Objectives: 2.C.4.1, 2.D.3.1, 2.D.4.1, 4.E.2.1
Mastery Objective(s): (Students will be able to…)
• Describe and draw magnetic fields.
• Calculate magnetic flux.
Success Criteria:
• Magnetic field lines connect north and south poles of the magnet.
• Arrows on field lines point from north to south.
Language Objectives:
• Explain how a compass works.
Tier 2 Vocabulary: field, north pole, south pole

Labs, Activities & Demonstrations:

• magnetic field demonstrator plate
• placing various objects into the gap between two magnets
• ferrofluid
• representation of flux as dots on a balloon
Notes:
magnetic field (B) : a force field (region in which a force acts on objects that have a
certain property) in which magnetic attraction and repulsion are occurring.

Similar to an electric field, we represent a magnetic field by drawing field lines.

Magnetic field lines point from the north pole of a magnet toward the south pole,
and they show the direction that the north end of a compass or magnet would be
deflected if it was placed in the field:

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 Magnetic Fields & Magnetic Flux Page: 395
Big Ideas Details Unit: Magnetism & Electromagnetism
The strength of a magnetic field is measured in teslas (T), named after the physicist
Nikola Tesla. One tesla is the magnetic field strength necessary to produce one
newton of force when a particle that has a charge of one coulomb is moved through
the magnetic field at a velocity of one meter per second. Because of the
relationship between magnetism, forces, and electricity, one tesla can be expressed
as many different combinations of units:

1 T  1 V2s  1 ANm  1 J s  1
 1 Ckgs  1 CNm kg
m Am2 As2

The Earth’s Magnetic Field

The inner and outer core of the Earth

are made of iron, which has a high
magnetic susceptibility. The very high
temperature of the inner core causes
convection currents in the molten
iron in the outer core.

The rapid rotation of the Earth causes

the molten iron in the outer core to
swirl. The swirling iron causes a
magnetic field over the entire planet.

Because the core of the Earth is in

constant motion, the Earth’s magnetic
field is constantly changing. The exact
location of the Earth’s magnetic north
and south poles varies by about 80 km
over the course of each day because of
the rotation of the Earth. Its average
location (shown on the map of
Northern Canada below) drifts by about
50 km each year:

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 Magnetic Fields & Magnetic Flux Page: 396
Big Ideas Details Unit: Magnetism & Electromagnetism
Not all planets have a planetary magnetic field. Mars, for example, is believed to
have once had a planetary magnetic field, but the planet cooled off enough to
disrupt the processes that caused it. Instead, Mars has some very strong localized
magnetic fields that
were formed when
minerals cooled down
in the presence of the
planetary magnetic
field.

In this picture, the blue

and red areas represent
regions with strong
localized magnetic
fields. On Mars, a
compass could not be
used in the ways that
we use a compass on
Earth; if you took a
compass to Mars, the
needle would point
either toward or away
from each these regions.

Jupiter, on the other hand, has a planetary magnetic field twenty times as strong as
that of Earth. This field may be caused by water with dissolved electrolytes or by
liquid hydrogen.

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 Magnetic Fields & Magnetic Flux Page: 397
Big Ideas Details Unit: Magnetism & Electromagnetism
Recall that the north pole of a magnet is the end that points toward the north on
Earth. This must mean that if the Earth is a giant magnet, one of its magnetic poles
must be near the geographic north pole, and the other magnetic pole must be near
the geographic south pole.

For obvious reasons, the Earth’s magnetic pole near the north pole is called the
Earth’s “north magnetic pole” or “magnetic north pole”. Similarly, the Earth’s
magnetic pole near the south pole is called the Earth’s “south magnetic pole” or
“magnetic south pole”.

However, because the north pole

of a magnet points toward the
north, the Earth’s north magnetic
pole (meaning its location) must
therefore be the south pole of the
giant magnet that is the Earth.

Similarly, because the south pole

of a magnet points toward the
south, the Earth’s south magnetic
pole (meaning its location) must
therefore be the north pole of the
giant Earth-magnet.

Unfortunately, the term “magnetic north pole,” “north magnetic pole” or any other
similar term almost always means the magnetic pole that is in the north part of the
Earth. There is no universally-accepted way to name the poles of the Earth-magnet.

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 Magnetic Fields & Magnetic Flux Page: 398
Big Ideas Details Unit: Magnetism & Electromagnetism
Magnetic Flux
flux: the flow of fluid, energy or particles across a given area.

If a quantity (such as a magnetic field) originates from a point, the field spreads
out and the amount of flux through a given area decreases as the square of the
distance from that point.

magnetic flux (Φ): the total amount of a magnetic field that passes through a
surface.

Stronger magnetic fields are generally shown with a higher density of field lines.
Using this representation, you can think of the magnetic flux as the number of
field lines that pass through an area.

The equation for magnetic flux is Faraday’s

Law, named for the English physicist
Michael Faraday. The equation is usually
presented as a surface integral, but in
algebraic form it looks like the following:
 = BA
where:
Φ = magnetic flux (Wb)
B = strength of magnetic field (T)
A = area of the region of interest that
the magnetic field passes through (m2)

The unit for magnetic flux is the weber (Wb). One tesla is one weber per square
meter.
1 T  1 Wb2
m

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 Electromagnetism Page: 399
Big Ideas Details Unit: Magnetism & Electromagnetism

Electromagnetism
Unit: Magnetism & Electromagnetism
MA Curriculum Frameworks (2016): HS-PS2-5
AP® Physics 2 Learning Objectives: 3.C.3.1, 3.C.3.2, 4.E.2.1
Mastery Objective(s): (Students will be able to…)
• Describe and explain ways that electric and magnetic fields affect each other.
• Calculate the voltage and current changes in a step-up or step-down
transformer.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Voltage and current changes are described accurately.
Language Objectives:
• Explain how various devices work including solenoids, electromagnets and
electric motors.
Tier 2 Vocabulary: force, field

Labs, Activities & Demonstrations:

• current-carrying wire in a magnetic field
• electromagnet
• two coils wired together and two rare earth magnets, one on a spring
• electric motor
• magnet through copper pipe (Lenz’s Law)
• wire & galvanometer jump rope
• neodymium magnet & CRT screen
Notes:
A changing electric field produces a magnetic field, and a changing magnetic field
produces an electric field. These actions can produce magnetic forces or
electromagnetic forces (emf).

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 Electromagnetism Page: 400
Big Ideas Details Unit: Magnetism & Electromagnetism
Magnetic Fields and Moving Charges
Like gravitational and electric fields, a magnetic field is a force field. (Recall that
force fields are vector quantities, meaning that they have both magnitude and
direction.) The strength of a magnetic field is measured in teslas (T), named after
the Serbian-American physicist Nikola Tesla.
1 T = 1 ANm

In the 1830s, physicists Michael Faraday and Joseph Henry each independently
discovered that an electric current could be produced by moving a magnet through a
coil of wire, or by moving a wire through a magnetic field. This process is called
electromagnetic induction.

If we move a conductive rod or wire that has length L at a velocity v through a

magnetic field of strength B, the magnetic forces send positive charges to one end of
the rod and negative charges to the other. This creates a potential difference (emf)
between the ends of the rod:
 = vBL

If the rod or wire is part of a closed loop (circuit), then the induced ε produces a
current around the closed loop. From Ohm’s Law  = IR , we get:
 vBL
I= =
R R

Forces and Moving Charges

The force, F on a charge q moving through a magnetic field B with a velocity v is
given by the equation:

F = q (v  B) and F = qvB sin

Recall that current is just a flow of charges, which means that an electric current
moving through a magnetic field creates a force on the wire carrying the current.

Q d
Recall that I = and v = = , where is the length (distance) of the wire
t t t
that passes through the magnetic field. This means that qv = I , which we can use
to create an equivalent equation:

F = ( I  B) and F = I B sin

Note that the direction of the cross products v  B and I B can be determined
using the right-hand rule.

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 Electromagnetism Page: 401
Big Ideas Details Unit: Magnetism & Electromagnetism
A current passing through a magnetic field would be represented like this:

In the above diagram, the battery has voltage V, the resistor has resistance R, and
the length of wire passing through the magnetic field is ℓ.

The magnetic field strength is B, and the field itself is denoted by the symbols
which denote a magnetic field going into the page. (A field
coming out of the page would be denoted by instead. Think of
the circle as an arrow inside a tube. The dot represents the tip of the arrow facing
toward you, and the “X” represents the fletches (feathers) on the tail of the arrow
facing away from you.)

For example, suppose we were given the following for the above diagram:

B = 4.0  10−5 T
V = 30 V
R =5
= 2m

Force on the wire:

Current (from Ohm’s Law):
V = IR F = ( I  B)
30 = I (5) F = I B sin
I = 6A F = (2)(6)(4.0  10 −5 )sin(90)
F = (2)(6)(4.0  10 −5 )(1)
F = 4.8  10 −4N

If the current is going upward through the magnetic field, and the magnetic field is
pointing into the paper, then the right-hand rule tells us that the force would be
directed to the left.

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 Electromagnetism Page: 402
Big Ideas Details Unit: Magnetism & Electromagnetism
Magnetic Field Produced by Electric Current
An electric current moving through a wire also produces a magnetic field around the
wire:

This time, we use the right-hand rule with our thumb pointing in the direction of the
current, and our fingers curl in the direction of the magnetic field.

The strength of the magnetic field produced is given by the formula:

o I
B=
2 r

where B is the strength of the magnetic field, μo is the magnetic permeability of free
space, I is the current, and r is the distance from the wire. (The variable r is used
because the distance is in all directions, which means we would use polar or
cylindrical coordinates.)

EMF Produced by Changing Magnetic Flux

A changing magnetic field produces an electromotive force (emf) in a loop of wire.
This emf is given by the equation:

d 
 =− =−
dt t
(calculus) (algebraic)

If we replace the loop of wire with a coil that has n turns, the equation becomes:

d 
 = −n = −n
dt t
(calculus) (algebraic)

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 Electromagnetism Page: 403
Big Ideas Details Unit: Magnetism & Electromagnetism
Combined Electric and Magnetic Fields
Recall that the force on a charged particle due to an electric field is:

Fe = qE

and that the force on a charged particle due to a magnetic field is:

FB = q (v  B)

Therefore, the force on a charged particle that interacts simultaneously with an

electric field and a magnetic field must be the sum of the two:

FEM = q (E + v  B)

An application of this combination is a particle sorter, which allows only particles

with a given velocity to pass through.

Particles that enter a mass spectrometer must have the correct velocity in order for
the mass spectrometer to be able to separate the particles properly. Before the
particles enter the mass spectrometer, they first pass through a particle sorter,
which applies opposing electric and magnetic forces to the particle:

If the particles are moving too quickly, the magnetic force is stronger and the
particles are deflected upwards. If the particles are moving too slowly, the electric
force is stronger and the particles are deflected downwards. Particles with the
desired velocity experience no net force and are not deflected.

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 Electromagnetism Page: 404
Big Ideas Details Unit: Magnetism & Electromagnetism
Sample Problem:
5
Q: A proton has a velocity of 1  10 ms to the
right when it is at point P in a uniform
magnetic field of 0.1 T that is directed into
the page. Calculate the force (magnitude
and direction) on the proton, and sketch its
path.

A: The force on the proton is given by:

FB = q(v  B) = qvB sin θ
Because the velocity of the particle and the direction of the magnetic field are
perpendicular, sin θ = sin(90) = 1 and therefore the magnitude of FB = qvB .
FB = qvB
FB = (1.6  10 −19 )(1  105 )(0.1)
FB = 1.6  10 −15 N

The direction is given by the right-hand rule. Start with the fingers of your right
hand pointing straight in the direction of velocity (to the right) and rotate your
right hand until you can bend your fingers toward the magnetic field (into the
page). Your thumb will be pointing upwards, which means that the force on a
positively charged particle moving to the right is upwards. (Note that if the
particle had been negatively charged, it would have moved in the opposite
direction.)

However, note that the action of the force

causes a change in the direction of the
proton’s velocity, and the change in the
direction of the proton’s velocity changes the
direction of the force. This feedback loop
results in the proton moving in a continuous
circle.

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 Electromagnetism Page: 405
Big Ideas Details Unit: Magnetism & Electromagnetism
Homework Problems
1. A wire 1 m long carries a current of 5 A. The wire is at right angles to a
uniform magnetic field. The force on the wire is 0.2 N. What is the strength
of the magnetic field?

Answer: 0.04 T

2. A wire 0.75 m long carries a current of 3 A. The wire is at an angle of 30° to

a uniform magnetic field. The force on the wire is 0.5 N. What is the
strength of the magnetic field?

Answer: 0.4 T

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 Electromagnetism Page: 406
Big Ideas Details Unit: Magnetism & Electromagnetism
3. Two currents (one of 2 A and the other of 4 A) are arranged parallel to each
other, with the currents flowing in the same direction. The wires are 3 m
long and are separated by 8 cm (0.08 m). What is the net magnetic field at
the midpoint between the two wires?

Answer: 1×10−5 T

4. A wire 2 m long moves perpendicularly through a 0.08 T field at a speed of

7 ms . What emf is induced? If the wire has a resistance of 0.50 Ω, use Ohm’s
Law to find the current that flows through the wire.

Answers: 1.12 V, 2.24 A

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 Devices that Use Electromagnetism Page: 407
Big Ideas Details Unit: Magnetism & Electromagnetism

Devices that Use Electromagnetism

Unit: Magnetism & Electromagnetism
MA Curriculum Frameworks (2016): HS-PS2-5
AP® Physics 2 Learning Objectives: 3.C.3.2
Mastery Objective(s): (Students will be able to…)
• Explain the basic design of solenoids, motors, generators, transformers and
mass spectrometers.
• Calculate the voltage and power from a step-up or step-down transfromer.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Calculations are set up and executed correctly.
Language Objectives:
• Explain how various devices work including solenoids, electromagnets and
electric motors.
Tier 2 Vocabulary: force, field

Labs, Activities & Demonstrations:

• build electromagnet
• build electric motor
• build speaker
Notes:
Solenoid
A solenoid is a coil made of fine wire.
When a current is passed through the
wire, it produces a magnetic field through
the center of the coil.

When a current is applied, a permanent

magnet placed in the center of the
solenoid will be attracted or repelled and
will move.

One of the most common uses of a solenoid is for electric door locks.

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 Devices that Use Electromagnetism Page: 408
Big Ideas Details Unit: Magnetism & Electromagnetism
Electromagnet
An electromagnet is a device that acts as magnet only when electric current is
flowing through it.
An electromagnet is made by placing a soft iron core in the center of a solenoid. The
high magnetic permeability of iron causes the resulting magnetic field to become
thousands of times stronger:

Because the iron core is not a permanent magnet, the electromagnet only works
when current is flowing through the circuit. When the current is switched off, the
electromagnet stops acting like a magnet and releases whatever ferromagnetic
objects might have been attracted to it.

Of course, the above description is a simplification. Real ferromagnetic materials

such as iron usually experience magnetic remanence, meaning that some of the
electrons in the material remain aligned, and the material is weakly magnetized.

While magnetic remanence is undesirable in an electromagnet, it is the basis for

magnetic computer storage media, such as audio and computer tapes and floppy
and hard computer disks. To write information onto a disk, a disk head (an
electromagnetic that can be moved radially) is pulsed in specific patterns as the disk
spins. The patterns are encoded on the disk as locally magnetized regions.

When encoded information is read from the disk, the moving magnetic regions
produce a changing electric field that causes an electric current in the disk head.

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 Devices that Use Electromagnetism Page: 409
Big Ideas Details Unit: Magnetism & Electromagnetism
Motor
The force produced by a moving current in a magnetic field can be used to cause a
loop of wire to spin:

A commutator is used to reverse the direction of the current as the loop turns, so
that the combination of attraction and repulsion always applies force in the same
direction.

If we replace the loop of wire with an electromagnet (a coil of wire wrapped around
a material such as iron that has both a high electrical conductivity and a high
magnetic permeability), the electromagnet will spin with a strong force.

An electromagnet that spins because of its continuously switching attraction and

repulsion to the magnetic field produced by a separate set of permanent magnets is
called a motor. An electric motor turns electric current into rotational motion,
which can be used to do work.

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 Devices that Use Electromagnetism Page: 410
Big Ideas Details Unit: Magnetism & Electromagnetism
Generator
A generator uses the same components and operates under the same principle as a
motor, except that a mechanical force is used to spin the coil. When the coil moves
through the magnetic field, it produces an electric current. Thus a generator is a
device that turns rotational motion (work) into an electric current.

Recall from the previous section that Lenz’s Law gives the emf produced by the
generator. Because the coil is rotating through a uniform magnetic field, the
magnetic flux through the coil is constantly changing, which means calculus is
needed to calculate the emf produced.

d
 = −n
dt

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 Devices that Use Electromagnetism Page: 411
Big Ideas Details Unit: Magnetism & Electromagnetism
Inductor (Transformer)
Because electric current produces a magnetic field, a ring made of a ferromagnetic
material can be used to move an electric current. An inductor (transformer) is a
device that takes advantage of this phenomenon in order to increase or decrease
the voltage in an AC circuit.

The diagram below shows an inductor or transformer.

The current on the input side (primary) generates a magnetic field in the iron ring.
The magnetic field in the ring generates a current on the output side (secondary).

In this particular transformer, the coil wraps around the output side more times
than the input. This means that each time the current goes through the coil, the
magnetic field adds to the electromotive force (voltage). This means the voltage will
increase in proportion to the increased number of coils on the output side.
However, the magnetic field on the output side will produce less current with each
turn, which means the current will decrease in the same proportion:

# turnsin V I
= in = out
# turnsout Vout Iin

Pin = Pout

A transformer like this one, which produces an increase in voltage, is called a step-up
transformer; a transformer that produces a decrease in voltage is called a step-down
transformer.

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 Devices that Use Electromagnetism Page: 412
Big Ideas Details Unit: Magnetism & Electromagnetism
Sample Problem:
If the input voltage to the following transformer is 120 V, and the input current is
6 A, what are the output voltage and current?

120 V 3 turns 9 turns

6A

The voltage on either side of a transformer is proportional to the number of turns in

the coil on that side. In the above transformer, the primary has 3 turns, and the
secondary coil has 9 turns. This means the voltage on the right side will be 9 = 3
3
3
times as much as the voltage on the left, or 360 V. The current will be = as1
9 3
much, or 2 A.

We can also use:

# turnsin V # turnsin Iout

= in =
# turnsout Vout # turnsout Iin
3 120 V 3 Iout
= =
9 Vout 9 6A
Vout = 360 V Iout = 2 A

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 Devices that Use Electromagnetism Page: 413
Big Ideas Details Unit: Magnetism & Electromagnetism
Mass Spectrometer
A mass spectrometer is a device uses the path of a charged particle in a magnetic
field to determine its mass.

The particle is first selected for the desired velocity, as described on page 403. Then
the particle enters a region where the only force on it is from the applied magnetic
field. (In the example below, the magnetic field is directed out of the page.)

The magnetic field applies a force on the particle perpendicular to its path. As the
particle’s direction changes, the direction of the applied force changes with it,
causing the particle to move in a circular path.

The path of the particle is the path for which the centripetal force (which you may
recall from physics 1) is equal to the magnetic force:

FB = Fc
mv 2
qvB =
r
mv 2 mv
r= =

qvB qB

Thus if the particles are all ions with the same charge and are selected for having the
same speed, the radius of the path will be directly proportional to the mass of the
particle.
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 Introduction: Mechanical Waves Page: 415
Big Ideas Details Unit: Mechanical Waves

Introduction: Mechanical Waves

Unit: Mechanical Waves
Topics covered in this chapter:
Waves........................................................................................................... 417
Reflection and Superposition ...................................................................... 426
Sound & Music ............................................................................................. 432
Sound Level (Loudness) ............................................................................... 445
Doppler Effect .............................................................................................. 448
Exceeding the Speed of Sound .................................................................... 452

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 Introduction: Mechanical Waves Page: 416
Big Ideas Details Unit: Mechanical Waves
This chapter discusses properties of waves that travel through a medium
(mechanical waves).
• Waves gives general information about waves, including vocabulary and
equations. Reflection and Superposition describes what happens when two
waves share space within a medium.
• Sound & Music describes the properties and equations of waves that relate to
music and musical instruments.
• Sound Level describes the decibel scale and how loudness is measured.
• The Doppler Effect describes the change in pitch due to motion of the source
or receiver (listener).
• Exceeding the Speed of Sound describes the Mach scale and sonic booms.

Standards addressed in this chapter:

MA Curriculum Frameworks (2016):
HS-PS4-1. Use mathematical representations to support a claim regarding
relationships among the frequency, wavelength, and speed of waves
traveling within various media. Recognize that electromagnetic waves can
travel through empty space (without a medium) as compared to mechanical
waves that require a medium.

AP® Physics 2 Learning Objectives:

This unit was removed from AP® Physics 1 starting with the 2021–22 school
year. It is not part of the AP® Physics 2 curriculum as of 2021–22.

Topics from this chapter assessed on the SAT Physics Subject Test:
• General Wave Properties, such as wave speed, frequency, wavelength,
superposition, standing wave diffraction, and the Doppler effect.
1. Wave Motion
2. Transverse Waves and Longitudinal Waves
3. Superposition
4. Standing Waves and Resonance
5. The Doppler Effect

Skills learned & applied in this chapter:

• Visualizing wave motion.

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 Waves Page: 417
Big Ideas Details Unit: Mechanical Waves

Waves
Unit: Mechanical Waves
MA Curriculum Frameworks (2016): HS-PS4-1
AP® Physics 2 Learning Objectives: 6.A.1.2, 6.A.2.2, 6.B.3.1
Mastery Objective(s): (Students will be able to…)
• Describe and explain properties of waves (frequency, wavelength, etc.)
• Differentiate between transverse, longitudinal and transverse waves.
• Calculate wavelength, frequency, period, and velocity of a wave.
Success Criteria:
• Parts of a wave are identified correctly.
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Describe how waves propagate.
Tier 2 Vocabulary: wave, crest, trough, frequency, wavelength

Labs, Activities & Demonstrations:

• Show & tell: transverse waves in a string tied at one end, longitudinal waves in
a spring, torsional waves.
• Buzzer in a vacuum.
• Tacoma Narrows Bridge collapse movie.
• Japan tsunami TV footage.

Notes:
wave: a disturbance that travels from one place to another.*

medium: a substance that a wave travels through.

propagation: the process of a wave traveling through space.

* This is my favorite definition in these notes. I jokingly suggest that I nickname some of my students
“wave” based on this definition.

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 Waves Page: 418
Big Ideas Details Unit: Mechanical Waves
honors mechanical wave: a wave that propagates through a medium via contact between
(not AP®) particles of the medium. Some examples of mechanical waves include ocean
waves and sound waves.
1. The energy of the wave is transmitted via the particles of the medium as the
wave passes through it.
2. The wave travels through the medium. The particles of the medium are
moved by the wave passing through, and then return to their original
position. (The duck sitting on top of the wave below is an example.)

3. Waves generally move fastest in solids and slowest in liquids. The velocity of
a mechanical wave is dependent on characteristics of the medium:

relevant example
state factors medium velocity of sound
density, air
gas 343 m
s
(768 mi
hr
)
pressure (20 °C and 1 atm)
density,
liquid water (20 °C) 1 481 ms (3 317 mi
hr
)
compressibility
steel (longitudinal
solid stiffness 6 000 ms (13 000 mi
hr
)
wave)

electromagnetic wave: a wave of electricity and magnetism interacting with each

other. Electromagnetic waves can propagate through empty space, and are
slowed down by interactions with a medium. Electromagnetic waves are
discussed in more detail in the Electromagnetic Waves section starting on page
459.

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 Waves Page: 419
Big Ideas Details Unit: Mechanical Waves
honors Types of Waves
(not AP®)
transverse wave: moves its medium up & down (or back & forth) as it travels
through. Examples: light, ocean waves

longitudinal wave (or compressional wave): compresses and decompresses the

medium as it travels through. Examples: compression of a spring, sound.

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 Waves Page: 420
Big Ideas Details Unit: Mechanical Waves
honors torsional wave: a type of transverse wave that propagates by twisting about its
(not AP®) direction of propagation.

The most famous example of the destructive power of a torsional wave was the
Tacoma Narrows Bridge, which collapsed on November 7, 1940. On that day,
strong winds caused the bridge to vibrate torsionally. At first, the edges of the
bridge swayed about eighteen inches. (This behavior had been observed
previously, earning the bridge the nickname “Galloping Gertie”.) However, after
a support cable snapped, the vibration increased significantly, with the edges of
the bridge being displaced up to 28 feet! Eventually, the bridge started twisting
in two halves, one half twisting clockwise and the other half twisting
counterclockwise, and then back again. This opposing torsional motion
eventually caused the bridge to twist apart and collapse.

The bridge’s collapse was captured on film. Video clips of the bridge twisting
and collapsing are available on the internet. There is a detailed analysis of the
bridge’s collapse at http://www.vibrationdata.com/Tacoma.htm

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 Waves Page: 421
Big Ideas Details Unit: Mechanical Waves
honors Ocean Waves
(not AP®) Surface Waves
surface wave: a transverse wave that travels at the interface between two mediums.

Ocean waves are an example of surface waves, because they travel at the
interface between the air and the water. Surface waves on the ocean are
caused by wind disturbing the surface of the water. Until the wave gets to the
shore, surface waves have no effect on water molecules far below the surface.

Tsunamis
The reason tsunamis are much more dangerous than regular ocean waves is because
tsunamis are created by earthquakes on the ocean floor. The tsunami wave
propagates through the entire depth of the water, which means tsunamis carry
many times more energy than surface waves.

This is why a 6–12 foot high surface wave breaks harmlessly on the beach; however,
a tsunami that extends 6–12 feet above the surface of the water includes a
significant amount of energy throughout the entire depth of the water, and can
destroy an entire city.

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 Waves Page: 422
Big Ideas Details Unit: Mechanical Waves
Properties of Waves

crest: the point of maximum positive displacement of a transverse wave. (The

highest point.)

trough: the point of maximum negative displacement of a transverse wave. (The

lowest point.)

amplitude (A): the distance of maximum displacement of a point in the medium as

the wave passes through it. (The maximum height or depth.)

wavelength (λ): the length of the wave, measured from a specific point in the wave
to the same point in the next wave. Unit = distance (m, cm, nm, etc.)

frequency (f or ν): the number of waves that travel past a point in a given time.
Unit = 1/time (Hz = 1/s)

Note that while high school physics courses generally use the variable f for
frequency, college courses usually use ν (the Greek letter “nu”, which is different
from but easy to confuse with the Roman letter “v”).

period or time period (T): the amount of time between two adjacent waves.
Unit = time (usually seconds)
T = 1/f

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 Waves Page: 423
Big Ideas Details Unit: Mechanical Waves
velocity: the velocity of a wave depends on its frequency (f ) and its wavelength (λ):

v = λf

The velocity of electromagnetic waves (such as light, radio waves, microwaves,

8
X-rays, etc.) is called the speed of light, which is 3.00  10 ms in a vacuum. The
speed of light is slower in a medium that has an index of refraction* greater
than 1.

The velocity of a wave traveling through a string under tension (such as a piece
of string, a rubber band, a violin/guitar string, etc.) depends on the tension and
the ratio of the mass of the string to its length:

FT L
v string =
m

where FT is the tension in the string, L is the length, and m is the mass.

Sample Problem:
Q: The Boston radio station WZLX broadcasts waves with a frequency of
100.7 MHz. If the waves travel at the speed of light, what is the wavelength?

A: f = 100.7 MHz = 100 700 000 Hz = 1.007  108 Hz

v = c = 3.00  108 ms

v =f
3.00  108 =  (1.007  108 )
3.00  108
= = 2.98 m
1.007  108

* The index of refraction is a measure of how much light bends when it moves between one medium
and another. The sine of the angle of refraction is proportional to the speed of light in that medium.
Index of refraction is part of the Refraction topic starting on page 465.

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 Waves Page: 424
Big Ideas Details Unit: Mechanical Waves
Homework Problems
1. Consider the following wave:

a. What is the amplitude of this wave?

b. What is its wavelength?

c. If the velocity of this wave is 30 ms , what is its period?

2. What is the speed of wave with a wavelength of 0.25 m and a frequency of

5.5 Hz?

Answer: 1.375 ms

3. A sound wave traveling in water at 10 °C has a wavelength of 0.65 m. What

is the frequency of the wave.
(Note: you will need to look up the speed of sound in water at 10 °C in
Table Q. Properties of Water and Air on page 603 of your
Physics Reference Tables.)

Answer: 2 226Hz

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 Waves Page: 425
Big Ideas Details Unit: Mechanical Waves
4. Two microphones are placed in front of a
speaker as shown in the diagram to the
right. If the air temperature is 30 °C, what
is the time delay between the two
microphones?

Answer: 0.0716 s

5. The following are two graphs of the same wave. The first graph shows the
displacement vs. distance, and the second shows displacement vs. time.

a. What is the wavelength of this wave?

b. What is its amplitude?

c. What is its frequency?

d. What is its velocity?

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 Reflection and Superposition Page: 426
Big Ideas Details Unit: Mechanical Waves

Reflection and Superposition

Unit: Mechanical Waves
MA Curriculum Frameworks (2016): HS-PS4-1
AP® Physics 2 Learning Objectives: 6.C.1.1, 6.C.1.2
Mastery Objective(s): (Students will be able to…)
• Explain the behavior of waves when they pass each other in the same medium
and when they reflect off something.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain what happens when two waves pass through each other.
Tier 2 Vocabulary: reflection

Labs, Activities & Demonstrations:

• waves on a string or spring anchored at one end
• large Slinky with longitudinal and transverse waves passing each other

Notes:
Reflection of Waves
reflection: when a wave hits a fixed (stationary)
point and “bounces” back.

Notice that when the end of the rope is fixed, the

reflected wave is inverted. (If the end of the rope
were free, the wave would not invert.)

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 Reflection and Superposition Page: 427
Big Ideas Details Unit: Mechanical Waves
Superposition of Waves
When waves are superimposed (occupy the same space), their amplitudes add.

constructive interference: when waves add in a

way that the amplitude of the resulting
wave is larger than the amplitudes of the
component waves.

Because the wavelengths are the same and

the maximum, minimum, and zero points all
coïncide (line up), the two component
waves are said to be “in phase” with each
other.

destructive interference: when waves add in a

way that the amplitude of the resulting
wave is smaller than the amplitudes of the
component waves. (Sometimes we say that
the waves “cancel” each other.)

Because the wavelengths are the same but

the maximum, minimum, and zero points
do not coïncide, the waves are said to be
“out of phase” with each other.

Note that waves can travel in two opposing directions at the same time. When this
happens, the waves pass through each other, exhibiting constructive and/or
destructive interference as they pass:
Constructive Interference Destructive Interference

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 Reflection and Superposition Page: 428
Big Ideas Details Unit: Mechanical Waves
Standing Waves
standing wave: when half of the wavelength is an exact fraction of the length of a
medium that is vibrating, the wave reflects back and the reflected wave
interferes constructively with itself. This causes the wave to appear stationary.

Points along the wave that are not moving are called “nodes”. Points of
maximum displacement are called “antinodes”.

When we add waves with different wavelengths and amplitudes, the result can be
complex:

This is how radio waves encode a signal on top of a “carrier” wave. Your radio’s
antenna receives (“picks up”) radio waves within a certain range of frequencies.
Imagine that the bottom wave (the one with the shortest wavelength and highest
frequency) is the “carrier” wave. If you tune your radio to its frequency, the radio
will filter out other waves that don’t include the carrier frequency. Then your radio
subtracts the carrier wave, and everything that is left is sent to the speakers.

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 Reflection and Superposition Page: 429
Big Ideas Details Unit: Mechanical Waves
Homework Problem
1. A Slinky is held at both ends. The person on the left creates a longitudinal
wave, while at same time the person on the right creates a transverse wave
with the same frequency. Both people stop moving their ends of the Slinky
just as the waves are about to meet.

a. Draw a picture of what the Slinky will look like when the waves
completely overlap.

b. Draw a picture of what the Slinky will look like just after the waves
no longer overlap.

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 Reflection and Superposition Page: 430
Big Ideas Details Unit: Mechanical Waves
Two-Dimensional Interference Patterns
When two progressive waves propagate into each other’s space, the waves produce
interference patterns. This diagram shows how interference patterns form:

The resulting interference pattern looks like the following picture:

In this picture, the bright regions are wave peaks, and the dark regions are troughs.
The brightest intersections are regions where the peaks interfere constructively, and
the darkest intersections are regions where the troughs interfere constructively.

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 Reflection and Superposition Page: 431
Big Ideas Details Unit: Mechanical Waves
*
The following picture shows an interference pattern created by ocean waves, one
of which has been reflected off a point on the shore. The wave at the left side of the
picture is traveling toward the right, and the reflected wave at the bottom right of
the picture is traveling toward the top of the picture.

Because the sun is low in the sky (the picture was taken just before sunset), the light
is reflected off the water, and the crests of the waves produce shadows behind
them.

* Taken from Tortola in the British Virgin Islands, looking west toward Jost Van Dyke.

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 Sound & Music Page: 432
Big Ideas Details Unit: Mechanical Waves
honors
(not AP®)
Sound & Music
Unit: Mechanical Waves
MA Curriculum Frameworks (2016): HS-PS4-1
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe how musical instruments produce sounds.
• Describe how musical instruments vary pitch.
• Calculate frequencies of pitches produced by a vibrating string or in a pipe.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain what produces the vibrations in various types of musical instruments.
Tier 2 Vocabulary: pitch

Labs, Activities & Demonstrations:

• Show & tell: violin, penny whistle, harmonica, Boomwhackers.
• Helmholtz resonators—bottles of different sizes/air volumes, slapping your
cheek with your mouth open.
• Frequency generator & speaker.
• Rubens tube (“sonic flame tube”).
• Measure the speed of sound in air using a resonance tube.

Notes:
Sound waves are caused by vibrations that create longitudinal (compressional)
waves in the medium they travel through (such as air).

pitch: how “high” or “low” a musical note is. The pitch is determined by the
frequency of the sound wave.

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 Sound & Music Page: 433
Big Ideas Details Unit: Mechanical Waves
honors resonance: when the wavelength of a half-wave (or an integer number of half-
(not AP®) waves) coincides with one of the dimensions of an object. This creates standing
waves that reinforce and amplify each other. The body of a musical instrument
is an example of an object that is designed to use resonance to amplify the
sounds that the instrument produces.

String Instruments
A string instrument (such as a violin or guitar) typically has four or more strings. The
lower strings (strings that sound with lower pitches) are thicker, and higher strings
are thinner. Pegs are used to tune the instrument by increasing (tightening) or
decreasing (loosening) the tension on each string.

The vibration of the string creates a half-wave, i.e., λ = 2L. The musician changes the
half-wavelength by using a finger to shorten the part of the string that vibrates. (A
shorter wavelength produces a higher frequency = higher pitch.)

The velocity of the wave produced on a string depends on the tension and the
length and mass of the vibrating portion. The velocity is given by the equation:

FT L
v string =
m
where:
f = frequency (Hz) FT = tension (N)
m = mass of string (kg) L = length of string (m) = 
2

Given the velocity and wavelength, the frequency (pitch) is therefore:

v v 1 FT L FT
f= = = =
λ 2L 2L m 4mL

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 Sound & Music Page: 434
Big Ideas Details Unit: Mechanical Waves
honors Pipes and Wind Instruments
(not AP®)
A pipe (in the musical instrument sense) is a tube filled with air. The design of the
mouthpiece (or air inlet) causes the air to oscillate as it enters the pipe. This causes
the air molecules to compress and spread out at regular intervals based on the
dimensions of the closed section of the instrument, which determines the
wavelength. The wavelength and speed of sound determine the frequency.

Most wind instruments use one of three ways of causing the air to oscillate:

Brass Instruments
With brass instruments like trumpets, trombones, French horns, etc., the player
presses his/her lips tightly against the mouthpiece, and the player’s lips vibrate at
the appropriate frequency.

Reed Instruments
With reed instruments, air is blown past a reed (a semi-stiff object) that vibrates
back and forth. Clarinets and saxophones use a single reed made from a piece of
cane (a semi-stiff plant similar to bamboo). Oboes and bassoons (“double-reed
instruments”) use two pieces of cane that vibrate against each other. Harmonicas
and accordions use reeds made from a thin piece of metal.

Whistles (Instruments with Fipples)

Instruments with fipples include recorders, whistles and flutes. A fipple is a sharp
edge that air is blown past. The separation of the air going past the fipple results in
a pressure difference on one side vs. the other. Air moves toward the lower
pressure side, causing air to build up and the pressure to increase. When the
pressure becomes greater than the other side, the air switches abruptly to the other
side of the fipple. Then the pressure builds on the other side until the air switches
back:

The frequency of this back-and-forth motion is what determines the pitch.

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 Sound & Music Page: 435
Big Ideas Details Unit: Mechanical Waves
honors Open vs. Closed-Pipe Instruments
(not AP®) An open-pipe instrument has an opening at each end. A closed-pipe instrument has
an opening at one end, and is closed at the other.

Examples of open-pipe instruments include uncapped organ pipes, whistles,

recorders and flutes.

Notice that the two openings determine where the air pressure must be equal to
atmospheric pressure (i.e., the air is neither compressed nor expanded). This means
that the length of the body of the instrument (L) is a half-wave, and that the
wavelength (λ) of the sound produced must therefore be twice as long, i.e.,  = 2L .
(This is similar to string instruments, in which the length of the vibrating string is a
half-wave.)

Examples of closed-pipe instruments include clarinets and all brass instruments. Air
is blown in at high pressure via the mouthpiece, which means the mouthpiece is an
antinode—a region of maximum displacement of the individual air molecules. This
means that the body of the instrument is the distance from the antinode to a region
of atmospheric pressure, i.e., one-fourth of a wave. This means that for closed-pipe
instruments,  = 4L .

The difference in the resonant wavelength (4L vs. 2L) is why a closed-pipe
instrument (e.g., a clarinet) sounds an octave lower than an open-pipe instrument of
similar length (e.g., a flute)—twice the wavelength results in half the frequency.

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 Sound & Music Page: 436
Big Ideas Details Unit: Mechanical Waves
honors The principle of a closed-pipe instrument can be
(not AP®) used in a lab experiment to determine the
frequency of a tuning fork (or the speed of sound)
using a resonance tube—an open tube filled with
water to a specific depth.

A tuning fork generates an oscillation of a precise

frequency at the top of the tube. Because this is a
closed pipe, the source (just above the tube) is an
antinode (maximum amplitude).

When the height of air above the water is exactly

¼ of a wavelength ( 4 ) , the waves that are
reflected back have maximum constructive
interference with the source wave, which causes
the sound to be significantly amplified. This
phenomenon is called resonance.

Resonance will occur at every antinode—i.e., any integer plus ¼ of a wave

(  , 3 , 5 , etc.)
4 4 4

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 Sound & Music Page: 437
Big Ideas Details Unit: Mechanical Waves
honors Playing Different Pitches (Frequencies)
(not AP®) For an instrument with holes, like a flute or recorder, the first open hole is the first
place in the pipe where the pressure is equal to atmospheric pressure, which
determines the half-wavelength (or quarter-wavelength):

The speed of sound in air is vs ( 343 ms at 20 °C and 1 atm), which means the
frequency of the note (from the formula v s =  f ) will be:

vs
f= for an open-pipe instrument (e.g., flute, recorder, whistle)
2L
vs
f= for an closed-pipe instrument (e.g., clarinet, brass instrument).
4L

Note that the frequency is directly proportional to the speed of sound in air. The
speed of sound increases as the temperature increases, which means that as the air
gets colder, the frequency gets lower, and as the air gets warmer, the frequency gets
higher. This is why wind instruments go flat at colder temperatures and sharp at
warmer temperatures. Musicians claim that the instrument is going out of tune, but
actually it’s not the instrument that is out of tune, but the speed of sound!

Note however, that the frequency is inversely proportional to the wavelength (which
depends largely on the length of the instrument). This means that the extent to
which the frequency changes with temperature will be different for different-sized
instruments, which means the band will become more and more out of tune with
itself as the temperature changes.

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 Sound & Music Page: 438
Big Ideas Details Unit: Mechanical Waves
honors Helmholtz Resonators
(not AP®)
The resonant frequency of a bottle or similar container (called a Helmholtz
resonator, named after the German physicist Hermann von Helmholtz) is more
complicated to calculate.

For an enclosed volume of air with a single opening, the resonant frequency
depends on the resonant frequency of the air in the large cavity, and the cross-
sectional area of the opening.

Resonant frequency:
vs A
f= 
2 Vo

For a bottle with a neck, the air in the neck behaves like a spring, with a spring
constant that is proportional to the volume of air in the neck:

Resonant frequency:

vs A
f=
2 VoL

where:
f = resonant frequency
vs = speed of sound in air ( 343 ms at 20 °C and 1 atm)
A = cross-sectional area of the neck of the bottle (m2)
Vo = volume of the main cavity of the bottle (m3)
L = length of the neck of the bottle (m)

(Note that it may be more convenient to use measurements in cm, cm2, and cm3,
and use v s = 34 300 cm
s
.)

Blowing across the top of an open bottle is an example of a Helmholtz resonator.

You can make your mouth into a Helmholtz resonator by tapping on your cheek with
your mouth open. You can change the pitch by opening or closing your mouth a
little, which changes the area of the opening (A).

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 Sound & Music Page: 439
Big Ideas Details Unit: Mechanical Waves
honors Frequencies of Music Notes
(not AP®)
The frequencies that correspond with the pitches of the Western equal
temperament scale are:

frequency frequency
pitch pitch
(Hz) (Hz)

A 440.0 E 659.3

B 493.9 F 698.5

C 523.3 G 784.0

D 587.3 A 880.0

A note that is an octave above another note has exactly twice the frequency of the
lower note. For example, the A in on the second line of the treble clef staff has a
frequency of 440 Hz.* The A an octave above it (one ledger line above the staff) has
a frequency of 440 × 2 = 880 Hz.

Harmonic Series
harmonic series: the additional, shorter standing waves that are generated by a
vibrating string or column of air that correspond with integer numbers of half-
waves.

fundamental frequency: the natural resonant frequency of a particular pitch.

harmonic: a resonant frequency produced by vibrations that contain an integer

number of half-waves that add up to the half-wavelength of the fundamental.

The harmonics are numbered based on their pitch relative to the fundamental
frequency. The harmonic that is closest in pitch is the 1st harmonic, the next
closest is the 2nd harmonic, etc.

Any sound wave that is produced in a resonance chamber (such as a musical

instrument) will produce the fundamental frequency plus all of the other waves of
the harmonic series. The fundamental is the loudest, and each harmonic gets more
quiet as you go up the harmonic series.

* Most bands and orchestras define the note “A” to be exactly 440 Hz, and use it for tuning.

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 Sound & Music Page: 440
Big Ideas Details Unit: Mechanical Waves
honors The following diagram shows the waves of the fundamental frequency and the first
(not AP®) five harmonics in a pipe or a vibrating string:

Fraction Wave-
Harmonic Frequency Pitch (relative to fundamental)
of String length

1 2L — fo Fundamental.

1 2L 1st 2 fo One octave above.

2 2
1 2L 2nd 3 fo One octave + a fifth above.
3 3
1 2L 3rd 4 fo Two octaves above.
4 4
1 2L Two octaves + approximately a
4th 5 fo
5 5 major third above.
1 2L 5th 6 fo Two octaves + a fifth above.
6 6
1 2L (n-1)th n fo etc.
n n

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 Sound & Music Page: 441
Big Ideas Details Unit: Mechanical Waves
honors Beats
(not AP®)
When two or more waves are close but not identical in frequency, their amplitudes
reinforce each other at regular intervals.

For example, when the following pair of waves travels through the same medium,
the amplitudes of the two waves have maximum constructive interference every five
half-waves (2½ full waves) of the top wave and every six half-waves (3 full waves) of
the bottom wave.

If this happens with sound waves, you will hear a pulse or “beat” every time the two
maxima coïncide.

The closer the two wavelengths (and therefore also the two frequencies) are to each
other, the more half-waves it takes before the amplitudes coïncide. This means that
as the frequencies get closer, the time between beats gets longer.

Piano tuners listen for these beats, and adjust the tension of the string they are
tuning until the time between beats gets longer and longer and finally disappears.

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 Sound & Music Page: 442
Big Ideas Details Unit: Mechanical Waves
honors The Biophysics of Sound
(not AP®)
When a person speaks, abdominal muscles force air from the lungs through the
larynx.

The vocal cord vibrates, and this vibration creates sound waves. Muscles tighten or
loosen the vocal cord, which changes the frequency at which it vibrates. Just like in
a string instrument, the change in tension changes the pitch. Tightening the vocal
cord increases the tension and produces a higher pitch, and relaxing the vocal cord
decreases the tension and produces a lower pitch.

This process happens when you sing. Amateur musicians who sing a lot of high
notes can develop laryngitis from tightening their laryngeal muscles too much for
too long. Professional musicians need to train themselves to keep their larynx
muscles relaxed and use other techniques (such as air pressure, which comes from
breath support via the abdominal muscles) to adjust their pitch.

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 Sound & Music Page: 443
Big Ideas Details Unit: Mechanical Waves
honors When the sound reaches the ears, it travels through the auditory canal and causes
(not AP®) the tympanic membrane (eardrum) to vibrate. The vibrations of the tympanic
membrane cause pressure waves to travel through the middle ear and through the
oval window into the cochlea.

The basilar membrane in the cochlea is a membrane with cilia (small hairs)
connected to it, which can detect very small movements of the membrane. As with
a resonance tube, the wavelength determines exactly where the sound waves will
vibrate the basilar membrane the most strongly, and the brain determines the pitch
(frequency) of a sound based on the precise locations excited by these frequencies.

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 Sound & Music Page: 444
Big Ideas Details Unit: Mechanical Waves
honors Homework Problems
(not AP®)
A tuning fork is used to establish a standing wave in an open ended pipe filled with
air at a temperature of 20°C, where the speed of sound is 343 ms , as shown below:

The sound wave resonates at the 3nd harmonic frequency of the pipe. The length of
the pipe is 33 cm.

1. Sketch the pipe with the standing wave inside of it. (For simplicity, you may
sketch a transverse wave to represent the standing wave.)

2. Determine the wavelength of the resonating sound wave.

Answer: 22 cm
3. Determine the frequency of the tuning fork.

Answer: 1 559 Hz
4. What is the next higher frequency that will resonate in this pipe?

Answer: 2 079 Hz

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 Sound Level (Loudness) Page: 445
Big Ideas Details Unit: Mechanical Waves
honors
(not AP®)
Sound Level (Loudness)
Unit: Mechanical Waves
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain sound levels in decibels.
• Explain the Lombard Effect.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain how loudness is measured.
Tier 2 Vocabulary: level

Labs, Activities & Demonstrations:

• VU meter.

Notes:
sound level: the perceived intensity of a sound. Usually called “volume”.

Sound level is usually measured in decibels (dB). One decibel is one tenth of one
bel.

Sound level is calculated based on the logarithm of the ratio of the power (energy
per unit time) causing a sound vibration to the power that causes some reference
sound level.

You will not be asked to calculate decibels from an equation, but you should
understand that because the scale is logarithmic, a difference of one bel (10 dB)
represents a tenfold increase or decrease in sound level.

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 Sound Level (Loudness) Page: 446
Big Ideas Details Unit: Mechanical Waves
honors The following table lists the approximate sound levels of various sounds:
(not AP®)
sound level
Description
(dB)
0 threshold of human hearing at 1 kHz
10 a single leaf falling to the ground
20 background in TV studio
30 quiet bedroom at night
36 whispering
40 quiet library or classroom
42 quiet voice
40–55 typical dishwasher
50–55 normal voice
TV from 1 m away
60
normal conversation from 1 m away
60–65 raised voice
60–80 passenger car from 10 m away
70 typical vacuum cleaner from 1 m away
75 crowded restaurant at lunchtime
72–78 loud voice
85 hearing damage (long-term exposure)
84–90 shouting
80–90 busy traffic from 10 m away
100–110 rock concert, 1 m from speaker
110 chainsaw from 1 m away
110–140 jet engine from 100 m away
threshold of discomfort
120
hearing damage (single exposure)
130 threshold of pain
140 jet engine from 50 m away
194 sound waves become shock waves

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 Sound Level (Loudness) Page: 447
Big Ideas Details Unit: Mechanical Waves
honors Adjusting Sound Level in Conversation
(not AP®) In crowds, people unconsciously adjust the sound levels of their speech in order to
be heard above the ambient noise. This behavior is called the Lombard effect,
named for Étienne Lombard, the French doctor who first described it.

The Lombard coëfficient is the ratio of the increase in sound level of the speaker to
the increase in sound level of the background noise:

increase in speech level (dB)

L=
increase in background noise (dB)

Researchers have observed values of the Lombard coëfficient ranging from 0.2 to
1.0, depending on the circumstances.

When you are working in groups in a classroom, as the noise level gets louder, each
person has to talk louder to be heard, which in turn makes the noise level louder.
The Lombard effect creates a feedback loop in which the sound gets progressively
louder and louder until your teacher complains and everyone resets to a quieter
volume.

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 Doppler Effect Page: 448
Big Ideas Details Unit: Mechanical Waves
honors
(not AP®)
Doppler Effect
Unit: Mechanical Waves
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain the Doppler Effect and give examples.
• Calculate the apparent shift in wavelength/frequency due to a difference in
velocity between the source and receiver.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how loudness is measured.
Tier 2 Vocabulary: shift

Labs, Activities & Demonstrations:

• Buzzer on a string.

Notes:
Doppler effect or Doppler shift: the apparent change in frequency/wavelength of a
wave due to a difference in velocity between the source of the wave and the
observer. The effect is named for the Austrian physicist Christian Doppler.

You have probably noticed the Doppler effect when an emergency vehicle with a
siren drives by.

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 Doppler Effect Page: 449
Big Ideas Details Unit: Mechanical Waves
honors Why the Doppler Shift Happens
(not AP®)
The Doppler shift occurs because a wave is created by a series of pulses at regular
intervals, and the wave moves at a particular speed.

If the source is approaching, each pulse arrives sooner than it would have if the
source had been stationary. Because frequency is the number of pulses that arrive
in one second, the moving source results in an increase in the frequency observed
by the receiver.

Similarly, if the source is moving away from the observer, each pulse arrives later,
and the observed frequency is lower.

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 Doppler Effect Page: 450
Big Ideas Details Unit: Mechanical Waves
honors Calculating the Doppler Shift
(not AP®)
The change in frequency is given by the equation:

 v  vr 
f = fo  w 
 vw  v s 
where:
f = observed frequency
fo = frequency of the original wave
vw = velocity of the wave
vr = velocity of the receiver (you)
vs = velocity of the source

The rule for adding or subtracting velocities is:

• The receiver’s (your) velocity is in the numerator. If you are moving toward
the sound, this makes the pulses arrive sooner, which makes the frequency
higher. So if you are moving toward the sound, add your velocity. If you are
moving away from the sound, subtract your velocity.
• The source’s velocity is in the denominator. If the source is moving toward
you, this makes the frequency higher, which means the denominator needs
to be smaller. This means that if the source is moving toward you, subtract
its velocity. If the source is moving away from you, add its velocity.

Don’t try to memorize a rule for this—you will just confuse yourself. It’s safer to
reason through the equation. If something that’s moving would make the frequency
higher, that means you need to make the numerator larger or the denominator
smaller. If it would make the frequency lower, that means you need to make the
numerator smaller or the denominator larger.

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 Doppler Effect Page: 451
Big Ideas Details Unit: Mechanical Waves
honors Sample Problem:
(not AP®)
Q: The horn on a fire truck sounds at a pitch of 350 Hz. What is the perceived
frequency when the fire truck is moving toward you at 20 ms ? What is the
perceived frequency when the fire truck is moving away from you at 20 ms ?
Assume the speed of sound in air is 343 ms .

A: The observer is not moving, so vr = 0.

The fire truck is the source, so its velocity appears in the denominator.

When the fire truck is moving toward you, that makes the frequency higher.
This means we need to make the denominator smaller, which means we need to
subtract vs:

 v   343 
f = fo  w  = 350   = 350(1.062) = 372Hz
 vw − v s   343 − 20 

When the fire truck is moving away, the frequency will be lower, which mean we
need to make the denominator larger. This means we need to add vs:

 v   343 
f = fo  w  = 350   = 350(0.9449) = 331Hz
 vw + v s   343 + 20 

Note that the pitch shift in each direction corresponds with about one half-step
on the musical scale.

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 Exceeding the Speed of Sound Page: 452
Big Ideas Details Unit: Mechanical Waves
honors
(not AP®)
Exceeding the Speed of Sound
Unit: Mechanical Waves
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain the what a “sonic boom” is.
• Calculate Mach numbers.
Success Criteria:
• Explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equations.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain how a sonic boom is produced.
Tier 2 Vocabulary: sonic boom

Labs, Activities & Demonstrations:

• Crack a bullwhip.

Notes:
The speed of an object relative to the speed of sound in the same medium is called
the Mach number (abbreviation Ma), named after the Austrian physicist Ernst Mach.

vobject
Ma =
v sound

Thus “Mach 1” or a speed of Ma = 1 is the speed of sound. An object such as an

airplane that is moving at 1.5 times the speed of sound would be traveling at “Mach
1.5” or Ma = 1.5.

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 Exceeding the Speed of Sound Page: 453
Big Ideas Details Unit: Mechanical Waves
honors When an object such as an airplane is traveling slower than the speed of sound
(not AP®) (Ma < 1) , the jet engine noise is Doppler shifted just like any other sound wave.
When the airplane’s velocity reaches the speed of sound (Ma = 1), the leading edge
of all of the sound waves produced by the plane coincides. These waves amplify
each other, producing a loud shock wave called a “sonic boom”.

When an airplane is traveling faster than sound, the sound waves coincide at points
behind the airplane at a specific angle, α:

The angle α is given by the equation:

1
sin( ) =
Ma

Note that the airplane cannot be heard at points outside of the region defined by
the angle α. Note also that the faster the airplane is traveling, the smaller the angle
α, and the narrower the cone.

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 Exceeding the Speed of Sound Page: 454
Big Ideas Details Unit: Mechanical Waves
honors The shock wave temporarily increases the temperature of the air affected by it. If
(not AP®) the air is humid enough, when it cools by returning to its normal pressure, the water
vapor condenses and forms a cloud, called a vapor cone:

The “crack” of a bullwhip is also a sonic boom—when a bullwhip is snapped sharply,

the end of the bullwhip travels faster than sound and creates a miniature shock
wave.

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 Introduction: Light & Optics Page: 455
Big Ideas Details Unit: Light & Optics

Introduction: Light & Optics

Unit: Light & Optics
Topics covered in this chapter:
Electromagnetic Waves ...............................................................................459
Color.............................................................................................................462
Reflection .....................................................................................................467
Mirrors .........................................................................................................469
Refraction.....................................................................................................482
Polarization ..................................................................................................493
Lenses ..........................................................................................................495
Diffraction ....................................................................................................508
Scattering .....................................................................................................513

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 Introduction: Light & Optics Page: 456
Big Ideas Details Unit: Light & Optics
This chapter discusses the behavior and our perception of light.
• Electromagnetic Waves discusses properties and equations that are specific to
electromagnetic waves (including light).
• Color discusses properties of visible light and how we perceive it.
• Reflection and Mirrors discuss properties of flat and curved mirrors and steps
for drawing ray tracing diagrams.
• Refraction and Lenses discuss properties of convex and concave lenses and
steps for drawing ray tracing diagrams.
• Polarization, Diffraction, and Scattering discuss specific optical properties of
light.

One of the new skills learned in this chapter is visualizing and drawing
representations of how light is affected as it is reflected off a mirror or refracted
by a lens. This can be challenging because the behavior of the light rays and the
size and location of the image changes depending on the location of the object
relative to the focal point of the mirror or lens. Another challenge is in drawing
precise, to-scale ray tracing drawings such that you can use the drawings to
accurately determine properties of the image, or of the mirror or lens.

Standards addressed in this chapter:

Massachusetts Curriculum Frameworks (2016):
HS-PS4-5. Communicate technical information about how some technological
devices use the principles of wave behavior and wave interactions with
matter to transmit and capture information and energy.

AP® only AP® Physics 2 Learning Objectives:

6.A.1.2: The student is able to describe representations of transverse and
longitudinal waves. [SP 1.2]
6.A.1.3: The student is able to analyze data (or a visual representation) to
identify patterns that indicate that a particular mechanical wave is polarized
and construct an explanation of the fact that the wave must have a vibration
perpendicular to the direction of energy propagation. [SP 5.1, 6.2]
6.A.2.2: The student is able to contrast mechanical and electromagnetic waves
in terms of the need for a medium in wave propagation. [SP 6.4, 7.2]
6.B.3.1: The student is able to construct an equation relating the wavelength
and amplitude of a wave from a graphical representation of the electric or
magnetic field value as a function of position at a given time instant and vice
versa, or construct an equation relating the frequency or period and
amplitude of a wave from a graphical representation of the electric or
magnetic field value at a given position as a function of time and vice versa.
[SP 1.5]

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 Introduction: Light & Optics Page: 457
Big Ideas Details Unit: Light & Optics
AP® only 6.C.1.1: The student is able to make claims and predictions about the net
disturbance that occurs when two waves overlap. Examples should include
standing waves. [SP 6.4, 7.2]
6.C.1.2: The student is able to construct representations to graphically analyze
situations in which two waves overlap over time using the principle of
superposition. [SP 1.4]
6.C.2.1: The student is able to make claims about the diffraction pattern
produced when a wave passes through a small opening, and to qualitatively
apply the wave model to quantities that describe the generation of a
diffraction pattern when a wave passes through an opening whose
dimensions are comparable to the wavelength of the wave. [SP 1.4, 6.4, 7.2]
6.C.3.1: The student is able to qualitatively apply the wave model to quantities
that describe the generation of interference patterns to make predictions
about interference patterns that form when waves pass through a set of
openings whose spacing and widths are small compared to the wavelength
of the waves. [SP 1.4, 6.4]
6.C.4.1: The student is able to predict and explain, using representations and
models, the ability or inability of waves to transfer energy around corners
and behind obstacles in terms of the diffraction property of waves in
situations involving various kinds of wave phenomena, including sound and
light. [SP 6.4, 7.2]
6.E.1.1: The student is able to make claims using connections across concepts
about the behavior of light as the wave travels from one medium into
another, as some is transmitted, some is reflected, and some is absorbed.
[SP 6.4, 7.2]
6.E.2.1: The student is able to make predictions about the locations of object
and image relative to the location of a reflecting surface. The prediction
should be based on the model of specular reflection with all angles
measured relative to the normal to the surface. [SP 6.4, 7.2]
6.E.3.1: The student is able to describe models of light traveling across a
boundary from one transparent material to another when the speed of
propagation changes, causing a change in the path of the light ray at the
boundary of the two media. [SP 1.1, 1.4]
6.E.3.2: The student is able to plan data collection strategies as well as perform
data analysis and evaluation of the evidence for finding the relationship
between the angle of incidence and the angle of refraction for light crossing
boundaries from one transparent material to another (Snell’s law). [SP 4.1,
5.1, 5.2, 5.3]
6.E.3.3: The student is able to make claims and predictions about path changes
for light traveling across a boundary from one transparent material to
another at non-normal angles resulting from changes in the speed of
propagation. [SP 6.4, 7.2]

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 Introduction: Light & Optics Page: 458
Big Ideas Details Unit: Light & Optics
AP® only 6.E.4.1: The student is able to plan data collection strategies, and perform data
analysis and evaluation of evidence about the formation of images due to
reflection of light from curved spherical mirrors. [SP 3.2, 4.1, 5.1, 5.2, 5.3]
6.E.4.2: The student is able to use quantitative and qualitative representations
and models to analyze situations and solve problems about image formation
occurring due to the reflection of light from surfaces. [SP 1.4, 2.2]
6.E.5.1: The student is able to use quantitative and qualitative representations
and models to analyze situations and solve problems about image formation
occurring due to the refraction of light through thin lenses. [SP 1.4, 2.2]
6.E.5.2: The student is able to plan data collection strategies, perform data
analysis and evaluation of evidence, and refine scientific questions about the
formation of images due to refraction for thin lenses. [SP 3.2, 4.1, 5.1, 5.2,
5.3]
6.F.1.1: The student is able to make qualitative comparisons of the wavelengths
of types of electromagnetic radiation. [SP 6.4, 7.2]
6.F.2.1: The student is able to describe representations and models of
electromagnetic waves that explain the transmission of energy when no
medium is present. [SP 1.1]

Topics from this chapter assessed on the SAT Physics Subject Test:
• Reflection and Refraction, such as Snell’s law and changes in wavelength and
speed.
• Ray Optics, such as image formation using pinholes, mirrors, and lenses.
• Physical Optics, such as single-slit diffraction, double-slit interference,
polarization, and color.
1. The Electromagnetic Spectrum
2. Classical Optics
3. Optical Instruments
4. Wave Optics
Skills learned & applied in this chapter:
• Drawing images from mirrors and through lenses.

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 Electromagnetic Waves Page: 459
Big Ideas Details Unit: Light & Optics

Electromagnetic Waves
Unit: Light & Optics
MA Curriculum Frameworks (2016): HS-PS4-1, HS-PS4-3, HS-PS4-5
AP® Physics 2 Learning Objectives: 6.F.1.1
Mastery Objective(s): (Students will be able to…)
• Describe the regions of the electromagnetic spectrum.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain why ultraviolet waves are more dangerous than infrared.
Tier 2 Vocabulary: wave, light, spectrum

Labs, Activities & Demonstrations:

• red vs. green vs. blue lasers on phosphorescent surface
• blue laser & tonic water
• wintergreen Life Savers™ (triboluminescence)
Notes:
electromagnetic wave: a transverse, traveling wave that is caused by oscillating
electric and magnetic fields.

Electromagnetic waves travel through space and do not require a medium. The
electric field creates a magnetic field, which creates an electric field, which
creates another magnetic field, and so on. The repulsion from these induced
fields causes the wave to propagate.

Electromagnetic waves (such as light, radio waves, etc.) travel at the speed of
light. The speed of light depends on the medium it is traveling through, but it is
a constant within its medium (or lack thereof), and is denoted by the letter “c ”
in equations. In a vacuum, the speed of light is:
c = 3.00 × 108 m/s = 186,000 miles per second

Recall that the speed of a wave equals its frequency times its wavelength:

c =f

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 Electromagnetic Waves Page: 460
Big Ideas Details Unit: Light & Optics
electromagnetic spectrum: the entire range of possible frequencies and wavelengths
for electromagnetic waves. The waves that make up the electromagnetic
spectrum are shown in the diagram below:

Higher
frequency
waves carry
more energy. visible spectrum:
wavelengths of light
that can be detected
by the human eye.
These are
wavelengths from
roughly 400 nm to
700 nm.

The energy (E) that a wave carries is proportional to the frequency. (Think of it as
the number of bursts of energy that travel through the wave every second.) For
electromagnetic waves (including light), the constant of proportionality is Planck’s
constant (named after the physicist Max Planck), which is denoted by a script h in
equations.

The energy of a wave is given by the Planck-Einstein equation:

hc
E = hf =

where E is the energy of the wave in Joules, f is the frequency in Hz, h is Planck’s
constant, which is equal to 6.626  10 −34 J  s , c is the speed of light, and λ is the
wavelength in meters.

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 Electromagnetic Waves Page: 461
Big Ideas Details Unit: Light & Optics
Antennas
An antenna is a piece of metal that is affected by electromagnetic waves and is used
to amplify waves of specific wavelengths. The optimum length for an antenna is
either the desired wavelength, or some fraction of the wavelength such that one
wave is an exact multiple of the length of the antenna. (E.g., good lengths for an
antenna could be 1 2 , 1 4 , 1 8 , etc. of the wavelength.)

Sample problem:
Q: What is the wavelength of a radio station that broadcasts at 98.5 MHz?

A: c =f
3.00  108 =  (9.85  107 )
3.00  108
= = 3.05m
9.85  107

Q: What would be a good length for a car antenna that might be used to listen to
this radio station?

A: 3.05 m (about 10 feet) is too long for a car antenna. Somewhere between half a
meter and a meter is a good size.

1 wave would be 0.76 m (76 cm), which would be a good choice.

4

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 Color Page: 462
Big Ideas Details Unit: Light & Optics
honors
(not AP®)
Color
Unit: Light & Optics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain how colors are produced and mixed.
• Explain why we see colors the way we do.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain how someone who is red-green color blind might see a green object.
Tier 2 Vocabulary: color, mixing

Labs, Activities & Demonstrations:

• colored light box
Notes:
Light with frequencies/wavelengths in the part of the spectrum that the eye can
detect is called visible light.

color: the perception by the human eye of how a light wave appears, based on its
wavelength/frequency.

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 Color Page: 463
Big Ideas Details Unit: Light & Optics
honors How We See Color
(not AP®)
Humans (and other animals) have two types of cells in our retina that respond to
light:

Rod cells resolve the physical details of images. Cone cells are responsible for
distinguishing colors. Rod cells can operate in low light, but cone cells need much
more light; this is why we cannot see colors in low light.

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 Color Page: 464
Big Ideas Details Unit: Light & Optics
honors There are three different types of cone cells in our eyes, called “S”, “M”, and “L”,
(not AP®) which stand for “short,” “medium,” and “long.” Each type of cone cells responds to
different wavelengths of light, having a peak (maximum) absorbance in a different
part of the visible spectrum:

red

blue

green

For example, light with a wavelength of 400–450 nm appears blue to us, because
most of the response to this light is from the S cells, and our brains are wired to
perceive this response as blue color. Light with a wavelength of around 500 nm
would stimulate mostly the M cells and would appear green. Light with a
wavelength of around 570 nm would stimulate the M and L cells approximately
equally. When green and red receptors both respond, our brains perceive the color
as yellow.

Colorblindness occurs when a genetic mutation causes a deficiency or absence of

one or more types of cone cells. Most common is a deficiency in the expression of
M cone cells, which causes red-green colorblindness. This means that a person with
red-green colorblindness would see both colors as red.

Because colorblindness is recessive and the relevant gene is on the X-chromosome,

red-green colorblindness is much more common in men than in women.

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 Color Page: 465
Big Ideas Details Unit: Light & Optics
honors Direct Light: Additive Mixing
(not AP®)
Because our cone cells respond to red, green, and
blue light, we call these colors the primary colors of
light. Other colors can be made by mixing different
amounts of these colors, thereby stimulating the
different types of cone cells to different degrees.
When all colors are mixed, the light appears white.

primary color: light that excites only one type of

cone cell. The primary colors of light are red,
green, and blue.

secondary color: light that is a combination of

exactly two primary colors. The secondary colors of light are cyan, magenta, and
yellow.

Reflected Light: Subtractive Mixing

When light shines on an object, properties of that
object cause it to absorb certain wavelengths of light
and reflect others. The wavelengths that are reflected
are the ones that make it to our eyes, causing the
object to appear that color.

pigment: a material that changes the color of

reflected light by absorbing light with specific
wavelengths.

primary pigment: a material that absorbs light of only

one primary color (and reflects the other two
primary colors). The primary pigments are cyan, magenta, and yellow. Note
that these are the secondary colors of light.

secondary pigment: a pigment that absorbs two primary colors (and reflects the
other). The secondary pigments are red, green, and blue. Note that these are
the primary colors of light.

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 Color Page: 466
Big Ideas Details Unit: Light & Optics
honors Of course, our perception of color is biological, so mixing primary colors is not a
(not AP®) simple matter of taking a weighted average of positions on the color wheel. The
relationship between the
fractions of primary colors used
to produce a color and the color
perceived is called chromaticity.
The following diagram shows
the colors that would be
produced by varying the
intensities of red, green, and
blue light.

On this graph, the x-axis is the

fraction (from 0–1) of red light,
the y-axis is the fraction of
green light, and the fraction of
blue is implicit
[1 – (red + green)].

Notice that equal fractions

(0.33) of red, green and blue
light would produce white light.

To show the effects of mixing two colors, plot each color’s position on the graph and
connect them with a line. The linear distance along that line shows the proportional
effects of mixing. (E.g., the midpoint would represent the color generated by 50% of
each of the source colors.) This method is how fireworks manufacturers determine
the mixtures of different compounds that will produce the desired colors.

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 Reflection Page: 467
Big Ideas Details Unit: Light & Optics

Reflection
Unit: Light & Optics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 6.E.2.1
Mastery Objective(s): (Students will be able to…)
• Explain why light is reflected off smooth surfaces.
Success Criteria:
• Descriptions & explanations account for observed behavior.
Language Objectives:
• Explain why light is reflected off smooth surfaces.
Tier 2 Vocabulary: light, reflection, virtual image, real image

Labs, Activities & Demonstrations:

• full length mirror on the wall (does amount of image visible change with
distance?)
• Mirascope (“hologram maker”)
Notes:
reflection: when a wave “bounces” off an object and changes direction.

specular reflection: reflection from a smooth surface.

diffuse reflection: reflection from a rough surface.

virtual image: a perceived image that appears to be the point of origin of photons
(rays of light) that diverge. Because light is reflected back from a mirror (i.e.,
light cannot pass through it), a virtual image is one that appears behind (or
“inside”) the mirror. A virtual image is what you are used to seeing in a mirror.

real image: a reflected image that is created by photons (rays of light) that converge.
Because light is reflected back from a mirror (i.e., light cannot pass through it), a
real image is one that appears in front of the mirror. A real image created by a
mirror looks like a hologram.

A rule of thumb that works for both mirrors and lenses is that a real image is
produced by the convergence of actual rays of light. A virtual image is our
perception of where the rays of light appear to have come from.

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 Reflection Page: 468
Big Ideas Details Unit: Light & Optics
Specular reflection: reflection
from a smooth surface, such
as a mirror.

If the photons of light from

the source are parallel when
they strike the surface, they
will also be parallel when they
reflect from the surface. This
results in a reflected image
that appears to be the same size, shape, and distance from the surface as the
original object.

Diffuse reflection : reflection from a

rough surface, such as a wall.

Light striking a rough surface will

illuminate the surface. However,
because the reflected light rays are
not parallel, the reflected light does
not create a reflected image of the
object.

mirror: a surface that causes specular reflection. An object that was not made to be
a mirror but behaves like one is often called a mirrored surface.

When light waves strike a mirrored

surface at an angle (measured from
the perpendicular or “normal”
direction), they are reflected at the
same angle away from the
perpendicular. The most common
statement of this concept is “The
angle of incidence equals the angle
of reflection.”

This can be stated mathematically

as either  =   or  i =  r .

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 Mirrors Page: 469
Big Ideas Details Unit: Light & Optics

Mirrors
Unit: Light & Optics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 6.E.4.1, 6.E.4.2
Mastery Objective(s): (Students will be able to…)
• Draw ray tracing diagrams for reflection from flat and curved (spherical)
mirrors.
• Numerically calculate the distance from the mirror to its focus and the mirror
to the image.
Success Criteria:
• Ray diagrams correctly show location of object, focus and image.
• Calculations are correct with correct algebra.
Language Objectives:
• Explain when and why images are inverted (upside-down) vs. upright.
Tier 2 Vocabulary: light, reflection, virtual image, real image, mirror, focus

Labs, Activities & Demonstrations:

• Mirascope
• turn a glove inside-out
Notes:
mirror: a surface that light rays reflect from at the same angle the light rays came
from.

convex: an object that curves outward.

concave: an object that curves inward.

flat: an object that is neither convex nor concave.

focal point: the point at which parallel rays striking a mirror converge.

principal axis: a line perpendicular to a mirror (i.e., with an angle of incidence of 0°)
such that a ray of light is reflected back along its incident (incoming) path.

The principal axis is often shown as a single horizontal line, but every point on a
mirror has a principal axis.

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 Mirrors Page: 470
Big Ideas Details Unit: Light & Optics
Flat Mirrors
With a flat mirror, the light reflected off the object (such as the person in the picture
below) bounces off the mirror and is reflected back. Because our eyes and the part
of our brains that decode visual images can’t tell that the light has been reflected,
we “see” the reflection of the object in the mirror.

If the mirror is flat, the reflection is the same size and the same distance from the
mirror as the actual object. However, the image looks like it is reversed horizontally,
but not vertically.

It would seem that the mirror “knows” to reverse the image horizontally but not
vertically. (Of course this is not true. If you want the mirror to reverse the image
vertically, all you need to do is put the mirror on the floor.) What is actually
happening is that light is reflected straight back from the mirror. Anything that is on
your right will also be on the right side of the image (from your point of view; if the
image were actually a person, this would be the other person’s left). Anything that
is on top of you will also be on top of the image as you look at it.

What the mirror is doing is the same transformation as flipping a polygon over the y-
axis. The reversal is actually front-to-back (where “front” means closer to the mirror
and “back” means farther away from it).

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 Mirrors Page: 471
Big Ideas Details Unit: Light & Optics
Convex and Concave Mirrors

flat mirror convex mirror concave mirror

same-size image smaller image larger image

With a convex mirror (curved outwards), the reflected rays diverge (get farther
apart). When this happens, it makes the reflection appear smaller.

In a concave mirror (curved inwards), the reflected rays converge (get closer
together). When this happens, it makes the reflection appear larger.

One place you have probably seen convex

mirrors is the passenger-side mirrors in cars.
The mirror is slightly convex in order to show a
wider field of view. However, this makes the
image smaller and appear farther away.

If you wear makeup, you may have used a concave mirror. The larger image makes
it easier to see small details. (However, it is important to remember that those
details are smaller than they appear!)

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 Mirrors Page: 472
Big Ideas Details Unit: Light & Optics
Focal Point
The focal point or focus of a mirror is the point where the rays of reflected light
converge. For a spherical mirror (one in which the shape of the mirror is the surface
of a sphere), the focus is halfway between the surface of the mirror and the center
of the sphere. This means the distance from the mirror to the focus (f )* is half of
the radius of curvature (rc ):

rc
f= or rc = 2 f
2

In an introductory physics class, the focus

of a curved mirror is often described as a
single point, as in the following diagram.

However, is important to remember that a

principal axis (a line perpendicular to the
mirror) can be drawn from any point along
the surface of the mirror. This means that
the focus is not a single point, but rather
the set of all points that are halfway
between the center of the sphere and the
surface of the mirror:

* Some physics textbooks use the variables do, di, and df for distances to the object, image, and focus,
respectively. These notes use the variables so, si, and f in order to be consistent with the equation
sheet provided by the College Board for the AP® Physics 2 exam.

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 Mirrors Page: 473
Big Ideas Details Unit: Light & Optics
Ray Tracing
An intuitive way of finding the location, size and orientation of an image in a mirror
is to draw (trace) the rays of light to see where they converge.

1. A ray of light that hits the mirror

anywhere on a principal axis is
reflected back at the same angle
relative to that principal axis. (The
angle of incidence relative to the
principal axis equals the angle of
reflection.)

2. A ray of light that hits the mirror

parallel to the principal axis is
reflected directly toward or away
from the focus.

3. If you draw a pair of rays from the top of the object as described by #1 and
#2 above, the intersection will be at the top of the image of the object.

Convex Mirrors
For a convex mirror, the image is always virtual (behind the mirror) and is always
smaller than the object:

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 Mirrors Page: 474
Big Ideas Details Unit: Light & Optics
Concave Mirrors
For a concave mirror, what happens with the image changes depending on where
the object is relative to the center of curvature and the focus, as shown by ray
tracing in each the following cases.

1. If the object is closer to the

mirror than the focus, you see a
virtual image (behind the mirror)
that is upright (right-side-up), and
larger than the original.

2. If the object is at the focus, there is no image

because the rays do not converge.

3. If the object is between the focus

and the center of curvature, you see
a real image (in front of the mirror)
that is behind the object, inverted
(upside-down), and larger.

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 Mirrors Page: 475
Big Ideas Details Unit: Light & Optics

4. If the object is at the center of curvature,

you see a real, inverted image that is the
same size and same distance from the
mirror as the object.

5. If the object is farther from the mirror

than the center of curvature, you see a
real, inverted image that is smaller and
closer to the mirror than the object.

Equations
The distance from the mirror to the focus (f) can be calculated from the distance to
the object (so ) and the distance to the image (si ), using the following equation:
1 1 1
+ =
so si f

Distances for the image (si ) and focus (f ) are positive in front of the mirror (where a
real image would be), and negative behind the mirror (where a virtual image would
be).

The height of the image (hi ) can be calculated from the height of the object (ho ) and
the two distances (si and so ), using the following equation:
hi s
M= =− i
ho so

A positive value for hi means the image is upright (right-side-up), and a negative
value for hi means the image is inverted (upside-down).

magnification: the ratio of the size of the image to the size of the object.

If M > 1, the image is larger than the object. (For example, if M = 2, then the
image is twice as large as the object.) If M = 1, the object and image are the
same size. If M < 1, the image is smaller. Finally, note that in a mirror, virtual
images are always upright, and real images are always inverted.

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 Mirrors Page: 476
Big Ideas Details Unit: Light & Optics
Sample Problem:
Q: An object that is 5 cm high is placed 9 cm in front of a spherical convex mirror.
The radius of curvature of the mirror is 10 cm. Find the height of the image and
its distance from the mirror. State whether the image is real or virtual, and
upright or inverted.
A: The mirror is convex, which means the focus is behind the mirror. This is the
side where a virtual image would be, so the distance to the focus is therefore
negative. The distance to the focus is half the radius of curvature, which means
f = −5 cm. From this information, we can find the distance from the mirror to
the image (si ):

1 1 1
+ =
so si f 1 14
=−
1 1 1 si 45
+ =
9 si −5 45
si = − = −3.2 cm
5 1 9 14
+ =−
45 si 45

The value of −3.2 cm means the image is a virtual image located 3.2 cm behind
the mirror.
Now that we know the distance from the mirror to the image, we can calculate
the height of the image (hi ):

hi s (5)(3.2) = 9 hi
=− i
ho so
16
hi −3.2 hi = = +1.8 cm
=− 9
5 9

The image is 1.8 cm high. Because the height is a positive number, this means
the image is upright (right-side-up).

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 Mirrors Page: 477
Big Ideas Details Unit: Light & Optics
Homework Problems
In each of the following problems, an object that is 12 cm tall is placed in front of a
curved, spherical mirror with a focal length of 18 cm.

1. The mirror is concave and the object is placed 58 cm from the mirror.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation (upright or inverted) of the image,

and its distance from the mirror.

Answers: si = 26.1 cm; hi = −5.4 cm

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 Mirrors Page: 478
Big Ideas Details Unit: Light & Optics
2. The mirror is concave and the object is placed 36 cm from the mirror.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation of the image, and its distance from
the mirror.

Answers: si = 36 cm; hi = −12 cm

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 Mirrors Page: 479
Big Ideas Details Unit: Light & Optics
3. The mirror is concave and the object is placed 32 cm from the mirror.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation of the image, and its distance from
the mirror.

Answers: si = 41.1 cm; hi = −15.4 cm

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 Mirrors Page: 480
Big Ideas Details Unit: Light & Optics
4. The mirror is concave and the object is placed 6 cm from the mirror.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation of the image, and its distance from
the mirror.

Answers: si = −9 cm; hi = 18 cm

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 Mirrors Page: 481
Big Ideas Details Unit: Light & Optics
5. The mirror is convex and the object is placed 15 cm from the mirror.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation of the image, and its distance from
the mirror.

Answers: si = −8.2 cm; hi = 6.5 cm

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 Refraction Page: 482
Big Ideas Details Unit: Light & Optics

Refraction
Unit: Light & Optics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3
Mastery Objective(s): (Students will be able to…)
• Explain how and why refraction happens.
• Solve problems using Snell’s Law.
Success Criteria:
• Explanation accounts for the size, location and orientation of the image.
• Calculations are correct with correct algebra and trigonometry.
Language Objectives:
• Explain why we see the image of an object through a magnifying glass but not
the object in its actual location.
Tier 2 Vocabulary: light, reflection, virtual image, real image, lens, focus

Labs, Activities & Demonstrations:

• laser through clear plastic
• laser through bent plastic (total internal reflection)
• laser through falling stream of water (with 1 drop milk)
• Pyrex stirring rod in vegetable oil (same index of refraction)
• penny in cup of water
Notes:
refraction: a change in the velocity and direction of a wave as it passes from one
medium to another. The change in direction occurs because the wave travels at
different velocities in the different media.

index of refraction: a number that relates the velocity of light in a medium to the
velocity of light in a vacuum.

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 Refraction Page: 483
Big Ideas Details Unit: Light & Optics
When light crosses from one medium to
another, the difference in velocity of the waves
causes the wave to bend. For example, in the
picture below, the waves are moving faster in
the upper medium. As they enter the lower
medium, they slow down. Because the part of
the wave that enters the medium soonest slows
down first, the angle of the wave changes as it
crosses the boundary.

When the waves slow down, they are bent toward the normal (perpendicular), as in
the following diagram:

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 Refraction Page: 484
Big Ideas Details Unit: Light & Optics
The index of refraction of a medium is the velocity of light in a vacuum divided by
the velocity of light in the medium:
c
n=
v
Thus the larger the index of refraction, the more the medium slows down light as it
passes through.

The index of refraction for some substances is given below.

Index of Index of
Substance Substance
Refraction Refraction
vacuum 1.00000 quartz 1.46
air (0°C and 1 atm) 1.00029 glass (typical) 1.52
water (20°C) 1.333 NaCl (salt) crystals 1.54
acetone 1.357 polystyrene (#6 plastic) 1.55
ethyl alcohol 1.362 diamond 2.42
These values are for yellow light with a wavelength of 589 nm.

For light traveling from one medium into another, the ratio of the speeds of light is
related inversely to the ratio of the indices of refraction, as described by Snell’s Law
(named for the Dutch astronomer Willebrord Snellius):

sin1 v1 n2
= =
sin2 v2 n1

The more familiar presentation of Snell’s Law is:

n1 sin1 = n2 sin2

Sample Problem:
Q: Incident light coming from an unknown
substance strikes water at an angle of
45°. The light refracted by the water at
an angle of 65°, as shown in the diagram
at the right. What is the index of
refraction of the unknown substance?

A: Applying Snell’s Law:

n1 sin1 = n2 sin2
n1 sin(45) = (1.33)sin(65)
(1.33)sin65 (1.33)(0.906)
n1 = = = 1.70
sin45 0.707

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 Refraction Page: 485
Big Ideas Details Unit: Light & Optics
Prisms
The index of refraction of a medium varies with the wavelength of light passing
through it. The index of refraction is greater for shorter wavelengths (toward the
violet end of the spectrum) and less (closer to 1) for longer wavelengths (toward the
red end of the spectrum.

prism: an object that refracts

light

If light passes through a prism

(from air into the prism and back
out) and the two interfaces are
not parallel, the different indices
of refraction for the different
wavelengths will cause the light
to spread out.

When light is bent by a prism, the ratio of indices of refraction is the inverse of the
ratio of wavelengths. Thus we can expand Snell’s Law as follows:
sin1 v1 1 n2
= = =
sin2 v2 2 n1

Total Internal Reflection

If a light wave is traveling from a slower medium to a faster one and the angle is so
steep that the refracted angle would be 90° or greater, the boundary acts as a mirror
and the light ray reflects off of it. This phenomenon is called total internal reflection:

critical angle (θc): the angle beyond which total internal reflection occurs.

 n2 
c = sin−1  
 n1 

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 Refraction Page: 486
Big Ideas Details Unit: Light & Optics
Total internal reflection is how optical fibers (long strands of optically pure glass
with a high index of refraction) are used to transmit information over long distances,
using pulses of light.

Total internal reflection is also the principle behind speech teleprompters:

The speaker stands behind a clear piece of glass. The image of the speech is
projected onto the glass. The text is visible to the speaker, but not to the audience.

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 Refraction Page: 487
Big Ideas Details Unit: Light & Optics
honors Rainbows
(not AP®)
A rainbow occurs from a combination of refraction, total internal reflection, and a
second refraction, with raindrops acting as the prisms.

When this process occurs, different wavelengths of are refracted at different angles.
Because colors near the red end of the spectrum have a lower index of refraction,
the critical angle is shallower for these wavelengths, and they are reflected at a
shallower angle than colors closer to the violet end of the spectrum.

The overall change in the direction of the light after this combination of refraction–
reflection–refraction (including both refractions as well as the reflection) ranges
from approximately 40° for violet light to approximately 42° for red light. This
difference is what produces the spread of colors in a rainbow, and is why red is
always on the outside of the rainbow and violet is always on the inside.

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 Refraction Page: 488
Big Ideas Details Unit: Light & Optics
honors When internal reflection occurs twice on the inside of a raindrop, the result is a
(not AP®) second rainbow.

The second rainbow appears above the first because the angle of light exiting the
raindrop is greater—varying from 50° for red light to 52.5° for violet light. The
second internal reflection reverses the colors, which is why violet is on the outside
and red is on the inside in the second rainbow.

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 Refraction Page: 489
Big Ideas Details Unit: Light & Optics
honors This is a picture of a double rainbow in Lynn, Massachusetts. Note that the order of
(not AP®) the colors in the second rainbow is reversed.

Note also that the sky is brighter inside the primary rainbow. There are two reasons
for this. First, it’s not actually true that each band is only one color of light. Because
red light reflects at all angles greater than or equal to 40°, red light is therefore a
component of all of the colors inside the red band of the rainbow. The same is true
for each of the other colors; inside of the violet band, all wavelengths of visible light
are present, and the result is white light. Outside of the red band, no visible light is
refracted, which causes the sky outside the rainbow to appear darker.

Second, raindrops scatter light at all wavelengths, and light scattering is also a
significant contributing factor to the brightness inside. (See the Scattering topic
starting on page 513 for more information.)

You may also notice that because the second rainbow is reversed, the sky is slightly
brighter outside of the second rainbow.

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 Refraction Page: 490
Big Ideas Details Unit: Light & Optics
Homework Problems
You will need to look up indices of refraction in Table Q on page 587 of your Physics
Reference Tables in order to answer these questions.

1. A ray of light traveling from air into borosilicate glass strikes the surface at
an angle of 30°. What will be the angle of refraction?

Answer: 19.8°

2. Light traveling through air encounters a second medium which slows the
8
light to 2.7 10 ms . What is the index of refraction of the second medium?

Answer: 1.11

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 Refraction Page: 491
Big Ideas Details Unit: Light & Optics
3. What is the velocity of light as it passes through a diamond?

8
Answer: 1.24  10 ms

4. A diver in a freshwater lake shines a flashlight toward the surface of the

water. What is the minimum angle (from the vertical) that will cause beam
of light to be reflected back into the water (total internal reflection)?

Answer: 48.6°

5. A graduated cylinder contains a layer of silicone oil floating on water. A

laser beam is shone into the silicone oil from above (in air) at an angle of 25°
from the vertical. What is the angle of the beam in the water?

Answer: 18.5°

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 Refraction Page: 492
Big Ideas Details Unit: Light & Optics
6. A second graduated cylinder contains only a layer of water. The same laser
beam is shone into the water from above (in air) at the same angle of 25°
from the vertical. What is the angle of the beam in the water?

Answer: 18.5°

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 Polarization Page: 493
Big Ideas Details Unit: Light & Optics

Polarization
Unit: Light & Optics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 6.A.1.3
Mastery Objective(s): (Students will be able to…)
• Explain how and under which circumstances light can be polarized.
Success Criteria:
• Explanation accounts for the filtering of waves of other orientations and for
the specific direction.
Language Objectives:
• Explain how polarized sunglasses work.
Tier 2 Vocabulary: polarized

Labs, Activities & Demonstrations:

• polarizing filters
Notes:
Normally, light (and other electromagnetic waves) propagate in all directions. When
the light is passed through a special filter, called a polarizer, it blocks light waves in
all but one plane (direction), as shown in the following diagram:

Light that is polarized in this manner is called plane-polarized light.

Note that if you place two polarizers on top of each other and turn them so they
polarize in different directions, no light can get through. This is called crossed
polarization.

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 Polarization Page: 494
Big Ideas Details Unit: Light & Optics
A flat surface can act as a polarizer at certain angles. The Scottish physicist Sir David
Brewster derived a formula for the angle of maximum polarization based on the
indices of refraction of the two substances:
n 
B = tan−1  2 
 n1 
where:
θB = Brewster’s angle, the angle of incidence at which unpolarized light
striking a surface is perfectly polarized when reflected.
n1 & n2 = indices of refraction of the two substances

The two pictures below were taken with the same camera and a polarizing filter. In
the picture on the left, the polarizing filter is aligned with the light reflected off the
window. In the picture on the right, the polarizing filter is rotated 90° so that none
of the reflected light from the window can get to the camera lens.

Another example is light reflecting off a wet road. When the sun shines on a wet
road at a low angle, the reflected light is polarized parallel to the surface (i.e.,
horizontally). Sunglasses that are polarized vertically (i.e., that allow only vertically
polarized light to pass through) will effectively block most or all of the light reflected
from the road.

Yet another example is the light that creates a rainbow. When sunlight reflects off
the inside of a raindrop, the angle of incidence is very close to Brewster’s angle. This
causes the light that exits the raindrop to be polarized in the same direction as the
bows of the rainbow (i.e., horizontally at the top). This is why you cannot see a
rainbow through polarized sunglasses!

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 Lenses Page: 495
Big Ideas Details Unit: Light & Optics

Lenses
Unit: Light & Optics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 6.E.5.1, 6.E.5.2
Mastery Objective(s): (Students will be able to…)
• Draw ray tracing diagrams for refraction through convex and concave lenses.
• Numerically calculate the distance from the lens to its focus and the lens to
the image.
Success Criteria:
• Ray diagrams correctly show location of object, focus and image.
• Calculations are correct with correct algebra.
Language Objectives:
• Explain when and why images are inverted (upside-down) vs. upright.
Tier 2 Vocabulary: light, refraction, virtual image, real image, lens, focus

Labs, Activities & Demonstrations:

• Fresnel lens
• optics bench lab
Notes:
Lenses are similar to curved mirrors in that they change the direction of light rays to
produce an image of an object that can have a different size, orientation and
distance from the mirror relative to the object.

Lenses are different from mirrors in that light passes through them, which means
they operate by refraction instead of reflection.

lens: a usually-symmetrical optical device which refracts light in a way that makes
the rays of light either converge or diverge.

convex lens: a lens that refracts light so that it converges as it passes through.

concave lens: a lens that refracts light so that it diverges as it passes through.

focus or focal point: the point at which light rays converge after passing through the
lens.

principal axis: a line perpendicular to the surface of the lens, such that light passing
through it is refracted at an angle of 0° (i.e., the direction is not changed).

The principal axis is often shown as a single horizontal line, but every point on
the surface of a lens has a principal axis. Note also that if a lens is asymmetrical,
its principal axis may be different on each side.

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 Lenses Page: 496
Big Ideas Details Unit: Light & Optics
vertex: the point where the principal axis passes through the center of the lens.

real image: an image produced by light rays that pass through the lens. A real
image will appear on the opposite side of the lens from the object. A real image
is what you are used to seeing through a magnifying glass.

virtual image: an apparent image produced at the point where diverging rays appear
to originate. A virtual image will appear on the same side of the lens as the
object.

A rule of thumb that works for both mirrors and lenses is that a real image is
produced by the convergence of the actual rays of light. A virtual image is our
perception of where the rays of light would have come from.

upright image: an image that is oriented in the same direction as the object. (“right-
side-up”)

inverted image; an image that is oriented in the opposite direction from the object.
(“upside-down”)

Calculations
The equations for lenses are the same as the equations for curved mirrors.
Distances are measured from the vertex.

The magnification (M ) is the ratio of the height of the image (hi ) to the height of the
object (ho ), which is equal to the ratio of the distance of the image (si ) to distance of
the object (so ).
hi s
M= =− i
ho so

As with mirrors, the distance to the image is defined to be positive for a real image,
and negative for a virtual image. However, note that with lenses the real image is
caused by the rays of light that pass through the lens, which means a real image is
behind a lens, where as a real image is in front of a mirror.

Note also that for lenses, this means that the positive direction for the object and
the positive for the image are opposite.

As with mirrors, the distance from the vertex of the lens to the focus (f ) is defined
by the equation:
1 1 1
+ =
si so f

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 Lenses Page: 497
Big Ideas Details Unit: Light & Optics
Ray Tracing
In all lenses:
1. Light passing through the vertex of the lens comes out of the lens in the
same direction as it entered, as if the lens were not there.

2. Light passing through any part of the lens other than the vertex is refracted
through the focus .
Notice that the light is refracted twice, once upon entering the lens and a
second time upon entering the air when it exits. For convenience, we
usually draw the ray trace as if the light is refracted once when it crosses the
center of the lens.

what actually happens how we usually draw it

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 Lenses Page: 498
Big Ideas Details Unit: Light & Optics
Convex Lenses
A convex lens causes light rays to converge (bend towards each other) as they pass
through.

The most familiar use of convex lenses is as a magnifying glass. Note how the
bending of the light rays makes the object appear larger

Note also that the lens bends all of the light. Your eyes cannot see the unbent light
rays, which means you cannot see the actual object in its actual location; you only
see the image.

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 Lenses Page: 499
Big Ideas Details Unit: Light & Optics
For a convex lens, the focus is always on the opposite side of the lens from the
object:

1. If the object is farther away from the lens than the focus, the image is real
(on the opposite side of the lens) and inverted (upside-down).

2. If the object is closer than the focus, the image is virtual (on the same side of
the lens) and upright (right-side-up).

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 Lenses Page: 500
Big Ideas Details Unit: Light & Optics
Concave Lenses
A concave lens causes light rays to diverge (bend away from each other). For a
concave lens, the focus is on the same side of the lens as the object.

For a concave lens, the image is always virtual (on the same side of the lens) and
upright (right-side-up):

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 Lenses Page: 501
Big Ideas Details Unit: Light & Optics
Physiology
In the human eye, the cornea and lens both act as lenses. However, because the
action of the ciliary muscles changes the shape of the lens, the lens is responsible for
the exact focal point, which determines what we are focusing our eyes on. When
the ciliary muscles relax, the images of distant objects are focused on the retina.
When these muscles contract, the focal point moves and closer objects come into
focus.

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 Lenses Page: 502
Big Ideas Details Unit: Light & Optics
Nearsightedness and Farsightedness
“Nearsighted” means only objects near the eye are in focus; the viewer is unable to
focus on distant objects. This happens because the focus of the lens when the ciliary
muscles are fully relaxed is in front of the retina. Nearsightedness is corrected by
eyeglasses with concave lenses, which move the focal point back to the retina.

Notice that lenses that correct nearsightedness are concave only on the inside. This
helps the lenses avoid the “Coke bottle” look.

“Farsighted” means only objects far away from the eye are in focus; the viewer is
unable to focus on close objects. This happens because the ciliary muscles cannot
contract enough to bring the focal point of the lens for light coming from nearby
objects onto the retina. Farsightedness is corrected by eyeglasses with convex
lenses, which move the focal point forward to the retina.

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 Lenses Page: 503
Big Ideas Details Unit: Light & Optics
Telescopes
A telescope performs two tasks. The objective lens focuses light from a distant
object and creates a virtual image in front of the eyepiece.

The image from the objective lens is then refracted by the eyepiece. The eyepiece
creates a much larger virtual image, which is what the eye sees.

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 Lenses Page: 504
Big Ideas Details Unit: Light & Optics
Homework Problems
1. A 4.2 cm tall object is placed 12 cm from a convex lens that has a focal
length of 6.0 cm.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation of the image, and its distance from
the lens.

Answers: si = +12 cm; hi = −4.2 cm

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 Lenses Page: 505
Big Ideas Details Unit: Light & Optics
2. A 4.2 cm tall object is placed 12 cm from a concave lens that has a focal
length of 6.0 cm.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation of the image, and its distance from
the lens.

Answers: si = −4 cm; hi = +1.4 cm

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 Lenses Page: 506
Big Ideas Details Unit: Light & Optics
3. A 2.7 cm tall object is placed 3.4 cm from a convex lens that has a focal
length of 6.0 cm.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation of the image, and its distance from
the lens.

Answers: si = −7.84 cm; hi = +6.23 cm

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 Lenses Page: 507
Big Ideas Details Unit: Light & Optics
4. A 2.7 cm tall object is placed 5.1 cm from a concave lens that has a focal
length of 6.0 cm.
a. Show the location and orientation of the image by accurately drawing a
ray diagram on the image below.

b. Calculate the height and orientation of the image, and its distance from
the lens.

Answers: si = −2.76 cm; hi = +1.46 cm

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 Diffraction Page: 508
Big Ideas Details Unit: Light & Optics

Diffraction
Unit: Light & Optics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 6.C.2.1, 6.C.3.1, 6.C.4.1
Mastery Objective(s): (Students will be able to…)
• Explain how light “spreads” beyond an opening or around an obstacle.
• Perform calculations relating to the location of bright and dim regions when
light passes through a diffraction grating.
Success Criteria:
• Explanations account for observed behavior.
• Calculations are correct with correct algebra.
Language Objectives:
• Explain why looking through a diffraction grating produces a “rainbow”.
Tier 2 Vocabulary: light, diffraction, slit

Labs, Activities & Demonstrations:

• thickness of human hair
• double slit experiment with laser & diffraction grating
Notes:
diffraction: the slight bending of a wave as it passes around the edge of an object or
through a slit:

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 Diffraction Page: 509
Big Ideas Details Unit: Light & Optics
When light passes straight through a wide opening, the rays continue in a straight
line. However, if we make the slit so narrow that the width is approximately equal
to the wavelength, then the slit effectively becomes a point, and waves propagate in
all directions from it:

If we shine light through a slit whose thickness is approximately the same order of
magnitude as the wavelength, the light can only hit the wall in specific locations.

In the this diagram, light travels the

same distance for paths 1 and 2—
the same number of wavelengths.
Light waves hitting this point will
add constructively, which makes
the light brighter.

However, for paths 3 and 4, path 4

is ½ wavelength longer than path 3.
Light taking path 4 is ½ wavelength
out of phase with light from path 3.
The waves add destructively (cancel), and there is no light:

Farther up or down on the right side will be alternating locations where the
difference in path length results in waves that are different by an exact multiple of
the wavelength (in phase = constructive interference = bright spots), vs. by a
multiple of the wavelength plus ½ (out-of-phase = destructive interference = dark
spots).

The equation that relates the distance between these regions of constructive
interference to the distance between the slits in a diffraction grating is:
d sinm = m
where:
m = the number of waves that equals the difference in the lengths of the two
paths (integer)
θm = the angle of emergence (or angle of deviation) in order for light from one
slit to add constructively to light from a neighboring slit that is m
wavelengths away.
d = the distance between the slits
λ = the wavelength of the light

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 Diffraction Page: 510
Big Ideas Details Unit: Light & Optics
diffraction grating: a screen with a series of evenly-spaced slits that scatters light in a
repeating, predictable pattern.

When light shines through a diffraction grating, the following happens:

The patterns of light surrounding the center are the points where the waves of light
add constructively.

Notice that blue and violet light (with the shortest wavelengths) is diffracted the
least and appears closest to the center, whereas red light is diffracted more and
appears farther away. This is because shorter waves bend more around the edges of
a slit, because they need to turn less far to fit through the slits than longer waves do.

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 Diffraction Page: 511
Big Ideas Details Unit: Light & Optics
Sample Problem:
Q: Consider three laser pointers: a red laser with a wavelength of 650 nm, a green
laser with a wavelength of 532 nm, and a blue laser with a wavelength of
405 nm. If each of these is shone through a diffraction grating with 5 000 lines
per cm, what will be the angle of emergence for each color?

A: For our diffraction grating, 5 000 lines per cm equals 500 000 lines per meter.
1
d= = 2  10−6 m
500 000

For the red laser, 650 nm equals  = 650 nm = 6.50  10 −7m

The equation is:
d sinm = m
For the red laser at m = 1, this becomes:

(2  10 −6 )sin = (1)(6.50  10 −7 )
6.50  10 −7
sin = = 0.325
2  10 −6
 = sin−1 (0.325) = 19.0

For the green laser ( = 532 nm = 5.32  10 −7m) and the blue laser also at m = 1
( = 405nm = 4.05  10 −7m) :

5.32  10−7 4.05  10−7

sin = = 0.266 sin = = 0.203
2  10−6 and 2  10−6
 = sin−1 (0.266) = 15.4  = sin−1 (0.203) = 11.7

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 Diffraction Page: 512
Big Ideas Details Unit: Light & Optics
Homework Problems
In a Young's double slit experiment using yellow light of wavelength 550 nm, the
fringe separation (separation between bright spots) is 0.275 mm.
1. Find the slit separation if the fringes are 2.0 m from the slit.

Answer: 0.004 m (= 4 mm)

2. The yellow lamp is replaced with a purple one whose light is made of two
colors, red light with a wavelength of 700 nm, and violet light with a
wavelength of 400 nm.
a. Find the distance between the violet fringes.

Answer: 0.000 2 m (= 0.2 mm)

b. Find the distance between the red fringes.

Answer: 0.000 35 m (= 0.35 mm)

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 Scattering Page: 513
Big Ideas Details Unit: Light & Optics
honors
(not AP®)
Scattering
Unit: Light & Optics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain why the sky is blue and the sun looks red at sunset.
Success Criteria:
• Explanations account for observed behavior.
Language Objectives:
• Explain why the beaker in the “sunset in a beaker” demo looks light blue, but
the light coming through it looks yellow or red.
Tier 2 Vocabulary: light, scatter

Labs, Activities & Demonstrations:

• sunset in a beaker
Notes:
scattering: a change in the direction of rays of light caused by irregularities in the
propagation medium, collisions with small particles, or at the interface between
two media.

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 Scattering Page: 514
Big Ideas Details Unit: Light & Optics
honors Rayleigh scattering: scattering of light because of collisions with small particles in
(not AP®) the medium. Rayleigh scattering is named after the British physicist Lord
Rayleigh.

Rayleigh scattering is responsible for the color of the sky. Small particles (0.5–
1 micron) scatter visible light as it passes through Earth’s atmosphere. Because
light at the blue and violet end of the spectrum is about five times as likely to be
scattered as light at the red end of the spectrum, the majority of the scattered
light in our atmosphere is blue.

This is also why the sun appears yellow during the day—the combination of red,
orange, yellow and green light appears yellow to us.
Water vapor molecules are much larger—ranging in size from 2–5 microns. For
these larger particles, the probability of scattering is approximately the same for all
wavelengths, which is why clouds appear white.

At sunset, because the angle of the sun is much lower, the light must pass through
much more of the atmosphere before we see it. By the time the light gets to our
eyes, all of the colors are removed by scattering except for the extreme red end of
the spectrum, which is why the sun appears red when it sets.

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 Introduction: Special Relativity Page: 515
Big Ideas Details Unit: Special Relativity

Introduction: Special Relativity

Unit: Special Relativity
Topics covered in this chapter:
Relative Motion ...........................................................................................517
Relative Velocities ........................................................................................520
Speed of Light ..............................................................................................525
Length Contraction & Time Dilation ............................................................528
Energy-Momentum Relation .......................................................................535

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 Introduction: Special Relativity Page: 516
Big Ideas Details Unit: Special Relativity
This chapter describes changes to the properties of objects when they are
moving at speeds near the speed of light.
• Relative Motion and Relative Velocities describes relationships between
objects that are moving with different velocities.
• Speed of Light describes some familiar assumptions we have about our
universe that do not apply at speeds near the speed of light.
• Length Contraction & Time Dilation and the Energy-Momentum Relation
describe calculations involving changes in the length, time, mass, and
momentum of objects as their speeds approach the speed of light.

New challenges in this chapter involve determining and understanding the

changing relationships between two objects, both of which are moving in
different directions and at different speeds.

Textbook:
• Physics Fundamentals Ch. 27: Relativity (pp. 765–797)
Standards addressed in this chapter:
Massachusetts Curriculum Frameworks (2016):
No MA curriculum frameworks are addressed in this chapter.

AP® only AP® Physics 2 Learning Objectives:

1.D.3.1: The student is able to articulate the reasons that classical mechanics
must be replaced by special relativity to describe the experimental results
and theoretical predictions that show that the properties of space and time
are not absolute. [Students will be expected to recognize situations in which
nonrelativistic classical physics breaks down and to explain how relativity
addresses that breakdown, but students will not be expected to know in
which of two reference frames a given series of events corresponds to a
greater or lesser time interval, or a greater or lesser spatial distance; they
will just need to know that observers in the two reference frames can
“disagree” about some time and distance intervals.] [SP 6.3, 7.1]

Topics from this chapter assessed on the SAT Physics Subject Test:
• Relativity, such as time dilation, length contraction, and mass-energy
equivalence.
1. Special Relativity
Skills learned & applied in this chapter:
• keeping track of the changing relationships between two objects

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 Relative Motion Page: 517
Big Ideas Details Unit: Special Relativity

Relative Motion
Unit: Special Relativity
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Describe how a situation appears differently in different reference frames.
Success Criteria:
• Explanations account for observed behavior.
Language Objectives:
• Describe a situation when you thought you were moving but you weren’t (or
vice versa).
Tier 2 Vocabulary: relative, reference frame

Vocabulary:
relativity: the concept that motion can be described only with respect to an
observer, who may be moving or not moving relative to the object under
consideration.

reference frame: the position and velocity of an observer watching an object that is
moving relative to himself/herself.

Notes:
Consider the following picture, taken from a moving streetcar in New Orleans:

If the streetcar is moving at a constant velocity and the track is smooth, the
passengers may not notice that they are moving until they look out of the window.

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 Relative Motion Page: 518
Big Ideas Details Unit: Special Relativity
In the reference frame of a person standing on the ground, the trolley and the
passengers on it are moving at approximately 30 miles per hour.

In the reference frame of the trolley, the passengers sitting in the seats are
stationary (not moving), and the ground is moving past the trolley at approximately
30 miles per hour.

Of course, you might want to say that the person on the ground has the “correct”
reference frame. However, despite what you might prefer, neither answer is more
correct than the other. Either reference frame is valid, which means either
description of what is moving and what is stationary is equally valid.

Principle of Relativity
There is no experiment you can do that would allow you to determine conclusively
whether or not you are moving uniformly.

Recall that “uniform motion” means moving with constant velocity, which means
with a constant speed and direction. If velocity is constant, there is no acceleration,
which means there is no net force.

Consider a fast airplane (such as a supersonic jet) flying from Boston to San
Francisco. Imagine that the plane takes exactly three hours to fly to San Francisco,
which is the same as the time difference between the two locations. Seen from
outside the Earth, the situation might look like this:

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 Relative Motion Page: 519
Big Ideas Details Unit: Special Relativity
You could argue that either:
1. The jet was moving from the airspace over Boston to the airspace over San
Francisco.
2. The jet was stationary and the Earth rotated underneath it. (The jet needed
to burn fuel to overcome the drag from the Earth’s atmosphere as the Earth
rotated, pulling its atmosphere and the jet with it.)

Of course, there are other reference frames you might consider as well.
3. Both the supersonic jet and the Earth are moving, because the Earth is
revolving around the Sun with a speed of about 30 000 ms .

4. The jet, the Earth and the Sun are all moving, because the sun is revolving
around the Milky Way galaxy with a speed of about 220 000 ms .

5. The jet, the Earth, the Sun, and the entire Milky Way galaxy are all moving
through space toward the Great Attractor (a massive region of visible and
dark matter about 150 million light-years away from us) with a speed of
approximately 1 000 000 ms .

6. It is not clear whether there might be multiple Great Attractors, and what
their motion might be relative to each other, or relative to some yet-to-be-
discovered entity.

Regardless of which objects are moving with which velocities, if you are on the
airplane and you drop a ball, you would observe that it falls straight down. In
relativistic terms, we would say “In the reference frame of the moving airplane, the
ball has no initial velocity, so it falls straight down.”

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 Relative Velocities Page: 520
Big Ideas Details Unit: Special Relativity

Relative Velocities
Unit: Special Relativity
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain how relative velocity depends on both the motion of an object and the
motion of the observer
• Calculate relative velocities.
Success Criteria:
• Explanations account for observed behavior.
Language Objectives:
• Explain why velocities are different in different reference frames.
Tier 2 Vocabulary: relative, reference frame

Notes:
Because the observation of motion depends on the reference frames of the observer
and the object, calculations of velocity need to take these into account.

Suppose we set up a Slinky and a student sends a compression wave that moves
with a velocity of 2 ms along its length:

A second student holds a meter stick and times how long it takes the wave to travel
from one end of the meter stick to the other. The wave would take 0.5 s to travel
the length of the meter stick, and the student would calculate a velocity of
1m
= 2 ms .
0.5 s

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 Relative Velocities Page: 521
Big Ideas Details Unit: Special Relativity
Suppose instead that the student with the meter stick is running with a velocity of
1 ms toward the point of origin of the wave:

In this situation, you could use the velocities of the moving student and the wave
and solve for the amount of time it would take for the wave and the end of the ruler
to reach the same point. The calculation for this would be complicated, and the
answer works out to be 0.33 s, which gives a velocity of 3 ms .

The easier way to calculate this number is to realize that the velocity of the wave
relative to the moving student is simply the sum of the velocity vectors. The
velocity of the wave relative to the moving student is therefore 2 ms + 1 ms = 3 ms .

This 3 ms is called the relative velocity, specifically the velocity of the wave relative to
the moving student.

relative velocity: the apparent velocity of an object relative to an observer, which

takes into account the velocities of both the object and the observer. When the
object and the observer are both moving, the relative velocity is sometimes
called the approach velocity.

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 Relative Velocities Page: 522
Big Ideas Details Unit: Special Relativity
Suppose instead that the student is running away from the point of origin (i.e., in the
same direction as the wave is traveling) with a velocity of 1 ms :

Now the relative velocity of the wave is 2 ms − 1 ms = 1 ms relative to the moving

student.

If the student and the wave were moving with the same velocity (magnitude and
direction), the relative velocity would be zero and the wave would appear stationary
to the moving student.

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 Relative Velocities Page: 523
Big Ideas Details Unit: Special Relativity
Homework Problems
1. A river is flowing at a rate of 2 ms to the south. Jack is swimming
downstream (southward) at 2 ms relative to the current, and Jill is swimming
upstream (northward) at 2 ms relative to the current.

a. What is Jack’s velocity relative to Jill?

Answer: 4 ms southward

b. What is Jill’s velocity relative to Jack?

Answer: 4 ms northward

c. What is Jack’s velocity relative to a stationary observer on the

shore?

Answer: 4 ms southward

d. What is Jill’s velocity relative to a stationary observer on the shore?

Answer: zero

2. A small airplane is flying due east with an airspeed (i.e., speed relative to the
air) of 125 ms . The wind is blowing toward the north at 40 ms . What is the
airplane’s speed and heading relative to a stationary observer on the
ground? (Hint: this is a vector problem.)

Answer: 131 ms in a direction of 17.7° north of due east

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 Relative Velocities Page: 524
Big Ideas Details Unit: Special Relativity
m
3. A ship is heading 30° north of east at a velocity of 10 s . The ocean current
is flowing north at 1 ms . A man walks across the ship at 2 ms in a direction
perpendicular to the ship (30° west of north).

Add the velocity vectors by drawing them on the grid below to show the
velocity of the man relative to a stationary observer. (Note: you do not have
to calculate the numerical value.)

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 Speed of Light Page: 525
Big Ideas Details Unit: Special Relativity

Speed of Light
Unit: Special Relativity
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 1.D.3.1
Mastery Objective(s): (Students will be able to…)
• Understand that the speed of light is constant in all reference frames.
Success Criteria:
• Explanations account for observed behavior.
Language Objectives:
• Explain why scientists hesitated to accept the idea that the speed of light does
not depend on the reference frame.
Tier 2 Vocabulary: reference frame

Notes:
If the principle of relativity is true, it must be true for all measurements and all
reference frames, including those involving light.

In 1864, physicist James Clerk Maxwell united four calculus equations involving
magnetic and electric fields into one unified theory of light. The four equations
were:
1. Gauss’s Law (which describes the relationship between an electric field and
the electric charges that cause it).
2. Gauss’s Law for Magnetism (which states that there are no discrete North
and South magnetic charges).
3. Faraday’s Law (which describes how a changing magnetic field creates an
electric field).
4. Ampère’s Law (which describes how an electric current can create a
magnetic field), including Maxwell’s own correction (which describes how a
changing electric field can also create a magnetic field).

According to Maxwell’s theory, light travels as an electromagnetic wave, i.e., a wave

of both electrical and magnetic energy. The moving electric field produces a
magnetic field, and the moving magnetic field produces an electric field. Thus the
electric and magnetic fields of the electromagnetic wave reinforce each other as
they travel through space.

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 Speed of Light Page: 526
Big Ideas Details Unit: Special Relativity
From Maxwell’s equations, starting from the measured values for two physical
constants: the electric permittivity of free space ( o ) and the magnetic permeability
of a vacuum (o ) , Maxwell determined that the speed of light in a vacuum must be
1
 3  108 ms .
o o

Both o and  o are physical constants, which do not depend on the reference
frame. Maxwell theorized that the speed of light in a vacuum must therefore also
be a physical constant, and it therefore cannot depend on the reference frame that
is used to measure it.

This means:
1. Light travels at a constant velocity, regardless of whether the light is
produced by something that is moving or stationary.
2. The velocity of light is the same in all reference frames. This means a
photon of light moves at the same velocity, regardless of whether that
velocity is measured by an observer who is stationary or by an observer who
is moving.

If the wave in the above relative velocity examples was a beam of laser light instead
of a Slinky, and the observer was running at a relativistic speed (meaning a speed
close to the speed of light), the velocity of the light, both students would measure
exactly the same velocity for the light!

Because the speed of light (in a vacuum) is a constant, we use the variable c (which
stands for “constant”) to represent it in equations.

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 Speed of Light Page: 527
Big Ideas Details Unit: Special Relativity
th
This idea seemed just as strange to 19 century physicists as it does today, and most
physicists did not believe Maxwell for more than 45 years, when Albert Einstein
published his theory of special relativity in 1905. However, several experiments
have confirmed Maxwell’s conclusion, and no experiment has ever successfully
refuted it.

Light travels through a vacuum (empty space) with a velocity of exactly

2.997 924 58  108 ms . However while the speed of light does not depend on the
reference frame, it does depend on the medium it is traveling through. (For more
information, see the Refraction section on page 482.) When light travels through
matter, (e.g., air, glass, plastic, etc.), the velocity can be substantially slower.

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 Length Contraction & Time Dilation Page: 528
Big Ideas Details Unit: Special Relativity

Length Contraction & Time Dilation

Unit: Special Relativity
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 1.D.3.1
Mastery Objective(s): (Students will be able to…)
• Explain how and why distance and time change at relativistic speeds.
Success Criteria:
• Explanations account for observed behavior.
Language Objectives:
• Discuss how length contraction and/or time dilation can lead to a paradox.
Tier 2 Vocabulary: reference frame, contraction, dilation

Notes:
Based on Maxwell’s conclusions, if an observer were somehow running with a
relativistic speed of light toward an oncoming beam of light, the student should
measure the same velocity of light as a stationary observer:

However, the amount of time it takes for a photon of light to pass the moving
observer must be significantly less than the amount of time it would take a photon
to pass a stationary observer.

Because velocity depends on distance and time, if the velocity of light cannot
change, then as the observer approaches the speed of light, this means the distance
and/or time must change!

For most people, the idea that distance and time depend on the reference frame is
just as strange and uncomfortable as the idea that the speed of light cannot depend
on the reference frame.

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 Length Contraction & Time Dilation Page: 529
Big Ideas Details Unit: Special Relativity
Length Contraction
If an object is moving at relativistic speeds and the velocity of light must be constant,
then distances must become shorter as velocity increases. This means that as the
velocity of an object approaches the speed of light, distances in its reference frame
approach zero.

The Dutch physicist Hendrick Lorentz determined that the apparent change in length
should vary according to the formula:

2
L = Lo 1 − v
c2
where:
L = length of moving object
Lo = “proper length” of object (length of object at rest)
v = velocity of object
c = velocity of light

This leads to some interesting paradoxes. Here is one:

The Door Paradox

Here is an example that illustrates why this is a paradox.
Imagine that there are two doors. In the frame of
reference of door #1, door #1 is stationary, and door #2
is traveling toward door #1 at the speed of light.
Because of length contraction, door #2 shrinks, and
becomes so small that it passes through the keyhole of
door #1.

However, in the frame of reference of door #2, door #2

is stationary and door #1 is coming toward it at the
speed of light. This means door #1 shrinks due to length
contraction and passes through the keyhole of door #2.

Because both frames of reference are equally valid, both of the doors pass through
each other’s keyholes.

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 Length Contraction & Time Dilation Page: 530
Big Ideas Details Unit: Special Relativity
The ratio of Lo to L is named after Lorentz and is called the Lorentz factor (γ):
1
=
2
1−v
c2

The contracted length is therefore given by the equations:

Lo Lo 1
L= or = =
 L 1−v
2
c2
The Lorentz factor, γ, is 1 at rest and approaches infinity as the velocity approaches
the speed of light:

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 Length Contraction & Time Dilation Page: 531
Big Ideas Details Unit: Special Relativity
Time Dilation
In order to imagine how time is affected at relativistic speeds, imagine a clock that
keeps time by sending a pulse of light from point (A), bouncing it off a mirror at
point (B) and then measuring the time it takes to reach a detector back at point (A).
The distance between the two surfaces is L, and the time for a pulse of light to travel
2L
to the mirror and back is therefore t = .
c

However, suppose the clock is moving at a relativistic speed. In the moving

reference frame the situation looks exactly like the situation above. However, from
an inertial (stationary) reference frame, the situation would look like the following:

Notice that in the stationary reference frame, the pulses of light must travel farther
because of the motion of the mirror and detector. Because the speed of light is
constant, the longer distance takes a longer time.

In other words, time is longer in the inertial (stationary) reference frame than it is in
the moving reference frame!

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 Length Contraction & Time Dilation Page: 532
Big Ideas Details Unit: Special Relativity
This conclusion has significant consequences. For example, events that happen in
two different locations could be simultaneous in one reference frame, but occur at
different times in another reference frame!

Using arguments similar to those for length contraction, the equation for time
dilation turns out to be:

t  =  t t  1
or = =
t v2
1−
c2
where:
t  = time difference between two events in stationary reference frame
Δt = time difference between two events in moving reference frame
v = velocity of moving reference frame
c = velocity of light

Effect of Gravity on Time

Albert Einstein first postulated the idea that gravity slows down time in his paper on
special relativity. This was confirmed experimentally in 1959.

As with relativistic time dilation, gravitational time dilation relates a duration of time
in the absence of gravity (“proper time”) to a duration in a gravitational field. The
equation for gravitational time dilation is:

2GM
t  = t 1 −
rc2
where:
t  = time difference between two events in stationary reference frame
Δt = time difference between two events in moving reference frame
= universal gravitational constant (6.67  10−11 Nm2 )
2
G
kg

M = mass of the object creating the gravitational field

r = observer’s distance (radius) from the center of the massive object
c = velocity of light

In 2014, a new atomic clock was built at the University of Colorado at Boulder, based
on the vibration of a lattice of strontium atoms in a network of crisscrossing laser
beams. The clock has been improved even since its invention, and is now accurate
to better than one second per fifteen billion years (the approximate age of the
universe). This clock is precise enough to measure differences in time caused by
differences in the gravitational pull of the Earth near Earth surface. This clock would
run measurably faster on a shelf than on the floor, because of the differences in
time itself due to the Earth’s gravitational field.

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 Length Contraction & Time Dilation Page: 533
Big Ideas Details Unit: Special Relativity
Black Holes
A black hole is an object that is so dense that its escape velocity (from physics 1) is
faster than the speed of light, which means even light cannot escape.

2GM
For this to happen, the radius of the black hole needs to be smaller than .
c2
2GM
This results in a negative value for 1 − , which makes t  imaginary.
rc2

The consequence of this is that time is imaginary (does not pass) on a black hole,
and therefore light cannot escape. This critical value for the radius is called the
Schwarzschild radius, named for the German astronomer Karl Schwarzschild who
first solved Einstein’s field equations exactly in 1916 and postulated the existence of
black holes.

The sun is too small to be able to form a black hole, but if it could, the Schwarzschild
radius would be approximately 3.0 km for the Sun, and approximately 9.0 mm for
the Earth.

Sample problem:
Q: In order to avoid detection by the Borg, the starship Enterprise must make itself
appear to be less than 25 m long. If the rest length of the Enterprise is 420 m,
how fast must it be travelling? What fraction of the speed of light is this?

A: L = 25 m
Lo = 420 m
8
c = 2.998  10 ms
Lo 1
= =
L 1−v
2 v2
c2 = 1 − 0.00354 = 0.99646
8.988  1016
420 1
= v 2 = (0.99646)(8.988  1016 )
25 1− v
2
8 2
(2.998  10 ) v 2 = 8.956  1016
25 2 v = 8.956  1016 = 2.993  108 m
= 0.0595 = 1 − v 8 2
s
420 (2.998  10 ) 2.993  108
= 0.998 c
2 v2 2.998  108
(0.0595) = 0.00354 = 1 −
8.988  1016

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 Length Contraction & Time Dilation Page: 534
Big Ideas Details Unit: Special Relativity
Homework Problems
1. A spaceship is travelling at 0.7c on a trip to the Andromeda galaxy and
returns to Earth 25 years later (from the reference frame of the people who
remain on Earth). How many years have passed for the people on the ship?

Answer: 17.85 years

2. A 16-year-old girl sends her 48-year-old parents on a vacation trip to the

center of the universe. When they return, the parents have aged 10 years,
and the girl is the same age as her parents. How fast was the ship going?
(Give your answer in terms of a fraction of the speed of light.)

Answer: 0.971c

3. The starship Voyager has a length of 120 m and a mass of 1.30 × 106 kg at
8m
rest. When it is travelling at 2.88  10 s , what is its apparent length
according to a stationary observer?

Answer: 33.6 m

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 Energy-Momentum Relation Page: 535
Big Ideas Details Unit: Special Relativity
honors
(not AP®)
Energy-Momentum Relation
Unit: Special Relativity
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain how and why mass and momentum change at relativistic speeds.
Success Criteria:
• Explanations account for observed behavior.
Language Objectives:
• Discuss how length contraction and/or time dilation can lead to a paradox.
Tier 2 Vocabulary: reference frame, contraction, dilation

Notes:
The momentum of an object also changes according to the Lorentz factor as it
approaches the speed of light:
p 1
p =  po or = =
po 1−v
2
c2
where:
p = momentum of object in moving reference frame
po = momentum of object in stationary reference frame
v = velocity of moving reference frame
c = velocity of light

Because momentum is conserved, an object’s momentum in its own reference

frame must remain constant. Therefore, at relativistic speeds the object’s mass
must change!

The equation for relativistic mass is:

m 1
m =  mo or = =
mo 1−v
2
c2
where:
m = mass of object in moving reference frame
mo = mass of object at rest
Therefore we can write the momentum equation as:
p =  mov

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 Energy-Momentum Relation Page: 536
Big Ideas Details Unit: Special Relativity
honors Note that as the velocity of the object approaches the speed of light, the
(not AP®) 2
denominator of the Lorentz factor, 1 − v approaches zero, which means that
c2
the Lorentz factor approaches infinity.

Therefore the momentum of an object must also approach infinity as the velocity of
the object approaches the speed of light.

This relationship creates a potential problem. An object with infinite momentum

must have infinite kinetic energy, but Einstein’s equation E = mc2 is finite. While it is
true that the relativistic mass becomes infinite as velocity approaches the speed of
light, there is still a discrepancy. Recall from mechanics that:

p2
Ek =
2m
According to this formula, the energy predicted using relativistic momentum should
increase faster than the energy predicted by using E = mc2 with relativistic mass.
Obviously the amount of energy cannot depend on how the calculation is
performed; the problem must therefore be that Einstein’s equation needs a
correction for relativistic speeds.

The solution is to modify Einstein’s equation by adding a momentum term. The

resulting energy-momentum relation is:

E 2 = (pc)2 + (mc2 )2

This equation gives results that are consistent with length contraction, time dilation
and relativistic mass.

For an object at rest, its momentum is zero, and the equation reduces to the familiar
form:

E 2 = 0 + (mc2 )2
E = mc2

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 Introduction: Quantum and Particle Physics Page: 537
Big Ideas Details Unit: Quantum and Particle Physics

Introduction: Quantum and Particle Physics

Unit: Quantum and Particle Physics
Topics covered in this chapter:
Photoelectric Effect .....................................................................................542
Bohr Model of the Hydrogen Atom .............................................................546
Wave-Particle Duality ..................................................................................550
Quantum Mechanical Model of the Atom ...................................................552
Fundamental Forces ....................................................................................554
Standard Model ...........................................................................................555
Particle Interactions .....................................................................................561

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 Introduction: Quantum and Particle Physics Page: 538
Big Ideas Details Unit: Quantum and Particle Physics
This chapter discusses the particles that atoms and other matter are made of,
how those particles interact, and the process by which radioactive decay can
change the composition of a substance from one element into another.
• Photoelectric Effect describes the observation that light of a sufficiently high
frequency can remove electrons from an atom.
• Bohr Model of the Hydrogen Atom describes the development of quantum
theory to describe the behavior of the electrons in an atom.
• Wave-Particle Duality and Quantum Mechanical Model of the Atom describe
the idea that matter can behave like a wave as well as a particle, and the
application of that idea to the modern quantum mechanical model of the
atom.
• Fundamental Forces describes the four natural forces that affect everything
in the universe: the strong and weak nuclear forces, the electromagnetic
force, and the gravitational force.
• The Standard Model describes and classifies the particles that make up
atoms.
• Particle Interactions describes interactions between subatomic particles.

One of the challenging aspects of this chapter is that it describes process that
happen on a scale that is much too small to observe directly. Another challenge
is the fact that the Standard Model continues to evolve. Many of the
connections between concepts that make other topics easier to understand
have yet to be made in the realm of quantum & particle physics.

Standards addressed in this chapter:

Massachusetts Curriculum Frameworks (2016):
HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that
electromagnetic radiation can be described by either a wave model or a
particle model, and that for some situations involving resonance,
interference, diffraction, refraction, or the photoelectric effect, one model is
more useful than the other.

AP® only AP® Physics 2 Learning Objectives:

1.A.2.1: The student is able to construct representations of the differences
between a fundamental particle and a system composed of fundamental
particles and to relate this to the properties and scales of the systems being
investigated. [SP 1.1, 7.1]
1.A.4.1: The student is able to construct representations of the energy-level
structure of an electron in an atom and to relate this to the properties and
scales of the systems being investigated. [SP 1.1, 7.1]

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 Introduction: Quantum and Particle Physics Page: 539
Big Ideas Details Unit: Quantum and Particle Physics
AP® only 1.C.4.1: The student is able to articulate the reasons that the theory of
conservation of mass was replaced by the theory of conservation of mass-
energy. [SP 6.3]
1.D.1.1: The student is able to explain why classical mechanics cannot describe
all properties of objects by articulating the reasons that classical mechanics
must be refined and an alternative explanation developed when classical
particles display wave properties. [SP 6.3]
1.D.3.1: The student is able to articulate the reasons that classical mechanics
must be replaced by special relativity to describe the experimental results
and theoretical predictions that show that the properties of space and time
are not absolute. [Students will be expected to recognize situations in which
nonrelativistic classical physics breaks down and to explain how relativity
addresses that breakdown, but students will not be expected to know in
which of two reference frames a given series of events corresponds to a
greater or lesser time interval, or a greater or lesser spatial distance; they
will just need to know that observers in the two reference frames can
“disagree” about some time and distance intervals.] [SP 6.3, 7.1]
3.G.3.1: The student is able to identify the strong force as the force that is
responsible for holding the nucleus together. [SP 7.2]
4.C.4.1: The student is able to apply mathematical routines to describe the
relationship between mass and energy and apply this concept across
domains of scale. [SP 2.2, 2.3, 7.2]
5.B.8.1: The student is able to describe emission or absorption spectra
associated with electronic or nuclear transitions as transitions between
allowed energy states of the atom in terms of the principle of energy
conservation, including characterization of the frequency of radiation
emitted or absorbed. [SP 1.2, 7.2]
5.B.11.1: The student is able to apply conservation of mass and conservation of
energy concepts to a natural phenomenon and use the equation E = mc2 to
make a related calculation. [SP 2.2, 7.2]
5.D.1.6: The student is able to make predictions of the dynamical properties of a
system undergoing a collision by application of the principle of linear
momentum conservation and the principle of the conservation of energy in
situations in which an elastic collision may also be assumed. [SP 6.4]
5.D.1.7: The student is able to classify a given collision situation as elastic or
inelastic, justify the selection of conservation of linear momentum and
restoration of kinetic energy as the appropriate principles for analyzing an
elastic collision, solve for missing variables, and calculate their values.
[SP 2.1, 2.2]

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 Introduction: Quantum and Particle Physics Page: 540
Big Ideas Details Unit: Quantum and Particle Physics
AP® only 5.D.2.5: The student is able to classify a given collision situation as elastic or
inelastic, justify the selection of conservation of linear momentum as the
appropriate solution method for an inelastic collision, recognize that there is
a common final velocity for the colliding objects in the totally inelastic case,
solve for missing variables, and calculate their values. [SP 2.1, 2.2]
5.D.2.6: The student is able to apply the conservation of linear momentum to a
closed system of objects involved in an inelastic collision to predict the
change in kinetic energy. [SP 6.4, 7.2]
5.D.3.2: The student is able to make predictions about the velocity of the center
of mass for interactions within a defined one-dimensional system. [SP 6.4]
5.D.3.3: The student is able to make predictions about the velocity of the center
of mass for interactions within a defined two-dimensional system. [SP 6.4]
6.F.3.1: The student is able to support the photon model of radiant energy with
evidence provided by the photoelectric effect. [SP 6.4]
6.F.4.1: The student is able to select a model of radiant energy that is
appropriate to the spatial or temporal scale of an interaction with matter.
[SP 6.4, 7.1]
6.G.1.1: The student is able to make predictions about using the scale of the
problem to determine at what regimes a particle or wave model is more
appropriate. [SP 6.4, 7.1]
6.G.2.1: The student is able to articulate the evidence supporting the claim that
a wave model of matter is appropriate to explain the diffraction of matter
interacting with a crystal, given conditions where a particle of matter has
momentum corresponding to a de Broglie wavelength smaller than the
separation between adjacent atoms in the crystal. [SP 6.1]
6.G.2.2: The student is able to predict the dependence of major features of a
diffraction pattern (e.g., spacing between interference maxima), based upon
the particle speed and de Broglie wavelength of electrons in an electron
beam interacting with a crystal. (de Broglie wavelength need not be given,
so students may need to obtain it.) [SP 6.4]
7.C.1.1: The student is able to use a graphical wave function representation of a
particle to predict qualitatively the probability of finding a particle in a
specific spatial region. [SP 1.4]
7.C.2.1: The student is able to use a standing wave model in which an electron
orbit circumference is an integer multiple of the de Broglie wavelength to
give a qualitative explanation that accounts for the existence of specific
allowed energy states of an electron in an atom. [SP 1.4]

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 Introduction: Quantum and Particle Physics Page: 541
Big Ideas Details Unit: Quantum and Particle Physics
AP® only 7.C.4.1: The student is able to construct or interpret representations of
transitions between atomic energy states involving the emission and
absorption of photons. [For questions addressing stimulated emission,
students will not be expected to recall the details of the process, such as the
fact that the emitted photons have the same frequency and phase as the
incident photon; but given a representation of the process, students are
expected to make inferences such as figuring out from energy conservation
that since the atom loses energy in the process, the emitted photons taken
together must carry more energy than the incident photon.] [SP 1.1, 1.2]

Topics from this chapter assessed on the SAT Physics Subject Test:
• Quantum Phenomena, such as photons and the photoelectric effect.
• Atomic Physics, such as the Rutherford and Bohr models, atomic energy
levels, and atomic spectra.
1. The Discovery of the Atom
2. Quantum Physics

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 Photoelectric Effect Page: 542
Big Ideas Details Unit: Quantum and Particle Physics

Photoelectric Effect
Unit: Quantum and Particle Physics
MA Curriculum Frameworks (2016): HS-PS4-3
AP® Physics 1 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Explain the photoelectric effect.
• Calculate the work function of an atom and the kinetic energy of electrons
emitted.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct with correct units and reasonable rounding.
Language Objectives:
• Explain why a minimum amount of energy is needed in order to emit an
electron.
Tier 2 Vocabulary: work function

Labs, Activities & Demonstrations:

• threshold voltage to light an LED
• glow-in-the-dark substance and red vs. green vs. blue laser pointer

Notes:
The photoelectric effect was discovered in 1887 when Heinrich Hertz discovered
that electrodes emitted sparks more effectively when ultraviolet light was shone on
them. We now know that the particles are electrons, and that ultraviolet light of
sufficiently high frequency (which varies from element to element) causes the
electrons to be emitted from the surface of the element:

The photoelectric effect requires light with a sufficiently high frequency, because the
frequency of the light is related to the amount of energy it carries. The energy of
the photons needs to be above a certain threshold frequency in order to have
enough energy to ionize the atom.

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 Photoelectric Effect Page: 543
Big Ideas Details Unit: Quantum and Particle Physics
For example, a minimum frequency of 10.4  1014 Hz is needed to dislodge
electrons from a zinc atom:

The maximum kinetic energy of the emitted electron is equal to Planck’s constant
times the difference between the frequency of incident light ( f ) and the minimum
threshold frequency of the element ( fo ) :

K max = h ( f − fo )

The quantity h fo is called the “work function” of the atom, and is denoted by the
variable  . Thus the kinetic energy equation can be rewritten as:

K max = h f − 

Values of the work function for different elements range from about 2.3–6 eV.
(1 eV = 1.6  10 −19 J)

The importance of this discovery was that it gave rise to the idea that light can
behave both as a wave and as a particle.

In 1905, Albert Einstein published a paper explaining that the photoelectric effect
was evidence that energy from light was carried in discrete, quantized packets. This
discovery, for which Einstein was awarded the Nobel prize in physics in 1921, led to
the birth of the field of quantum physics.

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 Photoelectric Effect Page: 544
Big Ideas Details Unit: Quantum and Particle Physics
Homework Problems
1. The work function for gold is 4.8 eV.
a. What is the minimum frequency of light required to remove electrons
from gold?

Answer: 1.16 × 1015 Hz

b. What is the wavelength of this frequency of light?

Answer: 2.58 × 10−7 m or 258 nm

c. In what part of the spectrum is light of this frequency & wavelength?

Answer: ultraviolet

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 Photoelectric Effect Page: 545
Big Ideas Details Unit: Quantum and Particle Physics
2. A beam of light from a 445 nm blue laser pointer contains how much
energy?

Answer: 4.45 × 10−19 J or 2.78 eV

3. Photons of energy 6 eV cause electrons to be emitted from an unknown

metal with a kinetic energy of 2 eV. If photons of twice the wavelength are
incident on this metal, what will be the energy of the emitted electrons?

Answer: no electrons will be emitted.

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 Bohr Model of the Hydrogen Atom Page: 546
Big Ideas Details Unit: Quantum and Particle Physics

Bohr Model of the Hydrogen Atom

Unit: Quantum and Particle Physics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 5.B.8.1
Mastery Objective(s): (Students will be able to…)
• Explain how Bohr’s model unified recent developments in the fields of
spectroscopy, atomic theory and early quantum theory.
• Calculate the frequency/wavelength of light emitted using the Rydberg
equation.
• Calculate the energy associated with a quantum number using Bohr’s
equation.
Success Criteria:
• Descriptions & explanations account for observed behavior.
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct with correct rounding and reasonable units.
Language Objectives:
• Explain why the Bohr Model was such a big deal.
Tier 2 Vocabulary: model, quantum

Notes:
Significant Developments Prior to 1913
Discovery of the Electron (1897): English physicist J.J. Thomson determined that
cathode rays were actually particles emitted from atoms that the cathode was
made of. These particles had an electrical charge, so they were named
“electrons” (though Thomson called them “corpuscles”).
Discovery of the Atomic Nucleus (1909): English physicist Ernest Rutherford’s
famous “gold foil experiment” determined that atoms contained a dense,
positively-charged region that comprised most of the atom’s mass. This region
was named the “nucleus”, after the nucleus of a cell.
“Planetary” Model of the Atom (early 1900s): The atom was believed to be like a
miniature solar system, with electrons orbiting the nucleus in much the same
way as planets orbit the sun. The model is often attributed to Rutherford in
1911 (following his gold foil experiment), but the existence of the nucleus and
the planetary model were described several years earlier, notably in a high
school physics textbook* in 1906.

* Robert A. Millikan and Henry Gale. First Course in Physics. Ginn & Company, 1906, pp. 473-474.

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 Bohr Model of the Hydrogen Atom Page: 547
Big Ideas Details Unit: Quantum and Particle Physics
honors Spectroscopy
(not AP®) Balmer Formula (1885): Johann Balmer devised an empirical equation to relate the
emission lines in the visible spectrum for the hydrogen atom.

Rydberg Formula (1888): Johannes Rydberg developed a generalized formula that

could describe the wave numbers of all of the spectral lines in hydrogen (and
similar elements).

There are several series of spectral lines for hydrogen, each of which converge at
different wavelengths. Rydberg described the Balmer series in terms of a pair of
integers (n1 and n2, where n1 < n2), and devised a single formula with a single
constant (now called the Rydberg constant) that relates them.

1  1 1 
= RH  2 − 2 
vac n n 
 1 2 

me e4
The value of Rydberg’s constant is = 10 973 731.6 m−1  1.1  107 m−1
8 o2h3c
where me is the rest mass of the electron, e is the elementary charge, εo is the
permittivity of free space, h is Planck’s constant, and c is the speed of light in a
vacuum.

Rydberg’s equation was later found to be consistent with other series

discovered later, including the Lyman series (in the ultraviolet region; first
discovered in 1906) and the Paschen series (in the infrared region; first
discovered in 1908).

Those series and their converging wavelengths are:

Series Wavelength n1 n2
Lyman 91 nm 1 2→∞
Balmer 365 nm 2 3→∞
Paschen 820 nm 3 4→∞

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 Bohr Model of the Hydrogen Atom Page: 548
Big Ideas Details Unit: Quantum and Particle Physics
honors The following diagram shows Lyman, Balmer and Paschen series transitions form
(not AP®) higher energy levels (n = 2 through n = 6) back to lower ones (n = 1 through n = 3):

Early Quantum Theory

quantum: an elementary unit of energy.

In 1900, German physicist Max Planck published the Planck postulate, stating that
electromagnetic energy could be emitted only in quantized form, i.e., only certain
“allowed” energy states are possible.

Plack determined the constant that bears his name as the relationship between the
frequency of one quantum unit of electromagnetic wave and its energy. This
relationship is the equation:
E = hf
where:
E = energy (J)
−34
h = Planck’s constant = 6.626  10 J  s
f = frequency* (Hz ≡ s−1)

* Most physics texts use the Greek letter ν (nu) as the variable for frequency. However, high school
texts and the College Board use f, presumably to avoid confusion with the letter “v”.

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 Bohr Model of the Hydrogen Atom Page: 549
Big Ideas Details Unit: Quantum and Particle Physics
Bohr’s Model of the Atom (1913)
In 1913, Niels Bohr combined atomic, quantum and spectroscopy theories into a
single unified theory. Bohr hypothesized that electrons moved around the nucleus
as in Rutherford’s model, but that these electrons had only certain allowed quantum
values of energy, which could be described by a quantum number (n ). The value of
that quantum number was the same n as in Rydberg’s equation, and that using
quantum numbers in Rydberg’s equation could predict the wavelengths of light
emitted when the electrons gained or lost energy by moved from one quantum level
to another.

Bohr’s model gained wide acceptance, because it related several prominent theories
of the time.

honors The theory worked well for hydrogen, giving a theoretical basis for Rydberg’s
(not AP®) equation. Bohr defined the energy associated with a quantum number (n ) in terms
of Rydberg’s constant:

RH
En = −
n2

Although the Bohr model worked well for hydrogen, the equations could not be
solved exactly for atoms with more than one electron, because of the additional
1 q1q2
effects that electrons exert on each other (e.g., the Coulomb force, Fe =
4 o r 2
).

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 Wave-Particle Duality Page: 550
Big Ideas Details Unit: Quantum and Particle Physics

Wave-Particle Duality
Unit: Quantum and Particle Physics
MA Curriculum Frameworks (2016): HS-PS4-3
AP® Physics 2 Learning Objectives: 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1
Mastery Objective(s): (Students will be able to…)
• Explain the de Broglie model of the atom.
• Calculate the de Broglie wavelength of a moving particle such as an electron.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain the important features of each model of the atom.
Tier 2 Vocabulary: model, quantum

Notes:
In 1924, French physicist Louis de Broglie determined that quanta of light could be
considered to particles with very small mass moving at relativistic speeds (i.e., close
to the speed of light. See the section on Introduction: Special Relativity starting on
page 515.)

From this, de Broglie concluded that any moving particle or object must therefore be
E
able to be characterized with some periodic frequency, f = , from Planck’s
h
equation. This means that the wavelength of any moving object is therefore:

h h
= =
p mv

where:
λ = de Broglie wavelength (m)
h = Planck’s constant = 6.626  10 −34 J  s
p = momentum (N ∙ s)
m = mass (kg)
v = velocity ms ( )
Every moving object has a de Broglie wavelength, though wavelengths of large
objects are too small to be detectable.

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 Wave-Particle Duality Page: 551
Big Ideas Details Unit: Quantum and Particle Physics
de Broglie theorized that if waves were considered to be electrons, then the reason
that only certain wavelengths were possible was because the wave produced by an
electron would only be stable if the path length as it orbited the nucleus was an
integer multiple of the wavelength.

Different quantum amounts of energy were possible with de Broglie’s theory, but
were restricted to amounts that produced an integer number of wavelengths.

Homework Problems
1. What is the de Broglie wavelength associated with an electron moving at
0.5c? (You will need to look up the mass of the electron and the speed of
light in a vacuum in Table B. Physical Constants on page 594 in your Physics
Reference Tables.)

Answer: 4.8  10−12 m = 0.0048 nm

2. How fast would that same electron need to be moving in order to produce a
wavelength of visible light of 500 nm (which equals 5  10−7 m )?

Answer: 1 450 ms

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 Quantum Mechanical Model of the Atom Page: 552
Big Ideas Details Unit: Quantum and Particle Physics

Quantum Mechanical Model of the Atom

Unit: Quantum and Particle Physics
MA Curriculum Frameworks (2016): HS-PS4-3
AP® Physics 2 Learning Objectives: 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1
Mastery Objective(s): (Students will be able to…)
• Explain the de Broglie model of the atom.
• Explain the Schrödinger model of the atom.
• Explain the wave-particle duality of nature.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain the important features of each model of the atom.
Tier 2 Vocabulary: model, quantum

Notes:
In 1925, following de Broglie’s research, Austrian physicist Erwin Schrödinger found
that by treating each electron as a unique wave function, the energies of the
electrons could be predicted by the mathematical solutions to the wave equation*.
Schrödinger used the wave equation to construct a probability map for where the
electrons can be found in an atom. Schrödinger’s work is the basis for the modern
quantum-mechanical model of the atom.

* The wave equation in physics is a second-order partial differential equation that mathematically
describes the behavior of waves in space and time. The mathematics required are well beyond the
scope of a high school physics class.

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 Quantum Mechanical Model of the Atom Page: 553
Big Ideas Details Unit: Quantum and Particle Physics
To understand the probability map,
it is important to realize that
because the electron acts as a
wave, it is detectable when the
amplitude of the wave is nonzero,
but not detectable when the
amplitude is zero. This makes it
appear as if the electron is
teleporting from place to place
around the atom. If you were
somehow able to take a time-lapse
picture of an electron as it moves
around the nucleus, the picture
might look something like the
diagram to the right.

Notice that there is a region close

to the nucleus where the electron is unlikely to be found, and a ring a little farther
out where there is a high probability of finding the electron.

As you get farther and farther from the nucleus, Schrödinger’s equation predicts
different shapes for these probability distributions. These regions of high probability
are called “orbitals,” because of their relation to the orbits originally suggested by
the planetary model.

Schrödinger was awarded the Nobel prize in physics in 1933 for this discovery.

The implications of quantum theory are vast. Among other things, the energies,
shapes and numbers of orbitals in an atom is responsible for each atom’s chemical
and physical properties and its location on the Periodic Table of the Elements, which
means quantum mechanics is responsible for pretty much all of chemistry!

Some principles of quantum theory that are studied explicitly in chemistry include:
• atomic & molecular orbitals
• electron configurations
• the aufbau principle

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 Fundamental Forces Page: 554
Big Ideas Details Unit: Quantum and Particle Physics

Fundamental Forces
Unit: Quantum and Particle Physics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 3.G.3.1
Mastery Objective(s): (Students will be able to…)
• Name, describe, and give relative magnitudes of the four fundamental forces
of nature.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain why the gravitational force is more relevant than the electromagnetic
force in astrophysics.
Tier 2 Vocabulary: model, quantum

Notes:
All forces in nature ultimately come from one of the following four forces:

strong force (or “strong nuclear force” or “strong interaction”): an attractive force
between quarks. The strong force holds the nuclei of atoms together. The
energy comes from converting mass to energy.
Effective range: about the size of the nucleus of an average-size atom.

weak force (or “weak nuclear force” or “weak interaction”): the force that causes
protons and/or neutrons in the nucleus to become unstable and leads to beta
nuclear decay. This happens because the weak force causes an up or down
quark to change its flavor. (This process is described in more detail in the
section on the Standard Model of Particle Physics, starting on page 555.)
Strength: 10−6 to 10−7 times the strength of the strong force.
Effective range: about 1/3 the diameter of an average nucleus.

electromagnetic force: the force between electrical charges. If the charges are the
same (“like charges”)—both positive or both negative—the particles repel each
other. If the charges are different (“opposite charges”)—one positive and one
negative—the particles attract each other.
Strength: about 1/137 as strong as the strong force.
Effective range: ∞, but gets smaller as (distance)2.

gravitational force: the force that causes masses to attract each other. Usually only
observable if one of the masses is very large (like a planet).
Strength: only 10−39 times as strong as the strong force.
Effective range: ∞, but gets smaller as (distance)2.

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 Standard Model Page: 555
Big Ideas Details Unit: Quantum and Particle Physics

Standard Model
Unit: Quantum and Particle Physics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: 1.A.2.1
Mastery Objective(s): (Students will be able to…)
• Name and describe the particles of the Standard Model.
• Describe interactions between particles, according to the Standard Model.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain the important features of each model of the atom.
Tier 2 Vocabulary: model, quantum

Notes:
The Standard Model is a theory of particle physics that:
• identifies the particles that matter is ultimately comprised of
• describes properties of these particles, including their mass, charge, and spin
• describes interactions between these particles

The Standard Model dates to the mid-1970s, when the existence of quarks was first
experimentally confirmed. Physicists are still discovering new particles and
relationships between particles, so the model and the ways it is represented are
evolving, much like atomic theory and the Periodic Table of the Elements was
evolving at the turn of the twentieth century. The table and the model described in
these notes represent our understanding, as of 2022. By the middle of this century,
the Standard Model may evolve to a form that is substantially different from the
way we represent it today.

The Standard Model in its present form does not incorporate dark matter, dark
energy, or gravitational attraction.

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 Standard Model Page: 556
Big Ideas Details Unit: Quantum and Particle Physics
The Standard Model is often presented in a table, with rows, columns, and color-
coded sections used to group subsets of particles according to their properties.

As of 2021, the Standard Model is represented by a table similar to this one:

Properties shown in the table include mass, charge, and spin.

• Mass is shown in units of electron volts divided by the speed of light squared
( ) . An electron volt (eV) is the energy acquired by an electric potential
eV
c2
difference of one volt applied to one electron. (Recall that the metric prefix
“M” stands for mega (106) and the metric prefix “G” stands for giga (109).) The
c2 in the denominator comes from Einstein’s equation, E = mc2, solved for m.
• Charge is the same property that we studied in the electricity unit. The
magnitude and sign of charge is relative to the charge of an electron, which is
defined to be −1.
• Spin is the property that is believed to be responsible for magnetism. (The
name is because magnetism was previously thought to come from a magnetic
field produced by electrons spinning within their orbitals.)

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 Standard Model Page: 557
Big Ideas Details Unit: Quantum and Particle Physics
Fundamental Particles
Quarks
Quarks are particles that participate in strong interactions (sometimes called the
“strong force”) through the action of “color charge” (which will be described later).
Because protons and neutrons (which make up most of the mass of an atom) are
made of three quarks each, quarks are the subatomic particles that make up most of
the ordinary matter* in the universe.
• quarks have color charge (i.e., they interact via the strong force)
• quarks have spin of  1 2
• “up-type” quarks carry a charge of + 2 3 ; “down-type” quarks carry a charge
of − 1 3 .
There are six flavors† of quarks: up and down, charm and strange, and top and
bottom. (Originally, top and bottom quarks were called truth and beauty.)
Leptons
Leptons are the smaller particles that make up most matter. The most familiar
lepton is the electron. Leptons participate in “electroweak” interactions, meaning
combinations of the electromagnetic and weak forces.
• leptons do not have color charge (i.e., they do not interact via the strong
force)
• leptons have spins of + 1 2
• electron-type leptons have a charge of −1; neutrinos do not have a charge.
• neutrinos oscillate, which makes their mass indefinite.
Gauge Bosons
Gauge bosons are the particles that carry force—their interactions are responsible
for the fundamental forces of nature: the strong force, the weak force, the
electromagnetic force and the gravitational force. The hypothetical particle
responsible for the gravitational force is the graviton, which has not yet been
detected (as of 2022).
• photons are responsible for the electromagnetic force.
• gluons are responsible for the strong interaction (strong force)
• W and Z bosons are responsible for the weak interaction (weak force)
Scalar Bosons
At present, the only scalar boson we know of is the Higgs boson, discovered in 2012,
which is responsible for mass.

* Matter that is not “ordinary matter” is called “dark matter”, whose existence is theorized but not yet
proven.
† Yes, “flavors” really is the correct term.

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 Standard Model Page: 558
Big Ideas Details Unit: Quantum and Particle Physics
Classes of Particles

Fermions
Quarks and leptons (the left columns in the table of the Standard Model) are
fermions. Fermions are described by Fermi-Dirac statistics and obey the Pauli
exclusion principle (which states that no two particles in an atom may have the
same exact set of quantum numbers—numbers that describe the energy states of
the particle).

Fermions are the building blocks of matter. They have a spin of ½, and each fermion
has its own antiparticle (see below).

Bosons
Bosons (the right columns in the table of the Standard Model) are described by
Bose-Einstein statistics, have integer spins and do not obey the Pauli Exclusion
Principle. Interactions between boson are responsible for forces and mass.

Antiparticles
Each particle in the Standard Model has a corresponding antiparticle. Like chemical
elements in the Periodic Table of the Elements, fundamental particles are
designated by their symbols in the table of the Standard Model. Antiparticles are
designated by the same letter, but with a line over it. For example, an up quark
would be designated “ u ”, and an antiup quark would be designated “ u ”.

The antiparticle of a fermion has the same name as the corresponding particle, with
the prefix “anti-”, and has the opposite charge. E.g., the antiparticle of a tau
neutrino is a tau antineutrino. (However, for historical reasons an antielectron is
usually called a positron.) E.g., up quark carries a charge of + 2 3 , which means an
antiup quark carries a charge of − 2 3 .

Each of the fundamental bosons is its own antiparticle, except for the W− boson,
whose antiparticle is the W+ boson.

When a particle collides with its antiparticle, the particles annihilate each other, and
their mass is converted to energy ( E = mc2 ) and released.

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 Standard Model Page: 559
Big Ideas Details Unit: Quantum and Particle Physics
Composite Particles

Hadrons
Hadrons are a special class of strongly-interacting composite particles (meaning that
they are comprised of multiple individual particles). Hadrons can be bosons or
fermions. Hadrons composed of strongly-interacting fermions are called baryons;
hadrons composed of strongly-interacting bosons are called mesons.

Baryons
The most well-known baryons are protons and neutrons, which each comprised of
three quarks. Protons are made of two up quarks and one down quark (“uud”), and
carry a charge of +1. Neutrons are made of one up quark and two down quarks
(“udd”), and carry a charge of zero.
Some of the better-known baryons include:
• nucleons (protons & neutrons).
• hyperons, e.g., the Λ, Σ, Ξ, and Ω particles. These contain one or more strange
quarks, and are much heavier than nucleons.
• various charmed and bottom baryons.
• pentaquarks, which contain four quarks and an antiquark.

Mesons
Ordinary mesons are comprised of a quark plus an antiquark. Examples include the
pion, kaon, and the J/Ψ. Mesons mediate the residual strong force between
nucleons.
Some of the exotic mesons include:
• tetraquarks, which contain two quarks and two antiquarks.
• glueball, a bound set of gluons with no quarks.
• hybrid mesons, which contain one or more quark/antiquark pairs and one or
more gluons.

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 Standard Model Page: 560
Big Ideas Details Unit: Quantum and Particle Physics
Color Charge
Color charge is the property that is responsible for the strong nuclear interaction.
All electrons and fermions (particles that have half-integer spin quantum numbers)
must obey the Pauli Exclusion Principle, which states that no two particles within the
same larger particle (such as a hadron or atom) can have identical sets of quantum
numbers.

For electrons, (as you learned in chemistry), if two electrons share the same orbital,
they need to have opposite spins. In the case of quarks, all quarks have a spin of
+ 1 2 , so in order to satisfy the Pauli Exclusion Principle, if a proton or neutron
contains three quarks, there has to be some other quantum property that has
different values for each of those quarks. This property is called “color charge” (or
sometimes just “color*”).

The “color” property has three values, which are called “red,” “green,” and “blue”
(named after the primary colors of light). When there are three quarks in a
subatomic particle, the colors have to be different, and have to add up to
“colorless”. (Recall that combining each of the primary colors of light produces
white light, which is colorless.)

Quarks can exchange color charge by emitting a gluon that contains one color and
one anticolor. Another quark absorbs the gluon, and both quarks undergo color
change. For example, suppose a blue quark emits a blue antigreen gluon:

You can imagine that the quark sent away its own blue color (the “blue” in the “blue
antigreen” gluon). Because it also sent out antigreen, it was left with green so it
became a green quark. Meanwhile, the antigreen part of the gluon finds the green
quark and cancels its color. The blue from the blue antigreen gluon causes the
receiving quark to become blue. After the interaction, the particle once again has
one red, one green, and one blue quark, which means color charge is conserved.

* Just like “spin” is the name of a property of energy that has nothing to do with actual spinning, “color”
is a property that has nothing to do with actual color. In fact, quarks couldn’t possibly have actual
color—the wavelengths of visible light are thousands of times larger than quarks!

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 Particle Interactions Page: 561
Big Ideas Details Unit: Quantum and Particle Physics
honors
(not AP®)
Particle Interactions
Unit: Quantum and Particle Physics
MA Curriculum Frameworks (2016): N/A
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Fully describe an interaction between particles based on a Feynman diagram.
• Draw a Feynman diagram representing an interaction between particles.
Success Criteria:
• Descriptions & explanations are accurate.
• Diagrams correctly show all parts of the interaction.
Language Objectives:
• Describe a particle interaction as a narrative.
Tier 2 Vocabulary: interaction, particle

Notes:
In particle physics, the Standard Model describes the types of particles found in
nature, their properties, and how they interact. The following diagram shows which
types of particles can interact with which other types.

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 Particle Interactions Page: 562
Big Ideas Details Unit: Quantum and Particle Physics
honors The interactions between particles can be shown pictorially in diagram called a
(not AP®) Feynman diagram, named for American physicist Richard Feynman. The Feynman
diagram tells the “story” of the interaction.

The characteristics of a Feynman diagram are:

1. Straight lines represent the motion of a particle. The arrow points to the
right for a negatively-charged particle, and to the left for a positively-
charged particle.
2. A wavy line represents a photon (γ).
3. A coiled line (like a spring) represents a gluon (g).
4. The x-axis is time. The interaction starts (in terms of time) on the left and
proceeds from left to right.
5. The y-axis represents space. Lines coming together represent particles
coming together. Lines moving apart represent particles moving away from
each other. (Note that the diagram is not a map; particles can move
together or apart in any direction.)
6. Each vertex, where two or more lines come together, represents an
interaction.

Probably the best way to explain the diagrams is with examples.

In this diagram, we start (at the left) with

an electron (e−) and photon (γ). The two
come together, and the electron absorbs
the photon.

In this diagram, we start (at the left) with an

electron (e−) by itself. The electron emits a
photon (γ), but is otherwise unchanged.

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 Particle Interactions Page: 563
Big Ideas Details Unit: Quantum and Particle Physics
honors
(not AP®) In this diagram, we start (at the left)
with a positron (e+) and photon (γ).
(Note that the arrow pointing to the
left indicates a positively-charged
particle.) The two come together, and
the positron absorbs the photon.

In this diagram, we start with an electron

(e−) and positron (e+) (coming in from the
left). They exchange a photon (γ)
between them. (Note that the diagram
does not make it clear which particle
emits the photon and which one absorbs
it.) Then the two particles exit.

In the following diagram, we start with an electron (e−) and positron (e+). They come
together and annihilate each other, producing a photon (γ). (You can tell this
because for a length of time, nothing else exists except for the photon.) Then the
photon pair-produces a new electron/positron pair.

In the following diagram, an electron (e−) and positron (e+) annihilate each other as
above, but this time the photon produces a muon (μ−)/antimuon (μ+) pair. (Again,
note that the muon, which has a negative charge, has the arrow pointing to the
right. The antimuon, which has a positive charge, has the arrow pointing to the left.)

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 Particle Interactions Page: 564
Big Ideas Details Unit: Quantum and Particle Physics
honors Finally, in the following diagram, an electron (e ) and positron (e+) annihilate each
−

(not AP®) other, producing a photon (γ). The photon pair-produces a bottom quark (b) and an
antibottom quark ( b ), which radiate gluons (g).

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 Introduction: Atomic and Nuclear Physics Page: 565
Big Ideas Details Unit: Atomic and Nuclear Physics

Introduction: Atomic and Nuclear Physics

Unit: Atomic and Nuclear Physics
Topics covered in this chapter:
Radioactive Decay ........................................................................................567
Nuclear Equations ........................................................................................572
Mass Defect & Binding Energy .....................................................................575
Half-Life ........................................................................................................577
Nuclear Fission & Fusion ..............................................................................584
Practical Uses for Nuclear Radiation............................................................587

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 Introduction: Atomic and Nuclear Physics Page: 566
Big Ideas Details Unit: Atomic and Nuclear Physics
This chapter discusses the particles that atoms and other matter are made of, how
those particles interact, and the process by which radioactive decay can change the
composition of a substance from one element into another.
• Radioactive Decay and Nuclear Equations describe the process of radioactive
decay and how to predict the results.
• Mass Defect & Binding Energy uses Einstein’s equation E = mc2 to determine
the energy that was converted to mass in order to hold the nucleus of an atom
together.
• Half-Life explains how to calculate the rate at which radioactive decay
happens and the amount of material remaining.
• Nuclear Fission & Fusion and Practical Uses for Nuclear Radiation describe
ways that radioactive materials are used to produce energy or otherwise
provide benefits to society.

One of the challenges of this chapter is remembering concepts from chemistry,

including numbers of protons, neutrons and electrons, and how to use the Periodic
Table of the Elements.

Standards addressed in this chapter:

Massachusetts Curriculum Frameworks (2016):
HS-PS1-8: Develop a model to illustrate the energy released or absorbed during
the processes of fission, fusion, and radioactive decay.
AP® only AP® Physics 2 Learning Objectives:
5.C.1.1: The student is able to analyze electric charge conservation for nuclear
and elementary particle reactions and make predictions related to such
reactions based upon conservation of charge. [SP 6.4, 7.2]
5.G.1.1: The student is able to apply conservation of nucleon number and
conservation of electric charge to make predictions about nuclear reactions
and decays such as fission, fusion, alpha decay, beta decay, or gamma
decay. [SP 6.4]
7.C.3.1: The student is able to predict the number of radioactive nuclei
remaining in a sample after a certain period of time, and also predict the
missing species (alpha, beta, gamma) in a radioactive decay. [SP 6.4]

Topics from this chapter assessed on the SAT Physics Subject Test:
• Nuclear and Particle Physics, such as radioactivity, nuclear reactions, and
fundamental particles.
1. Nuclear Physics

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 Radioactive Decay Page: 567
Big Ideas Details Unit: Atomic and Nuclear Physics

Radioactive Decay
Unit: Atomic, Particle, and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
AP® Physics 2 Learning Objectives: 7.C.3.1
Mastery Objective(s): (Students will be able to…)
• Explain the causes of nuclear instability.
• Explain the processes of α, β−, and β+ decay and electron capture.
Success Criteria:
• Descriptions & explanations are accurate and account for observed behavior.
Language Objectives:
• Explain what happens in each of the four types of radioactive decay.
Tier 2 Vocabulary: decay, capture

Labs, Activities & Demonstrations:

• (old) smoke detector & Geiger counter
Notes:
nuclear instability: When something is unstable, it is likely to change. If the nucleus
of an atom is unstable, changes can occur that affect the number of protons and
neutrons in the atom.

Note that when this happens, the nucleus ends up with a different number of
protons. This causes the atom to literally turn into an atom of a different
element. When this happens, the physical and chemical properties
instantaneously change into the properties of the new element!

radioactive decay: the process by which the nucleus of an atom changes,

transforming the element into a different element or isotope.

nuclear equation: an equation describing (through chemical symbols) what happens

to an atom as it undergoes radioactive decay.

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 Radioactive Decay Page: 568
Big Ideas Details Unit: Atomic and Nuclear Physics
Causes of Nuclear Instability
Two of the causes of nuclear instability are:
Size
Because the strong force acts over a limited distance, when nuclei get too large
(more than 82 protons), it is no longer possible for the strong force to keep the
nucleus together indefinitely. The form of decay that results from an atom
exceeding its stable size is called alpha (α) decay.

The Weak Nuclear Force

The weak force is caused by the exchange (absorption and/or emission) of W and Z
bosons. This causes a down quark to change to an up quark or vice-versa. The
change of quark flavor has the effect of changing a proton to a neutron, or a neutron
to a proton. (Note that the action of the weak force is the only known way of
changing the flavor of a quark.) The form of decay that results from the action of
the weak force is called beta (β) decay.

band of stability: isotopes with a ratio of protons to neutrons that results in a stable
nucleus (one that does not spontaneously undergo radioactive decay). This
observation suggests that the ratio of up to down quarks within the nucleus is
somehow involved in preventing the weak force from causing quarks to change
flavor.
too much mass;
α decay likely

excess
neutrons; β−
decay likely excess protons;
β+ decay and
electron capture
likely

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 Radioactive Decay Page: 569
Big Ideas Details Unit: Atomic and Nuclear Physics
alpha (α) decay: a type of radioactive decay in which the nucleus loses two protons
4 2+
and two neutrons (an alpha particle). An alpha particle is a 2 He ion (the
nucleus of a helium-4 atom), with two protons, a mass of 4 amu, and a charge of
+2. For example:
92 U → 90Th + 2 He
238 234 4

Atoms are most likely to undergo alpha decay if they have an otherwise stable
proton/neutron ratio but a large atomic number.

Alpha decay has never been observed in atoms with an atomic number less than
52 (tellurium), and is rare in elements with an atomic number less than 73
(tantalum).

Net effects of α decay:

• Atom loses 2 protons and 2 neutrons (atomic number goes down by 2
and mass number goes down by 4)
+2
• An α particle (a 2 He ion) is ejected from the nucleus at high speed.
4

beta minus (β−) decay: a type of radioactive decay in which a neutron is converted
0
to a proton and the nucleus ejects a high speed electron ( −1 e ).

Note that a neutron consists of one up quark and two down quarks (udd), and a
proton consists of two up quarks and one down quark (uud). When β− decay
occurs, the weak force causes one of the quarks changes its flavor from down to
up, which causes the neutron (uud) to change into a proton (udd). Because a
proton was gained, the atomic number increases by one. However, because the
proton used to be a neutron, the mass number does not change. For example:
32
15 P → 16
32
S + −10 e

Atoms are likely to undergo β− decay if they have too many neutrons and not
enough protons to achieve a stable neutron/proton ratio. Almost all isotopes
that are heavier than isotopes of the same element within the band of stability
(because of the “extra” neutrons) undergo β− decay.

Net effects of β− decay:

• Atom loses 1 neutron and gains 1 proton (atomic number goes up by 1;
mass number does not change)
• A β− particle (an electron) is ejected from the nucleus at high speed.

Note that a β− particle is assigned an atomic number of −1. This does not mean
an electron is some sort of “anti-proton”. The −1 is just used to make the
equation for the number of protons work out in the nuclear equation.

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 Radioactive Decay Page: 570
Big Ideas Details Unit: Atomic and Nuclear Physics
beta plus (β+) decay: a type of radioactive decay in which a proton is converted to a
0
neutron and the nucleus ejects a high speed antielectron (positron, +1 e ).

With respect to the quarks, β+ decay is the opposite of β− decay When β+ decay
occurs, one of the quarks changes its flavor from up to down, which changes the
proton (uud) into a neutron (udd). Because a proton was lost, the atomic
number decreases by one. However, because the neutron used to be a proton,
the mass number does not change. For example:
23
12 Mg → 11
23
Na + +10 e

Atoms are likely to undergo β+ decay if they have too many protons and not
enough neutrons to achieve a stable neutron/proton ratio. Almost all isotopes
that are lighter than the isotopes of the same element that fall within the band
of stability (“not enough neutrons”) undergo β+ decay.

Net effects of β+ decay:

• Atom loses 1 proton and gains 1 neutron (atomic number goes down by
1; mass number does not change)
• A β+ particle (an antielectron or positron) is ejected from the nucleus at
high speed.

electron capture (sometimes called “K-capture”): when the nucleus of the atom
“captures” an electron from the innermost shell (the K-shell) and incorporates it
into the nucleus. This process is exactly the reverse of β− decay; during electron
capture, a quark changes flavor from up to down, which changes a proton (uud)
into a neutron (udd):
23
12 Mg + −10 e → 23
11 Na

Note that β+ decay and electron capture produce the same products. Electron
capture can sometimes (but not often) occur without β+ decay. However, β+
decay is always accompanied by electron capture.

Atoms are likely to undergo electron capture (and usually also β+ decay) if they
have too many protons and not enough neutrons to achieve a stable
neutron/proton ratio. Almost all isotopes that are lighter than the isotopes of
the same element that fall within the band of stability undergo electron capture,
and usually also β+ decay.

Net effects of electron capture:

• An electron is absorbed by the nucleus.

• Atom loses 1 proton and gains 1 neutron (atomic number goes down by
1; mass number does not change)

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 Radioactive Decay Page: 571
Big Ideas Details Unit: Atomic and Nuclear Physics
gamma (γ) rays: most radioactive decay produces energy. Some of that energy is
emitted in the form of gamma rays, which are very high energy photons of
electromagnetic radiation. (Radio waves, visible light, and X-rays are other types
of electromagnetic radiation.) Because gamma rays are waves (which have no
mass), they can penetrate far into substances and can do a lot of damage.
Because gamma rays are not particles, emission of gamma rays does not change
the composition of the nucleus.

All of the types of radioactive decay mentioned in these notes also produce γ
rays. This means to be complete, we would add gamma radiation to each of
the radioactive decay equations described above:

238
92 U → 23490Th + 42 He + 00 32
15 P → 16
32
S + −10 e + 00

11 Na + +1 e + 0 
Mg → 23 Mg + −10 e → 11 Na + 00
23 0 0 23 23
12 12

penetrating power: the distance that radioactive particles can penetrate

into/through another substance is directly related to the velocity of the emission
(faster = more penetrating) and inversely related to the mass of the emission
(heaver = less penetrating):

gamma rays beta particles alpha particles

lightest heaviest

fastest slowest

most penetrating power least penetrating power

Note also that denser substances (such as lead) do a better job of blocking and
absorbing radioactive emissions. This is why lead is commonly used as shielding
for experiments involving radioactive substances.

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 Nuclear Equations Page: 572
Big Ideas Details Unit: Atomic and Nuclear Physics

Nuclear Equations
Unit: Atomic and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
AP® Physics 2 Learning Objectives: 5.C.1.1, 7.C.3.1
Mastery Objective(s): (Students will be able to…)
• Determine the products of α, β−, and β+ decay and electron capture.
Success Criteria:
• Equations give the correct starting material and products.
Language Objectives:
• Describe the changes to the nucleus during radioactive decay.
Tier 2 Vocabulary: decay, capture

Notes:
nuclear equation: a chemical equation describing the process of an isotope
undergoing radioactive decay. For example:

238
92 U → 23490Th + 42 He

In a nuclear equation, the number of protons (atomic number) and the total mass
(mass number) are conserved on both sides of the arrow. If you look at the bottom
(atomic) numbers, and replace the arrow with an = sign, you would have the
following:
92 = 90 + 2

Similarly, if you look at the top (mass) numbers, and replace the arrow with an =
sign, you would have:
238 = 234 + 4

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 Nuclear Equations Page: 573
Big Ideas Details Unit: Atomic and Nuclear Physics
Sample problems:
Q: What are the products of beta-minus (β−) decay of 131I?

A: A β− particle is an electron, which we write as

0
−1 e in a nuclear equation. This
means 131I decays into some unknown particle plus
0
−1 e . The equation is:
131
53 I → mp X + −10 e

We can write the following equations for the atomic and mass numbers:
Atomic #s: 53 = p + −1 → p = 54; therefore X is Xe
Mass #s: 131 = m + 0 → m = 131
131
Therefore, particle X is 54 Xe So our final answer is:
131 0
The two products of decay in this reaction are 54 Xe and −1 e.

Q: Which particle was produced in the following radioactive decay reaction:

212
86 Rn → 208
84 Po + p X
m

A: The two equations are:

Atomic #s: 86 = 84 + p → p = 2; therefore X is He
Mass #s: 212 = 208 + m → m = 4
4
Therefore, particle X is 2 He , which means it is an α particle.

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 Nuclear Equations Page: 574
Big Ideas Details Unit: Atomic and Nuclear Physics
Homework Problems
For these problems, you will need to use a periodic table and radioactive decay
information from Table CC. Selected Radioisotopes on page 608 of your Physics
Reference Tables.
Give the nuclear equation(s) for radioactive decay of the following:
1. 222
Rn

2. 85
Kr

3. 220
Fr

4. 37
K

5. 3 H

Give the starting material for the following materials produced by radioactive decay:
267
6. Alpha (α) decay resulting in 108 Hs

185
7. Beta-minus (β−) decay resulting in 75 Re

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 Mass Defect & Binding Energy Page: 575
Big Ideas Details Unit: Atomic and Nuclear Physics

Mass Defect & Binding Energy

Unit: Atomic and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
AP® Physics 2 Learning Objectives: 1.4.C.1, 5.B.11.1
Mastery Objective(s): (Students will be able to…)
• Calculate the binding energy of an atom.
• Calculate the energy given off by a radioactive decay based on the binding
energies before and after.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain where the energy behind the strong force (which holds the nucleus
together) comes from.
Tier 2 Vocabulary: defect

Notes:
mass defect: the difference between the actual mass of an atom, and the sum of
the masses of the protons, neutrons, and electrons that it contains. The mass
defect is the amount of “missing” mass that was turned into binding energy.
−27
• A proton has a mass of 1.6726  10 kg = 1.0073 amu
−27
• A neutron has a mass of 1.6749  10 kg = 1.0087 amu
−31
• An electron has a mass of 9.1094  10 kg = 0.0005486 amu
To calculate the mass defect, total up the masses of each of the protons,
neutrons, and electrons in an atom. The actual (observed) atomic mass of the
atom is always less than this number. The “missing mass” is called the mass
defect.
binding energy: the energy that holds the nucleus of an atom together through the
strong nuclear force
The binding energy comes from the small amount of mass (the mass defect) that
was turned into a large amount of energy, given by the equation:
E = mc2
where E is the binding energy, m is the mass defect, and c is the speed of light
( 3  108 ms ), which means c 2 is 9  1016 ms (a very large number)!
2
2

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 Mass Defect & Binding Energy Page: 576
Big Ideas Details Unit: Atomic and Nuclear Physics
You can figure out how much energy is produced by spontaneous radioactive decay
by calculating the difference in the sum of the binding energies of the atoms before
and after the decay.

Sample problem:
Q: Calculate the mass defect of 1 mole of uranium-238.

238
A: 92 U has 92 protons, 146 neutrons, and 92 electrons. This means the total mass
238
of one atom of 92 U should theoretically be:

92 protons × 1.0073 amu = 92.6704 amu

146 neutrons × 1.0087 amu = 147.2661 amu
92 electrons × 0.000 5486 amu = 0.0505 amu
92.6704 + 147.2661 + 0.0505 = 239.9870 amu

238
The actual observed mass of one atom of 92 U is 238.0003 amu.

238
The mass defect of one atom of 92 U is therefore
239.9870 − 238.0003 = 1.9867 amu.
238
One mole of 92 U would have a mass of 238.0003 g, and therefore a total mass
defect of 1.9867 g, or 0.001 9867 kg.
238
Because E = mc2, that means the binding energy of one mole of 92 U is:

0.001 9867 kg  (3.00  108 )2 = 1.79  1014 J

In case you don’t realize just how large that number is, the binding energy of
238
just 238 g (1 mole) of 92 U would be enough energy to heat every house on Earth
for an entire winter!

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 Half-Life Page: 577
Big Ideas Details Unit: Atomic and Nuclear Physics

Half-Life
Unit: Atomic and Nuclear Physics
MA Curriculum Frameworks (2016): N/A
AP Physics 2 Learning Objectives: 7.C.3.1
Mastery Objective(s): (Students will be able to…)
• Calculate the amount of material remaining after an amount of time.
• Calculate the elapsed time based on the amount of material remaining.
Success Criteria:
• Variables are correctly identified and substituted correctly into the correct
equation.
• Algebra is correct and rounding to appropriate number of significant figures is
reasonable.
Language Objectives:
• Explain why the mass of material that decays keeps decreasing.
Tier 2 Vocabulary: life, decay

Labs, Activities & Demonstrations:

• half-life of dice or M & M candies
Notes:
The atoms of radioactive elements are unstable, and they spontaneously decay
(change) into atoms of other elements.

For any given atom, there is a certain probability, P, that it will undergo radioactive
decay in a given amount of time. The half-life, τ, is how much time it would take to
have a 50% probability of the atom decaying. If you start with n atoms, after one
half-life, half of them (0.5n) will have decayed.

If we start with 32 g of 53Fe, which has a half-life (τ) of 8.5 minutes, we would
observe the following:

# minutes 0 8.5 17 25.5 34

# half lives 0 1 2 3 4
amount left 32 g 16 g 8g 4g 2g

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 Half-Life Page: 578
Big Ideas Details Unit: Atomic and Nuclear Physics
Amount of Material Remaining
Most half-life problems in a first-year high school physics course involve a whole
number of half-lives and can be solved by making a table like the one above.
However, on the AP® exam you can expect problems that do not involve a whole
number of half-lives, and you need to use the exponential decay equation.

Because n is decreasing, the number of atoms (and consequently also the mass)
remaining after any specific period of time follows the exponential decay function:
A = Ao ( 12 )n

where A is the amount you have now, Ao is the amount you started with, and n is
the number of half-lives that have elapsed.

Because the number of half-lives equals the total time elapsed (t ) divided by the
half-life (τ), we can replace n = t and rewrite the equation as:


() ()
t t
 A
A = Ao 1

or = 1
2 Ao 2

If you want to find either A or Ao , you can plug the values for t and τ into the above
equation.

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 Half-Life Page: 579
Big Ideas Details Unit: Atomic and Nuclear Physics
Sample Problem:
Q: If you start with 228 g of 90Sr, how much would remain after 112.4 years?

A: A0 = 228 g
A=A

τ = 28.1 years (from the “Selected Radioisotopes” table in your reference tables)
t = 112.4 years

()
t

A = A0 1
2

A = (228) ( 1 )
112.4
28.1

2
A = (228) ( 1 )
4

2
A = (228) ( 1 )
16
A = 14.25 g

Or, if the decay happens to occur over an integer number of half-lives (as in this
example), you can use a chart:

# years 0 28.1 56.2 84.3 112.4

# half lives 0 1 2 3 4
amount left 228 g 114 g 57 g 28.5 g 14.25 g

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 Half-Life Page: 580
Big Ideas Details Unit: Atomic and Nuclear Physics
Finding the Time that has Passed
Integer Number of Half-Lives
If the amount you started with divided by the amount left is an exact power of two,
you have an integer number of half-lives and you can just make a table.

Sample problem:
Q: If you started with 64 g of 131I, how long would it take until there was only 4 g
remaining? The half-life (τ) of 131I is 8.07 days.

64
A: = 16 which is a power of 2, so we can simply make a table:
4

# half lives 0 1 2 3 4
amount
64 g 32 g 16 g 8g 4g
remaining

From the table, after 4 half-lives, we have 4 g remaining.

The half-life (τ) of 131I is 8.07 days.

8.07 × 4 = 32.3 days

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 Half-Life Page: 581
Big Ideas Details Unit: Atomic and Nuclear Physics
Non-Integer Number of Half-Lives
If you need to find the elapsed time and it is not an exact half-life, you need to use
logarithms.
In mathematics, the only reason you ever need to use logarithms is when you need to
solve for a variable that’s in an exponent. For example, suppose we have the
expression of the form a b = c.
If b is a constant, we can solve for either a or c, as in the expressions:

a 3 = 21 ( 3 a3 = 3 21 = 2.76)
62 = c (62 = 36)
However, we can’t do this if a and c are constants and we need to solve for b, as in
the expression:
3b = 17

To solve for b, we need to get b out of the exponent. We do this by taking the
logarithm of both sides:
b log(3) = log(17)
log(17)
b=
log(3)
1.23
b= = 2.58
0.477

It doesn’t matter which base you use. For example, using ln instead of log gives the
same result:
b ln(3) = ln(17)
ln(17)
b=
ln(3)
2.83
b= = 2.58
1.10
We can apply this same logic to the half-life equation:

()
t
A 
= 1
Ao 2

log A − log Ao = t log 1

 2 ()

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 Half-Life Page: 582
Big Ideas Details Unit: Atomic and Nuclear Physics
Sample problem:
Q: If you started with 64 g of 131I, how long would it take until there was only 5.75 g
remaining? The half-life (τ) of 131I is 8.07 days.

64
A: We have 5.75 g remaining. However, = 11.13 , which is not a power of two.
5.75
This means we don’t have an integer number of half-lives, so we need to use
logarithms:
t
A 1 
= 
Ao  2 
t 1
log A − log Ao = log  
 2
t 1
log5.75 − log64 = log  
8.07  2 
t
0.7597 − 1.8062 = (−0.3010)
8.07
−1.0465 = −0.03730 t
28.1 days = t

Homework Problems
For these problems, you will need to use half-life information from Table CC.
Selected Radioisotopes on page 608 of your physics reference tables.

1. If a lab had 128 g of 3H waste 49 years ago, how much of it would be left
today? (Note: you may round off to a whole number of half-lives.)

Answer: 8 g

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 Half-Life Page: 583
Big Ideas Details Unit: Atomic and Nuclear Physics
42
2. Suppose you set aside a 20. g sample of K at 5:00pm on a Friday for an
experiment, but you are not able to perform the experiment until 9:00am
on Monday (64 hours later). How much of the 42K will be left?

Answer: 0.56 g
3. If a school wants to dispose of small amounts of radioactive waste, they can
store the materials for ten half-lives, and then dispose of the materials as
regular trash.
a. If we had a sample of 32P, how long would we need to store it before
disposing of it?

Answer: 143 days

b. If we had started with 64 g of 32P, how much 32P would be left after
ten half-lives? Approximately what fraction of the original amount
would be left?

Answer: 0.063 g; approximately 1 of the original amount.

1000

4. If the carbon in a sample of human bone contained 30. % of the expected

amount of 14C, approximately how old is the sample?

Answer: 9 950 years

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 Nuclear Fission & Fusion Page: 584
Big Ideas Details Unit: Atomic and Nuclear Physics
honors
(not AP®)
Nuclear Fission & Fusion
Unit: Atomic and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
AP® Physics 2 Learning Objectives: N/A
Mastery Objective(s): (Students will be able to…)
• Identify nuclear processes as “fission” or “fusion”.
• Describe the basic construction and operation of fission-based and fusion-
based nuclear reactors.
Success Criteria:
• Descriptions account for how the energy is produced and how the radiation is
contained.
Language Objectives:
• Explain how fission-based and fusion-based nuclear reactors work.
Tier 2 Vocabulary: fusion, nuclear

Notes:
Fission
fission: splitting of the nucleus of an atom, usually by bombarding it with a high-
speed neutron.

When atoms are split by bombardment with neutrons, they can divide in hundreds
of ways. For example, when 235U is hit by a neutron, it can split more than 200 ways.
Three examples that have been observed are:

1
0 n + 235
92 U → 37 Rb + 55 Cs + 2 0 n
90 144 1

1
0 n + 235
92 U → 35 Br + 57 La + 3 0 n
87 146 1

1
0 n + 235
92 U → 30 Br + 62 Sm + 4 0 n
72 160 1

Note that each of these bombardments produces more neutrons. A reaction that
produces more fuel (in this case, neutrons) than it consumes will accelerate. This
self-propagation is called a chain reaction.

Note also that the neutron/proton ratio of 235U is about 1.5. The stable
neutron/proton ratio of each of the products would be approximately 1.2. This
means that almost all of the products of fission reactions have too many neutrons to
be stable, which means they will themselves undergo β− decay.

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 Nuclear Fission & Fusion Page: 585
Big Ideas Details Unit: Atomic and Nuclear Physics
honors Nuclear Fission Reactors
(not AP®) In a nuclear reactor, the heat from a fission reaction is used to heat water. The
radioactive hot water from the reactor (under pressure, so it can be heated well
above 100 °C without boiling) is used to boil clean (non-radioactive) water. The
clean steam is used to turn a turbine, which generates electricity.

The inside of the reactor looks like this:

The fuel is the radioactive
material (such as 235U) that
is undergoing fission. The
graphite in the core of the
reactor is used to absorb
some of the neutrons. The
moveable control rods are
adjusted so they can
absorb some or all of the
remaining neutrons as
desired. If the control rods
are all the way down, all of
the neutrons are absorbed
and no heating occurs.
When the reactor is in
operation, the control rods
are raised just enough to
make the reaction proceed
at the desired rate.

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 Nuclear Fission & Fusion Page: 586
Big Ideas Details Unit: Atomic and Nuclear Physics
honors Fusion
(not AP®) fusion: the joining together of the nuclei of two atoms, accomplished by colliding
them at high speeds.

Nuclear fusion reactions occur naturally on stars (such as the sun), and are the
source of the heat and energy that stars produce.

On the sun, fusion occurs between atoms of deuterium (2H) to produce helium:
2
1 H + 21 H → 42 He

The major challenge in building

nuclear fusion reactors is the
high temperatures produced—
on the order of 106–109 °C. In a
tokamak fusion reactor, the
starting materials are heated
until they become plasma—a
sea of highly charged ions and
electrons. The highly charged
plasma is kept away from the
sides by powerful
electromagnets.

At the left is a schematic of the

ITER tokamak reactor currently
under construction in southern
France.

MIT has a smaller tokamak reactor at its Plasma Science & Fusion Center. The MIT
reactor is able to conduct fusion reactions lasting for only a few seconds; if the
reaction continued beyond this point, the current in the electromagnets that is
necessary to generate the high magnetic fields required to confine the reaction
would become hot enough to melt the copper wire and fuse the coils of the
electromagnet together.

After each “burst” (short fusion reaction), the electromagnets in the MIT reactor
need to be cooled in a liquid nitrogen bath (−196 °C) for fifteen minutes before the
reactor is ready for the next burst.

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 Practical Uses for Nuclear Radiation Page: 587
Big Ideas Details Unit: Atomic and Nuclear Physics
honors
(not AP®)
Practical Uses for Nuclear Radiation
Unit: Atomic and Nuclear Physics
MA Curriculum Frameworks (2016): HS-PS1-8
MA Curriculum Frameworks (2006): N/A
Mastery Objective(s): (Students will be able to…)
• Identify & describe practical (peaceful) uses for nuclear radiation.
Success Criteria:
• Descriptions give examples and explain how radiation is essential to the
particular use.
Language Objectives:
• Explain how radiation makes certain scientific procedures possible.
Tier 2 Vocabulary: radiation

Notes:
While most people think of the dangers and destructive power of nuclear radiation,
there are a lot of other uses of radioactive materials:

Power Plants: nuclear reactors can generate electricity in a manner that does not
produce CO2 and other greenhouse gases.

Cancer Therapy: nuclear radiation can be focused in order to kill cancer cells in
patients with certain forms of cancer. Radioprotective drugs are now available
that can help shield non-cancerous cells from the high-energy gamma rays.

Radioactive Tracers: chemicals made with radioactive isotopes can be easily

detected in complex mixtures or even in humans. This enables doctors to give a
patient a chemical with a small amount of radioactive material and track the
progress of the material through the body and determine where it ends up. It
also enables biologists to grow bacteria with radioactive isotopes and follow
where those isotopes end up in subsequent experiments.

Irradiation of Food: food can be exposed to high-energy gamma rays in order to kill
germs. These gamma rays kill all of the bacteria in the food, but do not make
the food itself radioactive. (Gamma rays cannot build up inside a substance.)
This provides a way to create food that will not spoil for months on a shelf in a
store. There is a lot of irrational fear of irradiated food in the United States, but
irradiation is commonly used in Europe. For example, irradiated milk will keep
for months on a shelf at room temperature without spoiling.

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 Practical Uses for Nuclear Radiation Page: 588
Big Ideas Details Unit: Atomic and Nuclear Physics
14
honors Carbon Dating: Because C is a long-lived isotope (with a half-life of 5 700 years),
(not AP®) the amount of 14C in archeological samples can give an accurate estimate of
their age. One famous use of carbon dating was its use to prove that the Shroud
of Turin (the supposed burial shroud of Jesus Christ) was fake, because it was
actually made between 1260 C.E. and 1390 C.E.

Smoke Detectors: In a smoke detector, 241Am emits positively-charged alpha

particles, which are directed towards a metal plate. This steady flow of positive
charges completes an electrical circuit. If there is a fire, smoke particles
neutralize positive charges. This makes the flow of charges through the
electrical circuit stop, which is used to trigger the alarm.

Use this space for summary and/or additional notes:

Physics 2 In Plain English Jeff Bigler

 Appendix: AP® Physics 2 Equation Tables Page: 589

Appendix: AP® Physics 2 Equation Tables

ADVANCED PLACEMENT PHYSICS PHYSICS 2 IN PLAIN ENGLISH, EFFECTIVE 2017
CONSTANTS AND CONVERSION FACTORS
Proton mass, mp = 1.67  10 −27 kg Electron charge magnitude, e = 1.60  10 −19 C
Neutron mass, mn = 1.67  10 −27 kg 1 electron volt, 1 eV = 1.60  10 −19 J
Electron mass, me = 9.11  10 −31 kg Speed of light, c = 3.00  108 m s
Universal gravitational
Avogadro’s number, No = 6.02  1023 mol−1 G = 6.67  10 −11 m3 /kg  s2
constant,
Universal gas R = 8.31 molK Acceleration due to gravity
J
 g = 9.8 m/s2
constant, at Earth’s surface,
Boltzmann’s kB = 1.38  10 −23 J
constant, K

1 unified atomic mass unit, 1 u = 1.66  10 −27 kg = 931 MeV

c2

Planck’s constant, h = 6.63  10 −34 J  s = 4.14  10 −15eV  s

hc = 1.99  10 −25 J  m = 1.24  10 −3eV  nm
Vacuum permittivity,  o = 8.85  10 −12 C2
 2
Nm

Coulomb’s law constant, k= 1 = 9.0  109  2

Nm
4 o C2

Vacuum permeability, o = 4  10 −7 Tm

A

Magnetic constant, k =
o = 1  10-7 TAm
4
1 atmosphere pressure, 1 atm = 1.0  105 mN = 1.0  10 5 Pa
2

meter, m mole mol watt, W farad, F

kilogram, k hertz, Hz coulomb, C tesla, T
UNIT
second, s newton, N volt, V degree Celsius, °C
SYMBOLS
ampere, A pascal, Pa ohm, Ω electron volt, eV
kelvin, K joule, J henry, H
VALUES OF TRIGONOMETRIC FUNCTIONS
PREFIXES
FOR COMMON ANGLES
Symbo
Factor Prefix θ 0° 30° 37° 45° 53° 60° 90°
l
1012 tera T sin θ 0 1/2 3/5 2 /2 4/5 3 /2 1
109 giga G cos θ 1 3 /2 4/5 2 /2 3/5 1/2 0
106 mega M tan θ 0 3 /3 3/4 1 4/3 3 ∞
103 kilo k
10−2 centi c The following conventions are used in this exam.
I. The frame of reference of any problem is assumed to be inertial
10−3 milli m unless otherwise stated.
10−6 micro μ II. In all situations, positive work is defined as work done on a
−9
system.
10 nano n III. The direction of current is conventional current: the direction in
10 −12
pico p which positive charge would drift.
IV. Assume all batteries and meters are ideal unless otherwise stated.
V. Assume edge effects for the electric field of a parallel plate
capacitor unless otherwise stated.
VI. For any isolated electrically charged object, the electric potential is
defined as zero at infinite distance from the charged object.
 Appendix: AP® Physics 2 Equation Tables Page: 590
MECHANICS ELECTRICITY AND MAGNETISM
a = acceleration 1 q1q2 A = area
v x = v xo + ax t FE =
A = amplitude 4 o r 2
B = magnetic field
d = distance FE C = capacitance
x = xo + v xot + 12 ax t 2 E=
E = energy q d = distance
f = frequency 1 q E = electric field
v x2 = v xo2 + 2ax (x − xo ) F = force
E =
 = emf
4 o r 2
I = rotational inertia F = force
a=
 F = Fnet UE = qV
K = kinetic energy I = current
m m
k = spring constant 1 q = length
Ff   Fn L = angular momentum V= P = power
4 o r
= length V Q = charge
v2 E =
ac = m = mass q = point charge
r r
P = power R = resistance
Q
p = mv p = momentum V = r = separation
C
r = radius or separation t = time
A
 p = F t T = period C =  o U = potential (stored)
d
t = time energy
Q
K = mv 1 2
U = potential energy E= V = electric potential
2
o A
V = volume v = speed
E = W = F||d = Fd cos UC = 12 QV = 12 C (V )2
v = speed  = dielectric constant
W = work done on a system  = resistivity
E Q
P= x = position I=  = angle
t t
y = height  = flux

 =  o + ot + 12  t 2
α = angular acceleration 
R= FM = qv  B
μ = coefficient of friction A
 = o +  t θ = angle P = I V FM = qv sin B
ρ = density
τ = torque V
x = A cos(t ) = A cos(2 ft ) I= FM = I  B
ω = angular speed R

xcm =
 mi xi Ug = mgy Rs =  Ri FM = I sin B
 mi i

 =  = net
  2 1 1
=
1
T= = B = B • A
I I  f Rp i Ri

 = r⊥ F = rF sin Ts = 2
m C p =  Ci  B = B cos A
k i

L = I
1 1 B
Tp = 2 =  =−
g C s i Ci t
L = t
m1m2 o I
Fg = G B=  =B v
r2 2 R
K = I 1
2
2

Fg
Fs = k x g=
m
m1 m2
Us = 12 kx 2 Ug = G
r
 Appendix: AP® Physics 2 Equation Tables Page: 591
FLUID MECHANICS AND THERMAL PHYSICS WAVES AND OPTICS
m v d = separation
= A = area =
V f f = frequency or
F = force
F c focal length
P= h = depth n=
A v h = height
k = thermal conductivity
P = Po + gh n1 sin1 = n2 sin2 L = distance
K = kinetic energy
1 1 1 M = magnification
Fb = Vg L = thickness + =
s i so f m = an integer
m = mass
hi s n = index of refraction
n = number of moles
A1v1 = A2v2 M= = i s = distance
N = number of molecules ho so
v = speed
P = pressure
P1 + gy1 + 12 v12 = L = m  = wavelength
Q = energy transferred to a
P2 + gy2 + 12 v22 d sin = m  = angle
system by heating
Q kA T T = temperature
=
t L t = time
PV = nRT = NkBT U = internal energy GEOMETRY AND TRIGONOMETRY
K= kT
3 V = volume
2 B Rectangle A = area
v = speed
A = bh C = circumference
W = −PV W = work done on a system
V = volume
y = height
Triangle S = surface area
U = Q + W  = density A = bh b = base
h = height
Circle = length
A = bh 1 w = width
2
MODERN PHYSICS r = radius
Right triangle
E = hf E = energy
Rectangular solid c 2 = a2 + b2
f = frequency
V = wh a
Kmax = hf −  K = kinetic energy sin =
c
m = mass
h b
= p = momentum Cylinder cos =
p c
 = wavelength V =  r2
a
E = mc 2  = work function S = 2 r + 2 r 2 tan =
b
Sphere
V = 43  r 3
S = 4 r 2
 Appendix: Physics Reference Tables Page: 593

Appendix: Physics Reference Tables

Table A. Metric Prefixes ................................................. 593 Table R. Absolute Indices of Refraction ......................... 603
Table B. Physical Constants ............................................ 594 Table S. Fluid Mechanics Formulas and Equations......... 604
Table C. Quantities, Variables and Units ........................ 595 Table T. Planetary Data .................................................. 604
Table D. Mechanics Formulas and Equations ................ 596 Table U. Sun & Moon Data ............................................ 604
Table E. Approximate Coëfficients of Friction ................ 596 Table V. Atomic & Particle Physics (Modern Physics) .... 605
Table F. Angular/Rotational Mechanics Formulas and Figure W. Quantum Energy Levels ................................. 605
Equations ........................................................................ 597 Figure X. Particle Sizes .................................................... 606
Table G. Moments of Inertia .......................................... 597 Figure Y. Classification of Matter ................................... 606
Table H. Heat and Thermal Physics Formulas and Table Z. The Standard Model of Elementary Particles ... 606
Equations ........................................................................ 598 Figure AA. Periodic Table of the Elements ..................... 607
Table I. Thermal Properties of Selected Materials ......... 599 Table BB. Symbols Used in Nuclear Physics ................... 608
Table J. Electricity Formulas & Equations ...................... 600 Table CC. Selected Radioisotopes .................................. 608
Table K. Electricity & Magnetism Formulas & Equations 601 Table DD. Constants Used in Nuclear Physics ................ 608
Table L. Resistor Color Code .......................................... 601 Figure EE. Neutron/Proton Stability Band ...................... 608
Table M. Symbols Used in Electrical Circuit Diagrams ... 601 Table FF. Geometry & Trigonometry Formulas .............. 609
Table N. Resistivities at 20°C .......................................... 602 Table GG. Values of Trigonometric Functions ................ 610
Table O. Waves & Optics Formulas & Equations............ 602 Table HH. Some Exact and Approximate Conversions ... 611
Figure P. The Electcromagnetic Spectrum ..................... 603 Table II. Greek Alphabet ................................................. 611
Table Q. Properties of Water and Air ............................. 603

Table A. Metric Prefixes

Factor Prefix Symbol

→
→
1 000 000 000 000 000 000 000 000 1024 yotta Y

→
→
1 000 000 000 000 000 000 000 1021 zeta Z
1 000 000 000 000 000 000 1018 exa E

→
→
1 000 000 000 000 000 1015 peta P
1 000 000 000 000 1012 tera T

Move Decimal Point to the Right →

Move Decimal Point to the Left
1 000 000 000 109 giga G
1 000 000 106 mega M
1 000 103 kilo k
100 102 hecto h
10 101 deca da
1 100 — —
0.1 10−1 deci d
0.01 10−2 centi c
0.001 10−3 milli m
0.000 001 10−6 micro μ
→

0.000 000 001 10−9 nano n

0.000 000 000 001 10−12 pico p
→
→

0.000 000 000 000 001 10−15 femto f

0.000 000 000 000 000 001 10−18 atto a
→
→

0.000 000 000 000 000 000 001 10−21 zepto z

0.000 000 000 000 000 000 000 001 10−24 yocto y

Data are from various sources, including: The University of the State of New York, The State Education Department.
Albany, NY, Reference Tables for Physical Setting/Physics, 2006 Edition. http://www.p12.nysed.gov/apda/reftable/physics-
rt/physics06tbl.pdf,
SparkNotes: SAT Physics website. http://www.sparknotes.com/testprep/books/sat2/physics/,
The Engineering Toolbox: https://www.engineeringtoolbox.com,
and The College Board: Equations and Constants for AP® Physics 1 and AP® Physics 2.
 Appendix: Physics Reference Tables Page: 594

Table B. Physical Constants

Common
Description Symbol Precise Value
Approximation
9.7639 sm2 to 9.8337 sm2
acceleration due to gravity / 9.8 sm2  9.8 kgN
strength of gravity field g average value at sea level is
on Earth’s surface or 10 sm2  10 kgN
9.806 65 sm2
universal gravitational 6.673 84(80)  10 −11  2
Nm
6.67  10 −11  2
Nm
G kg2 kg2
constant
speed of light in a vacuum c 299 792 458 ms .* 3.00  108 m
s

elementary charge (proton

e 1.602 176 634  10 −19 C* 1.60  10 −19 C
or electron)
6.241 509 074  1018 6.24  1018
1 coulomb (C)
elementary charges elementary charges
(electric) permittivity of a
o 8.854 187 82  10-12 A2 s4
kgm3
8.85  10 −12 A2 s4
kgm3
vacuum
(magnetic) permeability of a
o 4  10 −7 = 1.256 637 06  10-6 Tm
A
1.26  10 −6 Tm
A
vacuum
1
electrostatic constant k = 8.987 551 787 368 176 4  109  2 *
Nm
8.99  109  2
Nm

4 o C2 C2

1 electron volt (eV) 1.602 176 565(35)  10 −19 J 1.60  10 −19 J

Planck’s constant h 6.626 070 15  10 −34 J  s* 6.63  10 −34 J  s
1 universal (atomic) mass 931.494 061(21) MeV/ c 2 931MeV/c2
unit (u) 1.660 538 921(73)  10−27 kg 1.66  10 −27 kg
Avogadro’s constant NA 6.022 140 76  1023 mol−1 * 6.02  1023 mol−1
Boltzmann constant kB 1.380 649  10 −23 KJ * 1.38  10−23 J
K
J J
universal gas constant R 8.314 4621(75) molK

8.31 molK


me e 4
Rydberg constant RH = 10 973731.6 1
1.10  107 m−1
8 o2 h3 c m

2 5R 4 J
Stefan-Boltzmann constant σ = 5.670 374 419  10−8
J
5.67  10−8
15h3 c2
2
m sK 4 m2 sK4

standard atmospheric
pressure 101 325 Pa ≡ 1.01325 bar* 100 000 Pa ≡ 1.0 bar
at sea level
rest mass of an electron me 9.109 382 15(45)  10 −31 kg 9.11  10 −31 kg
mass of a proton mp 1.672 621 777(74)  10−27 kg 1.67  10 −27 kg
mass of a neutron mn 1.674 927 351(74)  10−27 kg 1.67  10 −27 kg
*denotes an exact value (by definition)
 Appendix: Physics Reference Tables Page: 595
Table C. Quantities, Variables and Units
Quantity Variable MKS Unit Name MKS Unit Symbol S.I. Base Unit
position x meter* m m
distance/displacement, (length, height) d , d , ( , h) meter* m m
angle θ radian, degree —, ° —
area A square meter m2 m2
volume V cubic meter, liter m3 m3
time t second* s s
velocity v m m
meter/second s s
speed of light c
1 1
angular velocity ω radians/second s , s −1 s , s −1
acceleration a m m
meter/second 2
acceleration due to gravity / gravitational field g s2 s2
1 , −2 1 , −2
angular acceleration α radians/second2 s2 s s2 s
mass m kilogram* kg kg
kgm
force F newton N s2

N m
gravitational field strength g newton/kilogram
kg s2
kg
pressure P pascal Pa ms2

energy (generic) E
potential energy U
kgm2
joule J
kinetic energy K , Ek s2

heat Q
joule kgm2
work W J , N∙m s2
newton-meter
kgm2
torque τ newton-meter N∙m s2

kgm2
power P watt W s3

momentum p kgm
newton-second N∙s s
impulse J
moment of inertia I kilogram-meter 2 kg∙m2 kg∙m2
newton-meter- kgm2
angular momentum L N∙m∙s
second s

frequency f hertz Hz s−1

wavelength λ meter m m
period T second s s
index of refraction n — — —
electric current I ampere* A A
electric charge q coulomb C A∙s
electric potential V
kgm2
potential difference (voltage) ΔV volt V As3
electromotive force (emf) ε
kgm2
electrical resistance R ohm Ω A2 s3

A2 s4
capacitance C farad F m2 kg

netwon/coulomb N, V kgm
electric field E C m As3
volt/meter
kg
magnetic field B tesla T As2

temperature T kelvin* K K
amount of substance n mole* mol mol
luminous intensity Iv candela* cd cd
Variables representing vector quantities are typeset in bold italics. * = S.I. base unit
 Appendix: Physics Reference Tables Page: 596
Table D. Mechanics Formulas and Equations
d = x = x − x o var. = name of quantity (unit)

x − xo d vo + v  = change in something  = coëfficient of friction*

Kinematics = = = vave. (E.g., x means change in x)
t t 2 (dimensionless)
(Distance,
Velocity & v = v − v o = a t  = sum θ = angle (, rad)
Acceleration) x − xo = d = v ot + 12 at 2 d = distance (m) k = spring constant ( )
N
m
d = displacement (m)
v 2 − v o2 = 2ad = 2a(x − xo ) x = displacement of spring (m)
x = position (m)
L = length of pendulum (m)
 F = Fnet = ma t = time (s)
E = energy (J)
Forces & Ff   sFN Ff = k FN v = velocity ( )
m
s K = E k = kinetic energy (J)
( )
Dynamics
Gm1m2 v ave . = average velocity m U = potential energy (J)
Fg = mg = s
r2 h = height (m)
Circular/
a = acceleration ( ) m
s
2
Q = heat (J)
( )
v2
Centripetal ac = f = frequency Hz = 1s P = power (W)
r
Motion &
Fc = mac F = force (N) W = work (J, N  m)
Force
Fnet = net force (N) T = (time) period (Hz)
1
T= Ff = force due to friction (N) p = momentum (N  s)
f
Fg = force due to gravity (N) J = impulse (N  s)
Simple m L
Ts = 2 Tp = 2 F = normal force (N)  = pi (mathematical constant)
Harmonic k g N

Motion m = mass (kg) = 3.14159 26535 89793...

Fs = −kx g = acceleration due to gravity
Us = 12 kx 2 = 10 m2 on Earth
s
p = mv g = strength of gravity field
Momentum  mi v i + J =  m f v f = 10 kg
N
on Earth
J = p = Fnet t G = gravitational constant
−11 N m2
Gm1m2 = 6.67  10
Ug = mgh = kg
2

r
r = radius (m)
p2
K= 12 mv 2 =
2m
Energy,
Work & W = E = (K + U)
Power W = Flld = F • d = Fd cos
Etotal = U + K (+Q + ...)
____________________
W
P= = F • v = Fv cos *characteristic property of a substance (to be looked up)
t

Table E. Approximate Coëfficients of Friction

Substance Static (μs) Kinetic (μk) Substance Static (μs) Kinetic (μk)
rubber on concrete (dry) 0.90 0.68 wood on wood (dry) 0.42 0.30
rubber on concrete (wet) 0.58 wood on wood (wet) 0.2
rubber on asphalt (dry) 0.85 0.67 wood on metal 0.3
rubber on asphalt (wet) 0.53 wood on brick 0.6
rubber on ice 0.15 wood on concrete 0.62
steel on ice 0.03 0.01 Teflon on Teflon 0.04 0.04
waxed ski on snow 0.14 0.05 Teflon on steel 0.04 0.04
aluminum on aluminum 1.2 1.4 graphite on steel 0.1
cast iron on cast iron 1.1 0.15 leather on wood 0.3–0.4
steel on steel 0.74 0.57 leather on metal (dry) 0.6
copper on steel 0.53 0.36 leather on metal (wet) 0.4
diamond on diamond 0.1 glass on glass 0.9–1.0 0.4
diamond on metal 0.1–0.15 metal on glass 0.5–0.7
 Appendix: Physics Reference Tables Page: 597
Table F. Angular/Rotational Mechanics Formulas and Equations
θ = θ − θo var. = name of quantity (unit)
 = change in something (E.g., x = change in x)
Angular θ − θo θ ωo + ω
= = = ωave.  = sum
Kinematics t t 2
(Distance, s = arc length (m)
Velocity &
ω = ω − ωo = αt
t = time (s)
Acceleration) θ = ωot + 12 αt 2
ac = centripetal acceleration  m2 
ω2 − ωo2 = 2α(θ) s 
s = r  vT = rω aT = rα Fc = centripetal force (N)
Circular/ m = mass (kg)
v2
Centripetal ac = = ω2 r r = radius (m)
Motion r
r = radius (vector)
 −  0 = ω0t + 12 α t 2
θ = angle (, rad)
 mi xi
xcm =
 mi ω = angular velocity ( rads )
α = angular velocity  rad 
m
I = __ mr 2 = 0 r 2dm
Rotational 
 s2 
Dynamics Fc = mac = mrω2
τ = torque (N  m)
τ = r F  = rF sin = r⊥ F x = position (m)
 τ = τnet = I α f = frequency (Hz)
1 2 A = amplitude (m)
Simple Harmonic T= =
f ω  = phase offset (, rad)
Motion
x = A cos(2 ft ) +  E = energy (J)
L = r  p = Iω K = E k = kinetic energy (J)
Angular Kt = translational kinetic energy (J)
Momentum L = rp sin = Iω
L = τ t K r = rotational kinetic energy (J)
Kr = 1 I 2 P = power (W)
2
Angular/ W = work (J, N  m)
Rotational K = Kt + K r = 12 mv 2 + 12 I 2
Energy, Work & p = momentum (N  s)
WR =  
Power L = angular momentum (N  m  s)
W
P = = 
t

Table G. Moments of Inertia

Point Mass:
I = mr 2 Solid Cylinder:
Hollow Cylinder: I = mr 2 I = 12 mr 2 Hoop About Diameter:
I = 12 mr 2

Rod About the Middle: Rod About the End:

Hollow Sphere: Solid Sphere: I = 12
1 mr 2 I = 13 mr 2
I = 23 mr 2 I= 2 mr 2
5
 Appendix: Physics Reference Tables Page: 598

Table H. Heat and Thermal Physics Formulas and Equations

TF = 1.8 (TC ) + 32 var. = name of quantity (unit)
Temperature  = change in something  = Stefan-Boltzmann constant
T(K) = TC + 273.15 J
= (E.g., x = change in x) = 5.67  10
−8
2 4
m sK
Q = mC T TF = Fahrenheit temperature (F)
V = volume (m )
3

Qmelt = m H fus T C = Celsius temperature (C)

 = linear coëfficient of thermal
T = temperature (K)
Qboil = m Hvap = expansion* (C )
−1

Q = heat (J, kJ)

C p − Cv = R m = mass (kg)
 = volumetric coëfficient of
−1
= thermal expansion* (C )
Heat L =  Li T V =  Vi T C = specific heat

( )
P = pressure
Q T 1 capacity* kJ , J
n = (number of) moles
P = = kA = A T kg C g C
t L Ri t = time (s) R = gas constant
Q L = length (m) = 8.31 molJ K
P = =  AT 4 k = coëfficient of thermal
t kB = Boltzmann constant
P1V1 P2V2 = conductivity* ( msJC , mWC ) = 1.38  10
−23 J
=  = emissivity* (dimensionless)
K
T1 T2 U = internal energy (J)
PV = nRT PV = nRT W = work (J)

Thermo- PV = NkBT
dynamics PV = NkB T
*characteristic property of a substance (to be looked up)
U = Q + W
U = 23 nRT U = 23 nRT
W = −(PV ) = −PV
 Appendix: Physics Reference Tables Page: 599
Table I. Thermal Properties of Selected Materials
Heat of Spec. Heat Thermal
Heat of Coefficients of Expansion
Vaporiz- Capacity Conduct- Emissivity
Melting Boiling Fusion ation at 20°C
Substance Point Point ΔH fus Cp ivity ε
(°C) (°C)
(
ΔHvap
) (
kJ
, J (
k msJC black body ) (
Linear )
Volumetric
)
kJ J kg C g C
,g
kg kJ
kg
, gJ at 25°C at 25°C
=1 α (C -1 ) β (C -1 )
air (gas) — — — — 1.012 0.024 — — —
aluminum (solid) 659 2467 395 10460 0.897 250 0.09* 2.3  10 −5 6.9  10 −5
ammonia (gas) −75 −33.3 339 1369 4.7 0.024 — — —
argon (gas) −189 −186 29.5 161 0.520 0.016 — — —
carbon dioxide (gas) −78 574 0.839 0.0146 — — —
copper (solid) 1086 1187 134 5063 0.385 401 0.03* 1.7  10 −5 5.1  10 −5
−5
brass (solid) — — — — 0.380 120 0.03* 1.9  10 5.6  10 −5
diamond (solid) 3550 4827 10 00 30 000 0.509 2200 — 1  10 −6 3  10 −6
0 −4
ethanol (liquid) −117 78 104 858 2.44 0.171 — 2.5  10 7.5  10 −4
glass (solid) — — — — 0.84 0.96– 0.92 8.5  10 −6 2.55  10 −5
gold (solid) 1063 2660 64.4 1577 0.129 1.05
310 0.025* 1.4  10 −5
4.2  10 −5
granite (solid) 1240 — — — 0.790 1.7–4.0 0.96 — —
helium (gas) — −269 — 21 5.193 0.142 — — —
hydrogen (gas) −259 −253 58.6 452 14.30 0.168 — — —
iron (solid) 1535 2750 289 6360 0.450 80 0.31 1.18  10 −5 3.33  10 −5
lead (solid) 327 1750 24.7 870 0.160 35 0.06 2.9  10 −5 8.7  10 −5
mercury (liquid) −39 357 11.3 293 0.140 8 — 6.1  10 −5 1.82  10 −4
paraffin wax (solid) 46–68 ~300 ~210 — 2.5 0.25 — — —
silver (solid) 962 2212 111 2360 0.233 429 0.025* 1.8  10 −5 5.4  10 −5
steam (gas) @ 100°C — 2.080 0.016 — — —
2260
water (liq.) @ 25°C 0 100 4.181 0.58 0.95 6.9  10 −5 2.07  10 −4
334
ice (solid) @ −10°C — 2.11 2.18 0.97 — —
*polished surface
 Appendix: Physics Reference Tables Page: 600
Table J. Electricity Formulas & Equations
var. = name of quantity (unit)
kq1q2 1 q1q2
Fe = =  = change in something.
r2 4 o r 2
(E.g., x is change in x)
F Q
E= e = Fe = force due to electric field (N)
q o A
 o = electric permittivity of a vacuum
kq 1 q V
Electrostatic Charges E= =  =
& Electric Fields r 2 4 o r 2 r = 8.85  10 −12 A2 s4
kg m3
W = q E • d = qEd = qEd cos k = electrostatic constant
W 1 q 1
V = = E • d = Ed =
2
= = 9.0  109 N m2
q 4 o r 4 o C

kq1q2 q = point charge (C)

UE = qV UE =
r Q = charge (C)

V = I R I=
Q V
=
E = electric field ( NC , mV )
t R V = electric potential (V)
 = IR
V = voltage
(V )2 = electric potential difference (V)
P = I V = I 2R =
R  = emf = electromotive force (V)
W = Pt = I V t
W = work (J, N  m)
Circuits and L  =  r = relative permittivity*
Electrical R=
A
Components (dimensionless)
A
C =  o d = distance (m)
d
r = radius (m)
Q = C V
I = current (A)
Ucapacitor = 12 Q V = 12 C (V )2
t = time (s)
Ptotal = P1 + P2 + P3 + =  Pi
R = resistance ()
Utotal = U1 + U2 + U3 + =  Ui P = power (W)
Itotal = I1 = I2 = I3 = ρ = resistivity (  m)
Vtotal = V1 + V2 + V3 + =  Vi L = length (m)
Series Circuits Requiv . = R1 + R2 + R3 + =  Ri A = cross-sectional area (m2 )
(or Series Sections C = capacitance (F)
of Circuits) Q total = Q 1 = Q 2 = Q 3 =
U = potential energy (J)
1 1 1 1 1  = pi (mathematical constant)
= + + + =
Ctotal C1 C2 C3 Ci
= 3.14159 26535 89793...
Itotal = I1 + I2 + I3 + =  Ii e = Euler's number (mathematical constant)
Vtotal = V1 = V2 = V3 = = 2.78182 81812 84590...
Parallel Circuits 1 1 1 1 1
(or Parallel Sections = + + + = _______________
Requiv . R1 R2 R3 Ri *characteristic property of a substance (to be
of Circuits)
Q total = Q 1 + Q 2 + Q 3 + = Q i looked up)

Ctotal = C1 + C2 + C3 + = Ci
I −t
charging: = e RC
Io
Q −t
Resistor-Capacitor charging: = 1 − e RC
(RC) Circuits Qmax
I V Q −t
discharging: = = = e RC
Io Vo Qmax
 Appendix: Physics Reference Tables Page: 601

Table K. Electricity & Magnetism Formulas & Equations

var. = name of quantity (unit)
FM = q (v  B) FM = qvB sin   = change in something. (E.g., x = change in x)
FM = L (I  B) FM = L I B sin  Fe = force due to electric field (N)
V = L(v  B) V = LvB sin  v = velocity (of moving charge or wire) ( ms )
Magnetism and
o I q = point charge (C)
Electromagnetism B=
2 r V = voltage = electric potential difference (V)
 B = B • A = BA cos  = emf = electromotive force (V)
r = radius (m) = distance from wire
 = B = BLv I = current (A)
t
L = length (m)
t = time (s)
# turnsin V I A = cross-sectional area (m2 )
= in = out
Electromagnetic # turnsout Vout Iin B = magnetic field (T)
Induction
Pin = Pout o = magnetic permeability of a vacuum
= 4  10−7 TAm
B = magnetic flux (T m2 )

Table L. Resistor Color Code Table M. Symbols Used in Electrical Circuit Diagrams
Color Digit Multiplier Component Symbol Component Symbol
black 0 × 100
wire battery
brown 1 × 101
red 2 × 102
switch ground
orange 3 × 103
yellow 4 × 104
fuse resistor
green 5 × 105
blue 6 × 106 variable resistor (rheostat,
voltmeter
violet 7 × 107 potentiometer, dimmer)
gray 8 × 108
ammeter lamp (light bulb)
white 9 × 109
gold ± 5% ohmmeter capacitor
silver ± 10%

diode
 Appendix: Physics Reference Tables Page: 602
Table N. Resistivities at 20°C
Conductors Semiconductors Insulators
Resistivity
Resistivity ( Ω  m ) Resistivity ( Ω  m )
Substance Substance
(Ω  m) Substance

silver 1.59  10 −8 germanium 0.001 to 0.5 deionized water 1.8  10 5

−8
copper 1.72  10 silicon 0.1 to 60 glass 1  10 9 to 1  1013
−8
gold 2.44  10 sea water 0.2 rubber, hard 1  1013 to 1  1013
drinking
aluminum 2.82  10 −8 20 to 2 000 paraffin (wax) 1  1013 to 1  1017
water
1.3  1016 to
tungsten 5.60  10 −8 air
3.3  1016
−8
iron 9.71  10 quartz, fused 7.5  1017
−6
nichrome 1.50  10
graphite 3  10 −5 to 6  10 −4

Table O. Waves & Optics Formulas & Equations

var. = name of quantity (unit)
v = λf
 = change in something (E.g., x = change in x)
1
f= v = velocity of wave ( ms )
T
FT
v = velocity of source or detector ( ms )
Waves vwave on a string = f = frequency (Hz)

λ = wavelength (m)
v +v 
fdoppler shifted = f  wave detector  A = amplitude (m)
 vwave + vsource  x = position (m)
x = A cos(2 ft +  )
T = period (of time) (s)
FT = tension (force) on string (N)
i = r μ = elastic modulus of string ( kgm )
c θ = angle (, rad)
n=
v  = phase offset (, rad)
Reflection,
n1 sin 1 = n2 sin 2 θi = angle of incidence (, rad)
Refraction & n  θr = angle of reflection (, rad)
Diffraction c = sin−1  2 
θc = critical angle (, rad)
 n1 
n2 v1 λ1 n = index of refraction* (dimensionless)
= =
n1 v2 λ2 c = speed of light in a vacuum = 3.00  108 ms
L = m  = d sin  f = d f = s f = distance to focus of mirror/lens (m)
rc = radius of curvature of spherical mirror (m)
si = di = distance from mirror/lens to image (m)
so = do = distance from mirror/lens to object (m)
r
f= c hi = height of image (m)
2
ho = height of object (m)
Mirrors & 1 1 1
+ = M = magnification (dimensionless)
Lenses si so f
d = separation (m)
hi d
M= =− i L = distance from the opening (m)
ho do
m = an integer
_______________
*characteristic property of a substance (to be looked up)
 Appendix: Physics Reference Tables Page: 603
Figure P. The Electcromagnetic Spectrum

Table Q. Properties of Water and Air

Water Air
Speed of Vapor Speed of
Temp. Density Density
Sound Pressur Sound
(°C)  kg   kg 
 3
m 
m
s ( ) e
(Pa)
 3
m  ( ms )
0 999.78 1 403 611.73 1.288 331.30
5 999.94 1 427 872.60 1.265 334.32
10 999.69 1 447 1 228.1 1.243 337.31
20 998.19 1 481 2 338.8 1.200 343.22
25 997.02 1 496 3 169.1 1.180 346.13
30 995.61 1 507 4 245.5 1.161 349.02
40 992.17 1 526 7 381.4 1.124 354.73
50 990.17 1 541 9 589.8 1.089 360.35
60 983.16 1 552 19 932 1.056 365.88
70 980.53 1 555 25 022 1.025 371.33
80 971.79 1 555 47 373 0.996 376.71
90 965.33 1 550 70 117 0.969 382.00
100 954.75 1 543 101 325 0.943 387.23

Table R. Absolute Indices of Refraction

Measured using f = 5.89  1014 Hz (yellow light) at 20 °C unless otherwise specified
Index of Index of
Substance Substance
Refraction Refraction
air (0 °C and 1 atm) 1.000293 silica (quartz), fused 1.459
ice (0 °C) 1.309 Plexiglas 1.488
water 1.3330 Lucite 1.495
ethyl alcohol 1.36 glass, borosilicate (Pyrex) 1.474
human eye, cornea 1.38 glass, crown 1.50–1.54
human eye, lens 1.41 glass, flint 1.569–1.805
safflower oil 1.466 sodium chloride, solid 1.516
corn oil 1.47 PET (#1 plastic) 1.575
glycerol 1.473 zircon 1.777–1.987
honey 1.484–1.504 cubic zirconia 2.173–2.21
silicone oil 1.52 diamond 2.417
carbon disulfide 1.628 silicon 3.96
 Appendix: Physics Reference Tables Page: 604

Table S. Fluid Mechanics Formulas and Equations

var. = name of quantity (unit)
m  = change in something. (E.g., x = change in x)
=
V  kg 
 = density  
F  m3 
P=
A m = mass (kg)
V = volume (m )
3
F1 F2
=
A1 A2 P = presure (Pa)
Density &
Phydrostatic = PH = gh g = gravitational field = 9.8 kg
N
 10 kg
N
Pressure
Pdynamic = PD = 12 v 2 h = height or depth (m)
A = area (m )
2

A1v1 = A2v2
Ptotal = Pext . + PH + PD
v = velocity (of fluid) ( )
m
s
F = force (N)
P1 + PH ,1 + PD ,1 = P2 + PH ,2 + PD ,2 n = number of moles (mol)
P1 + ρgh1 + 12 ρv12 = P2 + ρgh2 + 12 ρv22 R = gas constant = 8.31 molJ K
N = number of molecules
−23 J
kB = Boltzmann's constant = 1.38  10 K
FB =  Vd g T = temperature (K)
PV = nRT = NkBT v rms = root mean square speed ( ms )

Forces,
PV
1 1 PV
= 2 2
M = molar mass* ( )
kg
mol

Work &
T1 T2  = molecular mass* (kg)
Energy K(molecular ) = 3 RT K = kinetic energy (J)
2
W = work (J, N  m)
3RT 3kBT
vrms = = _______________
M  *characteristic property of a substance (to be looked up)
W = −PV

Table T. Planetary Data

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune
Distance from Sun (m) 5.79 × 1010 1.08 × 1011 1.50 × 1011 2.28 × 1011 7.79 × 1011 1.43 × 1012 2.87 × 1012 4.50 × 1012
Radius (m) 2.44 × 106 6.05 × 106 6.38 × 106 3.40 × 106 7.15 × 107 6.03 × 107 2.56 × 107 2.48 × 107
Mass (kg) 3.30 × 1023 4.87 × 1024 5.97 × 1024 6.42 × 1023 1.90 × 1027 5.68 × 1026 8.68 × 1025 1.02 × 1026
Density ( )
kg
m
3 5427 5243 5514 3340 3933 687 1271 1638

Orbit (years) 0.24 0.61 1.00 1.88 11.8 29 84 164

Rotation Period (hours) 1408 −5833 23.9 24.6 9.9 10.7 −17.2 16.1
Tilt of axis 0.034° 177.4° 23.4° 25.2° 3.1° 26.7° 97.8° 28.3°
# of observed satellites 0 0 1 2 79 82 27 14
Mean temperature (°C) 167 464 15 −20 −65 −110 −195 −200
Global magnetic field? Yes No Yes No Yes Yes Yes Yes
Data from NASA Planetary Fact Sheet, https://nssdc.gsfc.nasa.gov/planetary/factsheet/ accessed 03 February 2020.

Table U. Sun & Moon Data

Radius of the sun (m) 6.96 × 108
Mass of the sun (kg) 1.99 × 1030
Radius of the moon (m) 1.74 × 106
Mass of the moon (kg) 7.35 × 1022
Distance of moon from Earth (m) 3.84 × 108
 Appendix: Physics Reference Tables Page: 605

Table V. Atomic & Particle Physics (Modern Physics)

var. = name of quantity (unit)
 = change in something. (E.g., x = change in x)
hc E = energy (J)
E photon = hf = = pc = 
 h = Planck's constant = 6.63  10 −34 J  s
Ek ,max = hf − 
= reduced Planck's constant = h = 1.05  10 −34 J  s
h 2
= f = frequency (Hz)
p
( ms )
Energy
E photon = Ei − E f v = velocity

E 2 = (pc)2 + (mc 2 )2 c = speed of light = 3.00  108 ms

1 1 1  = wavelength (m)
= RH  2 − 2  p = momentum (N  s)
  n1 n2 
m = mass (kg)
K = kinetic energy (J)
 = work function* (J)
RH = Rydberg constant = 1.10  107 m−1
 = Lorentz factor (dimensionless)
1 L = length in moving reference frame (m)
=
1−v
2
c 2 Lo = length in stationary reference frame (m)
Special Relativity
t  = time in stationary reference frame (s)
Lo t  mrel t = time in moving reference frame (s)
γ= = =
L t ma mo = mass in stationary reference frame (kg)
mrel = apparent mass in moving reference frame (kg)
_______________
*characteristic property of a substance (to be looked up)

Figure W. Quantum Energy Levels

 Appendix: Physics Reference Tables Page: 606
Figure X. Particle Sizes

Figure Y. Classification of Matter

Table Z. The Standard Model of Elementary Particles

 1 18
IA VIII A

Period
1 2
H 2 13 14 15 16 17 He
1
hydro gen II A III A IV A VA VI A VII A helium

1.008 4.003
3 4 5 6 7 8 9 10

2 Li Be B C N O F Ne
lithium beryllium bo ro n carbo n nitro gen o xygen fluo rine neo n
6.968 9.012 10.81 12.01 14.01 16.00 19.00 20.18
11 12 13 14 15 16 17 18
Na Mg 3 4 5 6 7 8 9 10 11 12 Al Si P S Cl Ar
Figure AA. Periodic Table of the Elements

3
so dium magnesium III B IV B VB VI B VII B VIII B VIII B VIII B IB II B aluminum silico n pho spho rus sulfur chlo rine argo n
22.99 24.31 26.98 28.09 30.97 32.07 35.45 39.95
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

4 K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr
po tassium calcium scandium titanium vanadium chro mium manganese iro n co balt nickel co pper zinc gallium germanium arsenic selenium bro mine krypto n
39.10 40.08 44.96 47.87 50.94 52.00 54.94 55.85 58.93 58.69 63.55 65.38 69.72 72.63 74.92 78.97 79.90 83.80
37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54

5 Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
rubidium stro ntium yttrium zirco nium nio bium mo lybdenum technetium ruthenium rho dium palladium silver cadmium indium tin antimo ny tellurium io dine xeno n
85.47 87.62 88.91 91.22 92.91 95.95 98 101.1 102.9 106.4 107.9 112.4 114.8 118.7 121.8 127.6 126.9 131.3
55 56 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86

6 Cs Ba Lu Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
cesium barium lutetium hafnium tantalum tungsten rhenium o smium iridium platinum go ld mercury thallium lead bismuth po lo nium astatine rado n
132.9 137.3 175.0 178.5 180.9 183.8 186.2 190.2 192.2 195.1 197.0 200.6 204.4 207.2 209.0 209 210 222
87 88 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118

7 Fr Ra Lr Rf Db Sg Bh Hs Mt Ds Rg Cn Nh Fl Mc Lv Ts Og
francium radium lawrencium rutherfo rdium dubnium seabo rgium bo hrium hassium meitnerium darmstadtium ro entgentium co pernicum niho nium flero vium mo sco vium livermo rium tennessine o ganesso n
223 226 262 267 268 271 272 270 276 281 280 285 284 289 288 293 292 294
Appendix: Physics Reference Tables

57 58 59 60 61 62 63 64 65 66 67 68 69 70
lanthanides La Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb
(rare earth metals) lanthanum cerium praseo dymium neo dymium pro methium samarium euro pium gado linium terbium dyspro sium ho lmium erbium thulium ytterbium
138.9 140.1 140.9 144.2 145 150.4 152.0 157.3 158.9 162.5 164.9 167.3 168.9 173.1
89 90 91 92 93 94 95 96 97 98 99 100 101 102
actinides Ac Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No
actinium tho rium pro tactinium uranium neptunium pluto nium americium curium berkelium califo rnium einsteinium fermium mendelevium no belium
227 232.0 231.0 238.0 237 244 243 247 247 251 252 257 258 259
Page: 607
 Appendix: Physics Reference Tables Page: 608

Table BB. Symbols Used in Nuclear Physics Table CC. Selected Radioisotopes
Name Notation Symbol Nuclide Half-Life Decay Mode
alpha particle
4
2 He or 24  3H 12.26 y −
beta particle (electron)
0
−1 e or 0
−1  − 14C 5730 y −
gamma radiation
0
0   16N 7.2 s −
1
neutron 0 n n 19Ne 17.2 s +
1 1
proton 1 H or p 1 p 24Na 15 h −
positron
0
+1 e or 0
+1  + 27Mg 9.5 min −
32P 14.3 d −
Table DD. Constants Used in Nuclear Physics 36Cl 3.01 × 105 y −
Constant Value 37K 1.23 s +
mass of an electron (me) 0.00055 amu 40K 1.26 × 109 y +
mass of a proton (mp) 1.00728 amu 42K 12.4 h −
mass of a neutron (mn) 1.00867 amu 37Ca 0.175 s −
Bequerel (Bq) 1 disintegration/second 51Cr 27.7 d 
Curie (Ci) 3.7 x 1010 Bq 53Fe 8.51 min −
59Fe 46.3 d −
Figure EE. Neutron/Proton Stability Band 60Co 5.26 y −
85Kr 10.76 y −
87Rb 4.8 × 1010 y −
90Sr 28.1 y −
99Tc 2.13 x 105 y −
131I 8.07 d −
137Cs 30.23 y −
153Sm 1.93 d −
198Au 2.69 d −
222Rn 3.82 d 
220Fr 27.5 s 
226Ra 1600 y 
232Th 1.4 x 1010 y 
233U 1.62 x 105 y 
235U 7.1 x 108 y 
238U 4.51 x 109 y 
239Pu 2.44 x 104 y 
241Am 432 y 
 Appendix: Physics Reference Tables Page: 609

Table FF. Geometry & Trigonometry Formulas

A = 12 bh
c 2 = a2 + b2 − 2ab cosC
Triangles
a b c
= =
sin A sinB sinC
c2 = a2 + b2
a opposite
sin = =
c hypotenuse
b adjacent
cos = =
Right Triangles c hypotenuse
sin a opposite
tan = = =
cos b adjacent
b = c cos θ a , b, c = length of a side of a triangle
 = angle
a = c sin θ
A = area
Rectangles, Parallelograms
and Trapezoids
A = bh C = circumference
S = surface area
Rectangular Solids V = Lwh
V = volume
c = 2 r b = base
Circles
A=r 2 h = height
L = length
S = 2 rL + 2 r 2 = 2 r (L + r )
Cylinders w = width
V =  r 2L r = radius
S = 4 r 2

Spheres
V = 43  r 3
 Appendix: Physics Reference Tables Page: 610

Table GG. Values of Trigonometric Functions

degree radian sine cosine tangent degree radian sine cosine tangent
0° 0.000 0.000 1.000 0.000
1° 0.017 0.017 1.000 0.017 46° 0.803 0.719 0.695 1.036
2° 0.035 0.035 0.999 0.035 47° 0.820 0.731 0.682 1.072
3° 0.052 0.052 0.999 0.052 48° 0.838 0.743 0.669 1.111
4° 0.070 0.070 0.998 0.070 49° 0.855 0.755 0.656 1.150
5° 0.087 0.087 0.996 0.087 50° 0.873 0.766 0.643 1.192
6° 0.105 0.105 0.995 0.105 51° 0.890 0.777 0.629 1.235
7° 0.122 0.122 0.993 0.123 52° 0.908 0.788 0.616 1.280
8° 0.140 0.139 0.990 0.141 53° 0.925 0.799 0.602 1.327
9° 0.157 0.156 0.988 0.158 54° 0.942 0.809 0.588 1.376
10° 0.175 0.174 0.985 0.176 55° 0.960 0.819 0.574 1.428
11° 0.192 0.191 0.982 0.194 56° 0.977 0.829 0.559 1.483
12° 0.209 0.208 0.978 0.213 57° 0.995 0.839 0.545 1.540
13° 0.227 0.225 0.974 0.231 58° 1.012 0.848 0.530 1.600
14° 0.244 0.242 0.970 0.249 59° 1.030 0.857 0.515 1.664
15° 0.262 0.259 0.966 0.268 60° 1.047 0.866 0.500 1.732
16° 0.279 0.276 0.961 0.287 61° 1.065 0.875 0.485 1.804
17° 0.297 0.292 0.956 0.306 62° 1.082 0.883 0.469 1.881
18° 0.314 0.309 0.951 0.325 63° 1.100 0.891 0.454 1.963
19° 0.332 0.326 0.946 0.344 64° 1.117 0.899 0.438 2.050
20° 0.349 0.342 0.940 0.364 65° 1.134 0.906 0.423 2.145
21° 0.367 0.358 0.934 0.384 66° 1.152 0.914 0.407 2.246
22° 0.384 0.375 0.927 0.404 67° 1.169 0.921 0.391 2.356
23° 0.401 0.391 0.921 0.424 68° 1.187 0.927 0.375 2.475
24° 0.419 0.407 0.914 0.445 69° 1.204 0.934 0.358 2.605
25° 0.436 0.423 0.906 0.466 70° 1.222 0.940 0.342 2.747
26° 0.454 0.438 0.899 0.488 71° 1.239 0.946 0.326 2.904
27° 0.471 0.454 0.891 0.510 72° 1.257 0.951 0.309 3.078
28° 0.489 0.469 0.883 0.532 73° 1.274 0.956 0.292 3.271
29° 0.506 0.485 0.875 0.554 74° 1.292 0.961 0.276 3.487
30° 0.524 0.500 0.866 0.577 75° 1.309 0.966 0.259 3.732
31° 0.541 0.515 0.857 0.601 76° 1.326 0.970 0.242 4.011
32° 0.559 0.530 0.848 0.625 77° 1.344 0.974 0.225 4.331
33° 0.576 0.545 0.839 0.649 78° 1.361 0.978 0.208 4.705
34° 0.593 0.559 0.829 0.675 79° 1.379 0.982 0.191 5.145
35° 0.611 0.574 0.819 0.700 80° 1.396 0.985 0.174 5.671
36° 0.628 0.588 0.809 0.727 81° 1.414 0.988 0.156 6.314
37° 0.646 0.602 0.799 0.754 82° 1.431 0.990 0.139 7.115
38° 0.663 0.616 0.788 0.781 83° 1.449 0.993 0.122 8.144
39° 0.681 0.629 0.777 0.810 84° 1.466 0.995 0.105 9.514
40° 0.698 0.643 0.766 0.839 85° 1.484 0.996 0.087 11.430
41° 0.716 0.656 0.755 0.869 86° 1.501 0.998 0.070 14.301
42° 0.733 0.669 0.743 0.900 87° 1.518 0.999 0.052 19.081
43° 0.750 0.682 0.731 0.933 88° 1.536 0.999 0.035 28.636
44° 0.768 0.695 0.719 0.966 89° 1.553 1.000 0.017 57.290
45° 0.785 0.707 0.707 1.000 90° 1.571 1.000 0.000
8
 Appendix: Physics Reference Tables Page: 611

Table II. Greek

Table HH. Some Exact and Approximate Conversions
Alphabet
Length 1 cm ≈ width of a small paper clip Α α alpha
1 inch (in.) ≡ 2.54 cm Β β beta
length of a dollar bill = 6.14 in. = 15.6 cm Γ γ gamma
12 in. ≡ 1 foot (ft.) ≈ 30 cm Δ δ delta
3 ft. ≡ 1 yard (yd.) ≈ 1m Ε ε epsilon
1m ≡ 0.3048 ft. = 39.37 in. Ζ ζ zeta
1 km ≈ 0.6 mi. Η η eta
5,280 ft. ≡ 1 mile (mi.) ≈ 1.6 km Θ θ theta
Ι ι iota
Mass / 1 small paper clip ≈ 0.5 g Κ κ kappa
Weight US 1¢ (1983–present) = 2.5 g Λ λ lambda
US 5¢ coin = 5g Μ μ mu
1 oz. ≈ 30 g Ν ν nu
one medium-sized apple ≈ 1N ≈ 3.6 oz. Ξ ξ xi
1 pound (lb.) ≡ 16 oz. ≈ 454 g Ο ο omicron
1 pound (lb.) ≈ 4.45 N Π π pi
1 ton ≡ 2000 lb. ≈ 0.9 tonne Ρ ρ rho
1 tonne ≡ 1000 kg ≈ 1.1 ton Σ σ sigma
Τ τ tau
Volume 1 pinch ≈ 1
/16 teaspoon (tsp.) Υ υ upsilon
1 dash ≈ 1
/8 teaspoon (tsp.) Φ ϕ phi
1 mL ≈ 10 drops Χ χ chi
1 tsp. ≈ 5 mL ≈ 60 drops Ψ ψ psi
3 tsp. ≡ 1 tablespoon (Tbsp.) ≈ 15 mL Ω ω omega
2 Tbsp. ≡ 1 fluid ounce (fl. oz.) ≈ 30 mL
8 fl. oz. ≡ 1 cup (C) ≈ 250 mL
16 fl. oz. ≡ 1 U.S. pint (pt.) ≈ 500 mL
20 fl. oz. ≡ 1 Imperial pint (UK) ≈ 600 mL
2 pt. (U.S.) ≡ 1 U.S. quart (qt.) ≈ 1L
4 qt. (U.S.) ≡ 1 U.S. gallon (gal.) ≈ 3.8 L
4 qt. (UK) ≡ 5 qt. (U.S.) ≡ 1 Imperial gal. (UK) ≈ 4.7 L

Speed / 1 m/s = 3.6 km/h ≈ 2.24 mi./h

Velocity 60 mi./h ≈ 100 km/h ≈ 27 m/s

Energy 1 cal ≈ 4.18 J

1 Calorie (food) ≡ 1 kcal ≈ 4.18 kJ
1 BTU ≈ 1.06 kJ

Power 1 hp ≈ 746 W
1 kW ≈ 1.34 hp

Temperature 0 K ≡ 0 °R ≡ −273.15°C ≡ −459.67°F = absolute zero

0 °F ≈ −18 °C ≡ 459.67 °R
32 °F = 0 °C ≡ 273.15 K = water freezes
70 °F ≈ 21 °C ≈ room temperature
212 °F = 100 °C = water boils

Speed of light 300 000 000 m/s ≈ 186 000 mi./s ≈ 1 ft./ns
 Index Page: 613

Index

acceleration, 9, 12, 45, 46, 49, 87, 99, 102, 106, 107, coëfficient of thermal expansion, 218
109, 112, 117, 134, 135, 146, 156, 282, 301, 518, 594, collision, 9, 20, 99, 190, 191, 192, 232, 247, 539, 540
595 elastic, 20, 99, 180, 190, 232, 234, 539, 540
accuracy, 51, 52, 54, 97 inelastic, 20, 99, 190, 191, 539, 540
adiabatic, 259, 262, 273 color, 458, 462, 464, 465, 466, 489, 511, 514, 556, 557,
air, 235, 236 560
alpha decay, 20, 566, 569 combination, 23, 32, 117
alpha particle, 294, 569, 571, 588, 608 combined gas law, 235, 237, 238, 242
Amontons’ Law, 237, 239 compound, 121
amplitude, 18, 422, 424, 425, 427, 436, 456, 553 concave, 456, 469, 471, 474, 477, 478, 479, 480, 495,
angle of incidence, 18, 457, 468, 469, 473, 494 500, 502, 505, 507
angle of reflection, 468, 473 conduction, 12, 16, 184, 186, 189, 227, 283
angular velocity, 595 conductivity, 184, 185, 186, 317, 328, 409
assumptions, 64, 98, 99, 100, 163, 516 conductor, 15, 185, 287, 289, 315, 389
atom, 119, 575, 576, 584 contract, 99, 217, 219, 220, 501, 502
band of stability, 568, 569, 570 convection, 16, 184, 185, 227, 272, 395
base, 116, 117 convex, 456, 469, 471, 473, 476, 481, 495, 498, 499, 502,
battery, 14, 287, 312, 314, 316, 319, 321, 325, 327, 328, 504, 506
329, 330, 331, 333, 334, 337, 339, 347, 350, 362, 363, Cornell Notes, 22
366, 367, 368, 382, 383, 384, 401, 601 crest, 417, 422
electromotive force, 316, 327, 402, 411, 595 current, 9, 10, 14, 15, 108, 110, 117, 286, 287, 290, 312,
internal resistance, 14, 314, 328, 329 313, 314, 315, 316, 317, 318, 319, 320, 321, 322, 323,
beta decay, 20, 566 325, 326, 327, 328, 329, 330, 331, 335, 336, 337, 338,
beta minus, 569 339, 340, 341, 342, 343, 346, 347, 348, 349, 350, 354,
beta plus, 570 355, 357, 358, 362, 363, 364, 365, 366,379, 380, 381,
beta particle, 571, 608 382, 385, 386, 388, 389, 390, 399, 400, 401, 402, 405,
bimetal strip, 220, 222 406, 407, 408, 409, 410, 411, 412, 525, 586, 589, 595
binding energy, 575, 576 alternating, 317, 319
Bohr model, 541, 549 direct, 319
boiling, 204, 208, 585 density, 62
boiling point, 208 diamagnetic, 393
boson, 557, 558 diffraction, 9, 18, 21, 416, 457, 458, 508, 509, 510, 511,
buoyancy, 159 538, 540
calorimeter, 60 diffraction grating, 508, 509, 510, 511
calorimetry, 193, 195, 196, 205 diode, 325, 601
capacitance, 13, 313, 318, 366, 368, 370, 371, 372, 373, light-emitting, 276, 325
379, 380, 381, 383, 384, 385, 595 light-emitting (LED), 276, 323, 325, 542
capacitor, 144, 287, 312, 325, 334, 366, 367, 368, 369, direction, 3, 10, 11, 14, 15, 18, 43, 51, 53, 96, 116, 127,
370, 371, 372, 375, 379, 380, 381, 382, 383, 384, 385, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138,
386, 589, 601 139, 140, 173, 179, 182, 185, 227, 281, 282, 286, 291,
center of mass, 99 294, 295, 296, 297, 301, 302, 303, 307, 309, 310, 314,
centripetal force, 413 315, 319, 325, 337, 338, 339, 362, 363, 365, 379, 389,
cgs, 120 394, 400, 402, 404, 406, 409, 413, 420, 451, 456, 467,
charge, 10, 11, 12, 13, 14, 15, 16, 17, 19, 20, 102, 119, 468, 482, 487, 493, 494, 495, 496, 497, 513, 518, 522,
133, 179, 227, 231, 280, 281, 282, 283, 284, 285, 286, 562, 589
287, 288, 289, 290, 291, 292, 293, 294, 295, 297, 298, displace, 158, 162, 165
300, 303, 304, 306, 307, 313, 314, 316, 318, 321, 325, displacement, 11, 46, 48, 62, 75, 134, 135, 137, 139,
326, 335, 366, 367, 368, 369, 370, 371,372, 376, 379, 282, 299, 422, 425, 428, 435, 595
380, 381, 382, 383, 384, 385, 386, 388, 395, 400, 413, distance, 16, 19, 36, 46, 48, 54, 63, 73, 75, 85, 102, 111,
546, 547, 555, 556, 557, 558, 559, 560, 563, 566, 569, 116, 117, 137, 142, 153, 169, 221, 227, 248, 251, 253,
589, 594, 595 290, 291, 292, 293, 294, 367, 370, 398, 400, 402, 422,
chemical reaction, 60, 232 425, 435, 466, 467, 468, 469, 470, 472, 475, 476, 477,
circuit, 9, 13, 14, 108, 110, 289, 312, 313, 314, 315, 316, 478, 479, 480, 481, 495, 496, 504, 505,506, 507, 509,
317, 319, 321, 322, 324, 325, 326, 327, 328, 329, 330, 512, 528, 531, 532, 539, 554, 568, 571, 589, 595
331, 332, 333, 334, 335, 336, 337, 338, 339, 340, 341, Doppler, 415, 416, 448, 449, 450, 453
342, 343, 344, 345, 346, 347, 348, 349, 351, 352, 353, efficiency, 179, 229, 252, 275, 276, 277, 278
354, 355, 356, 357, 359, 361, 362, 363, 364, 365, 366, electric field, 9, 10, 11, 12, 280, 281, 282, 283, 284, 295,
367, 372, 373, 374, 375, 377, 378, 379, 380, 381, 382, 297, 298, 299, 300, 301, 302, 303, 304, 305, 306, 307,
383, 384, 400, 408, 411, 588 308, 309, 310, 313, 370, 388, 394, 399, 400, 403, 408,
parallel, 9, 346, 347, 348, 349, 354, 355, 363, 371 459, 525, 589, 595
series, 340, 341, 342, 343, 347, 348, 350, 364, 372
 Index Page: 614
electric potential, 4, 11, 14, 281, 282, 300, 306, 307, kinetic, 109
310, 313, 315, 316, 326, 331, 335, 339, 341, 362, 380, fundamental forces, 554, 557
556, 589, 595 fuse, 324, 326, 347, 586, 601
electricity fusion, 9, 20, 200, 201, 202, 210, 211, 566, 584, 586
static electricity, 286 gamma ray, 571, 587
electromagnet, 399, 407, 408, 409, 586 gas, 16, 17, 111, 190, 194, 200, 201, 203, 205, 206, 208,
electron, 19, 21, 285, 286, 290, 291, 294, 297, 302, 310, 209, 210, 212, 213, 214, 216, 223, 224, 226, 228, 230,
327, 392, 538, 540, 542, 543, 547, 549, 550, 551, 552, 231, 232, 233, 234, 235, 236, 237, 238, 239, 240, 241,
553, 556, 557, 562, 563, 564, 567, 569, 570, 572, 573, 242, 243, 244, 245, 246, 248, 251, 256, 257, 258, 259,
575, 589, 594, 608 260, 263, 264, 265, 266, 267, 269, 270, 271, 272, 273,
electron capture, 567, 570, 572 274, 276, 277, 418, 589, 594, 599
element, 22 gas constant, 243
energy, 9, 12, 13, 14, 15, 16, 18, 19, 20, 21, 99, 108, 110, generator, 15, 276, 285, 287, 290, 389, 410, 432
111, 120, 133, 153, 178, 179, 180, 181, 182, 183, 184, gluon, 560, 562
187, 190, 191, 192, 194, 199, 201, 206, 207, 208, 210, gravity, 9, 99, 104, 105, 108, 130, 155, 156, 161, 185,
216, 226, 227, 229, 230, 231, 234, 246, 248, 249, 250, 300, 532, 554, 589, 594, 595
251, 252, 253, 254, 255, 258, 260, 267, 270, 271, 272, hadron, 560
274, 275, 276, 277, 280, 283, 284, 287, 300, 312, 313, half-life, 381, 577, 578, 580, 581, 582, 588
316, 318, 323, 331, 341, 369, 376, 388, 392, 398, 418, harmonic series, 439
421, 445, 456, 457, 458, 460, 516, 525, 536, 538, 539, heat, 9, 16, 60, 99, 102, 178, 179, 180, 181, 182, 183,
540, 541, 542, 543, 545, 546, 548, 549, 551, 554, 555, 184, 185, 186, 187, 188, 189, 190, 191, 192, 193, 194,
556, 558, 560, 566, 571, 575, 576, 584, 586, 587, 595 195, 196, 197, 198, 199, 206, 207, 209, 210, 211, 212,
conservation of energy, 9, 13, 14, 16, 17, 20, 147, 213, 214, 215, 216, 217, 226, 227, 229, 231, 233, 236,
153, 190, 191, 227, 246, 250, 253, 271, 284, 313, 246, 247, 248, 249, 250, 251, 252, 253,254, 255, 256,
539 257, 258, 259, 260, 261, 262, 263, 270, 271, 272, 273,
kinetic, 16, 20, 110, 169, 172, 180, 181, 183, 190, 274, 275, 276, 277, 278, 576, 585, 586, 595
191, 192, 199, 227, 233, 246, 247, 248, 254, 536, heat of fusion, 179, 209, 210, 211
539, 540, 542, 543, 545, 595 heat of vaporization, 210, 211
potential, 9, 11, 16, 108, 172, 182, 190, 199, 227, heat transfer, 179, 184, 186, 193, 231, 249, 253, 255,
246, 250, 252, 282, 299, 300, 316, 341, 371, 595 262, 277
enthalpy, 249, 254 heating curve, 200, 205, 207, 209, 211, 212, 214, 215,
entropy, 17, 179, 228, 229, 246, 248, 249, 252, 253, 254, 216, 217
258, 275 Helmholtz, 254, 432, 438
expand, 45, 46, 99, 185, 190, 194, 206, 209, 217, 219, Higgs boson, 557
220, 272, 485 hydrostatic, 155, 156, 159, 160, 169, 170, 171, 172
fermion, 558 ideal gas law, 17, 228, 234, 242, 243, 244, 245
ferromagnetic, 14, 388, 393, 408, 411 image
Feynman diagram, 561, 562 inverted, 475, 496
fission, 9, 20, 566, 584, 585 real, 467, 469, 475, 482, 495, 496
fluid, 201 upright, 496
focal point, 456, 469, 472, 495, 501, 502 virtual, 467, 469, 474, 475, 476, 482, 495, 496, 503
focus, 111, 469, 472, 473, 474, 475, 476, 482, 495, 496, impulse, 9, 595
497, 499, 500, 501, 502 induction, 12, 13, 283, 284, 288, 400
force, 4, 9, 10, 11, 12, 14, 15, 16, 17, 20, 27, 45, 46, 48, inductor, 326, 399, 407, 411, 412
49, 75, 104, 105, 106, 107, 109, 112, 113, 114, 117, insulator, 185, 287, 367, 370
120, 127, 128, 137, 139, 146, 148, 149, 152, 153, 154, interference, 9, 18, 21, 427, 430, 431, 436, 441, 457,
155, 156, 158, 159, 160, 161, 162, 164, 169, 185, 190, 458, 509, 538, 540
227, 228, 233, 236, 237, 248, 280, 281, 282, 283, 285, isobaric (constant pressure), 259, 263, 265
287, 290, 291, 292, 293, 294, 295, 296, 297, 298, 299, isochoric (constant volume), 259, 260, 265
301, 302, 303, 310, 316, 327, 382, 388, 389, 392, 394, isothermal (constant temperature), 259, 261, 273
395, 399, 400, 401, 403, 404, 405, 407, 409, 410, 411, isotope, 588
413, 442, 518, 538, 539, 549, 554, 557, 559, 568, 569, Kelvin, 117, 187, 189, 223, 233, 238, 240, 242, 243, 245
575, 595 kinetic energy, 233
contact force, 17, 146 laws of thermodynamics, 249
net force, 27, 45, 146, 159, 160, 161, 294, 302, 392, length contraction, 516, 532, 536
403, 518 lens, 111, 456, 482, 494, 495, 496, 497, 498, 499, 500,
normal force, 9, 104, 109, 161 501, 502, 503, 504, 505, 506, 507, 603
formula, 55 principal axis, 469, 472, 473, 495, 496
free-body diagram, 9, 12, 15, 104, 158, 282, 283, 389 vertex, 496, 497, 562
frequency, 18, 20, 21, 108, 119, 317, 319, 416, 417, 422, lepton, 557
423, 424, 425, 428, 429, 432, 433, 434, 435, 436, 437, lift, 153, 154, 157, 163, 164, 173
438, 439, 440, 441, 442, 443, 444, 448, 449, 450, 451, liquid, 180, 200, 201, 202, 203, 204, 205, 206, 207, 208,
456, 459, 460, 462, 538, 539, 541, 542, 543, 544, 546, 209, 210, 211, 213, 216, 217, 223, 231, 232, 244, 272,
548, 550, 595 277, 370, 396, 418, 586, 599
friction, 9, 12, 17, 45, 48, 85, 98, 99, 100, 104, 109, 146, logarithm, 96, 141, 142, 143, 144, 445, 581
256, 283
 Index Page: 615
magnet, 14, 366, 379, 388, 391, 392, 393, 394, 397, 399, power, 14, 102, 103, 108, 113, 118, 123, 124, 133, 186,
400, 407, 408 187, 274, 276, 314, 315, 316, 318, 319, 320, 321, 322,
magnetic field, 9, 10, 14, 15, 18, 139, 281, 317, 388, 389, 323, 327, 328, 330, 331, 340, 341, 342, 343, 346, 347,
390, 392, 393, 394, 395, 396, 398, 399, 400, 401, 402, 348, 350, 354, 355, 357, 358, 366, 367, 371, 379, 407,
403, 404, 405, 406, 407, 408, 409, 410, 411, 413, 456, 420, 445, 571, 580, 582, 587, 595
459, 525, 556, 586, 595, 604 precision, 51, 52, 54, 57, 61, 65, 69, 97
magnetic permeability, 393, 402, 408, 409, 526 pressure, 16, 17, 99, 102, 109, 111, 119, 146, 148, 149,
magnetism, 280, 312, 388, 392, 395, 418, 556 150, 151, 152, 153, 154, 155, 156, 157, 158, 159, 160,
magnification, 475, 496 167, 169, 170, 171, 172, 173, 174, 176, 178, 190, 194,
magnitude, 10, 11, 12, 15, 49, 64, 65, 127, 128, 129, 131, 200, 201, 202, 203, 204, 223, 226, 227, 228, 230, 233,
132, 133, 136, 137, 138, 139, 140, 281, 282, 283, 286, 234, 235, 236, 237, 239, 240, 241, 243, 244, 245, 255,
293, 294, 295, 296, 301, 309, 310, 389, 400, 404, 509, 256, 257, 258, 259, 260, 261, 263, 265, 266, 271, 348,
522, 556, 589 418, 434, 435, 437, 443, 454, 585, 589, 594, 595
mass defect, 575, 576 absolute, 149
mass spectrometer, 403, 407, 413 gauge, 149, 233
matter, 36, 205 hydraulic, 152, 153
medium, 2, 9, 18, 19, 286, 287, 416, 417, 418, 419, 422, primary color, 465, 466, 560
423, 426, 428, 432, 441, 452, 456, 457, 458, 459, 464, prism, 485
482, 483, 484, 485, 490, 513, 514, 527, 611 projectile, 11, 130, 281
melt, 202, 586 propagation, 18, 19, 417, 420, 456, 457, 513, 584
metal, 62, 588 proton, 575, 584
metric system, 116, 117, 118 pulley, 99
cgs, 120 PV diagram, 258, 264, 266, 271, 273
MKS, 120, 233, 317, 595 quantum, 16, 21, 40, 538, 543, 546, 548, 549, 550, 551,
mirror, 87, 111, 456, 467, 468, 469, 470, 471, 472, 473, 552, 553, 554, 555, 558, 560
474, 475, 476, 477, 478, 479, 480, 481, 485, 495, 496, quark, 286, 554, 558, 559, 560, 564, 568, 569, 570
531 radiation, 9, 16, 19, 20, 119, 184, 185, 187, 189, 227,
MKS, 120, 317 458, 538, 539, 571, 584, 587, 608
molecule, 205, 208 radioactive, 585, 587
momentum, 9, 12, 16, 18, 20, 21, 40, 102, 107, 111, 179, radioactive decay, 9, 21, 42, 84, 538, 566, 567, 568, 569,
180, 181, 184, 191, 227, 230, 234, 253, 283, 516, 535, 570, 571, 572, 573, 574, 575, 576, 577
536, 539, 540, 550, 595 rainbow, 487, 488, 489, 494, 508
angular momentum, 595 RC circuit, 379, 384, 386
motor, 276, 287, 399, 407, 409 reaction, 60, 584, 585, 586
musical instrument reflection, 19, 110, 426, 458, 467, 468, 469, 470, 471,
strings, 433, 435, 442 473, 474, 482, 485, 486, 487, 488, 495
winds, 434, 437 critical angle, 485, 487
nearsightedness, 502 diffuse, 467
neutralize, 588 internal reflection, 482, 485, 486, 487, 488, 491
neutrino, 558 specular, 18, 457, 467, 468
neutron, 575, 584 refraction, 9, 18, 19, 110, 423, 457, 458, 482, 484, 485,
nuclear, 575, 585, 586, 587 486, 487, 490, 494, 495, 538, 595
nucleus, 575, 584 index of refraction, 110, 423, 482, 484, 485, 486, 487,
paramagnetic, 393 490, 595
pendulum, 285 relative error, 54, 55, 59, 60, 62, 63, 88
percent error, 55 relativistic mass, 535, 536
period, 18, 21, 93, 109, 117, 121, 285, 417, 422, 424, relativity, 19, 40, 253, 517, 525, 527, 532, 539
456, 566, 578, 595 resistance, 13, 99, 312, 313, 315, 316, 317, 318, 319,
permeability, 393, 408, 409, 526, 589, 594 321, 322, 325, 326, 327, 328, 329, 330, 331, 339, 340,
permittivity, 370, 393, 526, 547, 589, 594 341, 342, 346, 347, 348, 349, 354, 355, 356, 357, 358,
phase change, 178, 200, 205, 206, 209, 272 359, 360, 362, 365, 379, 381, 401, 406, 595
photoelectric effect, 9, 20, 538, 540, 541, 542, 543 resistivity, 13, 313, 315, 317, 322, 328
photon, 20, 21, 108, 110, 111, 526, 528, 540, 541, 562, resistor, 14, 108, 144, 312, 314, 318, 320, 324, 325, 328,
563, 564 329, 331, 334, 336, 337, 338, 339, 347, 349, 354, 355,
physical, 205 357, 358, 363, 365, 373, 379, 382, 383, 384, 386, 401,
pigment, 465 601
pitch, 416, 432, 433, 434, 438, 439, 442, 443, 451 resonance, 9, 432, 433, 436, 438, 439, 443, 538
plasma, 206, 209, 231, 586 resultant, 127, 129, 131, 132, 138, 139
polarization, 10, 281, 458, 493, 494 scalar, 127, 128, 133, 134, 135, 136, 137, 139, 316, 318,
polarized light, 10, 281, 458, 493, 494 557
position, 18, 46, 134, 182, 257, 280, 313, 382, 388, 393, scattering, 489, 513, 514
418, 456, 466, 517, 595 scientific notation, 66, 69, 97, 123, 124, 125, 126
positive charge, 588 using your calculator, 125
potentiometer, 325, 601 secondary color, 465
 Index Page: 616
significant figures, 30, 64, 65, 66, 69, 70, 72, 76, 81, 184, uncertainty, 13, 30, 31, 50, 54, 55, 56, 57, 58, 59, 60, 61,
193, 209, 217, 234, 242, 246, 285, 290, 295, 315, 327, 62, 63, 64, 65, 67, 69, 70, 80, 81, 87, 88, 89, 92, 313
340, 346, 354, 366, 432, 448, 452, 575, 577 unit, 4, 55, 116, 119, 121
solenoid, 407, 408 units, 3, 4, 11, 15, 55, 60, 77, 80, 87, 96, 98, 101, 102,
solid, 38, 180, 200, 201, 203, 205, 206, 207, 209, 210, 103, 105, 106, 116, 117, 119, 120, 121, 127, 148, 149,
211, 213, 216, 223, 231, 232, 244, 287, 350, 370, 418, 152, 155, 158, 167, 184, 187, 194, 200, 233, 234, 238,
591, 599, 603 240, 242, 243, 282, 289, 317, 380, 382, 389, 395, 542,
solution, 24 546, 556
sound universal gravitation, 532, 594
speed of, 424, 432, 434, 436, 437, 438, 444, 451, 452, vapor, 200, 205, 208, 209
453 vector, 10, 14, 106, 127, 128, 130, 133, 134, 135, 136,
specific heat, 60 137, 138, 139, 281, 303, 304, 305, 309, 315, 337, 388,
specific heat capacity, 60, 193, 194, 195, 197, 198, 199, 400, 595
209, 211, 212, 214 cross product, 97, 136, 138, 139, 400
spectrum, 459, 460, 462, 464, 485, 487, 514, 544, 547 dot product, 97, 136, 137, 299
speed, 18, 19, 21, 43, 69, 98, 102, 117, 119, 176, 185, velocity, 4, 20, 27, 46, 48, 63, 85, 102, 105, 107, 108,
187, 205, 219, 406, 413, 416, 423, 424, 432, 434, 436, 109, 110, 112, 114, 130, 134, 135, 137, 146, 167, 170,
437, 438, 444, 449, 451, 452, 453, 457, 458, 459, 460, 171, 172, 173, 174, 176, 191, 247, 301, 319, 395, 400,
516, 518, 519, 526, 527, 528, 529, 530, 531, 533, 535, 403, 404, 413, 417, 418, 423, 424, 425, 433, 448, 450,
536, 540, 547, 550, 551, 556, 569, 570, 575, 584, 594, 451, 453, 482, 483, 484, 491, 517, 518, 519, 520, 521,
595 522, 526, 527, 528, 529, 530, 532, 535, 536, 540, 550,
speed of sound, 424, 432, 434, 436, 437, 438, 444, 451, 571, 595
452, 453 voltage, 4, 13, 14, 108, 110, 312, 313, 314, 315, 316,
spring, 17, 75, 76, 137, 146, 417, 419, 426, 438, 562 317, 318, 319, 320, 321, 322, 323, 325, 326, 327, 328,
standard model, 556 329, 331, 334, 335, 336, 337, 338, 339, 340, 341, 342,
strong force, 20, 409, 539, 554, 557, 559, 568, 575 343, 346, 347, 348, 349, 350, 354, 355, 357, 362, 363,
superposition, 18, 416, 457 364, 365, 366, 367, 368, 369, 370, 371, 372, 379, 380,
surroundings, 169, 183, 206, 210, 248, 249, 250, 251, 381, 382, 384, 385, 399, 400, 401, 407, 411, 412, 542,
252, 253, 254, 264, 266, 267, 273, 275, 276, 277 556, 595
switch, 325, 331, 333, 334, 363, 366, 379, 381, 382, 383, water, 60, 62, 202, 204, 236, 585
384, 386, 601 wave, 9, 18, 19, 21, 108, 110, 319, 416, 417, 418, 419,
system, 13, 15, 16, 19, 20, 22, 24, 25, 26, 32, 37, 41, 51, 420, 421, 422, 423, 424, 425, 426, 427, 428, 429, 430,
54, 64, 73, 77, 90, 98, 101, 112, 116, 117, 118, 119, 431, 432, 433, 435, 436, 439, 441, 444, 448, 449, 450,
120, 123, 152, 153, 178, 180, 183, 186, 193, 196, 199, 453, 454, 456, 457, 459, 460, 461, 462, 467, 482, 483,
200, 206, 209, 210, 226, 227, 228, 233, 248, 249, 250, 485, 508, 520, 521, 522, 525, 526, 538,539, 540, 543,
251, 252, 254, 273, 277, 280, 284, 312, 389, 538, 539, 547, 551, 552, 553
540, 546, 589 crest, 417, 422
Tacoma Narrows Bridge, 417, 420 electromagnetic, 18, 19, 185, 416, 418, 423, 456,
telescope, 503 458, 459, 460, 461, 493, 525, 548
temperature, 15, 16, 17, 59, 60, 97, 99, 102, 117, 121, longitudinal, 18, 417, 418, 419, 429, 456
163, 178, 179, 180, 181, 182, 183, 184, 185, 186, 187, mechanical, 9, 18, 416, 418, 456
188, 189, 190, 192, 194, 195, 196, 197, 198, 199, 200, standing wave, 18, 21, 416, 428, 433, 439, 444, 457,
201, 202, 204, 205, 207, 208, 209, 211, 212, 213, 214, 540
215, 216, 217, 218, 220, 222, 223, 224, 226, 227, 228, surface wave, 421
230, 233, 234, 235, 236, 237, 238, 239, 240, 241, 243, transverse, 417, 419, 420, 421, 422, 426, 429, 444
244, 245, 247, 248, 249, 251, 252, 253, 255, 256, 257, trough, 417, 422
259, 260, 261, 262, 263, 267, 271, 272, 274, 275, 277, wavelength, 18, 21, 108, 111, 416, 417, 422, 423, 424,
316, 317, 328, 395, 425, 437, 444, 454, 587, 595, 604, 425, 428, 433, 434, 435, 436, 437, 439, 443, 444, 448,
611 456, 457, 458, 459, 460, 461, 462, 464, 484, 485, 509,
tension, 17, 104, 146, 423, 433, 441, 442 511, 512, 540, 544, 545, 546, 550, 551, 595
theory, 24, 32, 35, 36, 232 weak force, 554, 557, 568, 569
thermal conductivity, 15, 179, 184, 185, 186, 188, 189 weight, 80, 150, 153, 154, 155, 156, 159, 160, 164, 166,
thermal equilibrium, 9, 16, 183, 193, 228, 247, 249 180, 251, 256
thermal expansion, 99, 179, 180, 217, 218, 219, 220, 222 wire, 14, 15, 319, 325, 328, 330, 333, 347, 366, 379, 380,
expansion joint, 219, 222 388, 389, 399, 400, 401, 402, 405, 406, 407, 409, 586,
thermodynamics, 9, 16, 17, 178, 226, 227, 228, 246, 249, 601
255, 264, 271 work, 3, 16, 24, 39, 41, 42, 49, 50, 63, 81, 83, 103, 108,
thermometer, 58, 80, 180, 183, 221, 245, 260 110, 111, 124, 125, 133, 137, 153, 169, 190, 226, 227,
time dilation, 516, 532, 536 231, 235, 246, 248, 249, 250, 251, 252, 253, 254, 255,
torque, 99, 139, 595 257, 258, 259, 260, 263, 264, 265, 266, 267, 268, 269,
trigonometry, 96, 97, 127, 129, 482 270, 271, 273, 274, 275, 276, 299, 300, 315, 316, 318,
trough, 417, 422 355, 357, 369, 388, 399, 407, 409, 410, 493, 542, 543,
tsunami, 417, 421 544, 552, 569, 584, 589, 595
Two-Column Notes, 22 work-energy theorem, 300