Physics
1120
Introductory
Physics II
Syllabus
Textbook information
Tentative Schedule
Instructor
Information
Syllabus
PH1120, Winter 2009
You are just beginning the second
semester
of a two semester course in Introductory Physics. Your first
semester
has indeed been challenging with the new technologies and the
collaborative
learning environment. We plan to keep many of the same things this
semester
and to change some things too. You will continue to work in
collaborative
groups or at least do more than we've done in the past. It has been
demonstrated
not
only
by
scores
of
students
before
you, but by your very class that the collaborative model works! Indeed,
test scores and even the final exam all indicate that people do learn
better
together. The computer has empowered you by integrating many processes
together. Your reports, your analyses in spreadsheets and problem
solutions
all indicate you are doing better than any group of students before
you. Congratulations!
But on to this semester. We learned
that
there are four forces in nature and that forces, according to Newton's
Laws, ( F=ma ) reflects a change in the state of motion of an object.
We
did
this
from the particle perspective. We continue to do so this semester too.
Actually, I'm going to tell you that Newton was wrong. Well,
fundamentally he
was, but his results are "close enough for government work." They are
so good
that we can send a mission to Mars (note the present Spirit and
Opportunity roving
there) and be within seconds of predicted arrival time and within
metres of the
insertion orbit. That is good, but for some other things it is not good
enough.
Newton's perspectives worked, but they were limited. Today we know
more exactly
how the world works. We
learned
that
a
property
of
matter,
namely
mass,
is
described
by
gravitational effects. We continue our exploration of the world from a
mechanical
perspective
by looking at another property of matter, namely charge, how it
is
affected by and itself affects, the rest of the world. In particular,
we
explore the Electrical and Magnetic aspects of our world. Then we move
on to optics and wave mechanics and finally end up looking at the atom,
elementary particles and even try to tie all of this together into a
sort
of comprehensive model of the universe. This is no humble task.
Fortunately,
together we are up to it!
We continue to use the new
technologies
(You'll note that over the semester break we installed new computers in our parlor)
and will attempt to keep the activities integrated into the content
learning.
We will learn to use sophisticated equipment but hopefully in
nonthreatening
ways. We are going to concentrate ever more so on higher order thinking
skills, especially problem solving. We added new software to allow you
to have more control over variables in simulations and in problem
solving. Flower's problem solving algorithm
and the computer will togteher become an extraordinarily powerful tool for you
to
use to learn physics.
Your Tutor for
this semester is . not yet determined. We do have a very capable student
we are working with and will announce her availability if things work
out. In the mean time the O'neill Center does have competent assistants
to help out.
Times available (Winter
2009):
The following schedule is at best
tentative.
With a small group we certainly can be flexible and change things the
way
we want to. This schedule does allow us to complete the tasks at hand:
Textbook:
Physics for
Scientists
and Engineers with Modern Physics by Serway and Jewett (same
as last
semester)
Tentative Schedule:
Block I:
Labs are Italicized.
Block I:
Electrostatics
and DC Electricity
Lesson
1: Tuesday, February 3rd
- Electric Forces
and Electric
Fields
| Reading: |
Chapter 23,
Sections 1 - 7 |
| Questions: |
Chapter 23,
Discussion Questions
1, 3, 8, 13, 26 |
| Problems: |
Chapter 23,
Problems 3, 7, 15, 22, 26, 33, 35, 43, 49 |
|
|
|
|
|
 |
| Computer: |
Introduction to ProSolv |
|
|
| Activity: |
|
| Objectives: |
23.1 |
You will
understand the basic
properties of charged matter: |
|
|
a. Like charges
repel, unlike
charges attract |
|
|
b. Charge is
conserved |
|
|
c. Charge is
quantized; i.e.,
based on e- |
|
23.2 |
You will
understand the difference
between conductors and insulators from a charge transport point of view. |
|
23.3 |
You will be able
to use Coulomb's
Law to solve electrical interaction problems. |
|
23.4 |
You should
recognize that the Electric
Field is basically the force that a test charge would experience.
What
we describe in terms of electric forces depends on what a test charge
would
experience.
|
|
23.5 |
You will be able
to use the
calculus to find the net effects of continuous charge distributions in
the real world. |
Lesson
2: Thursday,
February 4th
- Gauss' Law
| Reading: |
Chapter 24,
Sections 1 - 5 |
| Questions: |
Chapter 24,
Discussion Questions
1, 2, 9, 11
|
| Problems: |
Chapter 24,
Problems 13, 19, 24, 29, 34, 48, 51, 55 |
|
|
|
|
|
 |
| Computer: |
ProSolv -
Electric Fields |
|
|
| Activity: |
A:1
Introduction to Meters and Electrical Equipment
A:2
Electrostatics, Charge Distributions on a Conductor |
| Objectives: |
24.1 |
You will be able
to state Gauss'
Law |
|
24.2 |
You will be able
to use Gauss'
Law to find the Electric Field for certain symmetrical charge
distributions |
|
24.3 |
You will be able
to describe
the electrical
nature of conductors and insulators |
|
24.4 |
You will useproperties
of conductors to help in solving electrostatic problems: |
|
|
a. E is
zero inside
a conductor |
|
|
b. Excess charge
on an isolated
conductor resides on its surface |
|
|
c. Charge tends
to accumulate
at sharp points |
|
|
d. E just
outside a
conductor is perpendicular to the surface and has a value: |
|
|
s
/ eo
|
Friday,
February 6th: Last day to add a class without instructor's
signature.
Lesson
3: Tuesday,
Feb 10th
- Electric
Potential and Capacitance
| Reading: |
Chapter 25,
Sections 1 - 8 |
| Questions: |
Chapter 25,
Discussion
Questions 1, 3, 5, 7 |
| Problems: |
Chapter 25,
Problems 3, 6, 17, 32, 39, 43, 55, 67 |
| Computer: |
ProSolv -
Electric Potentials |
| Activity: |
None |
| Objectives: |
25.1 |
You will be able
to define Potential
Difference, V, as the potential energy per unit charge
(our
test charge) |
|
25.2 |
You will relate
the Potential
Difference to the Electric Fieldso that DV
= E . d |
|
25.3 |
At this point you
should recognize
that there are now three ways to calculate the Electric Field: |
|
|
a. Coulomb's Law |
|
|
b. Gauss' Law |
|
|
c. The Electric
Potential |
|
25.4 |
You will be able
to calculate
the Electric Potential for a variety of charge distributions, discrete
and continuous |
Lesson
4: Thursday,
Feb 12th
- Capacitance and
Dielectrics
| Reading: |
Chapter 26,
Sections 1 - 7 |
| Questions: |
Chapter 26,
Discussion Questions 1, 2, 7, 16
|
| Problems: |
Chapter 26,
Problems 7, 10, 18, 20, 21, 31, 53 |
| Computer: |
|
| Activity: |
A:3 Capacitance
and Dielectrics |
| Objectives: |
26.1 |
Capacitor
is a physical device which holds charge. As such they store
electrical energy |
|
26.2 |
The Capacitance
of a
device depends strictly on its geometry and physical characteristics |
|
26.3 |
The equivalent
capacitance
of a group of capacitors in parallel is: |
|
|
Ceq
= C1
+ C2 + C3 + ... |
|
26.4 |
The equivalent
capacitance
of a group of capacitors in series is: |
|
|
1/Ceq
= 1/C1
+ 1/C2 + 1/C3 + ... |
|
26.5 |
The effect of
adding a dielectric
material to a capacitor adding
a dielectric material to a capacitor is to increase the amount of charge
it can hold for the same voltage. i.e., it basically increases the capacitance
of
the
device. |
|
26.6 |
This effect can
be written C
= k Co |
Lesson
5: Tuesday,
February 17th
- Current and
Resistance
| Reading: |
Chapter 27,
Sections 1 - 6 |
| Questions: |
Chapter 27,
Discussion Questions
10, 11, 12, 13, 17 |
| Problems: |
Chapter 27,
Problems 9, 13, 17, 36, 38, 44, 49, 52, 65 |
| Computer: |
ProSolv -
Resistances and Equivalent
Resistance |
| Activity: |
None |
| Objectives: |
27.1 |
Current is the
rate of flow
of the electric charge. It is defined to have a direction of the flow
of
positive charge. |
|
27.2 |
I = dQ/dt |
|
27.3 |
Ohm's
Law is written: |
|
|
R = V /
I or V
= I R |
|
27.4 |
Resistors
"resist" the flow
of electricity. They depend directly on the nature of the material, the
length and inversely with the cross sectional area: |
|
|
R = 
L/ A |
|
27.5 |
Power is
the rate at
which energy is supplied to the resistor. |
|
|
P = I V |
|
27.6 |
According to
Ohm's Law we can
write Power as: |
|
|
P = I2
R =
V2 / R |
|
27.7 |
The emf
of a battery
is the voltage across the terminals of a battery when the current is
zero. |
|
|
|
|
|
|
|
|
|
|
|
|
Lesson
6: Thursday,
February 19th
- Direct Current
Circuits
| Reading: |
Chapter 28,
Sections 1 - 6 |
| Questions: |
Chapter 28,
Discussion Questions
1, 3, 7, 8, 11, 16 |
| Problems: |
Chapter 28,
Problems 1, 6, 9, 15, 20, 21, 31, 34 |
| Computer: |
|
| Activity: |
A:4
Transient Behavior of R-C Series Circuit |
| Objectives: |
28.1 |
Know Kirchoff's
Rules: |
|
|
a. The sum
of the currents
at a junction are zero |
|
|
b. The sum
of the voltages
around a loop are zero |
|
28.2
28.3
28.4
28.5 |
These rules are
statements
of conservation of charge and conservation of energy
The equivalent resistance of a group
of resistors in series is:
Req = R1 + R2 +
R3 + ...
The equivalent resistance for a group
of resistors in parallel is:
1/Req = 1/R1 +
1/R2 + 1/R3 + ...
Know how Batteries
work |
|
28.6 |
Be able to useKirchoff's
Rulesto solve simple DC
Circuits. This is crucial to the understanding
of electricity! |
|
28.7 |
The time constant
of an RC
series circuit is: |
|
|
t
= R C |
-
Block
II: Magnetism, Induction and Wave Motion
Session
8: Thursday, February 26th
- Magnetism
| Reading: |
Chapter 29,
Sections 1 - 6 |
| Questions: |
Chapter 29,
Discussion Questions 2, 5, 9, 14
|
| Problems: |
Chapter 29,
Problems 1, 9, 14, 23, 29, 35, 40, 44, 46, 71
|
| Computer: |
ProSolv -
Magnetic Fields |
| Activity: |
A:5
Measurement of Resistance by Wheatstone's Bridge
A:6
Magnetic
Field of a Solenoid
|
| Objectives: |
29.1
.
29.2
.
29.3 |
You should
understand the nature
of magnetic poles. Like poles repel an unlike poles attract.
The Earth acts like a dipole
magnet with
the North magnetic pole in the southern polar region and the South
magnetic
pole in the Arctic.
The student will recognize
similarities
and differences between the Electric and Magnetic Fields |
|
29.4 |
Magnetic Field
line can be
drawn something like Electric Field lines except that Electric Fields
start
at positive charge and end at negative charges. Magnetic fields don't
start
or end. They flow continuously in the direction from North Pole to
South
Pole. |
|
29.5 |
Magnetism is
characterized
by dipoles as the simplest case. i.e., there is no way to isolate North
and South Poles. |
|
29.6 |
Like poles repel
and opposite
poles attract. |
|
29.7 |
For a charged
particle moving
in an external magnetic field, a force is experienced such that: |
|
|
F = q v
X B |
|
29.8 |
A current can be
considered
an aggregate of charges in motion. Thus, a current carrying wire
inserted
into an external magnetic field will experience a force such that: |
|
|
F = I L
X B
or dF = I dL X B |
|
29.9 |
The Biot-Savart
Law
is much like Coulomb's Law, but not an exact correlation. It
characterizes
the Magnetic Field much like Coulomb's Law characterizes the Electric
Field: |
|
|
dB = km
I ds X r / r2 |
Session
9: Tuesday,
March 3rd
- Sources of the
Magnetic Field
|
|
| Reading: |
Chapter 30,
Sections 1 - 9 |
| Questions: |
Chapter 30,
Discussion Questions 1, 2, 4, 9, 14
|
| Problems: |
Chapter 30,
Problems 3, 4, 15, 17, 23, 26, 31, 35, 38
|
| Computer: |
ProSolv |
| Activity: |
|
| Objectives: |
30.1 |
Current carrying
wires cause
magnetic fields to exist in concentric circles about the wire. Note
that
this is perpendicular to any electric field caused by the charges on
the
wire. |
|
30.2 |
Because electric
currents are
charges in motion and the current itself causes a magnetic field to
exist,
two current carrying wires create a force between them. The resultant
force
depends on the directions of the currents and the distance between the
wires. |
|
30.3 |
For two current
carrying wires,
the force is attractive if the currents are in the same direction while
repulsive if they are in opposite directions. |
|
30.4 |
Ampere's Law is
in essence
an analog of Gauss' Law for Electrostatics. Do not get this confued. It
is not Gauss' Law for magnetism. We will see there is one for that too.
But magnetism is different than electrostatics. Charges must be in
motion
and the resultant magnetic field has closed lines; i.e. they don't
start
or stop at any point. They are continuous. Being so, they enclose an
area
with a line path. Gauss' Law one the other hand,enclosed a volume with
a surface. |
|
|
 B
. ds = µoI |
|
30.5 |
Ampere's Law can
help us find
the magnetic field for simple symmetries (much like Gauss' Law for
electrostatics
helped to find the electric field for simple symmetries.) Among these
are
solenoids and toroids. |
|
30.6 |
As with
electrostatic characteristics,
the magnetic effects are basically a result of interaction of matter.
Magnetic
effects ultimately arise from the atomic dipoles created by electron
orbital
motion and electron spin. |
Your
instructor will be in Washington, D.C.meeting with
congressional delegation regarding NASA. There will be no lab on Wednesday
and no class on Thursday. This is an opportunity to catch up on everything.
Sunday, March 8th is
also when we move our clocks ahead to Daylight Savings Time
Session
10: Tuesday,
March 10th
- Faraday's Law
and Inductance
| Reading: |
Chapter 31,
Sections 1 - 7 |
| Questions: |
Chapter 31,
Discussion Questions 1, 2, 5, 7, 13
|
| Problems: |
Chapter 31,
Problems 1, 5, 7, 9, 26, 32
State and Explain Maxwell's
Equations
.
|
| Computer: |
ProSolv |
| Activity: |
A:7
Magnetic Field Strength - Spreadsheet problem |
| Objectives: |
31.1 |
Faraday's law
tells
us that the emf (voltage) induced in a circuit is proportional
to
the time rate of change of the magnetic flux. (i.e., if
magnetic
field is constant, the induced emf is zero) |
|
|
e
= - N djm/dt |
|
31.2 |
The magnetic
field flux can
be written (just like electric field flux) |
|
|
jm
= B . dA |
|
31.3 |
Lenz's Law
states that
the induced current (obviously, if there is an induced emf,
there is an induced current as well) and induced emf in a conductor are
in
such a direction as to oppose the change (recall that it
depends
on time rate of change) that produced them. |
|
31.4 |
Thus we can write
Faraday's
Law in a more general form: |
|
|
e
= E . ds = - djm/dt |
|
|
where E
is a non-conservative,
time-varying electric field produced by the changing magnetic flux.
(Since B
is changing, it is expected that the E field it cuases is also
changing
in a proportional manner.) |
|
31.5 |
Maxwell's
Equations,
together with the Lorentz Force, describe all classical
electromagnetic
interactions. These include: |
|
|
a. Gauss'
Law
for electrostatics
| b. Gauss'
Law
for magnetostatics |
c. Faraday's
Law of
Induction
d. Ampere's
Law with
the displacement current included.
|
- Session
11: Thursday,
March 12th
- Inductance
| Reading: |
Chapter 32,
Sections
1 - 6 |
| Questions: |
Chapter 32,
Discussion
Questions 1, 6, 9, 11,16, 17
|
| Problems: |
Chapter 32,
Problems 3, 5, 7, 14, 23, 31, 49
|
| Computer: |
ProSolv |
| Activity: |
A:8 -
ElectroMagnetics - Fun
and Games |
| Objectives: |
32.1 |
The student
should be able
to explain what these equations describe regarding electromagnetic
interactions. |
|
32.2 |
For a R-L
series circuit,
the time constant (time to decay to 1/e of the initial value) is: |
|
|
t
= L / R |
|
32.3 |
In a R-L
series circuit,
when the switch is closed and the current increases towards it maximum
value, the inductor produces an emf that opposes the increasing
current.
This is a manifestation of Lenz's Law. |
|
32.4 |
The energy in
this circuit
is stored in the magnetic field (much like that of a circuit with
capacitor
wherein the energy is stored in the associated electric field.) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Session
12: Tuesday, March 17th
Alternating
Current Circuits
| Reading: |
Chapter
33,
Sections
1 - 9 |
| Questions: |
Chapter
33,
Discussion Questions 1, 3, 6, 7, 8, 10, 15, 17
|
| Problems: |
Chapter
33,
Problems 1, 3, 5, 7, 12, 14, 19, 20, 31, 38, 41, 44
|
|
|
|
|
Session
13: Thursday, March 19th
- Electromagnetic
Waves
| Reading: |
Chapter 34,
Sections
1 - 9
|
| Questions: |
Chapter 34,
Discussion Questions 1, 2, 4, 7, 9, 10, 14, 15, 21
|
| Problems: |
Chapter 34,
Problems 5, 7, 10, 14, 15, 17, 29, 43, 51, 65
|
| Computer: |
None |
| Activity: |
A:8
AC Circuits |
| Objectives: |
34.1 |
To understand how
Maxwell's
Equations are used to obtain the wave equations for Electromagnetic
Waves in free space. |
|
34.2 |
To understand the
LC Circuit
and its Resonance Frequency |
|
34.3 |
To understand the
production Electromagnetic
Waves by an antenna. |
|
34.4 |
To understand
that electromagnetic
waves carry energy and to learn what the Poynting Vector,
the Average Power per Unit Area, the total Energy Density
and the Average Energy Density of an electromagnetic wave are. |
|
34.5 |
To understand
that electromagnetic
waves transport linear momentum and to become familiar with the
definitions of total momentum and radiation pressure. |
|
34.6 |
To describe the electromagnetic
spectrum. |
Physics Holiday! No Class! (Hah! Actually,
It's SPRING BREAK) Are
we having fun yet !!! 
Friday, March 20th,
2009 at 1146 (UT)
Today we have the occurence of
the Vernal
Equinox. Far from being an arbitrary indicator of the changing
seasons, March 20 (March 21 in some years) is significant for astronomical
reasons. OAt this time, the Sun will cross directly over the Earth's
equator. This moment is known as the vernal equinox in the Northern
Hemisphere. For the Southern Hemisphere, this is the moment of the
autumnal equinox.The Sun is actually in Pisces (as seen from the
Earth - remember, it is the Earth that is moving, not the Sun) as
it moves to this point.The Astronomical
Definition is well known. Have you ever heard of trying to stand
an egg on end during the equinox? What a cool weekend activity.
Naaah! The position of the equinox has changed over the millennia
with respect to the fixed stars. The vernal equinox which is both
a time and a direction in space is called the first point of Aries.
Find out why it is in Pisces now and when last it was in Aries. Noruz
is the oldest continuously celebrated human holiday. The Vernal equinox
was in Taurus when this celebration began 5,000 years ago. Find out
when we will really enter the age of Aquarius.
Spring
is here!! (Well, sort of...)
Session
14: Tuesday, March 31st
- Opportunity to Excel # 2
-
- Chapters 29 - 34
Wednesday: Don't Forget Today,
April 1st is April
Fools Day
-
Block
III: Radiant Energy, E-M Waves and Special Relativity
Session
15: Thursday, April 2nd
- The PROPOGATION of
LIGHT:
Scattering or
- Reflection and
Refraction of
Light
Reading:
. |
Chapter 35: Nature
of Light, Sections
1 - 9
|
| Questions:
.
|
Discussion
Questions: 1, 6, 7, 8, 14
|
Problems:
. |
Chapt 35,
Problems: 12, 15, 16, 21, 24, 37
|
Computer:
. |
|
Activity:
. |
A:9
MicroWaves as Electromagnetic Waves
|
| Objectives: |
35.1 |
To
understand the
ray approximation
in geometrical optics. |
|
35.2 |
In
general, to
understand reflection
and refraction. Specifically, to undertand: |
|
|
a.
The Law of
Reflection
b.
Snell's Law
c. The
Law of
Refraction
d. The Index of
Refraction
|
|
35.3 |
To
undertand what dispersion
is and how it can affect light. To understand what happens when light
enters
a prism. |
|
35.4 |
To
understand Huygens'
Principle
and how it is applied to reflection and refraction. |
|
35.5 |
To
understand total
internal reflection and the critical
angle. |
|
35.6
|
To
explain how colors are
absorbed and
added together
|
Session
16: Tuesday, April 7th
Interference of Light Waves
| Reading: |
Skip Chapter 36 on Geometrical Optics. We will spend
our time with Physical Optics
instead. Read Chapter 37: Sections 1
- 7
|
| Questions: |
Chapter 37,
Discussion Questions: 1, 6, 9, 12
|
| Problems: |
Chapter 37, Problems: 1, 2, 3, 23, 24,
30, 34, 41, 56
|
| Computer: |
|
|
ProSolv\Optics\Reflection
and
Refraction
|
| Activity: |
A:10
Double Slit Experiment
|
Session
17:
Thursday April 9th
Interference and Physical OPTICS
-
| Reading: |
Chapter 37: Sections 1 - 7.........................................................
|
| Questions: |
Chapter 37,
Discussion Questions: 1, 6, 9, 12
|
| Problems: |
Chapter 37, Problems: 1, 2, 3, 23, 24,
30, 34, 41, 56
|
| Computer: |
|
|
ProSolv\Optics\Thin
Film Interference
CD - Interactive Explorations
|
| Activity: |
A11:
Michelson Interferometer
|
| Objectives: |
37.11 |
To understand constructive
and destructive interference in thin films
|
|
37.12 |
To understand that Maxima
(constructive interference) in normally reflected loight occur when the
film thickness is a whole number multiple of half-wavelength.
|
|
37.13 |
To understand that Minima
(destructive interference) occur when the thickness of the film is an
odd
multiple of 1/4 wavelength.
|
|
37.14 |
To.explain how a Michelson
Interferometer
works.
|
|
37.15 |
To understand what Newton's
Rings are and under what conditions they are formed.
|
|
37.16 |
For Multiple Slit Interference:
Consider a series
of N narrow slits separated by distances d. In the far-field
approximation,
the phase difference as a function
of distance d from the slits and angle from the normal is given
by
where k is the wavenumber.
The intensity due to multiple interference is then
This function has a extrema when
which holds when
giving
The absolute maximum occurs at  ,
where
using l'Hôspital's rule .
Principal maxima occur at
and principal minima at
where is not an integer. There are zeros between principal maxima,
and secondary maxima between principle maxima.
|
|
37.17 |
To understand Rayleigh's
Criterion
and the limiting angle of resolution for a slit.
|
|
37.18 |
To understand the Diffraction
Grating which requires you to understand the condition for maxima,
the resolving power, and the resolving power of a grating.
|
|
37.19 |
To understand the
basic principles
of holography,
what it is and how it works.
|
|
37.20 |
To explainwhy
the sky is blue.
An atmospheric phenomena
often seen is the Corona or sometimes we call it a sundog. The
corona has nothing to do with
the
Sun's outer atmosphere visible during a total eclipse and confusingly
is given the same name. This can be seen when thin clouds
partially veil the sun or moon.
You can also see
one around
the
moon when
it is nearly
full. Be sure to shield
the sun or look
at
it reflected in a pool of water or a mirror of plain glass.
Remember - looking the
sun can permanently damage your vision!!!
Coronae have an intensely
bright central aureole which is almost white and fringed with
yellows and reds. A lot of times this is
all you can see yet sometimes you'll see one or more successively
fainter and gently colored rings surrounding the aureole.
The first ring is blue (the inner one) going through greens and
yellows to red on the outermost ring. The corona can be 15º or
so in diameter but varies as different clouds
move across the moon.The coronae is usually smaller than the 22° halo
which can also ring the sun and moon.
Coronae are produced
by the diffraction of light by tiny cloud droplets or sometimes
small ice crystals.
|
d.
Friday, April 10th is Good
Friday
Sunday , April 12th is Easter
Sunday
Since the date of Easter (East
comes from the Greek anatole' meaning "the place of the risings")
is defined astronomically, you should be able to explain how
the date of Easter is determined.
Session
17: Tuesday April 14th
PHYSICAL OPTICS
-
| Reading: |
Chapter 38: Sections 1 - 6.........................................................
|
| Questions: |
Chapter 38,
Discussion Questions: 1, 2, 6, 8, 10, 14, 16
|
| Problems: |
Chapter 38, Problems: 1, 3, 11, 13,
15, 16, 21, 50, 56, 57
|
| Computer: |
|
|
ProSolv\Optics\Thin
Film Interference
CD - Interactive Explorations
|
| Activity: |
A11:
Michelson Interferometer
|
| Objectives: |
38.1 |
To understand the
difference between Fraunhofer and Fresnel Diffraction
|
|
38.2 |
To understand that
Diffraction fundamentally an interference effect.
|
|
38.3 |
To be able to
calculate the distances between successive dark lines:
sin q = ml / a
|
|
38.4 |
To.explain how Michelson
Interferometer
works.
|
|
38.5 |
To understand how a
diffraction envelope appears over a double slit interference pattern.
|
|
38.6 |
To explain how
relative intensity depends on the square of the sin function.
|
|
38.7 |
To understand Rayleigh's
Criterion
and the limiting angle of resolution for a slit.
|
|
38.8 |
To understand the Diffraction
Grating which requires you to understand the condition for maxima,
the resolving power, and the resolving power of a grating.
A diffraction grating
is the tool of choice for separating the colors in incident light.
It acts as a "super
prism",
separating the different colors of light much more than the dispersion
effect in a prism.
The illustration shows the hydrogen spectrum. The hydrogen gas
in a thin glass tube is excited by an electrical discharge and
the spectrum can be viewed through the grating. The
tracks of a compact disc act as a diffraction grating, producing
a separation of the colors of white light. The nominal track separation
on a CD is 1.6 micrometers, corresponding to about 625 tracks per
millimeter. This is in the range of ordinary laboratory diffraction
gratings. For red light of wavelength 600 nm, this would give a
first order diffraction maximum at about 22° .
|
|
38.9 |
To understand the
basic principles
of holography,
what it is and how it works.
|
|
38.10 |
To explain
interferometry.
Radio interferometry
is a powerful tool that can be used for a number of diverse applications.
A radio interferometer consists
of a pair of directional antennas that are tuned to receive radio
emissions from a source in a desired RF band. The signals from the
two receivers are then cross-correlated (multiplied and accumulated)
to produce a cross-correlation "fringe pattern". This fringe
pattern can then be analyzed to produce a result ranging from an
image of a distant astronomical object to the precise location of
a nearby terrestrial or extra-terrestrial radio emitter.
The following diagram shows an arrangement consisting of three
steerable antennas, forming three distinct interferometers. 
Other
Space Interferometry Missions
|
Lesson 19, Thursday,
April 16th
- Relativity and
Its Applications
| Reading: |
Chapter
39,
Sections 1 - 6 |
| Questions: |
Chapter
39:
1, 3, 4, 7, 9, 11,
12, 16, 19 |
| Problems: |
Chapter
39: Problems
2, 4, 5, 7, 8, 14,
17, 25, 29, 32, 33,
45 |
| Computer: |
|
| Activity: |
|
| Objectives: |
39.1: The Special
Theory
of Relativity is based upon two postulates: |
|
- a. Laws
of Physics are the same in all Inertial
Reference Frame
- b. Speed
of Light is constant in all
inertial reference frames
|
|
39.2: Simultaneous
events
in one reference frame are not simultaneous
in another (that is in motion
at a uniform speed relative to the first.) |
|
39.3:Moving
clocks run slow.
This is called Time
Dilation. |
|
39.4:Lengths
of moving objects
appear to be contracted. |
|
|
|
 |
|
39.5: Explain
that the fundamental postulates
of Relativity tell us that the outcome
of an
experiment depends on the observer. |
|
39.6: Explain
the Twin
Paradox. |
|
39.7: Describe
the experimental
basis for relativity |
|
|
|
This
is the last day to withdraw from
a course and it is also the last dat to
designate a grading
option.
|
-
Don't forget to file your Income Tax on time?
Lesson 20,
Tuesday,
April 21st
Relativity
and Its Applications
| Reading: |
Chapter 39, Sections
6-10 |
| Questions: |
Chapter 39, 1,
3, 4, 7, 9, 11, 12, 16, 19 |
| Problems: |
Chapter39: Problems
2, 4, 5, 7, 8, 14,
17, 25, 29, 32, 33,
45 |
| Computer: |
|
| Activity: |
A
12: Millikan Oil Drop Experiment |
| Objectives: |
39.5: The
Relativistic Momentum of an object is dilated
by the same factor,
gamma, as time is expanded by. |
|
39.6: The
Rest Energy of an
object is mc2 |
|
39.7: The Total
E nergy of an object is E = g
mc2 |
|
39.7a: The
Kinetic
Energy is K
= gmc2
- mc2
39.8: Nuclear Fission
occurs when a heavy nucleus, such as Uranium, splits
into two smaller fragments |
|
39.9: Nuclear Fusion
occurs when two light nuclei combine to form a heavier
nucleus and release
energy in the process.
39.10: Explain
what Binding
Energy is.
39.11: Explain
the difference
between fission and fusion. |
|
 |
Session 21: Thursday, April
23rd
- Opportunity
to Excel # 3
Chapters 35, 37, 38, 39 (Not
including
36, whew!)
Block
IV: Modern Physics
Lesson 22:
Tuesday,
April 28th
- Origins of Modern Physics
| Reading: |
Chapter.40,
.Sections 1 - 8 |
| Questions: |
Chapter 40,
Questions 1, 4, 7, 9, 17 |
| Problems: |
Chapter 40, Problems
Problems
1, 4,7,16,21,34,36,42,51,53 |
| Computer: |
Check assigned
links to remote
URLs |
| Activity: |
A:13
- Ethics consideration regarding Harvey Fletcher's paper: My
Work
with Millikan on the Oil-Drop Experiment, Physics Today,
June
1982. Harvey
Fletcher was the graduate student who performed this experiment
under the direction of Millikan. Millikan was awarded the Nobel
Prize referencing this experiment. Obviously, Fletcher should not
have
received the Nobel Prize for this work since it was not his original
idea,
but in fact, he made the experiment work. The question arises as to how
is credit acknowledged and what is the role of a student working under
a professor. There is no "right" answer that Fletcher was unjustly
treated
or whatever. But it does point to researchers and the fact that we do
not
take credit for the work of others. These comments are due after you
complete
the actual experiment this week. |
| Objectives: |
.1 |
You should be able to explain
what is
meant by quanta
of charge. |
|
.2 |
You should be able to describe
a Cathode
Ray Tube and how it works. |
|
.3 |
You should be able to explain J.
J. Thomson's experiment and how it isolated q/m for the electron. |
|
.4 |
You should be able to relate
x-ray diffraction
to monochromatic light diffraction. |
|
.8 |
You should be able to describe Rutherford
Scattering and its implications to atomic theory. |
|
.9 |
You should be able to explain
the Balmer,
Lyman and Paschen series for the hydrogen atom. |
|
|
|
Lesson 23: Thursday,
April 30th
The Evolution of Quantum Theory
- Quantum
Physics
| Reading: |
Chapter ,
Sections
|
| Questions: |
Chapter ,
Multiple Choice
Questions |
| Problems: |
Chapter ,
Problems assigned via e-mail |
| Computer: |
............................................................ |
| Activity: |
|
| Objectives: |
.1 |
The student will
be able to
describe Black Body
Radiation
and the inability of classical physics to explain the phenomena |
|
.2 |
The student will
be able to
explainPlank's
Hypothesis: |
|
|
E = hf |
|
.3 |
The student will
be able to
describe (as above) the Photoelectric
Effect and Einstein's use of the photon description |
|
.4 |
The student will
be able to
describe the conditions for Compton
Scattering and the dependence upon scattering angle: |
|
|
Dl
= h/mc ( 1 - cos q
) |
|
.5 |
The student will
be able to
describe the dual
nature of light and what a Photon is. |
Tuesday is Cinco de Mayo!
Lesson
24: Tuesday, May 5th
- Intro to Quantum Mechanics
-
In this section we consider how Quantum Mechanics evolved, what it is
and what it means to us. It is the approach we use to studying the atom.If
we can explain a simple atom we have the plan to build up to the complex
from the simple. It does not always work that way.
| Reading: |
Chapter 40,
Sections 1-8 review
Chapter 41, Sections
1-8 |
| Questions: |
Chapter 41,
Multiple Choice
Questions , 1, 5, 9 |
| Problems: |
Chapter 41,Problems
1, 4,7,16,21,34,36,42,51,53 |
| Computer: |
Visit assigned
URLs |
|
How
Quantum Mechanics Saves Santa Claus Check it out! |
| Activity: |
-none- |
| Objectives: |
.1 |
The student will
be able to
explain the Davisson
Germer Experiment and the interference
effects
of matter waves. |
|
.2 |
The student will
be able to
calculate the deBroglie
wavelength
of particles: |
|
|
l
= h / p |
|
.3 |
The student will
be able to
calculate the deBroglie wavelength for various particles, both clasical
and quantum. |
|
.4 |
The student will
be able to
articulate the meaning of the Heisenberg
Uncertainty Principle: |
|
|
 x px 
/ 2 |
|
.5 |
Matter waves can
be represented
by a wave
function |
|
|
 (x,y,z,t) |
|
.6 |
The probability
that a particle
will be found at a point is ||2 |
|
.7 |
Furthermore, the
probability
that a particle confined to the x-axis is found in some interval dx
is: |
|
|
||2
dx |
|
.8 |
Thus, the
probability that
the particle be found anywhere on the x-axis is the additive
probabilities
of the entire range of the particle: |
|
|
||2
dx = 1 |
|
|
This is the
Normalization condition
on the wave function. |
|
.9 |
The measured
position x of
the particle, averaged over many trials, is called the expectation
value
of x and is defined by: |
|
|
< x > = x
||2
dx |
|
.10 |
For a particle of
mass m
confined to a one-dimensional box of length L, the allowed wave
functions
are: |
|
|
(x) = A sin ( n 
x / L ) for n = 1,
2, 3, ... |
|
.11 |
The energies
of the particle
in the box are quantized in that they occur with discrete
values and are given by: |
|
|
En =
( h2
/ 8mL2 ) n2 for n = 1, 2, 3, ... |
Lesson
26: Thursday,
May 7th
| Reading: |
Chapter 42,
Sections 1-8 review
|
| Questions: |
Chapter 42,
Multiple Choice Questions , 2, 13, 18 |
| Problems: |
Chapter 42,Problems
3, 6, 7, 17, 30, 31 |
| Computer: |
2 |
|
How Quantum
Mechanics Saves Santa Claus Check it out! |
| Activity: |
-none- We are into last
week of school |
| Objectives |
42.1 |
Methods of quantum
mechanics can be applied to
the hydrogen
atom, using the appronpriate potential energy function: |
|
|
U (r) = - k e2 /
r |
|
42.2 |
Solving the Schrodinger
equation with the above potential the following solution results: |
|
|
En = - (ke e2 /
2ao ) 1 / n2 = - 13.6 / n2 eV
for n =1, 2, ... |
|
42.3 |
The solution of the equation
yields the following quantum numbers: |
|
|
a. Principal
Quantum Number |
|
|
n = 1, 2, 3, 4, ... |
|
|
These values correspond
to the chemical shells, K, L, M,... and are related to the
basic energy level of the electron. |
|
|
b. Orbital
Quantum Number |
|
|
l = 0, 1, 2, 3, ...
, ( n - 1 ) |
|
|
These values correspond
to the chemical subshells, s, p, d, f. |
|
|
c. Orbital
Magnetic Quantum Number |
|
|
ml = - l,
- l + 1, - l + 2, ..., 0 , 1, 2, ..., l - 1, l |
|
|
d. Spin Magnetic Quantum
Number |
|
|
ms = + 1/2
or - 1/2 |
|
|
corresponding to spin
up or spin down state
of the electron. |
Lesson 26: Tuesday, May 12th
-
Introduction to Nuclear Physics
| Reading: |
Chapter 44, Sections 1 - 8 |
|
|
|
| Questions: |
Chapter
44, Questions 1, 24, 6, 11 |
| Problems: |
Chapter
44, 9, 19, 24, 29, 37, 38,40
A Radioactive nucleus
with decay
constant l decays to a stable daughter nucleus. There are several
steps to this:
- Show that the number of daughter
nuclei increases with time according to the relationship: N2 =
N01 ( 1 - e-lt) where
N01 is the initial number of parent nuclei.
- Starting with 106 parent
nuclei at t = 0, with a half-life of 10 hours, use the Euler method to
track the
number of parent and daughter nuclei as a function of time. Be sure to
use an appropriate time interval. Dt must change slowly. Of course note
that the half life is in hours, not milli-seconds.
- Plot both the number of parent
nuclei and daughter nuclei as a function of time over a period of five
days.
- Discuss results.
|
|
|
| Computer:< |
Visit assigned URLs |
| Objectives: |
. You should be able to understand
1. Common
properties of Nucleiincluding Z, N, A
2. Describe the size
of the Nucleus
3. Describe Nuclear
Stability
4. Explain what Binding
Energy is.
5. Explain the difference between Fission
and Fusion
6. Describe features of Standard
Models of the Nucleus
7. Define Half-Life of radioactive materials
8. Explain the normal decay process.
9. Contrast Alpha, Beta and Gamma Alpha,
Beta and Gamma Particles.
|
|
Last
Day of Class!!! - Thursday May 15th
-
Applications of Nuclear
Physics
|
|
| Reading: |
Chapter 45, Sections 1 -7 |
|
|
| Questions: |
Chapter
45, 1, 3, 5, 7, 15 |
| Questions: |
Chapter
45, 1, 4, 8, 46, 57 |
| Problems: |
|
|
|
| Computer: |
-none- |
| Activity: |
A:18
- Radioactivity, Determination of Half-Life |
| Objectives: |
You should be able to intelligently discuss the radiation
controversy
.1 Define ionizing
radiation
.2 Describe sources
of background radiation
.3 Contrast Absorbed
Dose with Exposure.
.4 Explain the effects
of ionizing radiation on human health
.5 Discuss average doses humans are exposed to.
|
| |
Thursday, May 21st
- Final Exam,
0800 - 1000
Commencement
Saturday, May 23rd
