PHYSICS - Topic Tracker Version: 2.0 STUDENT NAME: _______________________________ 9.2.4 Space: Special Relativity | Physics HSC Syllabus Dot Points | “Physics 2” Textbook pages: | Additional Tasks orPRACS | “SurfingPhysics”pages: | Completed? sign | Date | 4. Current and emerging understanding about time and space has been dependent upon earlier models of the transmission of light | 4a outline the features of the aether model for the transmission of light | Ch.5 p.68-69 | | #25. p.36-37 | | | | 4b describe and evaluate the Michelson-Morley attempt to measure the relative velocity of the Earth through the aether | Ch.5 p.70 | | | | | | 4c discuss the role of the Michelson-Morley experiments in
"Vectors and Motion in Two Dimensions," The Physics Classroom, Glenbrook South High School, Glenview, IL [accessed April 12, 2007] http://www.glenbrook.k12.il.us/gbssci/Phys/Class/vectors/vectoc.html. o Henderson, T., 2004b. "Momentum and Its Conservation," The Physics Classroom, Glenbrook South High School, Glenview, IL [accessed April 12, 2007]
Plan a safe investigation to test this. Working critically with secondary evidenceCan the boiling point of a liquid be altered? Pupils do some research to find out.Individual use/class demonstration of interactive kinetic theory modelling computer programme. | BBC learning zone web clip “change of state” Animation of particles P1.1.2 Kinetic theory powerpoint
G C S E S P E C I F I C AT I O N GCSE Specification Chemistry For exams January 2012 onwards For certification June 2013 onwards GCSE Specification Chemistry 4402 This specification is published on the AQA website (aqa.org.uk). We will let centres know in writing about any changes to the specification. We will also publish changes on our website. The version on the website is the definitive version; this may differ from printed versions. Further copies of this specification booklet are available from: AQA Logistics Centre (Manchester), Unit 2, Wheel Forge Way, Ashburton Park, Trafford Park, Manchester, M17 1EH Or, you can download a copy from the AQA website: aqa.org.uk Copyright © 2011 AQA and its licensors.
|Date: 18/11/2013 | Graded Assignment—Physical Science Foundations, Unit 2, Lessons 8 and 9 Lab Report: Mass in Motion Answer the questions below. When you are finished, submit this assignment to your teacher by the due date for full credit. (3 points) |Score | | | 1. Write the goal of the lab or the question you tried to answer. 2.
3516967381 GCE Physics B (Advancing Physics) OCR Advanced Subsidiary GCE H159 Unit G493(b) Physics in Use Coursework Assessment Form Examination session Centre name Centre number Candidate name Candidate number June Year 2 0 A copy of this sheet must be attached to each candidate’s work as a record of the assessment. The full criteria on which the assessment should be based can be found in the Teacher Support: Coursework Guidance. INSTRUCTIONS FOR COMPLETION 1 2 3 4 5 Each of these forms should be completed for each candidate for each of parts (a) and (b) of this unit. Please ensure that the appropriate boxes at the top of the forms are completed. Enter the mark awarded for each coursework task in the appropriate box.
My report on "Intermolecular Attractions" Student name: Kenny Sorensen Teacher name: Dr. T School: Quincy High School Submission Time: 3/25/12 8:12 PM Page 1 : http://mw2.concord.org/public/part2/vdw/page1.cml 1. What is the difference between polar and non-polar molecules? (Be sure to include more than the colors used to represent them in your response!) non-polar molecules contain bonds in which elecrons are equally shared while polar molecules contain bonds that have unequally shared electrons causing partially positive and partially negative charges on the molecule's surface. (7:41:37 PM) 2.
In the article, " Using tests ans an incentive to motivate procrastinators to study", written by Bruce W. Tuckman, in winter 1998, the purpose of using tests as an incentive is investigated to determine if using tests as an incentive can motivate people to study. In order to compare two groups of college student, Tuckman seprate eight two college student in to two groups. One group was giving a spot test for each cheapter through out the smester, the other was told to writing a outline of each cheapter in the textbook for a homework assignment. In the end of the smester, we could compare the overall score on a final achievement examination. The ropic of this study leads the readers to question: Why is this study important to our lives?
(3) When and how do these changes typically occur? In answer to these questions, I attempt to show that intuitive physics knowledge can play a variety of roles in expert problem solving, including some roles that are central and directly connected to equations. This research draws on observations of college students working in pairs to solve physic problems. Prior to any formal instruction in physic, students have a great deal of experience that is relevant to the study of physics. They have interacted with the physical world, pushing and pulling, squeezing and pouring.
In his essay “The Difference Between High School and College,” Jack Meiland, a distinguished professor of philosophy, explains, “In high school, one learns physics and chemistry, trigonometry, American and world history – all subjects in which the ‘facts’ to be learned are harder, but the method is much the same as elementary and junior high school” (104). The method of learning before college is one of memorization and regurgitation. A teacher tells you a fact, you write it in your notebook, memorize what you have written, and then regurgitate it for a test in order to show that you have acquired knowledge. Although you may know facts, you may not know how or why