High Level High Quality High Efficiency
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YU: CHEM 2020, CHEM 3020; UofT: CHM138H, CHM247S, CHM249S, CHM348F, CHM343S, CHM342F; McM: 2OA3, 2OB3, 2OC3, 2OD3, 3D03, 4D03; UWO: CHEM2213a, CHEM2223b.
* YU: York University;
UofT: University of Toronto;
McM: McMaster University;
UWO: University of Western Ontario
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Unit E: Electricity and Magnetism
1. A portable mobile phone is designed to operate at a potential difference of 5.0 V and a current of 0.200 A, but the only source available has a potential of 12.0 V. What resistance must be added in series with the phone to make it operate?
2. Calculate the power dissipated by each of the following: a) An electric stove drawing 13.0 A from a 240 V source b) A frying pan that draws 11.0 A and has a resistance of 11.6 Ω c) A 2057 Ω night light plugged into a 120 V source.
3. The use of alternating current means that the electrons that power the light bulb in your room may be the same electrons that were present in the bulb when you bought it. How do these electrons get the energy to light your room if they effectively stay in the same place?
4. A transformer has 100 turns on its primary side and 600 turns on its secondary side. It is used to power an elevator motor that requires 2 A at 6.0E2 V. What is the potential difference and current on the primary side of the transformer?
5. Canadian Tire sells a device that operates on your 12 V car battery and converts the secondary output to a standard 120 V AC so that you can operate some low power household items, such as a portable personal stereo consuming 60 W. a) What kind of transformer is in this device? b) What must happen to your 12 V DC electricity before it is transformed to 120 V? c) What is the turns ratio for this transformer? d) What is the primary current?
Unit A: Motion and Forces
1. A cyclist traveling [E] speeds up to a velocity of 1.30 m/s [E] in 4.5 s, undergoing a displacement of 4.95 m [E]. What was the cyclist's initial velocity? (SPH3U1: 1-D Motion Test Q1)
2. A student drove a car at a constant speed of 20.0 m/s [W] before speeding up in 5 s, undergoing a displacement of 115 m [W]. What was his final velocity?
3. A car traveling at 30.0 m/s [fwd] slams on the brakes, giving the car an acceleration of 9.38 m/s2 [back]. How long does it take the car to stop? (SPH3U1: 1-D Motion Test Q2)
4. A car is slowing down at a rate of 20 km/h per second. How far does it travel if its original velocity is 50 km/h and its final velocity is 5 m/s? (d = 15 m, p72Q63)
5. A sprinter completes a race, but keeps running [N] past the finish line, slowing down steadily for a 'cool-down' period. If the sprinter stops in 6.30 s after passing the finish line with an acceleration of 1.4 m/s2 [S], how far does she travel while cooling down? (SPH3U1: 1-D Motion Test Q3)
Unit B: Work, Energy and Power
1. A student throws a 0.100 kg ball at certain angle above the horizontal so that it rises and falls in a parabolic arc. The ball has a speed of 15 m/s at its maximum height, and strikes the ground 5.00 m below the place the student stands with a speed of 25.0 m/s. 1) Calculate the total mechanical energy of the ball, relative to the lower ground. 2) Determine the maximum height of the ball, relative to the ground. 3) Determine the initial speed of the ball when the student threw the ball.
2. A businessman is applying a force of 30.0 N [upwards] to carry his briefcase for a horizontal distance of 300.0 m. How much work is he doing on the briefcase? (0 J. G11#13, p241)
3. A 5.0 kg rock is dropped from a height of 92.0 m. What are the kinetic energy and the gravitational potential energy when the rock is 40.0 m from the ground? (Ek 2.5 x 103J. Ep 2.0 x 103 J. G11#41, p243)
4. A volleyball leaves Tom's hands upwards at 10 m/s speed, then strikes the ground and bounces up. If it loses 10% of its kinetic energy, to what height will the ball rise this time? (Modified from G11#43, p243)
5. A plane flying horizontally at 80 m/s releases a package from height of 1000 m. If ignoring the air resistance, with what speed will the package hit the ground?
Unit C: Light and Geometric Optics
1. A galaxy is moving away from us at 1.5E7 m/s. What is the frequency of light observed by us if the emitted wave is 7.0E14 Hz?
2. What is the speed of a car detected by a rada'gun with frequency 7.8E9 Hz if the difference in frequencies between emitted and
received wavelength is 2000 Hz? Assume that
the rader gun is stationary and the car is approaching it approximately head on.
3. A police car is travelling at 80 km/h behind a
speeder travelling at 160 km/h. If the difference
in frequencies between emitted and received wavelength is 3000 Hz, what is the frequency of the radar gun?
4. What is the distance to the second-order maximum for a diffraction grating with 2E4 slits per millimetre if the screen is 0.9 m away and orange light with wavelength 600 nm is used?
5. a) For what minimum double slit separation
does no interference (no nodal lines) occur? Assume a wavelength of 650 nm. b) How many wavelengths is the slit separation?
From this course students not only learn the basic concepts of physics, but also develop the skills to solve complicated problems in different fields such as dynamics, forces, the quantification and forms of energy (mechanical, sound, light, thermal, and electrical), and the way energy is transformed and transmitted. About 400 slides and hundreds of practice questions and answers are available. The topics cover the following 5 units detailed as follows:
1) Motion and Forces: The relationship between forces and the acceleration of an object in linear motion. The effect of a net force on the linear motion of an object, and the effect in quantitative terms, using graphs, free-body diagrams, and vector diagrams.
2) Work, Energy and Power: The concepts of work, energy (kinetic energy, gravitational potential energy, and thermal energy and its transfer [heat]), energy transformations, efficiency, and power. Solve problems involving energy transformations and the law of conservation of energy.
3) Light and Geometric Optics: The properties of light and the principles underlying the transmission of light through a medium and from one medium to another. The properties of light through experimentation, and illustrate and predict the behavior of light through the use of ray diagrams and algebraic equations.
4) Wave and Sound: The properties of mechanical waves and sound and the principles underlying the production, transmission, interaction, and reception of mechanical waves and sound. The mechanical waves and sound produced in nature, and their contributions to entertainment and health. The safety of technologies that make use of mechanical waves and sound.
5) Electricity and Magnetism: The properties, physical quantities, principles, and laws related to electricity, magnetic fields, and electromagnetic induction. Characteristic properties of magnetic fields and electromagnetic induction
Unit D: Waves and Sound
1. A sound wave of speed 341 m/s and a wavelength of 0.33 m enters a low-pressure area where the speed decreases to 335 m/s. What is the resulting wavelength?
2. A xylophone bar resonates with a particular sound because a standing wave has been set up in it. The bar behaves like an open air column because each end is free to vibrate. A 20.0 cm bar resonates with its fifth resonant length at 22.0C. What is the frequency that is heard?
3. A tuning fork vibrating with a frequency of 950 Hz is held near the end of an open air column that has been adjusted to its first resonant length at 25.0C. a) What is the speed of sound in the room? b) What is the wavelength of the sound produced? c) How long is the tube in centimetres?
4. The distance between the first and third nodes of a standing wave in a violin string is 4.0 cm. a) Draw a scale diagram to illustrate the string. b) What is the wavelength of the sound wave that is produced? c) What is the frequency of the note that is heard if the speed of sound is 345 m/s?
5. Liona Boyd, a famous Canadian guitarist, tunes her guitar's A string with a 440 Hz tuning fork. Beats are heard at a frequency of 4 Hz. To give herself more information, Ms. Boyd wraps a piece of masking tape around one of the tuning fork tines and continues tuning. This time, a beat frequency of 5 Hz is heard. Is more information required to find the specific
frequency of the string? What are the possible frequencies of the string? In each case, what should Ms. Boyd do to tune the string?
6. A 512 Hz tuning fork is struck with another tuning fork and beats are heard with a beat frequency of 3 Hz. What are the possible frequencies of the unknown tuning fork?