...Title: Investigate of the Enzymatic Effects of Materials on Hydrogen Peroxide Solution Objective: Apparatus: Beaker, Boiling tubes, Water bath (95˚C), wooden splinters, glass rod. Material: fresh liver, manganese dioxide, potato cubes, Hydrogen peroxide. Procedures: 1. six fresh empty boiling tube 1, 2, 3, 4, 5, 6 are labelled. 2. Cut the liver is provided into 3 pieces of roughly 0.8cm x 0.8cm X 0.5cm by using a blade. 3. One piece of the liver into tube 1 is placed. 4. The second piece of liver is placed into the bottom of tube 2. Tube 2 is placed in the boiling or water bath (95˚C) until the liver is cooked. 5. Now put the third piece of liver into tube 3. It is gently mashed up onto a pulp using a glass rod. 6. Two 0.5g portions of Manganese dioxide powder are measured out by using the weighing boat each onto a weighing boat. Each portion is poured into tube 5 and tube 6. 7. Put tube 6 in the water bath (95˚C) for five minutes. 8. Tube 2 and tube 3 are cooled after 5 minutes. 9. Cut potato cubes of roughly 0.8cm x 0.8cm x 0.5cm. One cube into tube 4 is placed. 10. Another six fresh empty test tubes. Put 5cm3 of hydrogen peroxide into each of them. 11. Next, hydrogen peroxide is quickly added into the test tubes 1, 2, 3, 4, 5, and 6. 12. The parafilm provided is stretched quickly seal the mouth of the test tubes by stretching the film over it and leave for 20 minutes. 13. Insert a glowing splint into each tube by just penetrating the parafilm with it. 14. The observations...
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...To investigate the trajectory of a small ball as it rolls off a surface which is inclined to the horizontal. Objectives: To investigate the trajectory of a two dimensional motion. Apparatus and materials: Ramp, wooden block, pendulum bob, plumb line, steel ball, wooden board, carbon paper, meter ruler, plasticine. Setup: 1. A ramp was set up at the edge of a bench. 2. A plum-line is suspended from the edge of the bench. 3. A wooden board is mounted horizontally using two clamps so that the board is situated about the bottom of the ramp. 4. A sheet of blank paper is placed on top of the board. 5. A piece of carbon paper is placed on the top of the blank paper. The ink-side of the carbon paper is facing down. 6. When a ball was released from the top of the ramp, the ball travelled through a trajectory. Theory: Let: g= 9.80ms-2 u= speed of the ball as it leaves the ramp k= constant y= vertical distance (between the bottom of the ramp and the top of the board) x= horizontal distance (between the plum-line and mark on the paper) The equation which relates x and y is yx=g1+k2x2u2+k Procedure : 1. The ball was positioned at the top of the ramp. The ball was released so that it rolls down the ramp and...
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..._______________________________________________________________________ To investigate the trajectory of a small ball as it rolls off a surface which is inclined to the horizontal Objective: * To investigate the trajectory of a motion in two dimensions. Apparatus and Materials: 1. Ramp 2. Wooden block 3. Pendulum bob 4. Plumb line 5. Steel ball 6. Wooden board 7. Carbon paper 8. Meter rule 9. Figure 4-1 Plasticine Setup: 1. Set up a ramp at the edge of a bench as shown in Figure 4-1. 2. Suspend a plumb-line from the edge of the bench as shown in Figure 4-2. 3. Mount a wooden board horizontally using two clamps so that the board is situated somewhere below the base of the ramp. 4. Place a sheet of blank paper on top of the board. 5. Place a piece of carbon paper on top of the blank paper. The ink-side of the carbon paper should be facing down. 6. When a ball is released at the top of the ramp, the ball will travel through a trajectory as shown in Figure 4-2. Figure 4-2 Theory: Let: g = 9.8 ms-2 u = speed of the ball as it leaves the ramp k = constant y = vertical distance (between the bottom of the ramp and the top of the board) x = horizontal distance (between the plumb-line and the mark on the paper) h = height of release of ball from the height of the bottom of the ramp. θ = angle the ramp makes with the horizontal (table surface) For a two-dimensional motion under gravity, taking...
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...or is the speed constant? !Do two objects behave differently if they have: !different masses? !different shapes? Acceleration Due to Gravity " Earth exerts a gravitational force on objects that is attractive (towards Earth’s surface). " Near Earth’s surface, this force produces a constant acceleration downward. # # # To measure this acceleration, we need to slow down the action. Galileo was the first to accurately measure this acceleration due to gravity. By rolling objects down an inclined plane, he slowed the motion enough to establish that the gravitational acceleration is uniform, or constant with time. Inclined Plane Experiment !Does the marble pick up speed as it rolls? !Is it moving faster at the bottom of the incline than it was halfway down? " Flashes of a stroboscope illuminate a falling ball at equal time intervals. " Distance covered in successive time intervals increases regularly. " Since distance covered in equal time intervals is increasing, the velocity must be increasing. " Average velocity for a time interval is given by dividing the distance traveled in that time interval by the time of the interval. " For example, between the 2nd and 3rd flashes, the ball travels a distance of 4.8 cm - 1.2 cm = 3.6 cm in a time of 0.05 s: 3.6 cm v= = 72 cm/s 0.05 s ! " The velocity values steadily increase. Time 0s 0.05 s 0.10 s 0.15 s 0.20 s 0.25 s 0.30 s 0.35 s Position 0 cm ...
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...Forces and Motion For Students of Baldwin Wallace College Spring Semester 2011 Monday – Wednesday 10:00 – 11:15 am Room 139 Wilker Faculty Richard Heckathorn The materials for this course were organized and edited by Richard Heckathorn using materials from a program called Operation Physics and includes materials developed by him. The original OPERATION PHYSICS activity sequence to improve physics teaching and learning in upper elementary and middle schools was funded by the National Science Foundation. Original Material Copyright 1992 by American Institute of Physics Materials edited and photoduplicated with permission. FORCES & MOTION INTRODUCTION WORKSHOP LEADER’S TOPIC INFORMATION INTRODUCTION TO FORCES & MOTION An understanding of force and motion is fundamental to the study of almost all other physics-related topics. Yet it is a topic often overlooked or only cursorily introduced in elementary and middle school science, even though it is a topic typically identified for inclusion in the curriculum for these grades. A primary reason for this is that many teachers do not feel comfortable about their own understanding of the topic. Consequently, this may be the most needed of all of the OPERATION PHYSICS workshops. This workshop leader’s notebook is divided into two parts: PART ONE Motion Part One begins by introducing participants to the concepts of space and time....
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...Chapter 1, Introduction CHAPTER 1 Conceptual Problems C1. A room in a house has a floor area of 120 ft2. Which of the following is most likely the approximate volume of the room? a. 3 m3 b. 30 m3 c. 300 m3 d. 3 000 m3 C2. When SI units are plugged into an equation, it is found that the units balance. Which of the following can we expect to be true for this equation? a. The equation will be dimensionally correct. b. The equation will be dimensionally correct except sometimes in cases when the right hand side of the equation has more than one term. c. The equation will not be dimensionally correct. d. All constants of proportionality will be correct. C3. How long has it been that scientists have accepted that the nucleus of the atom consists of neutrons and protons? Think of your answers in terms of order of magnitude. a. about a decade b. about a century c. about a thousand years d. since Aristotle C4. Consider the sine of any angle between 30° and 40°. If the angle were doubled, what would happen to the sine of the angle? a. It would double. b. It would more than double. c. It would increase but be less than double. d. In different cases, it could do any of the above. C5. There are other ways of expressing uncertainty besides significant figures. For example, suppose a quantity is known to have a value between 20.4 and 20.0 and our best estimate of the value is midrange at 20.2. We could write the number as 20.2 +/- 0.2 and say that the number has a 1% uncertainty. We would...
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...SENIOR SECONDARY COURSE PHYSICS 1 (CORE MODULES) Coordinators Dr. Oum Prakash Sharma Sh. R.S. Dass NATIONAL INSTITUTE OF OPEN SCHOOLING A-25, INSTITUTIONAL AREA, SECTOR-62, NOIDA-201301 (UP) COURSE DESIGN COMMITTEE CHAIRMAN Prof. S.C. Garg Former Pro-Vice Chancellor IGNOU, Maidan Garhi, Delhi MEMBERS Prof. A.R. Verma Former Director, National Physical Laboratory, Delhi, 160, Deepali Enclave Pitampura, Delhi-34 Dr. Naresh Kumar Reader (Rtd.) Deptt. of Physics Hindu College, D.U. Dr. Oum Prakash Sharma Asstt. Director (Academic) NIOS, Delhi Prof. L.S. Kothari Prof. of Physics (Retd.) Delhi University 71, Vaishali, Delhi-11008 Dr. Vajayshree Prof. of Physics IGNOU, Maidan Garhi Delhi Sh. R.S. Dass Vice Principal (Rtd.) BRMVB, Sr. Sec. School Lajpat Nagar, New Delhi-110024 Dr. G.S. Singh Prof. of Physics IIT Roorkee Sh. K.S. Upadhyaya Principal Jawahar Navodaya Vidyalaya Rohilla Mohammadabad (U.P.) Dr. V.B. Bhatia Prof. of Physics (Retd.) Delhi University 215, Sector-21, Faridabad COURSE DEVELOPMENT TEAM CHAIRMAN Prof. S.C. Garg Former Pro-Vice Chancellor IGNOU, Delhi MEMBERS Prof. V.B. Bhatia 215, Sector-21, Faridabad Prof. B.B. Tripathi Prof. of Physics (Retd.), IIT Delhi 9-A, Awadhpuri, Sarvodaya Nagar Lucknow-226016 Sh. K.S. Upadhyaya Principal Navodaya Vidyalaya Rohilla Mohammadabad, (U.P.) Dr. V.P. Shrivastava Reader (Physics) D.E.S.M., NCERT, Delhi EDITORS TEAM CHAIRMAN Prof. S.C. Garg Former Pro-Vice Chancellor IGNOU, Delhi MEMBERS Prof. B.B. Tripathi Prof...
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...PHYSIC AL CONSTANTS CONSTANT Speed of light Elementary charge Electron mass Proton mass Gravitational constant Permeability constant Permittivity constant Boltzmann’s constant Universal gas constant Stefan–Boltzmann constant Planck’s constant Avogadro’s number Bohr radius SYMBOL c e me mp G m0 P0 k R s h 15 2p"2 NA a0 THREE-FIGURE VALUE 3.003108 m/s 1.60310219 C 9.11310231 kg 1.67310227 kg 6.67310211 N # m2/kg 2 1.2631026 N/A2 1H/m2 8.85310212 C 2/N # m2 1F/m2 1.38310223 J/K 8.31 J/K # mol 5.6731028 W/m2 # K4 6.63310234 J # s 6.0231023 mol21 5.29310211 m BEST KNOWN VALUE* 299 792 458 m/s (exact) 1.602 176 4871402 310219 C 9.109 382 151452 310231 kg 1.672 621 6371832 310227 kg 6.674 281672 310211 N # m2/kg 2 4p31027 (exact) 1/m0c2 (exact) 1.380 65041242 310223 J/K 8.314 4721152 J/K # mol 5.670 4001402 31028 W/m2 # K4 6.626 068 961332 310234 J # s 6.022 141 791302 31023 mol21 5.291 772 08591362 310211 m *Parentheses indicate uncertainties in last decimal places. Source: U.S. National Institute of Standards and Technology, 2007 values SI PREFIXES POWER 1024 1021 1018 1015 1012 109 106 103 102 101 100 1021 1022 1023 1026 1029 10212 10215 10218 10221 10224 THE GREEK ALPHABET PREFIX yotta zetta exa peta tera giga mega kilo hecto deca — deci centi milli micro nano pico femto atto zepto yocto SYMBOL Y Z E P T G M k h da — d c m μ n p f a z y Alpha ...
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...Introductory Physics I Elementary Mechanics by Robert G. Brown Duke University Physics Department Durham, NC 27708-0305 rgb@phy.duke.edu Copyright Notice Copyright Robert G. Brown 1993, 2007, 2013 Notice This physics textbook is designed to support my personal teaching activities at Duke University, in particular teaching its Physics 141/142, 151/152, or 161/162 series (Introductory Physics for life science majors, engineers, or potential physics majors, respectively). It is freely available in its entirety in a downloadable PDF form or to be read online at: http://www.phy.duke.edu/∼rgb/Class/intro physics 1.php It is also available in an inexpensive (really!) print version via Lulu press here: http://www.lulu.com/shop/product-21186588.html where readers/users can voluntarily help support or reward the author by purchasing either this paper copy or one of the even more inexpensive electronic copies. By making the book available in these various media at a cost ranging from free to cheap, I enable the text can be used by students all over the world where each student can pay (or not) according to their means. Nevertheless, I am hoping that students who truly find this work useful will purchase a copy through Lulu or a bookseller (when the latter option becomes available), if only to help subsidize me while I continue to write inexpensive textbooks in physics or other subjects. This textbook is organized for ease of presentation and ease of learning. In particular, they are...
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...1 UNIT 1 Living Things and Their Environment DRAFT April 29, 2014 Photo Credit: http://www.flyingfourchette.com/2013/05/25/around-ubud/ 2 UNIT 1: Living Things and Their Environment Introduction At this point, students have already learned in Grade 8 how the body breaks down food into forms that can be absorbed through the digestive system and then transported to each cell, which was on the other hand discussed in Grade 7 to be the basic unit of life. The learners have also discovered that cells divide to produce new cells by mitosis and meiosis. They have understood that meiosis is an early step in sexual reproduction that leads to variation. Students have been introduced to genetics to be able to appreciate evolutionary differences among species. Learners have also found out that biodiversity is the collective variety of species living in an ecosystem, and by studying the ecosystem; they have come across the various cycling of materials and energy transformation. DRAFT April 29, 2014 All modules in Grade 9 Unit 1-Living Things and Their Environment present student-centered activities that will allow the learners to discover and develop concepts that they may consider useful to their everyday life. At the end of each lesson, key concepts are provided for the students to grasp ideas and information that they will remember even after they have left school. Instructional activities are designed to build up the students’ knowledge, understanding, skills, and ability to transfer...
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...Answers to Conceptual Integrated Science End-of-Chapter Questions Chapter 1: About Science Answers to Chapter 1 Review Questions 1 The era of modern science in the 16th century was launched when Galileo Galilei revived the Copernican view of the heliocentric universe, using experiments to study nature’s behavior. 2 In Conceptual Integrated Science, we believe that focusing on math too early is a poor substitute forconcepts. 3 We mean that it must be capable of being proved wrong. 4 Nonscientific hypotheses may be perfectly reasonable; they are nonscientific only because they are not falsifiable—there is no test for possible wrongness. 5 Galileo showed the falseness of Aristotle’s claim with a single experiment—dropping heavy and lightobjects from the Leaning Tower of Pisa. 6 A scientific fact is something that competent observers can observe and agree to be true; a hypothesis is an explanation or answer that is capable of being proved wrong; a law is a hypothesis that has been tested over and over and not contradicted; a theory is a synthesis of facts and well-tested hypotheses. 7 In everyday speech, a theory is the same as a hypothesis—a statement that hasn’t been tested. 8 Theories grow stronger and more precise as they evolve to include new information. 9 The term supernatural literally means “above nature.” Science works within nature, not above it. 10 They rely on subjective personal experience and do not lead to testable hypotheses. They lie outside...
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...SpringerBriefs in Physics Editorial Board Egor Babaev, University of Massachusetts, USA Malcolm Bremer, University of Bristol, UK Xavier Calmet, University of Sussex, UK Francesca Di Lodovico, Queen Mary University of London, London, UK Maarten Hoogerland, University of Auckland, New Zealand Eric Le Ru, Victoria University of Wellington, New Zealand James Overduin, Towson University, USA Vesselin Petkov, Concordia University, Canada Charles H.-T. Wang, The University of Aberdeen, UK Andrew Whitaker, Queen’s University Belfast, UK For further volumes: http://www.springer.com/series/8902 Péter Hraskó Basic Relativity An Introductory Essay ´ Emeritus Professor at University of Pecs, Hungary 123 Péter Hraskó University of Pécs H-7633 Pécs Szántó Kovács János u. 1/b Hungary e-mail: peter@hrasko.com ISSN 2191-5423 ISBN 978-3-642-17809-2 DOI 10.1007/978-3-642-17810-8 Springer Heidelberg Dordrecht London New York Ó Péter Hraskó 2011 e-ISSN 2191-5431 e-ISBN 978-3-642-17810-8 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilm or in any other way, and storage in data banks. Duplication of this publication or parts thereof is permitted only under the provisions of the German Copyright Law of September 9, 1965, in its current version, and permission for use must always be...
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...SCHAUM'S OUTLINE OF THEORY AND PROBLEMS OF COLLEGE PHYSICS Ninth Edition . FREDERICK J. BUECHE, Ph.D. Distinguished Professor at Large University of Dayton EUGENE HECHT, Ph.D. Professor of Physics Adelphi University . SCHAUM'S OUTLINE SERIES McGRAW-HILL New York St. Louis San Francisco Auckland Bogota Caracas Lisbon London Madrid Mexico City Milan Montreal New Delhi San Juan Singapore Sydney Tokyo Toronto McGraw-Hill abc Copyright © 1997, 1989, 1979, 1961, 1942, 1940, 1939, 1936 by The McGraw-Hill Companies, Inc All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. 0-07-1367497 The material in this eBook also appears in the print version of this title: 0-07-008941-8. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more...
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...Stephen W. Hawking and Leonard Mlodinow Original art copyright © 2010 by Peter Bollinger All rights reserved. Published in the United States by Bantam Books, an imprint of The Random House Publishing Group, a division of Random House, Inc., New York. Cartoons by Sidney Harris, copyright © Sciencecartoonsplus.com BANTAM BOOKS and the rooster colophon are registered trademarks of Random House, Inc. eISBN: 978-0-553-90707-0 www.bantamdell.com v3.0 The Grand Design The Grand Design The Grand Design The Grand Design E EACH EXIST FOR BUT A SHORT TIME, and in that time explore but a small part of the whole universe. But humans are a curious species. We wonder, we seek answers. Living in this vast world that is by turns kind and cruel, and gazing at the immense heavens above, people have always asked a multitude of questions: How can we understand the world in which we find ourselves? How does the universe behave? What is the nature of reality? Where did all this come from? Did the universe need a creator? Most of us do not spend most of our time worrying about these questions, but almost all of us...
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...(position, right, or responsibility) abnormal or deviant deviation from the normal; mental disorder assist usually in doing something wrong; encourage suspended action detest; hate Dwell; abide by: comply with; put up with; tolerate; Ex. abide by the rules; Ex. I can't abide rude people. (of a condition) wretched; as low as possible; lacking pride; very humble; showing lack of self-respect; Ex. abject apology renounce upon oath washing renunciation; self-sacrifice; self-abnegation dwelling place; home cancel; put an end to detestable; extremely unpleasant loathe; hate being the first of its kind in a region; primitive; native; indigenous; N. aborigine unsuccessful; fruitless rubbing away; tending to grind down condense or shorten abolish cutting off; separation depart secretly and hide complete; totally unlimited; having complete power; certain; not relative; Ex. absolute honesty/ruler; CF. absolutism pardon (an offense) refrain; withhold from participation; intentionally not use one's vote; abstemious abstinence abstract abstruse abusive abut abysmal abyss academic accede accelerate accessible accessory acclaim acclimate acclivity accolade accommodate accomplice accord accost accoutre accretion accrue acerbity acetic acidulous sparing in eating and drinking; temperate restraint from pleasant things, esp. eating or drinking; CF. abstention: act of abstaining from vote theoretical; not concrete; nonrepresentational obscure; profound; difficult to understand coarsely...
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