AP Physics 2 course outline
Current course outline · Fall 2024; current 2026–27 updates
Find a topic or learning goal, choose a lesson, then open a student prompt and its worked answer. The goal statements and codes below retain the official wording for this edition.
“Lesson provided” and “Practice provided” describe the available resources. Use students’ explanations and work to judge understanding. A resource marked as supporting part of a goal keeps that narrower scope.
Browse AP Physics 2 by teaching topic · Teaching guidance
Unit 9: Thermodynamics
9.1 · Kinetic Theory of Temperature and Pressure
9.1.A · Describe the pressure a gas exerts on its container in terms of atomic motion within that gas.
Lesson provided · Practice provided
Course and exam description p. 27
- Teach: Kinetic Theory of Temperature and Pressure
More teaching passages in this lesson
- Check understanding: Find the impulse delivered to the wall by one atom A. If 5.0 × 10²² equivalent collisions occur per second over area 0.040 m², find average pressure. · part b · Worked answer for Find the impulse delivered to the wall by one atom A. If 5.0 × 10²² equivalent collisions occur per second over area 0.040 m², find average pressure. · part b (part b)
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Supports part of this goal.
- Asks local pressure and force on an interior face, but does not ask students to explain container pressure in terms of atomic motion.
Open the prompt, then choose its worked answer.
Required knowledge for 9.1.A
9.1.A.1 · Atoms in a gas collide with and exert forces on other atoms in the gas and with the container in which the gas is contained.
9.1.B · Describe the temperature of a system in terms of the atomic motion within that system.
Lesson provided · Practice provided
Course and exam description p. 27, 28
- Teach: Kinetic Theory of Temperature and Pressure
More teaching passages in this lesson
- Check understanding: At 300 K compare their average kinetic energies, rms speeds, and average vector velocities if both samples are at rest macroscopically. · part a · Worked answer for At 300 K compare their average kinetic energies, rms speeds, and average vector velocities if both samples are at rest macroscopically. · part a (part a)
- Check understanding: At equal temperature, atom B has four times the mass of atom A. Compare average kinetic energies and rms speeds.
Open the prompt, then choose its worked answer.
Required knowledge for 9.1.B
9.1.B.1 · The temperature of a system is characterized by the average kinetic energy of the atoms within that system.
9.2 · The Ideal Gas Law
9.2.A · Describe the properties of an ideal gas.
Lesson provided · Practice provided
Course and exam description p. 29
- Teach: The Ideal Gas Law
- Check understanding: Find the amount of gas and final pressure. State which quantity lets you use a two-state ratio. · part a · Worked answer for Find the amount of gas and final pressure. State which quantity lets you use a two-state ratio. · part a (part a)
- Check understanding: Name the four microscopic assumptions in the ideal model and explain why a crowded gas near condensation may fail this model. · part b · Worked answer for Name the four microscopic assumptions in the ideal model and explain why a crowded gas near condensation may fail this model. · part b (part b)
More checks for this goal
- Check understanding: A sealed gas doubles its volume while its kelvin temperature triples. What happens to its pressure?
Open the prompt, then choose its worked answer.
Required knowledge for 9.2.A
9.2.A.1 · The classical model of an ideal gas assumes that the instantaneous velocities of atoms are random, the volumes of the atoms are negligible compared to the total volume occupied by the gas, the atoms collide elastically, and the only appreciable forces on the atoms are those that occur during collisions.
9.2.A.2 · An ideal gas is one in which the relationships between pressure, volume, the number of moles or number of atoms, and temperature of a gas can be modeled using the equation = = PV nRT Nk T B.
9.2.A.3 · Graphs modeling the pressure, temperature, and volume of gases can be used to describe or determine properties of that gas.
9.2.A.4 · A temperature at which an ideal gas has zero pressure can be extrapolated from a graph of pressure as a function of temperature.
9.3 · Thermal Energy Transfer and Equilibrium
9.3.A · Describe the transfer of energy between two systems in thermal contact due to temperature differences of those two systems.
Lesson provided · Practice provided
Course and exam description p. 30
- Teach: Thermal Energy Transfer and Equilibrium
More teaching passages in this lesson
- Check understanding: If 120 J passes from water into the spoon, state the signs of Q for water and spoon. Which way is the spontaneous net transfer, and what… · part b · Worked answer for If 120 J passes from water into the spoon, state the signs of Q for water and spoon. Which way is the spontaneous net transfer, and what… · part b (part b)
- Check understanding: A warm plate faces a cool plate across a vacuum. Are they in thermal contact? What mechanism can exchange energy?
Open the prompt, then choose its worked answer.
Required knowledge for 9.3.A
9.3.A.1 · Two systems are in thermal contact if the systems may transfer energy by thermal processes.
9.3.A.2 · The thermal processes by which energy may be transferred between systems at different temperatures are conduction, convection, and radiation.
9.3.A.3 · Energy is transferred through thermal processes spontaneously from a higher-temperature system to a lower-temperature system.
9.3.A.4 · Thermal equilibrium results when no net energy is transferred by thermal processes between two systems in thermal contact with each other.
9.4 · The First Law of Thermodynamics
9.4.A · Describe the internal energy of a system.
Lesson provided · Practice provided
Course and exam description p. 31
- Teach: The First Law of Thermodynamics
More teaching passages in this lesson
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Supports part of this goal.
Teaching passage: A block can remain at rest while its atoms move more vigorously and their relative positions change. Its internal energy includes microscopic… -
Supports part of this goal.
Teaching passage: The microscopic ledger is ΔU = ΔK_micro + ΔU_configuration. Thus ΔU_configuration = 120 − 50 = +70 J. -
Supports part of this goal.
Teaching passage: The 70 J belongs to changed constituent configuration, not center-of-mass motion. The stipulated kinetic increase and structural change need not… -
Supports part of this goal.
- Develops ideal monatomic U changes through T; does not develop general internal kinetic plus configurational potential energy.
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- Check understanding: Calculate initial U, ΔU, and final T using the AP work convention. Explain why these changes do not require the container to move. · part a · Worked answer for Calculate initial U, ΔU, and final T using the AP work convention. Explain why these changes do not require the container to move. · part a (part a)
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Supports part of this goal.
Check understanding: Where does energy go inside an object? · part a: Calculate its internal-energy change and its configurational potential-energy… · Worked answer for Where does energy go inside an object? · part a: Calculate its internal-energy change and its configurational potential-energy… (part a)
More checks for this goal
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Supports part of this goal.
Check understanding: Where does energy go inside an object? · part b: A student substitutes U = (3/2)nRT for the specimen. Explain why that… · Worked answer for Where does energy go inside an object? · part b: A student substitutes U = (3/2)nRT for the specimen. Explain why that… (part b) -
Supports part of this goal.
- Develops ideal monatomic U changes through T; does not develop general internal kinetic plus configurational potential energy.
Open the prompt, then choose its worked answer.
Required knowledge for 9.4.A
9.4.A.1 · The internal energy of a system is the sum of the kinetic energy of the objects that make up the system and the potential energy of the configuration of those objects.
9.4.A.2 · Changes to a system’s internal energy can result in changes to the internal structure and internal behavior of that system without changing the motion of the system’s center of mass.
9.4.B · Describe the behavior of a system using thermodynamic processes.
Lesson provided · Practice provided
Course and exam description p. 31, 32
- Teach: The First Law of Thermodynamics
More teaching passages in this lesson
- Teaching passage: A piston of area A moves a distance Δx against constant external pressure P_ext.
- Teaching passage: A named process tells you which term or state variable is constrained.
- Worked example: An outward-moving piston transfers energy out of the gas by work, giving a negative AP work term.
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Supports part of this goal.
Teaching passage: For this boundary, Q = +90 J and W_on = +30 J, so ΔU = Q + W_on = +120 J.
- Check understanding: Calculate initial U, ΔU, and final T using the AP work convention. Explain why these changes do not require the container to move. · part a · Worked answer for Calculate initial U, ΔU, and final T using the AP work convention. Explain why these changes do not require the container to move. · part a (part a)
- Check understanding: Draw and label both directed PV paths on common axes. Calculate W_on for each and find the shared ΔU from the endpoints. · part a · Worked answer for Draw and label both directed PV paths on common axes. Calculate W_on for each and find the shared ΔU from the endpoints. · part a (part a)
More checks for this goal
- Check understanding: Find Q for each path and name the fixed-variable process of their vertical and horizontal segments. Then sketch an isotherm through A and explain… · part b · Worked answer for Find Q for each path and name the fixed-variable process of their vertical and horizontal segments. Then sketch an isotherm through A and explain… · part b (part b)
- Check understanding: A closed gas loses 80 J by cooling while surroundings do 120 J of work on it. Find ΔU and explain its sign.
Open the prompt, then choose its worked answer.
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Supports part of this goal.
Check understanding: Where does energy go inside an object? · part a: Calculate its internal-energy change and its configurational potential-energy… · Worked answer for Where does energy go inside an object? · part a: Calculate its internal-energy change and its configurational potential-energy… (part a)
Required knowledge for 9.4.B
9.4.B.1 · The first law of thermodynamics is a restatement of conservation of energy that accounts for energy transferred into or out of a system by work, heating, or cooling.
9.4.B.2 · Pressure-volume graphs (also known as PV diagrams) are representations used to represent thermodynamic processes.
9.4.B.3 · Special cases of thermal processes depend on the relationship between the configuration of the system, the nature of the work done on the system, and the system’s surroundings. These include constant volume (isovolumetric), constant temperature (isothermal), and constant pressure (isobaric), as well as processes where no energy is transferred to or from the system through thermal processes (adiabatic).
9.5 · Specific Heat and Thermal Conductivity
9.5.A · Describe the energy required to change the temperature of an object by a certain amount.
Lesson provided · Practice provided
Course and exam description p. 33
- Teach: Specific Heat and Thermal Conductivity
More teaching passages in this lesson
- Check understanding: Calculate each temperature rise. Construct quantitative Q-versus-ΔT lines for both materials on common axes with units and appropriate numerical… · part a · Worked answer for Calculate each temperature rise. Construct quantitative Q-versus-ΔT lines for both materials on common axes with units and appropriate numerical… · part a (part a)
- Check understanding: Equal masses of two materials receive the same thermal energy without phase changes or work. Material A has twice the specific heat of B. Compare…
Open the prompt, then choose its worked answer.
Required knowledge for 9.5.A
9.5.A.1 · The amount of energy required to change the temperature of a material is related to the material’s specific heat. Relevant equation:
9.5.A.2 · The specific heat of a material is an intrinsic property of that material that depends on the arrangement and interactions of the atoms that make up the material.
9.5.B · Describe the rate at which energy is transferred by conduction through a given material.
Lesson provided · Practice provided
Course and exam description p. 33
- Teach: Specific Heat and Thermal Conductivity
More teaching passages in this lesson
- Worked example: Find steady transfer rate and energy transferred in 10 minutes.
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Supports part of this goal.
Teaching passage: In conduction, energetic particles interact with their neighbors, and mobile electrons can transport energy in metals. The arrangement of atoms… -
Supports part of this goal.
Teaching passage: Solve k = power × L/(AΔT). k_A = (4.0)(0.020)/(0.010 × 20) = 0.40 W/(m·K); k_B = 0.80 W/(m·K). -
Supports part of this goal.
Teaching passage: B’s atoms and charge carriers transport energy more effectively in this state; composition, atomic arrangement, and interactions set the larger…
- Check understanding: Find energy-transfer rate, direction, and energy transferred in 5.0 minutes. A replacement slab of the same material doubles area, triples… · part a · Worked answer for Find energy-transfer rate, direction, and energy transferred in 5.0 minutes. A replacement slab of the same material doubles area, triples… · part a (part a)
- Check understanding: A slab’s area doubles and thickness triples, with unchanged k and face temperatures. By what factor does its steady conduction rate change?
Open the prompt, then choose its worked answer.
More checks for this goal
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Supports part of this goal.
Check understanding: Distinguish a material change from a thickness change · part a: Determine k for A and B, the heat-flow direction, and the energy transferred by B… · Worked answer for Distinguish a material change from a thickness change · part a: Determine k for A and B, the heat-flow direction, and the energy transferred by B… (part a) -
Supports part of this goal.
Check understanding: Distinguish a material change from a thickness change · part b: Explain why A and B can have different intrinsic thermal conductivities even… · Worked answer for Distinguish a material change from a thickness change · part b: Explain why A and B can have different intrinsic thermal conductivities even… (part b) -
Supports part of this goal.
Check understanding: Distinguish a material change from a thickness change · part c: Predict the replacement A slab’s power and k. Explain whether a doubling of… · Worked answer for Distinguish a material change from a thickness change · part c: Predict the replacement A slab’s power and k. Explain whether a doubling of… (part c) -
Supports part of this goal.
Check understanding: What does a thicker sample tell you? · part a: Which complete explanation is consistent with this change? · Worked answer for What does a thicker sample tell you? · part a: Which complete explanation is consistent with this change? (part a)
Required knowledge for 9.5.B
9.5.B.1 · The rate at which energy is transferred by conduction through a given material is related to the thermal conductivity, the physical dimensions of the material, and the temperature difference across the material. Relevant equation:
9.5.B.2 · The thermal conductivity of a material is an intrinsic property of that material that depends on the arrangement and interactions of the atoms that make up the material.
9.6 · Entropy and the Second Law of Thermodynamics
9.6.A · Describe the change in entropy for a given system over time.
Lesson provided · Practice provided
Course and exam description p. 34, 35
- Teach: Entropy and the Second Law of Thermodynamics
More teaching passages in this lesson
- Teaching passage: For an isolated system, total entropy never decreases.
- Teaching passage: Interactions with surroundings determine a closed system’s entropy change; isolation instead forbids exporting entropy to lower its total.
- Worked example: Free expansion is irreversible and energy-conserving; entropy change does not require energy loss or a temperature rise.
- Check understanding: Compare Q, W_on, ΔU, and final temperature. Then determine the qualitative entropy change and explain why it is consistent with conservation of… · part a · Worked answer for Compare Q, W_on, ΔU, and final temperature. Then determine the qualitative entropy change and explain why it is consistent with conservation of… · part a (part a)
- Check understanding: Draw a boundary around the closed block and a larger isolated analysis boundary containing the block and all relevant surroundings. Add an arrow… · part a · Worked answer for Draw a boundary around the closed block and a larger isolated analysis boundary containing the block and all relevant surroundings. Add an arrow… · part a (part a)
More checks for this goal
- Check understanding: Compare the block’s entropy changes for the two routes and the total entropy changes of block plus all surroundings. Explain what reversible means. · part b · Worked answer for Compare the block’s entropy changes for the two routes and the total entropy changes of block plus all surroundings. Explain what reversible means. · part b (part b)
- Check understanding: A device returns to exactly its initial thermodynamic state after a cycle. What is its entropy change? Must the surroundings have zero entropy…
Open the prompt, then choose its worked answer.
Required knowledge for 9.6.A
9.6.A.1 · The second law of thermodynamics states that the total entropy of an isolated system can never decrease and is constant only when all processes the system undergoes are reversible.
9.6.A.2 · Entropy can be qualitatively described as the tendency of energy to spread or the unavailability of some of the system’s energy to do work.
9.6.A.3 · The change in a system’s entropy is determined by the system’s interactions with its surroundings.
Unit 10: Electric Force, Field, and Potential
10.1 · Electric Charge and Electric Force
10.1.A · Describe the electric force that results from the interactions between charged objects or systems.
Lesson provided · Practice provided
Course and exam description p. 43, 44
- Teach: Electric Charge and Electric Force
More teaching passages in this lesson
- Worked example: Its magnitude lies between the larger single force and the sum of magnitudes, as a perpendicular-vector result should.
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Supports part of this goal.
Teaching passage: Charge is a fundamental property of all matter. A piece of matter can have zero net charge; zero is a value of charge, not evidence that the… -
Supports part of this goal.
Teaching passage: The two emitted electrons carry −2e; the ion-plus-electrons total remains zero. The matter in both states has the fundamental charge property. -
Supports part of this goal.
Teaching passage: Before loss, Q = 8(+e) + 8(−e) + 8(0) = 0. The atom has charged constituents and zero net charge.
- Check understanding: Find the magnitude and direction of each mutual force. Then predict the force factor if both charge magnitudes double and the separation triples.… · part b · Worked answer for Find the magnitude and direction of each mutual force. Then predict the force factor if both charge magnitudes double and the separation triples.… · part b (part b)
- Check understanding: An object gains 5.0 × 10⁶ electrons. What is its charge change, and what changes if the distance to a fixed source doubles?
Open the prompt, then choose its worked answer.
More checks for this goal
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Supports part of this goal.
Check understanding: Does zero net charge remove the charge property? · part a: Evaluate the claim “charge is a fundamental property only of matter with nonzero… · Worked answer for Does zero net charge remove the charge property? · part a: Evaluate the claim “charge is a fundamental property only of matter with nonzero… (part a) -
Supports part of this goal.
Check understanding: Does zero net charge remove the charge property? · part b: State the signed charge of one electron, one proton and one neutron. Use all… · Worked answer for Does zero net charge remove the charge property? · part b: State the signed charge of one electron, one proton and one neutron. Use all… (part b) -
Supports part of this goal.
Check understanding: Does zero net charge remove the charge property? · part c: Calculate the sample’s final net charge and the signed charge carried away.… · Worked answer for Does zero net charge remove the charge property? · part c: Calculate the sample’s final net charge and the signed charge carried away.… (part c)
Required knowledge for 10.1.A
10.1.A.1 · Charge is a fundamental property of all matter.
10.1.A.2 · Coulomb’s law describes the electrostatic force between two charged objects as directly proportional to the magnitude of each of the charges and inversely proportional to the square of the distance between the objects. Relevant equation:
10.1.A.3 · The direction of the electrostatic force depends on the signs of the charges of the interacting objects and is parallel to the line of separation between the objects.
10.1.A.4 · Electric forces are responsible for some of the macroscopic properties of objects in everyday experiences. However, the large number of particle interactions that occur make it more convenient to treat everyday forces in terms of nonfundamental forces called contact forces, such as normal force, friction, and tension.
10.1.B · Describe the electric and gravitational forces that result from interactions between charged objects with mass.
Lesson provided · Practice provided
Course and exam description p. 44
- Teach: Electric Charge and Electric Force
More teaching passages in this lesson
- Check understanding: Derive FE/Fg for a proton pair, calculate it, and explain why the planetary claim does not follow. Explain how electric interactions also relate… · part a · Worked answer for Derive FE/Fg for a proton pair, calculate it, and explain why the planetary claim does not follow. Explain how electric interactions also relate… · part a (part a)
Required knowledge for 10.1.B
10.1.B.1 · Electrostatic forces can be attractive or repulsive, while gravitational forces are always attractive.
10.1.B.2 · For any two objects that have mass and electric charge, the magnitude of the gravitational force is usually much smaller than the magnitude of the electrostatic force.
10.1.B.3 · Gravitational forces dominate at larger scales even though they are weaker than electrostatic forces, because systems at large scales tend to be electrically neutral.
10.1.C · Describe the electric permittivity of a material or medium.
Lesson provided · Practice provided
Course and exam description p. 44, 45
- Teach: Electric Charge and Electric Force
More teaching passages in this lesson
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Supports part of this goal.
Teaching passage: Apply an electric field to a neutral insulating material. Bound electron clouds can shift relative to positive nuclei, or molecular dipoles can… -
Supports part of this goal.
Teaching passage: The larger κ indicates the larger polarization response in this linear model: an applied field induces bound-electron rearrangement and separates… -
Supports part of this goal.
Teaching passage: Two neutral uniform linear insulating media fill otherwise identical point-charge setups. Medium A has κ = 2 and medium B κ = 5. Free charges are… -
Supports part of this goal.
- Illustrates dielectric scaling or local polarization, without fully describing what permittivity measures and its material dependence.
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- Check understanding: For fixed free charges in an ideal uniform linear dielectric with κ = 5, predict the electric-force factor relative to vacuum. Explain what… · part b · Worked answer for For fixed free charges in an ideal uniform linear dielectric with κ = 5, predict the electric-force factor relative to vacuum. Explain what… · part b (part b)
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Supports part of this goal.
Check understanding: Polarization or conduction? · part a: Which statement best explains the difference? · Worked answer for Polarization or conduction? · part a: Which statement best explains the difference? (part a)
More checks for this goal
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Supports part of this goal.
- Illustrates dielectric scaling or local polarization, without fully describing what permittivity measures and its material dependence.
Open the prompt, then choose its worked answer.
Required knowledge for 10.1.C
10.1.C.1 · Electric permittivity is a measurement of the degree to which a material or medium is polarized in the presence of an electric field.
10.1.C.2 · Electric polarization can be modeled as the induced rearrangement of electrons by an external electric field, resulting in a separation of positive and negative charges within a material or medium.
10.1.C.3 · Free space has a constant value of electric permittivity, 0, that appears in physical relationships.
10.1.C.4 · The permittivity of matter has a value different from that of free space that arises from the matter’s composition and arrangement.
10.2 · Conservation of Electric Charge and the Process of Charging
10.2.A · Describe the behavior of a system using conservation of charge.
Lesson provided · Practice provided
Course and exam description p. 46
- Teach: Conservation of Electric Charge and the Process of Charging
More teaching passages in this lesson
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Supports part of this goal.
Teach: Electric Charge and Electric Force - Check understanding: Find the cloth charge and the number of electrons transferred during rubbing. Explain why rubbing changes net charge but bringing the rod nearby… · part a · Worked answer for Find the cloth charge and the number of electrons transferred during rubbing. Explain why rubbing changes net charge but bringing the rod nearby… · part a (part a)
- Check understanding: A charged rod approaches an insulated neutral metal can without touching. Can its near face become charged? Can the can acquire nonzero net charge?
Open the prompt, then choose its worked answer.
More checks for this goal
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Supports part of this goal.
Check understanding: Does zero net charge remove the charge property? · part c: Calculate the sample’s final net charge and the signed charge carried away.… · Worked answer for Does zero net charge remove the charge property? · part c: Calculate the sample’s final net charge and the signed charge carried away.… (part c)
Required knowledge for 10.2.A
10.2.A.1 · The net charge or charge distribution of a system can change in response to the presence of, or changes in, the net charge or charge distribution of other systems.
10.2.A.2 · Any change to a system’s net charge is due to a transfer of charge between the system and its surroundings.
10.2.A.3 · Grounding involves electrically connecting a charged system to a much larger and approximately neutral system (e.g., Earth).
10.3 · Electric Fields
10.3.A · Describe the electric field produced by a charged object or configuration of point charges.
Lesson provided · Practice provided
Course and exam description p. 47, 48
- Teach: Electric Fields
More teaching passages in this lesson
- Worked example: Between like charges the two field contributions point in opposite directions.
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Supports part of this goal.
Teaching passage: A field arrow belongs at an observation point, not at the source that produces it. For every point in a map, first draw the separate source… -
Supports part of this goal.
Teaching passage: Reversing the source reverses all eight arrows without changing their lengths. Reversing a small test charge reverses its force but preserves this… -
Supports part of this goal.
Teaching passage: For the figure’s arrow-length scale of 30 pixels per 1000 N/C, near arrows are 53.94 pixels (shown as 54) and far arrows 13.485 pixels (shown as…
- Check understanding: Draw the separate source-field arrows at P and calculate the net field. Explain what arrow length represents in a vector map and what field-line… · part a · Worked answer for Draw the separate source-field arrows at P and calculate the net field. Explain what arrow length represents in a vector map and what field-line… · part a (part a)
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Supports part of this goal.
Check understanding: Build a spatial map from two sources · part a: Calculate the net field vector at all four points. Construct a labeled spatial… · Worked answer for Build a spatial map from two sources · part a: Calculate the net field vector at all four points. Construct a labeled spatial… (part a)
More checks for this goal
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Supports part of this goal.
Check understanding: Build a spatial map from two sources · part b: Find the initial electric forces on +1.0 nC and −1.0 nC test charges separately… · Worked answer for Build a spatial map from two sources · part b: Find the initial electric forces on +1.0 nC and −1.0 nC test charges separately… (part b) -
Supports part of this goal.
Check understanding: Read a field and predict actual motion · part a: Construct the labeled contour map and a matching field-vector map at several… · Worked answer for Read a field and predict actual motion · part a: Construct the labeled contour map and a matching field-vector map at several… (part a)
Required knowledge for 10.3.A
10.3.A.1 · Electric fields may originate from charged objects.
10.3.A.2 · The electric field at a given point is the ratio of the electric force exerted on a test charge at that point to the charge of the test charge. Relev ant equation: E = E F q
10.3.A.3 · The electric field is a vector quantity and can be represented in space using vector field maps.
10.3.B · Describe the electric field generated by charged conductors or insulators.
Lesson provided · Practice provided
Course and exam description p. 48
- Teach: Electric Fields
- Check understanding: Calculate the field at r = 0.030 m and r = 0.10 m from its center. Sketch E magnitude against r and state the direction at its surface. State… · part a · Worked answer for Calculate the field at r = 0.030 m and r = 0.10 m from its center. Sketch E magnitude against r and state the direction at its surface. State… · part a (part a)
- Check understanding: Explain why an internal field would contradict equilibrium in the metal. Replace the sphere with an insulating sphere carrying excess charge… · part b · Worked answer for Explain why an internal field would contradict equilibrium in the metal. Replace the sphere with an insulating sphere carrying excess charge… · part b (part b)
More checks for this goal
- Check understanding: Compare points inside a charged metal sphere and inside a charged insulating sphere at equilibrium. Can you infer that their potentials are zero?
Open the prompt, then choose its worked answer.
Required knowledge for 10.3.B
10.3.B.1 · While in electrostatic equilibrium, the excess charge of a solid conductor is distributed on the surface of the conductor, and the electric field within the conductor is zero.
10.3.B.2 · While in electrostatic equilibrium, the excess charge of an insulator is distributed throughout the interior of the insulator as well as at the surface, and the electric field within the insulator may have a nonzero value.
10.4 · Electric Potential Energy
10.4.A · Describe the electric potential energy of a system.
Lesson provided · Practice provided
Course and exam description p. 49
- Teach: Electric Potential Energy
More teaching passages in this lesson
- Worked example: Potential energy is a property of the complete configuration.
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Supports part of this goal.
Teaching passage: Fix one point charge and begin with the second infinitely far away. Choose U = 0 for that separated configuration. An external agent brings the… -
Supports part of this goal.
Teaching passage: The agent moves inward against outward repulsion, so W_ext = +1.798 × 10⁻⁷ J; electric work is the negative of that. -
Supports part of this goal.
Teaching passage: For +1.0 nC, final U = k(+2.0 × 10⁻⁹)(+1.0 × 10⁻⁹)/0.10 = +1.798 × 10⁻⁷ J. Initial U at infinity is zero.
- Check understanding: Find Ui, Uf, and ΔU. State the external work and electric-force work if the speeds stay negligibly small. · part a · Worked answer for Find Ui, Uf, and ΔU. State the external work and electric-force work if the speeds stay negligibly small. · part a (part a)
- Check understanding: A +q and −q pair changes separation from r to 2r. Is ΔU positive or negative? What does the electric force’s work do?
Open the prompt, then choose its worked answer.
More checks for this goal
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Supports part of this goal.
Check understanding: Bring a pair together from infinity · part a: For an external quasistatic assembly with negligible kinetic-energy change,… · Worked answer for Bring a pair together from infinity · part a: For an external quasistatic assembly with negligible kinetic-energy change,… (part a) -
Supports part of this goal.
Check understanding: Bring a pair together from infinity · part b: Construct U-versus-r graphs for the two pairs on common quantitative axes. Plot… · Worked answer for Bring a pair together from infinity · part b: Construct U-versus-r graphs for the two pairs on common quantitative axes. Plot… (part b) -
Supports part of this goal.
Check understanding: Bring a pair together from infinity · part c: In a different opposite-sign trial, remove the agent and release the second… · Worked answer for Bring a pair together from infinity · part c: In a different opposite-sign trial, remove the agent and release the second… (part c)
Required knowledge for 10.4.A
10.4.A.1 · The electric potential energy of a system of two point charges equals the amount of work required for an external force to bring the point charges to their current positions from infinitely far away.
10.4.A.2 · The general form for the electric potential energy of two charged objects is given by the equation
10.4.A.3 · The total electric potential energy of a system can be determined by finding the sum of the electric potential energies of the individual interactions between each pair of charged objects in the system.
10.5 · Electric Potential
10.5.A · Describe the electric potential due to a configuration of charged objects.
Lesson provided · Practice provided
Course and exam description p. 50
- Teach: Electric Potential
More teaching passages in this lesson
- Check understanding: Find V(P), then the interaction energy of a +3.0 nC test charge at P. Explain why source-field arrows alone cannot be added as potential arrows. · part a · Worked answer for Find V(P), then the interaction energy of a +3.0 nC test charge at P. Explain why source-field arrows alone cannot be added as potential arrows. · part a (part a)
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Supports part of this goal.
Check understanding: Read a field and predict actual motion · part c: Use the potential map to calculate ΔU and ΔK for that interval. Check ΔK from the… · Worked answer for Read a field and predict actual motion · part c: Use the potential map to calculate ΔU and ΔK for that interval. Check ΔK from the… (part c)
Required knowledge for 10.5.A
10.5.A.1 · Electric potential describes the electric potential energy per unit charge at a point in space.
10.5.A.2 · The electric potential due to multiple point charges can be determined by the principle of scalar superposition of the electric potential due to each of the point charges. Relevant equation:
10.5.A.3 · The electric potential difference between two points is the change in electric potential energy per unit charge when a test charge is moved between the two points. Relevant equation:
10.5.A.4 · When conductors are in electrical contact, electrons will be redistributed such that the surfaces of the conductors are at the same electric potential.
10.5.B · Describe the relationship between electric potential and electric field.
Lesson provided · Practice provided
Course and exam description p. 51
- Teach: Electric Potential
More teaching passages in this lesson
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Supports part of this goal.
Teaching passage: An equipotential contour connects points with the same electric potential and describes the sources’ scalar potential. The field is perpendicular… -
Supports part of this goal.
Teaching passage: Each 6 V drop across 0.020 m gives Eₓ = +300 N/C. Draw equal rightward arrows normal to the equally spaced vertical contours. -
Supports part of this goal.
Teaching passage: At t = 0.20 s, x = 0.010 + (1/2)(0.15)(0.20)² = 0.0130 m and y = 0.0100 m, inside the given region. The initial tangent is upward and the path… -
Supports part of this goal.
- Contrasts scalar cancellation with vector addition at one point; no spatial gradient or contour–field construction is supplied.
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- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Draw local field arrows in both regions with relative magnitudes. Explain their orientation, direction, and whether a field component lies along a… · part a · Worked answer for Draw local field arrows in both regions with relative magnitudes. Explain their orientation, direction, and whether a field component lies along a… · part a (part a)
- Check understanding: Equal 2 V contour steps are 1 cm apart at A and 4 cm apart at B. Compare field magnitudes and the work on a charge moved along a contour.
Open the prompt, then choose its worked answer.
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Supports part of this goal.
Check understanding: Read a field and predict actual motion · part a: Construct the labeled contour map and a matching field-vector map at several… · Worked answer for Read a field and predict actual motion · part a: Construct the labeled contour map and a matching field-vector map at several… (part a) -
Supports part of this goal.
Check understanding: Read a field and predict actual motion · part b: Predict the initial force and acceleration. Calculate the particle’s x and y… · Worked answer for Read a field and predict actual motion · part b: Predict the initial force and acceleration. Calculate the particle’s x and y… (part b) -
Supports part of this goal.
Check understanding: Read a field and predict actual motion · part c: Use the potential map to calculate ΔU and ΔK for that interval. Check ΔK from the… · Worked answer for Read a field and predict actual motion · part c: Use the potential map to calculate ΔU and ΔK for that interval. Check ΔK from the… (part c)
Required knowledge for 10.5.B
10.5.B.1 · The average electric field between two points in space is equal to the electric potential difference between the two points divided by the distance between the two points. Relevant equation:
10.5.B.2 · Electric field vector maps and equipotential lines are tools to describe the field produced by a charge or configuration of charges and can be used to predict the motion of charged objects in the field.
10.6 · Capacitors
10.6.A · Describe the physical properties of a parallel-plate capacitor.
Lesson provided · Practice provided
Course and exam description p. 52, 53
- Teach: Capacitors
More teaching passages in this lesson
- Teaching passage: Far from the edges, uniformly charged parallel plates create a field of constant direction and magnitude, pointing from the positive plate to the…
- Teaching passage: For a linear capacitor, UC = ½QΔV = ½C(ΔV)² = Q²/(2C).
- Teaching passage: The induced field inside the dielectric opposes the field from the plate free charges.
- Worked example: The geometry fixes C; the charging voltage then fixes Q.
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Supports part of this goal.
Teaching passage: Between broad oppositely charged parallel plates, with uniform charge in the ideal model and separation much smaller than their lateral size,… -
Supports part of this goal.
Teaching passage: Central E is 4.0 × 10³ N/C downward at all three points; the stated equal-direction/equal-magnitude map does not describe the edges. -
Supports part of this goal.
Teaching passage: E = 12/0.0030 = 4.0 × 10³ N/C downward. A, B and C receive equal-length downward arrows, although they are at different distances from the plates.
- Check understanding: Find C, each plate’s charge, central field magnitude and direction, and stored energy. Explain why Q is not the capacitor’s net charge. · part a · Worked answer for Find C, each plate’s charge, central field magnitude and direction, and stored energy. Explain why Q is not the capacitor’s net charge. · part a (part a)
- Check understanding: Construct a quantitative graph of capacitor ΔV (V) against Q (nC), using numerical scales and plotting (0, 0), (1.77 nC, 5 V), and (3.54 nC, 10 V)… · part b · Worked answer for Construct a quantitative graph of capacitor ΔV (V) against Q (nC), using numerical scales and plotting (0, 0), (1.77 nC, 5 V), and (3.54 nC, 10 V)… · part b (part b)
More checks for this goal
- Check understanding: Compare final charge, voltage, field factor, and stored energy for dielectric insertion with the battery disconnected and with it connected.… · part a · Worked answer for Compare final charge, voltage, field factor, and stored energy for dielectric insertion with the battery disconnected and with it connected.… · part a (part a)
- Check understanding: A particle with q = −1.0 μC and m = 2.0 × 10⁻⁴ kg enters horizontally at 4.0 m/s into the downward 500 N/C field over horizontal length 0.20 m.… · part b · Worked answer for A particle with q = −1.0 μC and m = 2.0 × 10⁻⁴ kg enters horizontally at 4.0 m/s into the downward 500 N/C field over horizontal length 0.20 m.… · part b (part b)
- Check understanding: Double plate separation at fixed area. Compare C, Q, E, and U for a battery-connected capacitor.
Open the prompt, then choose its worked answer.
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Supports part of this goal.
Check understanding: Is the plate field uniform everywhere? · part a: Calculate the central field. Draw arrows at A, B and C on one magnitude scale and… · Worked answer for Is the plate field uniform everywhere? · part a: Calculate the central field. Draw arrows at A, B and C on one magnitude scale and… (part a) -
Supports part of this goal.
Check understanding: Is the plate field uniform everywhere? · part b: Sketch the qualitative field near an end of the plates and explain why the… · Worked answer for Is the plate field uniform everywhere? · part b: Sketch the qualitative field near an end of the plates and explain why the… (part b) -
Supports part of this goal.
Check understanding: Is the plate field uniform everywhere? · part c: A particle with q = −2.0 nC and m = 4.0 × 10⁻⁶ kg enters the central gap at the… · Worked answer for Is the plate field uniform everywhere? · part c: A particle with q = −2.0 nC and m = 4.0 × 10⁻⁶ kg enters the central gap at the… (part c)
Required knowledge for 10.6.A
10.6.A.1 · A parallel-plate capacitor consists of two separated parallel conducting surfaces that can hold equal amounts of charge with opposite signs.
10.6.A.2 · Capacitance relates the magnitude of the charge stored on each plate to the electric potential difference created by the separation of those charges. Relevant equation:
10.6.A.3 · The electric field between two charged parallel plates with uniformly distributed electric charge, such as in a parallel-plate capacitor, is constant in both magnitude and direction, except near the edges of the plates.
10.6.A.4 · The electric potential energy stored in a capacitor is equal to the work done by an external force to separate that amount of charge on the capacitor.
10.6.A.5 · The electric potential energy stored in a capacitor is described by the equation
10.6.A.6 · Adding a dielectric between two plates of a capacitor changes the capacitance of the capacitor and induces an electric field in the dielectric in the opposite direction to the field between the plates.
10.7 · Conservation of Electric Energy
10.7.A · Describe changes in energy in a system due to a difference in electric potential between two locations.
Lesson provided · Practice provided
Course and exam description p. 54
- Teach: Conservation of Electric Energy
More teaching passages in this lesson
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Supports part of this goal.
Teach: Electric Potential - Check understanding: Find ΔU, final kinetic energy in joules and electron-volts, and final speed. Draw energy bars that represent the change. · part a · Worked answer for Find ΔU, final kinetic energy in joules and electron-volts, and final speed. Draw energy bars that represent the change. · part a (part a)
- Check understanding: A +2.0 μC charge moves from 12 V to 5 V under only electric forces. Find ΔU and ΔK.
Open the prompt, then choose its worked answer.
More checks for this goal
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Supports part of this goal.
Check understanding: Bring a pair together from infinity · part c: In a different opposite-sign trial, remove the agent and release the second… · Worked answer for Bring a pair together from infinity · part c: In a different opposite-sign trial, remove the agent and release the second… (part c) -
Supports part of this goal.
Check understanding: Read a field and predict actual motion · part c: Use the potential map to calculate ΔU and ΔK for that interval. Check ΔK from the… · Worked answer for Read a field and predict actual motion · part c: Use the potential map to calculate ΔU and ΔK for that interval. Check ΔK from the… (part c)
Required knowledge for 10.7.A
10.7.A.1 · When a charged object moves between two locations with different electric potentials, the resulting change in the electric potential energy of the object-field system is given by the following equation. Relevant equation:
10.7.A.2 · The movement of a charged object between two points with different electric potentials results in a change in kinetic energy of the object consistent with the conservation of energy.
Unit 11: Electric Circuits
11.1 · Electric Current
11.1.A · Describe the movement of electric charges through a medium.
Lesson provided · Practice provided
Course and exam description p. 61
- Teach: Electric Current
More teaching passages in this lesson
- Teaching passage: A wire can bend through 90° while carrying the same current everywhere along an unbranched path.
- Worked example: 40 A flows clockwise through an unbranched metallic loop for 15 s.
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Supports part of this goal.
Teaching passage: Mobile electrons already exist in a metal, even before a circuit is closed. Random microscopic motion can give zero net crossing of a wire’s cross… -
Supports part of this goal.
Teaching passage: Net flow magnitude is IΔt = 1.0 C, corresponding to 1.0/(1.60 × 10⁻¹⁹) = 6.25 × 10¹⁸ net electron crossings. Individual random recrossings are not… -
Supports part of this goal.
Teaching passage: After closing, a maintained voltage supports a field and electron drift. I = 2.0/10 = 0.20 A in the conventional external high-to-low-potential… -
Supports part of this goal.
Teaching passage: Before closing, electrons need not be motionless: their random crossing contributions have zero net directed flow.
- Check understanding: Construct the current-versus-time graph and find the charge-flow magnitude through a cross section and the number of electrons involved over the… · part a · Worked answer for Construct the current-versus-time graph and find the charge-flow magnitude through a cross section and the number of electrons involved over the… · part a (part a)
- Check understanding: Give the electron drift direction, explain why current is not added as a spatial vector at a bend, and describe electron motion during the… · part b · Worked answer for Give the electron drift direction, explain why current is not added as a spatial vector at a bend, and describe electron motion during the… · part b (part b)
More checks for this goal
- Check understanding: A metal wire has zero current. Must the electrons be at rest? What changes when a potential difference is maintained?
Open the prompt, then choose its worked answer.
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Supports part of this goal.
Check understanding: What starts the net current? · part a: Which explanation connects the source to charge motion correctly? · Worked answer for What starts the net current? · part a: Which explanation connects the source to charge motion correctly? (part a)
Required knowledge for 11.1.A
11.1.A.1 · Current is the rate at which charge passes through a cross-sectional area of a wire. Relevant equation:
11.1.A.2 · Although current is not a vector quantity, it does have a direction. The direction of current is associated with what the motion of positive charge would be but not with any coordinate system in space.
11.2 · Simple Circuits
11.2.A · Describe the behavior of a circuit.
Lesson provided · Practice provided
Course and exam description p. 62, 63
- Teach: Simple Circuits
- Check understanding: Draw the circuit with conventional-current arrows and standard symbols. Identify two complete loops and the component belonging to both. Show how… · part a · Worked answer for Draw the circuit with conventional-current arrows and standard symbols. Identify two complete loops and the component belonging to both. Show how… · part a (part a)
- Check understanding: Predict branch behavior when the switch opens. Does the resistor branch also stop? Can the open switch have nonzero voltage? · part b · Worked answer for Predict branch behavior when the switch opens. Does the resistor branch also stop? Can the open switch have nonzero voltage? · part b (part b)
More checks for this goal
- Check understanding: Draw the changed topology, including the retained feed resistor. Explain and calculate the load voltage and current and the source current after… · part a · Worked answer for Draw the changed topology, including the retained feed resistor. Explain and calculate the load voltage and current and the source current after… · part a (part a)
- Check understanding: Two schematics have different-looking wire bends but connect every element to the same labeled nodes. Do they describe different ideal circuits?
Open the prompt, then choose its worked answer.
Required knowledge for 11.2.A
11.2.A.1 · A circuit is composed of electrical loops, which may include circuit elements such as wires, batteries, resistors, lightbulbs, capacitors, switches, ammeters, and voltmeters.
11.2.A.2 · A closed electrical loop is a closed path through which charges may flow.
11.2.A.3 · A single circuit element may be part of multiple electrical loops.
11.2.A.4 · Circuit schematics are representations used to describe and analyze electric circuits.
11.3 · Resistance, Resistivity, and Ohm’s Law
11.3.A · Describe the resistance of an object using physical properties of that object.
Lesson provided · Practice provided
Course and exam description p. 64
- Teach: Resistance, Resistivity, and Ohm’s Law
More teaching passages in this lesson
- Worked example: Uniform geometry and fixed resistivity permit the object-resistance and Ohm relations.
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Supports part of this goal.
Teaching passage: In a metal, an electric field supports drift, but carrier interactions and scattering transfer energy to the material. Its atomic and molecular… -
Supports part of this goal.
Teaching passage: R_A = ρ_AL/A = 4.0 Ω; R_B = 8.0 Ω. Equal geometry isolates the material coefficient. -
Supports part of this goal.
Teaching passage: The coefficient difference represents atomic/molecular structure and carrier interactions, not a longer path. Doubling A-wire length doubles its R…
- Check understanding: Derive RB/RA. For ρ = 2.0 × 10⁻⁸ Ω·m, L = 1.0 m, and a = 0.10 mm, calculate each resistance and describe the distinction between R and ρ. · part a · Worked answer for Derive RB/RA. For ρ = 2.0 × 10⁻⁸ Ω·m, L = 1.0 m, and a = 0.10 mm, calculate each resistance and describe the distinction between R and ρ. · part a (part a)
- Check understanding: A wire is twice as long and has twice the radius as another of the same material at the same temperature. Compare R. Would heating an actual…
Open the prompt, then choose its worked answer.
More checks for this goal
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Supports part of this goal.
Check understanding: Can two equal wires resist differently? · part a: Construct both quantitative I-versus-V graphs on common axes, find their slopes… · Worked answer for Can two equal wires resist differently? · part a: Construct both quantitative I-versus-V graphs on common axes, find their slopes… (part a) -
Supports part of this goal.
Check understanding: Can two equal wires resist differently? · part b: A third wire uses material A at the same temperature but has twice the length and… · Worked answer for Can two equal wires resist differently? · part b: A third wire uses material A at the same temperature but has twice the length and… (part b) -
Supports part of this goal.
Check understanding: Can two equal wires resist differently? · part c: The actual A wire is then heated while geometry changes negligibly. Predict the… · Worked answer for Can two equal wires resist differently? · part c: The actual A wire is then heated while geometry changes negligibly. Predict the… (part c)
Required knowledge for 11.3.A
11.3.A.1 · Resistance is a measure of the degree to which an object opposes the movement of electric charge.
11.3.A.2 · The resistance of a resistor with uniform geometry is proportional to its resistivity and length and is inversely proportional to its cross-sectional area. Relevant equation:
11.3.B · Describe the electrical characteristics of elements of a circuit.
Lesson provided · Practice provided
Course and exam description p. 64, 65
- Teach: Resistance, Resistivity, and Ohm’s Law
More teaching passages in this lesson
- Worked example: The equation uses area, not radius or diameter.
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Supports part of this goal.
Teaching passage: At 4.0 V, I_A = 1.0 A and I_B = 0.50 A. On I versus V axes the slopes are 0.25 A/V and 0.125 A/V. The higher-resistivity material has the… -
Supports part of this goal.
Teaching passage: In a metal, an electric field supports drift, but carrier interactions and scattering transfer energy to the material. Its atomic and molecular…
- Check understanding: Wire A is heated while its geometry changes negligibly. Predict its typical metallic resistance trend and explain why an ideal… · part b · Worked answer for Wire A is heated while its geometry changes negligibly. Predict its typical metallic resistance trend and explain why an ideal… · part b (part b)
- Check understanding: Plot I versus ΔV for both elements. Determine the fixed element’s resistance and whether each data set supports one constant-R model over the… · part a · Worked answer for Plot I versus ΔV for both elements. Determine the fixed element’s resistance and whether each data set supports one constant-R model over the… · part a (part a)
More checks for this goal
- Check understanding: Design a check for heating as the cause of the bulb’s changing resistance. Identify measured variables, a temperature-related control, a repeat… · part b · Worked answer for Design a check for heating as the cause of the bulb’s changing resistance. Identify measured variables, a temperature-related control, a repeat… · part b (part b)
- Check understanding: An I-versus-ΔV graph has slope 0.025 A/V. Find R. What if ΔV is instead the vertical axis? How could resistor heating alter the plot?
Open the prompt, then choose its worked answer.
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Supports part of this goal.
Check understanding: Can two equal wires resist differently? · part a: Construct both quantitative I-versus-V graphs on common axes, find their slopes… · Worked answer for Can two equal wires resist differently? · part a: Construct both quantitative I-versus-V graphs on common axes, find their slopes… (part a)
Required knowledge for 11.3.B
11.3.B.1 · Ohm’s law relates current, resistance, and potential difference across a conductive element of a circuit. Relevant equation:
11.4 · Electric Power
11.4.A · Describe the transfer of energy into, out of, or within an electric circuit, in terms of power.
Lesson provided · Practice provided
Course and exam description p. 66
- Teach: Electric Power
More teaching passages in this lesson
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Supports part of this goal.
Teach: Compound Direct Current (DC) Circuits - Check understanding: Derive the resistor forms of power from P = IΔV, then find current, power, and converted energy. · part a · Worked answer for Derive the resistor forms of power from P = IΔV, then find current, power, and converted energy. · part a (part a)
- Check understanding: Double R once at fixed voltage and once at fixed current. How does power change? Why are the answers different?
Open the prompt, then choose its worked answer.
More checks for this goal
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Supports part of this goal.
Check understanding: What does ideal mean in the circuit model? · part b: Draw the nonideal series model with the internal resistor inside the battery… · Worked answer for What does ideal mean in the circuit model? · part b: Draw the nonideal series model with the internal resistor inside the battery… (part b)
Required knowledge for 11.4.A
11.4.A.1 · The rate at which energy is transferred, converted, or dissipated by a circuit element depends on the current in the element and the electric potential difference across it. Relevant equation: Derived equations:
11.4.A.2 · The brightness of a bulb increases with power, so power can be used to qualitatively predict the brightness of bulbs in a circuit.
11.5 · Compound Direct Current (DC) Circuits
11.5.A · Describe the equivalent resistance of multiple resistors connected in a circuit.
Lesson provided · Practice provided
Course and exam description p. 67, 68
- Teach: Compound Direct Current (DC) Circuits
More teaching passages in this lesson
- Check understanding: With the added branch open, find equivalent resistance, source current, branch currents, and voltage drops. Explain the topology behind each… · part a · Worked answer for With the added branch open, find equivalent resistance, source current, branch currents, and voltage drops. Explain the topology behind each… · part a (part a)
- Check understanding: Add a resistor in parallel across an existing ideal-battery load. What happens to equivalent resistance and total source current? Does the…
Open the prompt, then choose its worked answer.
Required knowledge for 11.5.A
11.5.A.1 · Circuit elements may be connected in series and/or in parallel.
11.5.A.2 · A collection of resistors in a circuit may be analyzed as though it were a single resistor with an equivalent resistance Req.
11.5.B · Describe a circuit with resistive wires and a battery with internal resistance.
Lesson provided · Practice provided
Course and exam description p. 68
- Teach: Compound Direct Current (DC) Circuits
More teaching passages in this lesson
- Worked example: Internal resistance is inside the battery boundary.
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Supports part of this goal.
Teaching passage: An ideal battery has negligible internal resistance. Its terminal potential difference equals its emf independently of current in the ideal model.… -
Supports part of this goal.
Teaching passage: Ideal: I = 6.0/6.0 = 1.0 A. Both omitted resistances are negligible, so terminal and load voltages are 6.0 V; wire drop and internal heating… -
Supports part of this goal.
Teaching passage: Nonideal: I = 6.0/(6.0 + 0.50 + 0.50) = 0.857 A. Terminal voltage = 6.0 − 0.857(0.50) = 5.57 V; load voltage = 0.857(6.0) = 5.14 V; total wire…
- Check understanding: Find current, loaded terminal voltage, load voltage, and open-circuit terminal voltage. Explain when wire resistance may be neglected and why it… · part a · Worked answer for Find current, loaded terminal voltage, load voltage, and open-circuit terminal voltage. Explain when wire resistance may be neglected and why it… · part a (part a)
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Supports part of this goal.
Check understanding: What does ideal mean in the circuit model? · part a: State the resistance assumptions for both an ideal battery and ideal wires. Draw… · Worked answer for What does ideal mean in the circuit model? · part a: State the resistance assumptions for both an ideal battery and ideal wires. Draw… (part a)
More checks for this goal
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Supports part of this goal.
Check understanding: What does ideal mean in the circuit model? · part b: Draw the nonideal series model with the internal resistor inside the battery… · Worked answer for What does ideal mean in the circuit model? · part b: Draw the nonideal series model with the internal resistor inside the battery… (part b) -
Supports part of this goal.
Check understanding: What does ideal mean in the circuit model? · part c: In another trial keep the 10.0 Ω load but reduce r and total wire resistance to… · Worked answer for What does ideal mean in the circuit model? · part c: In another trial keep the 10.0 Ω load but reduce r and total wire resistance to… (part c)
Required knowledge for 11.5.B
11.5.B.1 · Ideal batteries have negligible internal resistance. Ideal wires have negligible resistance.
11.5.B.2 · The internal resistance of a nonideal battery may be treated as the resistance of a resistor in series with an ideal battery and the remainder of the circuit.
11.5.B.3 · When there is current in a nonideal battery with internal resistance r, the potential difference across the terminals of the battery is reduced relative to the potential difference when there is no current in the battery. Derived equation: r
11.5.C · Describe the measurement of current and potential difference in a circuit.
Lesson provided · Practice provided
Course and exam description p. 69
- Teach: Compound Direct Current (DC) Circuits
More teaching passages in this lesson
- Check understanding: Draw and label the complete connected meter schematic: an ammeter to measure load current and a voltmeter to measure load voltage. State ideal… · part b · Worked answer for Draw and label the complete connected meter schematic: an ammeter to measure load current and a voltmeter to measure load voltage. State ideal… · part b (part b)
- Check understanding: Why does a nonideal ammeter in series alter current, and a nonideal voltmeter across a resistor alter the network? Which ideal limits avoid those…
Open the prompt, then choose its worked answer.
Required knowledge for 11.5.C
11.5.C.1 · Ammeters are used to measure current at a specific point in a circuit.
11.5.C.2 · Voltmeters are used to measure electric potential difference between two points in a circuit.
11.5.C.3 · Nonideal ammeters and voltmeters will change the properties of the circuit being measured.
11.6 · Kirchhoff’s Loop Rule
11.6.A · Describe a circuit or elements of a circuit by applying Kirchhoff’s loop rule.
Lesson provided · Practice provided
Course and exam description p. 70
- Teach: Kirchhoff’s Loop Rule
- Check understanding: Find emf and both resistances, construct the signed loop equation, and explain how the graph tests energy conservation. · part a · Worked answer for Find emf and both resistances, construct the signed loop equation, and explain how the graph tests energy conservation. · part a (part a)
- Check understanding: While traversing a loop you cross a resistor opposite its assumed current and a battery from + to −. Give the two signs. What happens to the…
Open the prompt, then choose its worked answer.
More checks for this goal
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Supports part of this goal.
Check understanding: What does ideal mean in the circuit model? · part b: Draw the nonideal series model with the internal resistor inside the battery… · Worked answer for What does ideal mean in the circuit model? · part b: Draw the nonideal series model with the internal resistor inside the battery… (part b)
Required knowledge for 11.6.A
11.6.A.1 · Energy changes in simple electrical circuits may be represented in terms of charges moving through electric potential differences within circuit elements. Relevant equation:
11.6.A.2 · Kirchhoff’s loop rule is a consequence of the conservation of energy.
11.6.A.3 · Kirchhoff’s loop rule states that the sum of potential differences across all circuit elements in a single closed loop must equal zero. Relevant equation:
11.6.A.4 · The values of electric potential at points in a circuit can be represented by a graph of electric potential as a function of position within a loop.
11.7 · Kirchhoff’s Junction Rule
11.7.A · Describe a circuit or elements of a circuit by applying Kirchhoff’s junction rule.
Lesson provided · Practice provided
Course and exam description p. 71
- Teach: Kirchhoff’s Junction Rule
More teaching passages in this lesson
- Teach: Kirchhoff’s Loop Rule
- Check understanding: Find ID and the charge leaving through D in 5.0 s. State the conservation principle used. · part a · Worked answer for Find ID and the charge leaving through D in 5.0 s. State the conservation principle used. · part a (part a)
- Check understanding: At a junction 6 mC enters each millisecond, while 2 A leaves one branch. Find the other outward current.
Open the prompt, then choose its worked answer.
Required knowledge for 11.7.A
11.7.A.1 · Kirchhoff’s junction rule is a consequence of the conservation of electric charge.
11.7.A.2 · Kirchhoff’s junction rule states that the total amount of charge entering a junction per unit time must equal the total amount of charge exiting that junction per unit time. Relevant equation:
11.8 · Resistor-Capacitor (RC) Circuits
11.8.A · Describe the equivalent capacitance of multiple capacitors.
Lesson provided · Practice provided
Course and exam description p. 72
- Teach: Resistor-Capacitor (RC) Circuits
More teaching passages in this lesson
- Check understanding: For the series connection, derive Ceq, find each charge and voltage, and explain why equal charge magnitude follows from conservation. Compare Ceq… · part a · Worked answer for For the series connection, derive Ceq, find each charge and voltage, and explain why equal charge magnitude follows from conservation. Compare Ceq… · part a (part a)
- Check understanding: Two equal capacitors are in series or parallel. Compare equivalents and say which quantity is equal on the individual capacitors in the standard…
Open the prompt, then choose its worked answer.
Required knowledge for 11.8.A
11.8.A.1 · A collection of capacitors in a circuit may be analyzed as though it were a single capacitor with an equivalent capacitance Ceq.
11.8.A.2 · As a result of conservation of charge, each of the capacitors in series must have the same magnitude of charge on each plate.
11.8.B · Describe the behavior of a circuit containing combinations of resistors and capacitors.
Lesson provided · Practice provided
Course and exam description p. 73, 74
- Teach: Resistor-Capacitor (RC) Circuits
More teaching passages in this lesson
- Teaching passage: Disconnect the source and connect a charged capacitor across a resistor.
- Teaching passage: Qualitative shape and one-time-constant landmarks in a simple RC circuitQuantityCharging from zeroSource-free dischargeCharge and capacitor…
- Worked example: At the initial instant the uncharged capacitor contributes no voltage drop.
- Check understanding: Find the charging time constant and initial and long-time values of current, capacitor voltage, charge, and stored energy. Explain the initial… · part a · Worked answer for Find the charging time constant and initial and long-time values of current, capacitor voltage, charge, and stored energy. Explain the initial… · part a (part a)
- Check understanding: Sketch charging Q, VC, current magnitude, and energy against time, indicating endpoint behavior and the meaning of one τ. Compare qualitatively if… · part b · Worked answer for Sketch charging Q, VC, current magnitude, and energy against time, indicating endpoint behavior and the meaning of one τ. Compare qualitatively if… · part b (part b)
More checks for this goal
- Check understanding: After it is fully charged, switch to discharge. State initial current direction and magnitude, describe immediate and long-time changes in charge… · part c · Worked answer for After it is fully charged, switch to discharge. State initial current direction and magnitude, describe immediate and long-time changes in charge… · part c (part c)
- Check understanding: Double the resistor in a simple charging RC circuit while keeping the same battery and capacitor. Compare initial current, time constant, final…
Open the prompt, then choose its worked answer.
Required knowledge for 11.8.B
11.8.B.1 · The time constant is a significant feature of an RC circuit.
11.8.B.2 · The potential difference across a capacitor and the current in the branch of the circuit containing the capacitor each change over time as the capacitor charges and discharges, but both will reach a steady state after a long time interval.
Unit 12: Magnetism and Electromagnetism
12.1 · Magnetic Fields
12.1.A · Describe the properties of a magnetic field.
Lesson provided · Practice provided
Course and exam description p. 80
- Teach: Magnetic Fields
More teaching passages in this lesson
- Check understanding: Draw or describe a full field loop for one magnet and show a compass direction at two points on its principal axis, immediately outside its left… · part a · Worked answer for Draw or describe a full field loop for one magnet and show a compass direction at two points on its principal axis, immediately outside its left… · part a (part a)
- Check understanding: Explain the poles produced by cutting, the interaction of two facing N ends, and how field strength changes when the probe is moved farther from a… · part b · Worked answer for Explain the poles produced by cutting, the interaction of two facing N ends, and how field strength changes when the probe is moved farther from a… · part b (part b)
More checks for this goal
- Check understanding: A student draws arrows leaving both ends of a bar magnet and stopping in empty space. Give two repairs.
Open the prompt, then choose its worked answer.
Required knowledge for 12.1.A
12.1.A.1 · A magnetic field is a vector field that can be used to determine the magnetic force exerted on moving electric charges, electric currents, or magnetic materials.
12.1.A.2 · A magnetic field is a vector quantity and can be represented using vector field maps.
12.1.B · Describe the magnetic behavior of a material as a result of the configuration of magnetic dipoles in the material.
Lesson provided · Practice provided
Course and exam description p. 80, 81
- Teach: Magnetic Fields
More teaching passages in this lesson
- Teaching passage: These categories describe the net or dominant observed behavior.
- Worked example: Permeability depends on the internal configuration and temperature, not just the sample’s name.
-
Supports part of this goal.
- Establishes macroscopic poles, field loops or Earth/compass behavior; material dipole configuration/alignment is developed in the separate domains/materials items.
-
Supports part of this goal.
Teaching passage: Imagine one positive charge making repeated circles. Each revolution transports that charge past a chosen point, so the circulation acts like a… -
Supports part of this goal.
Teaching passage: Equivalent current 0.500 mA counterclockwise; central field out of the page. This is a classical current-loop dipole illustration, not a… -
Supports part of this goal.
- Final semantic adjudication: Develops pole/cut/dipole properties, without the full material response from alignment configurations.
- Check understanding: Identify each behavior and explain it in terms of electron-associated dipoles and domain or dipole alignment. Give one appropriate example… · part a · Worked answer for Identify each behavior and explain it in terms of electron-associated dipoles and domain or dipole alignment. Give one appropriate example… · part a (part a)
- Check understanding: A material develops a weak magnetization opposite the external field. Which contribution is visible? Does its presence exclude a parallel…
Open the prompt, then choose its worked answer.
More checks for this goal
-
Supports part of this goal.
- Establishes macroscopic poles, field loops or Earth/compass behavior; material dipole configuration/alignment is developed in the separate domains/materials items.
-
Supports part of this goal.
Check understanding: From circular charge motion to a magnetic material · part a: Calculate the equivalent conventional current. Explain why the circular charge… · Worked answer for From circular charge motion to a magnetic material · part a: Calculate the equivalent conventional current. Explain why the circular charge… (part a) -
Supports part of this goal.
Check understanding: From circular charge motion to a magnetic material · part b: Explain how electron motion can contribute magnetic dipoles in matter. Assess the… · Worked answer for From circular charge motion to a magnetic material · part b: Explain how electron motion can contribute magnetic dipoles in matter. Assess the… (part b) -
Supports part of this goal.
Check understanding: From circular charge motion to a magnetic material · part c: Use the configuration of dipoles and domains to explain why the iron may retain… · Worked answer for From circular charge motion to a magnetic material · part c: Use the configuration of dipoles and domains to explain why the iron may retain… (part c)
Required knowledge for 12.1.B
12.1.B.1 · Magnetic dipoles result from the circular or rotational motion of electric charges. In magnetic materials, this can be the motion of electrons.
12.1.B.2 · A magnetic dipole, such as a magnetic compass, placed in a magnetic field will tend to align with the magnetic field.
12.1.B.3 · A material’s composition influences its magnetic behavior in the presence of an external magnetic field.
12.1.B4 · Earth’s magnetic field may be approximated as a magnetic dipole.
12.1.C · Describe the magnetic permeability of a material.
Lesson provided · Practice provided
Course and exam description p. 82
- Teach: Magnetic Fields
More teaching passages in this lesson
- Check understanding: Explain what permeability measures. Why should a measurement on A specify temperature, field strength, and orientation? Contrast it with μ₀. · part b · Worked answer for Explain what permeability measures. Why should a measurement on A specify temperature, field strength, and orientation? Contrast it with μ₀. · part b (part b)
- Check understanding: A material’s quoted permeability doubles when its orientation changes. Is that automatically a contradiction? Explain.
Open the prompt, then choose its worked answer.
Required knowledge for 12.1.C
12.1.C.1 · Magnetic permeability is a measurement of the amount of magnetization in a material in response to an external magnetic field.
12.1.C.2 · Free space has a constant value of magnetic permeability, known as the vacuum permeability µ0, that appears in equations representing physical relationships.
12.1.C.3 · The permeability of matter has values different from that of free space and arises from the matter’s composition and arrangement. It is not a constant for a material and varies based on many factors, including temperature, orientation, and strength of the external field.
12.2 · Magnetism and Moving Charges
12.2.A · Describe the magnetic field produced by moving charged objects.
Lesson provided · Practice provided
Course and exam description p. 83
- Teach: Magnetism and Moving Charges
- Check understanding: Represent the magnetic field direction at U, D, and F. Explain which points have the largest field magnitude for this speed and distance. · part a · Worked answer for Represent the magnetic field direction at U, D, and F. Explain which points have the largest field magnitude for this speed and distance. · part a (part a)
- Check understanding: At U, predict the change if speed increases while distance stays fixed; if distance increases while speed stays fixed; and if charge changes sign… · part b · Worked answer for At U, predict the change if speed increases while distance stays fixed; if distance increases while speed stays fixed; and if charge changes sign… · part b (part b)
More checks for this goal
- Check understanding: A second positive charged object is moving right through point U. Using the first object’s source field from part (a), predict the second object’s… · part c · Worked answer for A second positive charged object is moving right through point U. Using the first object’s source field from part (a), predict the second object’s… · part c (part c)
- Check understanding: A positive charge moves right. Compare its magnetic field at equally distant points directly above it and directly ahead of it.
Open the prompt, then choose its worked answer.
Required knowledge for 12.2.A
12.2.A.1 · A single moving charged object produces a magnetic field.
12.2.B · Describe the force exerted on moving charged objects by a magnetic field.
Lesson provided · Practice provided
Course and exam description p. 83, 84
- Teach: Magnetism and Moving Charges
More teaching passages in this lesson
- Teaching passage: A magnetic field can exert a force on a moving charge; a stationary charge has no magnetic force.
- Teaching passage: In the Hall effect, moving carriers in a conductor are pushed sideways by an external magnetic-field component perpendicular to their motion.
- Worked example: Equating magnetic and centripetal force eliminates one power of speed.
- Worked example: Positive charges feel electric force along E; cancellation requires it opposite the magnetic force.
- Check understanding: A second positive charged object is moving right through point U. Using the first object’s source field from part (a), predict the second object’s… · part c · Worked answer for A second positive charged object is moving right through point U. Using the first object’s source field from part (a), predict the second object’s… · part c (part c)
- Check understanding: Derive the circular-path radius from magnetic force and centripetal force, then find the initial force and numerical radius. State what happens to… · part a · Worked answer for Derive the circular-path radius from magnetic force and centripetal force, then find the initial force and numerical radius. State what happens to… · part a (part a)
More checks for this goal
- Check understanding: Find the direction and magnitude of an electric field that makes the electron travel straight at this speed. Explain why matching magnitudes… · part b · Worked answer for Find the direction and magnitude of an electric field that makes the electron travel straight at this speed. Explain why matching magnitudes… · part b (part b)
- Check understanding: If instead the velocity were parallel, antiparallel, or oblique to B, compare force magnitudes qualitatively with the original case. · part c · Worked answer for If instead the velocity were parallel, antiparallel, or oblique to B, compare force magnitudes qualitatively with the original case. · part c (part c)
- Check understanding: Predict which sensor edge has higher electric potential. At equilibrium derive the transverse voltage magnitude in terms of v, B, and width w. · part a · Worked answer for Predict which sensor edge has higher electric potential. At equilibrium derive the transverse voltage magnitude in terms of v, B, and width w. · part a (part a)
- Check understanding: The Hall voltage is 6.00 μV when the sensor is 0.0400 m from a long wire. Estimate wire current. Predict voltage at twice the distance if sensor… · part b · Worked answer for The Hall voltage is 6.00 μV when the sensor is 0.0400 m from a long wire. Estimate wire current. Predict voltage at twice the distance if sensor… · part b (part b)
- Check understanding: An electron and a proton have the same velocity rightward in a field into the page. Compare force magnitude and direction.
Open the prompt, then choose its worked answer.
- Check understanding: A particle’s path curves in a magnetic-only region. Has the field increased its kinetic energy?
Open the prompt, then choose its worked answer.
- Check understanding: A Hall voltage is initially present. B is then turned parallel to the carrier velocity. What happens in the ideal steady state?
Open the prompt, then choose its worked answer.
Required knowledge for 12.2.B
12.2.B.1 · Magnetic forces describe interactions between moving charged objects.
12.2.B.2 · A magnetic field may exert a force on a charged object moving in that field.
12.2.B.3 · In a region containing both a magnetic field and an electric field, a moving charged object will experience independent forces from each field.
12.2.B.4 · The Hall effect describes the potential difference created in a conductor by an external magnetic field that has a component perpendicular to the direction of charges moving in the conductor.
12.3 · Magnetism and Current-Carrying Wires
12.3.A · Describe the magnetic field produced by a current- carrying wire.
Lesson provided · Practice provided
Course and exam description p. 85
- Teach: Magnetism and Current-Carrying Wires
More teaching passages in this lesson
- Teaching passage: Counterclockwise current in a loop drawn in the page gives a field out of the page at its center.
- Worked example: The right wire’s field is downward at its left side.
-
Supports part of this goal.
Teaching passage: The field around a long straight wire is tangent to circles about its axis. At fixed current, increasing the radius spreads the field’s… -
Supports part of this goal.
Teaching passage: The field halves when r doubles. Both graphs show the same three measurements; their shapes differ because their horizontal variables differ. All…
-
Supports part of this goal.
Teach: Magnetic Fields - Check understanding: Find the field magnitude and direction at P. Describe its circular geometry and components. · part a · Worked answer for Find the field magnitude and direction at P. Describe its circular geometry and components. · part a (part a)
- Check understanding: At fixed I = 5.00 A, create quantitative graphs of B against r and B against 1/r using points at r = 0.0200, 0.0400, and 0.0800 m. Label axes with… · part b · Worked answer for At fixed I = 5.00 A, create quantitative graphs of B against r and B against 1/r using points at r = 0.0200, 0.0400, and 0.0800 m. Label axes with… · part b (part b)
More checks for this goal
- Check understanding: State the direction of the loop’s own field at its center. Explain why this should not be used as the external field in calculating the loop’s force. · part a · Worked answer for State the direction of the loop’s own field at its center. Explain why this should not be used as the external field in calculating the loop’s force. · part a (part a)
- Check understanding: Two long parallel wires carry equal currents out of the page. Explain the net field at their midpoint; then reverse one current while keeping its… · part c · Worked answer for Two long parallel wires carry equal currents out of the page. Explain the net field at their midpoint; then reverse one current while keeping its… · part c (part c)
- Check understanding: Give a procedure that isolates the wire field, controls geometry, and tests both current dependence and distance dependence. · part a · Worked answer for Give a procedure that isolates the wire field, controls geometry, and tests both current dependence and distance dependence. · part a (part a)
- Check understanding: At I = 2.00 A, r values of 0.0200, 0.0400, and 0.0800 m give isolated fields 20.4, 9.8, and 5.1 μT. Compute Br for each. Identify a major… · part b · Worked answer for At I = 2.00 A, r values of 0.0200, 0.0400, and 0.0800 m give isolated fields 20.4, 9.8, and 5.1 μT. Compute Br for each. Identify a major… · part b (part b)
- Check understanding: Create a quantitative B-versus-1/r graph from the teaching table’s three rows for I = 3.0 A. Label axes and units. Why does it form a straight…
Open the prompt, then choose its worked answer.
- Check understanding: A loop carries clockwise current as viewed from your side. Which way is its central magnetic field?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- Infers wire current/field scaling using a Hall voltage, but does not describe the wire field’s circular direction.
-
Supports part of this goal.
Check understanding: From circular charge motion to a magnetic material · part a: Calculate the equivalent conventional current. Explain why the circular charge… · Worked answer for From circular charge motion to a magnetic material · part a: Calculate the equivalent conventional current. Explain why the circular charge… (part a) -
Supports part of this goal.
Check understanding: Connect a field map to its inverse-distance graphs · part a: Draw an arrowed field map around the wire, showing tangent directions at its… · Worked answer for Connect a field map to its inverse-distance graphs · part a: Draw an arrowed field map around the wire, showing tangent directions at its… (part a) -
Supports part of this goal.
Check understanding: Connect a field map to its inverse-distance graphs · part b: Create B-versus-r and B-versus-1/r graphs using all three points. Supply… · Worked answer for Connect a field map to its inverse-distance graphs · part b: Create B-versus-r and B-versus-1/r graphs using all three points. Supply… (part b)
Required knowledge for 12.3.A
12.3.A.1 · A current-carrying wire produces a magnetic field.
12.3.B · Describe the force exerted on a current-carrying wire by a magnetic field.
Lesson provided · Practice provided
Course and exam description p. 86
- Teach: Magnetism and Current-Carrying Wires
More teaching passages in this lesson
- Check understanding: The loop has vertical side length 0.0600 m, horizontal side length 0.100 m, I = 2.00 A, and external B = 0.300 T rightward. Find the force on each… · part b · Worked answer for The loop has vertical side length 0.0600 m, horizontal side length 0.100 m, I = 2.00 A, and external B = 0.300 T rightward. Find the force on each… · part b (part b)
- Check understanding: Find the external force and power needed for constant speed; independently check the power using electrical heating. · part b · Worked answer for Find the external force and power needed for constant speed; independently check the power using electrical heating. · part b (part b)
More checks for this goal
- Check understanding: Construct a numerical table of emf, closed-circuit current, resisting magnetic-force magnitude, and mechanical power at both speeds. Derive the… · part a · Worked answer for Construct a numerical table of emf, closed-circuit current, resisting magnetic-force magnitude, and mechanical power at both speeds. Derive the… · part a (part a)
- Check understanding: State what would change if the circuit were opened, and propose a measurement that distinguishes friction from induction-related resistance. · part b · Worked answer for State what would change if the circuit were opened, and propose a measurement that distinguishes friction from induction-related resistance. · part b (part b)
- Check understanding: A student says a current loop in uniform B cannot turn because its net force is zero. Explain the missing distinction.
Open the prompt, then choose its worked answer.
- Check understanding: I doubles, the in-field wire length triples, and B halves while the wire remains perpendicular. By what factor does F change?
Open the prompt, then choose its worked answer.
Required knowledge for 12.3.B
12.3.B.1 · A magnetic field may exert a force on a current- carrying wire.
12.4 · Electromagnetic Induction and Faraday’s Law
12.4.A · Describe the induced electric potential difference resulting from a change in magnetic flux.
Lesson provided · Practice provided
Course and exam description p. 87, 88
- Teach: Electromagnetic Induction and Faraday’s Law
More teaching passages in this lesson
- Teaching passage: There is no free energy from Lenz’s law: the induced force resists the motion that changes flux.
- Worked example: Find the flux change during the ramp, graph signed flux and emf, and determine current direction in both intervals.
- Worked example: The induced field must oppose the increasing into-page flux.
- Check understanding: Create a quantitative emf-versus-time graph with labeled axes, units, a suitable vertical scale, and the three interval levels from t = 0 to 0.90… · part b · Worked answer for Create a quantitative emf-versus-time graph with labeled axes, units, a suitable vertical scale, and the three interval levels from t = 0 to 0.90… · part b (part b)
- Check understanding: Derive the emf from the area change, then calculate emf and current. Give the current direction. · part a · Worked answer for Derive the emf from the area change, then calculate emf and current. Give the current direction. · part a (part a)
More checks for this goal
- Check understanding: Construct a numerical table of emf, closed-circuit current, resisting magnetic-force magnitude, and mechanical power at both speeds. Derive the… · part a · Worked answer for Construct a numerical table of emf, closed-circuit current, resisting magnetic-force magnitude, and mechanical power at both speeds. Derive the… · part a (part a)
- Check understanding: State what would change if the circuit were opened, and propose a measurement that distinguishes friction from induction-related resistance. · part b · Worked answer for State what would change if the circuit were opened, and propose a measurement that distinguishes friction from induction-related resistance. · part b (part b)
- Check understanding: An into-page field through a stationary closed loop is decreasing. Which way does the induced current circulate?
Open the prompt, then choose its worked answer.
- Check understanding: Flux is a constant +0.80 Wb for one second, then falls linearly to +0.20 Wb over two seconds. Compare the two interval emfs for one turn.
Open the prompt, then choose its worked answer.
- Check understanding: At fixed B, ℓ, and R, a sliding rod’s speed doubles. How do emf, current, resisting force, and heating power change?
Open the prompt, then choose its worked answer.
Required knowledge for 12.4.A
12.4.A.1 · Magnetic flux is a description of the amount of the component of a magnetic field that is perpendicular to a cross-sectional area.
12.4.A.2 · Magnetic flux through a surface is proportional to the magnitude of the component of the magnetic field perpendicular to the surface and to the cross-sectional area of the surface. Relevant equation:
12.4.A.3 · Faraday’s law describes the relationship between changing magnetic flux and the resulting induced emf in a system. Relevant equation:
12.4.A.4 · Lenz’s law is used to determine the direction of an induced emf resulting from a changing magnetic flux. Relevant equation:
12.4.A.5 · A common example of electromagnetic induction is a conducting rod on conducting rails in a region with a uniform magnetic field. Derived equation:
Unit 13: Geometric Optics
13.1 · Reflection
13.1.A · Describe light as a ray.
Lesson provided · Practice provided
Course and exam description p. 94
- Teach: Reflection
More teaching passages in this lesson
- Check understanding: Draw or describe the incident rays relative to the wavefronts. Specify arrows and explain why the ray model is suitable here. · part a · Worked answer for Draw or describe the incident rays relative to the wavefronts. Specify arrows and explain why the ray model is suitable here. · part a (part a)
- Check understanding: The same coherent, approximately monochromatic laser is redirected through a slit comparable to its wavelength and forms bright and dark bands on… · part b · Worked answer for The same coherent, approximately monochromatic laser is redirected through a slit comparable to its wavelength and forms bright and dark bands on… · part b (part b)
More checks for this goal
- Check understanding: Find the incidence and reflection angles for the flat surface and draw an arrowed incident/reflected pair with a normal. · part a · Worked answer for Find the incidence and reflection angles for the flat surface and draw an arrowed incident/reflected pair with a normal. · part a (part a)
- Check understanding: Circular wavefronts expand from a point source in a uniform medium. What direction should the rays have?
Open the prompt, then choose its worked answer.
- Check understanding: Can the fact that a laser beam is narrow prove that it cannot diffract? Explain.
Open the prompt, then choose its worked answer.
Required knowledge for 13.1.A
13.1.A.1 · A light ray is a straight line that is perpendicular to the wavefront of a light wave and points in the direction of travel of the wave.
13.1.A.2 · Ray diagrams depict the path of light before and after an interaction with matter.
13.1.B · Describe the reflection of light from a surface.
Lesson provided · Practice provided
Course and exam description p. 94, 95
- Teach: Reflection
- Check understanding: Find the incidence and reflection angles for the flat surface and draw an arrowed incident/reflected pair with a normal. · part a · Worked answer for Find the incidence and reflection angles for the flat surface and draw an arrowed incident/reflected pair with a normal. · part a (part a)
- Check understanding: Compare the reflected bundles from the smooth flat surface and rough sheet. Explain in terms of normals whether the law still holds. · part b · Worked answer for Compare the reflected bundles from the smooth flat surface and rough sheet. Explain in terms of normals whether the law still holds. · part b (part b)
More checks for this goal
- Check understanding: Design a procedure that changes the incident angle while keeping the material, flat-face entry or exit point, and unwanted curved-face refraction… · part a · Worked answer for Design a procedure that changes the incident angle while keeping the material, flat-face entry or exit point, and unwanted curved-face refraction… · part a (part a)
- Check understanding: Describe how the vertex/center principal ray differs for a mirror and a thin lens, and how the parallel principal ray behaves in each converging… · part b · Worked answer for Describe how the vertex/center principal ray differs for a mirror and a thin lens, and how the parallel principal ray behaves in each converging… · part b (part b)
- Check understanding: A reflected ray makes 20° to a flat surface. What was its incidence angle?
Open the prompt, then choose its worked answer.
- Check understanding: A rough surface sends parallel rays in different directions. Does that violate reflection?
Open the prompt, then choose its worked answer.
Required knowledge for 13.1.B
13.1.B.1 · Light that is incident on a surface can be reflected.
13.1.B.2 · The law of reflection states that the angle between the incident ray and the normal (the line perpendicular to the surface) is equal to the angle between the reflected ray and the normal. Relevant equation:
13.1.B.3 · Diffuse reflection is the reflection of light from a rough surface and results in light reflected in many different directions, because the line normal to the surface varies over the area over which the light is incident.
13.1.B.4 · Specular reflection is the reflection of light from a smooth surface and results in light uniformly reflected from the surface, because the line normal to the surface has an approximately constant direction over the area the light strikes.
13.2 · Images Formed by Mirrors
13.2.A · Describe the image formed by a mirror.
Lesson provided · Practice provided
Course and exam description p. 96, 97
- Teach: Images Formed by Mirrors
More teaching passages in this lesson
- Teaching passage: Its virtual image is as far behind the mirror as the object is in front.
- Teaching passage: object ↑image ↓Fvertex→↙Incident light travels toward the mirror at right; reflected light travels back left.
- Teaching passage: 0Virtual, upright, enlargedFor a convex mirror and a real object, the image is always virtual, upright, and reduced.
- Worked example: Solve the signed equation before interpreting the image.
- Worked example: A convex-mirror ray construction agrees with a virtual reduced image.
-
Supports part of this goal.
Teaching passage: Start all three principal rays at one object tip. For a concave mirror, the parallel ray reflects through the front focus; the vertex ray reflects… -
Supports part of this goal.
Teaching passage: Real, inverted image 30.0 cm in front, 2.00 cm tall. The three-ray plot gives the same location, height and type as the signed equation.
- Check understanding: Find f, d_i, magnification, and signed image height; classify the image. · part a · Worked answer for Find f, d_i, magnification, and signed image height; classify the image. · part a (part a)
- Check understanding: Construct the three principal rays to locate the image tip. Clearly distinguish the vertex ray from a center-of-curvature ray. · part b · Worked answer for Construct the three principal rays to locate the image tip. Clearly distinguish the vertex ray from a center-of-curvature ray. · part b (part b)
More checks for this goal
- Check understanding: Calculate signed image distances and magnifications for all three mirrors. Create a comparison table including focal length, d_i, m, real/virtual… · part a · Worked answer for Calculate signed image distances and magnifications for all three mirrors. Create a comparison table including focal length, d_i, m, real/virtual… · part a (part a)
- Check understanding: Describe the convex mirror’s parallel-ray behavior and the backward-extension construction. Could a screen behind the mirror receive its image? · part b · Worked answer for Describe the convex mirror’s parallel-ray behavior and the backward-extension construction. Could a screen behind the mirror receive its image? · part b (part b)
- Check understanding: Create a comparison table with one row for each system and columns for f, d_i, m, real/virtual type, orientation, relative size, and physical… · part a · Worked answer for Create a comparison table with one row for each system and columns for f, d_i, m, real/virtual type, orientation, relative size, and physical… · part a (part a)
- Check understanding: Describe how the vertex/center principal ray differs for a mirror and a thin lens, and how the parallel principal ray behaves in each converging… · part b · Worked answer for Describe how the vertex/center principal ray differs for a mirror and a thin lens, and how the parallel principal ray behaves in each converging… · part b (part b)
- Check understanding: A person stands 0.80 m in front of a plane mirror. Give signed d_i and the person-to-image separation.
Open the prompt, then choose its worked answer.
- Check understanding: Why is |f| = R incorrect for a paraxial spherical mirror when R is the ordinary nonnegative radius of curvature? State the focal-length signs for…
Open the prompt, then choose its worked answer.
- Check understanding: A concave mirror produces m = +3 for a real object. Describe the image and the object’s region.
Open the prompt, then choose its worked answer.
- Check understanding: How does the principal ray striking the vertex reflect? Is it the same as a ray aimed at the center of curvature?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
Check understanding: Require the reflected rays to agree · part a: Determine signed f, dᵢ, m, and hᵢ. State the physical image side, real/virtual… · Worked answer for Require the reflected rays to agree · part a: Determine signed f, dᵢ, m, and hᵢ. State the physical image side, real/virtual… (part a) -
Supports part of this goal.
Check understanding: Require the reflected rays to agree · part b: Construct a scaled, arrowed three-principal-ray diagram from the object tip. Mark… · Worked answer for Require the reflected rays to agree · part b: Construct a scaled, arrowed three-principal-ray diagram from the object tip. Mark… (part b)
Required knowledge for 13.2.A
13.2.A.1 · Incident light rays parallel to the principal axis of a concave (converging) mirror will be reflected toward a common location, called the focal point.
13.2.A.2 · Incident light rays parallel to the principal axis of a convex (diverging) mirror will be reflected such that they appear to have originated from a common location behind the mirror, called the focal point.
13.2.A.3 · The focal point of a plane mirror is an infinite distance from the mirror.
13.2.A.4 · The focal point of a spherical mirror may be approximated as a point located on the principal axis of the mirror halfway between the surface of the mirror and the center of the mirror’s radius of curvature.
13.2.A.5 · A real image is formed by a mirror when light rays emanating from a common point are reflected and then intersect at a common point.
13.2.A.6 · A virtual image is formed by a mirror when reflected light rays diverge such that they appear to have originated from a common point.
13.2.A.7 · The location of an image depends on the focal length of the mirror and the distance between the object and the surface of the mirror. Relevant equation: 1 1 1 + = s s f i o
13.2.A.8 · The magnification of an image formed by a mirror is the ratio of the size of the image produced to the size of the object itself and depends on the locations of the object and image relative to the mirror. Relevant equation: s i i = = M h h s o o
13.2.A.9 · Ray diagrams can be used to determine the location, type, size, and orientation of images formed by mirrors.
13.3 · Refraction
13.3.A · Describe the refraction of light between two media.
Lesson provided · Practice provided
Course and exam description p. 98, 99
- Teach: Refraction
More teaching passages in this lesson
- Teaching passage: A partly reflected ray can coexist with the refracted ray at a boundary; refraction does not require all light energy to be transmitted.
- Teaching passage: Total internal reflection is possible only for light approaching a lower-index medium from a higher-index medium, n₁ > n₂.
- Worked example: The refractive index relates speed to the vacuum value.
- Worked example: Check index order before applying a critical-angle formula.
- Check understanding: Find the incidence angle to the normal, transmitted angle, speed, and wavelength in glass. State whether frequency changes. · part a · Worked answer for Find the incidence angle to the normal, transmitted angle, speed, and wavelength in glass. State whether frequency changes. · part a (part a)
- Check understanding: If the incoming beam is changed to normal incidence, compare its direction, speed, and wavelength in the glass with those of the original… · part b · Worked answer for If the incoming beam is changed to normal incidence, compare its direction, speed, and wavelength in the glass with those of the original… · part b (part b)
More checks for this goal
- Check understanding: Derive the critical-angle expression from Snell’s law and calculate it. · part a · Worked answer for Derive the critical-angle expression from Snell’s law and calculate it. · part a (part a)
- Check understanding: For incident angles 30.0°, θ_c, and 50.0°, draw or describe transmitted and reflected paths in the ideal model. · part b · Worked answer for For incident angles 30.0°, θ_c, and 50.0°, draw or describe transmitted and reflected paths in the ideal model. · part b (part b)
- Check understanding: A student predicts the same critical angle for air-to-block travel. Evaluate the claim. · part c · Worked answer for A student predicts the same critical angle for air-to-block travel. Evaluate the claim. · part c (part c)
- Check understanding: Design a procedure that changes the incident angle while keeping the material, flat-face entry or exit point, and unwanted curved-face refraction… · part a · Worked answer for Design a procedure that changes the incident angle while keeping the material, flat-face entry or exit point, and unwanted curved-face refraction… · part a (part a)
- Check understanding: Choose a sine transformation that makes the refraction data linear, then construct the quantitative graph using all three data pairs. Label both… · part b · Worked answer for Choose a sine transformation that makes the refraction data linear, then construct the quantitative graph using all three data pairs. Label both… · part b (part b)
- Check understanding: How could the same block test a critical-angle prediction? Give the required travel direction and observations at and above the prediction. · part c · Worked answer for How could the same block test a critical-angle prediction? Give the required travel direction and observations at and above the prediction. · part c (part c)
- Check understanding: The center ray is modeled as straight, although refraction occurs at a lens’s surfaces. Explain this approximation and name a change that would… · part c · Worked answer for The center ray is modeled as straight, although refraction occurs at a lens’s surfaces. Explain this approximation and name a change that would… · part c (part c)
- Check understanding: Light enters higher-index glass at normal incidence. What changes: direction, speed, frequency, or wavelength?
Open the prompt, then choose its worked answer.
- Check understanding: Can an air-to-glass ray undergo total internal reflection at 85° incidence?
Open the prompt, then choose its worked answer.
- Check understanding: At the critical angle, is the transmitted ray normal to the surface, along it, or absent in the limiting ray diagram?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- Tests surface-versus-normal angle convention alone, not the refraction relationship or transmitted path.
Open the prompt, then choose its worked answer.
Required knowledge for 13.3.A
13.3.A.1 · Refraction is the change in direction of a light ray as the ray passes from one medium into another.
13.3.A.2 · Refraction is a result of the speed of light changing when light enters a new medium.
13.3.A.3 · The index of refraction of a given medium is inversely proportional to the speed of light in the medium. Relevant equation: c = n v
13.3.A.4 · Snell’s law relates the angles of incidence and refraction of a light ray passing from one medium into another to the indices of refraction of the two media. Relevant equation:
13.3.A.5 · Total internal reflection may occur when light passes from one medium into another medium with a lower index of refraction.
13.4 · Images Formed by Lenses
13.4.A · Describe the image formed by a lens.
Lesson provided · Practice provided
Course and exam description p. 100, 101
- Teach: Images Formed by Lenses
More teaching passages in this lesson
- Teaching passage: A real lens image occurs when actual transmitted rays from one object point intersect.
- Teaching passage: object ↑image ↓F nearF farlens→→Light travels left to right.
- Teaching passage: Diagnose it with the ray construction and distances; do not conclude that the lens forms no image at all.
- Worked example: A positive lens image distance locates an actual ray intersection.
- Worked example: Find and describe its image.
- Worked example: Locate and classify the image.
-
Supports part of this goal.
Teaching passage: A converging thin lens has a focus on both sides when the surrounding medium is the same. With light traveling left to right, a parallel ray exits… -
Supports part of this goal.
Teaching passage: A screen at 16.7 cm on the transmitted side receives a real, inverted, reduced image 1.00 cm tall.
- Check understanding: Find image position, magnification, and signed height. State screen placement and image description. · part a · Worked answer for Find image position, magnification, and signed height. State screen placement and image description. · part a (part a)
- Check understanding: Construct the image with the three principal rays. Mark both focal points and identify which focus each relevant ray uses. · part b · Worked answer for Construct the image with the three principal rays. Mark both focal points and identify which focus each relevant ray uses. · part b (part b)
More checks for this goal
- Check understanding: Find both image distances and magnifications. Explain why both images are virtual but differ in size. · part a · Worked answer for Find both image distances and magnifications. Explain why both images are virtual but differ in size. · part a (part a)
- Check understanding: Describe the diverging-lens parallel ray and center ray, including backward extensions. Describe a third principal ray as a check. · part b · Worked answer for Describe the diverging-lens parallel ray and center ray, including backward extensions. Describe a third principal ray as a check. · part b (part b)
- Check understanding: Create a comparison table with one row for each system and columns for f, d_i, m, real/virtual type, orientation, relative size, and physical… · part a · Worked answer for Create a comparison table with one row for each system and columns for f, d_i, m, real/virtual type, orientation, relative size, and physical… · part a (part a)
- Check understanding: Describe how the vertex/center principal ray differs for a mirror and a thin lens, and how the parallel principal ray behaves in each converging… · part b · Worked answer for Describe how the vertex/center principal ray differs for a mirror and a thin lens, and how the parallel principal ray behaves in each converging… · part b (part b)
- Check understanding: Derive a linear graph form by rearranging the thin-lens equation. Construct a quantitative reciprocal-distance graph using all three data pairs,… · part a · Worked answer for Derive a linear graph form by rearranging the thin-lens equation. Construct a quantitative reciprocal-distance graph using all three data pairs,… · part a (part a)
- Check understanding: State a hands-on procedure for collecting such data and estimating uncertainty. Predict the image when d_o is changed to 8.00 cm and explain how… · part b · Worked answer for State a hands-on procedure for collecting such data and estimating uncertainty. Predict the image when d_o is changed to 8.00 cm and explain how… · part b (part b)
- Check understanding: A parallel ray travels left to right through a converging lens. Which focus does it pass through afterward? What about a ray initially passing…
Open the prompt, then choose its worked answer.
- Check understanding: A lens gives d_i = −8 cm for a real object with d_o = 16 cm. Find m and describe the image.
Open the prompt, then choose its worked answer.
- Check understanding: An object is exactly at a converging lens’s near focal point. Where should a screen be put for a finite sharp image in the ideal model?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- Explains the thin center-ray approximation and its limitations; does not determine an image location/type/size/orientation.
-
Supports part of this goal.
Check understanding: A screen image and an apparent image from the same lens · part a: For the 30.0 cm object position, calculate dᵢ, m, and hᵢ and construct an arrowed… · Worked answer for A screen image and an apparent image from the same lens · part a: For the 30.0 cm object position, calculate dᵢ, m, and hᵢ and construct an arrowed… (part a) -
Supports part of this goal.
Check understanding: A screen image and an apparent image from the same lens · part b: For the 8.00 cm object position, calculate dᵢ, m, and hᵢ and construct all three… · Worked answer for A screen image and an apparent image from the same lens · part b: For the 8.00 cm object position, calculate dᵢ, m, and hᵢ and construct all three… (part b) -
Supports part of this goal.
- Explains the thin center-ray approximation and its limitations; does not determine an image location/type/size/orientation.
Open the prompt, then choose its worked answer.
Required knowledge for 13.4.A
13.4.A.1 · Incident light rays parallel to the principal axis of a thin convex (converging) lens will be refracted and converge toward a common location on the transmitted side of the lens, called the focal point.
13.4.A.2 · Incident light rays parallel to the principal axis of a thin concave (diverging) lens will be refracted and diverge as if they originated from a focal point on the incident side of the lens.
13.4.A.3 · A real image is formed by a lens when light rays originating from a common point are refracted such that they intersect at another common point.
13.4.A.4 · A virtual image is formed by a lens when refracted light rays diverge such that they appear to have originated from a common point.
13.4.A.5 · For a thin lens, the location of an image depends on the focal length of the lens and the distance between the object and the midline of the lens, as given by the thin-lens equation: 1 1 1 + = . s s f i o
13.4.A.6 · For a thin lens, the magnification of an image is the ratio of the size of the image produced to the size of the object itself and depends on the locations of the object and image relative to the lens. Relevant equation: s i i = = M h h s o o
13.4.A.7 · Ray diagrams can be used to determine the location, type, size, and orientation of images formed by lenses.
Unit 14: Waves, Sound, and Physical Optics
14.1 · Properties of Wave Pulses and Waves
14.1.A · Describe the physical properties of waves and wave pulses.
Lesson provided · Practice provided
Course and exam description p. 110, 111
- Teach: Properties of Wave Pulses and Waves
More teaching passages in this lesson
- Teaching passage: If a real medium is dispersive, each frequency needs its own v in the wave relation.
- Teaching passage: In a longitudinal wave, the disturbance is parallel to propagation.
- Teaching passage: In linear waves the relevant energy or intensity is proportional to the square of the corresponding amplitude.
- Worked example: The wave responds to mass per unit length, not total string mass alone.
-
Supports part of this goal.
Teaching passage: A single flick produces one pulse: there may be a width and travel time, but no repeating crest-to-crest spacing or cycle rate for the disturbance… -
Supports part of this goal.
Teaching passage: The periodic model has well-defined 50.0 Hz frequency and 6.80 m wavelength. Its propagation speed is 340 m/s.
- Check understanding: Describe the painted mark’s motion and compare a single pulse with the tone. Identify each wave’s medium and disturbance direction. · part a · Worked answer for Describe the painted mark’s motion and compare a single pulse with the tone. Identify each wave’s medium and disturbance direction. · part a (part a)
- Check understanding: The tone initially has equilibrium pressure 101325 Pa, peak pressure 101328 Pa, and minimum pressure 101322 Pa. Determine its pressure amplitude.… · part b · Worked answer for The tone initially has equilibrium pressure 101325 Pa, peak pressure 101328 Pa, and minimum pressure 101322 Pa. Determine its pressure amplitude.… · part b (part b)
More checks for this goal
- Check understanding: Find each small-pulse speed and travel time. · part a · Worked answer for Find each small-pulse speed and travel time. · part a (part a)
- Check understanding: Design a comparison to test the tension dependence while keeping mass per length controlled. What graph would support the model? · part b · Worked answer for Design a comparison to test the tension dependence while keeping mass per length controlled. What graph would support the model? · part b (part b)
- Check understanding: Compare what fixes string speed, sound speed in warmer air, and radio versus visible speed in vacuum. · part c · Worked answer for Compare what fixes string speed, sound speed in warmer air, and radio versus visible speed in vacuum. · part c (part c)
- Check understanding: Determine A, λ, T, f, and v. Write a possible fixed-point equation starting at a crest. · part a · Worked answer for Determine A, λ, T, f, and v. Write a possible fixed-point equation starting at a crest. · part a (part a)
- Check understanding: Would evacuating the beam path stop propagation? Explain using the oscillating physical quantities. · part b · Worked answer for Would evacuating the beam path stop propagation? Explain using the oscillating physical quantities. · part b (part b)
- Check understanding: Construct a graph with labeled axes, units, and scales to test the string-speed and standing-wave models together, find its predicted slope, and… · part a · Worked answer for Construct a graph with labeled axes, units, and scales to test the string-speed and standing-wave models together, find its predicted slope, and… · part a (part a)
- Check understanding: A pressure trace oscillates between 101 324 Pa and 101 326 Pa about 101 325 Pa. What is its amplitude, and which point is a compression?
Open the prompt, then choose its worked answer.
- Check understanding: A bell and a flash are inside an evacuated transparent chamber. Which disturbance can cross the vacuum, and why?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
Check understanding: Identify the repeating model from observations · part a: State the appropriate continuous-wave model for the sustained tone, explicitly… · Worked answer for Identify the repeating model from observations · part a: State the appropriate continuous-wave model for the sustained tone, explicitly… (part a) -
Supports part of this goal.
Check understanding: Identify the repeating model from observations · part b: Compare the isolated click with the sustained tone: state which is a pulse and… · Worked answer for Identify the repeating model from observations · part b: Compare the isolated click with the sustained tone: state which is a pulse and… (part b)
Required knowledge for 14.1.A
14.1.A.1 · Waves transfer energy between two locations without transferring matter between those locations.
14.1.A.2 · Mechanical waves or wave pulses require a medium in which to propagate. Electromagnetic waves or wave pulses do not require a medium in which to propagate.
14.1.A.3 · The speed at which a wave or wave pulse propagates through a medium depends on the type of wave and the properties of the medium.
14.1.A.4 · In a transverse wave, the direction of the disturbance is perpendicular to the direction of propagation of the wave.
14.1.A.5 · In a longitudinal wave, the direction of the disturbance is parallel to the direction of propagation of the wave.
14.1.A.6 · Amplitude is the maximum displacement of a wave from its equilibrium position.
14.2 · Periodic Waves
14.2.A · Describe the physical properties of a periodic wave.
Lesson provided · Practice provided
Course and exam description p. 112, 113
- Teach: Periodic Waves
More teaching passages in this lesson
- Teaching passage: At one location a sinusoidal disturbance can be written y(t) = A cos(2πft + φ).
- Teaching passage: At fixed wave speed, doubling f halves λ.
- Worked example: Amplitude is distance from equilibrium; period is time between equal phases.
-
Supports part of this goal.
Teaching passage: A time graph follows one marked segment. Freeze x and watch y repeat after T; its equation needs a coefficient 2π/T multiplying time. A spatial… -
Supports part of this goal.
Teaching passage: The two plotted cosine curves share 2.00 cm amplitude. One repeats every 0.200 s; the other every 0.800 m. The shifted later snapshot is a spatial…
-
Supports part of this goal.
Teach: Properties of Wave Pulses and Waves - Check understanding: Determine A, λ, T, f, and v. Write a possible fixed-point equation starting at a crest. · part a · Worked answer for Determine A, λ, T, f, and v. Write a possible fixed-point equation starting at a crest. · part a (part a)
- Check understanding: Construct labeled sketches of y versus x and y versus t. Explain why a vertical rescaling alone would not change f or λ. · part b · Worked answer for Construct labeled sketches of y versus x and y versus t. Explain why a vertical rescaling alone would not change f or λ. · part b (part b)
More checks for this goal
- Check understanding: Compare periods, wavelengths, and energy transfer; state the model conditions behind your comparison. · part a · Worked answer for Compare periods, wavelengths, and energy transfer; state the model conditions behind your comparison. · part a (part a)
- Check understanding: For a separate sound comparison, R sounds at 480 Hz and S at 960 Hz, preserving the 2:1 ratio but using ordinary audible tones. Which has higher… · part b · Worked answer for For a separate sound comparison, R sounds at 480 Hz and S at 960 Hz, preserving the 2:1 ratio but using ordinary audible tones. Which has higher… · part b (part b)
- Check understanding: Construct a graph with labeled axes, units, and scales to test the string-speed and standing-wave models together, find its predicted slope, and… · part a · Worked answer for Construct a graph with labeled axes, units, and scales to test the string-speed and standing-wave models together, find its predicted slope, and… · part a (part a)
- Check understanding: Infer the wavelength and slit width. Identify the missing order and compare the frequency with light of wavelength 650 nm. · part a · Worked answer for Infer the wavelength and slit width. Identify the missing order and compare the frequency with light of wavelength 650 nm. · part a (part a)
- Check understanding: Find the light’s frequency, wavelength in the coating, and minimum ideal antireflection thickness. Explain which quantities a stationary interface… · part a · Worked answer for Find the light’s frequency, wavelength in the coating, and minimum ideal antireflection thickness. Explain which quantities a stationary interface… · part a (part a)
- Check understanding: At a fixed point, y = (0.020 m) cos(10πt), with t in seconds. What are f and T?
Open the prompt, then choose its worked answer.
- Check understanding: A source doubles f on an unchanged ideal string and leaves displacement amplitude fixed. What happens to λ, pitch if audible, and energy per fixed…
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
Check understanding: Identify the repeating model from observations · part a: State the appropriate continuous-wave model for the sustained tone, explicitly… · Worked answer for Identify the repeating model from observations · part a: State the appropriate continuous-wave model for the sustained tone, explicitly… (part a) -
Supports part of this goal.
Check understanding: Write and draw two views of the same traveling wave · part a: Determine A, λ, T, f and v. Write a fixed-location displacement-time equation at… · Worked answer for Write and draw two views of the same traveling wave · part a: Determine A, λ, T, f and v. Write a fixed-location displacement-time equation at… (part a) -
Supports part of this goal.
Check understanding: Write and draw two views of the same traveling wave · part b: Create the actual y-versus-t graph at x = 0.300 m from 0 to 0.800 s and the… · Worked answer for Write and draw two views of the same traveling wave · part b: Create the actual y-versus-t graph at x = 0.300 m from 0 to 0.800 s and the… (part b) -
Supports part of this goal.
Check understanding: Write and draw two views of the same traveling wave · part c: The source doubles displacement amplitude on the unchanged ideal string but keeps… · Worked answer for Write and draw two views of the same traveling wave · part c: The source doubles displacement amplitude on the unchanged ideal string but keeps… (part c) -
Supports part of this goal.
Check understanding: Diagnose a time axis mistaken for a spatial axis · part a: Which interpretation is consistent with both equations? · Worked answer for Diagnose a time axis mistaken for a spatial axis · part a: Which interpretation is consistent with both equations? (part a)
Required knowledge for 14.2.A
14.2.A.1 · Periodic waves have regular repetitions that can be described using period and frequency.
14.2.A.2 · A sinusoidal wave can be described by equations for the displacement from equilibrium at a specific location as a function of time. A wave can also be described by an equation for the displacement from equilibrium at a specific time as a function of position. Example equations:
14.2.A.3 · For a periodic wave, the wavelength is proportional to the wave’s speed and inversely proportional to the wave’s frequency. Relevant equation:
14.3 · Boundary Behavior of Waves and Polarization
14.3.A · Describe the interaction between a wave and a boundary.
Lesson provided · Practice provided
Course and exam description p. 114, 115
- Teach: Boundary Behavior of Waves and Polarization
More teaching passages in this lesson
- Teaching passage: A transverse wave has more than one possible orientation perpendicular to its travel direction.
- Teaching passage: Intensity is the time-averaged energy-transfer rate per area perpendicular to propagation: I = Pₐᵥg/S, in W/m².
- Worked example: A 12 Hz wave on the first string travels at 24 m/s.
- Check understanding: Find speeds and wavelengths, and predict the orientation of a reflected upward pulse. · part a · Worked answer for Find speeds and wavelengths, and predict the orientation of a reflected upward pulse. · part a (part a)
- Check understanding: A student claims no transmitted wave can exist if a reflected pulse is observed. Evaluate the claim using energy accounting. · part b · Worked answer for A student claims no transmitted wave can exist if a reflected pulse is observed. Evaluate the claim using energy accounting. · part b (part b)
More checks for this goal
- Check understanding: Reverse the source: an upward pulse now travels from the lighter, faster string into the heavier, slower string at the same tension. Predict its… · part c · Worked answer for Reverse the source: an upward pulse now travels from the lighter, faster string into the heavier, slower string at the same tension. Predict its… · part c (part c)
- Check understanding: Calculate the final intensity and average transmitted power. Explain the averaging in the definition of intensity. · part a · Worked answer for Calculate the final intensity and average transmitted power. Explain the averaging in the definition of intensity. · part a (part a)
- Check understanding: Rotate the analyzer to horizontal and compare with trying to polarize air sound using crossed slots. · part b · Worked answer for Rotate the analyzer to horizontal and compare with trying to polarize air sound using crossed slots. · part b (part b)
- Check understanding: After reflection from glass, a beam’s transmitted intensity through a rotating analyzer varies. Explain why this is compatible with transverse… · part c · Worked answer for After reflection from glass, a beam’s transmitted intensity through a rotating analyzer varies. Explain why this is compatible with transverse… · part c (part c)
- Check understanding: Find the light’s frequency, wavelength in the coating, and minimum ideal antireflection thickness. Explain which quantities a stationary interface… · part a · Worked answer for Find the light’s frequency, wavelength in the coating, and minimum ideal antireflection thickness. Explain which quantities a stationary interface… · part a (part a)
- Check understanding: Calculate the first grating order angle and decide whether rotating the polarizer alone should move it in the ideal setup. · part b · Worked answer for Calculate the first grating order angle and decide whether rotating the polarizer alone should move it in the ideal setup. · part b (part b)
- Check understanding: Could crossed polarizers block a longitudinal sound wave in air by selecting oscillation planes?
Open the prompt, then choose its worked answer.
- Check understanding: An ideal analyzer rotates from aligned to perpendicular to polarized light. What changes: intensity, frequency, or propagation direction?
Open the prompt, then choose its worked answer.
Required knowledge for 14.3.A
14.3.A.1 · A wave that travels from one medium to another can be transmitted or reflected, depending on the properties of the boundary separating the two media.
14.3.A.2 · Transverse waves that are reflected from a surface, refracted through a medium, or pass through specific openings may be polarized.
14.3.A.3 · Polarization of a wave may result in a reduction of the wave’s intensity.
14.4 · Electromagnetic Waves
14.4.A · Describe the properties of an electromagnetic wave.
Lesson provided · Practice provided
Course and exam description p. 116, 117
- Teach: Electromagnetic Waves
More teaching passages in this lesson
- Teaching passage: Visible radiation is usually called light; sometimes “light” means electromagnetic radiation of every wavelength.
- Worked example: A vacuum electromagnetic wave has λ = 480 nm and travels along +z.
-
Supports part of this goal.
Teaching passage: A single field-direction triad is one instant of an oscillation. At a fixed location in a vacuum plane wave moving along +x, choose E = E₀… -
Supports part of this goal.
Teaching passage: The field oscillations have 5.00 × 10¹⁴ Hz frequency. Their simultaneous sign reversal preserves +x propagation; free-space propagation needs no…
-
Supports part of this goal.
- The vector triad establishes transverse mutually perpendicular fields and propagation direction; spectrum and medium-independence properties are not represented in this visual.
- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Calculate f and draw mutually perpendicular E, B, and propagation directions, including a plane wavefront. · part a · Worked answer for Calculate f and draw mutually perpendicular E, B, and propagation directions, including a plane wavefront. · part a (part a)
- Check understanding: Would evacuating the beam path stop propagation? Explain using the oscillating physical quantities. · part b · Worked answer for Would evacuating the beam path stop propagation? Explain using the oscillating physical quantities. · part b (part b)
More checks for this goal
- Check understanding: Arrange all seven in decreasing wavelength. Within visible light give the corresponding color order. · part a · Worked answer for Arrange all seven in decreasing wavelength. Within visible light give the corresponding color order. · part a (part a)
- Check understanding: Two simultaneous pulses travel the same vacuum distance, one radio and one gamma. Compare travel time and frequency; explain why an exact category… · part b · Worked answer for Two simultaneous pulses travel the same vacuum distance, one radio and one gamma. Compare travel time and frequency; explain why an exact category… · part b (part b)
- Check understanding: Put ultraviolet, radio, infrared, and X-ray radiation in increasing frequency.
Open the prompt, then choose its worked answer.
- Check understanding: Red and violet light cross a vacuum. Which arrives first over the same distance, and which has shorter λ?
Open the prompt, then choose its worked answer.
Required knowledge for 14.4.A
14.4.A.1 · Electromagnetic waves consist of oscillating electric and magnetic fields that are mutually perpendicular.
14.4.A.2 · Electromagnetic waves do not need a medium through which to propagate.
14.4.A.3 · Categories of electromagnetic waves are characterized by their wavelengths.
14.5 · The Doppler Effect
14.5.A · Describe the properties of a wave based on the relative motion between the source of the wave and the observer of the wave.
Lesson provided · Practice provided
Course and exam description p. 118
- Teach: The Doppler Effect
More teaching passages in this lesson
- Check understanding: Draw equal-time emitted wavefronts just before and just after passage and predict the observed frequency relative to the source. · part a · Worked answer for Draw equal-time emitted wavefronts just before and just after passage and predict the observed frequency relative to the source. · part a (part a)
- Check understanding: Repeat at a greater subsonic ambulance speed along the same path. Compare the shifts and explain why increasing loudness alone would not do this. · part b · Worked answer for Repeat at a greater subsonic ambulance speed along the same path. Compare the shifts and explain why increasing loudness alone would not do this. · part b (part b)
More checks for this goal
- Check understanding: Rank observed frequency relative to the rest frequency in the three cases, using front spacing and encounter rate. · part a · Worked answer for Rank observed frequency relative to the rest frequency in the three cases, using front spacing and encounter rate. · part a (part a)
- Check understanding: Could two different source–observer configurations with the same closing speed be guaranteed to produce the same sound shift? Explain the… · part b · Worked answer for Could two different source–observer configurations with the same closing speed be guaranteed to produce the same sound shift? Explain the… · part b (part b)
- Check understanding: A siren and listener travel together at the same velocity in still air, with fixed separation. Is their observed frequency shifted?
Open the prompt, then choose its worked answer.
- Check understanding: A parked siren and parked listener are close together. Another parked listener is far away. Must the far listener hear lower pitch?
Open the prompt, then choose its worked answer.
Required knowledge for 14.5.A
14.5.A.1 · The Doppler effect describes the relationship between the rest frequency of a wave source, the observed frequency of the source, and the relative velocity of the source and the observer.
14.5.A.2 · A greater relative velocity results in a greater measured difference between the observed and rest frequencies.
14.6 · Wave Interference and Standing Waves
14.6.A · Describe the net disturbance that occurs when two or more wave pulses or waves overlap.
Lesson provided · Practice provided
Course and exam description p. 119, 120
- Teach: Wave Interference and Standing Waves
- Check understanding: Construct the net snapshot and explain what occurs after the pulses pass through each other. · part a · Worked answer for Construct the net snapshot and explain what occurs after the pulses pass through each other. · part a (part a)
- Check understanding: If Q has half its stated amplitude, construct the new net graph and decide whether the interference is still destructive. · part b · Worked answer for If Q has half its stated amplitude, construct the new net graph and decide whether the interference is still destructive. · part b (part b)
More checks for this goal
- Check understanding: Instead make Q an upward pulse with half of P’s amplitude at each listed position. Construct the net snapshot, classify the overlap, and explain… · part c · Worked answer for Instead make Q an upward pulse with half of P’s amplitude at each listed position. Construct the net snapshot, classify the overlap, and explain… · part c (part c)
- Check understanding: Find the fork beat frequency and explain the amplitude variation in terms of relative phase. · part b · Worked answer for Find the fork beat frequency and explain the amplitude variation in terms of relative phase. · part b (part b)
- Check understanding: At one point two pulses have displacements +5 mm and −8 mm. What is the net displacement, and what happens after overlap?
Open the prompt, then choose its worked answer.
Required knowledge for 14.6.A
14.6.A.1 · Wave interference is the interaction of two or more wave pulses or waves.
14.6.A.2 · When two or more wave pulses or waves interact with each other, they travel through each other and overlap rather than bouncing off each other.
14.6.A.3 · When two or more wave pulses or waves overlap, the resulting displacement can be determined by adding the individual displacements. This is called superposition.
14.6.A.4 · Wave interference may be constructive or destructive.
14.6.A.5 · Visual representations of wave pulses or waves are useful in determining the result of two interacting wave pulses or waves.
14.6.A.6 · Beats arise from the addition of two waves of slightly different frequency.
14.6.B · Describe the properties of a standing wave.
Lesson provided · Practice provided
Course and exam description p. 120, 121
- Teach: Wave Interference and Standing Waves
More teaching passages in this lesson
- Worked example: Fixed string: n = 1NNA0LFixed string: n = 3NNNNAAA0LClosed–open pipe: n = 1NA0LClosed end: displacement NOpen end: displacement APressure…
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Supports part of this goal.
Teaching passage: Boundaries reflect a wave back into a confined region. On an ideal fixed-end string, a right-moving wave and a reflected left-moving wave can… -
Supports part of this goal.
Teaching passage: The two traveling components form a confined standing wave with four nodes and three antinodes. Its equilibrium snapshot does not make every point…
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- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Sketch the string’s fundamental and third harmonic with labeled nodes/antinodes. Calculate their wavelengths and frequencies; compare with a… · part a · Worked answer for Sketch the string’s fundamental and third harmonic with labeled nodes/antinodes. Calculate their wavelengths and frequencies; compare with a… · part a (part a)
- Check understanding: Replace the string’s right fixed end with an ideal loose end. Identify the new end conditions and fundamental frequency. Compare with a 0.60 m… · part c · Worked answer for Replace the string’s right fixed end with an ideal loose end. Identify the new end conditions and fundamental frequency. Compare with a 0.60 m… · part c (part c)
More checks for this goal
- Check understanding: Construct a graph with labeled axes, units, and scales to test the string-speed and standing-wave models together, find its predicted slope, and… · part a · Worked answer for Construct a graph with labeled axes, units, and scales to test the string-speed and standing-wave models together, find its predicted slope, and… · part a (part a)
- Check understanding: Describe how to locate resonance reliably, estimate uncertainty, and detect a boundary that behaves partly loose rather than fixed. · part b · Worked answer for Describe how to locate resonance reliably, estimate uncertainty, and detect a boundary that behaves partly loose rather than fixed. · part b (part b)
- Check understanding: Adjacent displacement nodes on a standing string are 0.30 m apart. What is λ? At an antinode, must displacement always equal its maximum?
Open the prompt, then choose its worked answer.
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Supports part of this goal.
Check understanding: Write and draw two views of the same traveling wave · part c: The source doubles displacement amplitude on the unchanged ideal string but keeps… · Worked answer for Write and draw two views of the same traveling wave · part c: The source doubles displacement amplitude on the unchanged ideal string but keeps… (part c) -
Supports part of this goal.
Check understanding: Build a standing wave instead of assuming one · part a: Add the displacements to obtain y(x,t), and explain why two waves traveling in… · Worked answer for Build a standing wave instead of assuming one · part a: Add the displacements to obtain y(x,t), and explain why two waves traveling in… (part a) -
Supports part of this goal.
Check understanding: Build a standing wave instead of assuming one · part b: Draw the separate right-moving and left-moving profiles and their pointwise sum… · Worked answer for Build a standing wave instead of assuming one · part b: Draw the separate right-moving and left-moving profiles and their pointwise sum… (part b) -
Supports part of this goal.
Check understanding: Build a standing wave instead of assuming one · part c: Use the diagram’s node spacing to determine λ. Calculate v, identify the harmonic… · Worked answer for Build a standing wave instead of assuming one · part c: Use the diagram’s node spacing to determine λ. Calculate v, identify the harmonic… (part c)
Required knowledge for 14.6.B
14.6.B.1 · Standing waves can result from interference between two waves that are confined to a region and traveling in opposite directions.
14.6.B.2 · A standing wave with the longest possible wavelength is called the fundamental or first harmonic. The second-longest wavelength is typically called the second harmonic, the third- longest wavelength is called the third harmonic, and so on. However, for a standing wave with a node at one end and an antinode at the other end, only odd harmonics can be established.
14.6.B.3 · Visual representations of standing waves are useful in determining the relationships between length of the region, wavelength, frequency, wave speed, and harmonic.
14.7 · Diffraction
14.7.A · Describe the behavior of a wave and the diffraction pattern resulting from a wave passing through a single opening.
Lesson provided · Practice provided
Course and exam description p. 122, 123
- Teach: Diffraction
More teaching passages in this lesson
- Teaching passage: A single-slit intensity patternThe single-slit curve is plotted versus u=a sinθ/λ.
- Worked example: A 600 nm laser crosses a single slit.
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Supports part of this goal.
Teaching passage: One opening can make interference because different points across its width emit contributions that reach the same distant point by different… -
Supports part of this goal.
Teaching passage: The broad central maximum is bounded by first minima ±5.00 mm. Its darkness mechanism is pairwise cancellation across one opening, with a…
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- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Find the first two minima on both sides and central bright width. Check the angular approximation. Interpret the supplied dimensionless intensity… · part a · Worked answer for Find the first two minima on both sides and central bright width. Check the angular approximation. Interpret the supplied dimensionless intensity… · part a (part a)
- Check understanding: Explain the cancellation at the first minimum by pairing locations across the opening. · part b · Worked answer for Explain the cancellation at the first minimum by pairing locations across the opening. · part b (part b)
More checks for this goal
- Check understanding: Predict qualitative spreading and pattern shapes. State the opening-to-wavelength comparison supporting each claim. · part a · Worked answer for Predict qualitative spreading and pattern shapes. State the opening-to-wavelength comparison supporting each claim. · part a (part a)
- Check understanding: Design a visible-light test for how slit width affects a diffraction pattern, giving controls, measurements, and an uncertainty strategy. · part b · Worked answer for Design a visible-light test for how slit width affects a diffraction pattern, giving controls, measurements, and an uncertainty strategy. · part b (part b)
- Check understanding: Infer the wavelength and slit width. Identify the missing order and compare the frequency with light of wavelength 650 nm. · part a · Worked answer for Infer the wavelength and slit width. Identify the missing order and compare the frequency with light of wavelength 650 nm. · part a (part a)
- Check understanding: With the same laser and screen distance, does halving slit width make the central peak narrower or wider?
Open the prompt, then choose its worked answer.
- Check understanding: Would a circular pinhole make the same long bright bands as a long rectangular slit?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- The part addresses center-placement error and the reliability of inferred pattern quantities; the quantitative wave/slit properties are determined in part a.
Required knowledge for 14.7.A
14.7.A.1 · Diffraction is the spreading of a wave around the edges of an obstacle or through an opening.
14.7.A.2 · Diffraction is most pronounced when the size of the opening is comparable to the wavelength of the wave.
14.7.A.3 · Diffraction of multiple wavefronts through a single opening leads to observable interference patterns.
14.7.A.4 · Diffraction is commonly demonstrated by monochromatic light of wavelength incident on a narrow opening of width a that is a distance L from a screen.
14.7.A.5 · The diffraction pattern produced by a wave passing through an opening depends on the shape of the opening.
14.7.A.6 · Visual representations of single-slit diffraction patterns are useful in determining the physical properties of the slit and the interacting waves.
14.8 · Double-Slit Interference and Diffraction Gratings
14.8.A · Describe the behavior of a wave and the diffraction pattern resulting from the wave passing through multiple openings.
Lesson provided · Practice provided
Course and exam description p. 124, 125
- Teach: Double-Slit Interference and Diffraction Gratings
More teaching passages in this lesson
- Teaching passage: A diffraction grating contains many evenly spaced parallel openings.
- Worked example: The equation uses slit spacing, not the number of lines in the original units.
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Supports part of this goal.
Teaching passage: Each evenly spaced grating opening diffracts; the many coherent contributions superpose. In a principal direction, the path difference between… -
Supports part of this goal.
Teaching passage: The white center stays at zero; each first order spreads violet closer to center and red farther out. Red’s angle exceeds 10°, so the exact…
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- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
-
- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Find fine bright-fringe spacing and the first single-slit envelope minimum. Which bright interference order is missing first? · part a · Worked answer for Find fine bright-fringe spacing and the first single-slit envelope minimum. Which bright interference order is missing first? · part a (part a)
- Check understanding: Sketch the expected pattern and explain why observing these fringes supports a wave model of light. · part b · Worked answer for Sketch the expected pattern and explain why observing these fringes supports a wave model of light. · part b (part b)
More checks for this goal
- Check understanding: For an interference-only double-slit model, label separation d and far-field angle θ on a path diagram, then derive the bright-order screen… · part c · Worked answer for For an interference-only double-slit model, label separation d and far-field angle θ on a path diagram, then derive the bright-order screen… · part c (part c)
- Check understanding: Find first-order angles and explain the central maximum’s color. · part a · Worked answer for Find first-order angles and explain the central maximum’s color. · part a (part a)
- Check understanding: Determine each color’s largest possible order. Would adding more slits at the same d move these principal directions? · part b · Worked answer for Determine each color’s largest possible order. Would adding more slits at the same d move these principal directions? · part b (part b)
- Check understanding: Infer the wavelength and slit width. Identify the missing order and compare the frequency with light of wavelength 650 nm. · part a · Worked answer for Infer the wavelength and slit width. Identify the missing order and compare the frequency with light of wavelength 650 nm. · part a (part a)
- Check understanding: Calculate the first grating order angle and decide whether rotating the polarizer alone should move it in the ideal setup. · part b · Worked answer for Calculate the first grating order angle and decide whether rotating the polarizer alone should move it in the ideal setup. · part b (part b)
- Check understanding: A double-slit pattern has fine maxima under a broad envelope. Which length determines each scale?
Open the prompt, then choose its worked answer.
- Check understanding: Why is the central grating maximum white, but the first order separates colors?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- The part addresses center-placement error and the reliability of inferred pattern quantities; the quantitative wave/slit properties are determined in part a.
Required knowledge for 14.8.A
14.8.A.1 · The pattern resulting from monochromatic light of wavelength incident on two slits a distance d apart is caused by a combination of wave diffraction and wave interference.
14.8.A.2 · Interference patterns produced by light interacting with a double slit indicate that light has wave properties. The source of this discovery was Young’s double-slit experiment.
14.8.A.3 · Visual representations of double-slit diffraction patterns are useful in determining the physical properties of the slits and the interacting waves.
14.8.A.4 · A diffraction grating is a collection of evenly spaced parallel slits or openings that produce an interference pattern that is the combination of numerous diffraction patterns superimposed on each other.
14.8.A.5 · When white light is incident on a diffraction grating, the center maximum is white and the higher-order maxima disperse white light into a rainbow of colors, with the longest-wavelength light (red) appearing farthest from the central maximum.
14.9 · Thin-Film Interference
14.9.A · Describe the behavior of light that interacts with a thin film.
Lesson provided · Practice provided
Course and exam description p. 126, 127
- Teach: Thin-Film Interference
More teaching passages in this lesson
- Teaching passage: Changing incidence angle changes optical path and shifts the favored colors, but AP quantitative thin-film analysis is limited to normal incidence.
- Teaching passage: A soap film in air has one reflection reversal (air to film at the top, film to air at the bottom).
- Worked example: Count both interfaces before selecting constructive or destructive travel phase.
- Check understanding: Label the phase change at each reflection and find the smallest positive thickness for constructive reflected phase. State which portions of the… · part a · Worked answer for Label the phase change at each reflection and find the smallest positive thickness for constructive reflected phase. State which portions of the… · part a (part a)
- Check understanding: Find the next positive thickness for destructive reflected phase, and explain why a changing-thickness film changes color. For an oil film of… · part b · Worked answer for Find the next positive thickness for destructive reflected phase, and explain why a changing-thickness film changes color. For an oil film of… · part b (part b)
More checks for this goal
- Check understanding: At a different, absorptive interface, 100 mW of incident optical power gives 12 mW reflected power and 68 mW transmitted power. Determine absorbed… · part c · Worked answer for At a different, absorptive interface, 100 mW of incident optical power gives 12 mW reflected power and 68 mW transmitted power. Determine absorbed… · part c (part c)
- Check understanding: Find the minimum coating thickness and justify both the phase and amplitude conditions for ideal cancellation. Does refraction into or out of the… · part a · Worked answer for Find the minimum coating thickness and justify both the phase and amplitude conditions for ideal cancellation. Does refraction into or out of the… · part a (part a)
- Check understanding: Explain what happens if the wavelength or incidence angle changes, and identify the AP quantitative scope. · part b · Worked answer for Explain what happens if the wavelength or incidence angle changes, and identify the AP quantitative scope. · part b (part b)
- Check understanding: Find the light’s frequency, wavelength in the coating, and minimum ideal antireflection thickness. Explain which quantities a stationary interface… · part a · Worked answer for Find the light’s frequency, wavelength in the coating, and minimum ideal antireflection thickness. Explain which quantities a stationary interface… · part a (part a)
- Check understanding: For a soap film in air, how many relative reflection reversals occur? Is a very thin region bright or dark in reflected light?
Open the prompt, then choose its worked answer.
- Check understanding: Why can one soap bubble show different reflected colors at different positions?
Open the prompt, then choose its worked answer.
Required knowledge for 14.9.A
14.9.A.1 · When light travels from one medium to another, some of the light is transmitted, some is reflected, and some is absorbed.
14.9.A.2 · The phase change of a reflected ray depends on the relative indices of refraction of the materials with which the ray interacts.
14.9.A.3 · The phase of a wave does not change when it is refracted as it passes from one medium into another.
14.9.A.4 · Thin-film interference occurs when light interacts with a medium whose thickness is comparable to the light’s wavelength.
14.9.A.5 · Practical examples of thin-film interference include the color variations seen in soap bubbles and oil films, as well as antireflection coatings.
Unit 15: Modern Physics
15.1 · Quantum Theory and Wave-Particle Duality
15.1.A · Describe the properties and behavior of an object that exhibits both particle-like and wave-like behavior.
Partial lesson · Partial practice
Course and exam description p. 136, 137
- Teach: Quantum Theory and Wave-Particle Duality
More teaching passages in this lesson
- Teaching passage: A photon is massless (zero rest mass) and electrically neutral, yet it carries energy and momentum.
- Teaching passage: Electron diffraction and electron double-slit patterns demonstrate that particles have wave properties.
- Teaching passage: In a standing-wave model, the wave must fit its boundary: only certain wavelengths and associated momentum magnitudes are permitted.
- Worked example: Use vacuum wavelength and energy in one photon.
- Worked example: Matter-wave wavelength is inversely related to momentum.
-
Supports part of this goal.
Teaching passage: Compare two photons traveling through free space: a long-wavelength infrared photon and a shorter-wavelength visible photon. Both move at c = 3.00… -
Supports part of this goal.
Teaching passage: Consider an ideal nonrelativistic particle constrained to a circular ring of fixed circumference C, with constant potential energy chosen as zero.… -
Supports part of this goal.
Teaching passage: Both free-space speeds equal c. Each travel time is t = 2.40/(3.00 × 10⁸) = 8.00 × 10⁻⁹ s = 8.00 ns. Their arrival-time difference is zero in the… -
Supports part of this goal.
Teaching passage: This ring permits the stated discrete circulation momenta and energies. Momentum steps are uniform; kinetic-energy gaps increase with |n|. These…
- Check understanding: Calculate one photon’s energy and momentum. Identify the wave-like and particle-like observations, and give two other observations that motivate… · part a · Worked answer for Calculate one photon’s energy and momentum. Identify the wave-like and particle-like observations, and give two other observations that motivate… · part a (part a)
- Check understanding: The beam enters a uniform n = 1.50 medium without absorption. Find effective speed and wavelength; state what happens to frequency, energy, and… · part b · Worked answer for The beam enters a uniform n = 1.50 medium without absorption. Find effective speed and wavelength; state what happens to frequency, energy, and… · part b (part b)
More checks for this goal
- Check understanding: Find both de Broglie wavelengths and decide which object can show important wave behavior near a 0.20 nm structure. · part a · Worked answer for Find both de Broglie wavelengths and decide which object can show important wave behavior near a 0.20 nm structure. · part a (part a)
- Check understanding: Starting from the integer standing-wave fit, derive symbolic expressions for the permitted wavelength λₙ and momentum magnitude pₙ in terms of… · part b · Worked answer for Starting from the integer standing-wave fit, derive symbolic expressions for the permitted wavelength λₙ and momentum magnitude pₙ in terms of… · part b (part b)
- Check understanding: Do higher-energy photons arrive first? · part b: Explain which feature of the two-opening observations calls for wave behavior and… · Worked answer for Do higher-energy photons arrive first? · part b: Explain which feature of the two-opening observations calls for wave behavior and… (part b)
- Check understanding: A photon crosses from vacuum into n = 1.50 glass without absorption. Which change: f, effective propagation speed, wavelength, energy?
Open the prompt, then choose its worked answer.
- Check understanding: An electron detector records separate dots that eventually form two-slit fringes. Which features support particle-like and wave-like descriptions?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- This part develops photon properties, energy or rate; a paired wave-like observation or matter-wave behavior is supplied by the other duality tasks.
-
Supports part of this goal.
- This part develops photon properties, energy or rate; a paired wave-like observation or matter-wave behavior is supplied by the other duality tasks.
-
Supports part of this goal.
- This part develops photon properties, energy or rate; a paired wave-like observation or matter-wave behavior is supplied by the other duality tasks.
-
Supports part of this goal.
- This part develops photon properties, energy or rate; a paired wave-like observation or matter-wave behavior is supplied by the other duality tasks.
-
Supports part of this goal.
Check understanding: Do higher-energy photons arrive first? · part a: Compare R and S by frequency, energy per photon, and vacuum momentum. Calculate… · Worked answer for Do higher-energy photons arrive first? · part a: Compare R and S by frequency, energy per photon, and vacuum momentum. Calculate… (part a) -
Supports part of this goal.
Check understanding: Do higher-energy photons arrive first? · part c: A uniform slab on R’s path has index n = 1.50 in the supplied propagation model.… · Worked answer for Do higher-energy photons arrive first? · part c: A uniform slab on R’s path has index n = 1.50 in the supplied propagation model.… (part c) -
Supports part of this goal.
Check understanding: A speed claim in free space · part a: Select the statement that follows from the free-space photon model. · Worked answer for A speed claim in free space · part a: Select the statement that follows from the free-space photon model. (part a) -
Supports part of this goal.
Check understanding: Derive the ring’s momentum and energy rules · part a: Derive the signed allowed circulation momentum pₛ(n) and the allowed energy Kₙ in… · Worked answer for Derive the ring’s momentum and energy rules · part a: Derive the signed allowed circulation momentum pₛ(n) and the allowed energy Kₙ in… (part a) -
Supports part of this goal.
Check understanding: Derive the ring’s momentum and energy rules · part b: Calculate the allowed pₛ and K for n = 0, +1, −1, and +2. Compare the +1→+2… · Worked answer for Derive the ring’s momentum and energy rules · part b: Calculate the allowed pₛ and K for n = 0, +1, −1, and +2. Compare the +1→+2… (part b) -
Supports part of this goal.
Check understanding: Derive the ring’s momentum and energy rules · part c: Sketch the allowed energy levels for |n| = 0, 1, 2, and 3 on a labeled energy… · Worked answer for Derive the ring’s momentum and energy rules · part c: Sketch the allowed energy levels for |n| = 0, 1, 2, and 3 on a labeled energy… (part c)
Required knowledge for 15.1.A
15.1.A.1 · Quantum theory was developed to explain observations of matter and energy that could not be explained using classical mechanics. These phenomena include, but are not limited to, atomic spectra, blackbody radiation, and the photoelectric effect.
15.1.A.2 · Light can be modeled both as a wave and as discrete particles, called photons.
15.1.A.3 · The speed of a photon depends on the medium through which the photon travels.
15.1.A.4 · Particles can demonstrate wave properties, as shown by variations of Young’s double-slit experiment.
15.1.A.5 · Values of energy and momentum have discrete, or quantized, values for bound systems described by quantum theory.
15.2 · The Bohr Model of Atomic Structure
15.2.A · Describe the properties of an atom.
Lesson provided · Practice provided
Course and exam description p. 138, 139
- Teach: The Bohr Model of Atomic Structure
More teaching passages in this lesson
- Teaching passage: In the Bohr model of hydrogen, the electric force supplies the centripetal net force for a circular electron orbit: ke²/r² = mₑv²/r.
- Worked example: Nuclear notation fixes nucleons, while electron count fixes ion charge.
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Supports part of this goal.
Teaching passage: An atom has a small positive nucleus in its central region and one or more negative electrons surrounding it. The nucleus contains protons and… -
Supports part of this goal.
Teaching passage: For nuclear charge +Ze, the force magnitude is F = kZe²/r². Equate that inward electric force to mv²/r to obtain v² = kZe²/(mr). A more highly… -
Supports part of this goal.
Teaching passage: The tiny central nucleus has two protons and two neutrons and charge +2e. The one negative electron is outside it; the complete ion has net charge… -
Supports part of this goal.
Teaching passage: The attraction has magnitude F = k(2e)e/r² = 6.55 × 10⁻⁷ N and points toward the nucleus. From F = mv²/r, v = √(Fr/m) = 4.37 × 10⁶ m/s. -
Supports part of this goal.
Teaching passage: The de Broglie wavelength is λ = h/(mv) = 1.67 × 10⁻¹⁰ m. The circumference 2πr = 1.67 × 10⁻¹⁰ m fits approximately one wavelength with the…
- Check understanding: Tabulate proton, neutron, electron counts and net charge for all three; explain which pair differs by isotope and which by ionization. · part a · Worked answer for Tabulate proton, neutron, electron counts and net charge for all three; explain which pair differs by isotope and which by ionization. · part a (part a)
- Check understanding: Explain why all three remain sodium, why their masses are mainly nuclear, and why their interactions may differ after ionization. · part b · Worked answer for Explain why all three remain sodium, why their masses are mainly nuclear, and why their interactions may differ after ionization. · part b (part b)
More checks for this goal
- Check understanding: Find v from electric centripetal force, then find λdB and test how many wavelengths fit the circumference. · part a · Worked answer for Find v from electric centripetal force, then find λdB and test how many wavelengths fit the circumference. · part a (part a)
- Check understanding: Using the supplied Eₙ = −13.6/n² eV model, compare n = 1 and n = 2 energies. Explain what the Bohr model adds to classical circular motion and… · part b · Worked answer for Using the supplied Eₙ = −13.6/n² eV model, compare n = 1 and n = 2 energies. Explain what the Bohr model adds to classical circular motion and… · part b (part b)
- Check understanding: Write the beta-minus and subsequent gamma equations symbolically. Compare the element/isotope changes at each stage and account for the neutrino… · part b · Worked answer for Write the beta-minus and subsequent gamma equations symbolically. Compare the element/isotope changes at each stage and account for the neutrino… · part b (part b)
- Check understanding: Compared with neutral ¹⁶₈O, which counts change in neutral ¹⁸₈O and in ¹⁶₈O²⁻?
Open the prompt, then choose its worked answer.
- Check understanding: Can a Bohr ring circumference equal 2.5 de Broglie wavelengths? What is missing from classical force balance alone?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
Check understanding: Locate the charge, then draw its force · part a: Draw a labeled spatial schematic of the neutral atom showing the signs of charge,… · Worked answer for Locate the charge, then draw its force · part a: Draw a labeled spatial schematic of the neutral atom showing the signs of charge,… (part a) -
Supports part of this goal.
Check understanding: Locate the charge, then draw its force · part b: For the separate Bohr model, draw the instantaneous velocity, electric force, and… · Worked answer for Locate the charge, then draw its force · part b: For the separate Bohr model, draw the instantaneous velocity, electric force, and… (part b) -
Supports part of this goal.
Check understanding: Locate the charge, then draw its force · part c: Calculate the electron’s de Broglie wavelength and the approximate number of… · Worked answer for Locate the charge, then draw its force · part c: Calculate the electron’s de Broglie wavelength and the approximate number of… (part c)
Required knowledge for 15.2.A
15.2.A.1 · Atoms have internal structure.
15.2.A.2 · Each atomic element has a unique number of protons.
15.2.A.3 · The Bohr model of the atom is based on classical physics and was the historical representation of the atom that led to the description of the hydrogen atom in terms of discrete energy states.
15.3 · Emission and Absorption Spectra
15.3.A · Describe the emission or absorption of photons by atoms.
Lesson provided · Practice provided
Course and exam description p. 140, 141
- Teach: Emission and Absorption Spectra
More teaching passages in this lesson
- Teaching passage: A hot, excited dilute gas can produce bright emission lines when atoms drop to lower levels.
- Teaching passage: Electron binding energy is the energy needed to remove the electron from its atom.
- Worked example: The emission arrows point downward.
-
Supports part of this goal.
Teaching passage: An emission spectrum tells which frequencies a source adds to the light. An absorption spectrum tells which frequencies a material removes from a… -
Supports part of this goal.
Teaching passage: The source measurements differ from X by +1, −1, and +1 nm, all within ±2 nm. They do not match Y’s supplied line set, so X is the better source… -
Supports part of this goal.
Teaching passage: The dark-line measurements differ from Y by −1, +1, and −1 nm. All three agree within ±2 nm, so Y is the better identification for the absorbing gas.
-
- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Draw an energy-level diagram and list the wavelengths of every possible downward transition among these levels. Identify the shortest wavelength. · part a · Worked answer for Draw an energy-level diagram and list the wavelengths of every possible downward transition among these levels. Identify the shortest wavelength. · part a (part a)
- Check understanding: If all atoms start in the ground state, which of 3, 6, 8, or 9 eV photons can be absorbed for bound transitions? Explain why 3 eV can be an… · part b · Worked answer for If all atoms start in the ground state, which of 3, 6, 8, or 9 eV photons can be absorbed for bound transitions? Explain why 3 eV can be an… · part b (part b)
More checks for this goal
- Check understanding: An atom makes the 3→2 emission. Find the change in the atom’s energy and explain which system and interaction change energy. Evaluate the… · part c · Worked answer for An atom makes the 3→2 emission. Find the change in the atom’s energy and explain which system and interaction change energy. Evaluate the… · part c (part c)
- Check understanding: Identify the better spectral match and describe an absorption test for the same candidate. Explain why several matched lines are stronger evidence… · part a · Worked answer for Identify the better spectral match and describe an absorption test for the same candidate. Explain why several matched lines are stronger evidence… · part a (part a)
- Check understanding: For the separate supplied atom, compare electron binding energies in both states and predict the result of a 12 eV photon absorbed by the… · part b · Worked answer for For the separate supplied atom, compare electron binding energies in both states and predict the result of a 12 eV photon absorbed by the… · part b (part b)
- Check understanding: Find all downward transition photon energies and wavelengths. Identify the visible 620 nm line and decide whether it ejects electrons from the… · part a · Worked answer for Find all downward transition photon energies and wavelengths. Identify the visible 620 nm line and decide whether it ejects electrons from the… · part a (part a)
- Check understanding: An atom at −8.0 eV has available levels −3.0 and −1.0 eV. Can it absorb a 6.0 eV photon in a bound-to-bound transition?
Open the prompt, then choose its worked answer.
- Check understanding: Why can a cool gas in front of a continuous lamp produce dark spectral lines at wavelengths that the same excited gas can emit?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
Check understanding: Which material emits, and which absorbs? · part a: Identify the best supplied reference for source A and for gas B, using all… · Worked answer for Which material emits, and which absorbs? · part a: Identify the best supplied reference for source A and for gas B, using all… (part a) -
Supports part of this goal.
Check understanding: Which material emits, and which absorbs? · part b: Draw aligned qualitative emission and absorption spectra with a common wavelength… · Worked answer for Which material emits, and which absorbs? · part b: Draw aligned qualitative emission and absorption spectra with a common wavelength… (part b) -
Supports part of this goal.
Check understanding: Which material emits, and which absorbs? · part c: A separate hypothetical single-electron atom has levels −8.0, −3.0, and −1.0 eV.… · Worked answer for Which material emits, and which absorbs? · part c: A separate hypothetical single-electron atom has levels −8.0, −3.0, and −1.0 eV.… (part c)
Required knowledge for 15.3.A
15.3.A.1 · Energy transfer occurs when photons are absorbed or emitted by an atom, which is modeled as a system consisting of a nucleus and an electron.
15.3.A.2 · Energy can only be absorbed or emitted by an atom if the amount of energy being absorbed or emitted corresponds to the energy difference between two atomic energy states.
15.3.A.3 · Transitions between two energy states of an atom correspond to the absorption or emission of a photon of a single frequency and, therefore, a single wavelength.
15.3.A.4 · Atoms of each element have a unique set of allowed energy levels and thereby a unique set of absorption and emission frequencies. The unique set of frequencies determines the element’s spectrum.
15.3.A.5 · Binding energy is the energy required to remove an electron from an atom, causing the atom to become ionized. An atom in the lowest energy level (ground state) will require the greatest amount of energy to remove the electron from the atom.
15.4 · Blackbody Radiation
15.4.A · Describe the electromagnetic radiation emitted by an object due to its temperature.
Lesson provided · Practice provided
Course and exam description p. 142, 143
- Teach: Blackbody Radiation
More teaching passages in this lesson
-
- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Sketch both curves with labeled peak positions and shaded areas, then give peak-wavelength and total-area ratios. · part a · Worked answer for Sketch both curves with labeled peak positions and shaded areas, then give peak-wavelength and total-area ratios. · part a (part a)
- Check understanding: Explain why a blackbody can emit energy at steady temperature and why its measured short-wavelength spectrum motivated quantization. · part b · Worked answer for Explain why a blackbody can emit energy at steady temperature and why its measured short-wavelength spectrum motivated quantization. · part b (part b)
More checks for this goal
- Check understanding: Find both temperatures, S’s peak wavelength, and the ratio of total emitted powers. · part a · Worked answer for Find both temperatures, S’s peak wavelength, and the ratio of total emitted powers. · part a (part a)
- Check understanding: Find R’s total emitted power. If the quoted peak wavelength has a ±5% uncertainty, estimate the temperature uncertainty and the resulting power… · part b · Worked answer for Find R’s total emitted power. If the quoted peak wavelength has a ±5% uncertainty, estimate the temperature uncertainty and the resulting power… · part b (part b)
- Check understanding: Estimate the blackbody temperature and state why the monochromator is needed before assigning one photon energy to the beam. · part a · Worked answer for Estimate the blackbody temperature and state why the monochromator is needed before assigning one photon energy to the beam. · part a (part a)
- Check understanding: Two identical-temperature blackbodies have areas A and 3A. Compare their peak wavelength, intensity per wavelength, and total emitted power.
Open the prompt, then choose its worked answer.
- Check understanding: A graph’s vertical axis is W/(m²·μm). Does its maximum height equal total intensity in W/m²?
Open the prompt, then choose its worked answer.
Required knowledge for 15.4.A
15.4.A.1 · Matter will spontaneously convert some of its internal thermal energy into electromagnetic energy.
15.4.A.2 · A blackbody is an idealized model of matter that absorbs all radiation that falls on the body. If the body is in equilibrium at a constant temperature, then it must in turn emit energy.
15.4.A.3 · A blackbody will emit a continuous spectrum that only depends on the body’s temperature. The radiation emitted by a blackbody is often modeled by plotting intensity per unit wavelength as a function of wavelength.
15.5 · The Photoelectric Effect
15.5.A · Describe an interaction between photons and matter using the photoelectric effect.
Lesson provided · Practice provided
Course and exam description p. 144, 145
- Teach: The Photoelectric Effect
More teaching passages in this lesson
- Teaching passage: Energy conservation gives Kmax = hf − φ for emitted electrons when hf ≥ φ.
- Teaching passage: Place two plates in a vacuum chamber, illuminate one with monochromatic light, and adjust a variable potential difference.
- Worked example: Emission is possible only after the threshold comparison.
- Check understanding: Determine whether each wavelength ejects electrons, and give Kmax and stopping voltage where emission occurs. · part a · Worked answer for Determine whether each wavelength ejects electrons, and give Kmax and stopping voltage where emission occurs. · part a (part a)
- Check understanding: Compare greatly increasing the 700 nm intensity with greatly decreasing the 400 nm intensity. Explain what this shows about light. · part b · Worked answer for Compare greatly increasing the 700 nm intensity with greatly decreasing the 400 nm intensity. Explain what this shows about light. · part b (part b)
More checks for this goal
- Check understanding: Starting from photon-energy conservation and electric stopping work, derive the linear relation between stopping-potential magnitude Vₛ and… · part a · Worked answer for Starting from photon-energy conservation and electric stopping work, derive the linear relation between stopping-potential magnitude Vₛ and… · part a (part a)
- Check understanding: Describe how to measure each stopping voltage, identify controls and two uncertainty sources, and explain why current can increase without moving… · part b · Worked answer for Describe how to measure each stopping voltage, identify controls and two uncertainty sources, and explain why current can increase without moving… · part b (part b)
- Check understanding: Find all downward transition photon energies and wavelengths. Identify the visible 620 nm line and decide whether it ejects electrons from the… · part a · Worked answer for Find all downward transition photon energies and wavelengths. Identify the visible 620 nm line and decide whether it ejects electrons from the… · part a (part a)
- Check understanding: The visible line’s photon rate doubles, but wavelength remains fixed. Predict how beam power, emission rate, and stopping voltage respond; state a… · part b · Worked answer for The visible line’s photon rate doubles, but wavelength remains fixed. Predict how beam power, emission rate, and stopping voltage respond; state a… · part b (part b)
- Check understanding: φ = 2.50 eV and Eγ = 2.00 eV. What happens after increasing photon flux 100-fold?
Open the prompt, then choose its worked answer.
- Check understanding: How would increasing φ alter a graph of Kmax versus f for a new surface, if h is unchanged?
Open the prompt, then choose its worked answer.
Required knowledge for 15.5.A
15.5.A.1 · The photoelectric effect is the emission of electrons when electromagnetic radiation is incident upon a photoactive material.
15.5.A.2 · The emission of electrons via the photoelectric effect requires a minimum frequency of incident light, called the threshold frequency.
15.5.A.3 · The maximum kinetic energy of an emitted electron is related to the frequency of the incident light and the work function of the material, .
15.6 · Compton Scattering
15.6.A · Describe the interaction between photons and matter using Compton scattering.
Lesson provided · Practice provided
Course and exam description p. 146, 147
- Teach: Compton Scattering
More teaching passages in this lesson
-
- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Find the outgoing wavelength, frequency change direction, and photon energy loss. · part a · Worked answer for Find the outgoing wavelength, frequency change direction, and photon energy loss. · part a (part a)
- Check understanding: Determine the electron’s x and y momentum components and direction. Draw a vector triangle illustrating total momentum conservation. · part b · Worked answer for Determine the electron’s x and y momentum components and direction. Draw a vector triangle illustrating total momentum conservation. · part b (part b)
More checks for this goal
- Check understanding: Construct a table of Δλ and λ′ for both incident wavelengths. Compare absolute and fractional wavelength shifts. · part a · Worked answer for Construct a table of Δλ and λ′ for both incident wavelengths. Compare absolute and fractional wavelength shifts. · part a (part a)
- Check understanding: A detector sees a −2 pm shift at 90°. Evaluate whether this is compatible with the model and suggest which assumption or measurement needs… · part b · Worked answer for A detector sees a −2 pm shift at 90°. Evaluate whether this is compatible with the model and suggest which assumption or measurement needs… · part b (part b)
- Check understanding: Find the outgoing wavelength. Draw a head-to-tail momentum triangle for the 90° case, and describe a wavelength-versus-angle graph that can… · part b · Worked answer for Find the outgoing wavelength. Draw a head-to-tail momentum triangle for the 90° case, and describe a wavelength-versus-angle graph that can… · part b (part b)
- Check understanding: Can this free-resting-electron model produce Δλ = −1 pm or Δλ = 6 pm?
Open the prompt, then choose its worked answer.
- Check understanding: If the outgoing photon has positive y momentum and the initial photon/electron system has zero y momentum, what is the sign of electron py?
Open the prompt, then choose its worked answer.
Required knowledge for 15.6.A
15.6.A.1 · In Compton scattering, a photon interacts with a free electron. The Compton effect is when a photon that emerges from the interaction has a lower energy and longer wavelength than the incoming photon. The magnitude of the change is related to the direction of the photon after the collision.
15.6.A.2 · Compton scattering provides evidence that light is a collection of discrete, quantized energy packets called photons.
15.6.A.3 · The change in wavelength experienced by a photon after colliding with an electron is related to how much the photon’s direction changes. Relevant equation:
15.7 · Fission, Fusion, and Nuclear Decay
15.7.A · Describe the physical properties that constrain the behavior of interacting nuclei, subatomic particles, and nucleons.
Lesson provided · Practice provided
Course and exam description p. 148
- Teach: Fission, Fusion, and Nuclear Decay
More teaching passages in this lesson
- Teaching passage: A bound nucleus has less rest mass than the separated nucleons; assembling it releases energy and separating it requires energy.
- Teaching passage: Fusion combines smaller nuclei into a larger nucleus and can also emit subatomic particles.
- Worked example: Match nuclear versus atomic conventions before subtracting masses.
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Supports part of this goal.
Teaching passage: Protons repel electrically, yet stable nuclei contain closely spaced protons and neutrons. At representative nuclear binding separations of order… -
Supports part of this goal.
Teaching passage: In a nuclear reaction, total nucleon number, electric charge, total energy including rest energy, and vector momentum constrain the products. Rest… -
Supports part of this goal.
Teaching passage: For the nearby protons, Fₑ = ke²/r² = 1.02 × 10² N, outward on each proton. Nuclear binding cannot be explained by this repulsion; the strong… -
Supports part of this goal.
Teaching passage: Nucleon and charge checks give 2 + 3 = 4 + 1 and 1 + 1 = 2 + 0. Every mass is a bare nuclear mass, so no atomic electron mass is mixed into the… -
Supports part of this goal.
Teaching passage: Approximately 17.59 MeV of rest-energy decrease becomes 3.54 MeV of helium kinetic energy plus 14.05 MeV of neutron kinetic energy in this model.… -
Supports part of this goal.
Teaching passage: Δm = 2.013553 + 3.015501 − 4.001506 − 1.008665 = 0.018883 u. Hence Q = 0.018883 × 931.5 = 17.59 MeV. -
Supports part of this goal.
Teaching passage: For ²₁H + ³₁H → ⁴₂He + ¹₀n, use the supplied bare nuclear masses mD = 2.013553 u, mT = 3.015501 u, mHe = 4.001506 u, and mn = 1.008665 u. Work in…
- Check understanding: Classify the two channels and verify nucleon and charge conservation, including free particles. Explain why some fission can need input even when… · part a · Worked answer for Classify the two channels and verify nucleon and charge conservation, including free particles. Explain why some fission can need input even when… · part a (part a)
- Check understanding: Estimate helium-4 binding energy using the provided atomic masses and explain how electrons are handled. · part b · Worked answer for Estimate helium-4 binding energy using the provided atomic masses and explain how electrons are handled. · part b (part b)
More checks for this goal
- Check understanding: A hypothetical reaction has initial rest mass 0.020 u greater than total final rest mass. Find Q and state what must happen to the total energy… · part c · Worked answer for A hypothetical reaction has initial rest mass 0.020 u greater than total final rest mass. Find Q and state what must happen to the total energy… · part c (part c)
- Check understanding: In ²₁H + ³₁H → ⁴₂He + ?, identify the missing product and explain where released energy can appear.
Open the prompt, then choose its worked answer.
- Check understanding: A fission channel has positive Q. Does that prove every nucleus of that isotope immediately splits without input?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- Nuclear identity and beta/gamma transformation accounting are requested; energy and momentum constraints are additional feedback rather than the full required student action.
-
Supports part of this goal.
Check understanding: Binding, energy release, and recoil · part a: Explain which interaction dominates nucleon interactions at typical nuclear… · Worked answer for Binding, energy release, and recoil · part a: Explain which interaction dominates nucleon interactions at typical nuclear… (part a) -
Supports part of this goal.
Check understanding: Binding, energy release, and recoil · part b: For the supplied fusion channel, verify total nucleon number and electric charge,… · Worked answer for Binding, energy release, and recoil · part b: For the supplied fusion channel, verify total nucleon number and electric charge,… (part b) -
Supports part of this goal.
Check understanding: Binding, energy release, and recoil · part c: Draw the final-product momentum vectors in the center-of-momentum frame, state… · Worked answer for Binding, energy release, and recoil · part c: Draw the final-product momentum vectors in the center-of-momentum frame, state… (part c) -
Supports part of this goal.
Check understanding: Binding, energy release, and recoil · part d: Contrast the supplied fusion and fission channels by what the nuclei do. Verify… · Worked answer for Binding, energy release, and recoil · part d: Contrast the supplied fusion and fission channels by what the nuclei do. Verify… (part d) -
Supports part of this goal.
Check understanding: Can a neutral neutron take part in binding? · part a: Select the explanation that accounts for both the nucleon types and the relevant… · Worked answer for Can a neutral neutron take part in binding? · part a: Select the explanation that accounts for both the nucleon types and the relevant… (part a)
Required knowledge for 15.7.A
15.7.A.1 · The strong force is exerted at nuclear scales and dominates the interactions of nucleons (protons or neutrons).
15.7.A.2 · Possible nuclear reactions are constrained by the law of conservation of nucleon number.
15.7.A.3 · The behavior of the constituent particles of a nuclear reaction is constrained by laws of conservation of energy, energy-mass equivalence, and conservation of momentum.
15.7.A.4 · For all nuclear reactions, mass and energy may be exchanged due to mass-energy equivalence. Relevant equation: 2 = E mc
15.7.A.5 · Energy may be released in nuclear processes in the form of kinetic energy of the products or as photons.
15.7.A.6 · Nuclear fusion is the process by which two or more smaller nuclei combine to form a larger nucleus, as well as subatomic particles.
15.7.A.7 · Nuclear fission is the process by which the nucleus of an atom splits into two or more smaller nuclei, as well as subatomic particles.
15.7.A.8 · Nuclear fission may occur spontaneously or may require an energy input, depending on the binding energy of the nucleus.
15.7.B · Describe the radioactive decay of a given sample of material consisting of a finite number of nuclei.
Lesson provided · Practice provided
Course and exam description p. 149
- Teach: Fission, Fusion, and Nuclear Decay
More teaching passages in this lesson
-
- Visual credit is limited to represented relationships/captions; accompanying prose has its own instructional evidence.
- Check understanding: Find the first isotope’s decay constant and expected survivors after 7.5 h. Construct a quantitative N-versus-t graph with labeled axes, units,… · part a · Worked answer for Find the first isotope’s decay constant and expected survivors after 7.5 h. Construct a quantitative N-versus-t graph with labeled axes, units,… · part a (part a)
- Check understanding: If a sample of the same isotope contains 10% of a known initial amount, estimate its age and state a necessary assumption. · part b · Worked answer for If a sample of the same isotope contains 10% of a known initial amount, estimate its age and state a necessary assumption. · part b (part b)
More checks for this goal
- Check understanding: Compare the two isotope timescales and evaluate the claim that exactly half of any four nuclei must decay by one half-life. Can gamma emission be… · part c · Worked answer for Compare the two isotope timescales and evaluate the claim that exactly half of any four nuclei must decay by one half-life. Can gamma emission be… · part c (part c)
- Check understanding: Estimate half-life and decay constant from background-corrected rates. Construct a quantitative graph of ln(R/R₀) versus time with labeled axes… · part a · Worked answer for Estimate half-life and decay constant from background-corrected rates. Construct a quantitative graph of ln(R/R₀) versus time with labeled axes… · part a (part a)
- Check understanding: Does a smooth measured decay curve imply that the exact time of one parent’s decay is known? Explain what could invalidate the inferred half-life. · part c · Worked answer for Does a smooth measured decay curve imply that the exact time of one parent’s decay is known? Explain what could invalidate the inferred half-life. · part c (part c)
- Check understanding: One nucleus has survived three half-lives. Must it decay in the next half-life? What is its model survival probability over that next interval?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- The part describes individual beta/gamma nuclear transformations; population evolution and finite-sample statistics are requested in parts a and c.
Required knowledge for 15.7.B
15.7.B.1 · Radioactive decay is the spontaneous transformation of a nucleus into one or more different nuclei, or to a lower energy level of the same nucleus.
15.7.B.2 · A material’s decay constant may be used to predict the number of nuclei remaining in a sample after a period of time, or the age of a material if the initial amount of material is known. Relevant equation: Derived equation:
15.7.B.3 · Different unstable elements and isotopes may have vastly different half-lives, ranging from fractions of a second to billions of years.
15.8 · Types of Radioactive Decay
15.8.A · Describe the processes by which individual nuclei decay.
Lesson provided · Practice provided
Course and exam description p. 150, 151
- Teach: Types of Radioactive Decay
More teaching passages in this lesson
- Teaching passage: Gamma emission often follows alpha or beta decay when the daughter nucleus is excited.
- Teaching passage: Changing isotope can change both the possible decay and half-life, so neither property should be inferred only from element name.
- Worked example: Beta changes nucleon identity without removing a nucleon.
- Check understanding: Write the alpha-decay nuclear equation and inventory the emitted alpha particle’s constituents, charge, and mass number. · part a · Worked answer for Write the alpha-decay nuclear equation and inventory the emitted alpha particle’s constituents, charge, and mass number. · part a (part a)
- Check understanding: Write the gamma transition and compare daughter identity before and after it. Explain why conservation cannot by itself tell every isotope’s… · part b · Worked answer for Write the gamma transition and compare daughter identity before and after it. Explain why conservation cannot by itself tell every isotope’s… · part b (part b)
More checks for this goal
- Check understanding: Compare all four covered decay modes by their changes in A and Z, including whether they change the nuclear energy state. · part c · Worked answer for Compare all four covered decay modes by their changes in A and Z, including whether they change the nuclear energy state. · part c (part c)
- Check understanding: Write complete nuclear equations with neutrino partners and check nucleon number, charge, and lepton number. · part a · Worked answer for Write complete nuclear equations with neutrino partners and check nucleon number, charge, and lepton number. · part a (part a)
- Check understanding: Compare electron, positron, neutrino, and antineutrino charge and mass, and explain why neutrino detection is difficult. Identify the course’s… · part b · Worked answer for Compare electron, positron, neutrino, and antineutrino charge and mass, and explain why neutrino detection is difficult. Identify the course’s… · part b (part b)
- Check understanding: Write the beta-minus and subsequent gamma equations symbolically. Compare the element/isotope changes at each stage and account for the neutrino… · part b · Worked answer for Write the beta-minus and subsequent gamma equations symbolically. Compare the element/isotope changes at each stage and account for the neutrino… · part b (part b)
- Check understanding: An alpha emission changes ²¹⁰₈₄Po into what nuclear A and Z? Is the alpha particle electrically neutral?
Open the prompt, then choose its worked answer.
- Check understanding: A daughter nucleus emits a 1.0 MeV gamma photon. Must its element or isotope change?
Open the prompt, then choose its worked answer.
-
Supports part of this goal.
- The part tests unpredictability of individual decay and reliability of a sample half-life; it does not distinguish alpha/beta/gamma nuclear transformation mechanisms.
Required knowledge for 15.8.A
15.8.A.1 · Some processes by which nuclei decay emit subatomic particles with unique properties.
15.8.A.2 · Nuclei can undergo radioactive decay via alpha dec ay, beta-minus decay , beta-plus decay ) , and gamma decay ( ).
15.8.A.3 · The type of decay exhibited by a given nucleus is determined by the isotope of the element.
About this outline
AP Physics 2 · Fall 2024; current 2026–27 updates. Official source: Course and exam description (College Board). The current outline uses the accepted teaching and practice mappings for this edition. Individual resources retain their own scope.
Activities and teaching plans support classroom preparation. They do not establish students’ mastery or actual classroom laboratory time.
Detailed mappings and prior review records remain available at their existing edition-specific addresses.