DOCSLIB.ORG

GRE Physics Test Practice Book

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
GRE Physics Test Practice Book GRE ® Physics Test Practice Book This practice book contains n one actual, full-length GRE® Physics Test n test-taking strategies Become familiar with n test structure and content n test instructions and answering procedures Compare your practice test results with the performance of those who took the test at a GRE administration. www.ets.org/gre Table of Contents Overview ....................................................................................................................................3 Test Content ..............................................................................................................................3 Preparing for the Test .................................................................................................................4 Test-Taking Strategies ................................................................................................................4 What Your Scores Mean ............................................................................................................5 Taking the Practice Test ............................................................................................................5 Scoring the Practice Test ...........................................................................................................5 Evaluating Your Performance ....................................................................................................5 Practice Test ...............................................................................................................................7 Worksheet for Scoring the Practice Test .................................................................................87 Score Conversion Table ...........................................................................................................88 Answer Sheet ...........................................................................................................................89 Test takers with disabilities or health-related needs who need test preparation materials in an alternate format should contact the ETS Office of Disability Services at [email protected]. For additional information, visit www.ets.org/gre/disabilities Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo, MEASURING THE POWER OF LEARNING, GRADUATE RECORD EXAMINATIONS, and GRE are registered trademarks of Educational Testing Service (ETS) in the United States and other countries. Overview from a nationwide survey of undergraduate physics curricula. The percentages reflect the The GRE® Physics Test consists of about committee’s determination of the relative 100 multiple-choice questions. Testing time is emphasis placed on each topic in a typical 2 hours and 50 minutes; there are no separately- undergraduate program. These percentages are timed sections. given below along with the major subtopics This publication provides a comprehensive included in each content category. overview of the GRE Physics Test to help you get Nearly all the questions in the test will relate ready for test day. It is designed to help you: to material in this listing; however, there may • Understand what is being tested be occasional questions on other topics not explicitly listed here. • Gain familiarity with the question types I. Classical Mechanics (20%) • Review test-taking strategies (such as kinematics, Newton’s laws, work • Understand scoring and energy, oscillatory motion, rotational • Practice taking the test motion about a fixed axis, dynamics of systems of particles, central forces and To learn more about the GRE Subject Tests, celestial mechanics, three-dimensional visit www.ets.org/gre. particle dynamics, Lagrangian and Hamiltonian formalism, non-inertial Test Content reference frames, elementary topics in fluid The test consists of approximately 100 five- dynamics) choice questions, some of which are based on II. Electromagnetism (18%) such materials as diagrams, graphs, experimental (such as electrostatics, currents and DC data and descriptions of physical situations. The circuits, magnetic fields in free space, aim of the test is to determine the extent of Lorentz force, induction, Maxwell’s the test takers’ grasp of fundamental principles equations and their applications, and their ability to apply these principles in electromagnetic waves, AC circuits, the solution of problems. Most test questions magnetic and electric fields in matter) can be answered on the basis of a mastery of III. Optics and Wave Phenomena (9%) the first three years of undergraduate physics. (such as wave properties, superposition, The test questions are constructed to simplify interference, diffraction, geometrical mathematical manipulations. As a result, neither optics, polarization, Doppler effect) calculators nor tables of logarithms are needed. If the solution to a problem requires the use of IV. Thermodynamics and Statistical logarithms, the necessary values are included Mechanics (10%) with the question. (such as the laws of thermodynamics, The International System (SI) of units is used thermodynamic processes, equations predominantly in the test. A table of information of state, ideal gases, kinetic theory, representing various physical constants and a few ensembles, statistical concepts and conversion factors among SI units is presented calculation of thermodynamic quantities, in the test book. Whenever necessary, additional thermal expansion and heat transfer) values of physical constants are printed with the V. Quantum Mechanics (12%) text of the question. (such as fundamental concepts, solutions The approximate percentages of the test of the Schrödinger equation [including on the major content topics have been set square wells, harmonic oscillators by the committee of examiners, with input and hydrogenic atoms], spin, angular GRE ® Physics Test Practice Book 3 | Page momentum, wave function symmetry, test. However, the test covers a broad elementary perturbation theory) range of subject matter, and no one is VI. Atomic Physics (10%) expected to be familiar with the content (such as properties of electrons, Bohr of every question. model, energy quantization, atomic • Become familiar with the types of structure, atomic spectra, selection rules, questions in the GRE Physics Test, paying black-body radiation, x-rays, atoms in special attention to the directions. If you electric and magnetic fields) thoroughly understand the directions VII. Special Relativity (6%) before you take the test, you will have (such as introductory concepts, time more time during the test to focus on the dilation, length contraction, simultaneity, questions themselves. energy and momentum, four-vectors and Lorentz transformation, velocity addition) Test-Taking Strategies VIII. Laboratory Methods (6%) The questions in the practice test illustrate the (such as data and error analysis, types of multiple-choice questions in the test. electronics, instrumentation, radiation When you take the actual test, you will mark detection, counting statistics, interaction your answers on a separate machine-scorable of charged particles with matter, lasers answer sheet. and optical interferometers, dimensional The following are some general test-taking analysis, fundamental applications of strategies you may want to consider. probability and statistics) • Read the test directions carefully, and IX. Specialized Topics (9%) work as rapidly as you can without being Nuclear and Particle physics (such as careless. For each question, choose the nuclear properties, radioactive decay, best answer from the available options. fission and fusion, reactions, fundamental • All questions are of equal value; do not properties of elementary particles), waste time pondering individual questions Condensed Matter (such as crystal you find extremely difficult or unfamiliar. structure, x-ray diffraction, thermal properties, electron theory of metals, • You may want to work through the test semiconductors, superconductors), quickly, first answering only the questions Miscellaneous (such as astrophysics, about which you feel confident, then going mathematical methods, computer back and answering questions that require applications) more thought, and concluding with the most difficult questions if there is time. Preparing for the Test • If you decide to change an answer, make sure you completely erase it and fill in the GRE Subject Test questions are designed to oval corresponding to your desired answer. measure skills and knowledge gained over a long period of time. Although you might increase • Your score will be determined by the your scores to some extent through preparation number of questions you answer correctly. a few weeks or months before you take the test, Questions you answer incorrectly or for last minute cramming is unlikely to be of further which you mark no answer or more than help. The following information may be helpful. one answer are counted as incorrect. Nothing is subtracted from a score if you • A general review of your college courses answer a question incorrectly. Therefore, is probably the best preparation for the to maximize your score it is better for you 4 | Page GRE ® Physics Test Practice Book to guess at an answer than not to respond answers on the answer sheet. Stop working on the at all. test when 2 hours and 50 minutes have elapsed. • Record all answers on your answer sheet. Answers recorded in your test book will Scoring the Practice Test not be counted. The worksheet on page 87 lists the correct
Load more

Recommended publications
  • Glossary Physics (I-Introduction)
    1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay.
    [Show full text]
  • Department of Physics College of Arts and Sciences Physics
    DEPARTMENT OF PHYSICS COLLEGE OF ARTS AND SCIENCES PHYSICS Faculty I. Major in Physics—38 hours William Nettles (2006). Professor of Physics, Department A. Physics 231-232, 311, 313, 314, 420, 424(1-3 Chair, and Associate Dean of the College of Arts and hours), 430, 498—28–30 hours Sciences. B.S., Mississippi College; M.S., and Ph.D., B. Select three or more courses: PHY 262, 325, 350, Vanderbilt University. 360, 395-6-7*, 400, 410, 417, 425 (1-2 hours**), 495* Ildefonso Guilaran (2008). Associate Professor of Physics. C. Prerequisites: MAT 211, 212, 213, 314 B.S., Western Kentucky University; M.S. and Ph.D., *Must be approved Special/Independent Studies Florida State University. **Maximum 3 hours from 424 and 425 apply to major. Geoffrey Poore (2010). Assistant Professor of Physics. B.A., II. Major in Physical Science—44 hours Wheaton College; M.S. and Ph.D., University of Illinois. A. CHE 111, 112, 113, 211, 221—15 hours David A. Ward (1992, 1999). Professor of Physics, B.S. B. PHY 112, 231-32, 311, 310 or 301—22 hours and M.A., University of South Florida; Ph.D., North C. Upper Level Electives from CHE and PHY—7 Carolina State University. hours; maximum 1 hour from 424 and 1 from 498 III. Minor in Physics—24 semester hours Staff Physics 231-232, 311, + 10 hours of Physics electives Christine Rowland (2006). Academic Secretary— except PHY 111, 112, 301, 310 Engineering, Physics, Math, and Computer Science. IV. Teacher Licensure in Physics (Grades 6–12) A. Complete the requirements shown above for the Physics or Physical Science major.
    [Show full text]
  • Fundamentals of Particle Physics
    Fundamentals of Par0cle Physics Particle Physics Masterclass Emmanuel Olaiya 1 The Universe u The universe is 15 billion years old u Around 150 billion galaxies (150,000,000,000) u Each galaxy has around 300 billion stars (300,000,000,000) u 150 billion x 300 billion stars (that is a lot of stars!) u That is a huge amount of material u That is an unimaginable amount of particles u How do we even begin to understand all of matter? 2 How many elementary particles does it take to describe the matter around us? 3 We can describe the material around us using just 3 particles . 3 Matter Particles +2/3 U Point like elementary particles that protons and neutrons are made from. Quarks Hence we can construct all nuclei using these two particles -1/3 d -1 Electrons orbit the nuclei and are help to e form molecules. These are also point like elementary particles Leptons We can build the world around us with these 3 particles. But how do they interact. To understand their interactions we have to introduce forces! Force carriers g1 g2 g3 g4 g5 g6 g7 g8 The gluon, of which there are 8 is the force carrier for nuclear forces Consider 2 forces: nuclear forces, and electromagnetism The photon, ie light is the force carrier when experiencing forces such and electricity and magnetism γ SOME FAMILAR THE ATOM PARTICLES ≈10-10m electron (-) 0.511 MeV A Fundamental (“pointlike”) Particle THE NUCLEUS proton (+) 938.3 MeV neutron (0) 939.6 MeV E=mc2. Einstein’s equation tells us mass and energy are equivalent Wave/Particle Duality (Quantum Mechanics) Einstein E
    [Show full text]
  • Engineering Physics I Syllabus COURSE IDENTIFICATION Course
    Engineering Physics I Syllabus COURSE IDENTIFICATION Course Prefix/Number PHYS 104 Course Title Engineering Physics I Division Applied Science Division Program Physics Credit Hours 4 credit hours Revision Date Fall 2010 Assessment Goal per Outcome(s) 70% INSTRUCTION CLASSIFICATION Academic COURSE DESCRIPTION This course is the first semester of a calculus-based physics course primarily intended for engineering and science majors. Course work includes studying forces and motion, and the properties of matter and heat. Topics will include motion in one, two, and three dimensions, mechanical equilibrium, momentum, energy, rotational motion and dynamics, periodic motion, and conservation laws. The laboratory (taken concurrently) presents exercises that are designed to reinforce the concepts presented and discussed during the lectures. PREREQUISITES AND/OR CO-RECQUISITES MATH 150 Analytic Geometry and Calculus I The engineering student should also be proficient in algebra and trigonometry. Concurrent with Phys. 140 Engineering Physics I Laboratory COURSE TEXT *The official list of textbooks and materials for this course are found on Inside NC. • COLLEGE PHYSICS, 2nd Ed. By Giambattista, Richardson, and Richardson, McGraw-Hill, 2007. • Additionally, the student must have a scientific calculator with trigonometric functions. COURSE OUTCOMES • To understand and be able to apply the principles of classical Newtonian mechanics. • To effectively communicate classical mechanics concepts and solutions to problems, both in written English and through mathematics. • To be able to apply critical thinking and problem solving skills in the application of classical mechanics. To demonstrate successfully accomplishing the course outcomes, the student should be able to: 1) Demonstrate knowledge of physical concepts by their application in problem solving.
    [Show full text]
  • The Universe As a Laboratory: Fundamental Physics
    The Universe as a Laboratory: Fundamental Physics The universe serves as an unparalleled laboratory for frontier physics, providing extreme conditions and unique opportunities to test theoretical models. Astronomical observations can yield invaluable information for physicists across the entire spectrum of the science, studying everything from the smallest constituents of mat- ter to the largest known structures. Astronomy is the principal player in the quest to uncover the full story about the origin, evolution and ultimate fate of the universe. The earliest “baby picture” of the universe is the map of the cosmic microwave background (CMB) radiation, predicted in 1948 and discovered in 1964. For years, physicists insisted that this radiation, seen coming from all directions in space, had to have irregularities in order for the universe as we know it to exist. These irregularities were not discovered until the COBE satellite mapped the radiation in 1992. Later, the WMAP satellite refined the measurement, allowing cosmologists to pinpoint the age of the universe at 13.7 billion years. Continued studies, including ground-based observations, seek to glean clues from the CMB about the basic nature of the universe and of its fundamental constituents. New telescopes and new technology promise to give astronomers better information about extremely distant objects—objects seen as they were in the early history of the universe. This, in turn, will provide valuable clues about how the first stars and galaxies developed and evolved into the objects we see in the universe today. The biggest mysteries in physics—and the biggest challenges for cosmologists—are the nature of dark matter and dark energy, which together constitute 95 percent of the universe.
    [Show full text]
  • NGSS Physics in the Universe
    Standards-Based Education Priority Standards NGSS Physics in the Universe 11th Grade HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes PS 1 the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-2: Use mathematical representations to support the claim that the total momentum of PS 2 a system of objects is conserved when there is no net force on the system. HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that PS 3 minimizes the force on a macroscopic object during a collision. HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s PS 4 Law to describe and predict the gravitational and electrostatic forces between objects. HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can PS 5 produce a magnetic field and that a changing magnetic field can produce an electric current. HS-PS3-1: Create a computational model to calculate the change in energy of one PS 6 component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known/ HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be PS 7 accounted for as either motions of particles or energy stored in fields. HS-PS3-3: Design, build, and refine a device that works within given constraints to convert PS 8 one form of energy into another form of energy.
    [Show full text]
  • College Physics Syllabus
    SYLLABUS FOR COLLEGE PHYSICS Instructor: Dr. Fabio F. Santos Office: Muntz Hall 366 Phone: 745-5758 ▪ Email: [email protected] Website URL: http://www.rwc.uc.edu/santos/ Welcome! My name is Fabio F. Santos, and I will be teaching your College Physics I, II & III and College Physics Lab I, II & III this year. I have put a lot of thoughts into choosing the best materials and resources to help you succeed, and I want to tell you about them so you can be prepared when class starts. In this document, you will find general information about the course (e.g., course description, required textbook and additional resources, schedule of topics covered, course requirements and assignments, and course evaluation and grading methods), class policies, and student strategies for success. Please read carefully over it, and see me if you have any questions or concerns. I look forward to having you in class! Course description : College Physics is an introductory algebra-based physics course, designed for non-physics major. It is one-year sequence of three lecture courses, College Physics I, II & III, and their respective co-requisite laboratories, College Physics Lab I, II & III. College Physics I, II, and III are four-credit courses offered during the Fall, Winter, and Spring quarters, respectively. Each of them is taught in two periods of two hours each week along with its corresponding laboratory course. We will meet once a week during two hours for the lab. Notice that each lab and its corresponding lecture course are separate courses. They are co-requisite of each other.
    [Show full text]
  • ANTIMATTER a Review of Its Role in the Universe and Its Applications
    A review of its role in the ANTIMATTER universe and its applications THE DISCOVERY OF NATURE’S SYMMETRIES ntimatter plays an intrinsic role in our Aunderstanding of the subatomic world THE UNIVERSE THROUGH THE LOOKING-GLASS C.D. Anderson, Anderson, Emilio VisualSegrè Archives C.D. The beginning of the 20th century or vice versa, it absorbed or emitted saw a cascade of brilliant insights into quanta of electromagnetic radiation the nature of matter and energy. The of definite energy, giving rise to a first was Max Planck’s realisation that characteristic spectrum of bright or energy (in the form of electromagnetic dark lines at specific wavelengths. radiation i.e. light) had discrete values The Austrian physicist, Erwin – it was quantised. The second was Schrödinger laid down a more precise that energy and mass were equivalent, mathematical formulation of this as described by Einstein’s special behaviour based on wave theory and theory of relativity and his iconic probability – quantum mechanics. The first image of a positron track found in cosmic rays equation, E = mc2, where c is the The Schrödinger wave equation could speed of light in a vacuum; the theory predict the spectrum of the simplest or positron; when an electron also predicted that objects behave atom, hydrogen, which consists of met a positron, they would annihilate somewhat differently when moving a single electron orbiting a positive according to Einstein’s equation, proton. However, the spectrum generating two gamma rays in the featured additional lines that were not process. The concept of antimatter explained. In 1928, the British physicist was born.
    [Show full text]
  • Multidisciplinary Design Project Engineering Dictionary Version 0.0.2
    Multidisciplinary Design Project Engineering Dictionary Version 0.0.2 February 15, 2006 . DRAFT Cambridge-MIT Institute Multidisciplinary Design Project This Dictionary/Glossary of Engineering terms has been compiled to compliment the work developed as part of the Multi-disciplinary Design Project (MDP), which is a programme to develop teaching material and kits to aid the running of mechtronics projects in Universities and Schools. The project is being carried out with support from the Cambridge-MIT Institute undergraduate teaching programe. For more information about the project please visit the MDP website at http://www-mdp.eng.cam.ac.uk or contact Dr. Peter Long Prof. Alex Slocum Cambridge University Engineering Department Massachusetts Institute of Technology Trumpington Street, 77 Massachusetts Ave. Cambridge. Cambridge MA 02139-4307 CB2 1PZ. USA e-mail: [email protected] e-mail: [email protected] tel: +44 (0) 1223 332779 tel: +1 617 253 0012 For information about the CMI initiative please see Cambridge-MIT Institute website :- http://www.cambridge-mit.org CMI CMI, University of Cambridge Massachusetts Institute of Technology 10 Miller’s Yard, 77 Massachusetts Ave. Mill Lane, Cambridge MA 02139-4307 Cambridge. CB2 1RQ. USA tel: +44 (0) 1223 327207 tel. +1 617 253 7732 fax: +44 (0) 1223 765891 fax. +1 617 258 8539 . DRAFT 2 CMI-MDP Programme 1 Introduction This dictionary/glossary has not been developed as a definative work but as a useful reference book for engi- neering students to search when looking for the meaning of a word/phrase. It has been compiled from a number of existing glossaries together with a number of local additions.
    [Show full text]
  • A Short History of Physics (Pdf)
    A Short History of Physics Bernd A. Berg Florida State University PHY 1090 FSU August 28, 2012. References: Most of the following is copied from Wikepedia. Bernd Berg () History Physics FSU August 28, 2012. 1 / 25 Introduction Philosophy and Religion aim at Fundamental Truths. It is my believe that the secured part of this is in Physics. This happend by Trial and Error over more than 2,500 years and became systematic Theory and Observation only in the last 500 years. This talk collects important events of this time period and attaches them to the names of some people. I can only give an inadequate presentation of the complex process of scientific progress. The hope is that the flavor get over. Bernd Berg () History Physics FSU August 28, 2012. 2 / 25 Physics From Acient Greek: \Nature". Broadly, it is the general analysis of nature, conducted in order to understand how the universe behaves. The universe is commonly defined as the totality of everything that exists or is known to exist. In many ways, physics stems from acient greek philosophy and was known as \natural philosophy" until the late 18th century. Bernd Berg () History Physics FSU August 28, 2012. 3 / 25 Ancient Physics: Remarkable people and ideas. Pythagoras (ca. 570{490 BC): a2 + b2 = c2 for rectangular triangle: Leucippus (early 5th century BC) opposed the idea of direct devine intervention in the universe. He and his student Democritus were the first to develop a theory of atomism. Plato (424/424{348/347) is said that to have disliked Democritus so much, that he wished his books burned.
    [Show full text]
  • Physics, Chapter 40: Light As a Wave Motion
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Robert Katz Publications Research Papers in Physics and Astronomy 1-1958 Physics, Chapter 40: Light as a Wave Motion Henry Semat City College of New York Robert Katz University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/physicskatz Part of the Physics Commons Semat, Henry and Katz, Robert, "Physics, Chapter 40: Light as a Wave Motion" (1958). Robert Katz Publications. 177. https://digitalcommons.unl.edu/physicskatz/177 This Article is brought to you for free and open access by the Research Papers in Physics and Astronomy at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Robert Katz Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 40 Light as a Wave Motion 40-1 Wave Versus Particle Let us recount some of the characteristics of the motion of particles and the propagation of waves, with a view toward analyzing the behavior of light. In accordance with Newton's first law, a particle moves in a straight-line path in the absence of external forces. Thus we might infer, as Newton suggested, that light is composed of particles, and that, in a continuous medium, there is no deflecting force on the light particles. At the interface between two media, light may be propagated in a straight line parallel to the interface. Thus even at an interface there is no force on the particles of light unless the light passes through the interface, and in that event the force acting must be perpendicular to the interface.
    [Show full text]
  • Atomic Physicsphysics AAA Powerpointpowerpointpowerpoint Presentationpresentationpresentation Bybyby Paulpaulpaul E.E.E
    ChapterChapter 38C38C -- AtomicAtomic PhysicsPhysics AAA PowerPointPowerPointPowerPoint PresentationPresentationPresentation bybyby PaulPaulPaul E.E.E. Tippens,Tippens,Tippens, ProfessorProfessorProfessor ofofof PhysicsPhysicsPhysics SouthernSouthernSouthern PolytechnicPolytechnicPolytechnic StateStateState UniversityUniversityUniversity © 2007 Objectives:Objectives: AfterAfter completingcompleting thisthis module,module, youyou shouldshould bebe ableable to:to: •• DiscussDiscuss thethe earlyearly modelsmodels ofof thethe atomatom leadingleading toto thethe BohrBohr theorytheory ofof thethe atom.atom. •• DemonstrateDemonstrate youryour understandingunderstanding ofof emissionemission andand absorptionabsorption spectraspectra andand predictpredict thethe wavelengthswavelengths oror frequenciesfrequencies ofof thethe BalmerBalmer,, LymanLyman,, andand PashenPashen spectralspectral series.series. •• CalculateCalculate thethe energyenergy emittedemitted oror absorbedabsorbed byby thethe hydrogenhydrogen atomatom whenwhen thethe electronelectron movesmoves toto aa higherhigher oror lowerlower energyenergy level.level. PropertiesProperties ofof AtomsAtoms ••• AtomsAtomsAtoms areareare stablestablestable andandand electricallyelectricallyelectrically neutral.neutral.neutral. ••• AtomsAtomsAtoms havehavehave chemicalchemicalchemical propertiespropertiesproperties whichwhichwhich allowallowallow themthemthem tototo combinecombinecombine withwithwith otherotherother atoms.atoms.atoms. ••• AtomsAtomsAtoms emitemitemit andandand absorbabsorbabsorb
    [Show full text]