Physical Science Vocabulary
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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. -
Leadscrew Brochure
• High Repeatability • High accuracy • Short Lead times • Fast Prototyping High Precision Lead Screws Offering smooth, precise, cost effective positioning, lead screws are the ideal solution for your application. Thomson Neff precision lead screws from Huco Dynatork are an excellent economical solution for your linear motion requirements. For more than 25 years, Thomson has designed and manufactured the highest quality lead screw assemblies in the industry. Our precision rolling proc- ess ensures accurate positioning to .075mm/300mm and our PTFE coating process produces assemblies that have less drag torque and last longer. Huco Dynatork provides a large array of standard plastic nut assemblies in anti-backlash or standard Supernut® designs. All of our standard plastic nut assemblies use an internally lubricated Acetal providing excellent lubricity and wear resistance with or without additional lubrication. With the introduction of our new unique patented zero backlash designs, Huco Dynatork provides assemblies with high axial stiffness, zero back- lash and the absolute minimum drag torque to reduce motor requirements. These designs produce products that cost less, perform better and last longer. Both designs automatically adjust for wear ensuring zero backlash for the life of the nut. Huco Dynatork also provides engineering design services to aid in your design requirements producing a lead screw assembly to your specifica- tions. Call Huco Dynatork today on 01992 501900 to discuss your application with one of our experienced application engineers Huco Dynatork Products Deliver Performance To ensure precise positioning, the elimination of backlash is of primary concern. Several types of anti-backlash mechanisms are common in the market which utilise compliant pre- loads. -
Free Radical Reactions (Read Chapter 4) A
Chemistry 5.12 Spri ng 2003, Week 3 / Day 2 Handout #7: Lecture 11 Outline IX. Free Radical Reactions (Read Chapter 4) A. Chlorination of Methane (4-2) 1. Mechanism (4-3) B. Review of Thermodynamics (4-4,5) C. Review of Kinetics (4-8,9) D. Reaction-Energy Diagrams (4-10) 1. Thermodynamic Control 2. Kinetic Control 3. Hammond Postulate (4-14) 4. Multi-Step Reactions (4-11) 5. Chlorination of Methane (4-7) Suggested Problems: 4-35–37,40,43 IX. A. Radical Chlorination of Methane H heat (D) or H H C H Cl Cl H C Cl H Cl H light (hv) H H Cl Cl D or hv D or hv etc. H C Cl H C Cl H Cl Cl C Cl H Cl Cl Cl Cl Cl H H H • Why is light or heat necessary? • How fast does it go? • Does it give off or consume heat? • How fast are each of the successive reactions? • Can you control the product ratio? To answer these questions, we need to: 1. Understand the mechanism of the reaction (arrow-pushing!). 2. Use thermodynamics and kinetics to analyze the reaction. 1 1. Mechanism of Radical Chlorination of Methane (Free-Radical Chain Reaction) Free-radical chain reactions have three distinct mechanistic steps: • initiation step: generates reactive intermediate • propagation steps: reactive intermediates react with stable molecules to generate other reactive intermediates (allows chain to continue) • termination step: side-reactions that slow the reaction; usually combination of two reactive intermediates into one stable molecule Initiation Step: Cl2 absorbs energy and the bond is homolytically cleaved. -
Electromagnetism What Is the Effect of the Number of Windings of Wire on the Strength of an Electromagnet?
TEACHER’S GUIDE Electromagnetism What is the effect of the number of windings of wire on the strength of an electromagnet? GRADES 6–8 Physical Science INQUIRY-BASED Science Electromagnetism Physical Grade Level/ 6–8/Physical Science Content Lesson Summary In this lesson students learn how to make an electromagnet out of a battery, nail, and wire. The students explore and then explain how the number of turns of wire affects the strength of an electromagnet. Estimated Time 2, 45-minute class periods Materials D cell batteries, common nails (20D), speaker wire (18 gauge), compass, package of wire brad nails (1.0 mm x 12.7 mm or similar size), Investigation Plan, journal Secondary How Stuff Works: How Electromagnets Work Resources Jefferson Lab: What is an electromagnet? YouTube: Electromagnet - Explained YouTube: Electromagnets - How can electricity create a magnet? NGSS Connection MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. Learning Objectives • Students will frame a hypothesis to predict the strength of an electromagnet due to changes in the number of windings. • Students will collect and analyze data to determine how the number of windings affects the strength of an electromagnet. What is the effect of the number of windings of wire on the strength of an electromagnet? Electromagnetism is one of the four fundamental forces of the universe that we rely on in many ways throughout our day. Most home appliances contain electromagnets that power motors. Particle accelerators, like CERN’s Large Hadron Collider, use electromagnets to control the speed and direction of these speedy particles. -
Electromagnetism
EINE INITIATIVE DER UNIVERSITÄT BASEL UND DES KANTONS AARGAU Swiss Nanoscience Institute Electromagnetism Electricity and magnetism are two aspects of the same phenomenon: electromagnetism. A moving electric charge (in other words, an electric current) generates a magnetic field. Every electromagnet consists of a coil, which is nothing more than a tightly wound wire. Many electromagnets also have an iron core to make the magnetic field stronger. The more times the wire is wound around the coil, the stronger the magnetic field produced by the same current. Demonstration: Using electric current to create a magnetic field What you’ll need • a large sheet of paper on which to conduct the experiment • a sheet of stiff card or plexiglass • two batteries connected in series • a coil of copper wire • iron filings • crocodile clips (optional) • a small piece of iron (e.g. a screw) to place inside the coil (iron core) Instructions 1. Position the coil so that you can easily access the two ends of the wire and connect them to the battery. I used crocodile clips to attach them to the battery contacts, but you could also use wooden clothes pegs or electrical tape. 2. Connect the two batteries in series (+ - + - ). 3. Place the plexiglass or card over the coil. 4. When the electrical circuit is closed, slowly scatter the iron filings on top. What happens? The iron filings arrange themselves along the magnetic field lines. If you look closely, you can make out a pattern. Turn a screw into an electromagnet What you’ll need • a long iron screw or nail • two pieces of insulated copper wire measuring 15 and 30 cm • two three-pronged thumb tacks • a metal paperclip • a small wooden board • pins or paperclips • a 4.5 V battery Instructions Switch 1. -
Roller Screws
1213E_MSD_EXCO 1/11/06 10:06 AM Page 37 SIZEWISE Edited by Colleen Telling Sizing and applying ROLLER SCREWS Gary Shelton Roller screw shaft Principal Design Engineer Ground shaft Exlar Corp. Timing gear planetary Chanhassen, Minn. Roller screw nut roller screw How it works Roller screws convert ro- tary motion into linear mo- Roller screws’ tion just like acme and numerous ballscrews. Comparably contact points sized roller screws, however, vs. ballscrews’, have better efficiency than lengthen their acme screws and can carry lives and Spacer larger loads than ballscrews. washer increase load In addition, they can cycle Roller timing gear capacity and more often and turn signifi- stiffness. They Roller cantly faster than either, contain ground suiting them to precise, con- Retaining clip leadscrews for high- tinuous-duty applications. Roller journal precision applications Radiused flanks on the and come in tolerance rollers deliver point contact classes G1, G3, G4, and G5. like balls on a raceway, and only the radius is part of the profile. Therefore, a larger radius transversely and a precision- and additional contact points can ground spacer is inserted be- be packed into the available tween the front and back halves. space, thus lowering stress. In ad- The double nut is another alter- dition, the rolling contact be- native. As the name suggests, it tween components has low fric- uses two nuts preloaded against tion, yielding high efficiency. Be- each other on one screw. There is cause the rolling members are no sacrifice of life for its de- fixed relative to each other and creased backlash, but the double never touch adjacent rollers, nut costs more than standard sin- roller screws can turn at speeds gle-nut arrangements. -
Object-Image Real Image Virtual Image
Object-Image • A physical object is usually observed by reflected light that diverges from the object. • An optical system (mirrors or lenses) can 3.1 Images formed by Mirrors and Lenses produce an image of the object by redirecting the light. • Images – Real Image • Image formation by mirrors – Virtual Image • Images formed by lenses Real Image Virtual Image Optical System ing diverging erg converging diverging diverging div Object Object real Image Optical System virtual Image Light appears to come from the virtual image but does not Light passes through the real image pass through the virtual image Film at the position of the real image is exposed. Film at the position of the virtual image is not exposed. Each point on the image can be determined Image formed by a plane mirror. by tracing 2 rays from the object. B p q B’ Object Image The virtual image is formed directly behind the object image mirror. Light does not A pass through A’ the image mirror A virtual image is formed by a plane mirror at a distance q behind the mirror. q = -p 1 Parabolic Mirrors Parabolic Reflector Optic Axis Parallel rays reflected by a parabolic mirror are focused at a point, called the Parabolic mirrors can be used to focus incoming parallel rays to a small area Focal Point located on the optic axis. or to direct rays diverging from a small area into parallel rays. Spherical mirrors Parallel beams focus at the focal point of a Concave Mirror. •Spherical mirrors are much easier to fabricate than parabolic mirrors • A spherical mirror is an approximation of a parabolic Focal point mirror for small curvatures. -
Curriculum Overview Physics/Pre-AP 2018-2019 1St Nine Weeks
Curriculum Overview Physics/Pre-AP 2018-2019 1st Nine Weeks RESOURCES: Essential Physics (Ergopedia – online book) Physics Classroom http://www.physicsclassroom.com/ PHET Simulations https://phet.colorado.edu/ ONGOING TEKS: 1A, 1B, 2A, 2B, 2C, 2D, 2F, 2G, 2H, 2I, 2J,3E 1) SAFETY TEKS 1A, 1B Vocabulary Fume hood, fire blanket, fire extinguisher, goggle sanitizer, eye wash, safety shower, impact goggles, chemical safety goggles, fire exit, electrical safety cut off, apron, broken glass container, disposal alert, biological hazard, open flame alert, thermal safety, sharp object safety, fume safety, electrical safety, plant safety, animal safety, radioactive safety, clothing protection safety, fire safety, explosion safety, eye safety, poison safety, chemical safety Key Concepts The student will be able to determine if a situation in the physics lab is a safe practice and what appropriate safety equipment and safety warning signs may be needed in a physics lab. The student will be able to determine the proper disposal or recycling of materials in the physics lab. Essential Questions 1. How are safe practices in school, home or job applied? 2. What are the consequences for not using safety equipment or following safe practices? 2) SCIENCE OF PHYSICS: Glossary, Pages 35, 39 TEKS 2B, 2C Vocabulary Matter, energy, hypothesis, theory, objectivity, reproducibility, experiment, qualitative, quantitative, engineering, technology, science, pseudo-science, non-science Key Concepts The student will know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. The student will know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. -
3657 SIMPLE MACHINES: INCLINED PLANE, WEDGE and SCREW Grade Levels: 7-12 15 Minutes CAMBRIDGE EDUCATIONAL 1998
#3657 SIMPLE MACHINES: INCLINED PLANE, WEDGE AND SCREW Grade Levels: 7-12 15 minutes CAMBRIDGE EDUCATIONAL 1998 DESCRIPTION Uses animated graphics and real examples to illustrate an inclined plane, wedge, and screw. Offers a definition of each and examines the relationship between the three. Shows how they have been used historically. Also defines simple machines and mechanical advantage. Reviews main concepts. ACADEMIC STANDARDS Subject Area: Science ¨ Standard: Understands motion and the principles that explain it · Benchmark: Knows the relationship between the strength of a force and its effect on an object (e.g., the greater the force, the greater the change in motion; the more massive the object, the smaller the effect of a given force) · Benchmark: Knows that when a force is applied to an object, the object either speeds up, slows down, or goes in a different direction Subject Area: Historical Understanding ¨ Standard: Understands and knows how to analyze chronological relationships and patterns · Benchmark: Knows how to construct time lines in significant historical developments that mark at evenly spaced intervals the years, decades, and centuries · Benchmark: Knows how to identify patterns of change and continuity in the history of the community, state, and nation, and in the lives of people of various cultures from times long ago until today AFTER SHOWING 1. Point out objects in the classroom that incorporate inclined planes, wedges and screws. 2. Dissect a toy or household gadget. Record progress in science notebooks with written notations and drawings. Identify each part as to type of simple machine and function. 3. Study the history of simple machines. -
Glossary of Scientific Terms in the Mystery of Matter
GLOSSARY OF SCIENTIFIC TERMS IN THE MYSTERY OF MATTER Term Definition Section acid A substance that has a pH of less than 7 and that can react with 1 metals and other substances. air The mixture of oxygen, nitrogen, and other gasses that is consistently 1 present around us. alchemist A person who practices a form of chemistry from the Middle Ages 1 that was concerned with transforming various metals into gold. Alchemy A type of science and philosophy from the Middle Ages that 1 attempted to perform unusual experiments, taking something ordinary and turning it into something extraordinary. alkali metals Any of a group of soft metallic elements that form alkali solutions 3 when they combine with water. They include lithium, sodium, potassium, rubidium, cesium, and francium. alkaline earth Any of a group of metallic elements that includes beryllium, 3 metals magnesium, calcium, strontium, barium, and radium. alpha particle A positively charged particle, indistinguishable from a helium atom 5, 6 nucleus and consisting of two protons and two neutrons. alpha decay A type of radioactive decay in which a nucleus emits 6 an alpha particle. aplastic anemia A disorder of the bone marrow that results in too few blood cells. 4 apothecary The person in a pharmacy who distributes medicine. 1 atom The smallest component of an element that shares the chemical 1, 2, 3, 4, 5, 6 properties of the element and contains a nucleus with neutrons, protons, and electrons. atomic bomb A bomb whose explosive force comes from a chain reaction based on 6 nuclear fission. atomic number The number of protons in the nucleus of an atom. -
Laboratory 7: Properties of Lenses and Mirrors
Laboratory 7: Properties of Lenses and Mirrors Converging and Diverging Lens Focal Lengths: A converging lens is thicker at the center than at the periphery and light from an object at infinity passes through the lens and converges to a real image at the focal point on the other side of the lens. A diverging lens is thinner at the center than at the periphery and light from an object at infinity appears to diverge from a virtual focus point on the same side of the lens as the object. The principal axis of a lens is a line drawn through the center of the lens perpendicular to the face of the lens. The principal focus is a point on the principal axis through which incident rays parallel to the principal axis pass, or appear to pass, after refraction by the lens. There are principle focus points on either side of the lens equidistant from the center (See Figure 1a). Figure 1a: Converging Lens, f>0 Figure 1b: Diverging Lens, f<0 In Fig. 1 the object and image are represented by arrows. Two rays are drawn from the top of the object. One ray is parallel to the principal axis which bends at the lens to pass through the principle focus. The second ray passes through the center of the lens and undeflected. The intersection of these two rays determines the image position. The focal length, f, of a lens is the distance from the optical center of the lens to the principal focus. It is positive for a converging lens, negative for a diverging lens. -
Lecture 37: Lenses and Mirrors
Lecture 37: Lenses and mirrors • Spherical lenses: converging, diverging • Plane mirrors • Spherical mirrors: concave, convex The animated ray diagrams were created by Dr. Alan Pringle. Terms and sign conventions for lenses and mirrors • object distance s, positive • image distance s’ , • positive if image is on side of outgoing light, i.e. same side of mirror, opposite side of lens: real image • s’ negative if image is on same side of lens/behind mirror: virtual image • focal length f positive for concave mirror and converging lens negative for convex mirror and diverging lens • object height h, positive • image height h’ positive if the image is upright negative if image is inverted • magnification m= h’/h , positive if upright, negative if inverted Lens equation 1 1 1 푠′ ℎ′ + = 푚 = − = magnification 푠 푠′ 푓 푠 ℎ 푓푠 푠′ = 푠 − 푓 Converging and diverging lenses f f F F Rays refract towards optical axis Rays refract away from optical axis thicker in the thinner in the center center • there are focal points on both sides of each lens • focal length f on both sides is the same Ray diagram for converging lens Ray 1 is parallel to the axis and refracts through F. Ray 2 passes through F’ before refracting parallel to the axis. Ray 3 passes straight through the center of the lens. F I O F’ object between f and 2f: image is real, inverted, enlarged object outside of 2f: image is real, inverted, reduced object inside of f: image is virtual, upright, enlarged Ray diagram for diverging lens Ray 1 is parallel to the axis and refracts as if from F.