AP Physics 1 Dr
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Introduction to Astronomy from Darkness to Blazing Glory
Introduction to Astronomy From Darkness to Blazing Glory Published by JAS Educational Publications Copyright Pending 2010 JAS Educational Publications All rights reserved. Including the right of reproduction in whole or in part in any form. Second Edition Author: Jeffrey Wright Scott Photographs and Diagrams: Credit NASA, Jet Propulsion Laboratory, USGS, NOAA, Aames Research Center JAS Educational Publications 2601 Oakdale Road, H2 P.O. Box 197 Modesto California 95355 1-888-586-6252 Website: http://.Introastro.com Printing by Minuteman Press, Berkley, California ISBN 978-0-9827200-0-4 1 Introduction to Astronomy From Darkness to Blazing Glory The moon Titan is in the forefront with the moon Tethys behind it. These are two of many of Saturn’s moons Credit: Cassini Imaging Team, ISS, JPL, ESA, NASA 2 Introduction to Astronomy Contents in Brief Chapter 1: Astronomy Basics: Pages 1 – 6 Workbook Pages 1 - 2 Chapter 2: Time: Pages 7 - 10 Workbook Pages 3 - 4 Chapter 3: Solar System Overview: Pages 11 - 14 Workbook Pages 5 - 8 Chapter 4: Our Sun: Pages 15 - 20 Workbook Pages 9 - 16 Chapter 5: The Terrestrial Planets: Page 21 - 39 Workbook Pages 17 - 36 Mercury: Pages 22 - 23 Venus: Pages 24 - 25 Earth: Pages 25 - 34 Mars: Pages 34 - 39 Chapter 6: Outer, Dwarf and Exoplanets Pages: 41-54 Workbook Pages 37 - 48 Jupiter: Pages 41 - 42 Saturn: Pages 42 - 44 Uranus: Pages 44 - 45 Neptune: Pages 45 - 46 Dwarf Planets, Plutoids and Exoplanets: Pages 47 -54 3 Chapter 7: The Moons: Pages: 55 - 66 Workbook Pages 49 - 56 Chapter 8: Rocks and Ice: -
Lomonosov's Telescope
Mikhail Lomonosov: Father of Russian Science Robert P. Crease Stony Brook University Vladimir Shiltsev Fermilab Portraits of Lomonosov (1711-1765): In his 30s (left) and 50s (right) Maps of Pomorie, (ca 19 cent.) and of Kholmogory region (1771) Caravan and Sleigh Lomonosov Tercentennial 8 Lomonosov Tercentennial 9 Lomonosov Tercentennial 10 Lomonosov Tercentennial 11 Lomonosov Tercentennial 12 Marburg Diploma Lomonosov Tercentennial 13 Lomonosov Tercentennial 14 School & Scientific Tradition Gottfried Wilhelm von Leibniz Mikhail Lomonosov 1646 – 1716 Christian Wolff 1711 - 1765 1679 - 1754 In Germany 1737-1741 Lomonosov Tercentennial 15 Lomonosov Tercentennial 16 Lomonosov Tercentennial 17 Mosaics “Battle of Poltava” (1764) Lomonosov Tercentennial 6.4 x 4.8 m18 Lomonosov Tercentennial 19 Lomonosov Tercentennial 20 Lomonosov Tercentennial 21 Vladimir Shiltsev PPPL 2014 Reveal the Genius: An Amazing Story of Experimental Reconstruction of Lomonosov’s Discovery of Venus’s Atmosphere Vladimir Shiltsev (Illinois) Alex Koukarine (California) Yuri Petrunin (Colorado) Igor Nesterenko (Siberia) Randall Rosenfeld (Canada) Sun, Venus and Earth Venus Earth Vladimir Shiltsev PPPL 2014 Transits of Venus over Sun’s Disc lasts about 6 hours 1761: June 6 1769: June 3-4 1874: Dec 8-9 1882: December 6 2004: June 8 2012: June 5-6 2117: Dec 11 2125: December 8 Vladimir Shiltsev PPPL 2014 Why So Rarely? Tilted Orbits Venus orbit tilted 3.40 w.r.t. ecliptic Vladimir Shiltsev PPPL 2014 Discovery of Venus’s Atmosphere In 1761, Mikhail Lomonosov observing the transit of Venus noted appearance of luminous arc over the part of the planet off the Sun’s disc at egress: «…From these observations, Mr. Councilor Lomonosov concludes that the planet Venus is surrounded by a significant air atmosphere similar to (if not even greater than) that which surrounds our terrestrial globe…» Source: “The Appearance of Venus On The Sun, Observed At The St.Petersburg Imperial Academy Of Sciences On May 26, 1761.” , StP.Acad.Sci. -
Laboratory Manual Physics 166, 167, 168, 169
Laboratory Manual Physics 166, 167, 168, 169 Lab manual, part 2 For PHY 167 and 169 students Department of Physics and Astronomy HERBERT LEHMAN COLLEGE Spring 2018 TABLE OF CONTENTS Writing a laboratory report ............................................................................................................................... 1 Introduction: Measurement and uncertainty ................................................................................................. 3 Introduction: Units and conversions ............................................................................................................ 11 Experiment 1: Density .................................................................................................................................... 12 Experiment 2: Acceleration of a Freely Falling Object .............................................................................. 17 Experiment 3: Static Equilibrium .................................................................................................................. 22 Experiment 4: Newton’s Second Law .......................................................................................................... 27 Experiment 5: Conservation Laws in Collisions ......................................................................................... 33 Experiment 6: The Ballistic Pendulum ......................................................................................................... 41 Experiment 7: Rotational Equilibrium ........................................................................................................ -
GEORG OHM - Ω Physicist and Mathematician
GEORG OHM - Ω Physicist and Mathematician The start Georg Simon Ohm was born on 16th of March 1789 in Erlangen in Germany and died on 6th of July 1854 in Munich, Germany. He was born into a Protestant family and was the son of Johann Wolfgang Ohm and Maria Elizabeth Beck. The family had seven children, but only three survived: Georg, his younger brother Martin and his sister Elizabeth Barbara. His mother died when Georg was only 10 years old. Education Georg and Martin were taught by their father who brought them to a high standard in mathematics, physics, chemistry and philosophy. Georg Simon attended Erlangen Gymnasium from age eleven to fifteen where he hardly received any scientific education. After the Gymnasium, he was sent to Switzerland as his father was concerned that his son was wasting his educational opportunity. In September 1806 Ohm accepted a position as a mathematics teacher in a school in Gottstadt. Ohm restarted his mathematical studies, left his teaching post in March 1809 and became a private tutor in Neuchâtel. For two years he carried out his duties as a tutor while he followed private studies of mathematics. Then in April 1811 he returned to the University of Erlangen. Teaching Ohm received his doctorate from the University of Erlangen on October 25, 1811. He immediately joined the faculty there as a lecturer in mathematics but left after three semesters because of unpromising prospects. He could not survive on his salary as a lecturer. He had a few more teaching jobs after that and unhappy with his job, Georg began writing an elementary textbook on geometry as a way to prove his abilities. -
Chemistry in Italy During Late 18Th and 19Th Centuries
CHEMISTRY IN ITALY DURING LATE 18TH AND 19TH CENTURIES Ignazio Renato Bellobono, CSci, CChem, FRSC LASA, Department of Physics, University of Milan. e-mail add ress : i.bell obon o@ti scali.it LASA, Dept.Dept. ofPhysics, Physics, University of Milan The birth of Electrochemistry Luigi Galvani, Alessandro Volta, and Luigi Valentino Brugnatelli From Chemistry to Radiochemistry The birth of Chemistry and Periodic Table Amedeo Avogadro and Stanislao Cannizzaro Contributions to Organic Chemistry LASA, Dept.Dept. ofPhysics, Physics, University of Milan 1737 At the Faculty of Medicine of the Bologna University, the first chair of Chemistry is establishedestablished,,andandassigned to Jacopo Bartolomeo BECCARI (1692-1766). He studied phosphorescence and the action of light on silver halides 1776 In some marshes of the Lago Maggiore, near AngeraAngera,, Alessandro VOLTA ((17451745--18271827),),hi gh school teacher of physics in Como, individuates a flammable gas, which he calls aria infiammabile. Methane is thus discovereddiscovered.. Two years laterlater,,heheis assignedassigned,,asas professor of experimental phihysicscs,,toto the UiUniversi ty of PiPavia LASA, DtDept. of PhPhys icscs,, University of Milan 1778 In aletter a letter to Horace Bénédict de Saussure, aaSwissSwiss naturalist, VOLTA introduces, beneath that of electrical capacitycapacity,, the fundamental concept of tensione elettrica (electrical tension), exactly the name that CITCE recommended for the difference of potential in an electrochemical cell. 17901790--17911791 VOLTA anticipatesanticipates,,bybyabout 10 yearsyears,,thethe GAYGAY--LUSSACLUSSAC linear de ppyendency of gas volume on tem pp,erature, at constant pressurepressure,,andandafew a fewyears later ((17951795)) anticipatesanticipates,,byby about 6years 6 years,,thethe soso--calledcalled John Dalton’s rules ((18011801))ononvapour pressure LASA, Dept.Dept. -
Refractions of Rome in the Russian Political Imagination by Olga Greco
From Triumphal Gates to Triumphant Rotting: Refractions of Rome in the Russian Political Imagination by Olga Greco A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Comparative Literature) in the University of Michigan 2015 Doctoral Committee: Professor Valerie A. Kivelson, Chair Assistant Professor Paolo Asso Associate Professor Basil J. Dufallo Assistant Professor Benjamin B. Paloff With much gratitude to Valerie Kivelson, for her unflagging support, to Yana, for her coffee and tangerines, and to the Prawns, for keeping me sane. ii TABLE OF CONTENTS Dedication ............................................................................................................................... ii Introduction ............................................................................................................................. 1 Chapter I. Writing Empire: Lomonosov’s Rivalry with Imperial Rome ................................... 31 II. Qualifying Empire: Morals and Ethics of Derzhavin’s Romans ............................... 76 III. Freedom, Tyrannicide, and Roman Heroes in the Works of Pushkin and Ryleev .. 122 IV. Ivan Goncharov’s Oblomov and the Rejection of the Political [Rome] .................. 175 V. Blok, Catiline, and the Decomposition of Empire .................................................. 222 Conclusion ........................................................................................................................... 271 Bibliography ....................................................................................................................... -
Student Pages Part B 3C P2
Fat: Who Says? Measuring Obesity by Bioelectrical Impedance Analysis Circuitous Adventures-Measuring Electrical Values Student Information Page 3C Part B Activity Introduction: Surge ahead and learn how to use a multimeter device to measure voltage, amps, and resistance. Resistance is futile! Activity Background: Whenever charged particles are taken from one object and given to another object, an imbalance of charge occurs. This imbalance of charge is called voltage (or potential difference). Voltage is measured in units called Volts (V), named after Alessandro Volta. An electric current is nothing more than the flow of electric charges from one location to another. The measure of how much flow is occurring at any given point is called the amperage and is measured in units called amps (A), named after André-Marie Ampère. Electric charges can only flow through certain materials, called conductors. Materials that resist the flow of current are called insulators. Materials offer resistance to the flow of current. This resistance is measured in units called ohms (Ω), named after its discovered Georg Ohm. Ohm’s law states that the amount of current (I) flowing through a conductor times the resistance (R) of the conductor is equal to voltage (V) of the source of power (i.e. batteries). This law is often expressed in the following form: V = I X R Note: V = voltage, I = current, and R = resistance Activity Materials: • 2 batteries • 1 battery holder • Several electrical wires (stripped) or with alligator clips • 1 buzzer • 1 switch • 1 Analog multimeter • 1 Copy Student Information Page • 1 Copy Student Data Page • Transparency of Figure 3 Part B LESSON 3 ® Positively Aging /M.O.R.E. -
BETWEEN PHILOSOPHIES: the EMERGENCE of a NEW INTELLECTUAL PARADIGM in RUSSIA by Alyssa J. Deblasio Bachelor of Arts, Villanova
BETWEEN PHILOSOPHIES: THE EMERGENCE OF A NEW INTELLECTUAL PARADIGM IN RUSSIA by Alyssa J. DeBlasio Bachelor of Arts, Villanova University, 2003 Master of Arts, University of Pittsburgh, 2006 Submitted to the Graduate Faculty of the School of Arts and Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Pittsburgh 2010 UNIVERSITY OF PITTSBURGH School of Arts and Sciences This dissertation was presented by Alyssa J. DeBlasio It was defended on May 14, 2010 and approved by Tatiana Artemyeva, Professor, Herzen State Pedagogical University (St. Petersburg, Russia), Department of Theory and History of Culture Vladimir Padunov, Associate Professor, University of Pittsburgh, Department of Slavic Languages and Literatures James P. Scanlan, Emeritus Professor, The Ohio State University, Department of Philosophy Dissertation Advisor: Nancy Condee, Associate Professor, Department of Slavic Languages and Literatures ii Copyright © by Alyssa J. DeBlasio 2010 iii BETWEEN PHILOSOPHIES: THE EMERGENCE OF A NEW INTELLECTUAL PARADIGM IN RUSSIA Alyssa J. DeBlasio, PhD University of Pittsburgh, 2010 This dissertation takes as its primary task the evaluation of a conflict of paradigms in Russian philosophical thought in the past decade. If until the early nineties Russian philosophers were often guilty of uncritically attributing to their domestic philosophy a set of characteristics that fell along the lines of a religious/secular binary (e.g. literary vs. analytic; continuous vs. ruptured), in recent years the same scholarship is moving away from the nineteenth-century model of philosophy as a “path” or “special mission,” as it has been called by Konstantin Aksakov, Aleksei Khomiakov, Ivan Kireevskii, and later, Nikolai Berdiaev, among others. -
A Worldview in Practice: Cross-Disciplinary Propose for Textbooks and Course Materials
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 10, Issue 1, March 2019 A Worldview in Practice: Cross-Disciplinary Propose for Textbooks and Course Materials Noemih Sá Oliveira, Susan Bruna Carneiro Aragão Sistema Mackenzie de Ensino – Mackenzie Presbyterian Institute Brazil Abstract This paper presents a case study about the founded, in São Paulo, the American School. The development of a cross-disciplinary propose for pre- foundation of the new school represented a turning primary, primary and secondary private school point in Brazil. The school introduced a series of textbooks and course materials based on a Judeo- pioneering and innovative pedagogical and social Christian educational worldview. A private Brazilian practices. Among them, the end of racial system of education, Sistema Mackenzie de Ensino discrimination in admissions (legally authorized by (SME), located in São Paulo-Brazil, developed this the government until then), the creation of mixed proposal. SME is reasoned in a worldview, which gender classes and the abolition of physical considers ontology precedes epistemology to try to punishments [1]. Throughout its existence, it has reach a more integrated perception, comprehension, implemented courses with the objective of covering and reflection of the study object. A cross- new areas of knowledge and accompanying the disciplinary team of teachers gathered to elaborate a evolution of society with intense participation in the critical basis for producing and reviewing the community. Mackenzie Presbyterian Institute (MPU) textbooks and course materials. This rational basis has become recognized by tradition, pioneering and considered the guidelines of the National Brazilian innovation in education, which enabled it to reach Curriculum Parameters and academic researches. -
The Theological Context of Lomonosov's “Evening” and “Morning Meditations
Chapter 15. Th e Th eological Context of Lomonosov’s “Evening”... 15 THE THEOLOGICAL CONTEXT OF LOMONOSOV’S “EVENING” AND “MORNING MEDITATIONS ON GOD’S MAJESTY” While Lomonosov’s “Evening Meditation on God’s Majesty on the Occa- sion of the Great Northern Lights” (Vechernee razmyshlenie o Bozhiem Veli chestve pri sluchae velikogo severnogo siianiia) and “Morning Medi- tation on God’s Majesty” (Utrennee razmyshleniia o Bozhiem velichestve) have long been rightfully recognized as masterpieces of Russian poetry, the question of their religious content has not only not been studied but not even considered as a valid concern. On the one hand, the theological aspect of Lomonosov’s poetry has mostly been ignored, or even denied. As V. Dorovatovskaia wrote in 1911, “Lomonosov’s thoughts were not directed at religion and purely religious questions held no interest for him.”1 On the other hand, it was suggested that even if the issue were to be raised (I again cite Dorovatovskaia) Lomonosov “remained an isolated case in the ideological regard.”2 These poems’ relation to Russian poetic and religious traditions remains little studied3 and their correlation with 1 V. Dorovatovskaia, “O zaimstvovaniiakh Lomonosova iz Biblii,” in M. V. Lomonosov, 1711–1911: Sbornik statei, ed. V. V. Sipovskii (St. Petersburg, 1911), 38. 2 Dorovatovskaia, “O zaimstvovaniiakh,” 65. This neglect of Lomonosov’s religious views was shared, understandably, by the great majority of Soviet critics. 3 L. V. Pumpianskii referred in passing to the poems’ serious theological content, which he defined as “a rationalist, Lutheran and Leibnizian-colored theism” and as “a phenomenon of the European bourgeois type” (“Ocherki po literature pervoi poloviny XVIII veka,” XVIII vek, 1 [M. -
Energy Pioneers
Providing energy education to students in the communities we serve. That’s our Promise to Michigan. Energy Pioneers The following pages will give an overview about famous people in history who studied energy and invented useful things we still use today. Read about these people then complete the matching activity on the last page. For more great energy resources visit: www.ConsumersEnergy.com/kids © 2015 Consumers Energy. All rights reserved. Providing energy education to students in the communities we serve. That’s our Promise to Michigan. Thomas Edison (1847) Information comes from the Department of Energy, including sourced pictures. Source: Wikimedia Commons (Public Domain) Born in 1847. Not a very good student. Created many inventions including the phonograph (similar to a record player), the light bulb, the first power plant and the first movie camera. One of his most famous quotes is, “Invention is one percent inspiration and ninety-nine percent perspiration.” For more great energy resources visit: www.ConsumersEnergy.com/kids © 2015 Consumers Energy. All rights reserved. Providing energy education to students in the communities we serve. That’s our Promise to Michigan. Marie Curie (1867) Information comes from the Department of Energy, including sourced pictures. Source: Nobel Foundation, Wikimedia Commons (Public Domain) Born in 1867. Learned to read at 4. There were no universities in her native Poland that accepted women, so she had to move to France to attend college. She, along with her husband, discovered the first radioactive element. In 1903, she was awarded the Nobel Prize in Physics for the discovery of radium. Marie Curie was the first woman to win a Nobel Prize in Physics. -
Mayo Foundation House Window Illustrates the Eras of Medicine
FEATURE HISTORY IN STAINED GLASS Mayo Foundation House window illustrates the eras of medicine BY MICHAEL CAMILLERI, MD, AND CYNTHIA STANISLAV, BS 12 | MINNESOTA MEDICINE | MARCH/APRIL 2020 FEATURE Mayo Foundation House window illustrates the eras of medicine BY MICHAEL CAMILLERI, MD, AND CYNTHIA STANISLAV, BS Doctors and investigators at Mayo Clinic have traditionally embraced the study of the history of medicine, a history that is chronicled in the stained glass window at Mayo Foundation House. Soon after the donation of the Mayo family home in Rochester, Minnesota, to the Mayo Foundation in 1938, a committee that included Philip Showalter Hench, MD, (who became a Nobel Prize winner in 1950); C.F. Code, MD; and Henry Frederic Helmholz, Jr., MD, sub- mitted recommendations for a stained glass window dedicated to the history of medicine. The window, installed in 1943, is vertically organized to represent three “shields” from left to right—education, practice and research—over four epochs, starting from the bot- tom with the earliest (pre-1500) and ending with the most recent (post-1900) periods. These eras represent ancient and medieval medicine, the movement from theories to experimentation, organized advancement in science and, finally, the era of preventive medicine. The luminaries, their contributions to science and medicine and the famous quotes or aphorisms included in the panels of the stained glass window are summa- rized. Among the famous personalities shown are Hippocrates of Kos, Galen, Andreas Vesalius, Ambroise Paré, William Harvey, Antonie van Leeuwenhoek, Giovanni Battista Morgagni, William Withering, Edward Jenner, René Laennec, Claude Bernard, Florence Nightingale, Louis Pasteur, Joseph Lister, Theodor Billroth, Robert Koch, William Osler, Willem Einthoven and Paul Ehrlich.