Suggested solutions Test FyA16_19NVCO09

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Test on Electricity: FyA16_19NVCO09 Directions Warning: There are more than one version of the test.
Test time Resources 8:10-11:30. Calculators, and Formulas for the National Test in Mathematics Courses A & B, and the formula sheet for Physics A, FYANV-College. You may also use your personalized blue-booklet. The booklet must have your name and no calculations or solution to any problem are supposed to be on it. For most of problems short answers are not enough. They require: that you write down what you do, that you explain your train of thought, that you, when necessary, draw figures. When you solve problems graphically/numerically please indicate how you have used your resources. Problems 9, 10, 18, and 19 are larger problems which may take up to 90 minutes to solve completely. These Problems are of the greatest importance for the highest grade, MVG. It is important that you try to solve them. A description of what I will consider when evaluating your work, is attached to the problem. Try all of the problems. It can be relatively easy, even towards the end of the test, to receive some points for partial solutions. A positive evaluation can be given even for unfinished solutions.

The test:

Score The maximum score is 58 points, 26 of them VG points and 5MVG problems. Mark levels The maximum number of points you can receive for each solution is indicated after each problem. If a problem can give 2 Pass-points and 1 Pass with distinction- point this is written (2/1). Some problems are marked with , which means that they more than other problems offer opportunities to show knowledge that can be related to the criteria for Pass with Special Distinction in Assessment Criteria 2000. Maximum score: 58: 32G/26VG/5MVG G: 19 points VG: 38 points, at least 9 VG points MVG: 40 points, at least 19 VG points and 3 MVG-quality works (all categories M1to M5 must be represented in the solutions.) Enjoy it! Behzad
Subject ES Problem G VG MVG G VG MVG Subject DC Problem G VG MVG G VG MVG DC 1 2 2 2 ES 3 3 ES 4 2 ES 5 2 ES 6 3 ES 7 3 ES 8 1 1 ES 9 1 6 ES 10 Sum 1 20 4 11

DC 11 3 12 2

ES 13 2

DC 14 2

DC 15 2

DC 16 0 3

ES

ES 17 18a 1 1

ES 18b 0 4 0 4

ES

59 19 Sum Total 0 12 32 4 16 27

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1. An object can not have a charge of i. ii. iii. iv. 1.6 10 19 C . 6.4 10 19 C . 1.0 10 19 C .
3.2 C .

Answer: Alternative: ______ Why? Explain. Suggested answer:

[1/0] [1/0]

Answer: Alternative iii. An object can not have charge of 1.0 10 19 C . It is smaller than the charge of electron. Charge of electron is the smallest known elementary charge. The other charges are integer multiplication of the elementary charge e = 1.6 10 19 C . 2. What is total electrical energy used by a 2000 W hair dryer operating for 25 min ? a. 3.0 106 J . b. 5.0 104 J . c. 80 J . d. 1.33 J . Answer: Alternative: ______ Why? Show your calculations. Suggested answer: Answer: Alternative a. W = 3.0 106 J
W = P t , W = 2000 25 60 = 3.0 106 J

[1/0] [1/0] [1/0] [1/0]

3. A cloud is at a potential of 9.0 MV relative to the ground. A charge of 45 C is transferred in a lightning stroke between the cloud and the ground. Find the energy dissipated. [3/0] Suggested solution: Answer: In the lightning E P = 410 MJ electrical energy is transferred to heat and other forms of energies. Data: Q = 45 C , V = 9.0 MV = 9.0 10 6 V Den totala energin r bevarad: E1 = E2 E P = Q V = 45 9.0 10 6 = 405 10 6 J = 405 MJ 410 MJ

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4. Which diagram best represents the electrostatic force between an alpha particle with a charge of + 2 elementary charges and a positively charged nucleus as a function of their distance of separation? A: B:

Electrostatic Force

Electrostatic Force

Distance

Distance

C:

D:

Electrostatic Force

Electrostatic Force

Distance

Distance

Answer: Alternative: ______ Why? Show your calculations.

Suggested answer: Answer: Alternative A.

[1/0] [1/0]
[1/0]

The force is inversely proportional to the square of the distance Q Q between the charges, i.e.: F = k 1 2 2 . Both particles are positive so r 1 [1/0] F 2. r

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Base your answers to the problems 5-10 on the figure below which illustrates two point charges Q1 = 12.50 mC and Q2 = 2.500 mC placed at a distance d = 20.00 mm from each other. The charges are pinned to the page of the paper, and therefore are stationary.
Q1 = 12.50 mC
A B

Q2 = 2.500 mC

5. The total potential energy of the system is a. b. c. d. e. f.

14.06 MJ .
14.06 MJ . 14.06 kJ . 14.06 kJ 14.06 J

None above. It is ___________ Answer: Alternative: ______ [1/0] [1/0]

[1/0]

Why? Show your calculations.

Suggested solutions Answer: Alternative b: EPE = 14.06 MJ . Data: Q1 = 12.50 103 C , Q1 = 2.50 103 C , r = 20.00 103 m The potential energy of the system is
EPE Q1Q2 12.50 10 3 2.50 103 9 =k = 9 10 = 1.406 107 J = 14.06 MJ 3 r 20.00 10

)(

Answer: EPE = 14.06 MJ

[1/0]

6. If the point C is located at the middle of the line joining the two charges, i.e. it is at 10.00 mm from both charges, the work done to bring the charge Q = 100.0 mC from infinity to the point C is: a. b. c. d. e. f.
900.0 MJ 900.0 MJ 90.00 kJ 90.00 kJ to the left. 90.00 J to the right.

None above. It is ___________ Answer: Alternative: ______ [1/0] [2/0]

Why? Show your calculations.

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[1/0]

Suggested solutions Answer: Alternative b: W = 900.0 MJ .

The work done by an external force to bring the charge Q = 100.0 mC from infinity to the point C is equal to the change in the potential energy of the system:
W = EPE = k 100.0 103 12.50 103 + 2.50 103 Q1Q QQ + k 2 = 9 109 10.00 10 3 r r

)[ (

J [1/0]

Answer: W = 9.000 108 J = 900.0 MJ

[1/0]

7. If a unit positive charge is moved from the point B to the point D , the electric potential energy of the system a. b. c. d. e. increases decreases first increases, then decreases first decreases, then increases remains constant through out the journey. Answer: Alternative: ______ [1/0]
B

Q1 = 12.50 mC

Q2 = 2.500 mC

Why? Show your calculations. You may assume the point B is at 5.000 mm from the charge Q1 , and the point D is at 5.000 mm from the charge Q2 on the line joining the charges as illustrated above. [2/0]
Suggested solutions Answer: Alternative a. The electric potential energy of the system at point B is: [1/0]

EPE B = k

Q1Q2 QQ QQ +k 1 +k 2 d r1B r2 B

EPEB = 9 109

EPEB

1 2.50 10 3 1 12.50 10 3 + 9 109 3 15.00 10 3 5.00 10 3 = 14.06 MJ 21.00 GJ = 0.01406 GJ 21.00 GJ 21.00 GJ
9

( 12.50 10 )(2.50 10 ) + 9 10 (20.00 10 )

3 3

( (

] )

We may notice that the contribution of the electric potential energy of the original system of Q1 &Q2 is much smaller than the other two terms and it may be ignored in the further calculations. Besides, it is the change of the potential energy we are concerned about, not the total amount of it. The electric potential energy of the system at point C is:
3 Q2Q Q1Q Q1Q2 9 1 2.50 10 =k +k +k = 0.01406 GJ + 9 10 10.00 10 3 r2C r1C d

EPEC

] )

J 9.001 GJ

Similarly at point D : EPE D = k

Q1Q2 QQ QQ + k 1 + k 2 3.001 GJ d r1D r2 D

Therefore, the electric potential energy of the system increases continuously in moving a unit charge from the point B to the point C
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8. Moving Q1 = 12.50 mC and Q2 = 2.500 mC closer to each other would cause their electric potential energy to a. b. c. d. e. increases decreases first increases, then decreases first decreases, then increases remains constant through out the journey. Answer: Alternative: ______ Why? Explain.
Suggested explanations: Answer: Alternative b: decreases. The potential energy of the system is E PE = k is the distance between them. E PE = k

[1/0] [0/1]
[1/0]

Q1 Q2 is inversely proportional to r : r Q Q if r decrease the magnitude of E PE = k 1 2 will increases, but due to the r fact that charges are of different sign and the potential energy of the system is negative, decreasing the distance between the charges will result in a decrease in the electric potential (i.e. it negatively increases.)

Q1 Q2 , where r = 20.00 103 m r

[0/1]

9. Where, if any (other than infinity), on the line joining the charges, may a charge Q be placed so that the net force on it is zero. a. b. c. d. e.

A which is a point to the left of the larger charge. B which is a point closer to the larger charge somewhere between the charges.
C which is a point at the middle of the line joining charges.

D which is a point closer to the smaller charge somewhere between the charges.
G which is a point to the right of the smaller charge.

None above. Answer: Alternative: ______ Why? Explain qualitatively. [1/0] [0/2]

Calculate exactly the position of the point relative to one of charges. Discuss if the charge Q is in equilibrium, and reason if the equilibrium is stable or not. Why? [0/4/M1, M2, M3, M5 ]
Suggested solutions Answer: Alternative e: at the point G . [1/0] If the total electric field at a point is zero, the total electric force on any charge would be also zero.

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The electric field at any point between the charges is nonzero and its direction is to the left. This is due to the fact that, in between charges, the electric field due to both charges is to the left. On the other hand, even though both to the left of the larger charge as well as to the right of the smaller charge, the direction of the electric fields are in the opposite directions, the total electric field is zero only at a point closer to the smaller charge. [0/1] At G , the electric field E1 due to the charge Q1 = 12.00 mC is to the left, and that of Q2 = 5.000 mC is to the right. Due to the fact that G is closer to the smaller charge, the electric field is zero at the point. The exact position of the charge may be calculated as: If the point G is x m to the right of Q2 = 2.500 mC , and the charge of the particle is assumed Q , using Coulombs law as well as Newtons law:
F1 = F2 Q1 = 12.00 mC

Q2 = 2.500 mC

/ k

Q2Q Q1Q / / / =k 2 x (d + x )2

[0/1]

G d x

Using Q1 = 12.50 mC = 5Q2

5Q21 1 5 Q2 Q1 Q2 / 2 / 2 = 5 x 2 = (d + x ) 5 x = d + x = 2 = 2 2 2 2 x x x (d + x ) (d + x ) (d + x )

5x = d + x 5x x = d x x=

5 1 = d x =

d 5 1

)
[0/1]

d 0.02000 m x= 1.618 m x 1.618 cm 5 1 5 1

d = 1.618 cm to the right of the smaller charge 5 1 Q2 = 2.500 mC the net force on any charge particle is zero, and therefore, the charge particle is at equilibrium. [0/1]
Answer: At x = The equilibrium is stable. This is due to the fact that the net force to the left or to the right of the point is non-zero, but towards the equilibrium. Lets assume the charge is a positive unit charge. If the charge is displaced leftward from the point G , both forces increases but F2G increases faster and the net force will drive the positive charge Q away from the charges, and towards the equilibrium. On the other hand, if we displaced the positive unit charge to the right of the equilibrium, both forces on it decreases, but F2G decreases faster and the total force will be towards left, i.e. it drives the particle towards the equilibrium point G . If we displace the positive unit charge to the left of the equilibrium point G, for example if x = 1.0 cm ,

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F2 = k F1 = k

2.500 103 1 Q2Q = 9.0 109 = 2.25 1011 N to the right 2 2 (0.01) (0.01) Q2Q 12.500 103 1 = 9.0 109 = 1.25 1011 N to the left. (0.03)2 (0.03)2

Therefore, since F2 = 2.25 1011 N > 1.25 1011 N = F1 the resultant force will be toward the right, i.e. towards the equilibrium point G. Similarly, if we displace the positive unit charge to the right of the equilibrium point G, for example if x = 2.0 cm ,

F2 = k

2.500 103 1 Q2Q = 9.0 109 = 5.625 1010 N to the right (0.02)2 (0.02)2

3 Q2Q 9 12.500 10 1 = 9.0 10 = 7.03 1010 N to the left F1 = k 2 2 (0.04) (0.04)

Therefore, since F1 = 7.03 1010 N > 5.625 1010 N = F2 the resultant force will be toward the left, i.e. towards the equilibrium point G. [0/1] MVG-Quality The student shows in general the highest MVG quality if he/she: Formulates and develops the problem, uses general methods with problem solving. Investigates and analytically shows that the electric field and therefore the electric force is zero at the point G . The student must reason why the equilibrium is stable. Analyses and interprets the results, concludes and evaluates if they are reasonable. Analyses, interprets, and evaluates the results using vector properties of electric field. Qualitatively discusses why the equilibrium is stable., Carries out mathematical proof, or analyses mathematical-physical reasoning. The presentation is structured, and Analytically finds x = M2 M1

d based 5 1

M3

on vector properties of E , and F The presentation is structured, and M5

mathematical language is correct. It is mathematical-physical language is easy to follow the solution. correct. It is easy to follow the solution. Treats electric field as a vector, uses proper units, SF.

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10. Where, if any (other than infinity), on the line joining the charges, the electric potential is zero? a. b. c. d. e. f. g. h. i.

A which is a point to the left of the larger charge. B which is a point closer to the larger charge somewhere between the charges.
C which is a point at the middle of the line joining charges.

D which is a point closer to the smaller charge somewhere between the charges.
G which is a point to the right of the smaller charge.

At the point D as well as the point G . At the point A as well as the point B . At the point A as well as the point G . None above. Answer: Alternative: ______ [1/0]

Why? Explain qualitatively, and calculate exactly the position of the point relative to one of charges. [0/4/M1, M2, M3, M5 ]
Suggested solutions Answer: Alternative f: At the point D as well as the point G , the electric potential is zero. [1/0] Due to the fact that charges are of different sign, and the electric potential is scalar, and therefore the total electric potential is the algebraic sum of the electric potential due to the charges, at a point closer to the charge whose magnitude is smaller, the electric potential may be equal to zero. If the point G is x m to the right of Q2 = 2.500 mC
V = V1 + V2

Q1 = 12.00 mC

Q2 = 2.500 mC

Q2 Q1 +k =0 (d + x ) x
[0/1]

G d x

Q2 Q1 = (d + x ) x

We may use Q1 = 12.50 mC = 5Q2

Q2 Q1 Q 5 Q2 1 5 = 2 = = (d + x ) x (d + x ) x (d + x ) x 1 5 = x (d + x )
5x = d + x

5x x = d 4x = d

x=

d 0.02000 m = = 0.00500 m = 0.5000 cm to the right of Q2 = 2.500 mC 4 4

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Suggested solutions Test FyA16_19NVCO09

Answer: At the point G is x =

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d = 0.5000 cm to the right of Q2 = 2.500 mC , 4 the electric potential is zero. [0/1]

If the point D is x m to the left of Q2 = 2.500 mC
V = V1 + V2

Q2 Q1 +k =0 (d x ) x
[0/1]

Q1 = 12.00 mC

Q2 = 2.500 mC
D

Q2 Q1 = (d x ) x

Using Q1 = 12.50 mC = 5Q2

Q2 Q1 Q 5 Q2 1 5 = 2 = = (d x ) x (d x ) x (d x ) x

1 5 = x (d x )
5x = d x

5x + x = d
6x = d

x=

d 0.02000 m = = 0.003333 m = 0.3333 cm to the left of Q2 = 2.500 mC 6 6

d = 0.3333 cm to the left of Q2 = 2.500 mC 6 on the line joining the charges, the electric potential is zero. [0/1]
Answer: At the point D , x =

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MVG-Quality

The student shows in general the highest MVG quality if he/she:

Formulates and develops the problem, uses general methods with problem solving.

Investigates and analytically shows that the electric potential is zero at the point G as well as the point

M1

D . Find both points is necessary

for the MVG-point. Analyses and interprets the results, concludes and evaluates if they are reasonable. Carries out mathematical proof, or analyses mathematical-physical reasoning. Analyses, interprets, and evaluates the results using scalar properties of electric potential. Mathematical derivation of M3 M2

x=

d = 0.5000 cm to the right of 4

Q2 = 2.500 mC , as well as

that of x =

d = 0.3333 cm to the 6

left of Q2 = 2.500 mC based on the scalar properties of electric potential. The presentation is structured, and The presentation is structured, and M5

mathematical language is correct. It is mathematical language is correct. It is easy to follow the solution. easy to follow the solution. Units, and significant figures must be correct.

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Answer questions 111-15 based on the circuit below where R1 = 20.0 , R2 = 40.0 , and R3 = 4.00 .
V1 R1 R2
A

A1

R3 R3

R1

25 V

11. The equivalent resistance of the circuit is a. b. c. d. e. f.

80.0 40.0 20.0 10.0 5.00

None above. It is ___________ Answer: Alternative: ______ [1/0] [2/0]

[1/0]

Why? Show your calculations.

Suggested solutions Answer: Alternative d: Req = 10.0 Data: R1 = 20.0 , R2 = 40.0

The 3 resistors R1 , R2 , and R1 are in parallel. Therefore the equivalent resistance of them R121 is:

1 1 1 1 1 1 1 2 1 2 2 +1+ 2 5 = + + = + + = + + = = 40.0 40.0 R121 R1 R2 R1 20.0 40.0 20.0 40.0 40.0 40.0 1 5 40.0 = R121 = = 8.00 . R121 40.0 5
Similarly, The 2 resistors R3 , and R3 are in parallel Therefore the equivalent resistance of them R22 is: [1/0]

1 1 1 2 2 1 = + = = = R33 = 2.00 . R33 R3 R3 R3 4.00 2.00

R121 and R33 are in series, their equivalent resistance is

[1/0]

Req = R121 + R33 = 8.00 + 2.00 = 10.0

Answer: Alternative d: Req = 10.0

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Suggested solutions Test FyA16_19NVCO09 12. The Ammeter A shows: a. b. c. d. e. f.

5.00 A 2.50 A 1.25 A 0.625 A 0.3125 A

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None above. It is ___________ Answer: Alternative: ______ [1/0] [1/0]

[1/0] [1/0]

Why? Show your calculations.

Suggested solutions: Answer: Alternative b: I = 2.50 A Ohms law: V = RI I =
V 25.0 = = 2.50 A Req 10.0

13. The voltmeter V1 shows: a. b. c. d. e.

50.0 V 25.0 V 20.0 V 10.0 V 5.00 V

Answer: Alternative: ______ Why? Show your calculations.

Suggested solutions: Answer: Alternative c: V1 = V2 = V121 = 20.0 V

[1/0] [1/0]
[1/0]

The 3 resistors R1 , R2 , and R1 are in parallel. Therefore, the potential difference between their terminal is:
V1 = V2 = V121 = R121 I = 8.0 2.50 = 20.0 V

[1/0]

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Suggested solutions Test FyA16_19NVCO09 14. The Ammeter A1 shows: a. b. c. d. e. f.

2.0 A 4.0 A 8.0 A 16.0 A 1.00 A

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None above. It is ___________ Answer: Alternative: ______ [1/0]

Why? Show your calculations.

Suggested solutions: First method: Answer: Alternative e: I1 = 1.00 A [1/0] The 3 resistors R1 , R2 , and R1 are in parallel. Therefore, the potential difference between their terminal is:
V1 = V2 = V121 = R121 I = 8.0 2.50 = 20.0 V

Ohms law: V1 = R1I1 I1 =

V1 20.0 V = = 1.00 A R1 20.0

[1/0]

Second method: We may solve the problem logically. 2.50 A is divided to three parts. More current passes through the line with lesser 2 resistance. Therefore of it, i.e. 1.0 A passes through R1 = 20.0 and 5 1 of it, i.e. 0.5 A passes through R2 = 20.0 . 5

15. The total power dissipated in the resistors is: a. b. c. d. e. f.

62.5 W 25.0 W 12.5 W 2.5 W 0.25 W

None above. It is ___________ Answer: Alternative: ______ [1/0] [1/0]

[1/0] [1/0]

Why? Show your calculations.

Suggested solutions: First method: Answer: Alternative a: P = 62.5 W
P = IV = 2.50 25.0 = 62.5 W

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Second method: Using I = 2.50 A , and Req = 10.0

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P = Req I 2 = 10.0 (2.5) = 62.5 W

2

Third method: Using V = 25.0 V , and Req = 10.0

P=

(25.0) = 62.5 W : V2 P= (10.0) Req

2

16. What is the total amount of energy stored in a 12 V , 90 A h car battery when it is fully charged? [0/3]
Suggested solution: Answer: U = 3.9 MJ energy is stored in the fully charged battery. [0/1]

U = Q V , I =

Q , Q = I t t

Q = I t = 90 3600 = 3.24 10 5 A s = 3.24 10 5 C

[0/1] [0/1]

U = Q V = 3.24 105 12 = 3.89 10 6 J 3.9 10 6 J = 3.9 MJ

U = 3.9 MJ

17. In the center of all active stars, including the Sun, the plasma of hydrogen, i.e. protons are pressed against each other due to enormous gravitational pressure of the great mass of the star. As these protons, having positive charge of + e = 1.6 10 19 C repel each other more and more as they get closer to each other, the plasma gets hotter and hotter until it passes one million degree, and suddenly fusions of protons take place; fusing hydrogen to helium. Calculate the electrostatic force between two protons separated by a distance of 1.0 A = 1.0 10 10 m ? i. ii. iii. iv. 2.3 10 +8 N repulsive. 2.3 10 8 N repulsive. 2.3 10 48 N repulsive. 2.3 10 19 N repulsive. Answer: Alternative: ______ Why? Show your calculations. [1/0] [0/1]

Suggested solutions: Answer: Alternative ii: F = 2.3 10 8 N repulsive. [1/0]

F =k

Q1Q2 1.6 10 19 = 9.0 109 r2 1.0 10 10

( (

) )

= 2.3 10 8 N

[0/1]

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18. An -particle (nucleus of He: 2 protons Q = +2e , e = 1.60 1019 , m = 6.70 1027 kg ) is shot from far away with an initial velocity v = 6.50 106 m / s directly toward a gold nucleus (79 protons: Q Au = +79e ) .

a) Calculate the voltage necessary to accelerate an -particle to this velocity v = 6.50 106 m / s . [0/4/M1M2M3M5] b) Calculate the closest distance the -particle gets to the nucleus. Assume that the gold nucleus remains stationary. [0/4/M1M2M3M5] Suggested solution: Data: Q = +2e , Q Au = +79e , m = 6.70 1027 kg , v = 6.50 106 m / s
Problem: V = ? , rmin = ? a) The voltage necessary to accelerate the -particle to the velocity v = 6.5 106 m / s may be found using the principle of the conservation of energy:
0 0 1 mv 2 mv 2 / / = Ei = E f E Ki + E Pi = E Kf + E Pf 2eV = mv 2 V = 2 2 2e 4e [0/2/M1M2M3M5] 27 2 6 2 6.70 10 (6.50 10 ) mv V= = 4.42 105 V = 0.442 MV [0/1] 19 4e 4 1.60 10 Answer: -particles must be accelerated in a potential difference of V = 0.442 MV to acquire velocity v = 6.50 106 m / s . [0/1]

b) To find the closest distance the most energetic -particles reach we use the conservation of energy principle and fact that the closest distance is associated with zero kinetic energy (i.e. -particle stops and may be reflected back): 0 2Q Q QQ QQ 1 / Ei = E f E Ki = E Kf + E Pf mv 2 = k 1 2 r = k 1 2 = k 1 2 2 1 2 2 mv r mv 2 [0/2/M1M2M3M5]

rclosest

2Q Q 2 2 79 1.60 1019 = k 1 2 2 = 9 109 mv 6.70 10 27 6.5 106

) )

= 2.57 1013 m

[0/1]

Answer: The most energetic -particles approaching the nucleus of gold with the velocity v = 5.5 10 6 m / s may come as close as

rclosest 2.57 1013 m .

Note that rclosest 2.57 10
13

[0/1]

m is larger than the radius of the

nucleus of the gold which is considered to be of the order of 1014 m . This means if the original accelerating potential was larger so that the alpha-particle would get as close as 1014 m to the nucleus of the gold, it would be captured by the nucleus of gold, and the

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79 118

nuclear strong force would bind it to the other nucleons,

Au would

81 be converted to an isotope of TI, i.e.: 120TI 19. A point charge of mass m = 2.50 gr at the end of an insulating string of length 75.0 cm is observed to be in equilibrium in a known uniform horizontal electric field, E = 25.0 kN / C , when the pendulum has swung so it is 2.00 cm high. If the field points to the right, as illustrated in the figure below, determine the magnitude and sign of the point charge. First draw the free-body-diagram. [0/4/M1M2M3M5]

E = 25.0 kN / C

Suggested Solutions: The charge is negative, because the pendulum swings to the left, i.e. in the opposite direction of the field. [Free-body-diagram: 0/1/M1M2M3M5] Using the equilibrium condition, we may conclude that the angle E = 25.0 kN / C produced by the pendulum and the vertical line, 73 = cos 1 = 13.26 13.3 , and 75 the weight of the object , mg and FE = QE the electric force, FE = QE , may be written as

2.00 cm
mg

mg QE Q= tan [0/2/M1M2M3M5] E mg mg 0.0025 9.8 tan = tan 13.26 = 2.31 10 7 C = 0.231 C Q= E 25000 The charge is Q = 5.4 10 7 C = 0.54 C [0/1] tan =

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Aim of the subject

The subject of Physics aims at providing such knowledge and skills which are needed for further studies in the natural sciences and technology, but also for studies and activities in other areas. The aim is that pupils should experience the joy and intellectual stimulation, arising from being able to understand and explain phenomena in the surrounding world. The aim is also to contribute to the pupils' knowledge of the natural sciences so that they can take part in public debate on issues related to the natural sciences. This covers analysing and developing their views on questions, which are important for both the individual and society, such as e.g. energy and environmental issues, as well as ethical issues related to physics, technology and society. The subject also aims at providing advanced knowledge of the role of physics in the development of Mans world view. Not only has our knowledge of the universe increased --Man has moved from the centre of the world to a planet on the fringes of one of many galaxies in the cosmos --- but our knowledge of microcosms has also increased. In addition, the subject aims at providing increased understanding that theories and models are human conceptual constructions, which can be changed in the light of new experience.

Goals to aim for

The school in its teaching of physics should aim to ensure that pupils: develop their knowledge of the central concepts of physics, quantities and basic models, develop their ability to speak and write, as well as reflect over the phenomena of physics, its models and concepts, develop their ability to quantitatively and qualitatively describe, analyse and interpret the phenomena and processes of physics in everyday reality, nature, society and vocational life, develop their ability to propose, plan and carry out experiments to investigate different phenomena, as well as describe and interpret what is happening when using the concepts and models of physics, develop their ability with the help of modern technical aids to compile and analyse data, as well as simulate the phenomena and processes of physics, acquire knowledge of the development of the history of ideas concerning physics, and how this has influenced Man's world view and the development of society, develop the ability to analyse and evaluate the role of physics in society.

Structure and nature of the subject

The area of physics stretches from the very largest to the very smallest, from theories about the development of the universe to the properties of the very smallest subatomic particles. Being able to describe the movement of an object and what causes this movement, to
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understand what light is and to study its properties, as well as study electricity and magnetism have for long been central areas in physics. The concept of energy emerged as a connecting link between areas which earlier were regarded as different. Primarily because our knowledge of matter and its properties has increased, new areas of physics have developed. In a broad sense physics today deals with matter, radiation and different types of interaction. Characteristic of physics, as well as the other natural science subjects, is that knowledge is built up in an interaction, on the one hand between experimental observations, and on the other models and theories. Experiments also play a central role in the school's teaching of physics. By means of laboratory work, pupils train their skills in planning experiments, using measuring instruments and analysing data. Setting up hypotheses and carrying out experiments to investigate phenomena, test or review a model are important elements. Knowledge is used to discuss and explain phenomena in daily reality, nature and society. Developments in the computer area have brought about a situation where there is now access to powerful software for the analysis and stimulation of processes in physics. Such tools are of great help within the framework of a specific model for discussing the influence of different factors on the outcome of an experiment. The subject of Physics covers three courses. Physics A deals with movement, energy and heat, light and electricity as well as the structure of subatomic particles. The course also provides an orientation to the development of ideas in physics, as well as the problems connected with the supply of energy. The relationship between quantities in physics is mainly studied qualitatively, but some mathematical treatment is covered. The course requires prior knowledge in Mathematics corresponding to Mathematics A. The course is common to the Natural Science and Technology Programmes. Physics B deals with the areas of mechanics, electromagnetism, mechanical and electromagnetic waves, as well as atomic and nuclear physics. The course provides an orientation to the evolution of the universe. The course includes an in-depth treatment of one or more areas chosen on the basis of the teachers and pupils interests. The requirement for a mathematical treatment of physics in this course is higher than in Physics A. The course builds on some of the knowledge from Mathematics D. The course is common to the Natural science branch of the Natural Science Programme. Physics --- extension provides broader or advanced knowledge in some areas of physics, for example astrophysics, solid-state physics, particle physics or the historical development of ideas in physics. The course presupposes Physic A. The course is optional.

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FY1201 - Physics A

Goals

Goals that pupils should have attained on completion of the course

Pupils should: be able to participate in planning and carrying out simple experimental investigations, as well as orally and in writing report and interpret results be able to reason over quantities in physics, concepts and models, as well as within the framework of these models carry out simple calculations
GP. be able to describe and analyse some everyday phenomena and processes with the help of concepts and models from physics (GF: General Physics) A. have an outline knowledge of the structure of the universe (U) and the composition of matter in smaller sub-particles (A: atom), as well as the fundamental forces linking together the planetary system (GF: gravitational force), atoms (AF) and atomic nuclei (NF) CM. have a knowledge of the forces (F) and moments of a force (TQ: Torque), as well as be able to use these concepts to describe equilibrium states and linear movements (LM): (M. Classical Mechanics) L. have a knowledge of light, its reflection and diffraction, as well as some applications in this area EC. DC. have a knowledge of electrical fields, electrical voltage and current, as well as electrical energy and output (EC: Electrostatics, DC: Direct Cureent ) HTP. have a knowledge of heat, temperature and pressure EN. have a familiarity with principles of energy and its conversion, be familiar with the concepts of energy quality, and be able to use knowledge about energy to discuss energy issues in society HF. have a familiarity with some of the events from the historical development of physics, and its consequences for society.

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Grading criteria

Criteria for Pass (G)

G1 Pupils use appropriate definitions from physics, quantities, concepts, and models to describe phenomena and processes in physics. G2 Pupils participate in and carry out experiments on the basis of instructions. G3 Pupils carry out calculations concerning problems of a routine nature. G4 Pupils show through examples how concepts of physics are used when describing everyday contexts. G5 Pupils give examples of how a knowledge of physics contributes to a scientific view of the world. G6 Pupils present their work and co-operate in interpreting results and formulating conclusions.

Criteria for Pass with distinction (VG)

VG1 Pupils give an account of the meaning of quantities in physics, concepts and models and apply this knowledge to interpret and forecast observations in the surrounding world, and also to carry out calculations. VG2 Pupils work together over the choice of method and design of laboratory experiments. VG3 Pupils process and evaluate results on the basis of theories and hypotheses set up. VG4 Pupils apply concepts from physics and relationships from everyday and scientific contexts. VG5 Pupils describe the development of physics, and how this has contributed to the formation of a scientific view of the world.

Criteria for Pass with special distinction (MVG)

MVG1 Pupils apply scientific ways of working, plan and carry out investigatory tasks, both theoretically and experimentally, as well as interpret results and evaluate the validity and reasonableness of their conclusions. MVG2 Pupils use concepts and models from physics in an analytical and insightful way. MVG3 Pupils analyse and discuss approaches to problem solving, using knowledge from different fields of physics.

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