Grade 11 University Physics

Supplementary Workbook
“Press on: Nothing in the world can take the place of persistence
Talent will not – nothing is more common than unsuccessful men with talent
Genius will not – unrewarded genius is almost a proverb
Education will not – the world is full of educated derelicts
Persistence and determination alone are omnipotent”
-Ray Kroc (Stolen from Calvin Coolidge and Jean-Jacques Rousseau)

Success
The key to success in your grade 11 physics class is your homework. Make sure you
never get behind in your homework! The reasons are obvious but seldom do we think of
them. New homework is often assigned daily. If you neglect one day of work, after the next
class you will have twice the work. If you miss two days, three times the work. Digging
yourself out of the homework hole becomes more and more difficult. This leads to the
temptation of ignoring the homework entirely – surely courting disaster! Then, as it always
does, comes test time.
Much to your surprise, your surprise, your physics teacher keeps on teaching even though
you have a test in a couple days. Get used to this! You should have completed all your
homework by this point. Preparing for a test is then a matter of review, not learning! Your
collection of completed homework questions become your studying tool. Frequently we
give you time in class to compete your work. Make good use of this time to complete your
work and get any extra help you need.

Absences
· Obtain the missed class notes and work from a class mate
· Review the work from the text
· Ask the teacher for help

Missed Tests
There are normally no make-up tests. The student must, immediately upon return to class,
provide a written note explaining the absence. The note must provide the date of absence
and if from a parent or guardian must state that writer is aware the student has missed a
test. A phone number at which the signer can be reached during the day is required on the
note. This is to be kept by the teacher.
 SPH3U – COURSE EXPECTATIONS

Unit 1 - Forces and Motion

Overall Expectations
By the end of this course, students will:
FMV.01 demonstrate an understanding of the relationship between forces and the acceleration of an object in
linear motion;

FMV.02 investigate, through experimentation, the effect of a net force on the linear motion of an object, and
analyse the effect in quantitative terms, using graphs, free-body diagrams, and vector diagrams;

FMV.03 describe the contributions of Galileo and Newton to the understanding of dynamics; evaluate and
describe technological advances related to motion; and identify the effects of societal influences on transportation
and safety issues.

Specific Expectations
Understanding Basic Concepts
By the end of this course, students will:
FM1.01 define and describe concepts and units related to force and motion (e.g., vectors, scalars, displacement,
uniform motion, instantaneous and average velocity, uniform acceleration, instantaneous and average
acceleration, applied force, net force, static friction, kinetic friction, coefficients of friction);

FM1.02 describe and explain different kinds of motion, and apply quantitatively the relationships among
displacement, velocity, and acceleration in specific contexts;

FM1.03 analyse uniform motion in the horizontal plane in a variety of situations, using vector diagrams;

FM1.04 identify and describe the fundamental forces of nature;

FM1.05 analyse and describe the gravitational force acting on an object near, and at a distance from, the surface
of the Earth;

FM1.06 analyse and describe the forces acting on an object, using free-body diagrams, and determine the
acceleration of the object;

FM1.07 state Newton’s laws, and apply them to explain the motion of objects in a variety of contexts;

FM1.08 analyse in quantitative terms, using Newton’s laws, the relationships among the net force acting on an
object, its mass, and its acceleration.

Unit 2 - Energy, Work and Power

Overall Expectations
By the end of this course, students will:
EWV.01demonstrate an understanding, in qualitative and quantitative terms, of the concepts of work, energy
(kinetic energy, gravitational potential energy, and thermal energy and its transfer [heat]), energy transformations,
efficiency, and power;

EWV.02design and carry out experiments and solve problems involving energy transformations and the law of
conservation of energy;

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 EWV.03analyse the costs and benefits of various energy sources and energy-transformation technologies that
are used around the world, and explain how the application of scientific principles related to mechanical energy
has led to the enhancement of sports and recreational activities.

Specific Expectations
Understanding Basic Concepts
By the end of this course, students will: Chapter and Section
EW1.01 define and describe the concepts and units related to energy, work, and power (e.g., energy, work, power,
gravitational potential energy, kinetic energy, thermal energy and its transfer [heat], efficiency);

EW1.02 identify conditions required for work to be done, and apply quantitatively the relationships among work,
force, and displacement along the line of the force;

EW1.03 analyse, in qualitative and quantitative terms, simple situations involving work, gravitational potential
energy, kinetic energy, and thermal energy and its transfer (heat), using the law of conservation of energy

EW1.04 apply quantitatively the relationships among power, energy, and time in a variety of contexts;

EW1.05 analyse, in quantitative terms, the relationships among percent efficiency, input energy, and useful output
energy for several energy transformations.

Unit 3 - Waves and Sound

Overall Expectations
By the end of this course, students will:
WSV.01 demonstrate an understanding of the properties of mechanical waves and sound and the principles
underlying the production, transmission, interaction, and reception of mechanical waves and sound;

WSV.02 investigate the properties of mechanical waves and sound through experiments or simulations, and
compare predicted results with actual results;

WSV.03 describe and explain ways in which mechanical waves and sound are produced in nature, and evaluate
the contributions to entertainment, health, and safety of technologies that make use of mechanical waves and
sound

Specific Expectations
Understanding Basic Concepts
By the end of this course, students will: Chapter and Section
WS1.01 define and describe the concepts and units related to mechanical waves (e.g., longitudinal wave,
transverse wave, cycle, period, frequency, amplitude, phase, wavelength, velocity, superposition, constructive and
destructive interference, standing waves, resonance);

WS1.02 describe and illustrate the properties of transverse and longitudinal waves in different media, and analyse
the velocity of waves travelling in those media in quantitative terms;

WS1.03 compare the speed of sound in different media, and describe the effect of temperature on the speed of
sound;

WS1.04 explain and graphically illustrate the principle of superposition, and identify examples of constructive
and destructive interference;

WS1.05 analyse the components of resonance and identify the conditions required for resonance to occur in
vibrating objects and in various media;

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WS1.06 identify the properties of standing waves and, for both mechanical and sound waves, explain the
conditions required for standing waves to occur;

WS1.07 explain the Doppler effect, and predict in qualitative terms the frequency change that will occur in a
variety of conditions;

WS1.08 analyse, in quantitative terms, the conditions needed for resonance in air columns, and explain how
resonance is used in a variety of situations (eg., analyse resonance conditions in air columns in quantitative terms,
identify musical instruments using such air columns, and explain how different notes are produced).

Unit 4 - Light and Geometric Optics

Overall Expectations
By the end of this course, students will:
LGV.01 demonstrate an understanding of the properties of light and the principles underlying the transmission
of light through a medium and from one medium to another;

LGV.02 investigate the properties of light through experimentation, and illustrate and predict the behaviour of
light through the use of ray diagrams and algebraic equations;

LGV.03 evaluate the contributions to such areas as entertainment, communications, and health made by the
development of optical devices and other technologies designed to make use of light.

Specific Expectations
Understanding Basic Concepts
By the end of this course, students will: Chapter and Section
LG1.01 define and describe concepts and units related to light (e.g., reflection, refraction, partial reflection and
refraction, index of refraction, total internal reflection, critical angle, focal point, image);

LG1.02 describe the scientific model for light and use it to explain optical effects that occur as natural phenomena
(e.g., apparent depth, shimmering, mirage, rainbow);

LG1.03 predict, in qualitative and quantitative terms, the refraction of light as it passes from one medium to
another, using Snell’s law;

LG1.04 explain the conditions required for total internal reflection, using light-ray diagrams, and analyse and
describe situations in which these conditions occur;

LG1.05 describe and explain, with the aid of light-ray diagrams, the characteristics and positions of the images
formed by lenses;

LG1.06 describe the effects of converging and diverging lenses on light, and explain why each type of lens is used
in specific optical devices;

LG1.07 analyse, in quantitative terms, the characteristics and positions of images formed by lenses.

Unit 5 – Electricity and Magnetism

Overall Expectations
By the end of this course, students will:
EMV.01 demonstrate an understanding of the properties, physical quantities, principles, and laws related to
electricity, magnetic fields, and electromagnetic induction;

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 EMV.02 carry out experiments or simulations, and construct a prototype device, to demonstrate characteristic
properties of magnetic fields and electromagnetic induction;

EMV.03 identify and describe examples of domestic and industrial technologies that were developed on the
basis of the scientific understanding of magnetic fields.

Specific Expectations
Understanding Basic Concepts
By the end of this course, students will: Chapter and Section
EM1.01 define and describe the concepts and units related to electricity and magnetism (e.g., electric charge,
electric current, electric potential, electron flow, magnetic field, electromagnetic induction, energy, power,
kilowatt-hour);

EM1.02 describe the two conventions used to denote the direction of movement of electric charge in an electric
circuit (i.e., electric current [movement of positive charge] and electron flow [movement of negative charge]),
recognizing that electric current is the preferred convention;

EM1.06 state the motor principle, explain the factors that affect the force on a current-carrying conductor in a
magnetic field, and, using the righthand rule, illustrate the resulting motion of the conductor;

EM1.07 analyse and describe electromagnetic induction in qualitative terms, and apply Lenz’s law to explain,
predict, and illustrate the direction of the electric current induced by a changing magnetic field, using the right-
hand rule;

EM1.08 compare direct current (DC) and alternating current (AC) in qualitative terms, and explain the importance
of alternating current in the transmission of electrical energy;

EM1.09 explain, in terms of the interaction of electricity and magnetism, and analyse in quantitative terms, the
operation of transformers (e.g., describe the basic parts and the operation of step-up and step-down transformers;
solve problems involving energy, power, potential difference, current, and the number of turns in the primary and
secondary coils of a transformer).

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 Review: Scientific Notation and Conversions

1. Write the following in scientific notation.

a) 604 b) 403 c) 710 000 d) 0.050 4
e) 0.003 8 f) 0.0403 g) 0.000 031 h) 4.3

2. Write the following in standard notation.

a) 8.1 × 103 b) 6.1 × 107 c) 7.6 × 105 d) 9.3× 101
e) 4.7 × 10-4 f) 2.3 × 10-2 g) 4.7 × 10-1 h) 4.03 × 10-1

3. Convert these to S.I. units.

a) 6700 g b) 45000 mm c) 8.9 × 104 mm d) 5.3 × 106 g
e) 2.7 × 104 min f) 4.3 × 103 h g) 34.5 cm h) 3.45 cm

4. Convert the following

a) The length of a car from 2.8 b) The thickness of a textbook c) The radius of the Earth from
m to mm from 35mm to m 6.37 × 106 m to km

d) One day, 24 h to min e) One year, 3.156 × 107 s to h f) One day, 24 h to s

5. To convert km/s to m/s you must 6. Calculate the following

__________________________ a) 56 km/h = ___________ m/s
To convert m/s to km/s you must b) 4.3 × 103 m/s = __________km/h
__________________________ c) 7.3 × 10 4 km/h = _________m/s
d) 2.4 × 102 m/s = ___________km/h

Activity: Graphing
Rules
1. Make sure you put a title on the graph eg. Temperature vs. Time.
2. Label the axis and include units eg. Time (s).
3. Mark points on the graph clearly.
4. If the graph looks like a straight line, draw a line of best fit with a ruler. If the graph looks like a
curve, draw a smooth curve freehand.
5. Make the graph as large as possible using the whole paper.

Exercise: Late at night the Toronto airport detected an unidentified Time (min) Distance (km)
Flying object (UFO) on its radar. This UFO is flying over the 0 0.0
airport toward the CN Tower. The data given is its distance from the 5 2.7
airport from the time of its first sighting. 11 7.6
a) Graph the data and draw a line of best fit. Put time on the x-axis. 22 16.9
b) Calculate the slope of this line with units. 27 17.8
c) How long will it take the UFO to reach the CN Tower if the tower 37 22.4
Is 35 km from the airport? Extrapolate to find this. 42 27.7
d) How far is it to Maple Leaf Gardens if the UFO takes 40 min. 53 32.0
to reach it? Interpolate to find this.

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 Problems: Introduction to Motion

Speed is the rate at which things move. We say “sports cars move fast”, “snails move slow” and
sometimes “Albert is not too swift”. Speed tells us the distance an object travels in an interval of time.
To find speed, use the formula

d
v=
t
Where v stands for the speed of the object, d the distance it travels and t the time taken to do so.

Example: A truck travels 20 m in 15 s. Find its speed.

Solution: d = 20 m
t = 15 s
d
v=
t
= 20 m / 15 s

= 1.3 m/s
The speed of the truck is 1.3 m/s.

Problems:
1. A hurricane Katrina blew a car a distance of 10 m in 2 s inti the front window of a store. Find the
car’s speed as it crashed through.

2. An unidentified flying object traveled 15.5 km across the sky in 3 s. Find its speed in km/h and m/s.
How does this compare with the speed of an airplane?

3. An eighteen-wheeler Mac truck was thundering down the 401 at 130 km/h.
a) In one hour, how far did it travel?
b) In one minute, how far did it travel?
c) In one second, how far did it travel?

4. In his pod racer, young Aniken travels at 200 m/s. He made a complete lap of the racing course in
90 s. What is the distance around the course in metres? (Hint: rearrange the equation v = d/t )

5. If you were the 6 Million Dollar Man (an 80’s TV show character) who could run at 145 km/h, how
long would it take for you to run from Toronto to Montreal, a distance of 450 km?

6. You camped out all night and scored some tickets to the latest Ricky Martin concert, but
unfortunately your seat is high up in the stands, 400 m away from the stage. The sound from the
stage travels through the air at 332 m/s. How long it will take the sound to reach your ears?

7. Light travels at 3.0 × 108 m/s. A quasar, one of the most distant object from us in the universe,
is 1.2 × 1026 m away from Earth. How long ago was the light that we see today emitted from the
quasar? Give your answer in years.

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 Graphical Analysis: The Motion of a Delivery Truck - i
300
Position (m) [W]

200

100

0
20 40 60 80 100
Time (s)

Questions:
1. How many stops were made for deliveries?

2. How long was the longest stop?

3. What was the maximum displacement from the store?

4. What was the velocity of the truck in the first 10 seconds?

5. What direction was the truck traveling in at 90 s?

6. What was the maximum speed of the truck at any time?

7. What was the total distance traveled?

8. What was the total displacement driven?

9. What was the average speed of the entire trip?

10. What was the average velocity of the entire trip?

Answers:
1) 2, 2) 30s 3) 300 m 4) 10 m/s [W] 5) East 6) 15 m/s [E]
7) 600 m 8) 0 m 9) 6 m/s 10) 0 m/s

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 Graphical Analysis: The Motion of a Delivery Truck - ii

36

24
Velocity (m/s) [S]

12

-12
0 5 10 15 20 25 30
Time (s)
Questions:
1. What was the displacement of the truck in the interval 0 to 5 s?

2. What was the displacement of the truck in the interval 10 to 20 s?

3. What was the displacement of the truck in the interval 25 to 30 s?

4. What was the distance of the entire trip?

5. What was the average speed for the whole trip?

6. What was the displacement for the whole trip?

7. What was the average velocity for the whole trip?

8. In which interval was the acceleration the greatest?

9. During which time interval is the truck

a) speeding up?
b) Slowing down?
c) Traveling South?
d) Traveling North?

Answers: 1) 30 m [S] 2) 210 m [S] 3) 45 m [N] 4) 330 m 5) 11 m/s 6) 240 m [S]

7) 8 m/s [S] 8) 20 – 28 s 9a) 5 – 10 s, 10 – 15 s, 25 – 28 s 9b) 20 – 25 s 9c) 0 – 25 s
9d) 25 – 30 s

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 Graphical Analysis: Position, Velocity and Acceleration

40
Position (m) [N]

20

Time (s)
0
10 20 30 40 50

I II III IV V VI
-20

For each time interval of the graph, complete the chart and calculate any quantities when possible.

I II III IV V VI
Position
relative to
starting
point

Velocity

Acceleration

Repeat the above activity for the velocity time graph shown below. Write your answers in each
column of the graph.

40
velocity (m/s) [E]

20

Time (s)
0
10 20 30 40 50

I II III IV V VI
-20

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 Activity: Walking and Running Speeds

Problem:

What are the speeds of a walk and a run?

Hypothesis:

I estimate the speed of a walk to be _______________m/s.

I estimate the speed of a run to be_________________m/s.

Procedure:

Follow your teacher to the place where the lab will be done. Measure off a 30 m track.
You will need to be in a group of three to do this. All members can do the walk together but the run
must be done with one person timing and one person running at a time. Do each event three times to
get an average.

Observations:

Motion Distance (m) Time (s) Average time (s) Calculated Speed
(m/s)
Walk 30

30

30

30
Run
30

30

Questions:

1. My walking speed is____________________m/s or___________________km/h.

2. My running speed is_____________________m/s or ___________________km/h

3. Why might your running speed be faster than what you calculated?

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 Velocity from a Displacement Time Graph (Section 1.6 – pg19)

Determine the instantaneous velocity at t = 5s

d
(m)

0 5 t (s)
The slope of a ___________________to a d-t graph represents instantaneous velocity.

Velocity-Time Graphs
Graph Word Description

v B

Determine the slope of the graph

v2 •
v
The slope of a v-t graph represents____________________________
v1 •
t Define acceleration mathematically:
t1 t2

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 Area Under Velocity-time Graphs (Section 2.1 – pg40)

What is the position of the object at t = 0

v (m/s) If the object is travelling at speed ‘v’ and for time t,

determine the area under the graph carefully using units.

t (s)

+5 Describe in words the motion of the object.

2s 4s
v (m/s)

-5
Determine the displacement of the object.

The area under a v-t graph represents____________________________

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Acceleration – Time Graphs
Graph Word Description

a (m/s2) t (s)

a (m/s2) t (s)

a (m/s2)

t (s)

+7

a (m/s2) 10s 20s

The area under an a-t graph
-2
represents____________________________________

Summary: How do you find……..

Quantity Position-time Graph Velocity-Time Graph Acceleration-Time

graph
Position

Displacement

Inst. Velocity

Change in velocity

Acceleration

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 Activity: Drawing Vector Diagrams

1. Draw the following vectors to scale. 1 cm = 1 m

a) 3 m [E] b) 4 m [N 450 E]

c) 5 m [S 300 W] d) 3.5 m [S 700 E]

2. Draw a vector diagram of my walk in the park 8 m [E] and then 4 m [S 150 E].

a) Find the total distance traveled.

b) Find the total displacement with direction.

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 Activity: The Acceleration due to the Gravity of the Earth

Part A: Creating an experiment

List all the factors you think may have an effect on an object’s acceleration due to gravity.

Devise an experiment to test your factor. To do this you need to vary your factor only (and not
theothers!) to determine what effect it has on the acceleration. In your experiment make sure you repeat
each measurment many times since there are a many sources of error!

Your factor to test

Measure the distance the object will fall. d (m) =

Object Description
Time (s)
Time (s)
Time (s)
Time (s)
Average Time (s)
Acceleration (m/s2)

Calculate the acceleration using a = 2d / t2

a (m/s2)

Part B: The Pendulum experiment

Make a pendulum and measure its length.

Length, L (m)

Find the period of the pendulum (the time it takes to move back and forth once) as follow.

Time for 10 swings (s)

Time for 10 swings (s)
Average time for 10 swings (s)
Period, T (s)

Calculate the acceleration by using the formula a = 4 π2 L / T2

a (m/s2)

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 Problems: The Big 5 Kinematic Equations

1. The Porsche 917/30 Can-Am car (the fastest production model built as of January 1987) can
accelerate from zero to 320 km/h [forward] in12.6 s and has a recorded top speed of 411 km/h.
What is its acceleration in m/s2? (7.05 m/s2)
2. A snow avalanche moving with a velocity of 8.0 m/s undergoes an acceleration of 1.5 m/s2 for 6.0 s.
What is the final velocity of the avalanche? (17 m/s)
3. Jennifer is driving her Honda Civic above the speed limit on a straight level highway when she
receives a warning that a police car is ahead. She decelerates at 5.0 km/h for 6.0 s to reach a velocity
of 100 km/h. How fast Jennifer is going when she receives the warning? (130 km/h)
2
4. Henry drives his tank initially at 14 m/s in a 50 km/h zone. He accelerates at 2.0 m/s to a final
velocity of 28 m/s. How long does it take to reach the final velocity? (7 s)
5. The burning of the second engine of a two-stage toy rocket accelerates the rocket from 60 km/h [up]
to 145 km/h [up] in 5.0 s. Calculate the average acceleration of the rocket in (km/h)/s. (17 km/h/s)
6. In the 74s after lift-off, the shuttle Challenger travels 36 km. Assuming constant acceleration,
calculate
a) the acceleration of the shuttle in m/s2. (13 m/s2)
b) the speed of the shuttle in km/h. (3.5 × 103 km/h)
7.
Bill takes his brother’s car out for a joy ride and steps on the gas. The car accelerated at 0.8 m/s2
from rest position. How far away is he when his brother notices the car gone far 30s later? (360 m)
8. Bill borrows his Dad’s plane and starts down the runway at 2 m/s accelerating at 1.5 m/s2. He
accelerates for 1 min before the plane takes off. Can Bill take off if the runway is only 2500 m or
does he crash?
9. Later that day when Bill returns his brother’s car, he drives up the driveway at 20 m/s and slams on
the breaks, decelerating at 1.2 m/s2 for ½ a minute. If the garage is 59 m away, does he hit or stop in
time?

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 Problems: Free Fall
For each question draw a diagram and sign convention.

1. Bill borrows his Dad’s gun and when he gets outside, he firs it straight up into the air. If the bullet
left the gun at 400 m/s
a) How far had it moved up after 4s? (1522 m [up] )
b) How fast it was going at this time? (361 m/s [up] )

2. How long does it take for the bullet in question 1 to reach its highest point? (41 s)

3. To get rid of the gun, Bill throws off the cliff at 3 m/s down. He hears the gun hit the ground 8s
later.
a) What speed was it going when it hit the ground? ( 81 m/s [down] )
b) How far down is the bottom of the cliff? (338 m [down] )

4. Bill fires a rocket up from the ground at 200 m/s.

a) How long does it take to reach its maximum height? (20s)
b) How high does it go? ( 2041m [up] )

Page 18 of 70
 Work Sheet: Forces and Free Body Diagrams

In each example below, one or more forces act on the rock (a happy face). Assume there is no friction
or air resistance unless mentioned. Draw a free body showing all forces acting on the rock. Estimate
the size of the force vectors relative to the one another. You may draw all forces acting at the centre of
the rock. Please use a ruler and pencil so that you can correct your mistakes. Label the forces using the
following symbols: Fg = the force due to gravity, FT = the force of tension, Fn = the normal force,
Ff = the force of friction, Fa = the force of air resistance.

1. The rock is falling 6. The rock is at rest.

2. The rock is falling at 7. The rock is sliding at

constant (terminal) velocity a constant speed.
due to air resistance.

3. the rock is tied to a 8. The rock is slowing

rope is at rest down due to friction.

4. The rock is rising in 9. the rock is at the top

an arc of its arc.

5. The rock is tied to a rope 10. The rock is tied to a

and is pulled upward such rope is swinging
that it is accelerating up

Page 19 of 70
 Work Sheet: Forces and Newton’s Second Law
When solving force problems, follow the guidelines given below. This will help you organize your work and reduce the
mistakes you may make.
1. List everything you know (the givens) about the problem.
2. State what you are trying to find.
3. Draw a FBD and perhaps a picture for the problem.
4. Find the approach you will use. This is almost always Newton’s 2nd Law. Sometimes you also have to solve a
kinematics problem, which means you will use one of the Big Five Equations.
5. Solve the problem.
6. State the final result in a sentence.
Problems:
Mandatory
1. You have to push with a force of 200 N to slide a refrigerator across a floor at constant velocity. What is the force of
friction acting on the fridge?
2. Suppose a photograph showed a body moving with a constant velocity from left to right. In what direction is the net
force?
Easy
1. A frog with a mass of 0.5 kg is accelerated at 4 m/s2. What is the net force acting on it? (2N)
2. What is the net force required to give an automobile of mass 1600 kg an acceleration of 4.5 m/s2? (7.2×103 N)
3. What is the acceleration of a wagon of mass 20 kg if a horizontal force of 64 n is applied to it (ignore friction)?
(3.2m/s2)
4. What is thee mass of a block of iron if a net force of 240 N causes it to accelerate across a smooth horizontal surface at
2.5 m/s2? (96 kg)
Medium
1. A net force of 8.0 N gives a mass m1 an acceleration of 2.0 m/s2 and a mass m2 an acceleration of 4.0 m/s2. What
acceleration would the force give the two masses if they were fastened together? (1.3 m/s2)
2. A 1.0 kg toy car is moving across a smooth floor with a velocity of 5.0 m/s. An unbalanced of 2.0 N acts on the car for
4.0 s. Determine the velocity of the car at the end of the interval in each of the following cases.
a) if the force acts in the direction of the motion of the car? (13 m/s)
b) If the force acts in the opposite direction to the motion of the car? (-3 m/s)
3. A toy rabbit is balanced by two identical masses on a balance scale. A certain force accelerates the toy rabbit by 2.0
m/s2. At what rate will the same force accelerate one of the weights?
4. A car can accelerate at 3.0 m/s2. What would its acceleration be if it was towing another car like itself? (4 m/s)
5. A block of mass 8.0 kg, starting from rest, is pulled along a rough horizontal tabletop by a constant force of 2.0 N. It is
found that this body moves a distance of 3.0 m in 6.0 s.
a) What is the acceleration of the body? (0.17 m/s2)
b) What is the net force acting on the body? (1.3 N)
c) What other force is involved in this problem? Find its magnitude. (0.7 N)
6. An electron has a mass of 9.1 × 10-31 kg. Between the electrodes of a cathode-ray tube, it moves a distance of 4.0 mm,
accelerated by a net electrical force of 5.6 × 10-15 N. Assuming that it started from rest, find its acceleration and its final
velocity. (6.2 × 1015 m/s2, 7.0 × 106 m/s)
7. A child’s wagon experiences a frictional force of 73 N whenever it is in motion, regadless of the load it is carrying. An
applied horizontal force of 128 N causes the wagon to accelerate at 5.0 m/s2. The same applied force, with a child on a
wagon causes it to accelerate at 1.0 m/s2. What is the mass of the child? (44 kg)
Hard
1. A sled of 6.0 kg mass is moving along a smooth, horizontal ice surface with a velocity of vo. A force of 36 N is applied
to the sled in its direction of motion, increasing its velocity to 2vo while it moves 10 m. Find
a) the sled’s original velocity, vo (6.3 m/s)
b) the length of the time that the force acted (1.1 s)
2. A 0.50 kg skateboard is at rest on a rough, level floor on which two lines have been drawn 1.0 m apart. A constant
horizontal force is applied to the skateboard at the beginning of the interval and is removed at the end. The skateboard
takes 8.5s to travel the 1.0 m distance, and it coasts for another 1.25 m before coming to rest. Calculate the force applied
to the skateboard, and also the constant frictional force opposing its motion. (2.6 × 10-2 N, 1.2 × 10-2 N)
3. An arrow, starting from rest, leaves the bow with a speed of 25.0 m/s. If the average force exerted on the arrow by the
bow were doubled, all else remaining the same, with what speed would the arrow leave the bow? (35.4 m/s)

Page 20 of 70
 Activity: Student Power

Purpose

To determine your power.

Procedure

1. Measure the height of the stairs from floor to floor and enter this in your chart.
2. Find the time to run up the stairs one step at a time (no skipping). Do this twice and take the
average.
3. Find the time to climb the stairs at a maximum speed (this may be two or three steps at a
time).
4. Calculate your potential energy and your power.

Observation

Height of the stairs

Your mass
Calculate the force of gravity on you
Time to run up one step at a time
Time to run fast

Potential Energy

One step at a time W = mgh =

Fast W = mgh =
With extra mass (imagine W2 = (2m)gh =
you double your mass)

Power

One step at a time P = W/t =

Fast P = W/t =
With extra mass P = W2/t =

Questions

1. My maximum power is__________________

2. My horse power is_____________________ (750 W = 1 HP)

Page 21 of 70
 Lab: The Refraction of Light

Air into_______________________

Angle of Angle of θ1 / θ2 Sin θ1 Sin θ2 Sin θ1 / Sin θ2

Incidence, θ1 Refraction, θ2
0
10
20
30
40
50
60
70

Air into_______________________

Angle of Angle of θ1 / θ2 Sin θ1 Sin θ2 Sin θ1 / Sin θ2

Incidence, θ1 Refraction, θ2
0
10
20
30
40
50
60
70

Air into_______________________

Angle of Angle of θ1 / θ2 Sin θ1 Sin θ2 Sin θ1 / Sin θ2

Incidence, θ1 Refraction, θ2
0
10
20
30
40
50
60
70

Page 22 of 70
 Problems: Snell’s Law and Total Internal Relection

1. Solve the following

a) sin 50 = b) sin 20 = c) sin 40 =
d) sin 0 = e) sin 45 = f) sin 90 =

2. Find the angle, θ, for the following

a) sin θ = 0.50 b) sin θ = 0.7071 c) sin θ = 0.8339 d) sin θ = 0.9863

3. For light passing from air to brownite (nb = 1.75), determine the angle of refraction, θ2, for each
angle of incidence θ1.
θ1 = 500, θ2 = θ1 = 300, θ2 = θ1 = 400, θ2 = θ1 = 220, θ2 =

4. For light passing from Jacksonite (nj = 2.6) into air, determine the angle of refraction
θ1 = 200, θ2 = θ1 = 100, θ2 =

5. Find the index of refraction for light traveling from air into
a) benzene, θ1 = 700, θ2 = 390, nb = b) diamond, θ1 = 300, θ2 = 120, nd =

6. In an experiment Professor Snell found that θ1 = 310 and θ2 = 180 when he passed light into a
substance from air. What was the substance? (see pg. 361 of your text)

7. Determine if there is a refracted ray for the given angles of incidence.

a) Light passing from diamond into air. ( nd = 2.42)
θ1 = 350 θ1 = 280 θ1 = 200

b) Light passing from water into air. (nw = 1.33)

θ1 = 650 θ1 = 520 θ1 = 440

8. Calculate the critical angle for

a) diamond, nd = 2.42 b) water, nw = 1.33 c) ruby, nr = 1.76
c) zircon, nz = 1.76

9. Find the index of refraction for light traveling from

a) glass to diamond, ng = 1.3 and nd = 2.42 b) ice to benzene, ni = 1.3 and nb = 1.5

10. What is the critical angle for light traveling from CS2 (ncs2 = 1.63) into glass (ng = 1.52)?

11. Given the diagram to the right find:

a) nd-o b) no-d c) if nd = 2.42, find no-air
600 D

O
0
55

Page 23 of 70
 Activity: Converging Lenses

Principal axis

Part A – Finding the focus

1. Using the three slit comb on the ray box aim the rays at the lens and draw the path of the rays
on the diagram. This will locate the primary focus. Label this point PF
2. Repeat this from the other side to locate the secondary focus. Label this point SF.

Part B – Examining the rays

1. Using a single slit comb aim a ray parallel to the principal axis (but not on it) at the lens.
2. Draw its path and label this ray, PARALLEL RAY.
3. Aim a ray at an angle to the principal axis so that it travels through the centre of the lens.
4. Draw its path and label this ray, CENTRE RAY.
5. Aim a ray such that it travels through the secondary focus before reaching the lens.
6. Draw its path and label this ray, FOCAL RAY.

Rules – Converging Lens

1. A parallel ray passing through a convex lens will travel____________________________

2. A centre ray passing through a convex lens will travel_____________________________

3. A focal ray passing through a convex lens will travel______________________________

Repeat this lab for a concave lens.

Rules - Diverging Lens

1. A parallel ray passing through a concave lens will travel____________________________

2. A centre ray passing through a concave lens will travel_____________________________

3. A focal ray passing through a concave lens will travel______________________________

Page 24 of 70
 Activity: Using Lenses

INSTRUCTIONS
For this lab you will need a convex and concave lens.

1. Hold the convex lens close to your eye and look at an object close to the lens. Describe the
image. (Attitude, Type. Size).

2. Describe the background image.

3. Name two uses for this lens.

4. Hold the convex lens away from your eye and describe the image you see.

5. Name a use for this lens when used this way.

6. Describe the image when you hold the lens at a point where the image changes from what
you saw in (1) to what you saw in (4).

7. Hold the convex lens over a piece of paper (about 10 cm) and move it back and forth until an
image appears. Describe this image and measure its distance from the lens.

8. Hold the concave lens close to your eye and describe the image that you see.

9. Hold the concave lens away from your eye and describe the image that you see.

10. Name a use for this kind of lens.

Page 25 of 70
 Activity: Images Formed by a Converging Lens

Screen Lens Object (ray box)

dI do

2f f f 2f

Method
1. Find the focal length of the lens by focusing light from a distant (much more than 4 m away)
object onto your screen. The distance from the lens to the sharpest image is approximately f.
2. Place the lens in the middle of the metre stick and label a point on each side of the lens at a
distance, f, from the lens.
3. Measure a distance of 2f from the lens on each side and label these 2f.
4. Place the light source (ray box) at the position from the lens indicated in the chart below.
Record this distance on your chart.
5. Locate the image on your screen and fill in the chart with your observations. Repeat this for
the other locations in the chart.

Position of do di ho hi Attitude Type di / do hi / ho 1/di + 1/do

light source
Beyond 2f

At 2f

Between 2f
and f
Between f
and the lens

At f

Questions:

1. Calculate hi/ho from your lab and compare these to di/do

2. Find a new formula for magnification?
3. Calculate 1/di + 1/do. Is this constant? Compare this with 1/f.
4. Using a suitable scale, draw a ray diagram for each position you tested. Use only f, do, and
ho for this diagram, and solve for di, hi, and the image’s size, attitude and type.
5. Compare the results from the diagram with those from the lab.

Page 26 of 70
 Activity: Ray diagram for Convex Lenses

Locate the images of these objects and describe the images’ attitude, size, magnification and type.
Image characteristics
Attitude:

Size:
2f SF PF 2f
Magnification:

Type:

Image characteristics
Attitude:

Size:
2f SF PF 2f
Magnification:

Type:

Image characteristics
Attitude:

Size:
2f SF PF 2f
Magnification:

Type:

Image characteristics
Attitude:

Size:
2f SF PF 2f Magnification:

Type:

Image characteristics
Attitude:

Size:
2f SF PF 2f
Magnification:

Type:

Page 27 of 70
 A convex lens can be used in many ways depending on where the object is located with respect to the
lens.
In the following chart: a) Locate the image by using at least two finder rays; b) State the three
characteristics of each image; c) Give the name of the optical device that each diagram represents.
Name of Characteristics of
device Image
1)
6f 5f 4f 3f 2f f Lens f 2f 3f 4f f5f 2)
3)
M=

Optical Devices: Camera Projector Enlarger Copy camera

Projection lamp Magnifier
Page 28 of 70
 Activity: Ray diagram for Concave Lenses

Locate the images of these objects and describe the images’ attitude, size, magnification and type.
Image characteristics
Attitude:

Size:

Magnification:
2f PF SF 2f
Type:

Image characteristics
Attitude:

Size:
2f PF SF 2f Magnification:

Type:

Image characteristics
Attitude:

Size:
2f PF SF 2f Magnification:

Type:

Image characteristics
Attitude:

Size:

2f PF SF 2f Magnification:

Type:

Image characteristics
Attitude:

Size:

2f PF SF 2f Magnification:

Type:

Page 29 of 70
 Problems: The Thin Lens Equation

1. A tree 20 m high is located 40 m from the secondary focus of a convex lens of focal length 8 cm.
Calculate the height of the image of the tree.

2. A normal human eye has a focal length of 2.3 cm. If you look at the tip of the pencil, 55.3 cm from
your eye, how far is the image from the principal focus of the eye?

3. A converging lens in a photocopying machine makes images the same size as the original. If the
items to be copied are placed at a fixed distance of 40 cm from the lens, what is the focal length of
the lens?

4. The image of a newspaper is focused by a convex lens with a focal length of 50 cm onto a film that
is 1 cm from the primary focus of the lens. The distance between adjacent grains on the film (the
image height) is about 10-4 cm. What is the distance between these two dots on the newspaper (the
object height)?

5. If the focal length of the lens in your camera is 2 cm, at what distance will objects clearly be in focus
if the film is set at 3 cm from the lens?

6. What is the focal length of the lens in your eye if you wish to look at an object 100 cm away from
your eye, and the distance from your lens to the retina is 1.44 cm?

7. What is the maximum size of an object that is 100 cm from your eye if you want to see all of it? The
focal length of the lens in your eye is 2 cm and the maximum size of an image that can be perceived
on your retina is 5 cm.

8. A camera lens has a focal length of 3 cm.

a) When photographing a very close up object (30 cm from the lens), how far from the film should
the lens be set so that the image is clear?
b) How far should the lens be set from the film when photographing an object that is 30.03 m from
the lens?
c) How tall will the film image of a man who is 1.8 m tall, standing 15.03 m from the lens be?

Answers:
1) 4 cm 2) 0.1 cm 3) 20 cm 4) 5 × 10-3 cm 5) 6 cm 6) 1.42 cm

7) 2.45 cm 8a) 3.34 cm 8b) 3 cm 8c) 0.36 cm

Page 30 of 70
 Activity: Building Microscopes and Telescopes

An optical system is a collection of two or more lenses which work together to produce an image. Use
your knowledge of lenses to find the final image in each of these lens systems.

1. The first system has two lenses. The first one has a focal length of 1 cm. The second lens, a bigger
one, has a focal length of 2 cm. Draw the second lens in the following places and find the final
image. Describe each image formed.
a) The focus of the second lens is a bit past the image of the first.

b) The focus of the second lens is at the image of the first lens.

c) The image of the first lens is between the SF and the lens of the second lens.

d) Decide which one of the three systems above is a microscope.

2. To make telescope, start with a large lens that forms an image of an object away at its primary focus.
This image is drawn in the diagram below. Find where to place the secon lens (focal length 2 cm)
such that it produces an inverted magnified virtual image. This forms a telescope.

Page 31 of 70
 Independent Study: The Human Eye

The Structure of the Eye: Please refer to your text book page 378 – 382 and ?????

1. In the chart form describe the function of the following parts of the human eye.
sclera cornea lens ciliary muscles
pupil iris retina aqueous humour
rods cones optic nerve vitreous humour

2. Label the following diagram with these parts.

DOMINANT EYE TEST

3. Are both eyes of equal strength?

4. How could having a dominant eye present a problem?

BLIND SPOT TEST

5. How does the blind spot gets its name?

6. What causes your blind spot?

7. Why do you not have a blind spot when both eyes are open?

8. Why can’t you notice your blind spot?

9. Where is the place of sharpest vision on your retina?

ACCOMMODATION
10. What is the distance to your near point for your left and right eye?

11. What is accommodation?

12. What problem do you get if you view close objects for too long?

13. Name several occupations that might cause this problem.

ASTIGMATISM
14. What is astigmatism?

15. What part of the eye causes this?

16. What can be used to correct this problem? (2 methods)

PERIPHERAL VISION
17. Was your peripheral vision better or worse when the object was moving?

18. Describe what happened when you tested for your peripheral color vision.

Page 32 of 70
19. Explain why your peripheral vision is so poor?

VISUAL ACTIVITY: Test your visual activity using the eye chart. This will give you an indication of
your eyesight.
20. What is the visual activity of each of your eyes?

21. Explain what the numbers mean?

VISION DEFECTS
22. In chart form (a) describe the following vision defects (b) their cause and (c) ways of
correctiong these problems.

Defect Description Cause Correction

Myopia

Hyperopia

Astigmatism

Presbyopia

23. Fill in the following diagrams with light rays to show these defects.

Myopia Hyperopia
PRISMS
24. List the colours of the spectrum in order.

25. Why do you see leaves as green?

COLOURS AND YOUR EYES

26. List the colours in order they disappear.

27 What colour would be the best to make a life raft?

28. Why are life rafts yellow?

Page 33 of 70
COLOUR VISION
Use the 4 Ishihara colour plates to test your vision

29. The figures on the plate are?

30. What part of the retina is responsible for the colour vision?

31. What portion of those likely to be colour blind are male? Female?

32. Many occupations are not available to people who are colour blind. List 5 of these.

33. Many people who are partially colour blind cope satisfactorily. Explain how they do this?

Page 34 of 70
 Problems: Ohm’s law

1. A solution of sodium chl;oride creates a potential difference of 15 volts allowing a current of 2

amperes to flow. Find its resistance. (7.5 Ω)

2. Find the resistance of the resistors in each of the following circuits. (2Ω, 400Ω)

6V 10V
3A 25 mA

3. An electric motor operating on a 120 V supply has a resistance of 16 Ω. Find the current in the
motor. (7.5 A)

4. A single lamp connected to a battery of 4.5 V draws a charge of 20 C every 4 s. Find the lamp’s
resistance. (0.9Ω)

5. Find VT (5 × 104 Ω)

RT = ? V = 50 V
0.1 mA

6. Find R, V, and I for the resistors and the cell (battery).

V2 = 3 V
R1 =? R2 = ?

VT = 10 V
IT = 10 mA
RT = ?

Page 35 of 70
 Problems: More Current and Voltage Problems
For each circuit, find all the missing quantities.

1 V1 = 2.5; I1 = 2 V1 = 26; I1 =

I2 =
IT = V2 = 3.0 IT = 10A V2= I3=3A
I2 = VT =100 V3=20
VT = I4= V4=

I3=6.0A V3=4.5
I5=5A, V5=

3 4 I1= 4A, V1 = 6V

I1=2A I2=1A I3=3A

IT IT= I2= 2A I3=
VT V2= V2= V3=3V V2= V3=3

VT=18V
I4= V4=

6 I1 = 4A V1 =50V

I1 = 6A; V1 = 36V
I2= V2=

IT =6A I3 =
IT = V3 =30V
I2 =2A I3 = I6 = V6 =
V2 = 10V V3 =
VT = 120V
VT =72V I5 =2A, V5=

I4 = 6A V4 =

I4 =2A, V4 =

Page 36 of 70
 Problems: Equivalent Resistance

Determine the total resistance of each circuit

R1 =20Ω R1 =10Ω
1 2

R2=60Ω R3=30Ω
R2 = 70Ω

R4=30Ω

R3 = 10Ω
R5=15Ω

3 4
R6=30Ω R4=45Ω R2=10Ω

R3= R1=
R1= R2 = R3 = R5=60Ω 30Ω 20Ω
120Ω 120Ω 120Ω

R1=60Ω
5
6
R2 =12Ω

R1= 50Ω R3=

50Ω
R2= R3= R6=11Ω
80Ω 40Ω

R5=22Ω

R4= 100Ω
R4=33Ω

Page 37 of 70
 DO YOUR OHMWORK

40

10 4

20
40

12 18 5 5

10

185 V
6 3 6

1 22 23
4

30

45 45

Find the total resistance and the total current.

Page 38 of 70
Superconductivity Heats Up
Breakthroughs in transmitting electricity without energy loss
At the University of Alabama in Huntsville, physicists last State University Physicist Douglas Finnemore, liquid nitrogen,
month placed a chip of green, brittle compound inside a priced as low as a nickel a liter, is a “heck of a lot cheaper than
thermos-like container, doused it with frigid liquid nitrogen and beer.”
sent an electric current through it. As the temperature dropped, The much sought-after goal proved to be elusive. In the early
they took careful measurements of the compound’s electrical 1970s scientists found an alloy of niobium and germanium that
resistance—its opposition to the passage of current. lost all resistance at 23 K. Then, last April, a group at the IBM
Suddenly, at 93 Kelvin (-292 F), the resistance dropped Zurich Research Laboratory in Switzerland announced
precipitously. The substance had become a superconductor, able development of a compound of barium, lanthanum, copper and
to transmit current with virtually no loss of energy. “We were so oxygen that appeared to begin the transition to superconductivity
excited and so nervous that our hands were shaking,” says at 35 K.
Physicist Maw-kuen Wu. “At first we were suspicious that it In October the Zurichers confirmed their result, which other
was an error.” researches duplicated and then tried to beat. A slow-moving
Not so. Wu’s group, under the direction of University of branch of physics became a horse race as laboratories around the
Houston Physicist Paul C.W. Chu, had achieved the world attempted to push temperatures higher. Last week’s
phenomenon of superconductivity at a higher temperature than announcement does not end the competition. Says Paul Fleury,
ever before. And the National Science Foundation announced director of AT&T Bell Laboratories’ Physical Research
last week that Chu’s Houston lab had pushed that temperature 5 Laboratory: “It took physicists 75 years to raise
degrees higher—to 98 K. Under such conditions—far less superconductivity temperatures by 19 degrees. We have more
extreme than those required only a few years ago— than doubled that in the last 75 days. We’re now dealing with
superconducting technology might eventually become new science and we don’t know what the upper limits are.
inexpensive and even commonplace. Possible applications: Chu foresees a balmy 120 K within a few months,
superconducting cables that could transmit electricity from a superconductors that could operate at 300 K (room temperature).
power plant to a distant city with essentially no energy loss; University of Illinois Physicist John Bardeen, who shared the
practical versions of train that “fly” just above their tracks at Nobel Prize in 1972 for his part in explaining the quantum-
hundreds of miles and hour, cushioned on magnetic fields; more mechanical basis of superconductivity, agrees that there is no
widespread use of magnetic resonance imaging machines, which theoretical reason precluding higher temperature
take sharp pictures of the soft tissues of the body. Says superconductors. But, he says, “Finding materials with the right
Northwestern University Physicist Arthur Freeman: “A barrier combination of properties is tricky.” Admits Chu: “There was a
has been broken. It’s exciting for the physics community and for bit of serendipity involved.”
mankind as a whole.” Chu will describe the new material and details of how it was
Superconductivity was discovered in 1911, when Dutch developed in an upcoming issue of Physical Review letters, but
Physicist Heike Onnes cooled the element mercury to near the University of Houston has already applied for a patent on
absolute zero (0 Kelvin, or –460 F) and discovered that it had both product and process. If it is granted, Chu stands to share the
lost its resistance to electric current. Since then more than two profits, which could be large. “It’s phenomenal—we’re excited,”
dozen chemical elements and hundreds of compounds have been says Robert Jake of American Magnetics, a manufacturer of
found to be superconductors near that temperature extreme. The superconducting magnets. “But it will take several years of
only practical way to make something that cold is to bathe it in research and development to make it feasible for commercial
liquid helium, which exists only at temperatures below 4 K. But application.” When such applications come, says Chu, they will
helium is rare and expensive to liquefy. Ever so, the efficiency make clear the significance of his discover: “I think it could
of electromagnets wound with superconducting wires is so great almost be like the discovery of electricity.” – By Michael D.
that in certain situations the expense is justified. Lemonick, Reported by J. Madeioine Nash/Chicago and
For example, giant particle accelerators require extremely Richard Woodbury/Houston
powerful magnets to keep the particles confined to a circular
track as they move at nearly the speed of light. At Fermilab, near
Chicago, the world’s most powerful accelerator, known as
Tevatron, use more than 1000 superconducting magnets cooled
with liquid helium at a cost of $5 million a year. But the
efficiency of the magnets saves Fermilab an estimated $185
million annually in electric energy costs. The superconducting
super collider, a mammoth accelerator 52 miles in
circumference, endorsed last month by President Reagan for
completion in the 1990s at a projected cost of between $4 billion
and $6 billion, will use 10 000 superconducting magnets and
save nearly $600 million annually.
In most uses, however, the cost of liquid helium outweighs the
benefits of superconducting technology. For that reason,
scientists have long searched for a compound that would
become a superconductor at less extreme temperatures—
particularly above 77 K (-320 F), the point at which nitrogen gas
liquefies. Reason: nitrogen is a common gas and costs no more
than a tenth as much in liquid form as helium. In fact, says Iowa

Page 39 of 70
 Worksheet: Superconductivity

1. What is superconductivity?

2. Who discovered superconductivity?

3. At what temperature was superconductivity first achieved?

4. What is the highest temperature superconductivity achieved so far and who did this (in 0C)?

5. What are the applications of superconductors?

6. Discuss some of the problems with using the superconductors we have now.

7. Why do we need a superconductor that works at temperatures above 770K?

8. What elements are used to make a superconductor?

Page 40 of 70
 MORE ELECTRICAL PROBLEMS
Conceptual Questions
1. One electrical appliance operates with a voltage of 120 V, while another operates with 240V, Based on this information
alone, is it correct to say that the second appliance uses more power than the first? Give your reasoning

2. Two light bulbs are designed for use at 120V and are
at 75W and 150W. Which light bulb has the greater
filament resistance? Why?

3. Often the instructions for an electrical appliance do not state how many watts of power the appliance uses. Instead, a
statement such as “10A, 120V” is given. Explain why this statement equivalent to telling you the power consumption.

4. A number of light bulbs are to be connected to a single electrical outlet. Will the bulbs provide more brightness if they are
connected in series or in parallel? Why?

5. A car has two headlights. The filament of one burns out. However, the other headlight stays on. Draw a circuit diagram
that shows how the lights are connected to the battery. Give your reasoning.

6. In one of the circuits in the drawing, none of the resistors is in series or in parallel. Which is it? Explain.

(a) (b) (c)

7. You have four identical resistors, each with a resistance of R. you are asked to connect these four together so that the
equivalent resistance of the resulting combination is R. how many ways can you do it? There is more than one way.
Justify your answers.

PROBLEMS: Ohm’s Law

8. A portable compact disc player is designed to play for 2.0h on a fully charged battery pack. If the battery pack provides a
total of 180 C of charges, how much current does the player use in operating? (0.025 A)

9. A CD-ROM drive in a laptop computer uses a current of 0.27 A. in one minute, how many electrons pass through the
device?

10. A toaster has a resistance of 14 ohm and is plugged into a 120V outlet. What is the current in the toaster? (8.6 A)

11. The filament of a light bulb has a resistance of 580 ohm. A voltage of 120V is connected across the filament. How much
current is in the filament?

12. In the arctic, electric socks are useful. A pair of socks uses a 9.0V battery pack for each sock. A current of
Ω)
0.11A is drawn from each battery pack by wire woven into the socks. Find the resistance of the wire in one sock. (82Ω

13. A battery charger is connected to a dead battery and delivers a current of 6.0A for 5.0 hours, keeping the voltage across
the battery terminals at 12V in the process. How much energy is delivered to the battery?

Page 41 of 70
* TRICKY QUESTIONS: Power
14. An automobile battery is being charged at a voltage of 12.0V and a current of 19.0A. How much power is being
produced by the charger?

15. The heating element in an iron has a resistance of 24 ohm. The toaster is plugged into a 120V outlet. What is the power
dissipated by the iron? (6.0 × 102W)
16. An electric blanket is connected to a 120V outlet and consumes 140W of power. What is the current in the wire in the
blanket?

17. An electric alarm clock uses a 5.0 W motor and runs all day, every day. If electricity cost $0.10/kWh, determine the
yearly cost of running the clock.

Series Circuit
18. The current in a 47-ohm resistor is 0.12A. This resistor is in series with a 28-ohm resistor, and the series combination is
connected across a battery. What is the battery voltage?

19. Three resistors, 25, 45, and 75 ohm, are connected in series, and a 0.51A current passes through them. What is (a) the
equivalent resistance and (b) the potential difference across the three resistors? (145ΩΩ, 74V)

20. A 36.0-ohm resistor and an 18.0-ohm resistor are connected in series across a 15.0V battery. What is the voltage across
(a) the 36.0-ohm resistor and (b) the 18.0-ohm resistor?

21. A battery dissipates 2.50W of power in each of two 47.0-ohm resistors connected in series. What is the voltage of the
battery? (21.7V)

22. Three resistors, 9.0, 5.0 and 1.0-ohm are connected in series across a 24V battery. Find (a) the current in. (b) the voltage
across, and (c) the power dissipated in each resistor.

23. The current in a series circuit is 15.0A. When an additional 8.0-ohm resistor is inserted in series, the current drops to
12.0A. What is the resistance in the original circuit? (32ΩΩ)

Parallel Circuit
24. A 16-ohm loudspeaker and an 8.0-ohm loudspeaker are connected in parallel across the terminals of an amplifier.
Assuming the speakers behave as resistors, determine the equivalent resistance of the two speakers. Ω)
(5.3Ω

25. What resistance must be placed in parallel with a 155-ohm resistor to make the equivalent resistance 115-ohm?

25. How many 4.0-ohm resistors must be connected in parallel to create an equivalent resistance of one- sixteenth of an
ohm? (64)

26. A wire whose resistance is R is cut into three equally long pieces, which are then connected in parallel. In terms of R,
what is the resistance of the parallel combination?

27. Two resistors, 42.0 and 64.0-ohm, are connected in parallel. The current through the 64.0-ohm resistor is 3.00A. (a)
Determine the current in the other resistor. (b) What is the total power consumed by the two resistors? (4.57A, 1450W)

28. The drawing shows three resistors are connected in parallel. At junction, A the current I divides equally. At junction B
the current I also divides equally. Find the values of (a) R1 and (b) R2
A B

I I1
16Ω R1 R2

Page 42 of 70
29. For the combination of resistors shown in the drawing, determine the equivalent resistance between point A and B.
Find the equivalent resistance between points A and B in the drawing.
Resistance
30. For the combination of resistors shown in the drawing, determine the equivalent resistance between points A and B.
65Ω (1.0 ×1 102Ω)
63Ω
A. .B
85Ω

31. Find the equivalent resistance between points A and B in the drawing.
2Ω 4Ω 6Ω
A

10Ω 8Ω 5Ω

B
3Ω
32. Determine the equivalent resistance between the points A and B for the group of resistors in the drawing.
3.0Ω 4.0Ω Ω)
(4.6Ω

20Ω 9.0Ω 8.0Ω

6.0Ω
B

33. You have a number of identical 450.0- ohm resistors (a) there is one way in which three of these resistors can be wired to
give an equivalent resistance of 300.0-oh. What is it? (b) There are two ways in which six of these resistors can be wired
to give an equivalent resistance of 300.0-ohm what are they? In both parts (a) and (a), show calculations to support your
answers.
34. Determine the power dissipated in the 5.0-ohm resistor in the circuit shown in the drawing. (2.2 W)
2.0Ω 1.0Ω

4.0Ω

5.0Ω 1.0Ω

+ -

12 V
34. Three identical resistors are connected in parallel. The equivalent resistance increase by 700 ohm when one resistor is
removed and connected in series with the remaining two, which are still in parallel. Find the resistance of each resistor.
35. The drawing shows resistors that are partly in series and partly in parallel (a) find the current in the 4.0-ohm resistor.
8.0Ω

8.0Ω 4.0Ω

16 V

Page 43 of 70
 Video: Magnetism – part I

1. Without magnetism there can be no ___________________ , _______________or______________

2. When did the Greeks discover magnetite?

3. When did Europeans first use lodestone as a compass?

4. The way iron fillings are attracted to Lodestone suggest the idea of___________________________

5. Draw the magnetic lines around the magnet.

N S

6. The North magnetic pole of the Earth is actually this kind of pole___________________________

7. The South magnetic pole turns out to be a _______________________________

8. What happens to the magnetic properties of iron at high temperature?

9. What is believed to be the cause of the Earth’s magnetic field?

10. At Eureka, NWT what is the magnetic induction_______________________________

11. At Toronto, what is the declination__________________________________________

12. At Churchill Manitoba, what is the declination_________________________________

13. Where are the magnetic field lines of the Earth parallel to the surface_______________

14. What is the name of the instrument used to measure inclination____________________

After the video

15. Define magnetic declination.

16. define magnetic inclination.

Page 44 of 70
 Video: Magnetism – part II
1. Do magnetic fields travel through space?______________________________

2. What do they compare magnetism with?_______________________________

3. In 1800 what did Alessandro Volta make?______________________________

4. In 1819 what did Oersted use to make a magnetic field?___________________

5. Show on the diagram how Henri Ampere showed the magnetic field.

6. Name the rules for predicting the magnetic field direction_______________________

7. What shows the electron flow or current direction______________________________

8. What shows the magnetic field direction_____________________________________

9. The loop evolves into a helix or____________________________________________

10. Show the direction of the current at both ends of the wire.

11. Show with arrows the direction of the magnetic field lines. Remember the field lines do not overlap.

12. Where the lines are close together, the field is (stronger, weaker).

13. Where the lines are far apart the field is_____________________________.

14. In the right hand rule for coils, the ______________shows the current direction and the
______________shows the end where the North pole is.

Page 45 of 70
 THE RIGHT HAND RULE
1. Add arrow heads to the following diagrams to show the direction of the magnetic field created by the
flow of conventional current.

2. Show the directions that the current should flow to give the following magnetic fields.

2. Complete whatever is missing.

Page 46 of 70
 RIGHT HAND AND HELIX RULES

1. Draw the direction of the conventional current flow using dots and crosses.

2. Draw the magnetic field around these conductors and show the direction of the field.

3. Label the north and south poles of these electromagnets.

_
+

_ +

4. Show the direction of the CCF in these electromagnets.

N S N
S
N S

Page 47 of 70
 THE MOTOR PRINCIPLE
51. Show the direction of force on the wire.

N N

S S
S
S

2. Describe the direction that the wire will move.

N S

Wire will Wire will

move________ move________
S N

3. Use dots and arrows to show the direction that the electrons are flowing.

N S
Wire is pushed
Into the page
F
S N

4. Label the poles on this magnet and show the direction of the lines of force of the magnet (CCF).

Wire is pushed
out of page

Page 48 of 70
 INDUCED CURRENT
Label the direction of the current flow and the polarity of the coils.

S N S N

N S N S

N
S S
S
N N

G G G

N S
G

N
G

Label the poles of the permanent magnet. Show the direction of the
magnet’s motion

G G G

Page 49 of 70
 INDUCED CURRENT
Introduction
When a current carrying conductor is placed in a magnetic field, a force is exerted on the conductor.
What do you think would happen when a conductor is forced by some external agent to move in a
magnetic field?

Person
Pushing
(External
- +
Agent)
S N

Induced current varies as: and

Look up LENZ’S LAW in the textbook and write it out

Practice in using Lenz’s Law.

Indicate the direction of any indicated currents. Sketch the magnetic field lines produced by induced
currents.

1 2

S N S N

3 4

5
6

V V
increasing decreasing

Page 50 of 70
 Project: Building an Electric Motor
For this project you are responsible for bringing:
• One piece of wood (about 15 cm × 20 cm, not compressed wood)
• Four 4-inch nails
• Something to use as the axel for your motor (preferably non-magnetic)
• Something to use as the brushes of your motor (soft, flexible metal)

Construction Instructions:
1. Carefully place pin (or something else you have brought) into the centre of the each end of your
cork. These will act as the axel.
2. On one end of the cork place two pins as shown in the diagram to the right. These will be your
commutators.

Armature wire

Commutator Pin
Cork Nail

Thumbtack

Axel

IMPORTANT
Magnet, one on Proper position of
Each side commutator pins.

Power
Brush

Power
Paper Clip Bearings

3. Bare one end of the wire and wrap the bared section around one of the commutator pins. Then wrap
the wire around the cork as shown above. The other end of the wire should also be bared and
wrapped around the other commutator pin.

4. Build bearings out of the paper clips as shown and mount them on the wooden base using
thumbtacks. Mount the cork in the bearings.

5. Make brushes out of copper strips or wires and attach them using thumbtacks.

6. Mount magnets on nail holders with opposite poles facing each other.

7. Connect the power supply and give your motor a spin. IT SHOULD WORK!

Page 51 of 70
 Waves and Sound
Independent Study

WAVES: The Types of Waves

Introduction: Read pg 441 to 445

1. Name the two main types of waves and describe the direction of travel.

a) ______________________Direction

b) ______________________Direction

2. Draw a simple transverse wave and label its four parts. Show its direction of travel.

3. Define
a) Cycle

b) Period (give its symbol and units)

c) Frequency (give its symbol and units)

d) Amplitude (give its symbol and units)

4. Write the formula for the period. (see page 309)

5. Write the formula that relates period and frequency. Include the units for period and frequency.
(see page 310)

6. Find the following if the number of cycles is 440 and the time is 3.6 seconds.

a) T = b) f =

7. Write the wave equation (pg 443)

Questions: Pg 311 # 1,2; Pg 445 # 1,2, 3; Pg 474 # 24, 29, 30

Page 52 of 70
 Activity: The period of the Pendulum

Design and conduct an experiment that will test how three factors effect the period of a pendulum. You
must think carefully about how you can help to reduce errors in your measurements. You are
responsible for a lab report describing your experiment and its results. Remember that the purpose of
writing up an experiment is to allow other scientists to reproduce your experiment and get the exact
same results. You should include enough detail to allow this. You must also use care when you make
your conclusions. What change in your results represents the physics and what change is just error in
measurement? How can you convince someone of this?

Research: Periodic Waves

Pg 441-3
Draw a transverse wave that is 2 wavelengths long with an amplitude of 3 cm and a wavelength of 8 cm
in the space below. Label 3 different λ’s, a crest, and a trough and the amplitude.

Research – Sound: production, Transmission and Speed

Production and Transmission of Sound (Read pg 446 to 449)

1. What kind of wave is sound transmitted as?

2. Name the two parts of a sound wave and define each

a) _____________________

b) _____________________

What is the speed of sound in air_________, hydrogen__________, water_________, iron _________.

Homework: Page 449 # 1 -3

Page 53 of 70
Speed of Sound: Read pg 446 – 449

1. Write the formula for the speed of sound in air given the temperature of air.

2. Name the materials that sound can travel faster in than air.

3. Calculate the speed of sound at these temperatures: 50C, -170C , 230C (335m/s, 322m/s, 346m/s)

4. A thunderclap is heard 5seconds after the lightening flash has been seen. How far away is the flash
if the temperature is 150C?

5. Calculate the wavelength of sound produced by a 256 Hz tuning fork in 150C air. (1.33m)

6. A 128 Hz signal has a wavelength of 279 cm. Find the velocity in air and the temperature of the air.
(357m/s, 420C)

Homework: Page 475 # 40

Mach Number: Read pg 449 – 453

1. define Mach number

2. Covert Mach 4.2 to m/s if the temperature is 32 degrees Celcius.

3. Define sound barrier

Sonic boom

HW: pg 454 # 1 - 3

Page 54 of 70
Doppler Effect: Pg 459

1. Describe in simple terms what the Doppler effect is.

2. Give an example of this.

3. Describe what you hear as an object moves quickly past you.

4. Write the formula for the Doppler shift for approaching the listener. State what each of the variables
are and their units.

5. Write the formula for the Doppler shift for moving away from the listener. State what each of the
variables are and their units.

HW: Pg 463 #1,3; pg 477 # 69

The Human Ear: Read pg 464 – 466

1. In chart form (in your notebook) describe and state the function of the following parts of the human
ear: Pinna, auditory canal, eardrum, hammer, anvil, stirrup, oval window, Eustachian tube, cochlea,
and auditory nerve.

2. Label the following diagrams of the middle ear and inner ear.

3. What is the range of frequencies that the human ear can detect?

4. What sound ranges are we most sensitive to?

Page 55 of 70
 Research: Hearing Range

Read pg 467 – 469

1. Define with an example:

a) Infrasonic

b) Ultrasonic

c) Sonar

2. What are the hearing ranges of the following: dogs_______to________, cats________to_________,

bats _______to ________

3. Describe two medical applications of ultrasonic sound waves.

a)

b)

Activity: Hearing Range

Testing your hearing range (class activity)

My hearing range is _________________to _________________

The normal human range is ________________ to ____________

Chapter Review Problems: Pg 473 # 25, 28, 31, 32, 33, 35, 36, 37, 39, 45, 48, 64, 66

Page 56 of 70
 Research: Interference
Read 14.1; Page 482 – 485

1. Define Interference.

2. Define in your own words what superposition means.

3. Define both types of interference and draw a sample of each.

4. Draw what these waves look like when they meet.

5. Add the following waves together by adding the amplitude of each.

Page 57 of 70
Read 14.3; Pages 485 – 487

1. What does absorption of a wave mean?

2. What does transmission of a wave mean?

3. Write the formula for the wavelength of waves and the speed of the waves. State what each of the
variables are and their units (pg 485).

4. Describe what happens when a wave is reflected from a fixed end.

5. Describe what happens when a wave is reflected from a open end.

6. State a simple definition of “in phase”.

7. State a simple definition of “out of phase”

Questions: Pg 487 # 1 and pg 511 # 13

Activity: Pulses in a Coiled Spring

1. Draw the path of the indicated particle as the wave passes it.

2. Draw the path of the indicated particle as the wave passes it.

Page 58 of 70
3. Before After

4. Before After

5. For this part do not follow the book.

a) Send a large amplitude wave and a small amplitude wave along the spring. Which one is faster?

b) Send a high frequency wave and a low frequency wave along the spring. Which one is faster?

Activity: Interference in a Coiled Spring

Purpose: To investigate interference and resonance in a coiled spring.

Material: One coiled thin spring, and one coiled slinky spring.

Interference: (Hirsch: pg 237). Stretch the slinky spring out on the floor. Send the waves shown
below through the spring on the floor and draw the result.
Observations Result

Page 59 of 70
Review

Page 473 # 23, 24, 30; Pg 511 # 10

1. When a sounding of a lake is taken to measure the depth, the time lapse between the sound
production and the echo is 0.75 s. The velocity of sound in water is 1410 m/s. Find the depth of the
lake.
2. Identify as many examples of each of the following:
A crest_______________ a trough _______________ a positive displacement _________________
A negative displacement ___________ 2 points in phase __________ 2 points out of phase _______
One wavelength_______________

B H

G
A C F I

D J

E
Standing Waves: Read 14.4 pages 487 – 490

1. Draw a standing wave and label its 4 parts and its wavelength (pg 488).

2. Draw a standing wave with a length of 4 ½ λ. Label the nodes and antinodes.

3. Page 490 # 1, 2

Resonance
Stretch the thin, coiled spring in the air to a distance of about 5m. Do not let the spring go or you may
be injured. Measure the length of the spring and keep this constant for the experiment.

1. Create a low frequency standing wave by having one person shake the spring up and down slowly
until a stable pattern is created. Draw the pattern here and label the nodes, antinodes and the
wavelength on this diagram. Show the length of the wave in metres.

Page 60 of 70
Video: Mechanical Universe Video “Resonance”
1. Define resonance

2. Why did the Tacoma Narrows Bridge collapse?

3. Why must engineers consider resonance when they design large structures?

Activity: Resonance in a Wine Glass

Obtain a wine glass from your teacher and wash your hands before you try the lab. Wet a finger and
while holding the glass with one hand, rub your wet finger around the rim of the glass until it resonates.
Pour some water into the wine glass and ty this again. Answer these questions.

1. What does natural frequency mean? (Check page 416)

2. How does the wine glass create sound?

3. How does the pitch of the note created by the glass change when you add water?

Activity: Resonance in Sound

Procedure: Obtain two identical tuning forks from your teacher. Strike one fork with a rubber
hammer. Do not hit the fork on the hard surface or you will damage it. Hold the vibrating tuning fork
very close to the non-vibrating fork. After 15 seconds stop the first fork from vibrating and listen to the
second fork.

1. What did you hear?

2. Define sympathetic vibration.

3. Use this definition to explain what happened in this lab.

Questions: Page 492 # 1 and pg 511 # 17, 18.

Page 61 of 70
Resonance in Tubes: Read 14.6 pages 493 – 501
Draw the wave in the tubes, which are open at both ends.

First Resonant Length Second Resonant Length Third Resonant Length

512 Hz 512 Hz 512 Hz

1. How much longer in terms of Lambda is each tube as you increase its length.

Draw the wave in the tube, which is closed at one end.

First Resonant Length Second Resonant Length Third Resonant Length

512 Hz 512 Hz 512 Hz

2. How much longer in terms of Lambda is each tube as you increase its length.

AIR COLUMNS
In columns of air, the pattern of harmonics is slightly different and this depends on the type of air
column. In closed air columns, one end is sealed while the other is open. There is always a node at the
closed end and antinode at the open end. In open-air columns, both ends are open and both ends have
antinodes.

1. A 3 m long tube open at both ends resonates. What is the frequency and wavelength of that wave
that can resonate in the tube? Use 360 m/s for the speed of sound.

2. A closed air column resonates at 60 cm and next at 100 cm.

a) What is the wavelength of the wave?
b) If the speed of sound is 360 m/s, what is the frequency being produced?

Questions: Page 501 # 1, 2; Page 512 # 19, 20, 21, 23, 26

Page 62 of 70
Closed Columns
Mode 1 Mode 2 Mode 3

1 node 2 nodes 3 nodes

# of loops = ½ # of loops = # of loops =

# of λ = ¼ # of λ = # of λ =

f = f0 f = f =

Open Column
Mode 1 Mode 2 Mode 3

1 node 2 nodes 3 nodes

# of loops = 1 # of loops = # of loops =

# of λ = ½ # of λ = # of λ =

f = f0 f = f =

The Frequency of Strings

Read pages 499 – 500

The frequency of a vibrating string can change if you change any one of four properties: the length (L)
of the string, the diameter (d) of the string, the tension (T) of the string or the density (D)

The formula that relates these variables is

f 1 L2 d 2 T1 D2
= × × ×
f 2 L1 d 2 T2 D1

Sample Problem: A string has length 40 cm and frequency of 440 Hz. If you change the length to 30
cm, what will be the new frequency of the string? Note that you can leave the diameter, tension, and
density parts out of the formula because they are not changed.

f 1 L2 440 Hz 30cm
L1 = 40 cm = ; =
f 2 L1 f2 40cm
f1 = 440 Hz
L2 = 30 cm ∴ f2 = 587 Hz

Page 63 of 70
Sample Problem: Consider the following quantities.
L1 = 80 cm, d1 = 0.8 mm, T1 = 64N, f1 = 660 Hz
L2 = 60 cm, d2 = 0.5 mm, T2 = 100N, f2 = ?
f 1 L2 d 2 T1 D2 660 Hz 60cm 0.5mm 64 N
= × × × ; = × ×
f 2 L1 d 2 T2 D1 f2 80cm 0.8mm 100 N

∴ f2 = 1760 Hz

Questions: Pg 501 # 3 and pg 513 # 27 to 32

Vibrating Columns of Air

Purpose: To find the wavelength of the sound produced by tuning forks and calculate the temperature
of the room.

Procedure:
1. Draw the first 3 resonant standing wave patterns for an air column closed at one end. Label the
wavelength. Each time the tube resonates, it is longer by __________

a) _____ b) ______ c) ______

2. Hold the tuning fork over the plastic tube and raise the tube up until it resonates. Record the length
of the air column.
3. Raise the tube up for the next resonant length. Record this length and repeat this again for a third
length.
4. Repeat this for a second tuning fork.

Analysis
1. Use your data to calculate wavelength of each tuning fork. Enter this in the chart.
2. Use the wavelength and frequency of the fork to calculate the speed of sound.
Record this in the chart.
3. Use the speed of sound to calculate the temperature in the room. Record this.

f (Hz) λ (m) v (m/s) T (0C)

Page 64 of 70
 Activity: Using an Oscilloscope and Frequency Meter

Part A: Oscilloscope

Describe in a full sentence and sketch a diagram for the following using the oscilloscope.

a) a tuning fork (loud) b) a tuning fork (quiet) c) noise

d) flute (high note) e) flute (low note e) your voice

Part B: Frequency Meter

1. Test the frequencies of few tuning forks to see that the meter is working.
2. Write down the frequencies of the following.
A low note ____________, a high note ___________
The lowest note you can make __________________
The highest note you can make _________________

Research: The Characteristics of Sound

Read 14.7, pages 501 – 503

1. What type of wave is sound?

2. What is an oscilloscope?

3. What type of wave is sound shown as on an oscilloscope?

4. Why do we show sound as this type of wave on an oscilloscope? …cont. on next page

Page 65 of 70
5. Define each term below and name the wave property that it describes.
a) pitch

b) loudness

c) quality

6. Draw a diagram of a high-pitched note and a low pitched note.

7. Draw a diagram of a loud note and a quiet note.

8. What wave property is changed to change the pitch of a note?

9. What is an octave?

Questions: Page 513 # 33

Page 66 of 70
 Video: The Physics of Music

1. How does a siren work?

2. An oscilloscope displays __________ ______________ against time.

3. Draw the wave for a flute drill

4. What is noise?

5. How is the wave from a flute different than a wave from a drill?

a) Sound can be described in terms of _____________ _______________ __________________

6. Pitch is also called ________________

a) If the note A is 110 Hz, the next three frequencies for A are _________ _________ _________.

7. Musical notes range from _________Hz to _________Hz.

8. Loudness is measured as ____________ in a wave.

9. Draw a quiet wave a loud wave

10. How many flutes are needed to double the loudness of one flute?

11. What is measured with a dB?

12. Fill in the following

Threshold of pain _________________ dB whisper ________________ dB
Concert _________________ dB noisy street ________________ dB
Factory _________________ dB hearing damage ______________ dB
Jet plane _________________ dB

13. Quality is called ___________________________

Watch the next section of the video on musical instruments to help you with your project and
presentation (If assigned).

Questions: Page 501 # 1, 2

Page 67 of 70
 Activity: Interference with a Tuning Fork
Purpose: To investigate the sound created by a tuning fork.
Apparatus: Tuning fork, rubber hammer
Method:
1. Tap the tuning fork with the rubber hammer. Do not hit the tuning fork on a hard surface or you will
damage it.
2. Hold the tuning fork as shown in the diagram.

Questions:
1. Describe what happens as you rotate the tuning fork.

2. On this top-view diagram of the tuning fork, draw the areas where you found “dead spots”
(no sound).

3. Why does the tuning fork do this?

Beat Frequency: Read pages 505 - 506

1. What does beat frequency mean?

2. Write the formula for beat frequency and state what each of the variables stand for and their units.
How are beat frequencies created?

Questions:
1. A tuning fork having a frequency of 256 Hz is sounded together with a note produced by an acoustic
guitar. If the beat frequency heard is 3 Hz, what are the possible frequencies produced by the guitar?
2. Two tuning forks having frequencies of 256 Hz and 254 Hz are sounded at the same time. What
beat frequency will be heard?
3. A third fork of unknown frequency is sounded in turn with each of the forks in the question above.
What is the frequency of this fork if (a) 8 beats are heard in 8 s with each fork, (b) 8 beats are heard
in 8 s with the 254 Hz fork and 24 beats are heard in 8 s with the 256 Hz fork?

Answers: 1) 253 Hz, 259 Hz 2) 2 Hz 3a) 255 Hz, 3b) 253 Hz

More questions: Pg 507 #1; Pg 513 # 37, 39

Page 68 of 70
Class Lab: Beat Frequency
In this lab you will observe the effects of the interference created when two sources of sound have
frequencies that are almost the same. When two sounds of slightly different frequencies are heard
together you can here interference effects as the sound gets louder and softer. This loud and soft sound
repeating itself is called the beat frequency. Once you have heard these beats you will find them easy to
recognize.

Purpose: To hear and explain beat frequency caused by interference.

Apparatus: Two tuning forks and an elastic band.

Procedure:
1. Place the two tuning forks near each other and strike them to produce a
sound. What do you hear?

2. Wrap an elastic band tightly around a prong of one of the tuning forks. Strike the forks again and
describe what you hear.

3. Strike each fork separately. How are the two forks different?

4. Move the elastic band further down onto the tuning fork. Strike each tuning fork. How does it
sound different to what you heard in #2?

5. How does the beat frequency change when the two sources have frequencies that are farther apart?

Page 69 of 70
Assignment: Review Questions

1. A note has a frequency of 480 Hz.

a) Determine the frequencies that are one, two, and four octaves above this.
b) Find the frequency of notes that are one , three, and five octaves below the note.

2. a) Distinguish between musical sounds and noise

c) What are the three distinguishing characteristics of musical sound?

3. Define intensity of sound.

4. Define pitch and octave.

5. A stretched string 45cm long emits a note with a frequency of 300 Hz. What would be the frequency
if the length were a) 15cm b) 60cm c) 20cm

6. A string on a violin vibrates at 400 Hz. The string is 40cm long. If the violinist moves her finger so
that only 30cm of the string vibrates, what will its frequency be?

7. A 50cm string vibrates at 320 Hz. What length of the string will vibrate at? a) 640 Hz
b) 200 Hz c) 457 Hz.

8. A piano string is 60cm long and vibrates at 260 Hz. A piano tuner changes the tension from 25 to 36
N. What will the new frequency be?

9. A 40cm long spring with a tension of 1600 N has a frequency of 128 Hz. What is the tension of the
string when it vibrates with a frequency of 64 Hz and 160 Hz?

10. A string 36cm long and under tension of 16 N vibrates at 256 Hz. What will the frequency be if the
length is 54cm and tension is 81 N?

11. A 100cm long string with a tension of 4900 N has a frequency of 280 Hz. What is the frequency if
the tension is 2500 N and the length is 125cm?

12. What is the longest wavelength of a note produced by a resonating tube, 50cm in length if the tube is
closed at one end only?

13. A vibrating tuning fork is held above the open end of an adjustable air column the other end of
which is closed. The length of the column is allowed to increase gradually. The first occurrence of
resonance is observed when the column is 20cm in length.
a) What is the wavelength of the sound wave produced by the fork?
b) What is the frequency of the fork if the speed of sound in air is 340 m/s?

14. The air in a narrow tube, 34cm long and closed at one end only, resonates in its second mode with a
256 Hz tuning fork. Calculate the speed of sound in air.

Page 70 of 70