20-05-2021
Tutorials In Introductory Physics Pdf Download
Tutorials in Introductory Physics is based on extensive teaching experience and more than twenty years of research in which the Physics Education Group has sought to identify and address common difficulties that students encounter in studying physics. Development of the tutorials was motivated by the conviction that in order to develop a functional understanding of the material students need more assistance than they can obtain through listening to lectures, reading the textbook, and solving standard quantitative problems. Tutorials in Introductory Physics is intended to supplement these traditional forms of instruction by providing a structure that promotes the active mental engagement of students in the process of learning physics. The materials are equally appropriate for algebra-based and calculus-based courses. Working together in small collaborative groups, students help one another go through the steps in reasoning necessary for the construction and application of important concepts and principles. The tutorials have been rigorously class-tested at the University of Washington, at other research universities, and at two-year and four-year colleges.
EBooks Download Tutorials in introductory physics [PDF] by Lillian C. McDermott Free Complete eBooks 'Click Visit button' to access full FREE ebook.
This First Edition of Tutorials in Introductory Physics builds upon the Preliminary Edition. In addition to new and revised tutorials on mechanics, electricity and magnetism, and waves and optics, the First Edition also includes tutorials on selected topics from hydrostatics, thermodynamics, and modern physics. In all cases, a complete tutorial sequence consists of a pretest, worksheet, homework assignment, and examination questions that serve as cost-tests. The student texts consist of the tutorial worksheets and homework assignments. Pretests are included in the Instructors Guides: For these instructional materials to be most effective, it is important that course examinations include qualitative questions that emphasize the concepts and reasoning skills developed in the tutorials.
Explain.Is V3
( : ) Vdisplacedwatcr?
Explain.
Based on your answers above, is fJ3 ( : ) Pdisplacedwoier?
Explain.
©Prentice Hall, Inc. First Edition, 2002
ST HW-168
Buoyancy 7
b. Object 2 is released in the center of a beaker full of oil, which is slightly less dense than water. In the space provided, sketch the final position of the block. Explain your reasoning.
c. On the basis of your answers above, what must be true in order for an object to remain at rest when released in the center of an incompressible liquid?
d. Generalize your answers above to answer the following questions. How does the density of a fluid compare to that of ( 1) an object that floats in the liquid and (2) an object that sinks in the liquid? Explain.
7
2. A solid sphere of mass m floats in a beaker of water as shown. A second sphere of the same material but of mass 2m is placed in a second beaker of water. In the space provided, sketch the final position of the second sphere. a.
In its final position, how does the buoyant force on the larger sphere compare to its weight? Sphere of mass m
Sphere of mass 2m
b. How does the volume displaced by the larger sphere compare to that displaced by the smaller sphere?
c.
Are your answers to questions a and b consistent with Archimedes' principle? Explain.
Tutorials i11 Introductory Physics McDennott. Shaffer, & P.E.G., U. Wash.
©Prentice Hall, Inc. First Edition, 2002
BUOYANCY
ST
Name
HW-169 3. Two objects of the same mass and volume but different shape are suspended from strings in a tank of water as shown. Consider the following student discussion: Student 1: 'Both object6 have the 5ame volume, 60 both have the 6ame buoyant force. Therefore the ten6ion6 in the two 6tring6 mu6t be the 5ame.' Student 2: 'No, that can't be true. The bottom of object A i6 deeper in the water where the pre56ure i6 higher. Therefore the buoyant force on object A mu6t be greater and the ten6ion in that 6tring mu6t be le66.'
Object A
Object B
Student 3: 'I mo6tly agree with you, 6tudent 1. The buoyant force i6 the 5ame on both object6. However, you forgot the force exerted down on the top of the object6 by the water above. That force i6 larger for object B becau6e the top 6urface ha6 a greater area, 60 the ten6ion in the 6tring 6upporting object B mu6t be greater.' a. Do you agree with student I? Explain your reasoning. If student 1 is incorrect, modify the statement so it is correct.
b. Do you agree with student 2? Explain your reasoning. If student 2 is incorrect, modify the statement so that it is correct.
c.
Do you agree with student 3? Explain your reasoning. If student 3 is incorrect, modify the statement so that it is correct.
Tutorials in Introductory Physics McDermott, Shaffer, & P.E.G., U. Wash.
~Prentice
Hall, Inc. First Edition, 2002
IDEAL GAS LAW
ST
Name
HW-171
l.
a.
A cylinder with a valve at the bottom is filled with an ideal gas. The valve is now opened and some of the gas escapes slowly. The valve is then closed, after which the piston is observed to be at a lower position. Assume that the system is in thermal equilibrium with the surroundings at all times. Is the final pressure of the gas in the cylinder greater than, less than, or equal to the initial pressure? Explain.
Ideal gas
Explain how your answer is consistent with the forces acting on the piston in the initial and final states.
b. In this process, which of the quantities P, V, n, and Tare held constant and which are allowed to change?
c. Consider the following incorrect student statement.
=
'In the ideal gae; law, P nRT/V, e;o the pree;e;ure ie; invere;ely proportional to the volume. If you decreae;e the volume, the pree;e;ure hae; to go up.'
What is the flaw in the student's reasoning?
d. Explain why it is not possible to use the ideal gas law to determine whether the pressure changed in this process.
Pin
~
2. A long pin is used to hold the piston in place as shown in the diagram. The cylinder is then placed into boiling water. a.
Does the temperature of the gas increase, decrease, or remain the same? Ideal gas
b. Sketch this process in the PV diagram at right. c.
Explain why for this particular situation, it is not possible to determine the pressure of the gas as you did on page 1 of the tutorial (i.e., by considering a free-body diagram of the piston).
p
v
Tutorials in Introductory Physics McDermott, Shaffer, & P.E.G., U. Wash.
@Prentice Hall, Inc. First Edition, 2002
FIRST LAW OF THERMODYNAMICS
ST
Name
HW-173 I. For each of the following parts, state whether there exists an ideal gas process that satisfies the conditions given. If so, describe the process and give an example from tutorial if possible. If not, explain why such a process does not exist.
a. There is heat transfer, but the temperature of the gas does not change (Q - 0, AT= 0).
b. There is no heat transfer, but the temperature of the gas changes (Q = 0, AT '1 0).
c. There is no heat transfer, but work is done on the gas (Q = 0, W • 0).
d. There is no work done on the gas, but there is heat transfer (W =0, Q • 0).
2. One mole of an ideal gas is confined to a container with a movable piston. The questions below refer to the processes shown on the PV diagram at right. Process I is a change from state Xto state Y at constant pressure. Process II is a change from state W to state Z at a different constant pressure. a. Rank the temperatures of states W, X, Y, and Z. If any temperatures are equal, state that explicitly. Explain. p I
b. In the two processes, does the piston move inward, move outward, or not move? Explain.
c. Based on your answer to part b, state whether the following quantities are positive, negative, or zero. Explain your reasoning by referring to a force and a displacement. i.
Process I
x
Tutorials In Introductory Physics Pdf Download Windows 10
-
y
--
Process II I
w
,. -
'
'
z v
the work done on the gas during Process I (W,)
ii. the work done on the gas during Process II (W,)
d. In Process I, is the heat transfer to the gas positive, negative, or zero? Explain.
Tutorials in Introductory Physics McDermott, Shaffer, & P.E.G., U. Wash.
©Prentice Hall, Inc. First Edition, 2002
ST HW-174
First law of thennodynamics
3. Process I from part 2 is used in conjunction with a constant-volume process (Process Ill) and an isothermal process (Process IV) to form a cyclic process similar to those used in heat engines and refrigerators. a.
How does the displacement of the piston in Process I compare to the displacement of the piston in Process IV? Explain.
P I
x
Process I
y
b. Is the absolute value of the work done on the gas in Process I greater than, less than, or equal to the absolute value of the work done on the gas in Process IV? Explain your reasoning. (Hint: How does the force on the gas by the piston in Process I compare to that in Process IV?)
c. i.
Process II
I..
Process IV'I
I
!'....~
z V
How is the work done on the gas during the complete cycle ( W,Y'~) related to W, W111 , and W1v? Write a mathematical expression.
ii. Is there a region on the graph whose area is equal to the absolute value of the work done on the gas in the cycle? If so, identify that region.
iii. Is the work done on the gas during the complete cycle positive, negative, or zero? Explain.
d. A student is considering the work done in the cycle:
'The work i5 given by Pl:!. V. Since the volume return5 to it5 initial value, the total work done in the procee;e; mue;t be zero.' Do you agree with the student? Explain your reasoning.
Tutorials in Introductory Physics McDennott, Shaffer, & P .E.G., U. Wash.
©Prentice Hall, Inc. First Edition, 2002
WAVE PROPERTIES OF MATTER
ST
Name
HW-175 I. Consider the two-slit electron interference experiment described in the tutorial. (Shown at right is the pattern seen on a phosphorescent screen placed far from the slits.)
Pattern on phosphorescent screen
Suppose that this experiment were repeated using muons, with each muon having the same kinetic energy as each of the original electrons. (Recall mµ' 200m,.) a. Is the momentum of each muon greater than, less than, or equal to the momentum of each of the original electrons? Explain your reasoning.
b. Is the de Broglie wavelength of the muons greater than, less than, or equal to the de Broglie wavelength of the original electrons? Explain your reasoning.
c. When the electrons are replaced with muons, would the bright regions on the screen be closer together.farther apart, or stay at the same locations as before? Explain your reasoning.
d. Consider the statement below made by a student: 'Muons have a hieher mass than electrons, but because the enerf!Y, E, is related to the waveleneth by E = he/A, muons that have the same kinetic enerey as electrons will also have the same waveleneth.'
Do you agree or disagree with this statement? Explain your reasoning.
Tutorials in Introductory Physics McDermott. Shaffer. & P.E.G., U. Wash.
©Prentice Hall, Inc. First Edition. 2002
PHOTOELECTRIC EFFECT l. Consider the experiment shown in the figure at right. An evacuated tube contains two electrodes, A and B. Monochromatic light of Ji. = 250 nm is incident on electrode B, which is made of nickel ( • Double the intensity of the light source? Explain.
•
Increase the voltage across the electrodes from 0 V to+ 5.5 V? Explain .
•
Replace the nickel electrode with one made of aluminum (
2. In a photoelectric effect experiment, a certain stopping potential is measured. Suppose that the frequency of light were doubled. Would the stopping potential change by a factor of exactly 2, greater than 2, or less than 2? Explain.
Tutorials in Introductory Physics McDennott,Shaffer,& P.E.G .• U. Wash.
©Prentice Hall, Inc. First Edition, 2002
r-
Credits: Page 130: Source: Physics by Inquiry by Lillian C. McDermott and the Physics Education Group. © 1996 by John Wiley & Sons, Inc. Reprinted by permission. Page 133: Source: Physics by Inquiry by Lillian C. McDermott and the Physics Education Group. © 1996 by John Wiley & Sons, Inc. Reprinted by permission. Page 149: Source: Atlas of Optical Phenomena by Michel Cagnet, Maurice Fran~on, and Jean Claude Thrierr. © 1962 by Springer Verlag. Reprinted by permission. Page 151, 152: Source: Atlas of Optical Phenomena by Michel Cagnet, Maurice Claude Thrierr. © 1962 by Springer Verlag. Reprinted by permission.
Fran~on,
and Jean
Tutorials In Introductory Physics Forces
Page 175: Source: 'Elektroneninterferenzen an mehreren kilnstlich hergestellten Feinspalten,' C. JOnsson, Zeitschrift filr Physik, 161:454, 1961. © 1961 by Springer-Verlag. Reprinted by permission.
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