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| 12 Feb 2015 02:11 PM |
Or just college level Physics 2?
How was it? |
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| 12 Feb 2015 02:35 PM |
| apparently C&G isn't made of Physicists. |
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BGSB
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| Joined: 12 Feb 2011 |
| Total Posts: 11942 |
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| 12 Feb 2015 02:36 PM |
| I do AQA AS Physics Unit 2 |
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| 12 Feb 2015 02:38 PM |
@BGSB
does it sound similar to this "AP Physics 2 is an algebra-based, introductory college-level physics course that explores topics such as fluid statics and dynamics; thermodynamics with kinetic theory; PV diagrams and probability; electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics." |
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| 12 Feb 2015 02:38 PM |
were you expecting c&g to be taken college level classes because majority of these people are like in 8th grade
chicken nuggets | they are sinceriously delicious! |
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| 12 Feb 2015 02:39 PM |
@Justin50003
you could probably take AP physics 1 with an 8th grade education
it's mostly Algebra and basic Trig. |
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BGSB
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| Joined: 12 Feb 2011 |
| Total Posts: 11942 |
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| 12 Feb 2015 02:45 PM |
| We do college work, first year of college, a lot of those things we do. |
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| 12 Feb 2015 02:57 PM |
@BGSB
how difficult are the topics that I listed above that you did? |
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BGSB
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| Joined: 12 Feb 2011 |
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| 12 Feb 2015 03:02 PM |
Constituents of the atom Proton, neutron, electron. Their charge and mass in SI units and relative units. Specific charge of nuclei and of ions. Atomic mass unit is not required. Proton number Z, nucleon number A, nuclide notation, isotopes • Stable and unstable nuclei The strong nuclear force; its role in keeping the nucleus stable; short-range attraction to about 3 fm, very-short range repulsion below about 0.5 fm. Equations for alpha decay and β– decay including the antineutrino. • Particles, antiparticles and photons Candidates should know that for every type of particle, there is a corresponding antiparticle. They should know that the positron, the antiproton, the antineutron and the antineutrino are the antiparticles of the electron, the proton, the neutron and the neutrino, respectively. Comparison of particle and antiparticle masses, charge and rest energy in MeV Photon model of electromagnetic radiation, the Planck constant, New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) 3 Subject Content 3.1 Unit 1 Particles, Quantum Phenomena and Electricity This module involves two contrasting topics in physics: particle physics and electricity. Through the study of these topics, students should gain an awareness of the on-going development of new ideas in physics and of the application of indepth knowledge of well-established topics such as electricity. Particle physics introduces students to the fundamental properties and nature of matter, radiation and quantum phenomena. In contrast, the study of electricity in this module builds on and develops previous GCSE studies and provides opportunities for practical work and looks into important applications. 3.1.1 Particles and Radiation • Constituents of the atom Proton, neutron, electron. Their charge and mass in SI units and relative units. Specific charge of nuclei and of ions. Atomic mass unit is not required. Proton number Z, nucleon number A, nuclide notation, isotopes • Stable and unstable nuclei The strong nuclear force; its role in keeping the nucleus stable; short-range attraction to about 3 fm, very-short range repulsion below about 0.5 fm; Equations for alpha decay and β- decay including the neutrino. • Particles, antiparticles and photons Candidates should know that for every type of particle, there is a corresponding antiparticle. They should know that the positron, the antiproton, the antineutron and the antineutrino are the antiparticles of the electron, the proton, the neutron and the neutrino respectively. Comparison of particle and antiparticle masses, charge and rest energy in MeV. Photon model of electromagnetic radiation, the Planck constant, E = hf = λ hc Knowledge of annihilation and pair production processes and the respective energies involved. The use of E = mc2 is not required in calculations. • Particle interactions Concept of exchange particles to explain forces between elementary particles The electromagnetic force; virtual photons as the exchange particle. The weak interaction limited β- , β+ decay, electron capture and electron-proton collisions; W+ and Was the exchange particles. Simple Feynman diagrams to represent the above reactions or interactions in terms of particles going in and out and exchange partic
Resistivity New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) • Quarks and antiquarks Up (u), down (d) and strange (s) quarks only. Properties of quarks: charge, baryon number and strangeness. Combinations of quarks and antiquarks required for baryons (proton and neutron only), antibaryons (antiproton and antineutron only) and mesons (pion and kaon) only. Change of quark character in β- and β+ decay. Application of the conservation laws for charge, baryon number, lepton number and strangeness to particle interactions. The necessary data will be provided in questions for particles outside those specified. 3.1.2 Electromagnetic Radiation and Quantum Phenomena • The photoelectric effect Work function φ, photoelectric equation hf = φ + Ek; the stopping potential experiment is not required. • Collisions of electrons with atoms The electron volt. Ionisation and excitation; understanding of ionization and excitation in the fluorescent tube. • Energy levels and photon emission Line spectra (e.g. of atomic hydrogen) as evidence of transitions between discrete energy levels in atoms. hf = E1 – E2 • Wave-particle duality Candidates should know that electron diffraction suggests the wave nature of particles and the photoelectric effect suggests the particle nature of electromagnetic waves; details of particular methods of particle diffraction are not expected. de Broglie wavelength λ = mv h , where mv is the momentum. 3.1.3 Current Electricity • Charge, current and potential difference Electric current as the rate of flow of charge; potential difference as work done per unit charge. I = t Q ∆ ∆ and V = Q W . Resistance is defined by R = I V . • Current / voltage characteristics For an ohmic conductor, a semiconductor diode and a filament lamp; candidates should have experience of the use of a current sensor and a voltage sensor with a data logger to capture data from which to determine V – I curves. Ohm’s law as a special case where I ∝ V. • Resistivity ρ = L RA Description of the qualitative effect of temperature on the resistance of metal conductors and thermistors. Applications (e.g. temperature sensors). Superconductivity as a property of certain materials which have zero resistivity at and below a critical temperature which depends on the material. Applications (e.g. very strong electromagnets, power cables). Description of the qualitative effect of temperature on the resistance of metal conductors and thermistors. Applications (e.g. temperature sensors). Superconductivity as a property of certain materials which have zero resistivity at and below a critical temperature which depends on the material. Applications (e.g. very strong electromagnets, power cables). • Circuits Resistors in series; R = R1 + R2 + R3 +... Resistors in parallel; New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) • Circuits Resistors in series; RT = R1 + R2 + R3 + … Resistors in parallel; RT 1 = 1 1 R + 2 1 R + 3 1 R + … energy E = I V t, P = IV, P = I 2 R; application, e.g. Understanding of high current requirement for a starter motor in a motor car. Conservation of charge and energy in simple d.c. circuits. The relationships between currents, voltages and resistances in series and parallel circuits, including cells in series and identical cells in parallel. Questions will not be set which require the use of simultaneous equations to calculate currents or potential differences. • Potential divider The potential divider used to supply variable pd e.g. application as an audio ‘volume’ control. Examples should include the use of variable resistors, thermistors and L.D.R.’s. The use of the potentiometer as a measuring instrument is not required. • Electromotive force and internal resistance ε = Q E ε = I (R + r) Applications; e.g. low internal resistance for a car battery. • Alternating currents Sinusoidal voltages and currents only; root mean square, peak and peak-to-peak values for sinusoidal waveforms only. 2 o rms I I = 2 o rms V V = Application to calculation of mains electricity peak and peak-to-peak voltage values. • Oscilloscope Use of an oscilloscope as a d.c. and a.c. voltmeter, to measure time intervals and frequencies and to display a.c. waveforms. No details of the structure of the instrument is required but familiarity with the operation of the controls is expected. R New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) • Circuits Resistors in series; RT = R1 + R2 + R3 + … Resistors in parallel; RT 1 = 1 1 R + 2 1 R + 3 1 R + … energy E = I V t, P = IV, P = I 2 R; application, e.g. Understanding of high current requirement for a starter motor in a motor car. Conservation of charge and energy in simple d.c. circuits. The relationships between currents, voltages and resistances in series and parallel circuits, including cells in series and identical cells in parallel. Questions will not be set which require the use of simultaneous equations to calculate currents or potential differences. • Potential divider The potential divider used to supply variable pd e.g. application as an audio ‘volume’ control. Examples should include the use of variable resistors, thermistors and L.D.R.’s. The use of the potentiometer as a measuring instrument is not required. • Electromotive force and internal resistance ε = Q E ε = I (R + r) Applications; e.g. low internal resistance for a car battery. • Alternating currents Sinusoidal voltages and currents only; root mean square, peak and peak-to-peak values for sinusoidal waveforms only. 2 o rms I I = 2 o rms V V = Application to calculation of mains electricity peak and peak-to-peak voltage values. • Oscilloscope Use of an oscilloscope as a d.c. and a.c. voltmeter, to measure time intervals and frequencies and to display a.c. waveforms. No details of the structure of the instrument is required but familiarity with the operation of the controls is expected. energy E = I V t, P = IV, P = I 2 R; application, e.g. Understanding of high current requirement for a starter motor in a motor car. Conservation of charge and energy in simple dc circuits. The relationships between currents, voltages and resistances in series and parallel circuits, including cells in series and identical cells in parallel. Questions will not be set which require the use of simultaneous equations to calculate currents or potential differences. • Potential divider The potential divider used to supply variable pd e.g. application as an audio 'volume' control. Examples should include the use of variable resistors, thermistors and L.D.R.'s. The use of the potentiometer as a measuring instrument is not required. • Electromotive force and internal resistance New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) • Circuits Resistors in series; RT = R1 + R2 + R3 + … Resistors in parallel; RT 1 = 1 1 R + 2 1 R + 3 1 R + … energy E = I V t, P = IV, P = I 2 R; application, e.g. Understanding of high current requirement for a starter motor in a motor car. Conservation of charge and energy in simple d.c. circuits. The relationships between currents, voltages and resistances in series and parallel circuits, including cells in series and identical cells in parallel. Questions will not be set which require the use of simultaneous equations to calculate currents or potential differences. • Potential divider The potential divider used to supply variable pd e.g. application as an audio ‘volume’ control. Examples should include the use of variable resistors, thermistors and L.D.R.’s. The use of the potentiometer as a measuring instrument is not required. • Electromotive force and internal resistance ε = Q E ε = I (R + r) Applications; e.g. low internal resistance for a car battery. • Alternating currents Sinusoidal voltages and currents only; root mean square, peak and peak-to-peak values for sinusoidal waveforms only. 2 o rms I I = 2 o rms V V = Application to calculation of mains electricity peak and peak-to-peak voltage values. • Oscilloscope Use of an oscilloscope as a d.c. and a.c. voltmeter, to measure time intervals and frequencies and to display a.c. waveforms. No details of the structure of the instrument is required but familiarity with the operation of the controls is expected.
New GCE Physics A specification for first teaching 2008: version 0.2, draft submitted to QCA (July 2007) • Circuits Resistors in series; RT = R1 + R2 + R3 + … Resistors in parallel; RT 1 = 1 1 R + 2 1 R + 3 1 R + … energy E = I V t, P = IV, P = I 2 R; application, e.g. Understanding of high current requirement for a starter motor in a motor car. Conservation of charge and energy in simple d.c. circuits. The relationships between currents, voltages and resistances in series and parallel circuits, including cells in series and identical cells in parallel. Questions will not be set which require the use of simultaneous equations to calculate currents or potential differences. • Potential divider The potential divider used to supply variable pd e.g. application as an audio ‘volume’ control. Examples should include the use of variable resistors, thermistors and L.D.R.’s. The use of the potentiometer as a measuring instrument is not required. • Electromotive force and internal resistance ε = Q E ε = I (R + r) Applications; e.g. low internal resistance for a car battery.
Basically type in AQA AS Physics Specification and you will find what we do. |
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Ariff
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| Joined: 15 Sep 2008 |
| Total Posts: 12556 |
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| 12 Feb 2015 03:04 PM |
| are you talking about college university level in america or college UK level? |
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| 12 Feb 2015 03:05 PM |
@thea96
how hard was it in comparison to AP Physics 1? |
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thea96
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| Joined: 09 Feb 2011 |
| Total Posts: 37634 |
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| 12 Feb 2015 03:12 PM |
At the time, physics 1 was challenging first semester because I was not used to the whole concepts that we were taught. Second semester physics 1 was easier since I just got out of a relationship and had more time to study. Now that I already took physics 1, physics 2 is more of a review + bonus material. It is a bit of a challenge if you did not understand it the first time, but it's really fun.
and it all depends on the teacher
if you have a great, fun teacher, you cant go wrong. |
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