Physics 1 Class Notes

1 Physics 1 Class Notes Mr. Khan Woodland High School September 2016 Copyright 2006 2016 Mr. Khan. This document is licensed under a Creative Commons Attribution-Share Alike Unported License. This license gives you permission to copy, share and/or adapt this work in whole or in part, with appropriate attribution, under an identical, similar, or compatible license. See for more information. ISBN-13: 978-1517428259 ISBN-10: 1517428254 Physics 1 Class Notes Page 3 Physics 1 Mr. Khan This is a set of Class Notes for Physics 1. This hardcopy is provided so that you can fully participate in Class discussions without having to worry about writing everything down.

2 For Physics 1, we are not using a textbook, though you may refer to Physics : Principles and Problems, by Paul W. Zitzewitz, Robert F. Neff and Mark Davids (Glencoe/McGraw-Hill, 1995). In some cases, the Notes and the textbook differ in method or presentation, but the Physics is the same. There may be errors and/or omissions in the textbook. There are certainly errors and omissions in these Notes , despite my best efforts to make them clear, correct, and complete. As we discuss topics in Class , you will almost certainly want to add your own Notes to these. If you have purchased this copy, you are encouraged to write directly in it, just as you would write in your own notebook.

3 However, if this copy was issued to you by the school and you intend to return it at the end of the year, you will need to write your supplemental Notes on separate paper. If you do this, be sure to write down page numbers in your Notes , to make cross referencing easier. You should bring these Notes to Class every day, because lectures and discussions will follow these Notes , which will be projected onto the SMART board. Physics 1 Class Notes Page 5 Physics 1 Mr. Khan Table of Contents Introduction .. 7 Laboratory & Measurement .. 13 Mathematics .. 63 Kinematics (Motion) .. 107 Dynamics (Forces) & Gravitation .. 145 Rotational Dynamics.

4 203 Work, Energy & 218 Simple Harmonic Motion .. 278 Electricity & 295 Mechanical Waves & Sound .. 375 Thermal Physics (Heat) .. 419 Pressure & Fluid Mechanics .. 461 Reference 499 515 Physics 1 Mr. Khan Add Important Cornell Notes Page: 7 Notes /Cues Here Unit: Introduction Cornell Notes Unit: Introduction HCS Standards: N/A Knowledge/Understanding: how to take advantage of the Cornell note-taking system Language Objectives: Understand the term Cornell Notes and be able to describe how Cornell Notes are different from ordinary note-taking. Notes : The Cornell note-taking system was developed about fifty years ago at Cornell University.

5 I think it s a great way to get more out of your Notes . I think it s an especially useful system for adding your comments to someone else s Notes (such as mine). The main features of the Cornell Notes system are: 1. The main section of the page is for what actually gets covered in Class . 2. The left section (officially 2 inches, though I have shrunk it to 2 inches for these Notes ) is for cues questions or comments of yours that will help you find, remember, or effectively use these Notes . 3. The bottom section (2 inches) is officially for you to add a 1 2 sentence summary of the page in your own words. This is a good idea. However, because the rest of the page is my Notes , not yours, you may also want to use that space for anything else you want to remember that wasn t in the pre-printed Notes .

6 Use this space for summary and/or additional Notes : Physics 1 Mr. Khan Add Important Reading & Taking Notes from a Textbook Page: 8 Notes /Cues Here Unit: Introduction Reading & Taking Notes from a Textbook Unit: Introduction HCS Standards: N/A Skills: pre-reading and reading a section of a textbook and taking Notes Language Objectives: understand and be able to describe the reading and note-taking strategies presented in this section Notes : If you read a textbook the way you would read a novel, you probably won t remember much of what you read.

7 Before you can understand anything, your brain needs enough context to know how to file the information. This is what Albert Einstein was talking about when he said, It is the theory which decides what we are able to observe. When you read a section of a textbook, you need to create some context in your brain, and then add a few observations to solidify the context before reading in detail. Ren Descartes described this process in 1644 in the preface to his Principles of Philosophy: "I should also have added a word of advice regarding the manner of reading this work, which is, that I should wish the reader at first go over the whole of it, as he would a romance, without greatly straining his attention, or tarrying at the difficulties he may perhaps meet with, and that afterwards, if they seem to him to merit a more careful examination, and he feels a desire to know their causes, he may read it a second time, in order to observe the connection of my reasonings.

8 But that he must not then give it up in despair, although he may not everywhere sufficiently discover the connection of the proof, or understand all the reasonings it being only necessary to mark with a pen the places where the difficulties occur, and continue reading without interruption to the end; then, if he does not grudge to take up the book a third time, I am confident that he will find in a fresh perusal the solution of most of the difficulties he will have marked before; and that, if any remain, their solution will in the end be found in another reading." Use this space for summary and/or additional Notes : Physics 1 Mr. Khan Add Important Reading & Taking Notes from a Textbook Page: 9 Notes /Cues Here Unit: Introduction The following 4-step system takes about the same amount of time you re used to spending on reading and taking Notes , but it will probably make a tremendous difference in how much you understand and remember.

9 1. Copy the titles/headings of each section. Leave about page of space after each one. (Don t do anything else yet.) This should take about 2 3 minutes. 2. Do not write anything yet! Look through the section for pictures, graphs, and tables. Take a minute to look at these the author must have thought they were important. Also read over (but don t try to answer) the homework questions/problems at the end of the section. (For the visuals, the author must think these things illustrate something that is important enough to dedicate a significant amount of page real estate to it. For the homework problems, these illustrate what the author thinks you should be able to do once you know the content.)

10 This process should take about 10 15 minutes. 3. Actually read the text, one section at a time. For each section, jot down keywords and sentence fragments that remind you of the key ideas. You are not allowed to write more than the page allotted. (You don't need to write out the details those are in the book, which you already have!) This process is time consuming, but shorter than what you re probably used to doing for your other teachers. 4. Read the summary at the end of the chapter or section this is what the author thinks you should know now that you ve finished the reading. If there s anything you don t recognize, go back and look it up.