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Wiley has created a set of Java applet-based Physics Simulations in WebAssign. These questions are freely available to anyone using a Wiley Textbook.
To find the Simulations on WebAssign, choose Search
from the Questions menu. Enter "WPSim" as the Name.
To find a particular simulation, for example, simulation
7.1, enter "WPSim 7.1" as the Name (the name for each Simulation
is listed below). The simulations below are listed in the same
order as the topics appear in the Halliday, Resnick and Walker
text (HRW6).
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in one of your classes, you can also do a search by textbook.
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Simulation 1: One-Dimensional Constant Acceleration
HRW6 Section 2.6
WPSim 1.1. -- This problem is a collection of three multiple-choice questions dealing with the parameters affecting the position, velocity, and acceleration vs. time graphs.
WPSim 1.2. -- This problem consists of two multiple-choice questions dealing with how the velocity graph can be used to find the acceleration and the change in position.
Simulation 3: Constant velocity vs. constant acceleration
HRW6 Section 2.6
WPSim 3.1. -- For a situation involving a race between two objects, this problem consists of a set of two numerical questions involving constant-acceleration equations, and two multiple-choice questions dealing with the ideas of average velocity, average speed, and the difference between constant velocity and constant acceleration.
WPSim 3.2. -- This problem includes one very easy multiple-choice question and four numerical questions dealing with a race between an object with constant velocity and an object experiencing constant acceleration. For two of the four numerical questions each student receives a randomized variable.
WPSim 3.3. -- This is an alternate, and shorter, version of simulation 3.2, having only the last two of the five parts from 3.2. These are the two numerical questions from simulation 3.2 in which each student receives a randomized acceleration.
WPSim 3.4. -- This is another alternate and shorter version of simulation 3.2, having the first numerical question from 3.2 in addition to the last two parts of 3.2, the two numerical questions in which each student receives a randomized acceleration.
Simulation 2: Free fall
HRW6 Section 2.8
WPSim 2.1. -- This problem involves a straightforward investigation of how air resistance affects the motion of an object in free fall. The problem consists of two multiple-choice questions and three numerical questions.
WPSim 2.2. -- This problem consists of four randomized numerical questions involving the application of constant acceleration questions to an object undergoing free fall under the influence of gravity alone.
Simulation 43: Vector Addition
HRW6 Section 3.5
WPSim 43.1. -- This problem is set up as a numerical problem but is really more conceptual, to see if students understand how to combine two vectors so that the resultant vector has either maximum or minimum possible length.
WPSim 43.2. -- A pair of multiple-choice questions that address conceptual issues involved in adding vectors.
Simulation 4: Projectile motion
HRW6 Section 4.5
WPSim 4.1. -- This problem starts with a multiple-select problem regarding the effect that doubling the initial velocity has on the range, time-of-flight, and maximum height for a projectile. This is followed by two conceptual questions related to the effect of air resistance.
WPSim 4.2. -- In this problem students are given randomized numbers for the range and time-of-flight and then have to work backwards to find the initial speed and launch angle. They also have to enter, in symbolic form, an expression for the maximum height.
Simulation 44: Relative velocity
HRW6 Section 4.9
WPSim 44.1. -- This is a ranking-task question. Four situations are to be ranked first by the time taken to cross the river, and then by the distance traveled in crossing the river.
WPSim 44.2. -- This is a one-dimensional relative velocity question that also involves unit conversion.
Simulation 45: Newton's first law and frames of reference
HRW6 Section 5.3
WPSim 45.1. -- This problem uses the simulation for a relative velocity question. First the constant speed of the square is determined, and then the students are asked to find the maximum possible speed of the circle relative to the square given the limits imposed by one of the sliders.
WPSim 45.2. -- This problem basically asks the students what the point of the simulation is, in the form of two multiple-select questions.
Simulation 17: Newton's second law
HRW6 Section 5.5
WPSim 17.1. -- Students are given a time and a randomized distance and need to find the acceleration and the maximum velocity of the object. They are then given the mass of the object and two of three forces acting and are asked to calculate the third force.
WPSim 17.2. -- Students are given four situations and are asked to rank them according to the net force, acceleration, and distance traveled.
Simulation 20: Atwood's machine
HRW6 Section 5.8
WPSim 20.1. -- The problem starts with a multiple-select conceptual question addressing what is happening to the blocks in each of the three stages (before the motion begins, while the blocks are in motion, and after the heavier block has reached the ground). The students are then asked to find the most negative and most positive values of the acceleration while the blocks are moving, given the limits on the sliders.
WPSim 20.2. -- The students are given four different situations and are asked to rank them in four different ways, by the magnitude of the acceleration, by the acceleration, by the tension before the motion starts, and by the tension after the motion has stopped.
WPSim 20.3. -- This is an alternate version of simulation 20.1 with a single part. The students are randomly assigned to find either the most negative and or the most positive value of the acceleration while the blocks are moving, given the limits on the sliders.
Simulation 19: Kinetic friction
HRW6 Section 6.2
WPSim 19.1. -- Students are given a randomized set of numbers and are asked to calculate four things (frictional force, acceleration, distance traveled, time the block is in motion). They are then asked which of their answers would change if the mass of the block was different.
WPSim 19.2. -- The students are given four situations and must rank them according to the frictional force, net force exerted by the surface, acceleration, and distance traveled.
WPSim 19.3. -- This is an alternate, and shorter, version of simulation 19.2. The students are given four situations and must rank them according to the distance traveled and by the magnitude of the net force exerted on the block by the surface.
Simulation 10: Stopping distance of a car
HRW6 Section 6.2
WPSim 10.1. -- The problem first asks the students to find the minimum possible stopping distance and maximum possible stopping time, given the limits on the sliders in the simulation. The students are then asked how doubling the speed changes the distance traveled before and after applying the brakes, and then finally asked about the effect of changing the coefficient of friction.
WPSim 10.2. -- This problem has randomized numbers, and asks the students to determine three values related to the minimum distance they should leave between them and the car in front when traveling at constant speed.
WPSim 10.3. -- This is an alternate, and shorter, version of simulation 10.1. The students are randomly assigned to find either the minimum possible stopping distance or the maximum possible stopping time, given the limits on the sliders in the simulation. They are then asked about the effect of changing the coefficient of friction.
Simulation 18: Static friction
HRW6 Section 6.2
WPSim 18.1. -- This is a two-part multiple-choice question that first asks how the coefficient of static friction is related to the smallest angle at which the block slides, and then asks how this estimate is related to the actual value.
WPSim 18.2. -- This is a two-part multiple-select question that deals with the difference between the actual value of the force of static friction and its maximum possible value, as well as the effect of increasing the mass.
Simulation 6: Circular motion
HRW6 Section 6.4
WPSim 6.1. -- This problem deals with uniform circular motion. First the students are asked to find the maximum speed given the limits on the sliders. They are then given a randomized set of parameters and are asked to find the period of the motion, and the speed at a particular time (more information is given than is required).
WPSim 6.2. -- This problem deals with non-uniform circular motion. First a randomized set of parameters is given and the students are asked to calculate the speed and acceleration of the object at a given time. This is followed by a multiple-select problem relating to different features of velocity and acceleration in non-uniform circular motion.
Simulation 7: Work and Energy
HRW6 Section 7.3
WPSim 7.1. -- In this problem the students are asked to determine the maximum possible values of work, kinetic energy, and speed given the limits set by the sliders. This is followed by a conceptual question related to whether certain situations can be achieved with the simulation.
WPSim 7.2. -- In this problem the students are asked to run the simulation twice, changing just the mass, to determine how changing the mass affects the work, net force, kinetic energy, and speed. They are then given three situations and must rank them first by the work done and then by the speed.
Simulation 11: Conservation of Linear Momentum
HRW6 Section 9.3
WPSim 11.1. -- This problem consists of two multiple-select questions. The first question deals with the basic idea of conservation of momentum, and how the applied force affects the system momentum and the center-of-mass velocity. The second question deals with the kinetic energy of the system.
WPSim 11.2. -- This problem deals with the largest values, and smallest non-zero values, of the momentum and speed of the center-of-mass, given the limits set by the sliders. The problem also includes a multiple-choice question to see if the students can pick out the law of conservation of momentum as the one true statement about the situation.
WPSim 11.3. -- This alternate version combines the (a) part of simulation 11.1 with the (b) and (c) parts of simulation 11.2.
Simulation 12: Collisions in One Dimension
HRW6 Section 10.4
WPSim 12.1. -- A multiple-select problem dealing with aspects of momentum conservation as well as when kinetic energy is conserved.
WPSim 12.2. -- This is a numerical problem where the students know some things about two different collisions between two objects and must use ratios to determine the mass and velocity of the two objects before the collision.
Simulation 13: Ballistic Pendulum
HRW6 Section 10.4
WPSim 13.1. -- This is a numerical problem in which the students have to determine the initial velocity of the ball and then, taking into account the limits on the sliders, determine the maximum and minimum possible values of the height achieved by the swinging pendulum after the collision.
WPSim 13.2. -- This problem begins with a conceptual question to see if the students know when to apply momentum conservation and when to apply energy conservation. They are then given a randomized pair of masses and are asked to determine the speed of the two objects immediately after the collision, and the speed of the ball before the collision.
WPSim 13.3 -- This is an alternate, and shorter, version of simulation 13.1. The students first determine the initial velocity of the ball and then, taking into account the limits on the sliders, determine only the minimum possible value of the height achieved by the swinging pendulum after the collision.
Simulation 14: Comparison of Translational and Rotational Motion
HRW6 Section 11.4
WPSim 14.1. -- The students need to use information from the simulation to determine the mass of the block, and are then asked which quantity for the disc has the same numerical value as the mass of the block. The problem finishes by stating a randomized radius and asking for the mass of the disc, which requires that the students know the equation for the moment of inertia of a disc.
WPSim 14.2. -- This is a single multiple-select problem which asks what else for the block and disc, in addition to the position and velocity, have the same numerical values.
Simulation 21: Torque
HRW6 Section 11.8
WPSim 21.1. -- The students need first to determine what is the maximum possible net torque that can be achieved, given the limits on the sliders. They are then asked two multiple-select problems that test whether they understand what torque is, and how the torques from two different forces are added.
WPSim 21.2. -- In this ranking task exercise four different situations are presented and the students must rank them based on the net torque.
Simulation 23: Newton's Second Law for Rotation
HRW6 Section 11.9
WPSim 23.1. -- This is a four-part problem that asks, given the limits set by the sliders in the problem, for the largest and smallest values of the angular acceleration of the pulley and the tension in the string while the system is in motion.
WPSim 23.2. -- This problem consists of two multiple-select questions. The first question relates to how the angular acceleration of the pulley is affected by changes in various parameters, and the second question relates to how the acceleration of the block is affected by changes in those same parameters.
Simulation 22: Rotational Equilibrium
HRW6 Section 13.4
WPSim 22.1. -- This is a four-part problem that asks, given the limits set by the sliders in the problem, for the largest and smallest values of the angular acceleration of the pulley and the tension in the string while the system is in motion.
WPSim 22.2. -- In this problem the students are given randomized settings and should then sum forces and torques to determine the weight and position on one of the boxes in the simulation.
Simulation 5: Universal Gravitation
HRW6 Section 14.7
WPSim 5.1. -- This numerical problem asks for the maximum and minimum values of the orbital period displayed by the simulation, and for the maximum and minimum speeds in the simulation given the limits imposed by the slider settings.
WPSim 5.2. -- This is a two-part multiple-select problem. First the students must choose all the correct statements that apply to a general orbit, and then choose from the same list the correct statements that apply to the special case of a circular orbit.
Simulation 15: Simple Harmonic Motion
HRW6 Section 16.2
WPSim 15.1. -- In this numerical problem the students are asked to determine the maximum values of the oscillation amplitude, the speed of the block, and the acceleration of the block given the limits imposed by the slider settings.
WPSim 15.2. -- This problem starts with a numerical question asking for the equilibrium length of the spring. This is followed by four cases that the students rank first based on energy and then by the frequency of oscillation.
WPSim 15.3 -- This is an alternate, shortened, version of simulation 15.1. In this numerical problem the students are asked to determine the maximum values of the speed of the block and the acceleration of the block given the limits imposed by the slider settings.
Simulation 8: Mass on a Spring
HRW6 Section 16.4
WPSim 8.1. -- In this numerical problem the students are given a randomized pair of slider settings and are asked to calculate the angular frequency, spring constant, total energy, and lowest point reached by the ball. This is followed by a conceptual question regarding which of the numerical answers would change if the mass of the ball were changed.
WPSim 8.2. -- This problem involves the determination of the maximum and minimum values of the total energy and oscillation amplitude, given the limits available on the sliders.
WPSim 8.3. -- This problem starts with two numerical problems based on a randomized pair of slider settings. This is followed by two conceptual questions regarding how the total energy, and the distance from the starting point to the equilibrium position, changes if the mass is doubled. The final question in the problem addresses whether changing the mass affects the spring constant, frequency, and/or amplitude.
WPSim 8.4. -- In this ranking-task problem four situations are specified. These must be ranked first by oscillation amplitude and then by the time it takes for the ball to first reach the equilibrium position.
WPSim 8.5. -- This is a symbolic problem that asks first for an expression for the location of the equilibrium position, and then for the elastic potential energy.
Simulation 9: Pendulum Motion
HRW6 Section 16.2
WPSim 9.1. -- In this numerical problem the students are asked to determine the maximum values of the oscillation period, angular velocity and linear velocity given the limits imposed by the slider settings. The first two are fairly easy but the last takes more thought.
WPSim 9.2. -- This problem starts with a multiple choice question regarding how the period of the pendulum is affected by changes in the length, mass, and oscillation amplitude. This is followed by four cases that the students rank based on the oscillation frequency.
Simulation 24: Travelling Waves
HRW6 Section 17.5
WPSim 24.1. -- This question begins with a numerical problem where the amplitude, frequency, and string thickness are given, and the students must determine the wave speed. This is followed by two multiple-select questions. The first asks the students what they would change to increase the wave speed, and the second addresses what should be changed to increase the maximum speed of one point on the wave.
WPSim 24.2. -- In this problem the students must first determine the maximum and minimum possible wavelengths that can be obtained, given the limits set by the sliders in the simulation. This is followed by a multiple-select problem that asks what they would change to increase the wavelength.
Simulation 25: Constructive and Destructive Interference
HRW6 Section 17.11
WPSim 25.1. -- This is a single multiple-select question dealing with what happens when pulses encounter fixed ends and free ends; what happens when one pulse encounters another; and the displacement of a free end when a pulse reflects from it.
WPSim 25.2. -- This problem consists of two multiple-choice questions related to the instant when two pulses completely cancel one another. The first question deals with the conditions necessary to achieve this completely destructive interference, while the second deals with where the energy carried by the pulses is at the instant the string is completely flat.
Simulation 26: Beats
HRW6 Section 18.7
WPSim 26.1. -- The problem first asks for the maximum and minimum possible beat frequencies, given the limits on the sliders in the simulation. This is followed by a multiple-choice question where the frequency of wave 1 is specified, the beat frequency is specified, and the students must determine what they can say about the frequency of wave 2.
WPSim 26.2. -- This problem is designed to teach students something about beats. The frequency of one wave is randomized, and that of the second wave is set 8 Hz higher. The students are asked to determine at what time the amplitude of the beat envelope first goes to zero, and are then asked to calculate the number of periods of each of the two waves that there in this time. The difference in the number of periods for the two waves is half a period, which is why completely destructive interference occurs at that time.
Simulation 27: Standing Waves
HRW6 Section 17.12
WPSim 27.1. -- This is a single multiple-select question addressing general features of standing waves.
WPSim 27.2. -- In this problem the students are given a frequency to use in the simulation, and are then asked to determine how many wavelengths, half-wavelengths, and quarter-wavelengths fit in the length of the string. For the different cases the conditions for standing waves to occur are then stated, and the students are given a multiple-choice question where they state which condition(s) is/are true for the frequency they were given.
Simulation 28: Ideal Gas Law
HRW6 Section 19.10
WPSim 28.1. -- This is a straightforward numerical question that asks for the heat that must be added at constant pressure to achieve the same change in temperature obtained by adding a certain amount of heat at constant volume.
WPSim 18.2. -- In this problem the net work done by the gas in a four-step cycle is given. The students must then fill in a table with 14 numerical answers, giving the heat, work, and change in internal energy for each step in the cycle as well as the entire cycle.
Simulation 29: Electric Field from a Point Charge
HRW6 Section 23.4
WPSim 29.1. -- In this numerical question the students are given a value for charge 1 and are then asked to determine the magnitude of the maximum electric field that can be obtained using the simulation at three particular randomized locations (one on the x-axis and two on the y-axis).
WPSim 29.2. -- This problem begins with two fairly straightforward multiple-choice questions regarding the force that one charge exerts on another. The students are then given two pairs of charges and are asked to determine the locations where the net electric field goes to zero.
Simulation 31: Field from a Parallel-Plate Capacitor
HRW6 Section 24.8
WPSim 31.1. -- This is a multiple-select question in which the students must select all the statements that correctly describe an ideal (infinite-plate) capacitor but which don't apply to the finite-plate capacitor shown in the simulation.
WPSim 32.2. -- This is a multiple-select question in which the students must select the true statements from a list of six statements regarding the parallel-plate capacitor shown in the simulation.
Simulation 30: Gauss' Law
HRW6 Section 24.9
WPSim 30.1. -- In this numerical question the students are given three different locations and are asked to find the largest-magnitude electric field that can be obtained at each location, given the limits set by the sliders.
WPSim 30.2. -- This is a multiple-select question in which the students must select the true statements from a list of nine statements regarding the concentric sphere situation.
Simulation 32: Series and Parallel Circuits
HRW6 Section 28.6
WPSim 32.1. -- In this question the students must first determine, given the seven different circuits available to them and the limits set by the sliders, what the maximum and minimum total currents attainable using the simulation are. They then set the three resistances so they are equal, and are asked to rank the seven circuits based on their total current, and six of the seven circuits based on the current through one of the resistors.
WPSim 32.2. -- This problem has two multiple-select questions and two multiple-choice questions. The first two questions involve what happens to the current and voltage in the four circuits that have three resistors when the resistance of one of these resistors is increased. The third question simply asks what the slope of the current vs. voltage graph represents, and the fourth question deals with general statements about current, voltage, and resistance.
Simulation 33: Light Bulb Circuit with a Switch
HRW6 Section 28.6
WPSim 33.1.0 -- This question involves predicting how the brightnesses of the three bulbs will compare when the circuit is first turned on, and then predicting how the brightness of each bulb will change when the switch in the circuit is closed.
WPSim 33.2. -- This problem is a seven-part symbolic problem in which the students must enter expressions for various currents, resistances, and powers in terms of the resistance R of each bulb and the current I of the circuit when the switch is open.
Simulation 34: Multiloop Circuit
HRW6 Section 28.6
WPSim 34.1. -- This question involves one multiple-choice and two multiple-select questions designed to probe the students conceptual understanding of particular aspects of multiloop circuits.
WPSim 34.2. -- This question involves a multiple-select question and a multiple-choice question addressing general aspects of Kirchoff's Rules.
Simulation 35: RC Circuit
HRW6 Section 28.8
WPSim 35.1. -- In this question the students must determine the voltage of the battery and, taking into account the limits on the sliders, determine the maximum and minimum possible values of the time constant. There is also a multiple-select question regarding what the time constant means.
WPSim 35.2. -- This question begins with a multiple-select question addressing general issues related to ideal ammeters and voltmeters. This is followed by two multiple-choice questions, the first bringing in Kirchoff's loop rule and the second dealing with the physical significance of the sign change for the current when the capacitor is switched from charging to discharging.
Simulation 16: Motion of a Charge in Electric and Magnetic Fields
HRW6 Section 29.2
WPSim 16.1. -- This is a four-part ranking task question where the students are given four different situations involving a charged particle in a magnetic field and are asked to rank the situations based on radius of the circular path, period of the orbit, magnitude of the force, and magnitude of the acceleration.
WPSim 16.2. -- In this question the students are asked to find, given the limits set by the sliders in the simulation, the maximum possible acceleration the charged particle can have if it is to move along a straight line, and the maximum possible acceleration the charged particle can have if it is to move in a circle. This is followed by a multiple-select question in which the students must choose the scenarios that correspond to the charged particle moving at constant speed.
Simulation 36: Magnetic Field from a long straight wire
HRW6 Section 30.1
WPSim 36.1. -- This question is modeled on question WPSim 29.1, for the electric field from a point charge. Here the students are given a value for the current in one wire and are then asked to determine the magnitude of the maximum magnetic field that can be obtained using the simulation at three particular randomized locations (one on the x-axis and two on the y-axis).
WPSim 36.2. -- This question is modeled on question WPSim 29.2, for the electric field from a point charge. Here the problem begins with two fairly straightforward multiple-choice questions regarding the force that one wire exerts on another. The students are then given two pairs of currents and are asked to determine the locations where the net magnetic field goes to zero.
Simulation 37: Magnetic Field from a current loop
HRW6 Section 30.1
WPSim 37.1. -- In this question the students must first determine the largest possible magnetic field that can be obtained at the center of the loop, given the limits on the sliders in the simulation and the sizes of available loops. They are then given two multiple-choice questions which get them to think qualitatitively about how the magnetic field changes as you move away from the center of the loop along either the y-axis or the x-axis.
WPSim 37.2. -- In this question the students are led through a conceptual view of how the Biot-Savart Law is applied to determine the magnetic field at the center of a current loop.
Simulation 38: Magnetic Field from a Solenoid
HRW6 Section 30.4
WPSim 38.1. -- In this question the students must first determine the largest possible magnetic field that can be obtained at the center of the solenoid, given the limits on the sliders in the simulation and the sizes of available loops. This is followed by a question asking for the force on a stationary charged particle due to the magnetic field, and another question asking for the direction of the force on a charged particle moving along the axis of the solenoid. For these last two questions the students are given values that are unnecessary.
WPSim 38.2. -- This question involves a pair of multiple-select questions. The first involves comparing the electric field produced by an ideal parallel-plate capacitor to the magnetic field produced by an ideal solenoid. The second question addresses what happens with the non-ideal solenoid shown in the simulation.
Simulation 47: Electromagnetic Induction
HRW6 Section 31.3
WPSim 47.1. -- This problem begins with a multiple-choice question regarding the condition required for the induced current in the loop to be positive. This is followed by a multiple-select problem regarding how the induced current in the loop is related to the current in the long straight wire.
WPSim 47.2. -- This is very similar to the previous problem, starting with the same multiple-choice question regarding the condition required for the induced current in the loop to be positive. This is followed by a multiple-select problem regarding how the induced current in the loop is related to the magnetic flux through the loop. There is one additional multiple-choice question regarding how the total charge passing through the ammeter is related to the rate of change of current between a certain starting current and a certain ending current.
Simulation 39: AC Circuit with Only One Circuit Element
HRW6 Section 33.8
WPSim 39.1. -- In this question the students must first determine the maximum and minimum possible values of the "Maximum Current" in the AC circuit, given the limits on the sliders in the simulation and the three different circuits available. This is followed by a multiple-select question asking how, in general, current can be increased in an AC circuit, and a multiple-choice question in which the students are given a particular observation about an AC circuit and are asked to identify the circuit element that would correspond to this observation.
WPSim 39.2. -- This question leads the students through an investigation of the animations shown when a capacitor or an inductor is connected to the AC source. This should enhance a student's conceptual understanding of the connections between voltage and current in an AC circuit with just one circuit element.
Simulation 40: RLC Circuit
HRW6 Section 33.8
WPSim 40.1. -- In this question the students must determine the maximum and minimum possible values of the "Maximum Current" in the AC circuit, as well as the maximum possible magnitude of the phase angle, given the limits on the sliders in the simulation.
WPSim 40.2. -- This question involves two multiple-select questions. The first addresses both whether the voltage across any of the components in the circuit can be larger than the maximum as well as whether Kirchoff's loop rule applies to the RLC circuit. The second question addresses the special conditions that occur at resonance.
Simulation 42: Refraction and Total Internal Reflection
HRW6 Section 34.7
WPSim 42.1. -- The students are first given randomized values of the critical angle, angle of incidence, and angle of refraction. They must then use these to determine the indices of refraction of the two media. This is followed by a multiple-select question addressing the special cases when a beam is transmitted from one medium to another without being deflected.
WPSim 42.2. -- This problem has a multiple-select question that asks the students what happens to the speed, wavelength, and frequency of the light when the light passes from one medium to a second medium that has a higher index of refraction. There is also a multiple-choice problem addressing what happens to the light when the angle of incidence exceeds the critical angle.
Simulation 41: Mirrors and Lenses
HRW6 Section 35.4
WPSim 41.1. -- This question involves a bit of detective work. The students are told that they have some kind of mirror or lens, and they are then given some observation about the mirror or lens. From these observations they must determine what the optical instrument is.
WPSim 41.2. -- This problem focuses on the concave mirror. The students must determine two different ways to use the mirror to create an image three times larger than the object.
Simulation 46: Ripple-Tank Interference
HRW6 Section 36.4
WPSim 46.1. -- This question addresses some basic concepts regarding what is going on in the simulation. The students are first asked to identify what the white and black regions represent on the interference patterns. They are then asked to find the speed of the waves. This is followed by a multiple-choice question asking how the interference along a line joining two sources is best described.
WPSim 46.2. -- This is a multiple-select question that tries to get the students to think about the differences between a two-source interference pattern and a single-slit diffraction pattern by treating the single slit as being made up of multiple sources.
Simulation 48: Interference of Light
HRW6 Section 37.6
WPSim 48.1. -- With the simulation in single-slit mode, the students are first given four different cases involving various slit widths and wavelengths and must rank them according to the width of the central maximum on the screen. This is followed by a numerical question in which the angle of the first minimum is given and the students must determine the angle of the second minimum.
WPSim 48.2. -- In this problem the simulation is operated in double-slit mode. Part (a) is a multiple-select question addressing the different changes that could be made to decrease the spacing between the fringes on the screen. Part (b) is a numerical question addressing the conditions under which a particular missing order is observed in the pattern.
Simulation 49: Photoelectric Effect
HRW6 Section 39.3
WPSim 49.1. -- This simulation is essentially a virtual experiment, so the problem first takes the students through the step-by-step process required to carry out the experiment. Part (a) of the problem is a multiple-select question addressing which parameters associated with the straight-line fit to the data are related to the work function, the threshold frequency, and Planck's constant. Part (b) is a second multiple-select question regarding which of the parameters we would expect to be the same when repeating the experiment with a different metal.
WPSim 49.2. -- This problem also takes the students through the step-by-step process involved in the virtual experiment. This is followed by two multiple-select questions in which the students must identify predictions about the experiment consistent with the photon theory of the light and then consistent with the wave theory of light. Finally, the students are asked to rank the three metals in the simulation based on their work functions.
Simulation 50: Bohr Atom
HRW6 Section 40.8
WPSim 50.1. -- This simulation is essentially a virtual experiment, so the problem first takes the students through the step-by-step process required to carry out the experiment. Part (a) of the problem is a multiple-select question addressing which parameters associated with the straight-line fit to the data are related to the work function, the threshold frequency, and Planck's constant. Part (b) is a second multiple-select question regarding which of the parameters we would expect to be the same when repeating the experiment with a different metal.
WPSim 50.2. -- This problem also takes the students through the step-by-step process involved in the virtual experiment. This is followed by two multiple-select questions in which the students must identify predictions about the experiment consistent with the photon theory of the light and then consistent with the wave theory of light. Finally, the students are asked to rank the three metals in the simulation based on their work functions.
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