NASA+VLM+Physics+Course

NASA's ePDN email yesterday included a link to this Virtual Physics Course. ** Virtual Learning Magnet Physics (v. 16)  ** Virtual Learning Magnets – NASA VLM Physics Course Outline [] The "Virtual Learning Magnet" is a project launched under the auspices of the Council of Chief State School Officers (CCSSO) with support from NASA. It is designed to provide a customized learning opportunity to any student in the United States. 1. How can the study of acceleration explain how aircraft and spacecraft produce and/or change their motion? (Kinematics) a. Constant speed one-dimensional motion C ompetency statement – Through experimentation, the learner will develop an understanding of constant-speed one-dimensional motion by observing, measuring, and graphing, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena.  i. What is the Scientific Method and how do we conduct scientific experimentation?  ii. What is the Metric System (SI) and what are the definitions of the fundamental units involved?  iii. What is constant speed motion?  iv. What are variables and how can they be related?  v. How do we graph data?  vi. How do we interpret the meaning of a graph?  vii. How do we use the results of graphing data? b. Constantly accelerated one-dimensional motion C ompetency statement – Through experimentation, the learner will develop an understanding of constantly accelerated one-dimensional motion by observing, measuring, and graphing, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena.  i. What are the relationships between distance and time and between speed and time for constantly accelerating one-dimensional motion?  ii. What are examples of constantly accelerating one-dimensional motion? What is freefall and what is Galileo’s Law of Falling Bodies? c. Two-dimensional motion C ompetency statement – Through experimentation, the learner will develop an understanding of two-dimensional motion by observing, measuring, and graphing, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena.  i. What are the properties of vectors, vector components, and vector sums?  ii. What are projectiles? (“Vomit Comet”)  iii. What are the behaviors of the horizontal and vertical components of projectile motion and how do they compare? d. Relativistic motion C ompetency statement – Through reading and discussion, the learner will develop an understanding of relativistic motion and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena.  i. What is the history of and what are the current beliefs about the speed of light?  ii. What are the postulates of Special Relativity?  iii. What are the effects of relativity on length, mass, and time?  iv. How does the relativistic addition of velocities compare with Newtonian additivity of velocities? 2. How can the study of Newton’s Laws of Motion explain how forces produce acceleration in aircraft and spacecraft? (Mechanics) a. Forces, force diagrams, and net force C ompetency statement – Through reading and discussion, the learner will develop an understanding of how to construct and interpret free-body diagrams in order to determine the net force acting on objects, and will demonstrate that understanding through structured problem-solving. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is the difference between contact forces (normal force and friction) and forces-at-a-distance (gravity)? <span style="margin-left: .5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: .5in; tab-stops: list 1.5in; text-indent: -.5in;"> ii. What are free-body diagrams and how do we use them? b. Newton’s Second Law C ompetency statement – Through experimentation, the learner will develop an understanding of the relationship between net force and acceleration by observing, measuring, and graphing, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. What is the relationship between acceleration, mass, and net force? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is weight? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. How does Newton’s Second Law reinterpret Galileo’s Law of Falling Bodies? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What are some applications of Newton’s Second Law? c. Newton’s First and Third Laws C ompetency statement – Through reading and discussion, the learner will develop an understanding of implications of Newton’s First and Third Laws of Motion, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. How are inertia and mass related? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. How is Newton’s First law merely a special case of Newton’s Second Law? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What are some examples of Newton’s First Law? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What are reaction forces and why do they always behave as matched pairs? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> v. What are some examples of Newton’s Third Law? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> vi. What are some applications of Newton’s Third Law d. Torque and rotation C ompetency statement – Through reading and discussion, the learner will develop an understanding of the role torque plays in creating rotational motion, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. What is meant by the term “center of mass?” <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is torque? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is the meaning of the term “rotational statics?” <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What is the meaning of the term “rotational dynamics?” 3. How does gravity, the universal and fundamental force related to matter, explain motion in our universe? (Gravity) a. Circular motion C ompetency statement – Through experimentation, the learner will develop an understanding of circular motion by observing, measuring, and graphing, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What are the characteristics of circular motion, centripetal force and centripetal acceleration? b. universal gravitation and orbital mechanics C ompetency statement – Through reading and discussion, the learner will develop an understanding of the nature of gravitation and the role it plays in the field of orbital mechanics, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is Newton’s Law of Universal Gravitation? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is gravitational field strength? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. How is orbital motion an example of circular motion? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What are Kepler’s Laws of Planetary Motion? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> v. What is escape velocity? 4. How does the conservation of two important physical entities, energy and momentum, explain the actions and interactions of objects on earth, in orbit, and throughout the universe? (Energy and Momentum) a. Work, energy, and power C ompetency statement – Through reading and discussion, the learner will develop an understanding of the relationship between the concepts of work, energy, and power, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is the definition of work? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is the definition of energy? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What is gravitational potential energy? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What is the work-energy theorem and how does it define kinetic energy? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> v. What is the Law of Conservation of Mechanical Energy <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> vi. What is the relationship between mass and energy? b. Impulse and momentum C ompetency statement – Through reading, discussion, and experimentation, the learner will develop an understanding of the use of momentum and the implications of the Law of Conservation of Momentum, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is the definition of momentum? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is impulse and the relationship between impulse and momentum? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What is the Law of Conservation of Momentum and how do we categorize collisions? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What is the difference between elastic and inelastic collisions? 5. How can the study of the properties, production, flow, and distribution of heat as a form of energy explain the operation of aircraft, rockets, and most forms of modern machinery and transportation? (Thermodynamics) a. Thermal physics C ompetency statement – Through reading and discussion, the learner will develop an understanding of the principles of thermal physics, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 2.0in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -45.0pt; tab-stops: list 1.5in; text-indent: -2.0in;"> i. What is temperature? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What are heat and internal energy? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. How is heat related to temperature change? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What are phase changes? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> v. What are the different methods of heat transfer? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> vi. What is Kinetic Theory and how does it lead to an understanding of the Ideal Gas Law? b. Heat engines C ompetency statement – Through reading and discussion, the learner will develop an understanding of the thermodynamics of heat engines, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What are the Zeroth and First Laws of Thermodynamics? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is entropy and how does it lead to an understanding of the Second Law of Thermodynamics? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What are heat engines and thermodynamic cycles? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What are some applications of heat engines and thermodynamic cycles? c. Fluid properties C ompetency statement – Through reading and discussion, the learner will develop an understanding of the properties of static fluids, and will demonstrate that understanding through the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What are density and pressure? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. How is pressure related to depth in liquids and gases? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What is Pascal’s Principle? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What is buoyancy and Archimedes’ Principle? d. Fluid dynamics C ompetency statement – Through reading, discussion, and experimentation, the learner will develop an understanding of the properties of moving fluids, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is the equation of continuity? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is viscosity? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What is Bernoulli’s Principle? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What are some applications of Bernoulli’s Principle? 6. How can an understanding of the fundamental wave behaviors exemplified by sound and light explain communication in our modern world? (Waves) a. Basic wave properties C ompetency statement – Through reading and discussion, the learner will develop an understanding of basic wave properties, and will demonstrate that understanding through the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What are superposition, resonance, and the behavior of standing waves? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is Simple Harmonic Motion? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What are some examples of Simple Harmonic Motion? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What are the properties of sound? b. light and optics C ompetency statement – Through reading, discussion, and experimentation, the learner will develop an understanding of the properties of electromagnetic radiation, light, mirrors, and lenses, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is electromagnetic radiation and what is the electromagnetic spectrum? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is the Law of Reflection and how does that lead to an understanding of the behavior of mirrors? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What is refraction and what does it tell us about the nature of light? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. How does Snell’s Law lead to an understanding of the behavior of lenses? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> v. What are diffraction, dispersion, interference, polarization, and the Doppler Effect? 7. How can an understanding of the fundamental behaviors of charged particles and the inseparability of electrical and magnetic phenomena explain the rise of industry and the nature of our post-industrial world? (Electricity & Magnetism) a. Static electricity C ompetency statement – Through reading and discussion, the learner will develop an understanding of the interactions of charged particles and the properties associated with field of electrostatics, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What are the behaviors of charged particles? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is Coulomb’s Law (and how does it compare to Newton’s Law of Universal Gravitation)? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What are electric fields, electric potential energy, and electric potential? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What is capacitance? b. Electric currents and circuitry (Series, parallel) C ompetency statement – Through reading, discussion, and experimentation, the learner will develop an understanding of electric currents and simple circuitry, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What are electric currents and how are they measured? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is resistance and what are the properties of resistors? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What is Ohm’s Law? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. What is the difference in behavior between series and parallel circuits? c. magnetism, Electromagnetism and electromagnetic induction C ompetency statement – Through reading and discussion, the learner will develop an understanding of magnetism, electromagnetism, and electromagnetic induction, and will demonstrate that understanding through structured problem-solving and the correct interpretation of space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is magnetism and what are the behaviors of magnetic poles? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What are magnetic fields? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. How can electricity produce magnetism (electromagnetism)? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. How can the interaction of electric currents and magnetic fields produce mechanical force? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> v. How can magnetism produce electricity (electromagnetic induction)? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> vi. What are the similarities and differences between electric motors and electric generators? 8. What is the role in our modern world of the remaining two fundamental forces, both found in the nucleus? (Nuclear Physics) Textbook correlations: to be determined a. Review of atomic structure, quantum theory and atomic energy levels C ompetency statement – Through reading and discussion, the learner will develop an understanding of nuclear structure, nuclear binding energy, and radioactivity, and will demonstrate that understanding through the correct interpretation of astronomical and space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is the structure of the atom and how does it relate to quantum theory and atomic energy levels? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is nuclear binding energy? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What are the various modes of radioactive decay and how do they compare? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iv. How do we measure radiation exposure? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> v. What is radioactive half-life and what are its implications for the relative abundance of radioactive materials? b. Fission and fusion C ompetency statement – Through reading and discussion, the learner will develop an understanding of the processes of nuclear fission and fusion, and will demonstrate that understanding through structured problem-solving and the correct interpretation of astronomical and space-related phenomena. <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> i. What is nuclear fission and what are its uses? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> ii. What is nuclear fusion and what are its uses? <span style="margin-left: 1.5in; mso-list: l3 level3 lfo1; mso-text-indent-alt: -9.0pt; tab-stops: list 1.5in; text-indent: -1.5in;"> iii. What are the advantages and disadvantages of fission and fusion as useful energy sources?