William Dunkerton

Towson University
Physics Teacher

Biography

This past July I retired after 30 years of teaching in the Baltimore County Public School system. I taught all levels of introductory Physics including 9th grade Physical Science, Conceptual Physics, College Prep Physics, Honors Physics, Gifted and Talented Physics, AP Physics C – Mechanics, and AP Physics C – Electricity and Magnetism. I also have curriculum development experience having participated in the creation of curriculum for multiple levels of Physics and also a CTE Engineering course.

Education

BA Physics
Towson University

Educator Statistics

Numerade tutor for 6 years
265 Students Helped

Topics Covered

Understanding Equilibrium and Elasticity: A Comprehensive Guide
Explore the Fascinating World of Periodic Motion - Learn More Today!
Unlock the Power of Kinetic Energy: Boost Your Efficiency Today
Unlocking the Power of Potential Energy: Discover the Benefits
Save Energy and Money with Effective Conservation Techniques
Understanding Electromagnetic Waves: A Comprehensive Guide
Understanding Reflection and Refraction of Light: A Comprehensive Guide
Gravity, Planetary Orbits
Master the Fundamentals of Physics: Learn Physics Basics
Motion in 2d or 3d
Introduction and Vectors
Mastering Motion: Achieving Efficiency Along a Straight Line
Explore the Fascinating World of Wave Optics - Unleash Its Potential
Find Your Dream Job: Discover the Best Work Opportunities
Discovering the Fundamentals: Newton's Laws of Motion Explained
Mastering Newton's Laws: Tips for Applying Them Effectively
Understanding Moment Impulse and Collisions for Better Physics
Discover the Science of Sound and Hearing: Your Guide to Better Listening
Understanding Electric Charge and Field: A Comprehensive Guide
Understanding Temperature and Heat: A Comprehensive Guide
Understanding the First Law of Thermodynamics: Key Concepts
Understanding the Second Law of Thermodynamics: Key Principles
Mastering the Rotation of Rigid Bodies: Tips & Techniques
Explore the Fascinating Dynamics of Rotational Motion
Discover the Power of Gravitation: Exploring the Science Behind It

William's Textbook Answer Videos

02:07
University Physics with Modern Physics

Given that frogs are nearsighted in air, which statement is most likely to be true about their vision in water? (a) They are even more nearsighted; because water has a higher index of refraction than air, a frog's ability to focus light increases in water. (b) They are less nearsighted, because the cornea is less effective at refracting light in water than in air. (c) Their vision is no different, because only structures that are internal to the eye can affect the eye's ability to focus. (d) The images projected on the retina
are no longer inverted, because the eye in water functions as a diverging lens rather than a converging lens.

Chapter 34: Geometric Optics
William Dunkerton
04:34
University Physics with Modern Physics

A machine part consists of a thin 40.0 -cm-long bar with small 1.15 -kg masses fastened by screws to its ends. The screws can support a maximum force of 75.0 $\mathrm{N}$ without pulling out. This bar rotates about an axis perpendicular to it at its center. (a) As the bar is turning at a constant rate on a horizontal, frictionless surface, what is the maximum speed the masses can have without pulling out the screws? (b) Suppose the machine is redesigned so that the bar turns at a constant rate in a vertical circle. Will one of the screws be more likely to pull out when the mass is at the top of the circle or at the bottom? Use a free-body diagram to see why. (c) Using the result of part (b), what is the greatest speed the masses can have without pulling a screw?

Chapter 5: Applying Newton's Laws
William Dunkerton
02:33
University Physics with Modern Physics

Two organ pipes, open at one end but closed at the other, are each 1.14 m long. One is now lengthened by 2.00 $\mathrm{cm} .$ Find the frequency of the beat they produce when playing together in their
fundamental.

Chapter 16: Sound and Hearing
William Dunkerton
07:07
University Physics with Modern Physics

Two charges, one of 2.50$\mu \mathrm{C}$ and the other of $-3.50 \mu \mathrm{C},$ are placed on the $x$ -axis, one at the origin and the other at $x=0.600 \mathrm{m},$ as shown in Fig. $\mathrm{P} 21.64 .$ Find the position on the $x$ -axis where the net force on a small charge $+q$ would be zero.

Chapter 21: Electric Charge and Electric Field
William Dunkerton
07:07
Fundamentals of Physics

Constant Acceleration
When a high-speed passenger train traveling at 161 $\mathrm{km} / \mathrm{h}$ rounds a bend, the engineer is shocked to see that a locomotive has improperly entered onto the track from a siding and is a distance $D=676 \mathrm{m}$ ahead (Fig. $2-32 ) .$ The locomotive is moving at 29.0 $\mathrm{km} / \mathrm{h}$ . The engineer of the high-speed train immediately applies the brakes. (a) What must be the magnitude of the resulting constant deceleration if a collision is to be just avoided? (b) Assume that the engineer is at $x=0$ when, at $t=0,$ he first spots the locomotive. Sketch $x(t)$ curves for the locomotive and high-speed train for the cases in which a collision is just avoided and is not quite avoided.

Chapter 2: Motion Along a Straight Line
William Dunkerton
09:27
Fundamentals of Physics

Additional Problems
To stop a car, first you require a certain reaction time to begin braking; then the car slows at a constant rate. Suppose that the total distance moved by your car during these two phases is 56.7 $\mathrm{m}$ when its initial speed is 80.5 $\mathrm{km} / \mathrm{h}$ and 24.4 $\mathrm{m}$ when its initial speed is 48.3 $\mathrm{km} / \mathrm{h}$ h. What are (a) your reaction time and (b) the magnitude of the acceleration?

Chapter 2: Motion Along a Straight Line
William Dunkerton
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