Physics Resource Guide Advanced Higher



Advanced Higher Physics

Resource Guide

March 2015

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Advanced Higher Physics Resources Guide

This resource guide has been produced in response to requests from staff who attended the NQ Sciences events at Hampden Stadium in December 2013. Those attending felt it would be useful to have a document which helped them navigate to the most relevant resources quickly.

The following pages show the mandatory course key areas table from the SQA Advanced Higher Physics Course and Unit Support Notes. An additional fourth column has been included which contains hyperlinks to useful resources. Please note: Staff are not required to use the resources listed – they are only included as helpful suggestions. Staff should also refer to the SQA website for the most up-to-date course and unit support notes.

To further assist staff links to useful SQA documentation have been included at the beginning of each unit. The SQA documentation relating to the course is shown here along with resources for the Investigation.

|SQA documents |Web link |

|Course specification | |

|Course assessment specification | |

|Course and unit support notes | |

|Assessment overview published June 2014 | |

| | |

|Education Scotland learning materials | |

|Higher Sciences website – Advanced Higher Physics | |

|Sciences Glow365 site | |

| | |Unit specification: |

|Rotational Motion and Astrophysics | | |

|Mandatory course key areas |Suggested learning activities |Exemplification of key areas |Useful resources |

|Kinematic relationships |Kinematic relationships for motion in a straight line.|Calculus methods applied to the kinematic |Education Scotland learner resource – Rotational motion and |

|Calculus methods with the kinematic | |relationships for acceleration in a |astrophysics numerical examples |

|relationships for straight line motion with|Motion sensors, data logging and video analysis to |straight line. |YouTube video – Deriving kinematics equations using calculus |

|a constant acceleration. |enable graphical representation of motion. |Gradients of s-t graphs can yield |YouTube video – Highland virtual learning Equations of motion |

|Gradient represents instantaneous rate of | |instantaneous velocity. |1 |

|change for displacement-time and |Derivation of equations of motion using calculus. |Gradients of v-t graphs can yield | |

|velocity-time graphs. | |instantaneous acceleration. |SSERC teacher resources – Use of a home-made accelerometer |

|Area under a graph, between limits, | |Integration of area under a v-t graph | |

|obtained by integration. | |between limits to calculate displacement. |SSERC video – Tracker motion capture software. |

| | |[pic] | |

| | | |YouTube video – Apollo 11 launch with altitude and velocity |

| | | |data |

| | | | |

| | | |BBC video – In Our Time: The laws of motion |

| | | | |

|Angular motion |Measurement of average angular velocity of a rotating |The radian as a measure of angular |YouTube video – Rotational motion 101 physics |

|Angular displacement, velocity and |object. |displacement. | |

|acceleration | | |Education Scotland learner resource – numerical examples. |

| |Measurement of angular acceleration of an object |Rotational equivalents of linear equations | |

| |rotating with constant angular acceleration. |of motion. |The Young Scottish Physicist learner resource – Angular motion|

| | |[pic] | |

| | |Distinction between angular acceleration |Education Scotland learner resource – numerical examples. |

| | |and radial (centripetal) acceleration. | |

| |Derivation of centripetal acceleration. | |SSERC experiment – Wiimote® physics |

|Centripetal force and acceleration |Investigate factors that determine size of centripetal|[pic] | |

| |(central) force required to maintain circular motion. |‘Loop the loop’ experiments, |SSERC experiment – "whirling bung" experiment |

| | |conical pendulum, aircraft banking, | |

| | |velodromes, funfair rides, etc. |PhET animation – Ladybug revolution |

| | | | |

| | | |YouTube video – Fifth Gear loop the loop |

| | | | |

| | | |NASA video – Centripetal forces |

| | | | |

| | | |VCE physics video – Circular motion: The Wall of Death |

| | | | |

| | | |Illinois University animation – Banked turns |

|Rotational dynamics |Investigation of torque applied to a turntable and the|T = F r, T = Iα Nm as a unit of torque. |PhET animation – Torque |

|Torque, moment of inertia and angular |angular acceleration. |Torque wrench, engine torque. | |

|acceleration |Calculation of I of different shapes — rod, sphere, | |YouTube video – Walter Lewin demonstrates moment of inertia |

| |solid cylinder, hollow cylinder — give absolute |Moment of inertia of an object is a measure| |

| |uncertainty in value. |of its resistance to angular acceleration |Education Scotland learner resource – Numerical examples. |

| |(Refer to data sheet for formulae). |about a given axis. For discrete masses: |School Physics learner resource – Measurement of the moment of|

| |Measurement of I from the graph of torque vs angular |[pic] |inertia of a flywheel |

| |acceleration. |I depends on the mass of the object and its|YouTube video – Physics of spins in figure skating |

| | |distribution of the mass about a fixed | |

| |Demonstrate the angular momentum of a point mass m |axis. |YouTube video – The physics of diving |

|Angular momentum |rotating at velocity v and distance r about an axis. | | |

| |(Mass on end of string.) |L = mvr = mrω2 = Iω |Physics Central experiment – Office chair physics |

| | |L = Iω = const (no external torque) | |

|Conservation of angular momentum | | |YouTube video – Slow motion flipping cats |

| |Demonstration using rotating platform, added mass, | |YouTube video – KERS bicycle technology university project at |

|Rotational kinetic energy |data logger to plot graph of angular velocity against |Gyroscopes, bicycle wheels, spinning tops, |AIT |

| |time. |ice skaters, divers, gymnasts, etc |Wikimedia animation – Lucas Barbosa: Objects down a slope with|

| |Pupil rotating on computer stool, arms extended etc. | |different moments of inertia |

| |Determine I of cylinder rolling down slope. |E = ½ I ω2 | |

| |Determine I of flywheel. |Ep = Ek (linear) + Ek (rotational) | |

| |Account for the increase in rotational kinetic energy| | |

| |when a spinning system increases angular velocity (eg | | |

| |work done by a skater pulling their arms inwards). | | |

|Gravitation | | | |

|Gravitational field strength |Cavendish/Boys experiment. |Field lines and gravitational field |Vimeo video – BBC Beautiful Equations Newton’s equation of |

| |Maskelyne — Schiehallion experiment. |patterns around a planet and a planet–moon |universal gravitation |

| | |system. | |

| |Gravity and orbital motion. | |YouTube video – Universal gravitation |

| |Calculations involving period of orbit and distance |[pic] |experiment |

| |from centre of Earth. |Tides, tidal forces, tidal energy. | |

| |Satellites in (circular) orbit. Data-gathering | |Counting thoughts resource – Weigh the world |

| |satellites: weather, telecommunications, mapping, | | |

| |surveying, etc. |[pic] |Nowykurier animation – Gravity simulation |

| | |Gravitational potential and gravitational | |

| |Work done in moving unit mass from infinity to a point|potential energy have the value zero at |Donald Simanek teacher resource – Tidal misconceptions |

|Gravitational potential and potential |in space. |infinity. Gravitational potential ‘well’. | |

|energy | | |University of Massachusetts learner resource – Gravity and |

| | |[pic] |escape velocity tutorial |

| |Consideration of changes in both potential and kinetic|Planetary atmospheric composition. | |

|Escape velocity |energy when a satellite alters orbit. |Implications for space flight. | animation – The gravitational field |

| | | | |

| |Minimum velocity required to allow a mass to escape a | |University of Nebraska animation – Atmospheric loss |

| |gravitational field, achieving zero kinetic energy and| | |

| |maximum (zero) gravitational potential energy at | |Education Scotland learner resource – Numerical examples |

| |infinity. | |(pages 5 & 11) |

|General relativity ***New Content*** | | | |

|Equivalence principle and its consequences |Comparison of general and special relativity. |General — motion in non-inertial |BBC video – General relativity |

| |Simulations to aid understanding. |(accelerating) frames of reference. | |

| | |Consideration of clocks in non-inertial |BBC audio – In Our Time: relativity |

|Spacetime diagrams |Spacetime as a representation of four dimensional |frames of reference eg accelerating | |

| |space |spacecraft. |Education Scotland teacher resource – Space and time advice |

| |Rubber sheet analogy. |Effect of altitude on clocks — GPS clock |for practitioners |

| | |adjustment. | |

| | |Precession of Mercury’s orbit. |Weber teacher resource – Introduction to Astronomy |

| | |World line of a motion; spacetime diagrams;| |

| | |accelerations represented by world line of |YouTube video – An introduction to spacetime |

| | |changing gradient. | |

| | |Gravity as spacetime curvature; curvature |The Kings Centre animation – Michelson-Morley, Muon decay and |

| | |of spacetime by mass. |spacetime diagrams |

| | | | |

| | |Schwarzchild radius of black holes. |TED animation – The fundamentals of space-time |

| | |[pic] | |

|Black holes | |Gravitational lensing of light. |YouTube video – Gravity visualised |

| | |Radius, surface temperature, mass, | |

| | |luminosity and apparent brightness. |Education Scotland resources – Stellar evolution, star |

|Stellar physics | |[pic] |brightness |

|Properties of stars | | | |

| | |Power per unit area ’ σT4 |Education Scotland resources – Stellar Physics |

| | | | |

| | | |BBC audio – In Our Time: black holes |

| | |[pic] | |

|Hydrogen and helium fusion reactions — |Simulations | |BBC audio – In Our Time: life of stars |

|production of deuterium, helium 3, helium | |Gravitational equilibrium – balance between| |

|4, positrons, neutrinos and gamma rays. | |inward gravitational pull and outward |Spacetelescope video – Gravitational lensing in action |

| | |thermal pressure. | |

| | |Formation of stars due to gravitational |BBC video – What are gravitational lenses? |

|Stellar evolution | |effects on cold dense interstellar clouds. | |

| | |Classification of stars. |Guardian learner resource – Physics of the movie Interstellar |

|The Hertzsprung-Russell (H-R) diagram |Exercises on the H-R diagram — websites. |Life cycle of stars — supernovae, neutron | |

| |Position of a star in the H-R diagram determined by |stars and black holes. |Schools observatory learner resource – Stars section |

| |luminosity and surface temperature. | | |

| | | |BBC audio – In Our Time: neutrinos |

| | | | |

| | | |BBC video – Stars |

| | | | |

| | | |National STEM centre video – The life cycle of stars |

| | | | |

| | | |University of Utah interactive quiz –Hertzsprung-Russell (H-R)|

| | | |diagram |

| | | | |

|What's out? | | | |

| | | | |

|Simple Harmonic Motion | | | |

| | | |Unit specification: |

|Quanta and Waves | | | |

|Mandatory course key areas |Suggested learning activities |Exemplification of key areas |Useful resources |

|Introduction to quantum theory | | | |

|Challenges to classical theory |Analysis of black body radiation curves (graphs of|Black body radiation curves and the photoelectric effect|Education Scotland teacher resource – Quanta theory |

|Black body radiation ***New Content***|irradiance versus wavelength). |cannot be predicted by classical theory. |advice for practitioners |

|Photoelectric effect | |The ultraviolet catastrophe. |Education Scotland learner resource – Quanta and waves |

| | |Absorption and emission of radiation by quantum leaps – |numerical examples |

| | |Planck. |Softpedia learner resource – Why is Quantum Mechanics so|

| | |Quantisation of energy of e-m waves — Einstein. |weird? |

| | |E = hf | |

| | | |Hyperphysics learner resource – Early photoelectric |

| | | |effect data |

| | |Quantisation of angular momentum — Bohr. | |

| | |[pic] |PhET animation – Black body spectrum |

|Bohr model of the atom | |Atomic spectra in terms of electron energy states. | |

| |Observation and examination of line emission and | | |

| |line absorption spectra. | |AboutPhysics learner resource – The ultraviolet |

| |Use of spectrometer. | |catastrophe |

|Wave particle duality | |Wave properties of electrons — de Broglie. | |

| |Double-slit experiments with single particles |[pic] |TED Ed animation – The uncertainty location of |

| |(photons and electrons). | |electrons. |

| |Evidence of wave/particle duality — eg electron | | |

| |diffraction. |Uncertainty principle in terms of location and momentum |Chad Orzel animation – Quantum mechanics 101 |

|De Broglie waves | |— Heisenberg. | |

| |Observation of stationary waves in wire loops. |[pic] |YouTube video – What is the uncertainty principle? |

| | | | |

|Uncertainty principle ** |Mathematical statements of the uncertainty | |YouTube video – What is quantum tunnelling? |

| |principle in terms of Planck’s constant. | | |

| |Quantum mechanics — qualitative description. | |Wimp video – Dr Quantum Double slit experiment |

| | | | |

| | | | |

| | | |About Physics learner resource – Quantum physics |

| | | |overview |

| | | | |

| | | |SSERC activity – Determination of Planck’s constant |

| | | |using tungsten lamp |

| | | | |

| | | |YouTube video – Double slit experiment explained by Jim |

| | | |Al-Khalili |

| | | | |

| | | |The Guardian teacher resource – What is Heisenberg’s |

| | | |uncertainty principle? |

| | | | |

| | | |The Guardian teacher resource – Understanding quantum |

| | | |tunnelling |

| | | | |

| | | |YouTube video – The secrets of quantum physics: |

| | | |Einstein’s nightmare (Episode 1) |

| | | | |

| | | |BBC audio – In Our Time: Heisenberg |

| | | | |

| | | |BBC audio – In Our Time: Quantum theory |

|Particles from space | | |Education Scotland teacher resource – Particles from |

|Cosmic rays |Investigate parabolic and helical motion of |F = Bqv |space advice for practitioners |

| |charged particles in a magnetic field. |Origin and composition of cosmic rays. Comparison of | |

| |Research how aurorae are produced in the upper |variety and energies of cosmic rays with particles |TED video – How cosmic rays help us understand the |

| |atmosphere. |generated by particle accelerators. |universe |

| | |Interaction of cosmic rays with Earth’s atmosphere. | |

| | | |The Alpha magnetic spectrometer experiment learner |

| | |Interaction of the solar wind with Earth’s magnetic |resource – Particles & energy levels |

| |Research the solar cycle and solar flares. |field. | |

|Solar wind | |Composition of the solar wind as charged particles in | |

| | |the form of plasma. |School Physics learner resource – Charged particles in |

| | | |electric and magnetic fields. |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Simple harmonic motion | | | |

|Dynamics of simple harmonic motion |Investigate different oscillating SHM systems |Criteria for SHM. |Salford University animation – Simple harmonic motion |

|(SHM) |(pendulums, mass on spring, loaded test tube, |[pic] | |

|Angular frequency and period |etc). Relationship between force applied and |[pic] |Nuffield foundation activity – Examples of SHM |

| |extension of a spring. | | |

| | |Car shock absorbers, bridges, bungee cords, trampolines,|Faraday animation – Circular motion and SHM |

| |Demonstration of link between circular motion and|diving boards, etc. | |

|Solutions of the SHM equation |SHM. | |YouTube video – When a physics teacher knows his stuff! |

| |Investigate the factors affecting the period of |[pic] | |

| |oscillation of an object moving with SHM. | |Teaching advanced physics teacher resource – Energy in |

| | |The displacement y is given by the combination of the |SHM |

| |Investigate relationship between kinetic and |particle’s | |

|Kinetic and potential energy in SHM |potential for an object with SHM. |transverse SHM and the phase angle between each |YouTube video – iPad simple harmonic motion |

| |Investigate damped and undamped systems — use of |particle. | |

| |motion sensor or mobile device for use as an | |SparkVue activity – SHM using a mobile device |

| |accelerometer. | | |

| | | |SSERC activity – Wiimote® physics angular acceleration |

| | | | |

| | | |Education Scotland learner resource – Course questions |

| | | |(page 6) |

|Waves | | | |

|Energy transferred by a wave is |Simulation of a transverse wave leading to |Synthesisers related to addition of waves — Fourier |PhET animation – Fourier |

|directly proportional to the square of|understanding of the mathematical representation. |analysis. | |

|the amplitude. |Stationary waves simulation/Slinky. |Musical instruments — wind and string. |Falstad animations – Wave phenomena |

|Mathematical representation of |Nodes/antinodes — investigating stationary waves |Fundamental and harmonic frequencies. | |

|travelling waves. |using vibrator and elastic string. |Beats — tuning of musical instruments. |YouTube video – Amazing resonance experiment |

|Phase difference and phase angle |Measurement of wavelength of sound and microwaves | | |

|Superposition of waves |using standing waves. | |Help my physics animation – Reflecting plate |

|Stationary waves |Resonance tube to measure the speed of sound. | |interference using microwaves |

| | | | |

| | | |Education Scotland learner resource – Course questions |

| | | |(page 2) |

| | | | |

| | | |YouTube video – Ruben's tube, known frequencies, speed |

| | | |of sound, beat |

| | | |YouTube video – Guitar and beat frequencies |

| | | | |

| | | |Vimeo video – CYMATICS: Science vs music |

| | | | |

| | | |YouTube video – Wave model with bowling ball pendulums |

|Interference | | | |

|Conditions for constructive and |Phase change of λ at boundary — Slinky |Optical path difference = n x geometrical path |School Physics learner resource – Phase shift |

|destructive interference |demonstration. λ |difference | |

|Coherence |Investigate thin-film interference using an | |Molecular expressions animation – Interference phenomena|

|Division of amplitude |extended light source — oil films, soap bubbles. |Optical path difference = mλ or (m+½)λ |in soap bubbles |

|Optical path length, geometrical path | | | |

|length, phase difference and optical | |[pic] |PHYSCLIPS animation – Interference |

|path difference | |Blooming of lenses. |YouTube video – Doc Physics: Phase shifts for reflected|

|Thin-film interference | | |waves of light and air wedge example |

| |Determine the thickness of sheet of paper using |[pic] |YouTube video – Newton's rings |

| |wedge fringes. | | |

|Wedge fringes | | |SSERC activity – Newton’s rings |

| | | | |

| |Determine the wavelength of laser light using | |Exploratorium learner resource – Bubble colors |

| |Young’s slits. | | |

|Division of wavelength | | |Astrosurf teacher resource – Coating, anti-reflection |

|Young’s slits interference | | |and dispersion |

| | | | |

| | | |YouTube video – Young’s slits with sunlight |

| | | | |

| | | |Education Scotland learner resource – Course questions |

| | | |(pages 21 – 25) |

| | | | |

|Polarisation | | | |

|Plane polarisation of transverse waves|Observe the difference between linearly (plane) |Liquid crystal displays, computer/ phone displays, |Upscale learner resource – Polarisation of light |

| |polarised and unpolarised waves. |polarising lenses, optical activity, photoelasticity and| |

|Brewster’s angle |Investigate polarisation of microwaves and light. |saccharimetry. |SSERC activity – Other experiments polarisation |

| |Investigate reflected laser (polarised) light from|Stress analysis of perspex models of structures. | |

| |a glass surface through a polarising filter as the|n = tan ip |YouTube video – Polarised light |

| |angle of incidence is varied. | | |

| |Investigate reflected white light through a | |YouTube video – Stress concentration in acrylic under |

| |polarising filter. | |polarized light |

| | | |Unit specification: |

|Electromagnetism | | | |

|Mandatory course key areas |Suggested learning activities |Exemplification of key areas |Useful resources |

| | | | |

|Fields |Field simulations. |An electric field is the space that surrounds |Education Scotland learner resource – Electromagnetism |

|Electric field strength |Investigate electrostatic spray painting. |electrically charged particles and in which a force is|questions and solutions |

| | |exerted on other electrically charged particles. Force|Physics Flash Animations animation – Coulomb’s Law |

| | |per unit positive charge. |experiment |

| | | | |

| | | |PhET activity – Electric field hockey |

| | |[pic] | |

|Coulomb’s inverse square law | | |Teaching advanced physics teacher resource – Electric |

| | |The eV is commonly used in high energy physics. |field line plotting |

|Electric potential and electric field | |Electrons are in motion around atomic nuclei and | |

|strength around a point charge and a system | |individually produce a magnetic effect. Iron, nickel, |Highland galvanisers teacher resource – What is powder |

|of charges. | |cobalt and some rare earths exhibit a magnetic effect |coating, how does it compare to paint and why use it? |

| |Investigate the motion of charged particles in |called ferromagnetism, in which magnetic dipoles can | |

|Potential difference and electric field |uniform electric fields |be made to line up, resulting in the material becoming|YouTube video – Coulomb’s law |

|strength for a uniform electric field. | |magnetised. | |

|Motion of charged particles in uniform |Investigate particle accelerators, cosmic rays,| |Charles University activity – Coulomb’s law |

|electric fields. |Compton scattering, oscilloscope deflecting |[pic] | |

|The electronvolt as a unit of energy. |plates. |[pic] |Oswego City School District animation – Electrical energy|

| | | |and electrical potential |

|Ferromagnetism | |Electric motor, electromagnetic pump. | |

| |Investigate field patterns around permanent |Millikan’s experimental determination of charge of the|YouTube video – Compton scattering |

|Magnetic field patterns |magnets and electromagnets, for example a |electron. | |

| |straight wire and a coil. | |YouTube video – 3B Scientific Teltron electron deflection|

|Magnetic induction | | |tubes |

| |Investigate the magnetic induction at a | | |

| |distance from a long current carrying wire. | |SSERC activity – Force on a current carrying conductor |

| |(Use of Hall probe, smartphone or search coil.)| | |

|Magnetic induction at a distance from a long | | |YouTube video – Ferromagnetism |

|current carrying wire. | | | |

| |Investigate the magnitude of the force on a | |Alexander Martin video – Ferromagnetism |

|Force on a current carrying conductor in a |current carrying conductor in a magnetic field.| | |

|magnetic field. | | |YouTube video – Forces due to magnetism |

| | | | |

|Compare gravitational, electrostatic, | | |Electronics Tutorials teacher resource – |

|magnetic and nuclear forces. | | |electromagnetism. |

| | | | |

| | | |YouTube video – Hall effect |

| | | | |

| | | |UCL teacher resource – The use of fields in particle |

| | | |accelerators |

| | | | |

| | | |YouTube animation – Millikan oil drop experiment |

| | | | |

| | | | |

| | | |Education Scotland learner resource – Course question, |

| | | |pages 13 - 20. |

| | | | |

| | | |SSERC experiment – electromagnetic braking (download |

| | | |“other experiments” pages 9 - 10) |

|Circuits | | | |

|Capacitors in d.c. circuits |Investigate the current and potential |[pic] |Tutor Homework simulation – Charging a capacitor |

|The time constant for a CR circuit. |difference in CR circuits during charging and | | |

| |discharging — possible use of datalogging to |[pic] |REUK teacher resource – Smoothing capacitors |

| |determine the time constant for a CR circuit. | | |

| |Investigate applications of capacitors in d.c. | |Electrical4U teacher resource – Lenz law of |

| |circuits. | |electromagnetic induction |

| | | | |

| |Experiments to investigate the relationship | |Teaching advanced physics teacher resource – |

|Capacitors in a.c. circuits |between current, frequency and capacitive | |Electromagnetic induction |

|Capacitive reactance. |reactance. | | |

| | | |YouTube video – Back e.m.f. in a large solenoid |

| |Investigate the factors affecting the size of | | |

| |the induced emf in a coil. | |St Andrew’s University learner resource – Reactance of a |

|Inductors in d.c. circuits |Demonstration — neon bulb lit from 1·5 V cell. |Induction cookers, electromagnetic braking, LC |capacitor |

|Self-inductance of a coil |Investigate the growth and decay of current in |filters, tuned circuits, etc. | |

|Lenz’s law |a d.c. circuit containing an inductor. | |Hyperphysics learner resource – Crossover networks for |

| |Determine the self-inductance of a coil by use | |loudspeakers |

| |of datalogging or waveform capture | | |

| | | |YouTube video – Self-inductance of coil lighting a neon |

| |Experiments to investigate the relationship | |bulb |

| |between current, frequency and inductive | | |

|Energy stored by an inductor |reactance. | | |

| | | | |

| | | | |

|Inductors in a.c. circuits | | | |

|Inductive reactance. | | | |

|Electromagnetic radiation | | | |

|The unification of electricity and magnetism |Investigate the nature of e-m radiation. |Electromagnetic radiation exhibits wave properties as |Cabrillo College animations – Characteristics of |

|Electromagnetic radiation exhibits wave | |it transfers energy through space. It has both |electromagnetic waves |

|properties |Estimate the speed of light by determining |electric and magnetic field components which oscillate| |

|Electric and magnetic field components of |permittivity using a parallel plate capacitor |in phase, perpendicular to each other and to the |EMANIM animation – Animations of electromagnetic waves. |

|electromagnetic radiation |and determining permeability using a current |direction of energy propagation. | |

|Relationship between the speed of light and |balance. |[pic] |University of West of Scotland activity – Measurement of |

|the permittivity and permeability of free | | |Capacitance and Permittivity of Air |

|space | | | |

| | | |New York University activity – Determination of |

| | | |permeability using current balance |

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