MERRY CHRISTMAS!!!!!! ((:
and
advanced
HAPPY 2009!!!!!!
haah i know it's totally un-physics related but still yenno. yea. xD
Thursday, December 25, 2008
Saturday, December 20, 2008
Physics in the real world, sort of.
Here's something I found interesting, very physics related.
Watch the video.
Tuesday, December 16, 2008
Tuesday, December 16, 2008
YOSH!...this is Cloud Strife filling in for today...since no one has been scribing for the last couple days...Anyways, I'm only going to inform the class about what happened today...Here we go!...
At the first part of class, we read page six of our booklet "Grade 11 Physics: Gravitational Forces."...what it basically said is that if two objects with different masses are dropped at the same time, they will also land at the same time. This is because their acceleration is caused by the same gravitational force, if I'm not mistaken. Oh, and feathers fall more slowly because of air resistance...if you still don't understand, I suggest that you read the page on Acceleration Due to Gravity for yourself.
To test this theory out for ourselves, we also did an experiment for the rest of class. In this experiment, we had a rubber stopper attached to a string. The string gets shorter and shorter throughout the experiment and we need to find out whether the change in string length affects the gravitational force or acceleration on the object. This lab is due tomorrow, so you should answer the 6 questions on the back ASAP.
That was basically all we did today in Physics class...so I guess I'll be on my way. Hmm...the next scribe...will be...Johnl I CHOOSE YOU!...
Cloud Strife...out
SUBLIMINAL MESSAGES!!!...I wonder if anyone even noticed that this was here...for those of you who have found this, you must be really observant, somewhat of a genius...or just really, really, bored with nothing else to do...then again...you might've just came across it by coincidence...either way, good job...
At the first part of class, we read page six of our booklet "Grade 11 Physics: Gravitational Forces."...what it basically said is that if two objects with different masses are dropped at the same time, they will also land at the same time. This is because their acceleration is caused by the same gravitational force, if I'm not mistaken. Oh, and feathers fall more slowly because of air resistance...if you still don't understand, I suggest that you read the page on Acceleration Due to Gravity for yourself.
To test this theory out for ourselves, we also did an experiment for the rest of class. In this experiment, we had a rubber stopper attached to a string. The string gets shorter and shorter throughout the experiment and we need to find out whether the change in string length affects the gravitational force or acceleration on the object. This lab is due tomorrow, so you should answer the 6 questions on the back ASAP.
That was basically all we did today in Physics class...so I guess I'll be on my way. Hmm...the next scribe...will be...Johnl I CHOOSE YOU!...
Cloud Strife...out
SUBLIMINAL MESSAGES!!!...I wonder if anyone even noticed that this was here...for those of you who have found this, you must be really observant, somewhat of a genius...or just really, really, bored with nothing else to do...then again...you might've just came across it by coincidence...either way, good job...
Wednesday, December 10, 2008
Thursday, December 4, 2008
The Cart Went BOOM~
Title inspired by that 'incident' that happened today. Don't worry PJ, we know it was Matthew's fault. Haha just kidding...
So, I forgot that I had to scribe yesterday, and I almost forgot about scribing today too! Sorry about that! I'll try to remember everything we did.
December 3, 2008
Believe it or not, I'm having trouble remembering. OH! Right, we did a lab!
So the purpose of this lab was to get a better understanding of Newton's Second Law.
Newton's second law of motion pertains to the behavior of objects for which all existing forces are not balanced. The second law states that the acceleration of an object depends upon two variables - the net force acting upon the object and the mass of the object. The acceleration of an object depends directly upon the net force acting upon the object, and inversely upon the mass of he object. As the force acting upon an object is increased, the acceleration of the object is increased. As the mass of an object is increased, the acceleration of the object is decreased.
Now, I'm having trouble explaining the lab. It basically involved a cart, 3 different weights (100g, 50g, and 200g), string, washers, and this timing device (forgot what its called). Put that together and you have our lab!
After that we had to record our information and create a graph. We had class time today to complete it, but if you didn't finish Ms. Kozoriz said it can be handed in tomorrow.
I'm sorry this post was late and I apologize that it wasn't in full detail! It's just... hard for me to explain. D:
December 1, 2008
-CRAP I FEEL ASLEEP
Anyways...
Summary of the day:
So last Monday, we watched a video about Newton's First Law of Motion. We had to list 8 important points from the video.
More on Newton's First Law of Motions here: http://en.wikipedia.org/wiki/Newton%27s_laws_of_motion (IT'S ALSO IN ONE OF THE WORKSHEETS THAT MS. KOZORIZ HANDED IN)
Vocabulary:
- inertia: the property of a body that any change to its uniform straight ; equivalent to its mass.
- net force: the combination of all the forces that act on an object.
Handouts:
Chapter 5 Study Guide
Grade 11 Dynamics: Newton's Law of Motion and The Four Fundamental Forces
Kinematics Word Search
TOTAL OF 4 HAND OUTS
Well... That's it...
Next scribe is arielle!
Tuesday, November 25, 2008
accept my apology...
...Sorry guys i forgot to scribe for last Friday and its been a few days now... i would tell my side of the story, however that would take up you time and mine and we don't want to waste time.
Anyways! On Friday we had a substitute named Mrs Zulak. She wasn't every helpful and i think she didn't know anything about physics so lets not talk about her anymore. We were asked to read pages 110 to 119. Then answer questions one to seven on page 129.
Yeah.. it was a pretty slack day so there isn't much to say except to say sorry because i forgot to scribe even though i had a lot of time.
And i didn't really pick the next scribe because Mrs Kozoriz picked for me. I wanted to pick a scribe and blackmail them if they didn't wanna scribe but my plan failed.
Sorry for not scribing! forgive me!
-Roger out...
Anyways! On Friday we had a substitute named Mrs Zulak. She wasn't every helpful and i think she didn't know anything about physics so lets not talk about her anymore. We were asked to read pages 110 to 119. Then answer questions one to seven on page 129.
Yeah.. it was a pretty slack day so there isn't much to say except to say sorry because i forgot to scribe even though i had a lot of time.
And i didn't really pick the next scribe because Mrs Kozoriz picked for me. I wanted to pick a scribe and blackmail them if they didn't wanna scribe but my plan failed.
Sorry for not scribing! forgive me!
-Roger out...
Monday, November 24, 2008
More on Kinematics...
Hello :)
Thanks to Roger (-_-), I am now your scribe for today.
If you recall last Friday, we worked on some problems/questions from the book. Today, we corrected numbers 1-7 on Page 129. We also corrected Study Guide 4.2: Components of Vectors.
Here are the answers...
PAGE 129 #'s 1-7
1.) 65N - 32N = 33N [E]
2.)
a. vector D and vector C: ----------> 10 units
b. vector A and vector D: -> 1 unit
c. vector C and vector A: ---> 3 units
d. vector A and vector C: ---> 3 units
e. vector E and F: no vector or a "." (dot)
3.)
a. 100N - 75N = 25N [up]
b. 100 + 75N = 175N [down]
4.)
a. 200km/h + 50km/h = 250km/h
b. 200km/h - 50km/h = 150km/h
5.)
a. vector C and D: *I think there was a mistake on this one in the book, but I didn't get to write it down :(*
b. vector C and E:
x=10.63
c. vector D and E:
x=8.7
6.)
a. A+C+D: -------> 7 units
b. D+E+B:
c. B+D+F: zero
STUDY GUIDE 4.2: COMPONENTS OF VECTORS
1.) b
2.) b
3.) c
4.) b
5.) d
6.) a
7.) c
8.) c or b
9.) b or c
10.) c
11.) c
12.) c
13.) c
14.) c
Sorry if some of the answers that I put here are incorrect. Just ask our fellow classmates if you think that the answer is really off.
After the corrections, we were given a handout about Constant Velocity and Constant Acceleration. Ms. Kozoriz explained what "constant" meant.
constant = uniform = same = never changes
Constant Velocity is a velocity that always stays the same.
Constant Acceleration can also mean Changing Velocity.
She also told us the alternate formulas for constant velocity and constant acceleration.
Constant velocity
delta d = velocity * delta t
Thanks to Roger (-_-), I am now your scribe for today.
If you recall last Friday, we worked on some problems/questions from the book. Today, we corrected numbers 1-7 on Page 129. We also corrected Study Guide 4.2: Components of Vectors.
Here are the answers...
PAGE 129 #'s 1-7
1.) 65N - 32N = 33N [E]
2.)
a. vector D and vector C: ----------> 10 units
b. vector A and vector D: -> 1 unit
c. vector C and vector A: ---> 3 units
d. vector A and vector C: ---> 3 units
e. vector E and F: no vector or a "." (dot)
3.)
a. 100N - 75N = 25N [up]
b. 100 + 75N = 175N [down]
4.)
a. 200km/h + 50km/h = 250km/h
b. 200km/h - 50km/h = 150km/h
5.)
a. vector C and D: *I think there was a mistake on this one in the book, but I didn't get to write it down :(*
b. vector C and E:
x=10.63c. vector D and E:
x=8.76.)
a. A+C+D: -------> 7 units
b. D+E+B:
c. B+D+F: zero
STUDY GUIDE 4.2: COMPONENTS OF VECTORS
1.) b
2.) b
3.) c
4.) b
5.) d
6.) a
7.) c
8.) c or b
9.) b or c
10.) c
11.) c
12.) c
13.) c
14.) c
Sorry if some of the answers that I put here are incorrect. Just ask our fellow classmates if you think that the answer is really off.
After the corrections, we were given a handout about Constant Velocity and Constant Acceleration. Ms. Kozoriz explained what "constant" meant.
constant = uniform = same = never changes
Constant Velocity is a velocity that always stays the same.
Constant Acceleration can also mean Changing Velocity.
She also told us the alternate formulas for constant velocity and constant acceleration.
Constant velocity
delta d = velocity * delta t
Constant Acceleration
acceleration = (V1- V2)/(delta t)
displacement = ( (V1+V2)/2 ) * (delta t)
After that, we had the rest of the class time to work on new worksheets. One was to practice using the formulas with problems. Another was sketching motions in graphs.
I don't really do well on explaining things, so pardon my lack of information (-_-")
That's all for now. I hope that I stated enough everything that happened in class today.
*edit: Almost forgot, the next scribe will be Moot a.k.a. Fajipico. Chyeaha :)
Sayonara~!
- Charchar (:
Thursday, November 20, 2008
Thursday, November 20, 2008
YOSHA!
This is Cloud Strife...let's get this started and get straight to the point. First of all, we handed in the Appendix 3.8 worksheet so if you haven't gotten it in yet, i suggest you check with Ms or Mrs Kozoriz (whichever one it is). We also corrected study guides #4 and 5.
Here are the answers for study guide 4:
1) 6 km
2) 6 km
3) 6 km
4) 4 km
5) 3 km
6) 5 km
7) 40 m
8) 12 km
9) 20 m
10) 500 m
11) b
12) d
13) b, f, h
14) b, f, g, i
15) b, f
16) true
17) protractor
18) tail
19) true
20) not dependent
Study Guide 5:
1) position = y-axis, time = x-axis
2) it is at the same position
3) object is at rest
4) not a finite period of time
5) 0s.
6) a
7) d
8) b
9) b
10) a
11) c
12) --> --> -->
13) . . .
14) <-- <-- <--
15) four
16) true
17) d
18) true
19) true
TABLE 1
A) 0.25 km/min 10 min 25 km
B) 0 km/min 7 min 0 km
C) 0.4 km/min 13 min 5.2 km
TABLE 2
30 min 7.7 km 7.7 km 0.26km
Thats it for the corrected worksheets. Sorry if any of the answers are incorrect. I wasn't in class for a small portion of the class so i needed to check the answers with a friend. I think we were also doing some notes or at least a review on component or resultant vectors. Unfortunately, I was unable to completely compy the notes correctly (and i dont know how to do anything on this, but type). Therefore, I suggest you go ask your friends or fellow classmates in order to obtain the small portion of notes.
Finally, nearing the end of class we were also given 2 sheets to work on:
- 4: Study Guide ... Section 4.2: Components of Vectors
- Simple Vectors
There was no due date given to finish these worksheets, but we're more than likely going to be correcting it soon, so i suggest everyone gets it finished ASAP.
That's all for the scribe today. The next scribe will be
ROGER CATIPON.
I don't know how to check his username on the editing screen so I'll just leave it like that.
Curoudo Sturifu. Outo.
This is Cloud Strife...let's get this started and get straight to the point. First of all, we handed in the Appendix 3.8 worksheet so if you haven't gotten it in yet, i suggest you check with Ms or Mrs Kozoriz (whichever one it is). We also corrected study guides #4 and 5.
Here are the answers for study guide 4:
1) 6 km
2) 6 km
3) 6 km
4) 4 km
5) 3 km
6) 5 km
7) 40 m
8) 12 km
9) 20 m
10) 500 m
11) b
12) d
13) b, f, h
14) b, f, g, i
15) b, f
16) true
17) protractor
18) tail
19) true
20) not dependent
Study Guide 5:
1) position = y-axis, time = x-axis
2) it is at the same position
3) object is at rest
4) not a finite period of time
5) 0s.
6) a
7) d
8) b
9) b
10) a
11) c
12) --> --> -->
13) . . .
14) <-- <-- <--
15) four
16) true
17) d
18) true
19) true
TABLE 1
A) 0.25 km/min 10 min 25 km
B) 0 km/min 7 min 0 km
C) 0.4 km/min 13 min 5.2 km
TABLE 2
30 min 7.7 km 7.7 km 0.26km
Thats it for the corrected worksheets. Sorry if any of the answers are incorrect. I wasn't in class for a small portion of the class so i needed to check the answers with a friend. I think we were also doing some notes or at least a review on component or resultant vectors. Unfortunately, I was unable to completely compy the notes correctly (and i dont know how to do anything on this, but type). Therefore, I suggest you go ask your friends or fellow classmates in order to obtain the small portion of notes.
Finally, nearing the end of class we were also given 2 sheets to work on:
- 4: Study Guide ... Section 4.2: Components of Vectors
- Simple Vectors
There was no due date given to finish these worksheets, but we're more than likely going to be correcting it soon, so i suggest everyone gets it finished ASAP.
That's all for the scribe today. The next scribe will be
ROGER CATIPON.
I don't know how to check his username on the editing screen so I'll just leave it like that.
Curoudo Sturifu. Outo.
Wednesday, November 19, 2008
Quick Recap! (:
Okay so this blog has officially been forgotten...sadly...LOL! So I guess for now, since no one is really willing to do it at the moment, I'll try my best to update this blog. Here we go!
Monday November 10
Hmm....what did happen this day? We corrected a worksheet? Hmm....yea I think that's what happened. The unit of Nature of Light Part 2 was starting to come to a quick end.
Tuesday November 11
Honestly? I have no idea what we did. But we probably corrected some more questions? Ohh man my memory is horrible! Please forgive me. -_-"
~edit~
HAAH oh yea I forgot we had no school that day. Wow I overthought this....
Wednesday November 12
Okay I at least remember what happened this day. We reviewed everything we needed to know for the test for the next day.
Thursday November 13
We had the Nature of Light Part 2 test. Enough said. This unit is DONE!
Friday November 14
We corrected the tests? Yea I think that's what happened. Also I believe we started what is now the current unit: KINEMATICS. We had to read basically the entire white booklet she gaves us and we also had a couple practice worksheets and one worksheet to hand in. Gaah I feel so bad. I don't even know if the dates are correct.
Monday November 17
We did a lab with motion sensors (which was pretty amusing I thought). Basically, we had to recreate four distance-time (position-time) graphs that Ms.K put on the board and then we had to make up our own. We used these little graphing machines, which I forgot the name of, to do this. The Smart Board was also available. We also got some worksheets which consisted of two work booklets and a fill in the blank summary thing.
Tuesday November 18
We finished the lab from the previous day. We also had to label what we did to make each section of the graph. ex) If the line was straight, we stayed still in front of the motion sensor and if the line went up, we moved away from the sensor. We also had to make velocity-time graphs to complement the position-time graphs we made previously. For the rest of the class, we worked on the worksheets from yesterday. The only one that we have to hand from that bunch is one of the booklets. I forgot what it's called (3.8?) but the first page has a graph and it's about a boy and his toy truck? Yeah it's about a boy and the motion of his toy truck. We have to hand that in on Thursday.
Wednesday November 19
Today Ms. Kozoriz wasn't here today so Ms. Karras came in her place. Today we went over the fill-in-the-blank summary type worksheet we got previously. Because I have nothing else do to (after I am here updating this, what else can I be doing at the moment?) I'll post the answers here in order:
Position and Distance
1. position
2. frame of
3. frame of
4. length
5. scalar
6. size/magnitude/distance
7. direction
8 vector
Average Velocity
1. instantaneous
2. position
3. vector
4. displacement
5. time
6. v(with arrow on top)="delta d" (w/arrow on top) over "delta t"
7. (triangle) d w/arrow on top
8. displacement
9. (triangle) t
10. time interval/change in time
11. distance
12. time
13. conversion
Finding Displacement from Velocity and Time
1. delta d w/arrow on top= v(w/arrow on top) times delta t
2. v w/arrow
3. delta t
4. time intervals
5. uniform
6. v=d/t (w/all the arrows and "delta"s)
Position-Time Graphs
1. position
2. time
3. straight
4. linear
The Slope of a Position-Time Graph
1. vertical
2. horizontal
3. rise
4. run
5. rise
6. run
7. velocity
Positive and Negative Velocities
1. positive
2. negative
3. positive
4. right
5. left
6. magnitude
7. positive
8. negative
Instantaneous Velocity
1. straight
2. tangent
3. slope
Velocity-Time Graphs
1. time
2. velocity
3. straight
4. parallel
5. rising/positive
6. falling/negative
7. y ?
8. displacement
9. position
10. position
Relativity of Velocity
1. velocity
2. position
3. negative
4. positive
5. speed of light
6. equal/zero something of that sort
7. Einstein's
TADA! LOL. Okay so after that we got a few more sheets to work on. Don't forget that the one workbooklet is due tomorrow. Well yea my really bad summary of what was missed on the blog is done. And also, the next scribe will (not) be random. xD Thank you so much for volunteering when I asked you:
Monday November 10
Hmm....what did happen this day? We corrected a worksheet? Hmm....yea I think that's what happened. The unit of Nature of Light Part 2 was starting to come to a quick end.
Tuesday November 11
~edit~
HAAH oh yea I forgot we had no school that day. Wow I overthought this....
Wednesday November 12
Okay I at least remember what happened this day. We reviewed everything we needed to know for the test for the next day.
Thursday November 13
We had the Nature of Light Part 2 test. Enough said. This unit is DONE!
Friday November 14
We corrected the tests? Yea I think that's what happened. Also I believe we started what is now the current unit: KINEMATICS. We had to read basically the entire white booklet she gaves us and we also had a couple practice worksheets and one worksheet to hand in. Gaah I feel so bad. I don't even know if the dates are correct.
Monday November 17
We did a lab with motion sensors (which was pretty amusing I thought). Basically, we had to recreate four distance-time (position-time) graphs that Ms.K put on the board and then we had to make up our own. We used these little graphing machines, which I forgot the name of, to do this. The Smart Board was also available. We also got some worksheets which consisted of two work booklets and a fill in the blank summary thing.
Tuesday November 18
We finished the lab from the previous day. We also had to label what we did to make each section of the graph. ex) If the line was straight, we stayed still in front of the motion sensor and if the line went up, we moved away from the sensor. We also had to make velocity-time graphs to complement the position-time graphs we made previously. For the rest of the class, we worked on the worksheets from yesterday. The only one that we have to hand from that bunch is one of the booklets. I forgot what it's called (3.8?) but the first page has a graph and it's about a boy and his toy truck? Yeah it's about a boy and the motion of his toy truck. We have to hand that in on Thursday.
Wednesday November 19
Today Ms. Kozoriz wasn't here today so Ms. Karras came in her place. Today we went over the fill-in-the-blank summary type worksheet we got previously. Because I have nothing else do to (after I am here updating this, what else can I be doing at the moment?) I'll post the answers here in order:
Position and Distance
1. position
2. frame of
3. frame of
4. length
5. scalar
6. size/magnitude/distance
7. direction
8 vector
Average Velocity
1. instantaneous
2. position
3. vector
4. displacement
5. time
6. v(with arrow on top)="delta d" (w/arrow on top) over "delta t"
7. (triangle) d w/arrow on top
8. displacement
9. (triangle) t
10. time interval/change in time
11. distance
12. time
13. conversion
Finding Displacement from Velocity and Time
1. delta d w/arrow on top= v(w/arrow on top) times delta t
2. v w/arrow
3. delta t
4. time intervals
5. uniform
6. v=d/t (w/all the arrows and "delta"s)
Position-Time Graphs
1. position
2. time
3. straight
4. linear
The Slope of a Position-Time Graph
1. vertical
2. horizontal
3. rise
4. run
5. rise
6. run
7. velocity
Positive and Negative Velocities
1. positive
2. negative
3. positive
4. right
5. left
6. magnitude
7. positive
8. negative
Instantaneous Velocity
1. straight
2. tangent
3. slope
Velocity-Time Graphs
1. time
2. velocity
3. straight
4. parallel
5. rising/positive
6. falling/negative
7. y ?
8. displacement
9. position
10. position
Relativity of Velocity
1. velocity
2. position
3. negative
4. positive
5. speed of light
6. equal/zero something of that sort
7. Einstein's
TADA! LOL. Okay so after that we got a few more sheets to work on. Don't forget that the one workbooklet is due tomorrow. Well yea my really bad summary of what was missed on the blog is done. And also, the next scribe will (not) be random. xD Thank you so much for volunteering when I asked you:
Cloud Strife
Hopefully this will get this blog back on track?
Well my job here is done...for now at least. Good night everyone and see you guys in class! (:
-pj (:
Saturday, November 8, 2008
Photoelectric effect & wave-particle duality
Konichiwa!!!
Watakushi-wa Mary Ararcon (Alarcon), desu.
Watakushi-wa Mary Ararcon (Alarcon), desu.
Yesterday (November 7), we did Young's Experiment Problems and "The Current Model of light: Wave- Particle Duality" . We've also tackled pages 22-26 on the green booklet.
If you guys missed yesterday's class, here are the solutions and answers on the experiment problems.......
first, here's the formula:
λ = (X) (d)
L
where:
λ = wavelength
X= distance between adjacent nodal lines
X= distance between adjacent nodal lines
d= separation between slits
L= perpendicular distance from the slits to the screen.
1)
λ = ?
d= 0.0190mm/ 1.9x10 -5m
L= .600m
λ = (0.0211m) (1.9x10 -5m)
.600m
λ = 6.68x10 -10 m/ 668nm
2)
λ = ?
X= 13.2 mm/ 0.0132m
d= 1.90x10 -5 m
L= .600m
λ = (0.0132m) (1.90x10 -5m)
.600m
λ = 4.18x10 -7m/ 4118nm
3)
λ = 596nm/ 5.96x10 -4mm
X=?
d= 1.90x10 -5m/ 0.019mm
L= 600mm
X = (5.96x10 -4mm) ( 600mm)
0.019mm
X = 18.8mm
4)
λ = 632.8nm/6.328x10 -7m)
X= 65.5mm/0.0655m
d= ?
L= 1.000m
d= (6.328x10 -7m) (1.000m)
0.0655m
d=9.66x10 -6 m
5)
λ = ?
X= 55.8mm/0.0558m
d= 9.66x10 -6m
L=1.000m
λ = (0.0558m) (9.66x10 -6m)
1.000m
λ =539nm
6)
λ =542nm/ 5.42x10 -7m
X= 4.00cm/ .04m
d= ?
L= 1.20m
d= (5.42x10 -7m) (1.20m)
.04m
d=1.63x10 -5m
7)
λ = v/f
λ =343m/s
325Hz
λ = 1.055m
X= ?
d= 4.0m
L= 4.5m
X= (1.055m) (4.5m)
4.om
X=1.18m/1.2m
If you are having a trouble reading the duality thighy,, I'm sorry..
I'll just type it for you,,
Particle model:
*Rectilineat Propagation
*Reflection
*Dispersion
*Photoelectric Effect
Both:
*Reflection
*Rectilinear Propagation
*Dispersion
Wave Model:
*RectilinearPropogation
*Reflection
*Refraction
*Dispersion
*Diffraction
*Partial Reflection and Partial Refraction
haish... it's now 6 am and I'm soooooo tired... I still have work tomorrow.. :(
well,,, for the last part,, just read pages 22-26 (green booklet)
Oh,, by the way,, if I'm not mistaken,, Ms. K will not be there on Monday..
Answer the question sheet because we will go over it on Monday..
We also have a test on Thursday...
Okay?!
Ganbatte ne? (Come on)
Aja Aja Fighting!!!!
Yours truly,,
Pretty Mary
and the next scribe is Wonderbread.... I'm sorry,, i don't know who you are. It's just that,,, your code name is cute... So,,, Good Luck...
Friday, November 7, 2008
Today in the beginning of class we basically just reviewed the notes we were supposed to copy off the board in the last 2 days...(Particle and Wave Theory of Light) But Mrs. K wrote it in a "simpler" way on the smart board...Here they are:
PARTICLE THEORY OF LIGHT
Scientist composed: NEWTON
Property easily explained by Particle Theory: Rectilinear Propagation (Travels in straight lines)
Reflection: angle of incidence = angle of reflection
Refraction: Light travels faster in water than air. (INCORRECT!!!)
Diagram of refraction:(below)
PARTICLE THEORY OF LIGHT
Scientist composed: NEWTON
Property easily explained by Particle Theory: Rectilinear Propagation (Travels in straight lines)
Reflection: angle of incidence = angle of reflection
Refraction: Light travels faster in water than air. (INCORRECT!!!)
Diagram of refraction:(below)
Dispersion: All colours of light have the same frequency. Wavelength x Velocity factors are different in each colour. --Wavelength of red is Largest
--Wavelength of violet is Smallest
Partial Reflection/Refraction: "Theory of Fits" Newton thoug
ht this was a weak explanation. Diagram-->
Diffraction: Particles interfered with the edges of a barrier (VERY weak explanation)
WAVE THEORY OF LIGHT
Scientist composed: HUGGENS
Property easily explained by wave theory of light: Each point is a new source for a wavelet to be created.(connect the wavelets & get a new wavefron
t)
Diagram---->>>>
Reflection: Angle of incidence = Angle of reflection
Refraction: Light slows down when entering water. (FOUCAULT showed that this happened)
Dispersion: (diagram below) (INCORRECT!!!)
Partial Reflection/Refraction: The Wave Theory is better able to explain this phenomenon than the Particle Theory.
Diffraction: Wavelength of light is very small. (GRIMALDI showed evidence for this)
Finally, near the middle of class we watched a video on youtube titled "YOUNG'S EXPERIMENT" and recieved MORE homework.
Finish questions 1-15. OMIT #2
and for extra practice...
Young's experiment problems.
I'M TIRED NOW...BYE GUYS!
--Wavelength of violet is Smallest
Partial Reflection/Refraction: "Theory of Fits" Newton thoug
ht this was a weak explanation. Diagram-->Diffraction: Particles interfered with the edges of a barrier (VERY weak explanation)
WAVE THEORY OF LIGHT
Scientist composed: HUGGENS
Property easily explained by wave theory of light: Each point is a new source for a wavelet to be created.(connect the wavelets & get a new wavefron
t)Diagram---->>>>
Reflection: Angle of incidence = Angle of reflection
Refraction: Light slows down when entering water. (FOUCAULT showed that this happened)
Dispersion: (diagram below) (INCORRECT!!!)
Partial Reflection/Refraction: The Wave Theory is better able to explain this phenomenon than the Particle Theory.
Diffraction: Wavelength of light is very small. (GRIMALDI showed evidence for this)
Finally, near the middle of class we watched a video on youtube titled "YOUNG'S EXPERIMENT" and recieved MORE homework.
Finish questions 1-15. OMIT #2
and for extra practice...
Young's experiment problems.
I'M TIRED NOW...BYE GUYS!
Thursday, November 6, 2008
Wave Theory of Light
WEDNESDAY, NOVEMBER 5, 2008
Appendix 2.4: Chart for Evaluating the Models of Light
MODEL: WAVE
Phenomena: Rectilinear Propagation
Supporting Arguments: every point on a wavefront can be considered as a point source of tiny secondary wavelets the spread out in front of the wave at the same speed.
Counter-Arguments: Newton said the the wave theory adequately explain Rec. Prop since waves emitted from a point source spread out in all direction.
Phenomena: Reflection
Supporting Arguments: Light reflects from a surface and the angle of incident is the same/equal to the angle of reflection.
Counter-Arguments: None
Phenomena: Refraction
Supporting Arguments: when wavefront move into shallow water they refract so that angle of refraction is less than the angle of incidence
Counter-Arguments: None
Phenomena: Dispersion
Supporting Arguments: Color of light have the same frequency but different wavelength.
Counter-Arguments: None
Phenomena: Diffraction
Supporting Arguments: When a large wavelength passes through a small opening you get a large diffraction and the opposite occur with a small wavelength and a large opening, wavelength of light very small.
Counter-Arguments: Newton said that if light was a wave should bend a lot more than the scientist Grimaldi observed.
Phenomena: partial reflection/ Refraction
Supporting arguments: waves partially effect/refract when there is a change in velocity partial reflection is noticeable when there is an increase in velocity partial reflection occurs when there is decrease in velocity.
Counter-arguments: None
Phenomena: Speed of Light
Supporting arguments: Wave theory shows that light slows down is a more dense medium (Foucault)
THE NATURE OF LIGHT: PART 2
THE WAVE AND PARTICLE MODELS OF LIGHT PROBLEM
ANSWER QUESTION: 1,3 TO 12
NEXT SCRIBE IS PRETTY MARY!
Monday, November 3, 2008
11/03/08
Hey guys, it’s been awhile. (:
During this period we worked on two sheets, "appendix 2.4: Chart for evaluating the models of light" and "contributions to the determination of the speed of light". Unfortunately, because of the Boo@DMCI pep-rally last Friday, we are a class behind. Either way, we are encouraged to work harder! ;D
--------------
Answers for Appendix 2.4: Chart for evaluating the models of light:
Phenomena: Rectilinear Propagation
Supporting arguments:
~Sunlight passes through clouds making straight lines.
~Sharp objects are cast
Counter-Arguments:
~None.
Phenomena:Reflection
Supporting arguments:
~very hard spheres collide with very hard surfaces and bounce off the same angle.
Counter-Arguments:
~none.
Phenomena:Refraction
Supporting arguments:
~When a ball rolls down a slip and continues on to a lower slope, the accelerating force causes the ball to change direction; resulting in a refraction.
Counter-Arguments:
~Speed of light in H2O is less than the speed of light in air.
Phenomena:Dispersion
Supporting arguments:
~each particle of a spectrum has a different mass. Violet refracted more than blue, so violet has small mass.
Counter-Arguments:
~All particles have the same mass.
Phenomena:Diffraction
Supporting arguments:
~Newton felt that the beam bending outward form a slit resulted from the interactions and collision between the light particles at the edge of the slits.
Counter-Arguments:
~Grnaldi showed that a beam of light passing through a successive narrow slits produced on a screen, a band of light slightly larger than the width of the slits.
Phenomena:Partial reflection/refraction
Supporting arguments:
~Newton proposed the “theory of fits”. “Fit” for easy reflection
Counter-Arguments:
~How does a particle know about what is good “fit”?
Phenomena:Speed of light
Supporting arguments:
~Light moves quickly in a dense medium.
Counter-Arguments:
~The opposite is true, light moves slower in a dense medium.
---------------
As for the other sheet, Im not done that yet. you’re on your own, sorry!
Ohh our labs for “Newton’s particle model for the refraction of light” was due today too, and we got to know our term marks. So for those who weren't here his period, you didn’t miss out on much.
~mary lam
During this period we worked on two sheets, "appendix 2.4: Chart for evaluating the models of light" and "contributions to the determination of the speed of light". Unfortunately, because of the Boo@DMCI pep-rally last Friday, we are a class behind. Either way, we are encouraged to work harder! ;D
--------------
Answers for Appendix 2.4: Chart for evaluating the models of light:
Phenomena: Rectilinear Propagation
Supporting arguments:
~Sunlight passes through clouds making straight lines.
~Sharp objects are cast
Counter-Arguments:
~None.
Phenomena:Reflection
Supporting arguments:
~very hard spheres collide with very hard surfaces and bounce off the same angle.
Counter-Arguments:
~none.
Phenomena:Refraction
Supporting arguments:
~When a ball rolls down a slip and continues on to a lower slope, the accelerating force causes the ball to change direction; resulting in a refraction.
Counter-Arguments:
~Speed of light in H2O is less than the speed of light in air.
Phenomena:Dispersion
Supporting arguments:
~each particle of a spectrum has a different mass. Violet refracted more than blue, so violet has small mass.
Counter-Arguments:
~All particles have the same mass.
Phenomena:Diffraction
Supporting arguments:
~Newton felt that the beam bending outward form a slit resulted from the interactions and collision between the light particles at the edge of the slits.
Counter-Arguments:
~Grnaldi showed that a beam of light passing through a successive narrow slits produced on a screen, a band of light slightly larger than the width of the slits.
Phenomena:Partial reflection/refraction
Supporting arguments:
~Newton proposed the “theory of fits”. “Fit” for easy reflection
Counter-Arguments:
~How does a particle know about what is good “fit”?
Phenomena:Speed of light
Supporting arguments:
~Light moves quickly in a dense medium.
Counter-Arguments:
~The opposite is true, light moves slower in a dense medium.
---------------
As for the other sheet, Im not done that yet. you’re on your own, sorry!
Ohh our labs for “Newton’s particle model for the refraction of light” was due today too, and we got to know our term marks. So for those who weren't here his period, you didn’t miss out on much.
~mary lam
Thursday, October 30, 2008
Physics 10.30.08 (:
haah! My creative mind is sort of dead today so I couldn't come up with a better title. -_-" Anywho, today Ms. Kozoriz wasn't here for the first part as she had to attend a meeting so there was a sub today. My ultra short memory has caused me to forget her name xD (wow do I ever feel bad -_-;). I think it was like Ms.K-something xD .
*Edit:Mrs. Karras ->thanks Ms. K
Today we just did a lab. It was to test out Newton's Particle Model for the Refraction of Light.
The materials that we used are highly unlikely to be found in our houses (unless you have a spare ramp , a wedge, a steel ball and carbon paper laying around somewhere). I pretty sure everyone was in class today, except for maybe one person (who shall remain nameless xD) so you know what I'm talking about. Anyways, for those people who didn't hand in the lab yet, you can hand it in on Monday because we don't really have a Physics class tomorrow. We have some Halloween/ Pep Rally/ Challenge/ Boo in the School thing last period so yea.
What to Hand in:
-Two white papers w/the ball path on them
-Graph
-Table of Data
-Questions on the back of the lab sheet
In case you don't understand what I'm talking about the questions were:
1.Why must you be careful to start the ball from the same point on the launching ramp?
2. Can this change in direction of the ball be described by Snell's Law?
3. What does this particle model of light predict about the speed of light in water compared with its speed in air?
And for the graph, don't forget a title, and that you are using sin"theta"i/r not "theta" i/r.
So that's it! Haah! So much for revenge John! LOL! Should've picked a busier class ;). So yea I guess all that's left to do is choose the scribe for MONDAY! lol. Any of you not sitting around me, you're safe for now (:.
So here we go!
*Edit:Mrs. Karras ->thanks Ms. K
Today we just did a lab. It was to test out Newton's Particle Model for the Refraction of Light.
The materials that we used are highly unlikely to be found in our houses (unless you have a spare ramp , a wedge, a steel ball and carbon paper laying around somewhere). I pretty sure everyone was in class today, except for maybe one person (who shall remain nameless xD) so you know what I'm talking about. Anyways, for those people who didn't hand in the lab yet, you can hand it in on Monday because we don't really have a Physics class tomorrow. We have some Halloween/ Pep Rally/ Challenge/ Boo in the School thing last period so yea.
What to Hand in:
-Two white papers w/the ball path on them
-Graph
-Table of Data
-Questions on the back of the lab sheet
In case you don't understand what I'm talking about the questions were:
1.Why must you be careful to start the ball from the same point on the launching ramp?
2. Can this change in direction of the ball be described by Snell's Law?
3. What does this particle model of light predict about the speed of light in water compared with its speed in air?
And for the graph, don't forget a title, and that you are using sin"theta"i/r not "theta" i/r.
So that's it! Haah! So much for revenge John! LOL! Should've picked a busier class ;). So yea I guess all that's left to do is choose the scribe for MONDAY! lol. Any of you not sitting around me, you're safe for now (:.
So here we go!
Omedetou gozaimasu (congratulations) meimei! You are Monday's scribe!
'Kay well that's it from me! Happy (advanced) Halloween everyone! Don't forget to dress up tomorrow!
Peace out! Later! Bye! Cya! Gnite!
-pj (:
Wednesday, October 29, 2008
AGAIN?!
Man, looks like I'm doing this thing again.
Well today, we read the pages 2 - 7. This was about different theories like wave theory, tactile theory, emisson theory and corpuscular (particle) theory. After we read about this stuff, (yeah read) we did a work sheet on who made the theory, when the theory was made and what the theory was about, on top of that we had to draw a picture of each theory.
TACTILE THEORY
-Created by Plato
-Created during early Greece
-Stated that light consisted of "streamers" or filaments that was emitted from the eye and when that light hit an object, you were able to see it
EMISSION THEORY
-Created by the Pythagoreans
-Created in early Greece
-Stated that objects sent out light beams and the light would richocet off objects and would enter the eye, thus making it visible
PARTICLE THEORY
-Created by Newton
-Created in the 17th century
-States that light consisted of particles that traveled in straight lines
WAVE THEORY
-Created by Empedocles
-Created in early Greece
-States that light travels in waves
LOL! EYE see U. Yeah, sorry, I'm bored.
I'm choosing the scribe totally NOT random. I choose jaaaayp for my revenge, muahhahahha.... ahem... that is all.
Well today, we read the pages 2 - 7. This was about different theories like wave theory, tactile theory, emisson theory and corpuscular (particle) theory. After we read about this stuff, (yeah read) we did a work sheet on who made the theory, when the theory was made and what the theory was about, on top of that we had to draw a picture of each theory.
TACTILE THEORY
-Created by Plato
-Created during early Greece
-Stated that light consisted of "streamers" or filaments that was emitted from the eye and when that light hit an object, you were able to see it
EMISSION THEORY
-Created by the Pythagoreans
-Created in early Greece
-Stated that objects sent out light beams and the light would richocet off objects and would enter the eye, thus making it visible
PARTICLE THEORY
-Created by Newton
-Created in the 17th century
-States that light consisted of particles that traveled in straight lines
WAVE THEORY
-Created by Empedocles
-Created in early Greece
-States that light travels in waves
LOL! EYE see U. Yeah, sorry, I'm bored.
I'm choosing the scribe totally NOT random. I choose jaaaayp for my revenge, muahhahahha.... ahem... that is all.
Sunday, October 26, 2008
October 24, 2008
An nyoung ha se yo… Che irumun Mary Alarcon imnida
Uhm,,,This is my first time here so I guess don’t expect too much from me… : p
Well, last Friday, Ms. K handed back our labs about slopes. Then we corrected the three sheets that she gave last Thursday. Here are the answers:
1st sheet (Speed vs. Time)
Slope = Y2-Y1
X2-X1
A: 10-0 =.48m/s2
22-0
B: 26-0 =1.18m/s2
22-0
C: 37-0 =2.06m/s2
18-0
D: 56-0 =3.5m/s2
16-0
E: 58-0 =6.44m/s2
9-0
2nd sheet (Determining relationships from graphs)
1st Graph
Slope: 2.7 cm/d
Equation: R= (2.7cm/d) t
2nd Graph
Slope: 0.13 m/s
Equation: y = (o.13m/s) t + 5.0m
3rd Graph
Slope: -1.1m/km
Equation: h = (1.1m/km) d + 3.0m
(Again just ignore the range and units)
Uhm,,,This is my first time here so I guess don’t expect too much from me… : p
Well, last Friday, Ms. K handed back our labs about slopes. Then we corrected the three sheets that she gave last Thursday. Here are the answers:
1st sheet (Speed vs. Time)
Slope = Y2-Y1
X2-X1
A: 10-0 =.48m/s2
22-0
B: 26-0 =1.18m/s2
22-0
C: 37-0 =2.06m/s2
18-0
D: 56-0 =3.5m/s2
16-0
E: 58-0 =6.44m/s2
9-0
2nd sheet (Determining relationships from graphs)
1st Graph
Slope: 2.7 cm/d
Equation: R= (2.7cm/d) t
2nd Graph
Slope: 0.13 m/s
Equation: y = (o.13m/s) t + 5.0m
3rd Graph
Slope: -1.1m/km
Equation: h = (1.1m/km) d + 3.0m
4th Graph
Slope: $23.60/d
Equation: w = (23.60/d) t
3rd Sheet (Interpreting Skills)
1. a.) Acceleration is directly proportional to force
b.) y = kx ; a = kf
c.) Slope Y = (25-0) m/s2
X (40-0) N
=0.625 kg (1/kg)
d.) Inverse of mass
e.) 23N
f.) interpolation
g.) 33m/s2
h.) extrapolation
2. a.) y is proportional to x2
y = kx2
b.) 3-4s
c.) 3-4s
Graph A:
(It is not accurate but it looks the same though. Just ignore the range and units)
Slope: $23.60/d
Equation: w = (23.60/d) t
3rd Sheet (Interpreting Skills)
1. a.) Acceleration is directly proportional to force
b.) y = kx ; a = kf
c.) Slope Y = (25-0) m/s2
X (40-0) N
=0.625 kg (1/kg)
d.) Inverse of mass
e.) 23N
f.) interpolation
g.) 33m/s2
h.) extrapolation
2. a.) y is proportional to x2
y = kx2
b.) 3-4s
c.) 3-4s
Graph A:
(It is not accurate but it looks the same though. Just ignore the range and units)
Graph B:
(Again just ignore the range and units)
Graph C:
Graph D:
Here are the last questions for this sheet. Try to answer it…..
In which graph is y directly proportional to x?
In which graph does y decreases as x increases?
In which set of data is y inversely proportional to x?
Which graph does not seem to picture a simple relationship?
Which graph has the general equation y = kx2?
And last thing she talked about was the UNIT CONVERSION….seems familiar right??? Well,,, she gave us a worksheet with 10 questions on how to that….
Here it is….
6 km = 6.0 x 10 3 m
4.9 mg = 4.9 x 10 -3 g
7.6 dm = 7.6 x 10 2 mm
32.1 g = 3.21 x 10 3 cg
5.6 x 103 = 5.6 x 10 1 m
760 g = 7.6 x 10 -1 kg
4.50 km2 = 4.5 x 10 6 m2
1.23 g/mL= 1.23 x 10 kg/L
12 km = 1.2 x 10 13 nm
6.4 mg = 6.4 x 10 9 pg
Maybe this table will help you…
In which graph is y directly proportional to x?
In which graph does y decreases as x increases?
In which set of data is y inversely proportional to x?
Which graph does not seem to picture a simple relationship?
Which graph has the general equation y = kx2?
And last thing she talked about was the UNIT CONVERSION….seems familiar right??? Well,,, she gave us a worksheet with 10 questions on how to that….
Here it is….
6 km = 6.0 x 10 3 m
4.9 mg = 4.9 x 10 -3 g
7.6 dm = 7.6 x 10 2 mm
32.1 g = 3.21 x 10 3 cg
5.6 x 103 = 5.6 x 10 1 m
760 g = 7.6 x 10 -1 kg
4.50 km2 = 4.5 x 10 6 m2
1.23 g/mL= 1.23 x 10 kg/L
12 km = 1.2 x 10 13 nm
6.4 mg = 6.4 x 10 9 pg
Maybe this table will help you…
So,,, that’s it… Reminder, we have a test on Tuesday…. Okay??!!!! Aja Aja Fighting!!!!
Friday, October 24, 2008
Thursday, 23 October 2008
HI GUUYS, wow, im sorry about the really really really really late post. I fell asleep, and forgot that I had to blog today.
Today, Ms.K handed back our significant digits worksheet. She also gave us three worksheets to do in class, and we will be going over them in tomorrow's class.
The worksheets are
PHYSICS SKILL - Interpreting Graphs
Chapter 2 - Determining Relationships from Graphs
Speed vs. Time Graph.
We have a test on Tuesday, October 28 2008 !
that's all i guess. next scribe is Pretty Mary
Today, Ms.K handed back our significant digits worksheet. She also gave us three worksheets to do in class, and we will be going over them in tomorrow's class.
The worksheets are
PHYSICS SKILL - Interpreting Graphs
Chapter 2 - Determining Relationships from Graphs
Speed vs. Time Graph.
We have a test on Tuesday, October 28 2008 !
that's all i guess. next scribe is Pretty Mary
Wednesday, October 22, 2008
Physics 2nd round with Niwatori-san
Hi hi physic goers! Hope you been doing well in physics.
Sorry i didn't post from before i didn't the blog for a while. -_-
anywho...
We had an assignment due for the about Significant figures. It had to deal with which numbers, when asked, are significant numbers in a number you guys remember
Rule 1 : All non-zeroes are significant figures
example; 124 all significant
Rule 2: a zero between other numbers; that zero is also significant
example; 101 zero here the large zero im just indicating that the zero is significant here.
Rule 3: Zeroes after the decimal point is significant
example: 42.120 the last zero after the decimal is significant
Rule 4: A zero after a significant figure and to indicate the position of the decimal; those zeroes are also insignificant
example: 120 the zero after the figure is not significant neither is 0.023 being the two zeroes aren't significant either.
Rule 5: Counting numbers and exact numbers are considered to have infinite significant figures
And we had to read and make a Concept map about the booklet we were given to connect which fits with what 1st like Observations go first then Qualitative and or Quantitative stuff like that where you connect to which goes where. I can't exactly go into detail since it was handed in today so yeah... -_- well anyways i sure hope everything will go good for all of us
Oh yeah! don't be eating too much sweets or Ms Kozoriz might make you calculate something about your teeth (i know it wasn't funny but i needed to say it =p)
well anywho study hard girls and boys Niwatori-san signing off!
Next scribe is reno
(Woo hoo go reno just so you know reno is an awesome final fantasy character)
*passes baton* (Clap Clap Clap) --kusu kusu kusu-- GAMETE PEOPLE!!
Sorry i didn't post from before i didn't the blog for a while. -_-
anywho...
We had an assignment due for the about Significant figures. It had to deal with which numbers, when asked, are significant numbers in a number you guys remember
Rule 1 : All non-zeroes are significant figures
example; 124 all significant
Rule 2: a zero between other numbers; that zero is also significant
example; 101 zero here the large zero im just indicating that the zero is significant here.
Rule 3: Zeroes after the decimal point is significant
example: 42.120 the last zero after the decimal is significant
Rule 4: A zero after a significant figure and to indicate the position of the decimal; those zeroes are also insignificant
example: 120 the zero after the figure is not significant neither is 0.023 being the two zeroes aren't significant either.
Rule 5: Counting numbers and exact numbers are considered to have infinite significant figures
And we had to read and make a Concept map about the booklet we were given to connect which fits with what 1st like Observations go first then Qualitative and or Quantitative stuff like that where you connect to which goes where. I can't exactly go into detail since it was handed in today so yeah... -_- well anyways i sure hope everything will go good for all of us
Oh yeah! don't be eating too much sweets or Ms Kozoriz might make you calculate something about your teeth (i know it wasn't funny but i needed to say it =p)
well anywho study hard girls and boys Niwatori-san signing off!
Next scribe is reno
(Woo hoo go reno just so you know reno is an awesome final fantasy character)
*passes baton* (Clap Clap Clap) --kusu kusu kusu-- GAMETE PEOPLE!!
Monday, October 20, 2008
Sound test
Hi
First Mrs. K gave us the lab and the test back. After that we had to correct our test and I have the correct answer.
1.V=332m/s+(0.6)(30)
V=332+18
V=350m/s
1.V=332m/s+(0.6)(30)
V=332+18
V=350m/s
2.a)10°C b)30°C
v=332m/s+(0.6)(10) v=332m/s+(0.6)(30)
v=338x12.3s v=350x12.3
v=338x12.3s v=350x12.3
v=4157.4m/s v=4305m/s
3.a)60db
60-50 10x
50-40 10x
60-50 10x
50-40 10x
100x
b)10db
40-30 10x
30-20 10x
20-10 10x
1000x
40-30 10x
30-20 10x
20-10 10x
1000x
4.compression and rarefaction of air particles
5.no
6.f=30beats/5.0s
f=6Hz
256-6=250Hz
256+6=262Hz
7.The soldiers marching in step has the same frequency as the bridge and they must march out of step.
8.the air column is getting smaller,the (y) is shorter and the frequency increases resulting in a higher pitch
9.)256/2=128Hz
10.
11.leaving your position
12.a)5/4x256=320Hz
b)6/4x256=384Hz
significant figures
S = Significant
N = Not Significant
N = Not Significant
1.)
A. S, 2
B. S, 1
C. N, 4
D. N, 4
E. S, 2
F. S, 3
G. S, 1
H. N, 4
2.)
A. 2
B. 4
C. INFINITE.
d.2
e.3
F. 3
G. 3
H. 7
I. 4
J. 3
K. 2
L. 3
M. 3
N. 2
O. 5
P. 1
Q. 3
R. 3
S. INFINITE.
t.4
U. 5
V. 3
W. 3
X. 3
Y. 1
Z. 4
Next scribe is Niwatori-san
Thursday, October 16, 2008
Chae: October 16, 2008 (:
Hi there! This is Charizze, your scribe for today ^-^
First of all, I would like to remind all of you guys that we have a test tomorrow [Friday, October 17] about the Sound Unit.
Well, I was a tad late for class today but I didn't miss a lot. They already started answering the Problems in the Sound Unit Booklet when I arrived. I only missed questions number 1 & 2, but I got the answers from others. I was surprised because I thought we were to answer the problems for homework. But Ms. Kozoriz just went over it as a review for tomorrow's test.
Anyway, here are the answers:
1.) Larger ear - easier to pick up sound (low frequency)
2.) 10 * 10 * 10 = 1 000 dB
3.) It can hear higher intensity sounds
4a.) Amplitude
4b.) Frequency
5.) Vibrating of the sound waves carry energy
6.) 16 times louder or 10 000 the intensity
7.) A medium -> air, water, wood, etc.
8a.) Intensity - quantitive way to measure sound
Loudness - objective / point of vew
8b.) Frequency - exact value
Pitch - can vary
Skipped #9
10a.) 529Hz - 524Hz = 5 Hz
10b.) t = 1/f => 1/5 = 0.2 s
11a.) 5 s
11b.) f = 1/t => 1/5 = 0.2 Hz
Skipped #12 & 13
14.) 440 + 5 = 445
436 + 9 = 445
Skipped #15
16.) wavelength = v/f => 331m/s / 261.6 Hz = 1.27m
length = wavelength/4 => 1.27m / 4 = 0.316m
17.) The wavelength of sound will increase.
18.) Lower pitch
19.) Higher
20a.) v = 331m/s + (23) (0.6) = 345m/s
20b.) d = vt => (345m/s) (10*10^-3 s) = 3.45m
21a.) None
21b.) Lower frequency
21c.) Higher pitch
22.) 4:5:6 => G B D
G = 384 Hz
B = ? => 5/4 * 384 Hz = 480 Hz
Skipped #23, 24 & 25
26.) c = 256 Hz
c 1 = 256 + 256 = 512 Hz
c 2 = 512 + 512 = 1024 Hz
Skipped #27 & 28
Those that were unanswered (skipped) are not going to be on the test.
We were also given a worksheet to answer based on the scale on the overhead.
Here are the answers for the Decibel Scale Worksheet:
1. 90 dB
2. Soft whisper(70 dB) and Bedroom at night (10 dB)
3. Average Classroom (50 dB) and Inside a compact car (70 dB)
4. Jet airplane (120 dB)
5. Soft whisper (10 dB)
6. Average classroom (50 dB)
7. Heavy truck (90 dB)
8. Jet airplane (120 dB)
9. 2*10^-5 = 20 dB -> Soft whisper
10. 2*10^-1=20N/m^2 => 120 dB
I'm sorry if some of the answers here didn't seem right. I suggest you ask our fellow classmates for more information.
That's what we practically did for the class. We just prepared for tomorrow's test. Just to make sure, study everything that we did for the Sound Unit.
Good luck on the test you guys! :)
Next scribe is.. well there's one more left and it is abbas.
First of all, I would like to remind all of you guys that we have a test tomorrow [Friday, October 17] about the Sound Unit.
Well, I was a tad late for class today but I didn't miss a lot. They already started answering the Problems in the Sound Unit Booklet when I arrived. I only missed questions number 1 & 2, but I got the answers from others. I was surprised because I thought we were to answer the problems for homework. But Ms. Kozoriz just went over it as a review for tomorrow's test.
Anyway, here are the answers:
1.) Larger ear - easier to pick up sound (low frequency)
2.) 10 * 10 * 10 = 1 000 dB
3.) It can hear higher intensity sounds
4a.) Amplitude
4b.) Frequency
5.) Vibrating of the sound waves carry energy
6.) 16 times louder or 10 000 the intensity
7.) A medium -> air, water, wood, etc.
8a.) Intensity - quantitive way to measure sound
Loudness - objective / point of vew
8b.) Frequency - exact value
Pitch - can vary
Skipped #9
10a.) 529Hz - 524Hz = 5 Hz
10b.) t = 1/f => 1/5 = 0.2 s
11a.) 5 s
11b.) f = 1/t => 1/5 = 0.2 Hz
Skipped #12 & 13
14.) 440 + 5 = 445
436 + 9 = 445
Skipped #15
16.) wavelength = v/f => 331m/s / 261.6 Hz = 1.27m
length = wavelength/4 => 1.27m / 4 = 0.316m
17.) The wavelength of sound will increase.
18.) Lower pitch
19.) Higher
20a.) v = 331m/s + (23) (0.6) = 345m/s
20b.) d = vt => (345m/s) (10*10^-3 s) = 3.45m
21a.) None
21b.) Lower frequency
21c.) Higher pitch
22.) 4:5:6 => G B D
G = 384 Hz
B = ? => 5/4 * 384 Hz = 480 Hz
Skipped #23, 24 & 25
26.) c = 256 Hz
c 1 = 256 + 256 = 512 Hz
c 2 = 512 + 512 = 1024 Hz
Skipped #27 & 28
Those that were unanswered (skipped) are not going to be on the test.
We were also given a worksheet to answer based on the scale on the overhead.
Here are the answers for the Decibel Scale Worksheet:
1. 90 dB
2. Soft whisper(70 dB) and Bedroom at night (10 dB)
3. Average Classroom (50 dB) and Inside a compact car (70 dB)
4. Jet airplane (120 dB)
5. Soft whisper (10 dB)
6. Average classroom (50 dB)
7. Heavy truck (90 dB)
8. Jet airplane (120 dB)
9. 2*10^-5 = 20 dB -> Soft whisper
10. 2*10^-1=20N/m^2 => 120 dB
I'm sorry if some of the answers here didn't seem right. I suggest you ask our fellow classmates for more information.
That's what we practically did for the class. We just prepared for tomorrow's test. Just to make sure, study everything that we did for the Sound Unit.
Good luck on the test you guys! :)
Next scribe is.. well there's one more left and it is abbas.
Wednesday, October 15, 2008
October 15, 2008
Hi guys! This is Jeamille and I'll be your scribe for today...
First off, Ms. K. gave us back our lab sheet from last week called Sounds and Their Sources and the sheet from yesterday (10 points about the video). After this, we corrected the papers that we were supposed to finish from Thursday. These sheets were called Sound Waves, Unit 1.3 Sound, Concept-Development Practice Page 26-1 and Career of the Month (we just had to read this one).
Here are the corrections:
Concept-Development Practice Page 26-1
1) Longitudinal
2) Pitch
3) 2.5 cm
4) Long
5) a. Behind b. 9 seconds
6) Solids
7) 4 seconds
8) Will not -- Every other push will oppose the motion of the swing
9) 220 Hz
10) Slightly different frequencies
11) 4 Hz
12) 346 m/s
Unit 1.3 Sound
1) 344 m/s
2) 11.75 faster in wood
3) a. 4 083.6 m b. 4 150 m c. 4 305 m d. 4 009.8 m
4) 0.00385 m
5) 640.3 m
6) 13.3 °C
7) a. 347 m/s b. 320 m/s
8) 344.6 m
Sound Waves
1) 1 218 m
2) 8.77 s
3) 1.19 m
4) 642 m
5) v = 330 m/s + (20 C)(.6) = 342 m/s
The echo from 1 wall returns in 0.5 seconds so you take 1/2 the time which is 0.25 s and multiply it by 342 m/s to find the distance to that wall. 342 m/s * .25 s = 85.5 m
Then the time it took for the other echo to return to the person was 0.5 s after he heard the first echo (which was 0.5 s). The total time was 0.5 s + 0.5 s = 1.0 s. You take 1/2 of this time which is 1/2 * 1 s = 0.5 s
The distance to this wall is the speed * time = 342 m/s * 0.5 s = 171 m.
Add the two distances together, 85.5 m + 171 m = 256.5 m.
(this is from Ms. Kozoriz :D)
Before we went on #5 in Sound Waves, Ms. K. gave us a sheet called Consonance and Frequency and showed us how she got the answer for that one.
After correcting these, we did a lab. :) It was pretty easy, I should say. All we needed were straws and scissors. We had to cut the end of the straw creating an almost triangle shape and blow it to produce sound. While observing what happens, we had to answer 2 sheets for this lab and hand it in by the end of class. For those who didn't finish, Ms. K. said it's okay to hand it in tomorrow.
Well that's it for today's class. :))
Next scribe is Charizze a.k.a Chae
First off, Ms. K. gave us back our lab sheet from last week called Sounds and Their Sources and the sheet from yesterday (10 points about the video). After this, we corrected the papers that we were supposed to finish from Thursday. These sheets were called Sound Waves, Unit 1.3 Sound, Concept-Development Practice Page 26-1 and Career of the Month (we just had to read this one).
Here are the corrections:
Concept-Development Practice Page 26-1
1) Longitudinal
2) Pitch
3) 2.5 cm
4) Long
5) a. Behind b. 9 seconds
6) Solids
7) 4 seconds
8) Will not -- Every other push will oppose the motion of the swing
9) 220 Hz
10) Slightly different frequencies
11) 4 Hz
12) 346 m/s
Unit 1.3 Sound
1) 344 m/s
2) 11.75 faster in wood
3) a. 4 083.6 m b. 4 150 m c. 4 305 m d. 4 009.8 m
4) 0.00385 m
5) 640.3 m
6) 13.3 °C
7) a. 347 m/s b. 320 m/s
8) 344.6 m
Sound Waves
1) 1 218 m
2) 8.77 s
3) 1.19 m
4) 642 m
5) v = 330 m/s + (20 C)(.6) = 342 m/s
The echo from 1 wall returns in 0.5 seconds so you take 1/2 the time which is 0.25 s and multiply it by 342 m/s to find the distance to that wall. 342 m/s * .25 s = 85.5 m
Then the time it took for the other echo to return to the person was 0.5 s after he heard the first echo (which was 0.5 s). The total time was 0.5 s + 0.5 s = 1.0 s. You take 1/2 of this time which is 1/2 * 1 s = 0.5 s
The distance to this wall is the speed * time = 342 m/s * 0.5 s = 171 m.
Add the two distances together, 85.5 m + 171 m = 256.5 m.
(this is from Ms. Kozoriz :D)
Before we went on #5 in Sound Waves, Ms. K. gave us a sheet called Consonance and Frequency and showed us how she got the answer for that one.
After correcting these, we did a lab. :) It was pretty easy, I should say. All we needed were straws and scissors. We had to cut the end of the straw creating an almost triangle shape and blow it to produce sound. While observing what happens, we had to answer 2 sheets for this lab and hand it in by the end of class. For those who didn't finish, Ms. K. said it's okay to hand it in tomorrow.
Well that's it for today's class. :))
Next scribe is Charizze a.k.a Chae
Thursday, October 9, 2008
Mid-Night Physics....
Yeah, well today... err, I mean yesterday we went over the answers of the lesson 15 vocabulary thingy. Answers below:
1) Amplitude
2) Frequency
3) Interference
4) Wavelength
5) Standing Wave
6) Sound Level
7) Opening-Pipe Resonator
8) Octave
9) Resonance
10) Consonance
11) Loudness
12) Dissonance
13) Timbre
14) Doppler Shift
15) Closed-End Pipe Resonator
16) Fundamental
17) Beat
18) Pitch
19) Harmonics
20) Echoes
21) Decibels
Well, when we finished this we went onto an experiment. We tested the sounds a closed pipe resonator with a tuning fork. To see what sounds it would make when we shifted it up and down a tube full of water. We were testing in which area where you would be able to hear the air compressing and rarefacting. We had 2 kinds of experiments: one of them in cold water and the other in hot water and in all the labs we do theres a lab work sheet that we had to do.
Oh yeah, we read pages 6 - 9 or something like that in the yellow book. The book talks about standing wave patterns in longitudinal waves. I shows where the antinodes and nodes are. We also read about Standing Waves with an open-tube resonator and standing waves with a closed-tube resonator.
Well thats the end of my post the next scribe was total random (not really since i just picked the first one) jeamille. Good luck with that.
1) Amplitude
2) Frequency
3) Interference
4) Wavelength
5) Standing Wave
6) Sound Level
7) Opening-Pipe Resonator
8) Octave
9) Resonance
10) Consonance
11) Loudness
12) Dissonance
13) Timbre
14) Doppler Shift
15) Closed-End Pipe Resonator
16) Fundamental
17) Beat
18) Pitch
19) Harmonics
20) Echoes
21) Decibels
Well, when we finished this we went onto an experiment. We tested the sounds a closed pipe resonator with a tuning fork. To see what sounds it would make when we shifted it up and down a tube full of water. We were testing in which area where you would be able to hear the air compressing and rarefacting. We had 2 kinds of experiments: one of them in cold water and the other in hot water and in all the labs we do theres a lab work sheet that we had to do.
Oh yeah, we read pages 6 - 9 or something like that in the yellow book. The book talks about standing wave patterns in longitudinal waves. I shows where the antinodes and nodes are. We also read about Standing Waves with an open-tube resonator and standing waves with a closed-tube resonator.
Well thats the end of my post the next scribe was total random (not really since i just picked the first one) jeamille. Good luck with that.
Monday, October 6, 2008
SOUND!!!!! and that "Chuck Norris" look-a-like
Heeey! So I figured I should do this first before I lose focus with my other homework (besides I need a small break inbetween English and Bio -_-"). Okay so for those of you who lost track because of the small break inbetween posts that happened recently, this post is for Monday, October 6.
We started the class with Ms.Kozoriz handing back our tests and going over the answers, checking if anyone had any questions about it. For those of you who did well, congratulations and keep it up. For those who didn't do as well, you'll get it next time! (:
I would put up the answers for the test, but it wouldn't make much sense if you did miss today because you won't have your test in front of you. I would suggest getting your test from Ms. K when you can and then just compare your answers with someone in class if you have any questions about it. Between everyone in the class, all the right answers are there. From what I've seen (which is mostly just the people who sit in the front corner with me), a lot of people messed up on the fish question (the one that asked "where is the fish?"), but then there are those people who got it.
After getting our tests back, we read from the bottom of page 4 (Natural Frequencies and Resonance) to the middle of page 6 (Beats and Beat Frequency) in the yellow "Sound" booklet.
I'll quickly go over each concept as best as I can.
Natural Frequencies and Resonance
The natural frequency of an object (example used in the boolet is a pendulum) is the specific frequency at which it freely vibrates. It depends on some sort of length.
ex. shorter pendulum = higher frequency
longer pendulum = lower frequency
Any object that vibrates at it's own natural frequency will do so with the largest possible amplitude it can achieve. This is the frequency where it is easiest for a vibration to happen (also called the resonant frequency). With this, a small, repeated force can create a very large vibration.
ex. (in the booklet) "If a car is stuck in snow, it can be rocked back and forth at the same resonant frequency of the system. This motion builds up the amplitude, helping to get the car stuck in the snow."
If you picture that in your head, it will make resonant frequency and resonance easy to understand.
The Fundamental Frequency
A resonant/natural frequency is the frequency at which a standing wave is able to exist. Some objects, like a tuning fork or a pendulum, have only one resonant frequency. Other objects, like a rope or a stretched spring have many different resonant frequencies. In these cases, all of these resonance frequencies are all a whole-number multiple of the lowest resonant frequency. That frequency is called the fundamental frequency or f0.
So this picture represents the sound waves of two tuning forks hit out of phase (or is it "fase"?). In case you forgot, these were drawn as longitudinal waves because (for me) it's a little easier to see how this works this way. The green boxes represent destructive interference. Here the sound intensity (volume) drops. If the waves that are superimposing have the same amplitude, the sound intensity drops to zero. The purple boxes represent constructive interference. Here, the sound intenisty rises making a louder sound. The periodic variations in the loudness of sound are called beats. They are the result of when sound waves with slightly different frequencies interfere with each other (like in my badly drawn picture). Beat frequency is the number of times loudness rises and falls in one second. To calculate it, you just take the differences of the two sound frequencies.
ex. If sound wave one had a frequency of 440 Hz and wave two had a frequency of 438 Hz, the beat frequency would be 440Hz-438Hz or 2Hz.
So that covers the booklet. Next we worked on a vocabulary review sheet for chapter 15 in the green textbooks in class. For those of you who didn't show up today, here are the questions:
1) The maximum displacement from rest position is the ___of a wave.
2) The number of complete vibrations per second measured at a fixed location is the __ of a wave.
3) The result of superposition of two or more waves is _____.
4) The shortest distance between points where the wave pattern repeats itself is the ____ of the wave.
5) If the period of a wave is equal to the amount of time it takes for the wave to travel to a fixed point and back, the waves reinforce each other and a(n) ____ is produced.
6) Sound pressure is the ____.
7) A resonanting tube that has both ends open is a(n) ______.
8)The difference bewteen two frequencies that have a ratio of 2:1 is a(n)_______.
9) Increasing the amplitude of a vibration by repeatedly applying a small external force at the same natural frequency is _____>
10) A complex wave that has a pleasant sound is a(n) ______.
11) The amplitude of a wave causes the ____ of the sound that is heard.
12) A complex wave that has an unpleasant sound is a(n) _______.
13) Sound quality is ____.
14) The frequency of a sound seems to be higher as it approaches a listener and lower as it moves away from a listener because of the _______.
15) A resonating tube with one end closed is a(n)_____.
16) In a pipe resonator, the lowest resonant frequency is the ______.
17) The oscillation in the amplitude caused when waves of slightly different frequencies are added is a(n) __________.
18) The frequency of a wave causes the ____ of the sound that is heard.
19) In a pipe resonator, multiples of the fundamental frequency are the __________.
20) Reflected sound waves are______.
21) The unit of sound level is the _______.
Word Bank
amplitude, beat, closed-pipe resonator, consonance, decibel, dissonance, Doppler Shift, echoes, frequency, fundamental, harmonics, interference, loudness, octave, open-pipe resonator, pitch, resonance, sound level, standing wave, timbre, wavelength
So after this, we watched more of that guy who looks like Chuck Norris from before (if you don't know who this is, "check your neighbour" xD). This time, he talked about the three concepts that we read about in the yellow booklet. Visual aids always help a lot. Too bad I can't find the whole video so I can post it here. However, I did find these:
We started the class with Ms.Kozoriz handing back our tests and going over the answers, checking if anyone had any questions about it. For those of you who did well, congratulations and keep it up. For those who didn't do as well, you'll get it next time! (:
I would put up the answers for the test, but it wouldn't make much sense if you did miss today because you won't have your test in front of you. I would suggest getting your test from Ms. K when you can and then just compare your answers with someone in class if you have any questions about it. Between everyone in the class, all the right answers are there. From what I've seen (which is mostly just the people who sit in the front corner with me), a lot of people messed up on the fish question (the one that asked "where is the fish?"), but then there are those people who got it.
After getting our tests back, we read from the bottom of page 4 (Natural Frequencies and Resonance) to the middle of page 6 (Beats and Beat Frequency) in the yellow "Sound" booklet.
I'll quickly go over each concept as best as I can.
Natural Frequencies and Resonance
The natural frequency of an object (example used in the boolet is a pendulum) is the specific frequency at which it freely vibrates. It depends on some sort of length.
ex. shorter pendulum = higher frequency
longer pendulum = lower frequency
Any object that vibrates at it's own natural frequency will do so with the largest possible amplitude it can achieve. This is the frequency where it is easiest for a vibration to happen (also called the resonant frequency). With this, a small, repeated force can create a very large vibration.
ex. (in the booklet) "If a car is stuck in snow, it can be rocked back and forth at the same resonant frequency of the system. This motion builds up the amplitude, helping to get the car stuck in the snow."
If you picture that in your head, it will make resonant frequency and resonance easy to understand.
The Fundamental Frequency
A resonant/natural frequency is the frequency at which a standing wave is able to exist. Some objects, like a tuning fork or a pendulum, have only one resonant frequency. Other objects, like a rope or a stretched spring have many different resonant frequencies. In these cases, all of these resonance frequencies are all a whole-number multiple of the lowest resonant frequency. That frequency is called the fundamental frequency or f0.
The resonant frequencies of the standing waves are also known as harmonics. This is because in music, they harmonize with each other. The fundamental frequency is called the first harmonic. In the fundamental frequency, the distance between the two end points is equal to one half of a wavelength creating only one loop and one antinode.
*Image from :http://www.miqel.com/images_1/jazz_music_heart/harmonics.jpg
Beats and Beat Frequency
This section has a lot to do with constructive and destructive interference. To help you understand this, I drew a diagram (because I couldn't scan the picture xD). Please excuse my horrible paint skills.
So this picture represents the sound waves of two tuning forks hit out of phase (or is it "fase"?). In case you forgot, these were drawn as longitudinal waves because (for me) it's a little easier to see how this works this way. The green boxes represent destructive interference. Here the sound intensity (volume) drops. If the waves that are superimposing have the same amplitude, the sound intensity drops to zero. The purple boxes represent constructive interference. Here, the sound intenisty rises making a louder sound. The periodic variations in the loudness of sound are called beats. They are the result of when sound waves with slightly different frequencies interfere with each other (like in my badly drawn picture). Beat frequency is the number of times loudness rises and falls in one second. To calculate it, you just take the differences of the two sound frequencies.
ex. If sound wave one had a frequency of 440 Hz and wave two had a frequency of 438 Hz, the beat frequency would be 440Hz-438Hz or 2Hz.
So that covers the booklet. Next we worked on a vocabulary review sheet for chapter 15 in the green textbooks in class. For those of you who didn't show up today, here are the questions:
1) The maximum displacement from rest position is the ___of a wave.
2) The number of complete vibrations per second measured at a fixed location is the __ of a wave.
3) The result of superposition of two or more waves is _____.
4) The shortest distance between points where the wave pattern repeats itself is the ____ of the wave.
5) If the period of a wave is equal to the amount of time it takes for the wave to travel to a fixed point and back, the waves reinforce each other and a(n) ____ is produced.
6) Sound pressure is the ____.
7) A resonanting tube that has both ends open is a(n) ______.
8)The difference bewteen two frequencies that have a ratio of 2:1 is a(n)_______.
9) Increasing the amplitude of a vibration by repeatedly applying a small external force at the same natural frequency is _____>
10) A complex wave that has a pleasant sound is a(n) ______.
11) The amplitude of a wave causes the ____ of the sound that is heard.
12) A complex wave that has an unpleasant sound is a(n) _______.
13) Sound quality is ____.
14) The frequency of a sound seems to be higher as it approaches a listener and lower as it moves away from a listener because of the _______.
15) A resonating tube with one end closed is a(n)_____.
16) In a pipe resonator, the lowest resonant frequency is the ______.
17) The oscillation in the amplitude caused when waves of slightly different frequencies are added is a(n) __________.
18) The frequency of a wave causes the ____ of the sound that is heard.
19) In a pipe resonator, multiples of the fundamental frequency are the __________.
20) Reflected sound waves are______.
21) The unit of sound level is the _______.
Word Bank
amplitude, beat, closed-pipe resonator, consonance, decibel, dissonance, Doppler Shift, echoes, frequency, fundamental, harmonics, interference, loudness, octave, open-pipe resonator, pitch, resonance, sound level, standing wave, timbre, wavelength
So after this, we watched more of that guy who looks like Chuck Norris from before (if you don't know who this is, "check your neighbour" xD). This time, he talked about the three concepts that we read about in the yellow booklet. Visual aids always help a lot. Too bad I can't find the whole video so I can post it here. However, I did find these:
Resonance
Interference/beats
And that ends this lengthy post. Sorry if you had to read all of this, but hey, at least you learned something, hopefully. -_-"
Oh right! I got really bored so I had fun choosing the next scribe! The next scribe is:
Congratulations JohnI! You are the next scribe!
Sunday, October 5, 2008
DELAYED DEVOTION....To PHYSICS
Delayed Devotion... No I'm not trying to suck up. It just happens to be the title of the song I'm listening to. Google it. ha ha just kidding. I'm a little late with the post, I'm sorry. I wasn't really feeling up to it, even though I said I would do it, mostly because I was watching SNL parody Sarah Palin. ;D
Anyhoo. This scribe post is here to recap what happened since the blog abruptly stopped, so I think that was a Wednesday. On Wednesday, everyone was reviewing for the test the next day using the blue booklet; Waves In Two Dimension. As well as that we were also given review sheets the previous day and reviewed the answers as a class.
The next day was Thursday, and subsequently, we all wrote the test. At the end of class, prior to leaving, we were given the booklet that summarized the next unit, which was SOUND. We're most likely to get thorough on this unit this week.
Finally on Friday, we were given a lab where the objective was to observe the results of making sounds with a ruler on the edge of the table, filling a graduated cylinder with different levels of water and blowing air into it for a sort of windpipe sound and also hitting a "hammer" on a tuning fork. After the class experimented with these items and made different sounds, we were to record our data by answering the questions and hand the paper in.. [but i didn't, tee hee. I will.. I'm just perfecting the paper.]
Then we also had to grab a worksheet CHAPTER 15 Vocab review and fill in the blanks in which we are probably going to go over tomorrow. That's all for today folks...
OH YEAH... next scribe....jaaaayp :D
Anyhoo. This scribe post is here to recap what happened since the blog abruptly stopped, so I think that was a Wednesday. On Wednesday, everyone was reviewing for the test the next day using the blue booklet; Waves In Two Dimension. As well as that we were also given review sheets the previous day and reviewed the answers as a class.
The next day was Thursday, and subsequently, we all wrote the test. At the end of class, prior to leaving, we were given the booklet that summarized the next unit, which was SOUND. We're most likely to get thorough on this unit this week.
Finally on Friday, we were given a lab where the objective was to observe the results of making sounds with a ruler on the edge of the table, filling a graduated cylinder with different levels of water and blowing air into it for a sort of windpipe sound and also hitting a "hammer" on a tuning fork. After the class experimented with these items and made different sounds, we were to record our data by answering the questions and hand the paper in.. [but i didn't, tee hee. I will.. I'm just perfecting the paper.]
Then we also had to grab a worksheet CHAPTER 15 Vocab review and fill in the blanks in which we are probably going to go over tomorrow. That's all for today folks...
OH YEAH... next scribe....jaaaayp :D
Monday, September 29, 2008
Mwahaha! INTRODUCING THE NEW Super Ultra Mega Amazing Blog Post Spectacular as posted by Me!
Haha i just got back from work not too long ago, so naturally I was tired.....
BUT NOW HERE I AM FULLY ENERGIZED AFTER SOME DELICIOUS LIQUID CAFFEINE AND A WHOLE BUNCH OF ENERGY BARS READY TO BLOG!!!! LET'S GET 'ER DONE!!
So basically on Friday we went over something from a while back... That few pages of fill in the blank-y type stuff XD The Chapter 14 Study guide if that helps you at all? Anyways heres how the blanks got filled:
REFLECTION OF WAVES:
The direction of waves moving in two or three dimensions is shown by RAY diagrams. The ray that reaches a barrier is called the INCIDENT ray. The ray that moves back from the barrier is called the REFLECTED ray. The direction of the barrier is shown by a line drawn at a(n) RIGHT ANGLE to the barrier. This line is called the NORMAL. The angle between the INCIDENT ray and the NORMAL is called the angle of incidence. The angle between the REFLECTED ray and the NORMAL is called the angle of reflection. The law of REFLECTION states that the angle of incidence equals the angle of reflection.
REFRACTION OF WAVES:
In water waves, the velocity is SLOWER in shallower water. If the incident ray is parallel to the normal, there is a change in the velocity and WAVELENGTH of the wave. If the incident ray is not parallel to the normal, there is a change in velocity, wavelength, and DIRECTION of the wave. The change in DIRECTION of a wave at the boundary between two media is called refraction.
BUT NOW HERE I AM FULLY ENERGIZED AFTER SOME DELICIOUS LIQUID CAFFEINE AND A WHOLE BUNCH OF ENERGY BARS READY TO BLOG!!!! LET'S GET 'ER DONE!!
So basically on Friday we went over something from a while back... That few pages of fill in the blank-y type stuff XD The Chapter 14 Study guide if that helps you at all? Anyways heres how the blanks got filled:
REFLECTION OF WAVES:
The direction of waves moving in two or three dimensions is shown by RAY diagrams. The ray that reaches a barrier is called the INCIDENT ray. The ray that moves back from the barrier is called the REFLECTED ray. The direction of the barrier is shown by a line drawn at a(n) RIGHT ANGLE to the barrier. This line is called the NORMAL. The angle between the INCIDENT ray and the NORMAL is called the angle of incidence. The angle between the REFLECTED ray and the NORMAL is called the angle of reflection. The law of REFLECTION states that the angle of incidence equals the angle of reflection.
REFRACTION OF WAVES:
In water waves, the velocity is SLOWER in shallower water. If the incident ray is parallel to the normal, there is a change in the velocity and WAVELENGTH of the wave. If the incident ray is not parallel to the normal, there is a change in velocity, wavelength, and DIRECTION of the wave. The change in DIRECTION of a wave at the boundary between two media is called refraction.
As for the last par t about
DIFFRACTION AND INTERFERENCE OF WAVES... i only have the answers to the blanks which are: circular, diffraction, wavelength, less, resulting, constructive, destructive
And then TODAY in class we watched a quick video talking about what we were about to do which waaaaaaas.... read through pages 13 -18 as a class in our super special awesome "Grade 11 Physics: Waves in Two Dimensions" booklet/study guide thang XD ( even though i didn't aget a chance to read D= ) Covering such lovely topics as :
DIFFRACTION AROUND A SHARP BARRIER: VARYING WAVELENGTH
DIFFRACTION THROUGH AN OPENING: VARYING SIZE OF OPENING
DIFFRACTION AND INTERFERENCE OF WAVES... i only have the answers to the blanks which are: circular, diffraction, wavelength, less, resulting, constructive, destructive
And then TODAY in class we watched a quick video talking about what we were about to do which waaaaaaas.... read through pages 13 -18 as a class in our super special awesome "Grade 11 Physics: Waves in Two Dimensions" booklet/study guide thang XD ( even though i didn't aget a chance to read D= ) Covering such lovely topics as :
DIFFRACTION AROUND A SHARP BARRIER: VARYING WAVELENGTH
DIFFRACTION THROUGH AN OPENING: VARYING SIZE OF OPENING
DIFFRACTION THROUGH AN OPENING: VARYING WAVELENGTHS
CONSTRUCTIVE AND DESTRUCTIVE INTERFERENCE IN TWO DIMENSIONS
NODAL LINES AND THE INTERFERENCE PATTERN
MATHEMATICAL ANALYSIS OF A TWO POINT SOURCE INTERFERENCE PATTERN
AND MANY MANY MANY MORE.... reading this information and learning it will definitely get you 100% on the upcoming test ( though results may vary.) That last bit was a bit of a giant contradiciton, but lets just keep the super physics blog rolling shall we?
CONSTRUCTIVE AND DESTRUCTIVE INTERFERENCE IN TWO DIMENSIONS
NODAL LINES AND THE INTERFERENCE PATTERN
MATHEMATICAL ANALYSIS OF A TWO POINT SOURCE INTERFERENCE PATTERN
AND MANY MANY MANY MORE.... reading this information and learning it will definitely get you 100% on the upcoming test ( though results may vary.) That last bit was a bit of a giant contradiciton, but lets just keep the super physics blog rolling shall we?
The main point of varying wavelengths when it came to sharp barriers was this....
BIGGER WAVELENGTH + SHARP BARRIER = MORE DIFFRACTED (BENT)
Cant put it much more simply than that you guys.
The main point for us to learn out of diffraction through an opening: varying size of opening was fairly simple too....
SMALL OPENING + WAVE = MORE DIFFRACTION (BENDING OF WAVE)
BIG OPENING + WAVE = LESS DIFFRACTION
Once again in Diffraction through an opening, this time the size of wavelngth being the variant factor.... the lesson is simple again, borrowed from our sharp barrier equation i dispalyed earlier:
BIGGER WAVELENGTH + OPENING = MORE DIFFRACTED (BENT), In order for any significant diffraction to be noticed, the ration wavelngth/size of opening should be about (or greater than) 1.
BIGGER WAVELENGTH + OPENING = MORE DIFFRACTED (BENT), In order for any significant diffraction to be noticed, the ration wavelngth/size of opening should be about (or greater than) 1.
Next we delved into the delightful ( though not as complicated as it appears) world of INTERFERENCE IN 2D!!!
So my badly scanned diagram shows that cosntructive interference can occur between two crests (represented by solid lines) and two troughs (represented by dotted lines). These produce antinodal areas. If you were to look at it from above... the double troughs would be blinding and the crests would be mad dark.... pretty much. Nodal lines are formed where crests and troughs intertwine to form nodes.
Each side of either of the perpindicular bisector of the distance between the two sources has symmetrical nodal/antinodal lines like so:
After this we learned about how we can determine the wavelngth of a wave in 2D using any point on a nodal line and its distance to the vibrating sources via the formula P1S1-P1S2= (n-1/2) wavelength. An example coyuld be that your point was 12 cm away from source one and 6 cm away from source 2. It is located on the 2nd nodal line.
Your equation would work out like this .... 12cm - 6cm = (2-1/2) wavelength
6cm= 1.5 (wavelength)
wavelength = 4cm
Hopefully that makes sense to you guys and sorry about all hte delay on this and what not haha.. as you can tell througout this post I became deadly tired and am now off to a nice rest in a warm comfy bed to prepare for tomorrows wonderful school day. Thank you again to Mrs. K who let me do this thang... I appreciate more than I can say. I truly do. Oooo next scribe.... Sorry bout this but I'm gunna have to pick the_bdl... Please don't hate me :p anyways bye for now fellow physics lovers!
Subscribe to:
Posts (Atom)
