2nd Last Scribe of the SEMESTER.

Well, I'm the scribe today and I just got home a few hours ago. Busy busy. We're all getting ready for exam week next week and I'm sure we're all worrying especially for our physics exam. It should be no trouble if preparations are made.

You know what else I'm doing right now? I'm scribing...in 3D. That's right. I have them on. This is an experience. I can see the letters pop out of the screen. Just kidding. But hey. These look awesome compared to those blue and red ones made for that Spy Kids junk. Don't even get me started with Shark Boy/Lava Girl either. Don't you dare.

Before we got to the exam-cram, we corrected 1 - 6 on the worksheet called ELECTROMAGNETISM QUESTIONS. As long as you know your formulas and units, this part of the unit is easy. The main formula here is:

Magnitude of Magnetic Field = Force on wire divided by current in amps(A) x length of wire in meters
( B = FB/Il)

OF COURSE if it's asking for another value, just rearrange the formula and isolate the value the question is seeking. Basically, plug and chug.

ANSWERS [no vectors on the values because I can't do that here.or don't feel like finding the html codes for it]:

1. B = 0.4 T
2. FB = 2.3 N
3. B = 0.2 T
4. FB = 1.6 N
5. B = 0.13 T
6. B = 0.15 T

As for the rest of those questions on that sheet, we didn't go over them because we basically did another worksheet with similar questions.

Click here if you really want them again. Or for Matthew's abridged vers. here.

Then we went on with exam review which I think helps a lot. I've been doing some reading over the past units as well. Sure I'm not completely finished the review but I've done something. Even started typing out shorter notes and highlighting. So I think I'll be good.

I'm sure we'll probably go over some answers in the review tomorrow, right before the exam on Monday!

Hmmm. what else happened? I guess, people went on to their own little worlds after studying a bit. All I remember was having a conversation with Matthew and Ann about Home Alone and past experiences in the Eatons building before it became the MTS Centre. I really want tickets to SYTYCD Canada.. arghhh

Thinking of Eatons makes Matthew think of that soap opera The Young and the Restless and for me, well it makes me think of the time when I was stabbed in the eye by a kid with a plastic knife. It's quite funny looking back on it now, but I still have somewhat of a scar. LOL. I just usually say I got the scar from being in a war or something. Oh well . I'm going into tangents right now... so yeah. But hey.. what does EATONS remind you of?

I guess I'll get back to studying more physics and calculus. I'm pretty sure I'll do well on this exam and hopefully raise my mark. I don't understand though why I'm still getting this mark. I mean sure, I've had one or two bad tests but they weren't that bad. And I have handed in all my sheets. I'm sorry I'm being annoying, but this is bugging me. I just need a little justification here. I guess I'm just a persistent little bugger. I guess I'll worry about that tomorrow.

Now now.. since I wasn't the LAST LAST scribe, which I thought I was until I realized it was only THURSDAY, I shall pass on my scribing powers. To who.......????? uhh.... okay...WONDERBREAD, who has great announcing abilities.. I think it is you Daniel..right?

MAY THE FORCES OF PHYSICS BE WITH YOU.

PS...It would be cool if we had like... a PARTEH tmro.. like maybe a potluck thing or just a plain.. bring food thing. **cough I'm emphasizing FOOD **

Uhmmmmm Finally It's Me!!! XD

Hahaha hmmm hello fellow classmates ! Prepare for the most mind shattering blog post of your entire life.

Today in physics we did a quick review of the right hand rule in regards to magnetic fields.

First Right Hand Rule: Tells us direction of flow and what the magnetic field looks like around a wire with a current.

Second Rule: Tells us polarity and flow of electrical current in an electromagnet.

Third Rule: Tells us direction of current, polarity, and the force being exerted by a wire with a current flowing through it placed in a magnetic field.


We also quickly reviewed our new formula B= FB/IL

B is the magnitude of the magnetic field. This is measured in teslas, or N/A-m (newtons/ ampere-meter)

FB represents the force of the magnetic field

I represents the current, measured in amperes or amps.

L represents the length of the wire/conductor in meters.

Sooooo that's that part out of the way. As far as work goes, today we focused on a sheet called Electromagnetism Questions (original title, no?)

For the first 6, we simply use the formula B= FB/IL, although on occasion we had to derive the equation to solve for force, i.e. FB = BIL. These are actually fairly simple and I think it's probably more useful to you if you practice these ones on your own to get the answers rather than having me post 'em here.

Questions 7-13 are basically reviews and carbon copies of questions we have done on other sheets, so I also will not delve too deeply into those.

14 is somewhat of a less touched upon area. Magnetic declination refers to the angle between the local magnetic field (direction compass points north) and what is considered "true north".

15 is fairly straightforward. Both a stationary and moving charge have electric fields due to charge, and gravitational fields due to mass. A moving charge, however will also have a magnetic field. Yeah.. i think that's it? haha...

16. The magnetic domains in the iron will align with the external magnetic field, adding to the overall strength of the field. Woohoo... XD

17.Maximum magnetic force will be experienced when a charged particle travels perpendicular to the magnetic field. Minimum force will be experienced when the charged particle travels parallel.

yeah guess that's it lol. If we finished that sheet, we got to work on exam reviews basically, and with the exam approaching fast its best to learn your stuff now rather than waiting until the last minute (like I should talk..).

Hmmm one more thing XD i hereby declare .:. J + ME .:. aka Jamie to be the next scribe. Lol, that is all my good people... Happy Physics-ing XD

Magnetism >:D

Well.. Matthew's job as scribe sorta got stolen again so... he can do it tomorrow (cuz he said i can do it) :D

Yesterday, we watched 'same same' guy, got our physics test back, worked on questions 1-10 in the textbook and got 2 worksheets which we corrected today! wheeeeeeeeeeeeeeeeeeee~!

CORRECTIONS (cuz that's all that we did today)

page 510. Questions 1-10

1. Like poles repel, opposite poles attract.

2. A temporary magnet is only magnetic under the influence of a permenant magnet.

3. Magnetic Metals: Iron, Colbalt, Nickel.

4.

5.

6. If you were to cut a magnet in half there wouldn't be seperate poles. New poles would form on both ends.

7.

8.

9.

10.

Magnetic Fields Worksheet (Answers)

1. Magnetic and electric forces both attract and repel. (north/south, positive/negative)

2.Difference is that electic charges can be seperated but magnetic poles are always in pairs.

3. A magntic field is the region of space around a magnet. Its source is the domain (which contains spinning electrons)

4. A domin consists of a bunch of spinning electrons oriented in the same direction.

5. Heating or dropping a magnet will disturb the domains and it will mix up and pont in different directions.

6. north

7. geographic north pole OR magetic south pole

8. domains

9. b. tin

10. c. never

11. a. north

12. Use a compass or bar magnet to se if it attracts/ repel.

13.

14. A piec of irn can become a mgnet is you stroke it with a permanent magnet in one direction.

MAGNETISM WORKSHEET (ANSWERS)

Ferromagnetism + Domain Theory + Right Hand Rule

Hey guuuise! Ingrid here, I decided to be awesome and steal Matthew's scribe job from Friday :]

Anywhoots, we had another sub, Mrs. Karras I believe, and we went over several things.
We received a booklet on Ferromagnetism and the Domain Theory of Magnetism, we were given about 15 mins to read through it and then answer the questions at the back of the book. We were also given notes on Oersted's Discovery/The Right Hand Rule.

Here are the answers to the questions from the booklet:
1) To magnetize a steel nail, you can either rub it against an already permanent magnet, or simply place it in a magnetic field. In order to lose it's magnetization, you can heat the magnet or remove it from the magnetic field (i.e. drop it).

2) In order for such an occurrence to, well- occur, the cans would have to be made out of a ferromagnetic material. Therefore, the cans are not made of aluminum because aluminum is not a ferromagnetic material, thus it would not be affected by a magnet.

3) One end of the known magnet would be attracted towards the ferromagnetic material (iron) and the other end would repel the permanent magnet.

4) The purpose of the Van Allen belt it to protect us from the Solar Wind, if it did not exist then we would be bombarded with solar radiation from the sun.


Okay, here are the notes on the Right Hand Rule(s). They were already super straightforward so I just copied it as it was.

Oersted's Discovery
Oersted showed a connection between electricity and magnetism. If a current is flowing in a straight wire, a magnetic field is created, in cocentric circles, around the wire.

First Right Hand Rule

Grasp the wire with your right hand. Keep your thumb pointed in the direction of the conventional (positive) current flow. The fingers of your hand circle the wire and point in the direction of the magnetic field.

Second Right Hand Rule

The direction of the field produced by an electromagnet can be found by using this rule.
Grasp the coil with your right hand. Curl your fingers around the loops in the direction of the conventional (positive) current flow. Your thumb points toward the N-pole of the electromagnet.

Third Right Hand Rule

The direction of the force on a current carrying wire in a magnetic field can be found using this rule.
Point the fingers of your right hand in the direction of the magnetic field. Point your thumb in the direction of the conventional (positive) current flow in the wire. The palm of your hand then faces in the direction of the force acting on the wire.

Here's a cheap diagram I drew for you guys as a guide, pls excuse the ugliness:

Next scribe... Will be Matthew?

scribe january 15

hey i just decided to scribe because im bored and might as well get this over with.
today we had a sub, Mr. Neufeld, pretty cool dude
We corrected chapter 24 review sheet and im sure everyone did wonderful.
We were also assigned to read that booklet Ms K gave us recently, and recieved a lil easy worksheet.
i'll do a little summary of the booklet

Poles are at the end of the magnet, where magnetic fields are most concentrated
North Magnetic Pole (N-Pole) is the pole that tends to seek the northerly direction
South Magnetic Pole (S-Pole) ".........................................................." southerly direction

Law Of Magnetic Poles
-Opposite poles attract
-Like poles repel

It is not possible to form a monopole (single magnetic pole), yet its possible to separate positive from negative charges

there ya go, i hope this counts as a post for me because i need to get one more

i guess the next scribe is matthew

Air Resistance and chapter five review

Today in school, we had a sub. We corrected falling and Air Resistance and chapter five review. Here is the answers for the two work sheets.

Falling and Air Resistance
1.most
2.a,b
3.d,e
4.still downward
5.c,f
6.c,f
7.c
8. greater
a.10 m/s²
b.6 m/s²
c.0 m/s²
d.-2 m/s²
e.-10 m/s²
f.0 m/s²

Chapter 5 Review

1.a=f/m
20n/70kg=.286 m/s²

2.m=f/a
m=125n/25m/s²=5.0kg

3.d=(v1+v2/2)t
v2=133 m/s
a=v/t
a=133/3=44.4m/s²
f=ma
f=500kg x 44.3m/s²=22150n

4.d=(v1+v2/2)t
t=2xd/v2
t=0.083s
a=v/t
a=(12 m/s)/0.083
a=144 m/s²
f=ma
f=1.0kgx144 m/s²=144n

5.a=f/m
a=-40.0/75=-0.53 m/s²

6.fg=mg
fg=68kgx9.8n/kg
fg=-670n
next scribe is Shasta

Gravitational Fields

All we did in class was pretty much correct the sheet that we got before the holidays "Grade 11 Physics: Gravitational Fields Worksheet". We also got 3 new worksheets. Number three was a diagram so I attached it below.



1. a)19.6m/s2 b)58.8m/s



2. a)-20m b)180m







4. (t=1.0s) =4.9m (t=2.0s) =19.6m (t=3.0s) =44.1m



5. Ft= 13780 [up]



6. a= 6.8N/kg [down]



7. a= 4.7 m/s2 [up]



8. a) 490N b) 490N c) 380N [down] d)355N e)490N f) zeroN



9. a= 0.6m/s2 [up]


I pick Abbas to scribe next.

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...

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!

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...

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

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

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.

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:

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 (:

Photoelectric effect & wave-particle duality

Konichiwa!!!
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

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...

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)

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 thought 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 wavefront)
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!

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!

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

Next scribe is tan00!

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!

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 (:

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.