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.

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

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)

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…

­­

So,,, that’s it… Reminder, we have a test on Tuesday…. Okay??!!!! Aja Aja Fighting!!!!

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

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!!

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

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=4157.4m/s v=4305m/s

3.a)60db
60-50 10x
50-40 10x

100x

b)10db
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

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

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.