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 (:

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 (:

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.

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!