Hello everybody! This is Alex :) I am scribing today, so lets get started.
Today was a work period so there isn't a lot to say. We had to finish our lab report, once we did that we were required to read page 8 of the white booklet Ms. Kozoriz (sorry if I spelled that wrong) gave us. Once we did that we had to do 4 worksheets. Sorry I don't have a scanner so I can't scan them onto this blog, however they were fairly easy just remember Newton's second law (a=Fnet/m) and Fnet= Fg + Fn. Fg= (m)*(g).
So that was basically it. I hope everyone has a wonderful Holiday and stays warm, see you tomorrow.
For the next post I don't know how the choosing process works so....... um how about Mark. Ms. Kozoriz can change it if she wants.
Wednesday, December 17, 2008
Tuesday, December 16/08
Sorry for the late post, for thsoe who check this blog regularly, I kinda forgot and just remebered this morning. Well Yesterday we didnt do much. We learned about the weight and scale and how it REALLY feels when you move it up or down. We were also given a Lab to do which is probably due today if anyone is unsure.
Heres the notes she gave us, please make sure to correct me if I'm wrong because I'm writing this based on memory.Also sorry that I can't post any diagrams to explain this better.
F=mg
At this point the weight is at rest so it will feel normal.
F=mg + ma
You move the weight and scale along with it up and this is how it will feel...
It will become heavier at first then at a constant velocity you will feel normal. Then as you start to slow down as you reach the end the weight then becomes lighter.
F=mg -ma
This one is opposite direction with the opposite affect. You feel light at first as you move the weight and scale in the downward direction, then at constant velocity it feels normal. When you the start to slow down towards the end it will then become heavy.
*NOTE* When I say it feels normal it just means you can't tell if it got heavier or lighter then before.
The Lab...
For those who were confused on what they needed to do
What we had to do was get a rubber thingy(don't rember what its called) and tie to to a piece of string that is about 1.5 m's long. You then shorten the string by rolling in your hand to get 1.2m, 1.0m, 0.8m, 0.6m, 0.4m ,0.2m. These are the different lengths that you will be measuring how much time its takes for it to swing twenty cycles( one cycle equals the time it takes for it to come back from where you started it. Remember to start the rubber stopper up to the right of you and keep hand still will doing experiment. Its quite annoying to hold all the time so switch places with your partner if your arm feel tired. Record all the data 3 times each. Then average your time. The period is calculated by the (average time/20 cycles it did). Of course do the Analysis questions after you have completed this experiment and dont forget to hand in.
Sorry once again for the late post as I COMPLETELY FORGOT even though I was told before hand. :S
The next scribe I choose will be Alex Sharp. So good luck Alex with next scribe.
Heres the notes she gave us, please make sure to correct me if I'm wrong because I'm writing this based on memory.Also sorry that I can't post any diagrams to explain this better.
F=mg
At this point the weight is at rest so it will feel normal.
F=mg + ma
You move the weight and scale along with it up and this is how it will feel...
It will become heavier at first then at a constant velocity you will feel normal. Then as you start to slow down as you reach the end the weight then becomes lighter.
F=mg -ma
This one is opposite direction with the opposite affect. You feel light at first as you move the weight and scale in the downward direction, then at constant velocity it feels normal. When you the start to slow down towards the end it will then become heavy.
*NOTE* When I say it feels normal it just means you can't tell if it got heavier or lighter then before.
The Lab...
For those who were confused on what they needed to do
What we had to do was get a rubber thingy(don't rember what its called) and tie to to a piece of string that is about 1.5 m's long. You then shorten the string by rolling in your hand to get 1.2m, 1.0m, 0.8m, 0.6m, 0.4m ,0.2m. These are the different lengths that you will be measuring how much time its takes for it to swing twenty cycles( one cycle equals the time it takes for it to come back from where you started it. Remember to start the rubber stopper up to the right of you and keep hand still will doing experiment. Its quite annoying to hold all the time so switch places with your partner if your arm feel tired. Record all the data 3 times each. Then average your time. The period is calculated by the (average time/20 cycles it did). Of course do the Analysis questions after you have completed this experiment and dont forget to hand in.
Sorry once again for the late post as I COMPLETELY FORGOT even though I was told before hand. :S
The next scribe I choose will be Alex Sharp. So good luck Alex with next scribe.
Monday, December 15, 2008
Howdy Fellow Bloggers!
Today we didn't do much of anything that is new.
What we did was work more on the lab worksheet we were given on December 12, aka Friday. I believe that is due tomorrow, but that is just an assumption.
We were also given the answers for "Concept-Development Practice Page 13-1 -- Chapter 13: Gravitational Interactions", so here they are:
1. An apple that has a mass of 0.1kg has the same mass wherever it is. The amount of matter that makes up the apple
DOES NOT DEPEND UPON
the location of the apple. It has the same resistance to acceleration wherever it is -- its inertia everywhere is
THE SAME.
The weight of the apple is a different story. It may weigh exactly 1N in San Fransisco and slightly less in mile high Denver, Colorado. On the surface of the moon the apple would weigh 1/6N, and far out in outer space it may have almost no weight at all. The quantity that doesn't change with location is
MASS,
and the quantity that may change with location is its
WEIGHT.
That's because
WEIGHT
is the fore due to gravity on a body, and this force caries with distance. So weight is the force of gravity between two bodies, usually some small object in contact with the earth. When we refer to the
WEIGHT
of an object we are usually speaking of the gravitational force that attracts it to the earth.
2. If we stand on a weighing scale and find that we are pulled toward the earth with a force of 500N, the we weight 500N. Strictly speaking, we weight 500N relative tot he earth. How much does the earth weight? If we tip the scale upside down and repeat the weighing process, we can say that we and the earth are still pulled together with a force of 500N, and therefore, relative to us, the whole 6 000 000 000 000 000 000 000 000-kg earth weighs 500N! Weight, unlike mass, is a relative quantity.
Hmm, that seems to be it.
OH, also, if you are bored read pages 5 and 6 for tomorrows class in the Dynamics booklet. And tomorrow we have another lab, so don't miss it!
The scribe for tomorrow shall be... Anthony L!
Toodles!
What we did was work more on the lab worksheet we were given on December 12, aka Friday. I believe that is due tomorrow, but that is just an assumption.
We were also given the answers for "Concept-Development Practice Page 13-1 -- Chapter 13: Gravitational Interactions", so here they are:
1. An apple that has a mass of 0.1kg has the same mass wherever it is. The amount of matter that makes up the apple
DOES NOT DEPEND UPON
the location of the apple. It has the same resistance to acceleration wherever it is -- its inertia everywhere is
THE SAME.
The weight of the apple is a different story. It may weigh exactly 1N in San Fransisco and slightly less in mile high Denver, Colorado. On the surface of the moon the apple would weigh 1/6N, and far out in outer space it may have almost no weight at all. The quantity that doesn't change with location is
MASS,
and the quantity that may change with location is its
WEIGHT.
That's because
WEIGHT
is the fore due to gravity on a body, and this force caries with distance. So weight is the force of gravity between two bodies, usually some small object in contact with the earth. When we refer to the
WEIGHT
of an object we are usually speaking of the gravitational force that attracts it to the earth.
2. If we stand on a weighing scale and find that we are pulled toward the earth with a force of 500N, the we weight 500N. Strictly speaking, we weight 500N relative tot he earth. How much does the earth weight? If we tip the scale upside down and repeat the weighing process, we can say that we and the earth are still pulled together with a force of 500N, and therefore, relative to us, the whole 6 000 000 000 000 000 000 000 000-kg earth weighs 500N! Weight, unlike mass, is a relative quantity.
Hmm, that seems to be it.
OH, also, if you are bored read pages 5 and 6 for tomorrows class in the Dynamics booklet. And tomorrow we have another lab, so don't miss it!
The scribe for tomorrow shall be... Anthony L!
Toodles!
Friday, December 12, 2008
Dec 12 blog
Hey everyone!
Well today in class we got our Newton's Laws of Motions test back, and Ms.K went over the answers for it. So here are the answers:
1. gravitational, electromagnetic, strong nuclear, weak nuclear
2. The coin will land at your feet because it has the same velocity as the bus.
3. The net force would equal zero.
4. Normal force, gravitational force.
5. 75 N
6. It shows the forces acting on an object.
7.
8 a) acceleration will double
br) acceleration will double
c) 1/8 the acceleration
9.a) 4.oN [S]
b)7.8 [at 40° north of east]
10. a=Fnet/m
= 9.50N[S]/20.0Kg
= 0.475m/s² [S]
b) V=(A)(t)
=(o.475m/s²)(1.86s)
= 0.884m/s[S]
11. a=Fnet/m
= 3.2N[E]/ 6.0Kg
= o.533m/s²[E]
12. a=V/t Fnet=(a)(m)
=8.0m/s /1.5s =(5.33m/s²)(110Kg)
= 5.33m/s² = 586N
13.a) b)
After correctin our test we read through the booklet on Gravitational Fields. Then we got 2 sheets, The Elevator Ride and Force and Weight Concept Development. We worked on the Elevator Ride lab for the rest of the class and we will finish it up on monday.
Have a good weekend!! The next scribe will be Nicole. : )
Good Morning bloggers
well its a new beautiful day today! well in class yesterday, thursday the 11th, (sorry about my spelling and what not) we had our dynamics test!! woot! it was pretty simple test and i don't know what else to say. O ya! Ms.K gave us that new booklet of notes that we should read before today's class. I think that's all we did? test and the new book for the new unit? ya?alrity then cya all in class!! next scribe is rebecca.
Wednesday, December 10, 2008
Class on Wednesday, December 10, 2008
I'll revive this fairly deceased blog by re-initiating scribing. *cough* bonus marks *cough* I mean there is a test tomorrow on the unit, dynamics - a branch of mechanics that deals with forces and their relations to patterns of motion. I posted the sheet consisting of anagrams because it was from the past and no one was blogging for quite a while. Okay, so euphemistically, there is a lovely and highly admired test tomorrow. Good luck to everyone. There is an immaculate review below as posted by our teacher to remedy any difficulties that one may stumble upon while writing the test. Below are sheets I scanned, so feel free to browse.
remember that there is no air resistance when a rock is in free fall. that was my first instinct but then i asked for the opinions of others
for 8b) Ms. K said the answer being force RESISTING the car's motion was 3740N, but I still object. The force of the car caused by acceleration is 3740N as calculated by multiplying the mass and acceleration. To further justify, it states that the force put on the wheels due to the road is 5600N, which is a frictional force and what we are trying to find is the resisting force being the force impeding the car. So I obtain the difference between the two resultant forces which results in 1860 N [East]. Friction resists, so this is the resisting force.
We went through the sheets above and received back our assignment on vectors. Well this is a fairly accurate summation of class today. I dub the next scribe Sir Dion Palumbo. He's a lucky duck to be the scribe for the day of the test. Thou shall scribe effortlessly because of the sympathetic initiator.
Thursday, December 4, 2008
Force And Acceleration Lab
Hi there!
Sorry I forgot to blog yesterday.
Anyway, here's the lab that we did yesterday and today:
First of all we should know the Newton's laws;
First Law - When no net external force is acting on an object, it will either remain at rest or if it is moving, it will continue to move in a straight line at a constant speed.
Second Law - If an unbalanced force acts on an object, the object will undergo an acceleration directly proportional to the magnitude of the force.
Equipment:
Recording Timer
Washers
Lab Cart
Paper clips
Carbon Paper Discs
Pulley
Long Flat board/surface
Timer Tape
String
50 g
100 g
200 g
Procedure:
1. Load the cart with the weights (50, 100 and 200 grams). Attaach one end of the string to the cart. Tie a paper clip to the other end of the string and pass it over the pulley. Hang the metal washers on the clip until the friction force acting on the cart is just offset. Forces due to friction are offset when you can give the cart a very slight push and it moves at a constant speed across the table. Do no removethe added weight at any time.
2. Pull the end of the timer tape through the timer and attach it to and end part of the cart. For the first trial, reemov the 50 g mass from the cart and hang it on the end of the string.
3. Star the timer and release the cart. Stop the timer and the cart when the cart reaches the pulley. Renove the timer tape and label it "50 g trial" on the end that was attached to the cart.
4. Remove the 50 g mass from the string and put it back on the cart. Remove the 100 g mass from the cart and place it on the end of the string. Make and label a second tape in the same way as you made the first tape.
5. Repeat steps 2 and 3 for 150 g, 200 g, and 250 g.(as a result increasing the mass by 50 g each time.) Be sure to place each mass on the cart after using it.
6. In this investigation, wour cart will in general undergo less acceleration than did those of prior investigations. For this reason, it is best to use a larger time interval than thoose used in earlier investigations. Label the first dot on each tape zero. Label every ffith dot after that 1, 2, 3, 4 and so on. The distance between two each numbered dots represents one time interval (a "tock"). The distance between each numbered dot is numerically the same as the avaerage velocity for each time interval. The distance is also numerically the same as the instantaneous velocity for the midpoint of the time interval. Measure each distance on each tape carefully and record al your values.
Interpretation:
1. On the same graph, make a velocity versus time plot for each tape. Plot veloccity on the vertical axis anad the time interval on the horizontal axis.
2. The slope of a velocity time graph is (Vf - Vi)/t, which is the acceleration. Determine the slope of each of the lines on your velocity-time(tock) graph. Record each value.
3. Plot a graph of acceleration versus force with force on the horizontal axis.
4. Explain the meaning of the graph. Does it substantiate Newton's second law?
The next blogger is Thoa:-)
Sorry I forgot to blog yesterday.
Anyway, here's the lab that we did yesterday and today:
First of all we should know the Newton's laws;
First Law - When no net external force is acting on an object, it will either remain at rest or if it is moving, it will continue to move in a straight line at a constant speed.
Second Law - If an unbalanced force acts on an object, the object will undergo an acceleration directly proportional to the magnitude of the force.
Equipment:
Recording Timer
Washers
Lab Cart
Paper clips
Carbon Paper Discs
Pulley
Long Flat board/surface
Timer Tape
String
50 g
100 g
200 g
Procedure:
1. Load the cart with the weights (50, 100 and 200 grams). Attaach one end of the string to the cart. Tie a paper clip to the other end of the string and pass it over the pulley. Hang the metal washers on the clip until the friction force acting on the cart is just offset. Forces due to friction are offset when you can give the cart a very slight push and it moves at a constant speed across the table. Do no removethe added weight at any time.
2. Pull the end of the timer tape through the timer and attach it to and end part of the cart. For the first trial, reemov the 50 g mass from the cart and hang it on the end of the string.
3. Star the timer and release the cart. Stop the timer and the cart when the cart reaches the pulley. Renove the timer tape and label it "50 g trial" on the end that was attached to the cart.
4. Remove the 50 g mass from the string and put it back on the cart. Remove the 100 g mass from the cart and place it on the end of the string. Make and label a second tape in the same way as you made the first tape.
5. Repeat steps 2 and 3 for 150 g, 200 g, and 250 g.(as a result increasing the mass by 50 g each time.) Be sure to place each mass on the cart after using it.
6. In this investigation, wour cart will in general undergo less acceleration than did those of prior investigations. For this reason, it is best to use a larger time interval than thoose used in earlier investigations. Label the first dot on each tape zero. Label every ffith dot after that 1, 2, 3, 4 and so on. The distance between two each numbered dots represents one time interval (a "tock"). The distance between each numbered dot is numerically the same as the avaerage velocity for each time interval. The distance is also numerically the same as the instantaneous velocity for the midpoint of the time interval. Measure each distance on each tape carefully and record al your values.
Interpretation:
1. On the same graph, make a velocity versus time plot for each tape. Plot veloccity on the vertical axis anad the time interval on the horizontal axis.
2. The slope of a velocity time graph is (Vf - Vi)/t, which is the acceleration. Determine the slope of each of the lines on your velocity-time(tock) graph. Record each value.
3. Plot a graph of acceleration versus force with force on the horizontal axis.
4. Explain the meaning of the graph. Does it substantiate Newton's second law?
The next blogger is Thoa:-)
Tuesday, December 2, 2008
Video mr.same same
Hi! Everyone...it's me Larlyn014 your scribe for today's class...
Today!
We watch a video of mr. same same..I think that's what they call him....anyways...it's about Inertia force.
INERTIA FORCE
Today!
We watch a video of mr. same same..I think that's what they call him....anyways...it's about Inertia force.
INERTIA FORCE
- Inertia in other words mass
- Mass in other words Matter
Note: If you have an arrow with a bow then shot it. What's keeping the arrow moving? There's no any things that keeping it moving Inertia that make who make it move by itself.
Sorry that's the only I remember on what we just watch. And I remember there's another example he shows to prove things more clearly.
After watching that Mrs. Kozoris let us finished the worksheet she gave from yesterdays class.That's all for today.
Im really sorry I didn't explain things more clearly. I was trying to find video to clear things up and this is what I found
Here's another one.....example of Newton's First Law
THE INERTIA
Next scribe Intrepid ^_^
Monday, December 1, 2008
hello!!
Hello!! It's me Ramina Lyn..
today in class, we corrected the test, then we started the new lesson "Dynamics". Also we got 4 sheets about dynamic from Ms. k...
here's the correction...
1. Vector quantities
- position
- force
- displacement
- acceleration
- velocity
2. Measure initial and final velocities (add them) and then divide by two or Calculate total displacement divided by time.
3. constant (uniform)
4. a) 650 km
b) 150 km [E]
5. a) 108 km/h
b) 25 km/h [E] ---> 30 km/h [E]
6. a) +10 m
b) 0m
c) -40 m
d) 0m
7. a) +2m/s
b) 0m/s
8. a) Car moving at a constant (uniform) velocity of 0m/s
b) cars slowing down
c) 0m/s
d) -5 m/s2
9. +180 m/s
10. --> start a distance away from motion sensor , stand still
------> walk at a constant speed towards motion sensor and then past it
------> stand still
11. 5.0 m/s2
12. 1120 m
13. 28 m
14. 916. 67 m/h or 920 m/h
We also read the Four Fundamental Forces..
The four fundamental forces are: gravitational, electromagnetic, strong nuclear, and weak nuclear force.
Gravitational Force - an attraction between two objects because of their mass. It is the weakest of the foue force. Range is unlimited and attractive.Also the least selective because it acts between all particles.
Electromagnetic Force - the force that charged particles exert on each other. It binds together the atoms and molecules that make up the matter that we see around us. It can be either attractive or repulsive. It is much stronger than the gravitational force and its range is also unlimited.
Strong Nuclear Force - an attractive force that holds protons and neutrons in the nucleus of an atom. It is the strongest of the four force, but only acts over small distances.
Weak Nuclear Force - million times fainter than strong force and hundred times shorter in range. Much stronger than the gravitational force. It is involved in the radioactive decay of some nuclei. It has been linked with the electromagnetic force.
ok that's all we did today =)
the next scribe is larlyn...
today in class, we corrected the test, then we started the new lesson "Dynamics". Also we got 4 sheets about dynamic from Ms. k...
here's the correction...
1. Vector quantities
- position
- force
- displacement
- acceleration
- velocity
2. Measure initial and final velocities (add them) and then divide by two or Calculate total displacement divided by time.
3. constant (uniform)
4. a) 650 km
b) 150 km [E]
5. a) 108 km/h
b) 25 km/h [E] ---> 30 km/h [E]
6. a) +10 m
b) 0m
c) -40 m
d) 0m
7. a) +2m/s
b) 0m/s
8. a) Car moving at a constant (uniform) velocity of 0m/s
b) cars slowing down
c) 0m/s
d) -5 m/s2
9. +180 m/s
10. --> start a distance away from motion sensor , stand still
------> walk at a constant speed towards motion sensor and then past it
------> stand still
11. 5.0 m/s2
12. 1120 m
13. 28 m
14. 916. 67 m/h or 920 m/h
We also read the Four Fundamental Forces..
The four fundamental forces are: gravitational, electromagnetic, strong nuclear, and weak nuclear force.
Gravitational Force - an attraction between two objects because of their mass. It is the weakest of the foue force. Range is unlimited and attractive.Also the least selective because it acts between all particles.
Electromagnetic Force - the force that charged particles exert on each other. It binds together the atoms and molecules that make up the matter that we see around us. It can be either attractive or repulsive. It is much stronger than the gravitational force and its range is also unlimited.
Strong Nuclear Force - an attractive force that holds protons and neutrons in the nucleus of an atom. It is the strongest of the four force, but only acts over small distances.
Weak Nuclear Force - million times fainter than strong force and hundred times shorter in range. Much stronger than the gravitational force. It is involved in the radioactive decay of some nuclei. It has been linked with the electromagnetic force.
ok that's all we did today =)
the next scribe is larlyn...
Thursday, November 27, 2008
Kinematics Test
Nimen Hao!!!!! (Hi, y'all.)
We had a test today; our test was all about average velocity, acceleration, position-time graph, velocity time graph…etc.oh…it’s out of 40…. i think that's what we all did for today’s class…
We have a new topic ….I’m not sure if it is Dynamic…I found some websites about dynamics …but I’m not sure if they’re related to our new lesson on Monday…..
http://www.euclideanspace.com/physics/dynamics/index.htm
http://regentsprep.org/Regents/physics/phys-topic.cfm?Course=PHYS&TopicCode=01c
JIAYOU!!!!!!!!!(Do ur best)
We had a test today; our test was all about average velocity, acceleration, position-time graph, velocity time graph…etc.oh…it’s out of 40…. i think that's what we all did for today’s class…
We have a new topic ….I’m not sure if it is Dynamic…I found some websites about dynamics …but I’m not sure if they’re related to our new lesson on Monday…..
http://www.euclideanspace.com/physics/dynamics/index.htm
http://regentsprep.org/Regents/physics/phys-topic.cfm?Course=PHYS&TopicCode=01c
JIAYOU!!!!!!!!!(Do ur best)
Wednesday, November 26, 2008
Hi guys, it's Suzette. Today, we corrected worksheets.
1. Information in Kinematics Graphs
2. Acceleration Motion I
3. Simple Vectors
Answers: Information in Kinematics Graphs
Answers: Accelerated Motion I
1. a. 15 m/s
b. 18.75 m
2. a. 200 m/s
b. 912.5 m
3. a. 1.5 m/s/s
b. 120 m
4. 250 m
5. 11 m/s/s
Answers: Simple Vectors
1. distance - s
mass - s
time - s
area - s
force - v
displacement - v
velocity - v
acceleration - v
2.
3. a. d= 800 m
b. d= 583
angle = 50 degrees
4. a. f = 200 N
b. f = 0 N
c. f = 1414 N
Then after correcting all those sheets, we did an exercise from the book.
Problem - p. 82 -83, # 1, 5, 8, 10, 11, 16
answers:
1. a = 8.0 m/s/s
5. v2 = 33 m/s
8. a. v2 = 607 m/s
b. N = a. 1.83
10. d = 920 m
11. d = 1700 m
16. v2 = 7 m/s
NEXT SCRIBE IS KIMBERLY!
1. Information in Kinematics Graphs
2. Acceleration Motion I
3. Simple Vectors
Answers: Information in Kinematics Graphs
Answers: Accelerated Motion I
1. a. 15 m/s
b. 18.75 m
2. a. 200 m/s
b. 912.5 m
3. a. 1.5 m/s/s
b. 120 m
4. 250 m
5. 11 m/s/s
Answers: Simple Vectors
1. distance - s
mass - s
time - s
area - s
force - v
displacement - v
velocity - v
acceleration - v
2.
3. a. d= 800 m
b. d= 583
angle = 50 degrees
4. a. f = 200 N
b. f = 0 N
c. f = 1414 N
Then after correcting all those sheets, we did an exercise from the book.
Problem - p. 82 -83, # 1, 5, 8, 10, 11, 16
answers:
1. a = 8.0 m/s/s
5. v2 = 33 m/s
8. a. v2 = 607 m/s
b. N = a. 1.83
10. d = 920 m
11. d = 1700 m
16. v2 = 7 m/s
NEXT SCRIBE IS KIMBERLY!
Tuesday, November 25, 2008
Monday & Tuesday, November 24-25,2008
Today I'll be doing two blogs since I forgot to do it for monday and assign someone for Tuesday. First we corrected alot of sheets in physics, "Components of vectors", first page of Acceleration, 4.1 What is acceleration?
Components of vectors
1. b
2. b
3. c
4. b
5. d
6. a
7. c
8. c
9. b
10. c
11. c
12. c
13. c
14. c
Acceleration (first page)
1. a = V2-V1/Change of time = 25m/s-0m/s / 4s-0s = 6.3 m/s²
2. a = V2-V1/change of time = 29.28m/s-0m/s / 3s-0s = 9.8 m/s²
3. V2 = V1 + a(change of time) = 28m/s + (2.5m/s²)(3s-0s) = 36m/s
4. change of time = V2-V1 / a = 14.1m/s -0m/s / 13.2m/s² = 4.4s
5. change of velocity = a(change of time) = 56.3m/s²(1.9) = 107m/s = 110m/s with sig. digits
What is Acceleration?
The change in velocity divided by the time interval is average acceleration. It can be calculated using the equation a=v/t. In this equation a stands for acceleration, Ù¨V stands for change in velocity, and Ù¨t stands forthe time interval. If velocity is measured in metres per second, acceleration is measures in m/s/s, which is read as metres per second per second. The unit also can be written as m/s², which is read as metres per second squared. Like velocity, acceleration is a(n) vector quantity, which means it has both magnitude and direction. When velocity increases, acceleration is positive. When velocity decreases, acceleratin is negative.
Average and Instantaneous Acceleration
A velocity-time graph shows how velocity depends on time. The rise of the curve represents the change in velocity. The run of the curve represents the time interval. The slope of the curve represents the average acceleration. If the curve on a velocity-time graph is a straight line, the acceleration is constant. If the curve is not a straight line, acceleration is changing. The slope of a line tangeant to the curve is the instantaneous acceleration at that time.
Velocity of an object with constant acceleration
Acceleration that does not change in time is constant, or uniform, acceleration. The velocity when the clock time is zero is the initial velocity. The velocity after acceleration has occurred is called the final velocity, and is calculated using the equation V2=V1+at. In this equation, V2 is final velocity, V1 initial velocity, a is acceleration, and t is time interval.
Displacement when velocity and time are known
If an object is accelrating, its displacement can be calculated using the equation d=(V2+V1/2)t. In this equation, d stands for displacement, V2 stands for final velocity, V1 stands for initial velocity, and Ù¨t stands for time interval. To find displacement using a velocity-time graph, find the area under the curve.
Well this is all i can remember correcting over these two days, tell me if i forgot something and i'll try to find the answers to those also. Also don't forget to do the 2nd page on "Acceleration" as we will probably correct it in class tomorrow.
TOMORROW'S SCRIBE : Suzette
Components of vectors
1. b
2. b
3. c
4. b
5. d
6. a
7. c
8. c
9. b
10. c
11. c
12. c
13. c
14. c
Acceleration (first page)
1. a = V2-V1/Change of time = 25m/s-0m/s / 4s-0s = 6.3 m/s²
2. a = V2-V1/change of time = 29.28m/s-0m/s / 3s-0s = 9.8 m/s²
3. V2 = V1 + a(change of time) = 28m/s + (2.5m/s²)(3s-0s) = 36m/s
4. change of time = V2-V1 / a = 14.1m/s -0m/s / 13.2m/s² = 4.4s
5. change of velocity = a(change of time) = 56.3m/s²(1.9) = 107m/s = 110m/s with sig. digits
What is Acceleration?
The change in velocity divided by the time interval is average acceleration. It can be calculated using the equation a=v/t. In this equation a stands for acceleration, Ù¨V stands for change in velocity, and Ù¨t stands forthe time interval. If velocity is measured in metres per second, acceleration is measures in m/s/s, which is read as metres per second per second. The unit also can be written as m/s², which is read as metres per second squared. Like velocity, acceleration is a(n) vector quantity, which means it has both magnitude and direction. When velocity increases, acceleration is positive. When velocity decreases, acceleratin is negative.
Average and Instantaneous Acceleration
A velocity-time graph shows how velocity depends on time. The rise of the curve represents the change in velocity. The run of the curve represents the time interval. The slope of the curve represents the average acceleration. If the curve on a velocity-time graph is a straight line, the acceleration is constant. If the curve is not a straight line, acceleration is changing. The slope of a line tangeant to the curve is the instantaneous acceleration at that time.
Velocity of an object with constant acceleration
Acceleration that does not change in time is constant, or uniform, acceleration. The velocity when the clock time is zero is the initial velocity. The velocity after acceleration has occurred is called the final velocity, and is calculated using the equation V2=V1+at. In this equation, V2 is final velocity, V1 initial velocity, a is acceleration, and t is time interval.
Displacement when velocity and time are known
If an object is accelrating, its displacement can be calculated using the equation d=(V2+V1/2)t. In this equation, d stands for displacement, V2 stands for final velocity, V1 stands for initial velocity, and Ù¨t stands for time interval. To find displacement using a velocity-time graph, find the area under the curve.
Well this is all i can remember correcting over these two days, tell me if i forgot something and i'll try to find the answers to those also. Also don't forget to do the 2nd page on "Acceleration" as we will probably correct it in class tomorrow.
TOMORROW'S SCRIBE : Suzette
Sunday, November 23, 2008
Friday's class
Friday, november 21/2008
In class we had a subtitute. I dont quite remember what her name was, but anyways..In class we were given a few things to do.
1.) Read 6.1 & 6.2 (p.110- 119)
Graphical and Analytical Vector addition
2.)End of chap Q's: p.129 #1-7 (6.1 Q's)
-> (fig 6-25 p.128)
-> 4 for #2, 5 & 6
im pretty sure thats all we did, no homework because we couldn't take the book home, so yeah if i missed anything else , tell me and ill fix it.
By the way this is erica maquimot scribing for last friday instead of aldrin.
And the next scribe is : anthony lee .
In class we had a subtitute. I dont quite remember what her name was, but anyways..In class we were given a few things to do.
1.) Read 6.1 & 6.2 (p.110- 119)
Graphical and Analytical Vector addition
2.)End of chap Q's: p.129 #1-7 (6.1 Q's)
-> (fig 6-25 p.128)
-> 4 for #2, 5 & 6
im pretty sure thats all we did, no homework because we couldn't take the book home, so yeah if i missed anything else , tell me and ill fix it.
By the way this is erica maquimot scribing for last friday instead of aldrin.
And the next scribe is : anthony lee .
Thursday, November 20, 2008
HEEY GUYS!!
today in physics class ms.kozoriz "section 5.1: graphing motion in one dimension" and "section 4.1: properties of vectors". Here are the answers
Section 5.1: Graphing Motion in One Dimension
Segment v a - 0.25km/min
v b - 0
v c - 0.4km/min
Δt a - 10min
Δt b - 7min
Δt c - 13min
Δd a - 2.5km
Δd b - o
Δd c - 5.2km
Table Two
Δt = 30min
distance ran = 7.7 km
displacement = 17.7
average velocity = 0.26 km/min
Section 4.1: Properties of Vectors
Ms. Kozoriz also taught us something about adding vectors. Here it is if you guys missed it
And for the people that was away, dont forget to hand in the "appendix 3.8: inter pretending position time graph which was due today. and we also received 3 sheets called "section 4.2: components of vectors, Simple Vectors, and a crossword puzzle. so dont forget to pick those up.
THE NEXT SCRIBE : ALDRIN SAYUNO
Section 5.1: Graphing Motion in One Dimension
- Position(y-axis) Time(x-axis)
- At the same position
- Objects at rest
- Not a finite period of time
- 0's
- A
- D
- B
- B
- D
- C
- arrows going to the right that are the same distance apart
- two dots separated from each other
- arrows going to the left that are the same distance apart
- False (4 quantities)
- True
- False (d represents the the position at any time)
- True
- True
Segment v a - 0.25km/min
v b - 0
v c - 0.4km/min
Δt a - 10min
Δt b - 7min
Δt c - 13min
Δd a - 2.5km
Δd b - o
Δd c - 5.2km
Table Two
Δt = 30min
distance ran = 7.7 km
displacement = 17.7
average velocity = 0.26 km/min
Section 4.1: Properties of Vectors
- 6km (E)
- 6km (N)
- 6km (NW)
- 4km (N)
- 3km (W)
- 5km (SE)
- 4m (SW)
- 12km (E)
- 20m (SE)
- 400m (W)
- b) d=2.0 km north
- d) d=2.0 km
- H,F,B
- B,F,G,I
- B,F
- True
- False (protractor)
- False (tail)
- True
- False
Ms. Kozoriz also taught us something about adding vectors. Here it is if you guys missed it
And for the people that was away, dont forget to hand in the "appendix 3.8: inter pretending position time graph which was due today. and we also received 3 sheets called "section 4.2: components of vectors, Simple Vectors, and a crossword puzzle. so dont forget to pick those up.
THE NEXT SCRIBE : ALDRIN SAYUNO
Wednesday, November 19, 2008
November 19, 2008
Kinematics!
Today in class, we had a substitute filling in for Ms. Kozoriz and corrected the chapter 3 study guide. I'll post the answers up just in case anyone missed any blanks.
Position and Distance
An object's position can be described in terms of its relationship to a reference point. Choosing a reference point establishes a(n) frame of reference. Describing distance does not need a(n) frame reference. Distance involves only a measurement of length, and is a(n) scalar quantity. Position involves both distance and direction, and is a(n) vector quantity.
Average Velocity
If an object is moving, its position at one and only one time is a(n) instantaneous position. The change is position of an object is its displacement, which is a(n) vector quantity. The average velocity of an object is the change in position divide by the time interval over which the change occurred. Average velocity is calculated using the equation v=Δd/ Δt. In this equation Δd, which is read as "delta d", stands for displacement. the symbol Δt, which is read as "delta t", stands for time interval. Average velocity is expressed in a unit made up of a(n) distance unit divided by a(n) time unit. Different units used to describe average velocity can be change can be changed from one to another by the use of conversion factors.
Finding Displacement from Velocity and Time
Displacement can be caculated by using the equation Δd= v Δt. In this equation, v represents average velocity and Δt represents the time intercal. if the average velocity of an object is the same at all time intervals, the object is described as moving at constant, or uniform, velocity. Constant velocity can be calculated using the equation v=d/t.
Position-Time Graphs
A position-time graph is used to show how position depends on time. If the motion is constant, the data produced a(n) straight line, which means the relationship between time and position is linear.
The Slope of a Position-Time Graph
On a position-time graph, the displacement is the vertical separation of two points. The time interval is the horizontal separation. the slop of the ratio of the rise to the run. The rise of the line represents displacement. The run of the line represents the time interval. the slope of the line represents the velocity of the object.
Positive and Negative Velocities
Displacements can be positive or negative, but time interval are always positive. Displacements to the right or the reference point are positive. Displacements to the left of the reference point are negative. Speed is the magnitude of velocity. Speed is generally shown as positive, but velocity can be positive or negative.
Instantaneous Velocity
If motion is not constant, the position-time grpah does not produce a(n) straight line. A straight line can be drawn tangent to the curve at any one point. The slope of this line is the instantanrous velocity at that point.
Velocity-Time Graphs
In a velocity-time graph, time is shown on the horizontal axis and velocity is shown on the vertical axis. If velocity is constant, the velocity-time graph produces a(n) straight line that is parallel to the horizontal axis. If velocity is incresing, the line has a(n) positive slope. If velocity is decreasing, the line has a(n) negative slope. The vertical value of any point on the line is the instaneous velocity at that time. The area under the line on a velocity-time graph is equal to the displacement of the object from its orignal position to its position at a given time.
Relativity of Velocity
Measurements of position of velocity depend on the observer's frame of reference. If a person walks slowly toward the back of a moving train, an observer on the train would say that the velocity and displacement are negative. A observer standing on the station platform would say that the walkers velocity and displacement are positive. Howerever, when velocities approach the speed of light, the frame of reference does not matter, and the velocity is the same, This concept is part of Einstein's theory of relativity.
We were also given time to do other worksheets (chapter 4 study guide and section 4.1: properties of vectors)
Kinematics!
Today in class, we had a substitute filling in for Ms. Kozoriz and corrected the chapter 3 study guide. I'll post the answers up just in case anyone missed any blanks.
Position and Distance
An object's position can be described in terms of its relationship to a reference point. Choosing a reference point establishes a(n) frame of reference. Describing distance does not need a(n) frame reference. Distance involves only a measurement of length, and is a(n) scalar quantity. Position involves both distance and direction, and is a(n) vector quantity.
Average Velocity
If an object is moving, its position at one and only one time is a(n) instantaneous position. The change is position of an object is its displacement, which is a(n) vector quantity. The average velocity of an object is the change in position divide by the time interval over which the change occurred. Average velocity is calculated using the equation v=Δd/ Δt. In this equation Δd, which is read as "delta d", stands for displacement. the symbol Δt, which is read as "delta t", stands for time interval. Average velocity is expressed in a unit made up of a(n) distance unit divided by a(n) time unit. Different units used to describe average velocity can be change can be changed from one to another by the use of conversion factors.
Finding Displacement from Velocity and Time
Displacement can be caculated by using the equation Δd= v Δt. In this equation, v represents average velocity and Δt represents the time intercal. if the average velocity of an object is the same at all time intervals, the object is described as moving at constant, or uniform, velocity. Constant velocity can be calculated using the equation v=d/t.
Position-Time Graphs
A position-time graph is used to show how position depends on time. If the motion is constant, the data produced a(n) straight line, which means the relationship between time and position is linear.
The Slope of a Position-Time Graph
On a position-time graph, the displacement is the vertical separation of two points. The time interval is the horizontal separation. the slop of the ratio of the rise to the run. The rise of the line represents displacement. The run of the line represents the time interval. the slope of the line represents the velocity of the object.
Positive and Negative Velocities
Displacements can be positive or negative, but time interval are always positive. Displacements to the right or the reference point are positive. Displacements to the left of the reference point are negative. Speed is the magnitude of velocity. Speed is generally shown as positive, but velocity can be positive or negative.
Instantaneous Velocity
If motion is not constant, the position-time grpah does not produce a(n) straight line. A straight line can be drawn tangent to the curve at any one point. The slope of this line is the instantanrous velocity at that point.
Velocity-Time Graphs
In a velocity-time graph, time is shown on the horizontal axis and velocity is shown on the vertical axis. If velocity is constant, the velocity-time graph produces a(n) straight line that is parallel to the horizontal axis. If velocity is incresing, the line has a(n) positive slope. If velocity is decreasing, the line has a(n) negative slope. The vertical value of any point on the line is the instaneous velocity at that time. The area under the line on a velocity-time graph is equal to the displacement of the object from its orignal position to its position at a given time.
Relativity of Velocity
Measurements of position of velocity depend on the observer's frame of reference. If a person walks slowly toward the back of a moving train, an observer on the train would say that the velocity and displacement are negative. A observer standing on the station platform would say that the walkers velocity and displacement are positive. Howerever, when velocities approach the speed of light, the frame of reference does not matter, and the velocity is the same, This concept is part of Einstein's theory of relativity.
We were also given time to do other worksheets (chapter 4 study guide and section 4.1: properties of vectors)
Tuesday, November 18, 2008
Kinematics
Hello !
Today in class we did quite a bunch of things. One of which was correcting Appendix 3.6: Describing Motion in Various Ways
Appendix 3.6: Describing Motion in Various Ways:
I'm pretty sure that people made some minor mistakes because of the "ohhh!" reactions and "that's how it is!" responses after Mrs. K told us the answers. I think the tricky part of the whole thing was the l ast two questions. (Question 4 letters e and f)
e) What is the total displacement for the student's journey? Find this from the graph.
I'm pretty sure most of got the right numeric answer (5m) but must of us missed the minor things that makes all the difference. First of all, this one needs a direction [south] and since it's going in the southerly direction, it is negative. Therefore you can either put your answer in the form 5m [south] OR -5m to show the negative.
f) What is the average velocity for the whole journey?
Average velocity can be calculated using the formula v = d/t
The tricky part of this question is the same as the last question. Basically the possible minor errors that can occur can lose you a mark!
answer: .1 m/s [s] OR -.1 m/s
--
Aside from correcting the worksheet, Mrs. Kozoriz left us with other work to do. Those are all for homework (Position-Time Graphs, Chapter 3 Study Guide and Study Guide 5.1 Graphing Motion in One Dimension)
OUR NEXT SCRIBE IS:: LYNEL POBRE!
Monday, November 17, 2008
November 14 && 17, 2008
--------Friday, november 14,2008 -------
In physics class, we corrected the test on the supporting arguments of both particle and wave theories of light. It was out of 30 and it was calles Nature of Light II.... here are the corrections :
1. a.) Rectilinear Propagation: Light travels in straight lines, and its very fast.
example: a ball thrown quickly travels straight.
b.) Reflection: angle of reflection equals angle of refraction.
c.) Refraction: Light moves slower on a less dense medium.
2.a.) Rectilinear Propagation:
b.)Reflection: angle of reflection equals angle of refraction
c.) Refraction: light travels in a more dense medium
3.) State 2 properties of light that Newton couldn't explain very well with his particle model.
-Difraction -Partial reflection/ refraction
4.) (about your choosen scientists)
5.)
6.) (c.) wavelength of light
7.) (a.) electromagnetic wave
8.)
9.) Einstein stated that light was not transmitted as a continuous wave. He proposed light was transmitted as a photon and his famous experiment was the photoelectric effect.
10.) wave, then particle.
Alsoo on friday we took down notes :) ....
Kinematics
Scalars - number, unit
-distance
-temperature
- time
- speed
-mass
-energy
Vectors
- number, unit + direction
- position
- displacement
-velocity
- force
- weight
- acceleration
Time
Instantaneous time: clock reading
Time interval: difference between 2 clock readings
After taking down notes we were given a short worksheet and then we corrected it.
....that was all for friday.
-----Monday, November 17, 20008-----
Todays class we just did lab. Actually half of the class did lab and others, worked on worksheets that we were given. The lab was just to try and experience how the position time graph goes.
Ohh yeah..... in the end of the class were told to hand in the worksheet that were given for homework last friday. thats pretty much all we did :) kaaay see you all tomorrow!!
THE NEXT SCRIBE : yvanne dandan.
In physics class, we corrected the test on the supporting arguments of both particle and wave theories of light. It was out of 30 and it was calles Nature of Light II.... here are the corrections :
1. a.) Rectilinear Propagation: Light travels in straight lines, and its very fast.
example: a ball thrown quickly travels straight.
b.) Reflection: angle of reflection equals angle of refraction.
c.) Refraction: Light moves slower on a less dense medium.
2.a.) Rectilinear Propagation:
b.)Reflection: angle of reflection equals angle of refraction
c.) Refraction: light travels in a more dense medium
3.) State 2 properties of light that Newton couldn't explain very well with his particle model.
-Difraction -Partial reflection/ refraction
4.) (about your choosen scientists)
5.)
6.) (c.) wavelength of light
7.) (a.) electromagnetic wave
8.)
9.) Einstein stated that light was not transmitted as a continuous wave. He proposed light was transmitted as a photon and his famous experiment was the photoelectric effect.
10.) wave, then particle.
Alsoo on friday we took down notes :) ....
Kinematics
Scalars - number, unit
-distance
-temperature
- time
- speed
-mass
-energy
Vectors
- number, unit + direction
- position
- displacement
-velocity
- force
- weight
- acceleration
Time
Instantaneous time: clock reading
Time interval: difference between 2 clock readings
After taking down notes we were given a short worksheet and then we corrected it.
....that was all for friday.
-----Monday, November 17, 20008-----
Todays class we just did lab. Actually half of the class did lab and others, worked on worksheets that we were given. The lab was just to try and experience how the position time graph goes.
Ohh yeah..... in the end of the class were told to hand in the worksheet that were given for homework last friday. thats pretty much all we did :) kaaay see you all tomorrow!!
THE NEXT SCRIBE : yvanne dandan.
Thursday, November 13, 2008
NOVEMBER 13, 2008.
In today's physics class, we had a short test on the supporting arguments of both particle and wave theories of light, a scientist who contributed to the current knowledge of light, and Young's experiment. The test was out of 30 marks.
Near the end of the period, we were given booklets entitled "kinematics", which is just a couple of pages long. I think i remember Mrs. Kozoriz saying that it was review from grade 10? I'm not sure. Buuuut, that's basically all we did this class.
See you guys tomorrow :]
PS. The next scribe is going to be.. Erica.
Near the end of the period, we were given booklets entitled "kinematics", which is just a couple of pages long. I think i remember Mrs. Kozoriz saying that it was review from grade 10? I'm not sure. Buuuut, that's basically all we did this class.
See you guys tomorrow :]
PS. The next scribe is going to be.. Erica.
Nature of Light Part 2
Sorry, I forgot to blog yesterday...
So what we did yester day was just a review for the test today.
Topics:
Newton's Corpuscular Theory
Wave Theory of Light
Young's Experiment
The Photoelectric Effect
The Principle of Complementarity and Light
For the test you should be able to:
- know the supporting and counter arguments for the particle and wave theories of light:
Rectilinear Proopagation
Reflection
Refraction
Dispersion
Diffraction
Partial Reflection/Refraction
Speed of Light
-The Different Scientists that contributed to our current knowledge of light:
Galileo, Roemer, Huygens, Fizeau, Foucault, Michelson
-The Equation from Young's Experiment
Wavelenght = ((x)(d))/L
where: x- distance between two successive
d- distance between the two slits
L- distance between the slits and the screen
The Next blogger is Dearly:-)
So what we did yester day was just a review for the test today.
Topics:
Newton's Corpuscular Theory
Wave Theory of Light
Young's Experiment
The Photoelectric Effect
The Principle of Complementarity and Light
For the test you should be able to:
- know the supporting and counter arguments for the particle and wave theories of light:
Rectilinear Proopagation
Reflection
Refraction
Dispersion
Diffraction
Partial Reflection/Refraction
Speed of Light
-The Different Scientists that contributed to our current knowledge of light:
Galileo, Roemer, Huygens, Fizeau, Foucault, Michelson
-The Equation from Young's Experiment
Wavelenght = ((x)(d))/L
where: x- distance between two successive
d- distance between the two slits
L- distance between the slits and the screen
The Next blogger is Dearly:-)
Monday, November 10, 2008
November 10, 2008
Hello everyone !! Ramina is here...
ahmm,..
Today, Ms. K was absent but we had a substitute teacher. Also, today we just work on our assignment and do some work that we have from other class..
Hmm,, today I'm gonna post the venn diagram that we did last week because Kim forgot to post it, so here...
Differences and Similarities Of Particle and Wave Model
also, we have a new classmate and her name is Faye ( I think.. ) eheheh
ahmm,, that's all we did.. If Ms. K ask me to do the scribe on wed. I'm willing to do it but if not the next scribe is Anthony N..... *__*
ahmm,..
Today, Ms. K was absent but we had a substitute teacher. Also, today we just work on our assignment and do some work that we have from other class..
Hmm,, today I'm gonna post the venn diagram that we did last week because Kim forgot to post it, so here...
Differences and Similarities Of Particle and Wave Model
also, we have a new classmate and her name is Faye ( I think.. ) eheheh
ahmm,, that's all we did.. If Ms. K ask me to do the scribe on wed. I'm willing to do it but if not the next scribe is Anthony N..... *__*
Friday, November 7, 2008
*_* hi...
Today Ms. K discussed the photoelectric effect and the wave-particle duality.
The Photoelectric Effect
The Photoelectric Effect
- refers to the emission of electrons from the surface of, generally a metal in response to incident light.
- particle theory and wave theories of light make different prediction about the effects of the frequency and the intensity of light.
- 1900 Einstein successfully solved this contradiction when he proposed the idea that light is made up of photons, that interacted with the electrons in the metal like discrete particle,rather than a continous wave.
The Photoelectric Effect and the photocell
- Photocell is a vacuum(gaseous pressure of absolute zero) tube with a concave tube called an emitter,made from a material that emits electron easily.
- photoelectric effect can be studied using a photocell...
Click the link below for better understanding...
http://www.usd.edu/phys/courses/phys431/notes/notes5g/photoelectric.html
The photoelectric effect and the wave theory
- threshold frequency is the minimum frequency of a photon that can eject an electron from a surface.
- radiation below the threshold frequency does not eject any electron from the metal no matter how bright it is.
- wave theory says that :more intense radiation ,regardless of frequency ,has stronger magnetic and electric fields,the electric field eject the electron from the metal,there should be a delay of seconds before the faint light gained energy to be ejected.
- the experiment above (wave theory) was exactly contrast to the experiment of the photoelectric effect.
The photoelectric effect and einstein
- Photons is a quantum of light or electromagnetic radiation.
- 1900 Einstein proposed the idea that light is made up of photon, that interacted with the electrons in the metal like discrete particles,and not continous wave.
- his theory explained the existance of threshold frequency.(low frequency , does not have an energy needed to eject electron opposite of high frequency.)
- The photon behaves more like a particle than a wave.
The principle of complimentary and light
- light behaves both a wave and a particle(wave particle -wave duality)
- Niels Bohr clarified this situation by proposing the Principle of complimentary ("to understand a specific experiment ,one must use either the wave or the photon theory but both") the two aspect of light complement each other.
- *As a general rule,when light passes through space or through a medium ,its behaviour is best explained using its wave properties.But when light interacts with matter ,its behaviour is more like that of a particle*
homework:
Answer (booklet) # 17-20
next scribe will be ...hmmm.....echizenR18Thursday, November 6, 2008
The Nature of light: Part 2 The Wave and Particle models of Light
Hi! Yup..I'm the scribe for today..
For today's class we went over the question in the booklet (question 13-15) I'm really sorry if i can't post the answer to that question. Anyways, after that Ms. Kozoriz gave us a work sheet. the work sheet is below:
and don't forget to read page 21-26 on your booklet "Nature of Light PART2" I think lol..^_^ anyways... that's it for now..next scribe is KIM.!..!...^_^
For today's class we went over the question in the booklet (question 13-15) I'm really sorry if i can't post the answer to that question. Anyways, after that Ms. Kozoriz gave us a work sheet. the work sheet is below:
and don't forget to read page 21-26 on your booklet "Nature of Light PART2" I think lol..^_^ anyways... that's it for now..next scribe is KIM.!..!...^_^
Wednesday, November 5, 2008
November the 5th
Hello classmates=] So yes, today in class we continued the The Nature of Light: Part Two topic by discussing Young's Experiment. But before we go there, we also corrected yesterday's homework questions (9-12 from the question booklet), so here are the answers to those questions...
9. You were asked to draw the wavelets at each of the places where the light rays intersect with the wave CD, so the blue curves that don't look very blue after upload are those wavelets...
10. In your diagram include...
a) the wave ray indicating the direction ofmotion of the reflected wavelet
b) a possible location of the wavefront
c) the correct location of the wavelet in relation to the wavefront
d) the angle of reflection
And that was it for the previous homework questions. Next, we read about and discussed Young's Experiment which can be found on pages 17-20 in the green booklet, so make sure you read about that. Part of what we discussed in class included the interference patterns produced by light, and it's pretty interesting, especially as explained by this video which we also watched in class... http://www.youtube.com/watch?v=DfPeprQ7oGc. And another site that further discusses light interference patterns: http://www.colorado.edu/physics/2000/schroedinger/two-slit2.html. Haha, yupp=]]
For homework tonight, just make sure you finish questions 13-15 in that same question booklet. Well that's basically all for today. I'm gonna wrap it up here... tomorrow's scribe will be Larlyn. Is that okay? Okaayy... See yah tomorrow guysss.
9. You were asked to draw the wavelets at each of the places where the light rays intersect with the wave CD, so the blue curves that don't look very blue after upload are those wavelets...
10. In your diagram include...
a) the wave ray indicating the direction ofmotion of the reflected wavelet
b) a possible location of the wavefront
c) the correct location of the wavelet in relation to the wavefront
d) the angle of reflection
11. a) When waves move from deep water to shallow water, the wavelength of the wave would become smaller and the speed would decrease.
b) According to the wave theory, the speed of light is slower in an optically denser medium while the corpuscular theory states the opposite - speed is faster in the denser medium.
And that was it for the previous homework questions. Next, we read about and discussed Young's Experiment which can be found on pages 17-20 in the green booklet, so make sure you read about that. Part of what we discussed in class included the interference patterns produced by light, and it's pretty interesting, especially as explained by this video which we also watched in class... http://www.youtube.com/watch?v=DfPeprQ7oGc. And another site that further discusses light interference patterns: http://www.colorado.edu/physics/2000/schroedinger/two-slit2.html. Haha, yupp=]]
For homework tonight, just make sure you finish questions 13-15 in that same question booklet. Well that's basically all for today. I'm gonna wrap it up here... tomorrow's scribe will be Larlyn. Is that okay? Okaayy... See yah tomorrow guysss.
Tuesday, November 4, 2008
Physics Class of November 4, 2008
Ohh obligatory blogging, thou art a piercing blow to the heart that effortlessly causes one to cease his/her endeavours in academics -_- Today was the first Tuesday of the month, so common sense dictates that it was a half day.
To succinctly summate our activities in class, we worked on a chart for the "Wave Theory of Light" labelled Appendix 2.4: Chart for Evaluating the Models of Light. From here, we were tasked to define supporting and counter arguments that dealt with the given "phenomena." This task was very self-evident. After that, we were to do questions 9, 10, 11 and 12 of the "The Nature of Light: Part 2 The Wave and Particle Models of Light Problems" booklet.
And as well, the "BLM 2.10 : Contributions to the Determination of the Speed of Light" paper was to be handed in. This was the sheet where we were to entitled to choose a certain contributor to write about. From there, we were to fill out the chart.
To succinctly summate our activities in class, we worked on a chart for the "Wave Theory of Light" labelled Appendix 2.4: Chart for Evaluating the Models of Light. From here, we were tasked to define supporting and counter arguments that dealt with the given "phenomena." This task was very self-evident. After that, we were to do questions 9, 10, 11 and 12 of the "The Nature of Light: Part 2 The Wave and Particle Models of Light Problems" booklet.
Here are the solutions predicated on my answers.
9) refer to that golden yet vague visual representation below
10) refer to that golden yet "inaccurate" image up above
11a) The wave theory says that the wavelength and speed both decrease for frequency remains the same despite the change in mediums. In this case, the mediums were from deep water to shallow water. Read this my fellow minions and acquaintances (just joking), light is slower in SHALLOW water as opposed to light DEEP water. Based on that, one can easily conclude that the wavelength and speed is lower in shallow water.
b) The Wave Theory suggests light moves slower in denser mediums while the Corpuscular Theory suggests light moves faster in denser mediums.
12) Mighty small !
And as well, the "BLM 2.10 : Contributions to the Determination of the Speed of Light" paper was to be handed in. This was the sheet where we were to entitled to choose a certain contributor to write about. From there, we were to fill out the chart.
Test Next Week Too ! Goodbye !
i choose you.... caaamy....
Monday, November 3, 2008
A Beautiful Day To Blog!
Hola, Nicole here!
Such a beautiful day out... too bad it isn't going to last!
Alrighty, on with the blogging!
Today we were reminded that "Contributions to the Determination of the Speed of Light" is due tomorrow if you didn't hand it in today.
We also were given "The Nature of Light: Part 2 - The Wave and Particle Models of Light Problems" booklet and were told to do questions 1, 3, 4, 5, 6, 7, and 8.
We then corrected them, and here they are:
1. Question
When a "particle" such as a steel ball strikes a hard surface, its speed is usually reduced. If the speed of light were reduced how would the light appear to be different after the reflection as compared to the incoming light beam? (Need to use knowledge of how the speed of light, the wavelength of light, and the frequency are related from your work on waves.)
Answer
Simply the wavelength would change with the speed, since the frequency is a fixed number. The colours would change, and I thought of ROYGBIV. Red being the slowest, and violet being fastest.
3. Question
From the brief descriptions given above of Planck's quantum hypothesis, how does it compare with Newton's corpuscular theory?
Answer
In Planck's theory, energy came in small packets called quanta, which is somewhat similar to particles.
4. Question
We know now that Newton's corpuscular theory had limitations and that light really does not consist of particles. What can we learn about placing too great a belief in a theory and the kind of evidence needed to support the theory?
Answer
We learned that you need a lot of evidence, pure evidence that came from experimentation to support theories such as this.
5. Question
Galileo attempted to measure the speed of light using lanterns on two hilltops. Explain why this technique might have worked if he was attempting to find the speed of sound, but now the speed of light.
Answer
Simply sound is so much more easier to measure since it is much much slower then light.
6. Question
What technique allowed Fizeau to measure time accurately enough to determine the speed of light much better than Galileo?
Answer
Click here for a very good description of what Fizeau did.
7. Question
What was it about Michelson's technique that allowed him to measure the speed of light so accurately?
Answer
Click here to see what Ms K showed us describing Michelson's technique.
The large distance and speed of rotation is what made this accurate.
8. Question
After doing his experiments on two mountains, Michelson did another series of experiments in a long evacuated tube. What improvements did this new method have?
Answer
Since the tube was 1.6kms long, this eliminated haze and air density which can alter results.
After that, we were given another "Chart for Evaluating the Models of Light" and are told to do it on the Wave Model. I believe its due tomorrow.
Anyways, that is it :) Archimedes is to scribe for tomorrow!
Such a beautiful day out... too bad it isn't going to last!
Alrighty, on with the blogging!
Today we were reminded that "Contributions to the Determination of the Speed of Light" is due tomorrow if you didn't hand it in today.
We also were given "The Nature of Light: Part 2 - The Wave and Particle Models of Light Problems" booklet and were told to do questions 1, 3, 4, 5, 6, 7, and 8.
We then corrected them, and here they are:
1. Question
When a "particle" such as a steel ball strikes a hard surface, its speed is usually reduced. If the speed of light were reduced how would the light appear to be different after the reflection as compared to the incoming light beam? (Need to use knowledge of how the speed of light, the wavelength of light, and the frequency are related from your work on waves.)
Answer
Simply the wavelength would change with the speed, since the frequency is a fixed number. The colours would change, and I thought of ROYGBIV. Red being the slowest, and violet being fastest.
3. Question
From the brief descriptions given above of Planck's quantum hypothesis, how does it compare with Newton's corpuscular theory?
Answer
In Planck's theory, energy came in small packets called quanta, which is somewhat similar to particles.
4. Question
We know now that Newton's corpuscular theory had limitations and that light really does not consist of particles. What can we learn about placing too great a belief in a theory and the kind of evidence needed to support the theory?
Answer
We learned that you need a lot of evidence, pure evidence that came from experimentation to support theories such as this.
5. Question
Galileo attempted to measure the speed of light using lanterns on two hilltops. Explain why this technique might have worked if he was attempting to find the speed of sound, but now the speed of light.
Answer
Simply sound is so much more easier to measure since it is much much slower then light.
6. Question
What technique allowed Fizeau to measure time accurately enough to determine the speed of light much better than Galileo?
Answer
Click here for a very good description of what Fizeau did.
7. Question
What was it about Michelson's technique that allowed him to measure the speed of light so accurately?
Answer
Click here to see what Ms K showed us describing Michelson's technique.
The large distance and speed of rotation is what made this accurate.
8. Question
After doing his experiments on two mountains, Michelson did another series of experiments in a long evacuated tube. What improvements did this new method have?
Answer
Since the tube was 1.6kms long, this eliminated haze and air density which can alter results.
After that, we were given another "Chart for Evaluating the Models of Light" and are told to do it on the Wave Model. I believe its due tomorrow.
Anyways, that is it :) Archimedes is to scribe for tomorrow!
Saturday, November 1, 2008
October 30th and 31st
Hey everybody it's Alex :). Sorry about Thursday-my bad! To make up for it I'm going to do both Thursday the 30th scribe and Friday the 31st scribe.
Thursday
On Thursday we corrected the test. In case you missed that I'll go over it.
1) a) Numeric
b) Symbolic
c) Visual
d) Graphical
2) e
j
a
h
i
f
b
d
g
c
3) This would be an observation because you're realizing and observing that when you tilt the box something is rolling around inside it.
4) Yes, this could be an example of a scientific model because stating that there is a marble in the box gives us a mental picture to work with and allows us to picture a object rolling around in the box more accurately.
5) The type of evidential arguments that would support this statement are; coke has the best flavour, is the most accessible soft drink (sold everywhere), everyone drinks it and it has the best price.
6) a) 2
b) 4
c) 1
d) 4
e) 3
7) a) 25.6cm
b) 4.5 x 10 to the -4
8) For question 8 you had to make a graph. Make sure you plotted the points correctly, had a title for your graph and had Time (s) on your x-axis and Position (m) on your y-axis.
b) Linear
c) Position varies directly with time.
d) To calculate the slope you must choose two points on your graph that lie where the vertical and horizontal lines intersect. Then plug your two points into this equation:
Y2-Y1/X2-X1
Then make sure that you put the answer in decimal form not fractional form.
On Thursday we also did a lab. This lab was based on Newton's particle model for the refraction of light. We rolled a ball down a ramp and measured the refraction of the ball rolling from the higher level to the lower level. We then graphed this. It was a fun lab the metal balls were shiny and pretty :).
Well that's Thursday now to Friday.
The first thing we did on Friday is we corrected the yellow sheet. It looked like this ( sorry I don't know how to make a table on this post):
Phenomena Supporting Argument
Rectilinear Light travels in straight lines when sun rays pass through clouds,
Propagation shadows have sharp edges.
Reflection Very hard spheres collide with very hard surfaces and bounce off
at the same angle.
Refraction When a ball rolls down a ramp from a higher surface to a lower
surface it bends toward the normal.
Dispersion When white light passes through a prism the particles of smaller
mass fall to the bottom of the spectrum.
Diffraction Newton felt that the beam bending outward from a slit resulted
from the interactions and collisions between the light particles
at the edge of the slit.
Partial Reflection/ Newton proposed the "theory of fits". "Fit" for easy reflection.
Refraction "Fit" for easy refraction. (Weak explanation).
Speed Of Light Light moves quickly in a denser medium.
Phenomena Counter-Arguments
Rectilinear No counter arguments.
Propagation
Reflection No counter arguments.
Refraction Speed of light in water is less than speed of light in air.
Dispersion All particles have the same mass.
Diffraction Grimaldi showed that a beam of light passing through a two
successive narrow slits produced on a screen a band of light slightly
larger than the width of the slits.
Partial Reflection/ How does a particle know about what is a good "fit"?
Refraction
Speed Of Light The opposite is that light moves slower in a denser medium.
So, that's the yellow sheet. We also got a worksheet that is due on Monday it's called: Contributions to the determination of the speed of light. Read pages 8-11 and choose one of the contributors to the determination of the speed of light and fill in the sheet making sure to include interesting facts.
So, that is Thursday and Friday. Hope everyone had a wonderful Halloween. See you all Monday. For Monday's scribe I choose Nicole :). Have a wonderful rest of the weekend.
Thursday
On Thursday we corrected the test. In case you missed that I'll go over it.
1) a) Numeric
b) Symbolic
c) Visual
d) Graphical
2) e
j
a
h
i
f
b
d
g
c
3) This would be an observation because you're realizing and observing that when you tilt the box something is rolling around inside it.
4) Yes, this could be an example of a scientific model because stating that there is a marble in the box gives us a mental picture to work with and allows us to picture a object rolling around in the box more accurately.
5) The type of evidential arguments that would support this statement are; coke has the best flavour, is the most accessible soft drink (sold everywhere), everyone drinks it and it has the best price.
6) a) 2
b) 4
c) 1
d) 4
e) 3
7) a) 25.6cm
b) 4.5 x 10 to the -4
8) For question 8 you had to make a graph. Make sure you plotted the points correctly, had a title for your graph and had Time (s) on your x-axis and Position (m) on your y-axis.
b) Linear
c) Position varies directly with time.
d) To calculate the slope you must choose two points on your graph that lie where the vertical and horizontal lines intersect. Then plug your two points into this equation:
Y2-Y1/X2-X1
Then make sure that you put the answer in decimal form not fractional form.
On Thursday we also did a lab. This lab was based on Newton's particle model for the refraction of light. We rolled a ball down a ramp and measured the refraction of the ball rolling from the higher level to the lower level. We then graphed this. It was a fun lab the metal balls were shiny and pretty :).
Well that's Thursday now to Friday.
The first thing we did on Friday is we corrected the yellow sheet. It looked like this ( sorry I don't know how to make a table on this post):
Phenomena Supporting Argument
Rectilinear Light travels in straight lines when sun rays pass through clouds,
Propagation shadows have sharp edges.
Reflection Very hard spheres collide with very hard surfaces and bounce off
at the same angle.
Refraction When a ball rolls down a ramp from a higher surface to a lower
surface it bends toward the normal.
Dispersion When white light passes through a prism the particles of smaller
mass fall to the bottom of the spectrum.
Diffraction Newton felt that the beam bending outward from a slit resulted
from the interactions and collisions between the light particles
at the edge of the slit.
Partial Reflection/ Newton proposed the "theory of fits". "Fit" for easy reflection.
Refraction "Fit" for easy refraction. (Weak explanation).
Speed Of Light Light moves quickly in a denser medium.
Phenomena Counter-Arguments
Rectilinear No counter arguments.
Propagation
Reflection No counter arguments.
Refraction Speed of light in water is less than speed of light in air.
Dispersion All particles have the same mass.
Diffraction Grimaldi showed that a beam of light passing through a two
successive narrow slits produced on a screen a band of light slightly
larger than the width of the slits.
Partial Reflection/ How does a particle know about what is a good "fit"?
Refraction
Speed Of Light The opposite is that light moves slower in a denser medium.
So, that's the yellow sheet. We also got a worksheet that is due on Monday it's called: Contributions to the determination of the speed of light. Read pages 8-11 and choose one of the contributors to the determination of the speed of light and fill in the sheet making sure to include interesting facts.
So, that is Thursday and Friday. Hope everyone had a wonderful Halloween. See you all Monday. For Monday's scribe I choose Nicole :). Have a wonderful rest of the weekend.
Wednesday, October 29, 2008
Wednesday, October 29th, 2008
Hey Everybody well i was supposed to scribe yesterday but it was a test so i figured that would be too easy hehe, so instead i will scribe for today.
Today we read pages 2-7 in The Nature of Light: Part 2
Summary
Tactile Theory
who: Plato
what: light consists of "streamers" or filaments, emited by the eye. When
these streamers come into contact with an object it is possible to see
the object.
when: early Greece
Emission theory
who: Pythagoreans
what: believed that the objects sent out light beams or particles that would
ricochet off objects and enter the eye.
when: early greece
Particle or corpuscular theory
who: Newton
what: light consists of particles that travel in straight lines.
when: 17th century
Wave theory
who: Christiaan Huygens
what: light behaves like a wave
when: 17th century
Maxwell's Electromgnetic theory states that light is an electromagnetic wave that has the same properties as other electromagnetic waves. Where as Max Planck's Quantum hypothesis states that light was transmitted and absorbed n small bundles called "quanta". The Quantum mechanical theory was then developed my many scentists in the 1900's combining the particle theory and the wave theory.
Dispersion occurs when light passes through a prism and is refracted by different amounts resulting in the formation of the spectrum of colours. With the particle theory we can assume that the different colours have different masses, with violet the lightest and refracting the most, and red the heaviest and refracting the least.
And I guess I should give a scribe for tomorrow so I'm gonna let Alex Sharp do that job. Have fun :P!!!!!
Hope everyone has a great evening.
Today we read pages 2-7 in The Nature of Light: Part 2
Summary
Tactile Theory
who: Plato
what: light consists of "streamers" or filaments, emited by the eye. When
these streamers come into contact with an object it is possible to see
the object.
when: early Greece
Emission theory
who: Pythagoreans
what: believed that the objects sent out light beams or particles that would
ricochet off objects and enter the eye.
when: early greece
Particle or corpuscular theory
who: Newton
what: light consists of particles that travel in straight lines.
when: 17th century
Wave theory
who: Christiaan Huygens
what: light behaves like a wave
when: 17th century
Maxwell's Electromgnetic theory states that light is an electromagnetic wave that has the same properties as other electromagnetic waves. Where as Max Planck's Quantum hypothesis states that light was transmitted and absorbed n small bundles called "quanta". The Quantum mechanical theory was then developed my many scentists in the 1900's combining the particle theory and the wave theory.
Dispersion occurs when light passes through a prism and is refracted by different amounts resulting in the formation of the spectrum of colours. With the particle theory we can assume that the different colours have different masses, with violet the lightest and refracting the most, and red the heaviest and refracting the least.
And I guess I should give a scribe for tomorrow so I'm gonna let Alex Sharp do that job. Have fun :P!!!!!
Hope everyone has a great evening.
Monday, October 27, 2008
Bloggin' On The 27th!
HEYYYYYY everyone :) It'sa me!!!! soooooooo.... I'm scribin' eh?...... Well let's get this blog on the road I guess.... :D.......Uhh......No.....I can't think when I'm tired so I'm going to bed and sleep and do it in the morning when I'm rested!! :) C'yall in the mornin'!!!!!!!
Good Mornin' and welcome to the 28th of October!!!! Now to business... :)
Now if my memory serves me right then I believe we went over the 2 review sheets. Now starting with the sheet Study Guide here are the answers:
1. 48.2 - 9.2
2. 0-50
3. 131.92 - 24.93
4. 0-140
5. The equation of a linear relationship is y=mx+b
6. The shape of the graph of a linear relationship is a straight line.
7. The equation of an inverse relationship is y= a/x
8. The shape of the graph of an inverse relationship is a hyperbola.
9. The equation of a quadratic relation is y=ax^2+bx+c
10. The shape of the graph of a quadratic relationship is a parabola.
Yipee!!!! Now for sheet 2!!!
Exercise 1
a) It would be an inference because you are coming to a conclusion using the observations you have made.
b) This would be scientific law because theory is an attempt to explain how nature works but law is just a generalization.
c) Yes because we are creating a visual image of what we think is inside the box.
d) We would need more information or different observations.
Exercise 2
a) It's a law because it's not trying to explain why nature is working the way it is.
b) Charles' law is a law of science and math and whatnot, whereas stopping your bike is a law of society where you could get into trouble if you fail to do what the law says of you.
c) Quantitative because he was making a mathematical equation so he would need the numbers to do so.
d) This would be a theory or model because it is trying to explain and show how nature works.
e) The experiment would need to be done many more times on different gasses in different quantities and in different temperatures.
Exercise 3
a)
x | y
___|____
1m | 2.0s
2m | 4.0s
3m | 6.0s
4m | 8.0s
5m | 10.0s
b)
12-|
10-| .
8-| .
6-| .
4-| .
2-| .
0-|________________________
| | | | | |
0 1 2 3 4 5
c) slope = rise/run = 2-0/1-0 = 2
the equation would be T=(2m/s)m
Exercise 4
Qualitative observations including, in the wise words of Alex, quality, comfort and price. :)
Exercise 5
a)
x| 2cm3 | 4cm3 | 6cm3 | 8cm3 | 10cm3
_|____ |_____|____ |_____|______
y| 10g | 20g | 30g | 40g | 50g
b)
50-| .
40-| .
30-| .
20-| .
10-| .
0-|__________________
| | | | | |
0 2 4 6 8 10
c) slope = 10/2= 5
equation g=(5 g/cm3)v
Well, that about wraps it up. We were also given the questions to do from the text book but I do not remember which questions they are..... O well...... Good luck to everyone on the test today!!!!! Scribe will be...............................................KATIE
Friday, October 24, 2008
October 24, Nature of Light
Hey everyone!
I was supposed to do the blog yesterday but I wasn't there, so i'm doing it today instead. :)
Today in class we corrected 3 sheets.
Reteaching Determining Relationships from Graphs
Rainfall versus time: Position versus time:
A. Acceleration is directly proportional to force.
A. Y is proportional to X^2
I was supposed to do the blog yesterday but I wasn't there, so i'm doing it today instead. :)
Today in class we corrected 3 sheets.
Reteaching Determining Relationships from GraphsRainfall versus time: Position versus time:
Slope= 2.7 cm/day Slope=0.13 m/s
equation: R= (2.7 cm/d) t equation: P= (0.13m/s) t + 5.0m
Wave Height versus Distance: Wages versus Workdays:
Slope= -1.1 m/km Slope= $26.00/d
equation: h= (1.1-m/km)d +3.0m equation: W= (23.60/d)
Interpreting Graphs
1.
1.
A. Acceleration is directly proportional to force. B. y=KX
C. slope= 0.625/kg
D. reciprocal of massE. 23N
F. interpolation
G. 33m/S2
H. extrapolation
2.
A. Y is proportional to X^2B. 3 and 4
C.3 and 4
3.A 
B. 
B. 
C. 
D.
D. 1. A 2.C 3.C 4.D 5.B
After correcting those sheets we did a quick worksheet about unit conversion. After quickly going over that we picked up two sheets called Visualizing Data, and Nature of Light part 1, and worked on them for the rest of the class. Don't forget we have a test on tuesday! The next scribe will be... Dion!! :)
Wednesday, October 22, 2008
..
Hello guys, it's suzette!
I'm gonna make this short. Today, we just talked about the "Experiment and Modes of Representation". It can be found in the green booklet. This topic is about the different ways in which the relationship between two variables can be illustrated or represented--it includes the numeric, graphical, visual, and symbolic forms.
The Visual Mode
Ex. Adding weights to spring causes it to stretch. The more weight is added, the more it will stretch. Therefore, it is a qualitative observation--what we see is what we get.
The Numerical Mode
In the numerical mode of representation, to be able to collect data, we must define the properties of the object (s) we are measuring and use measurements. Then, the data can be examined to determine the exact relationship.
The relationship can be determined by the two variables:
1. Independent - variable that the experimenter changes in an experiment.
2. Dependent - variable that changes is response to changes in the independent.
The Graphical Mode
The graphical mode is a mathematical picture of the relationship and is a graph of the data. In this mode, the independent variable is placed on the y-axis (horizontal line) of a graph. On the other hand, the dependent variable is place on the x-axis (vertical line). When you have data, you just plot them on the graph and draw a line, joining the points together. Usually, when a graph is formed, it illustrates a linear or direct relationship between the x and y-axis on the graph.
The Symbolic Mode
The symbolic mode represents the relationship as an algebraic formula. The equation of a straight line is y=mx+b. The "m" represents the slope of the line. "B" represents the y-intercept.
For more information, see green booklet pages 8-10.
MOREOVER...
Today, we also did lab. It's just measuring jar lids (measuring diameter and the circumference). Then when enough data is gathered, we're supposed to create a graph to show the relationship between the diameter and the circumference of the lids. Then we just answer the questions written on the sheet. All the information are basically on the sheet so yeah....
It's due tomorrow!
and that is all....
I apologize for lack of information. =)
the next scribe is REBECCA
I'm gonna make this short. Today, we just talked about the "Experiment and Modes of Representation". It can be found in the green booklet. This topic is about the different ways in which the relationship between two variables can be illustrated or represented--it includes the numeric, graphical, visual, and symbolic forms.
The Visual Mode
Ex. Adding weights to spring causes it to stretch. The more weight is added, the more it will stretch. Therefore, it is a qualitative observation--what we see is what we get.
The Numerical Mode
In the numerical mode of representation, to be able to collect data, we must define the properties of the object (s) we are measuring and use measurements. Then, the data can be examined to determine the exact relationship.
The relationship can be determined by the two variables:
1. Independent - variable that the experimenter changes in an experiment.
2. Dependent - variable that changes is response to changes in the independent.
The Graphical Mode
The graphical mode is a mathematical picture of the relationship and is a graph of the data. In this mode, the independent variable is placed on the y-axis (horizontal line) of a graph. On the other hand, the dependent variable is place on the x-axis (vertical line). When you have data, you just plot them on the graph and draw a line, joining the points together. Usually, when a graph is formed, it illustrates a linear or direct relationship between the x and y-axis on the graph.
The Symbolic Mode
The symbolic mode represents the relationship as an algebraic formula. The equation of a straight line is y=mx+b. The "m" represents the slope of the line. "B" represents the y-intercept.
For more information, see green booklet pages 8-10.
MOREOVER...
Today, we also did lab. It's just measuring jar lids (measuring diameter and the circumference). Then when enough data is gathered, we're supposed to create a graph to show the relationship between the diameter and the circumference of the lids. Then we just answer the questions written on the sheet. All the information are basically on the sheet so yeah....
It's due tomorrow!
and that is all....
I apologize for lack of information. =)
the next scribe is REBECCA
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