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.

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

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:

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.

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^2

B. 3 and 4

C.3 and 4

3.A B.

C. 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!! :)

..

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

Lockdown Procedure.

JUST KIDDING! Please, did you guys really think I'd talk about something as boring as the lockdown procedure when we have some Physics to do?! Hahahah. xD


Hello friends, it's Nelsa again. We basically did three things todaay -

1. Concept Map: We were given a whole bunch of words (scientific method, observation, qualitative, quantitative, inference, hypothesis, experiment, conclusion, law, principle, theory, model) and Ms. K asked as to draw a map connecting the words to each other. Obviously you're not just going to write them down and draw random lines, it has to actually make sense, meaning the words you connect have to be related to each other. You gets? This is due tomorrow. =)
2. Practice Problems: The questions came from the textbook (pages 25-26, numbers 14-17) and dealt with significant digits while working with different operations - subtraction, multiplication, addition, division.
3. Significant Digits Worksheet: I believe it was called 'Determining Significant Digits'. This is also due tomorrow, but I guess if you weren't here then.. I don't know, it's late. =/

And that's it! Have fun homeworking/catching up/freaking out about catching up! xD

The next scribe shall be.. Suzette.

Monday, October 20 , 2008

Hi guys....it's me again, Lorenz. Here's what we did today if anyone missed our class.

First, Mrs. Kozoriz gave us back our test that we had last Friday. Hope everyone passed!!! Here are the answers in case you guys did not correct your test.

1) Tuning fork compresses the air molecules and then expands the air molecules.
2) Air molecules compress and rarefacts.
3) V = 332 + (0.6)(25)
= 332 + 15
= 347m/s
4) wavelength = 3.5mm = 3.5x10^-3mm
f = ?
f = v/wavelength = 347/3.5x10^-3 = 9.5x10^4Hz
5) a. 10x10x10 = 1000x louder
b. 10x10x = 100x softer
6) No
7) f = 20/5 = 4Hz
256 - 4 = 252Hz
256 + 4 = 260Hz
8) Soldiers are marching at a steady pace in unison. This repeated small vibration increases the amplitude which could match the resonant frequency of the bridge. Soldiers should march out of step to prevent this.
9) 1024Hz
10) Constructive Interference
Destructive Interference
11) approaching my position
12) V = 332 + (0.6)(4.0)
= 332 + 2.4
= 334.4m/s
d = vt
= 334.4(2.80)
= 468.16 or 470m

Secondly, we answered the Significant Figures that she gave us last Friday after the test. Here's all the answers.
1)
a. 3038m - Significant - Rule2
b. 1.561L - Significant - Rule1
c. 0.074mm - Not Significant - Rule4
d. 5050s - Not Significant - Rule4
e 3.007km -Significant - Rule2
f. 6.10*C - Not Significant - Rule3
g. 821.0g -Not Significant - Rule1
h. 0.560g - Not Significant - Rule4
2)
a. 2 , b. 4 , c. infinite , d. 2 , e. 3 , f. 3 , g. 3 , h. 7 , i. 4 , j. 3 , k. 2 , l. 3 , m. 3 , n. 2 , o. 5 p. 1 , q. 3 , r. 3 , s. infinite , t. 4 , u. 5 , v. 3 , w. 3 , x. 3 , y. 1 , z. 4

Lastly,she gave us the booklet for Nature of Light: Part 1 , we had a lab about the question : " What is the object inside the box?" and she told us to read pages 2 - 7 for homework!!!
So yea...STUDY PEOPLE!!!=)ohh yea, next blog would be my one and only seatmate Ms. Nelsa "Dimple" Limuaco....

October 16, 2008

Hello. I didn't know we had to do this again but oh wells. Ok so what happen in class today was when we walked in, Ms. Kozoriz had the smart board up and had the VIRTUAL KEYBOARD.

If you like to see the keyboard go to this website: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/music/piano/index.htm

Ms. Kozoriz taught use how to measure Decibels.
If 0 dB -> 10 dB it equals 10x the intensities.
If 10 dB -> 20 dB it equals 10x the intensities.
If 0 dB -> 20 dB it then equals to 100x.
The reason why it goes to a 100x is because it first goes from 0 dB -> 10 dB which is 10x, then the 10 dB-> 20 dB which is another 10x. So its (10x)(10x) = 100x


Next, did the Problem in the yellow booklet on page 27, as a class.
(I didn't get to copy all questions so I asked Nelsa for some of them. Thank you!)

ANSWERS

1. The larger the ears, the more sound energy is received.

2. 1000 (each level is multiplied by 10)

3. The whistle is an ultra-sound wave, which is a higher frequency than normal to human's hearing.

4.
a) Amplitude

b) Frequency

5. The army made sounds from the cannon barrage, that were making vibrations. And the vibration came in contact with the snow and caused the avalanche.

6. 40 dB -> 80 dB = 10 000 or 10^4
Steps

1. 40 dB -> 50 dB = 10x
2. 50 dB -> 60 dB = 10x
3. 60 dB -> 70 dB = 10x
4. 70 dB -> 80 dB = 10x

So it then becomes: (10)(10)(10)(10) = 10 000 or 10^4

7. Media

11.

a) 5 seconds

b) f = 1/T = 1/5 = 0.2 Hz

17. The wavelength increases when it travels into water because it's moving faster.

18. The pitch would be lower due to the Doppler Effect because the jet is going away from the observer.

19. A higher frequency.

21.

a) The person holding the radio, it would not change the frequency or the pitch.

b) The person left behind on the platform the frequency still doesn't change, but the pitch would be lower, because it's going away from the person.

c) The person on the rubber raft the frequency still doesn't change, but the pitch would be higher, because it's going towards the person.

22. G - B - D

G = 384 Hz

(5/4)(384Hz) = 480 Hz

26. C = 256 Hz

So, 256 Hz + 256 Hz = 512 Hz - first octave

then 512 Hz + 512 Hz = 1024 Hz - second octave

THE END

Next Ms.Kozoriz handed us back our 10 - interesting points from the video we saw yesterday, or two days ago. And she handed us a 19 Transparency Worksheet: Decibel Scale. She gave us some time and we corrected it.

ANSWERS

1. 90 dB

2. Soft Whisper - Bedroom at night

3. Average Classroom - Inside compact car

4. A jet airplane taking off

5. Soft Whisper

6. Average Classroom

7. Heavy Truck

8. Jet airplane taking off

9. Soft Whisper

10. 120 -2x10^1 = 20 N/m^2

THE END

So that is what we did in class, and pretty much yeah. I pick Lorenz to do the next scribe. Oh! WE HAVE TEST TOMORROW!!! STUDY STUDY STUDY!!!!

Musical Notes and Frequencies of Sound

Hola everyone! Tis Nicole here.
Super sorry this blog is late, I had to way of getting to a computer last night and I never expected to be in the Guidance this morning for a whole hour.

Okay, so yesterday in class what we did first was correct the worksheet Sound Waves and the questions 10, 14, 16, and 20 in the sound booklet.

The answers for the booklet questions are as follows:
10. a) 529-524= 5Hz
10. b) T= 1/f = 1/5 = 0.2s

14. 440Hz - 5Hz = 435Hz
440Hz + 5Hz = 445Hz ---this is the frequency
436Hz + 9Hz = 445Hz ---this is the frequency
436Hz - 9Hz = 427Hz


Seeing as I am getting kicked off our schools computers because of a class, I'll finish this HOPEFULLY at lunch, or else once I get home (all depending if my brother left his laptop at home).


UPDATE
Okay, I'm finally here to finish the scribe.

16. wavelength = velocity/frequency = 331m/s / 261.6Hz = 1.27m
length = wavelength/4 = 1.27/4 = 0.316m

20. a) velocity = 331m/s + ((23'C)(0.6)) = 345m/s
b) 20m is full trip
10m/s is half the trip
d=vt=(345m/s)(1.0x10^-3s)=3.45m


Since I am in a major rush at the moment, I am just going to state the answers for the Sound Waves sheet:
1. 1218m
2. 8.77s
3. 1.19
4. 642m
5. 260m


We then read page 19, Musical Notes and Frequencies of Sound, where Ms K explained a triad, which is "a collection of three notes with frequencies in the ratio of 4:5:6", an example being the notes C, E, and G, which have frequencies of 256Hz, (5/4)(256)=320Hz, and (6/4)(256)=384Hz.

Ms K then demonstrated to us BoomWhackers, which are plastic tubes that when hit across your leg or something of that sort make a specific note, or produces a sound at a specific frequency.
We were given two sheets called "Singing Straws" where we made a an instrument that our of a straw by cutting holes into it and blowing through it.
The other sheet happened to be "Making A Straw Oboe" where we snipped one end of a straw so it looks like two reeds and we made a buzzing sound that depended on the length of the "reed" and how long the straw was.
There were questions to be answered in on these labs as well.

Oh, and a few people played Jingle Bells with the BoomWhackers. Whoever took the video should definitely upload it onto here.

The next scribe is Ryan, which should have been Melissa but I didn' realize that there was someone left who hadn't scribed yet so hopefully he picks her.
We'll see.

Sound

Hello:-)

Today, we watched a video about:

-Temperature, Material and Speed of Sound
-Doppler Effect on Sound
- Sound Barrier/Bending

and to jot down 10 interesting things about it.

Sound Test on Friday, 17th of October.

Nicolias to scribe for tomorrow!

Presentation1

View SlideShare presentation or Upload your own.

Oct. 8, 2008

Hello everybody!! it's me Ramina and I'm the scribe for today's class.
Today we did our labs about the Speed of Sound. In this lab we examined the differences between ice water and hot water.

First of all we measure the temperature of each water, then strike the tuning fork hard and soft, while striking it we examined the differences between loudness and softness of the sound such as the wavelength, speed, and the length of the sound.

Here is the lab worksheet that we just did, in case you need it..



I'm sorry if it's lack of info. :)

Ahmm,,
also reminder...
don't forget to finish the worksheets about sound that we got from ms. K :)
we will be checking it tomorrow...

next scribe is.... KIM

Tuesday

Hi! I'm Larlyn your scribe for today's class... anyways..

Ms. Kozoriz go over the Vocabulary Review here's the answer....

1. Amplitude

2. Frequency

3. Interference

4. Wavelength

5. Standing Wave

6. Sound Level

7. Open-pipe resonator

8. Octave

9. Resonance

10. Consonance

11. Loudness

12. Dissonance

13. Timbre

14. Doopler Shift

15. Closed-pipe resonator

16. Fundamental

17. Beat

18. Pitch

19. Harmonics

20. Echoes

21. Decibels

And then she said that were having lab tomorrow. She read the yellow booklet we have, starts on page 6-9

Standing Wave Patterns in Longitudinal Waves

In our study of waves in an earlier module, we observed that a standing wave pattern is formed when reflected waves interfere with incidence waves to form a "standing wave" that appears to be standing in place. We learned that the frequency at which the standing wave exists is called the resonant frequency. Each resonance frequency is a whole-number multiple of the lowest resonance frequency called the fundamental frequency.

Sound waves are longitudinal waves, so to understand standing waves in sound let us look again at the Slinky. When the longitudinal waves reflect from a wall, the forward and backwad waves can produce a stading wave. As in a transeverse wave, there are nodes and atinodes. At the nodes the coils of the Slinky do not vibrate at all, that is they do not have any displacement. At the antinodes the coils vibrate with maximum amplitude. This is indicate by the dots with the arrows indicating back and forth movement. At an antinode, the coils have maximum displacement. The vibration occurs along the line of travel of the individual waves. In a standing wave, the molecules and atoms of the medium behave as the dots in the diagram below.

there's the diagram below your booklet.

next she read is about

Standing Waces: Tube open at Both Ends

Musical instruments in the wind family depend on longitudinal standing waves to produce sound. Wind instruments like the trumpet, flute, clarinet, pipe organ, and so are modified columns of air. Sound waves that originate at one end of the tube travel up and down each tube. This is possible because the sound waves reflect from both ends of the tube even though the ends are open. If the frequency of the tuning fork matches one of the natural frquencies of the air column, the downward and upward travelling waves combine to form a standing wave, and the sound of the tuning fork becaomes even louder.

The diagram below the page compare the standing waves in a Slinky on the left with the air pressure patterns on the right. The patterns on the right symbolize the amplitude of the vibrating air molecules at various locations. Where the pattern is widest, the amplitude of the vibration is the greatest. Whenever the pattern is narrow, there is no vibration. In both examples there is a displacement antinode at each end of the tube because air molecules there are free to move. As in the transverse wave the distance between two antinodes is one-half of a wavelength, so the length L of the tube must be an interger number n of half-wavelengths:

Some Formulas and Diagram

Read:

Standing Waves: Tube Open at One End

Measuring the Speed of Sound

Those two are our lab for tomorrow. She also gave us three sheets to work on:

Next Scribe...RAMINA!!!!^_^

Sound Stuff

Hello guys! Suzette here, scribing... duhh? Well anyway, today, what we did was go over the test that we wrote last week: Waves in Two Dimensions. I hope you guys are satisfied with your mark 'cause I am, haha. Then after that we went over the yellow booklet and learned more about sound waves... o.o

Here are some facts according to the booklet:

Natural Frequencies and Resonance

Natural Frequency is when an object is allowed to vibrate freely at a specific frequency.

- depends on the size, shape, and composition of the object.

Resonance is the condition in which force is applied to an oscillator at the point of maximum amplitude.

- is a matter of one object "getting in tune" with another object.

The Fundamental Frequency

* A standing wave can only be created in a medium of fixed length at certain frequencies. This wave can exist only at a resonant or natural frequency.

Vibrating objects that have only a single resonant frequency:
- tuning fork
- pendulum
- mass bouncing on a spring

Vibrating objects that have many resonant frequencies:
- rope
- stretched spring
- air in an air column (used in musical instruments)

Fundamental Frequency, f_o is the lowest frequency at which a system vibrates freely (standing waves).

Harmonics - the resonant frequencies of standing waves.

Fundamental frequency = first harmonic

Beats and Beat Frequency

So, what happens when sound waves have slightly different frequencies?

Well....

Let say you have two tuning forks with the frequency of 440 and 438. When you strike these forks, it creates a sound that rises and falls periodically so that it is faint, then loud, then faint again, then loud again, and you get the idea. These vibrations in loudness are known as beats. They are produced by the interference of sound waves with slightly different frequencies.

Beat frequency
- is the number of times that the loudness rises and falls every second.
- is the difference between two sound frequencies.
- based on the tuning forks above: 438 Hz - 440 Hz = 2 Hz
- 2 Hz is the beat frequency.

And that is all about the yellow booklet...

Moving on....

The next thing we did was watch a video about Beats of Sounds (it's the teacher guy who draws awesome straight lines) =)

The video is basically about you know, sounds.

The only thing I remembered is, when you have a water wave and then you add another wave, it produces NOTHING. And it's the same thing for the sound waves, they produce basically nothing. <<<<---- err... this, I'm not really sure. The video is so interesting I didn't even bother to write anything about it. However, if you know or have something to say, just say it so I can, maybe, fix it.

OKay, in addition...

the last thing we did was work on the Vocabulary Review sheet.

The End.

P.S. Sorry for the lack of effort (no illustrations at all).

---------

The NEXT SCRIBE is LARLYN!

Friday, October 3rd

Hey people, as you all know we had a test yesterday and i hope everyone did very well.

Today in class we did three labs with sound waves. The first one was using a ruler. In this lab you had to hold a ruler on the side of the desk and push it down and let it go so it makes a sound, producing sond waves. The second lab we did used a beaker of water and a plastic cylinder. In this lab you had to blow into the cylinder without water in it and listen to the sound, then you had to pour some water in and listen for a change in sound, finally you had to blow across the top of the tube while pouring water into the tube and explaine what you heard. Ther third lab was the most fun, in my opinion anyways. In this lab we got to use the tuning forks. We got to see how different size tuning forks with different frequencies made different sounds. The last thing we did in class, before we had the first of two fire drills in one day, was a vocabulary work sheet.

Well thats what we did in class today. Hope everyone has an amazing weekend.

Mondays scribe is going to be......umm lets see.. hmm... i pick.... Suzettes. :D Once again have a fabulous weekend!!!!!!!!!!!

Alex's Post, October 1, 2008

Hey everybody! It's Alex :) I've never done a blog before so sorry if this sucks. Anyway today in class we corrected the review and did a sheet on the overhead. I'll start with the review.

Here are my crappy examples of question 1:




Make sure your reflected wavefronts are the same length and distance from each other as the incident wavefronts!









Make an imaginary dot behind the barrier the same distance from the barrier as the original dot. From this dot draw you reflected wave rays.


Question 2) reflected wavelength= 1.6 cm

Question 3) a) n=o.75
b) Shallow Water: wavelength=2.07 cm
Deep Water: wavelength=2.75 cm
c) Angle of incidence= 32 degrees

Question 3 diagram)













Question 4) The wavelength of deep water is equal to 4.5 cm

Vs* lambda d= Vd* lambda s which equals lambda d= Vd* lambda s/Vs: this is the equation I used to find this.

With numbers it would look like:
lambda d= (1 cm/s) * (3 cm)/ (2/3 cm/s)


Question 5) The wavelength of 1.4 m would have the greatest diffraction because the longer the wavelength the greater the diffraction.

Question 6) The frequency of 200 Hz would have the greatest diffraction because the smaller the frequency the longer the wavelength and the longer the wavelength the greater the diffraction.

Question 7) Sorry I cannot draw this!
b) The perpendicular bisector indicates an area of constructive interference.
c) P2 is located on nodal line 2.
d) | PnS1-PnS2|=(n-1/2)*lambda: lambda equals 3 cm
e) 3.5 * 3 cm/ 1 lambda= 10.5 cm

Question 8) a) |PnS1- PnS2|=(n-1/2)*lambda: lambda equals 1.6 cm
b) f= V/ lambda
f= 3.44 Hz

So that is the review.

The over head sheet answers are:

1) The red arrows represent light rays.

2) The angle of incidence for light entering the glass is 60 degrees.

3) The angle of refraction for light entering the glass is 34.5 degrees.

4) The value of the angle of incidence leaving the glass is 34.5 degrees.

5) The value of the angle of refraction for light entering water is 40.5 degrees.

6) I would expect the glass to have a greater index of refraction because it's angle is closer to the normal which means it is denser which means it has a greater index of refraction.

7) n= Sin 60 degrees/ Sin 34.5 degrees= 1.5: index of refraction for glass

8) n= Sin 60 degrees/ Sin 40.5 degrees= 1.3: index of refraction for water

9) The light will travel faster through water.


So that is my post, good luck on the test tomorrow I hope everyone does well. And to everyone who's done a post already you should give yourself a pat on the back, scribing is hard work! I don't know who to pick for scribe, I don't really know how it works so I'll pick the wonderfully smart Katie N.
Bye! See everybody tomorrow :)