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)
Thursday, November 27, 2008
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, ٨V stands for change in velocity, and ٨t 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 ٨t 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, ٨V stands for change in velocity, and ٨t 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 ٨t 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.
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