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.