Today we didn't do much of anything that is new.
What we did was work more on the lab worksheet we were given on December 12, aka Friday. I believe that is due tomorrow, but that is just an assumption.
We were also given the answers for "Concept-Development Practice Page 13-1 -- Chapter 13: Gravitational Interactions", so here they are:
1. An apple that has a mass of 0.1kg has the same mass wherever it is. The amount of matter that makes up the apple
DOES NOT DEPEND UPON
the location of the apple. It has the same resistance to acceleration wherever it is -- its inertia everywhere is
THE SAME.
The weight of the apple is a different story. It may weigh exactly 1N in San Fransisco and slightly less in mile high Denver, Colorado. On the surface of the moon the apple would weigh 1/6N, and far out in outer space it may have almost no weight at all. The quantity that doesn't change with location is
MASS,
and the quantity that may change with location is its
WEIGHT.
That's because
WEIGHT
is the fore due to gravity on a body, and this force caries with distance. So weight is the force of gravity between two bodies, usually some small object in contact with the earth. When we refer to the
WEIGHT
of an object we are usually speaking of the gravitational force that attracts it to the earth.
2. If we stand on a weighing scale and find that we are pulled toward the earth with a force of 500N, the we weight 500N. Strictly speaking, we weight 500N relative tot he earth. How much does the earth weight? If we tip the scale upside down and repeat the weighing process, we can say that we and the earth are still pulled together with a force of 500N, and therefore, relative to us, the whole 6 000 000 000 000 000 000 000 000-kg earth weighs 500N! Weight, unlike mass, is a relative quantity.
Hmm, that seems to be it.
OH, also, if you are bored read pages 5 and 6 for tomorrows class in the Dynamics booklet. And tomorrow we have another lab, so don't miss it!
The scribe for tomorrow shall be... Anthony L!
Toodles!
Showing posts with label nicolias. Show all posts
Showing posts with label nicolias. Show all posts
Monday, December 15, 2008
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!
Thursday, October 16, 2008
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.
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.
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