Final Review
All: The review session will take place on Monday at noon in room 3K3. Please try to arrive 5-10 minutes early so we can get organized and start working on content at noon. If you have any questions before Monday, please feel free to email me.
Tuesday, June 5
All: Here is the teacher evaluation. If you plan to fill it out, please do so by the end of the week. Many thanks!
http://www.quia.com/sv/582146.html
http://www.quia.com/sv/582146.html
Monday, June 4
Section 1 & 3: Complete all electrostatic and electrodynamic questions in the old final, as well as, make yourself 'review notes' for electrodynamics (similar to what we did in class for electrostatics).
Section 2: Keep working on your 'review notes' in your notebook. You should complete the following topics: electrostatics, electrodynamics (circuits) and magnetism.
Section 2: Keep working on your 'review notes' in your notebook. You should complete the following topics: electrostatics, electrodynamics (circuits) and magnetism.
For Monday, June 4
All Sections: Follow ALL of these instructions carefully; any worksheets that we started in class on Friday should be used to practice drawing ray diagrams and using the lens and magnification equations. If you feel confused about these equations, you can find further information on page 421 of your textbook, or you can use this website: http://www.physicsclassroom.com/class/refrn/U14l5f.cfm
Now check this out! It's a ray diagram for a concave lens (sweet!). Here are some good instructions on how to draw one: http://www.physicsclassroom.com/class/refrn/U14L5ea.cfm
Finally, YOU NEED TO COMPLETE THIS WORKSHEET FOR NEXT CLASS (click on link). You can skip #5. All answers should show your work AND have a diagram drawn.
Lenses Homework
Hanno un buon weekend i miei studenti bravi!!
Now check this out! It's a ray diagram for a concave lens (sweet!). Here are some good instructions on how to draw one: http://www.physicsclassroom.com/class/refrn/U14L5ea.cfm
Finally, YOU NEED TO COMPLETE THIS WORKSHEET FOR NEXT CLASS (click on link). You can skip #5. All answers should show your work AND have a diagram drawn.
Lenses Homework
Thursday, May 31
All Sections: Complete the ray diagram packet handed out in class today.
**Sections 2 & 3, also answer this question:
Try to come up with some mathematical principles or phrases that describe how the changes in the distance of the object relative to the focal length relate to the distance of the image.
** Section 1: You can find an electronic copy of the worksheet under the 'Homework' section of the blog.
**Sections 2 & 3, also answer this question:
Try to come up with some mathematical principles or phrases that describe how the changes in the distance of the object relative to the focal length relate to the distance of the image.
** Section 1: You can find an electronic copy of the worksheet under the 'Homework' section of the blog.
Wednesday, May 30
Sections 1 & 2: Do some research, and in your notebook, write down what type of lenses nearsighted and farsighted people need to correct their vision. Describe why this is using the optic principles we learned about today, and draw some diagrams. This link should help to get you started:
http://www.youtube.com/watch?v=iws1Mfu1k84
http://www.youtube.com/watch?v=iws1Mfu1k84
Tuesday, May 29
Section 3:
Do some research, and in your notebook, write down what type of lenses nearsighted and farsighted people need to correct their vision. Describe why this is, and draw some diagrams.
Section 1:
Due Tomorrow:
Read pg. 415-422 in your textbook. In your notebook, copy down the lens/mirror equation, the magnification equation, and the example problem on page 422-423.
Due Friday:
Write a 1-2 page written response to the movie (you should cite particular parts of the movie), with a focus on the following questions:
1) To whom does the burden of 'ethics' fall? Scientist doing the research, politicians funding and applying science and technology in policy or philosophers integrating ethics and science?
2) Which of the aforementioned parties do you think have the loudest voice?
3) Are there any research methods, or topics that are too immoral to pursue? (e.g. human experimentation)
4) Is it possible to pursue the purest desire to understand the mysteries of the universe and maintain a lens of social ethics?
5) Are there any particular events, statements or arguments that really struck you? Why do you think that is?
Here are links to help you formulate your response...
What does ethics mean to contemporary scientist:
http://temp.onlineethics.org/codes/ACScode.html
http://www.aps.org/policy/statements/02_2.cfm
To help you understand the power of the bomb:
http://www.blogger.com/goog_2139632769
http://www.youtube.com/watch?v=ppgdBI31-lo
The decision to drop the bomb:
http://www.ushistory.org/us/51g.asp
http://www.doug-long.com/oppie.htm
Other sides of the story:
http://www.unmuseum.org/nbomb.htm
http://www.nybooks.com/articles/archives/2000/oct/19/heisenberg-in-copenhagen/?pagination=false
I've given you plenty to work with but feel free to also bring your own research to the discussion. You've been studying ethics in religion; remember that a 'because I think/feel it's right' mentality is not enough to support a solid, academic discussion points. Be prepared to back up your opinions with facts!
Do some research, and in your notebook, write down what type of lenses nearsighted and farsighted people need to correct their vision. Describe why this is, and draw some diagrams.
Section 1:
Due Tomorrow:
Read pg. 415-422 in your textbook. In your notebook, copy down the lens/mirror equation, the magnification equation, and the example problem on page 422-423.
Due Friday:
Write a 1-2 page written response to the movie (you should cite particular parts of the movie), with a focus on the following questions:
1) To whom does the burden of 'ethics' fall? Scientist doing the research, politicians funding and applying science and technology in policy or philosophers integrating ethics and science?
2) Which of the aforementioned parties do you think have the loudest voice?
3) Are there any research methods, or topics that are too immoral to pursue? (e.g. human experimentation)
4) Is it possible to pursue the purest desire to understand the mysteries of the universe and maintain a lens of social ethics?
5) Are there any particular events, statements or arguments that really struck you? Why do you think that is?
Here are links to help you formulate your response...
What does ethics mean to contemporary scientist:
http://temp.onlineethics.org/codes/ACScode.html
http://www.aps.org/policy/statements/02_2.cfm
To help you understand the power of the bomb:
http://www.blogger.com/goog_2139632769
http://www.youtube.com/watch?v=ppgdBI31-lo
The decision to drop the bomb:
http://www.ushistory.org/us/51g.asp
http://www.doug-long.com/oppie.htm
Other sides of the story:
http://www.unmuseum.org/nbomb.htm
http://www.nybooks.com/articles/archives/2000/oct/19/heisenberg-in-copenhagen/?pagination=false
I've given you plenty to work with but feel free to also bring your own research to the discussion. You've been studying ethics in religion; remember that a 'because I think/feel it's right' mentality is not enough to support a solid, academic discussion points. Be prepared to back up your opinions with facts!
Wednesday, May 23
All Sections: Read page 404 (starting with effects of refraction) to page 409 and answer section review questions 1-4 on page 409.
Tuesday, May 22
Section 1: Using the Bending Light PhET sim, switch to the tab on the top of the PhET sim titled “Prism Break.” Then answer the following questions:
1) Are the reflection and refraction of light color-dependent? How can you tell?
2) Which shapes split the white light into different colors the best? Is there a particular set-up that you found demonstrates this well?
3) Given that white light can be split, try to make a situation where light forms a rainbow. What shape did you use to do this? Can you make a double rainbow in any way?
Sections 2 & 3: Complete assignment posted for section 1 yesterday.
1) Are the reflection and refraction of light color-dependent? How can you tell?
2) Which shapes split the white light into different colors the best? Is there a particular set-up that you found demonstrates this well?
3) Given that white light can be split, try to make a situation where light forms a rainbow. What shape did you use to do this? Can you make a double rainbow in any way?
Sections 2 & 3: Complete assignment posted for section 1 yesterday.
Monday, May 21
Section 1: Go to http://phet.colorado.edu/en/simulation/bending-light
The applet allows you to change the position of a laser, and also change both media. You can drag a protractor onto the screen to measure the angles of incidence and refraction.
You have two assignments:
1) Devise a procedure to calculate the index of refraction for Materials "Mystery A" and "Mystery B," and then carry it out. Tell me what you did, write down the angles you measured, and show your calculations.
2) Make the first medium water and the second air. Continue to increase the incident angle. At some point, light will stop refracting. The greatest incident angle for which refraction will occur called the critical angle. Find the critical angle for light as it goes from water to air.
Section 2: Read pages 403-404 (Total Internal Reflection) in your textbook. Also, read the 'How It Works' section on page 405 and answer the two Thinking Critically questions at the bottom of the page.
Finally, check your email later for the six flags assignment. I will be in by 4th period, so if you want, you may stop by later in the day to pick up a hard copy of the assignment from me.
The applet allows you to change the position of a laser, and also change both media. You can drag a protractor onto the screen to measure the angles of incidence and refraction.
You have two assignments:
1) Devise a procedure to calculate the index of refraction for Materials "Mystery A" and "Mystery B," and then carry it out. Tell me what you did, write down the angles you measured, and show your calculations.
2) Make the first medium water and the second air. Continue to increase the incident angle. At some point, light will stop refracting. The greatest incident angle for which refraction will occur called the critical angle. Find the critical angle for light as it goes from water to air.
Section 2: Read pages 403-404 (Total Internal Reflection) in your textbook. Also, read the 'How It Works' section on page 405 and answer the two Thinking Critically questions at the bottom of the page.
Finally, check your email later for the six flags assignment. I will be in by 4th period, so if you want, you may stop by later in the day to pick up a hard copy of the assignment from me.
Friday, May 18
Sections 1 & 3: Read pages 403-404 (Total Internal Reflection) in your textbook. Also, read the 'How It Works' section on page 405 and answer the two Thinking Critically questions at the bottom of the page.
Tuesday, May 15
Section 1 & 2: Answer the following questions in your notebook. You can find the length of the column-wavelength relationship for open pipe resonance on page 360 of your textbook.
1) A super physics student is playing his open-end pipe. The frequency of the second harmonic is 880 Hz (a pitch of A5). The speed of sound through the pipe is 350 m/sec. Find the frequency of the first harmonic and the length of the pipe.
2) On a cold frigid day, Matthew blows on a toy flute, causing resonating waves in an open-end air column. The speed of sound through the air column is 336 m/sec. The length of the air column is 30.0 cm. Calculate the frequency of the first, second, and third harmonics.
3) A flute is played with a first harmonic of 196 Hz (a pitch of G3). The length of the air column is 89.2 cm (quite a long flute). Find the speed of the wave resonating in the flute.
Section 3: Answer the following questions in your notebook:
1) Titan Tommy and the Test Tubes at a night club this weekend. The lead instrumentalist uses a test tube (closed-end air column) with a 20.2 cm air column. The speed of sound in the test tube is 340 m/sec. Find the frequency of the first harmonic played by this instrument.
1) A super physics student is playing his open-end pipe. The frequency of the second harmonic is 880 Hz (a pitch of A5). The speed of sound through the pipe is 350 m/sec. Find the frequency of the first harmonic and the length of the pipe.
2) On a cold frigid day, Matthew blows on a toy flute, causing resonating waves in an open-end air column. The speed of sound through the air column is 336 m/sec. The length of the air column is 30.0 cm. Calculate the frequency of the first, second, and third harmonics.
3) A flute is played with a first harmonic of 196 Hz (a pitch of G3). The length of the air column is 89.2 cm (quite a long flute). Find the speed of the wave resonating in the flute.
Section 3: Answer the following questions in your notebook:
1) Titan Tommy and the Test Tubes at a night club this weekend. The lead instrumentalist uses a test tube (closed-end air column) with a 20.2 cm air column. The speed of sound in the test tube is 340 m/sec. Find the frequency of the first harmonic played by this instrument.
2) Carla takes a 22.0-cm length of rigid, plastic tubing and places it into a glass of water so that one end of the tube is submerged 3.0-cm. She gently blows across the opposite end of the tube. What frequency sound waves will the tube produce? (The speed of sound at room temperature is 343 m/s)
3) On a cold frigid day, Matthew blows on a toy flute, causing resonating waves in an open-end air column. The speed of sound through the air column is 336 m/sec. The length of the air column is 30.0 cm. Calculate the frequency of the first, second, and third harmonics.
Six Flags Trip
If you plan on attending Physics Day at Six Flags on May 25th, you need to bring in your permission slip TOMORROW, if you have not already.
Friday, May 11
Sections 1 & 2: Answer the following questions in your notebook:
1) A closed-end organ pipe is used to produce a mixture of sounds. The third and fifth harmonics in the mixture have frequencies of 1110 Hz and 1850 Hz respectively. What is the frequency of the first harmonic played by the organ pipe?
2) Don't miss Pipin' Pete live at City Park next weekend! He'll be featuring his new and improved, Poppin' Pipin' Playin' Machine! One of the closed-end pipes is capable of sounding out a first harmonic of 349.2 Hz. If the speed of sound in the pipe is 350 m/sec, what is the length of the air column inside the pipe?
3) Carla takes a 22.0-cm length of rigid, plastic tubing and places it into a glass of water so that one end of the tube is submerged 3.0-cm. She gently blows across the opposite end of the tube. What frequency sound waves will the tube produce? (The speed of sound at room temperature is 343 m/s)
1) A closed-end organ pipe is used to produce a mixture of sounds. The third and fifth harmonics in the mixture have frequencies of 1110 Hz and 1850 Hz respectively. What is the frequency of the first harmonic played by the organ pipe?
2) Don't miss Pipin' Pete live at City Park next weekend! He'll be featuring his new and improved, Poppin' Pipin' Playin' Machine! One of the closed-end pipes is capable of sounding out a first harmonic of 349.2 Hz. If the speed of sound in the pipe is 350 m/sec, what is the length of the air column inside the pipe?
3) Carla takes a 22.0-cm length of rigid, plastic tubing and places it into a glass of water so that one end of the tube is submerged 3.0-cm. She gently blows across the opposite end of the tube. What frequency sound waves will the tube produce? (The speed of sound at room temperature is 343 m/s)
Thursday, May 10
Section 3: Finish your phet simulation sheet from today, if you have not already. Also, read pgs. 357-361 in your textbook. In your notebook, draw everything you see in Figures 15-11 and 15-12 (pg. 360) and copy down the practice problem on pg. 361.
Section 1: Here's the definition of the doppler effect:
The Doppler Effect is a result of the compression and expansion of waves due to the motion of the source or the detector.
Now answer the following questions in your notebook:
1) At a swimming pool, a music fan up on a diving platform is listening to a radio. As the radio is playing a tone that has a constant frequency, fs, it is accidentally knocked off the platform. Describe the Doppler effect heard by (a) the person on the platform and (b) a person down in the water. In each case, state whether the observed frequency, f0, is greater than fs and describe how f0 changes (if it changes) as the radio falls (you may want to draw a picture).
2) You are heading toward an island in a speedboat and you see your friend standing on the shore, at the base of a cliff. You sound the boat’s horn to alert your friend of your arrival. If the horn has a rest frequency of f0, does your friend hear a higher, lower or equal frequency? Explain.
3) A fire engine is moving at 40 m/s and sounding its horns. A car in front of the fire engine is moving at 30 m/s, and a van in front of the car is stationary. Which observer hears the fire engine's horn at higher pitch, the driver of the car or the van?
4) A bat flying toward a wall emits a chirp at 40 kHz. Is the frequency of the echo received by the bat greater than, less than, or equal to 40 kHz? Explain
Section 1: Here's the definition of the doppler effect:
The Doppler Effect is a result of the compression and expansion of waves due to the motion of the source or the detector.
Now answer the following questions in your notebook:
1) At a swimming pool, a music fan up on a diving platform is listening to a radio. As the radio is playing a tone that has a constant frequency, fs, it is accidentally knocked off the platform. Describe the Doppler effect heard by (a) the person on the platform and (b) a person down in the water. In each case, state whether the observed frequency, f0, is greater than fs and describe how f0 changes (if it changes) as the radio falls (you may want to draw a picture).
2) You are heading toward an island in a speedboat and you see your friend standing on the shore, at the base of a cliff. You sound the boat’s horn to alert your friend of your arrival. If the horn has a rest frequency of f0, does your friend hear a higher, lower or equal frequency? Explain.
3) A fire engine is moving at 40 m/s and sounding its horns. A car in front of the fire engine is moving at 30 m/s, and a van in front of the car is stationary. Which observer hears the fire engine's horn at higher pitch, the driver of the car or the van?
4) A bat flying toward a wall emits a chirp at 40 kHz. Is the frequency of the echo received by the bat greater than, less than, or equal to 40 kHz? Explain
Wednesday, May 9
Sections 2 & 3: Here's the definition of the doppler effect, if you didn't have the chance to write it down in class today:
The Doppler Effect is a result of the compression and expansion of waves due to the motion of the source or the detector.
Now answer the following questions in your notebook:
1) At a swimming pool, a music fan up on a diving platform is listening to a radio. As the radio is playing a tone that has a constant frequency, fs, it is accidentally knocked off the platform. Describe the Doppler effect heard by (a) the person on the platform and (b) a person down in the water. In each case, state whether the observed frequency, f0, is greater than fs and describe how f0 changes (if it changes) as the radio falls (you may want to draw a picture).
2) You are heading toward an island in a speedboat and you see your friend standing on the shore, at the base of a cliff. You sound the boat’s horn to alert your friend of your arrival. If the horn has a rest frequency of f0, does your friend hear a higher, lower or equal frequency? Explain.
3) A fire engine is moving at 40 m/s and sounding its horns. A car in front of the fire engine is moving at 30 m/s, and a van in front of the car is stationary. Which observer hears the fire engine's horn at higher pitch, the driver of the car or the van?
4) A bat flying toward a wall emits a chirp at 40 kHz. Is the frequency of the echo received by the bat greater than, less than, or equal to 40 kHz? Explain.
The Doppler Effect is a result of the compression and expansion of waves due to the motion of the source or the detector.
Now answer the following questions in your notebook:
1) At a swimming pool, a music fan up on a diving platform is listening to a radio. As the radio is playing a tone that has a constant frequency, fs, it is accidentally knocked off the platform. Describe the Doppler effect heard by (a) the person on the platform and (b) a person down in the water. In each case, state whether the observed frequency, f0, is greater than fs and describe how f0 changes (if it changes) as the radio falls (you may want to draw a picture).
2) You are heading toward an island in a speedboat and you see your friend standing on the shore, at the base of a cliff. You sound the boat’s horn to alert your friend of your arrival. If the horn has a rest frequency of f0, does your friend hear a higher, lower or equal frequency? Explain.
3) A fire engine is moving at 40 m/s and sounding its horns. A car in front of the fire engine is moving at 30 m/s, and a van in front of the car is stationary. Which observer hears the fire engine's horn at higher pitch, the driver of the car or the van?
4) A bat flying toward a wall emits a chirp at 40 kHz. Is the frequency of the echo received by the bat greater than, less than, or equal to 40 kHz? Explain.
Monday, May 7th
All: Complete a typed summary of what you've learned about string theory and M-theory. Do your best to be as thorough, clear and organized as possible. I know these topics are very complex, but challenge yourself to synthesize the information to the best of your ability.
Friday, May 4th
All Sections: Finish your phet sim assignment for Monday, if you have not already.
Have a great weekend and May the 4th be with you!
Have a great weekend and May the 4th be with you!
Thursday, May 3
All Sections:
1) If you have not already submitted a procedure for you speaker, make sure to get it to me by tomorrow.
2) Under the heading 'Homework', you will find a document that will lead you through a PHET simulation. (The sim is called Standing Waves, if you want to use the phet links on this page). SENIORS should complete this entire assignment for next week. JUNIORS should complete #1-5 for class tomorrow.
3) Tomorrow is the last day to submit test corrections for the Magnetism test.
4) SENIORS check you email over the weekend.
1) If you have not already submitted a procedure for you speaker, make sure to get it to me by tomorrow.
2) Under the heading 'Homework', you will find a document that will lead you through a PHET simulation. (The sim is called Standing Waves, if you want to use the phet links on this page). SENIORS should complete this entire assignment for next week. JUNIORS should complete #1-5 for class tomorrow.
3) Tomorrow is the last day to submit test corrections for the Magnetism test.
4) SENIORS check you email over the weekend.
Wednesday, May 2
All: If you have not already handed in the procedure for your speaker, it is due tomorrow. Test corrections are also due tomorrow, if you have not already handed them in.
Tuesday, May 1
Physics 2: Loudspeaker lab quesitons (1 doc. per group) are due in my email inbox by 6pm today!!! You may also do test corrections for tomorrow.
Physics 3: Do test corrections for tomorrow. Also, be ready to present your speaker during tomorrow's second lab period! (YES!!)
Physics 3: Do test corrections for tomorrow. Also, be ready to present your speaker during tomorrow's second lab period! (YES!!)
For Monday, April 30
I know that some of your classes got canceled on Friday. Do not worry - I will give you time to finish your speaker next week!
Kairos Students - Read pages 582-585 in your textbook and answer questions #1-4 on page 585
Kairos Students - Read pages 582-585 in your textbook and answer questions #1-4 on page 585
Wednesday, April 18
Sections 1 & 2: Complete problems 4-6, 9-13 on the chapter 24 worksheet handed out in class today
Section 3: Complete the back of the Path of a Charged Particle in a Magnetic Field worksheet. Also, answer the following, all based on the following image:
Which trajectory (A-E) indicates the direction of force on a positive charge moving at constant speed?
Which trajectory (A-E) indicates the direction of force on a negative charge moving at constant speed?
Which trajectory indicates the direction of force on a neutral object moving at constant speed?
Section 3: Complete the back of the Path of a Charged Particle in a Magnetic Field worksheet. Also, answer the following, all based on the following image:
Which trajectory (A-E) indicates the direction of force on a positive charge moving at constant speed?
Which trajectory (A-E) indicates the direction of force on a negative charge moving at constant speed?
Which trajectory indicates the direction of force on a neutral object moving at constant speed?
Tuesday, April 17
Section 1: Complete the Path of a Charged Particle in a Magnetic Field worksheet, front and back
Section 2: Complete the back of the Path of a Charged Particle in a Magnetic Field worksheet AND #32-35 in the Magnetic Field packet
Section 2: Complete the back of the Path of a Charged Particle in a Magnetic Field worksheet AND #32-35 in the Magnetic Field packet
Monday, April 16
Sections 1 & 3: Here are links to the videos from class today, if you want to take a second look at them. Enjoy! (Don't forget to finish your right hand rule packet, if you have not already)
In the Land of the Northern Lights
Magnetic Mind Control
In the Land of the Northern Lights
Magnetic Mind Control
Tuesday, April 3
Section 1: On your Magnetic Force Direction worksheet complete #3, 6, 9 (all parts). Remember, B = Magnetic Field. You will need to use your Right Hand PALM Rule (the one we learned today) in order to complete each problem.
Section 2: Complete the back (#9) of Magnetic Force Direction worksheet.
Section 3: No homework
Section 2: Complete the back (#9) of Magnetic Force Direction worksheet.
Section 3: No homework
Monday, April 2
All: Type a one page response paper to today's video (Times New Roman, 12 pt, 1.5 line spacing). Try your best to give a summation of what you learned today, as well as, address the things you found interesting, surprising, were confused about, questions you may have, etc.
Thursday, March 29 - Friday, March 30
Section 2 (and Section 1 for the weekend): Here's the video we watched today in class:
http://www.youtube.com/watch?v=43AeuDvWc0k
Using your knowledge of circuits and magnetic fields around a current-carrying wire, draw some diagrams that explain the phenomena you see. Your drawings should include schematic diagrams, magnetic field lines and force vectors. You should write a short explanation to go along with your diagrams. Do this neatly on a piece of loose leaf.
**Section 1, don't forget that your class is still meeting!**
http://www.youtube.com/watch?v=43AeuDvWc0k
Using your knowledge of circuits and magnetic fields around a current-carrying wire, draw some diagrams that explain the phenomena you see. Your drawings should include schematic diagrams, magnetic field lines and force vectors. You should write a short explanation to go along with your diagrams. Do this neatly on a piece of loose leaf.
**Section 1, don't forget that your class is still meeting!**
Wednesday, March 28
Section 1: Answer the following questions in your notebook:
1) Do magnets have to touch each other in order to experience a magnetic
force? Explain.
2) How do you think a compass works?
3) A strong magnet in a junkyard can lift a car; what does this tell you about
the relative strength of the magnetic and gravitational forces on the car? What do you think creates this magnetic force?
4) What is the difference between a permanent and a temporary magnet?
5) Research the difference between a magnet and a conductor that is charged by induction (separation of charge).
Section 3: Watch the following video, and read pg. 560 - 563 in your textbook -
http://www.youtube.com/watch?v=UWBNxUzsgts&noredirect=1
Then, attempt practice problems 4-6 on page 563 (write your answers in your notebook).
1) Do magnets have to touch each other in order to experience a magnetic
force? Explain.
2) How do you think a compass works?
3) A strong magnet in a junkyard can lift a car; what does this tell you about
the relative strength of the magnetic and gravitational forces on the car? What do you think creates this magnetic force?
4) What is the difference between a permanent and a temporary magnet?
5) Research the difference between a magnet and a conductor that is charged by induction (separation of charge).
Section 3: Watch the following video, and read pg. 560 - 563 in your textbook -
http://www.youtube.com/watch?v=UWBNxUzsgts&noredirect=1
Then, attempt practice problems 4-6 on page 563 (write your answers in your notebook).
Tuesday, March 27
Sections 2 & 3: Answer the following questions in your notebook:
1) Do magnets have to touch each other in order to experience a magnetic
force? Explain.
2) How do you think a compass works?
3) A strong magnet in a junkyard can lift a car; what does this tell you about
the relative strength of the magnetic and gravitational forces on the car? What do you think creates this magnetic force?
4) What is the difference between a permanent and a temporary magnet?
5) Research the difference between a magnet and a conductor that is charged by induction (separation of charge).
1) Do magnets have to touch each other in order to experience a magnetic
force? Explain.
2) How do you think a compass works?
3) A strong magnet in a junkyard can lift a car; what does this tell you about
the relative strength of the magnetic and gravitational forces on the car? What do you think creates this magnetic force?
4) What is the difference between a permanent and a temporary magnet?
5) Research the difference between a magnet and a conductor that is charged by induction (separation of charge).
Thursday, March 22
All: Check your email for the answer key to the 'Make Up Test'. Also, this website is a great study tool:
http://www.physicsclassroom.com/Class/circuits/
http://www.physicsclassroom.com/Class/circuits/
Wednesday, March 21
Section 1: Keep working through the "Make Up Test" packet; review; study!
Section 2: Complete 'Make Up Test' to the best of your ability. Come in with questions!
All: Test Friday!
Section 2: Complete 'Make Up Test' to the best of your ability. Come in with questions!
All: Test Friday!
Thursday, March 15
All: You should check out the link below. By Tuesday, you should have a handle of all of the circuits you see on the webpage (the answers are available). If you don't, make sure you come see me for extra help. Pay extra attention to the current flow through the various resistors. Enjoy!:
http://www.physicsclassroom.com/Class/circuits/u9l4e.cfm
http://www.physicsclassroom.com/Class/circuits/u9l4e.cfm
Tuesday, March 13
Section 2: Answer the following questions in reference to the 3-Resistor circuit diagram that you drew in your notebooks today. The answers should be written under the diagram.
1- With the switch closed, what is the relationship between the current the flows through R2 and R3?
2- With the switch open, what can we say about the voltage drop across R1 in comparison to the voltage drop across R2? Explain.
3- With the switch closed, what can we say about the voltage drop across R2 in comparison to the voltage drop across R3? Explain.
4- With the switch open, what can we say about the power output of R1 in comparison to the power output of R2? (HINT: Use the P = IV equation)
5- With the switch closed, how does the power output of each resistor (1, 2 & 3) compare?
Section 1: Complete the worksheet given out at the end of class. STUDY!
1- With the switch closed, what is the relationship between the current the flows through R2 and R3?
2- With the switch open, what can we say about the voltage drop across R1 in comparison to the voltage drop across R2? Explain.
3- With the switch closed, what can we say about the voltage drop across R2 in comparison to the voltage drop across R3? Explain.
4- With the switch open, what can we say about the power output of R1 in comparison to the power output of R2? (HINT: Use the P = IV equation)
5- With the switch closed, how does the power output of each resistor (1, 2 & 3) compare?
Section 1: Complete the worksheet given out at the end of class. STUDY!
Wednesday, March 7
Section 1: Complete in your notebook problems 4, 9, 10, 11, 15 and 18 on pages 550 and 551of your textbook.
Section 2: Read this! (because it's sweet) http://www.bbc.co.uk/news/science-environment-17221490
Section 3: Exercise your brain! Try implementing Ohm's Law (V = IR) by completing problems 5-8 on page 515 of your textbook.
Section 2: Read this! (because it's sweet) http://www.bbc.co.uk/news/science-environment-17221490
Section 3: Exercise your brain! Try implementing Ohm's Law (V = IR) by completing problems 5-8 on page 515 of your textbook.
Tuesday, March 6
Sections 2 & 3: Complete in your notebook problems 4, 9, 10, 11, 15 and 18 on pages 550 and 551of your textbook.
JUNIORS!
Don't forget that you have a one page paper on the difference between special and general relativity due on turnitin.com!
Wednesday, February 29
Section 2: Exercise your brain! Try implementing Ohm's Law (V = IR) by completing problems 5-8 on page 515 of your textbook. If you cannot complete the problem - try writing down your givens. Buona Fortuna!
Tuesday, February 28
All: Complete your 'Electric Circuit Design Challenge'. Make sure to draw a schematic for #7. Also, using the values that you found for voltage and current, come up with a relationship between them. You can do this mathematically or using words. Be as complete as possible.
Monday, February 27
All (jrs): For next Monday:
Write a one page, typed paper about the difference between Special and General Relativity. You should include concepts we've been discussing in class, including but not limited to, reference frames, speed of light, spacetime, gravity and the universal forces that we saw in today's video. Upon completion, you should upload your paper to turnitin.com - your class info can be found on the side of this blog. Feel free to use legitimate internet sources; here's a helpful link to get you started:
http://www.thebigview.com/spacetime/relativity.html
Write a one page, typed paper about the difference between Special and General Relativity. You should include concepts we've been discussing in class, including but not limited to, reference frames, speed of light, spacetime, gravity and the universal forces that we saw in today's video. Upon completion, you should upload your paper to turnitin.com - your class info can be found on the side of this blog. Feel free to use legitimate internet sources; here's a helpful link to get you started:
http://www.thebigview.com/spacetime/relativity.html
Thursday, February 16
Section 1: Using the equation you learned today in class for Power, complete problems 1-4 on page 511 of your textbook.
Tuesday, February 14
Sections 2 & 3: First, complete the assignment that was posted for Section 1 on Thursday 2/9.
Then, check out the following website:
http://www.physicsclassroom.com/Class/circuits/u9l4a.cfm
In your notebook, draw all of the circuit 'symbols'. Test your knowledge at the bottom of the page. Then, convert your drawings from Friday's "challenge" into schematic diagrams, like those your see on the website.
Then, check out the following website:
http://www.physicsclassroom.com/Class/circuits/u9l4a.cfm
In your notebook, draw all of the circuit 'symbols'. Test your knowledge at the bottom of the page. Then, convert your drawings from Friday's "challenge" into schematic diagrams, like those your see on the website.
Thursday, February 9
Section 1: Today you had several challenges in class. You should have drawn one diagram in your notebook already (how to light one bulb with the battery). Under that, write about the following:
-Explain why you think your particular set up worked.
-What do you think would happen if you connected both wires to just the positive end of the battery? Explain.
-You had two separate challenges with the hand crank using two light bulbs. In one set up, taking out a light bulb DID turn out the other light bulb, while in the other set up, the same process made the other light bulb brighter (wow! how electrifying!). Draw two diagrams, one for each set up. Then write a description of why you experienced these two different phenomena.
-Explain why you think your particular set up worked.
-What do you think would happen if you connected both wires to just the positive end of the battery? Explain.
-You had two separate challenges with the hand crank using two light bulbs. In one set up, taking out a light bulb DID turn out the other light bulb, while in the other set up, the same process made the other light bulb brighter (wow! how electrifying!). Draw two diagrams, one for each set up. Then write a description of why you experienced these two different phenomena.
Thursday, February 2
Section 1: First, look at the image below. Redraw these diagrams in your notebook; then decide which are correct and which are incorrect. If they are incorrect, explain why.
Then, read chapter 21, section 2 - it will be tricky - challenge yourself to understand! Then complete problems 5-8 on page 493. We will discuss them in class tomorrow.
Section 2: Complete problems 32-36 at the end of chapter 21
Section 3: Read chapter 21, section 2 - it will be tricky - challenge yourself to understand! Then complete problems 5-8 on page 493. We will discuss them in class tomorrow.
Then, read chapter 21, section 2 - it will be tricky - challenge yourself to understand! Then complete problems 5-8 on page 493. We will discuss them in class tomorrow.
Section 2: Complete problems 32-36 at the end of chapter 21
Section 3: Read chapter 21, section 2 - it will be tricky - challenge yourself to understand! Then complete problems 5-8 on page 493. We will discuss them in class tomorrow.
Wednesday, February 1
Section 1: Complete the following problems from the end of chapter 21 - #23-26, 29
Section 2: Read chapter 21, section 2 - it will be tricky - challenge yourself to understand! Then complete problems 5-8 on page 493. We will discuss them in class tomorrow.
Section 3: Read chapter 21, section 1 in your textbook. Complete section review questions 1-3 on page 487 and #24-26 on page 503.
Section 2: Read chapter 21, section 2 - it will be tricky - challenge yourself to understand! Then complete problems 5-8 on page 493. We will discuss them in class tomorrow.
Section 3: Read chapter 21, section 1 in your textbook. Complete section review questions 1-3 on page 487 and #24-26 on page 503.
Tuesday, January 31
Section 1: Read chapter 21, section 1 in your textbook. Complete section review questions 1-3 on page 487.
Section 2: Read chapter 21, section 1 in your textbook. Complete section review questions 1-3 on page 487 and #24-26 on page 503.
Section 2: Read chapter 21, section 1 in your textbook. Complete section review questions 1-3 on page 487 and #24-26 on page 503.
Monday, January 30
Section 3: Here are the discussion questions for the video:
1) How did Newton define space? Why was his definition so groundbreaking at the time?
2) What is special about the speed of light? Give an example that proves your point.
3) How did Einstein use the speed of light to redefine space? How did Einstein's definition of space differ from Newton's?
4) How did Einstein use his new idea of spacetime to explain how gravity holds the moon in orbit around the Earth?
5) Do you think the period in history and the environment Einstein grew up in played a role in his ability to complete his 'thought experiments'? Why or why not?
1) How did Newton define space? Why was his definition so groundbreaking at the time?
2) What is special about the speed of light? Give an example that proves your point.
3) How did Einstein use the speed of light to redefine space? How did Einstein's definition of space differ from Newton's?
4) How did Einstein use his new idea of spacetime to explain how gravity holds the moon in orbit around the Earth?
5) Do you think the period in history and the environment Einstein grew up in played a role in his ability to complete his 'thought experiments'? Why or why not?
Juniors
Here is your assignment for Monday:
-Check your email - I have emailed you a pdf to read. In the reading, there are some references to "the bucket." Don't worry about them. In fact, don't worry too much about "making sense of this reading" since the stuff in it is really, truly, weird. If you can answer the questions respectably, I'll be happy.
-Answer the following questions in your own words (not copied from the reading). They must be typed out and turned in when you enter class next Monday.
1) Why did scientists think that luminiferous aether must exist?
2) What point is the author trying to make about space-time in the Bart Simpson 65mph skateboard analogy on page 48? Hint: this point is really, really odd. If what he's saying seems perfectly sensible, you don't understand it.
3) Has Einstein's theory of relativity ever been experimentally verified?
4) What is the author getting at with his "angling the slices" analogy? Again, if your answer makes common sense, you're wrong.
-Check your email - I have emailed you a pdf to read. In the reading, there are some references to "the bucket." Don't worry about them. In fact, don't worry too much about "making sense of this reading" since the stuff in it is really, truly, weird. If you can answer the questions respectably, I'll be happy.
-Answer the following questions in your own words (not copied from the reading). They must be typed out and turned in when you enter class next Monday.
1) Why did scientists think that luminiferous aether must exist?
2) What point is the author trying to make about space-time in the Bart Simpson 65mph skateboard analogy on page 48? Hint: this point is really, really odd. If what he's saying seems perfectly sensible, you don't understand it.
3) Has Einstein's theory of relativity ever been experimentally verified?
4) What is the author getting at with his "angling the slices" analogy? Again, if your answer makes common sense, you're wrong.
Thursday, January 26
Sections 2 & 3: Here are some extra Coulomb's Law practice problems. Don't forget - quiz tomorrow! I'll be in before homeroom if you have questions.
1) Three particles are placed in a straight line. The left particle has a charge of +2.0 x 10^-5 C, the middle particle has a charge of -4.0 x 10^-6 C, and the right particle has a charge of +3.0 x 10^-5 C. The left particle is 56 mm from the middle particle and the right particle is 42 mm from the middle particle. Find the net force on the LEFT particle.
1) Three particles are placed in a straight line. The left particle has a charge of +2.0 x 10^-5 C, the middle particle has a charge of -4.0 x 10^-6 C, and the right particle has a charge of +3.0 x 10^-5 C. The left particle is 56 mm from the middle particle and the right particle is 42 mm from the middle particle. Find the net force on the LEFT particle.
2) A positive charge of 23 µC is 15 cm directly north of a positive charge of 38µC. A third positive charge of 71 µC is 45 cm directly west of the 38 µC charge. Determine the net force on the 38µC charge.
3) Find the force on the 3.0 µC charge in the image below:
Wednesday, January 25
Section 1: On the worksheet handed out in class today, complete problems 1, 2, 4, 6 and 8 in your notebook.
Section 2: On the worksheet handed out in class today, complete problems 1-5 in your notebook.
Section 3: On the worksheet handed out in class today, complete problems 1, 2, 4, 5, 6 and 8 in your notebook.
Section 2: On the worksheet handed out in class today, complete problems 1-5 in your notebook.
Section 3: On the worksheet handed out in class today, complete problems 1, 2, 4, 5, 6 and 8 in your notebook.
Tuesday, January 24
All: Complete the worksheet handed out in class today.
Those of you who began the 3 particle problem in class, the charge on the middle particle(B) is 12.5N toward C and the charge on the right particle(C) is 40.7N toward B.
Those of you who began the 3 particle problem in class, the charge on the middle particle(B) is 12.5N toward C and the charge on the right particle(C) is 40.7N toward B.
Monday, January 23
Sections 1 & 2: Here are the discussion questions from today's video:
1) How did Newton define space? Why was his definition so groundbreaking at the time?
2) What is special about the speed of light? Give an example that proves your point.
3) How did Einstein use the speed of light to redefine space? How did Einstein's definition of space differ from Newton's?
4) How did Einstein use his new idea of spacetime to explain how gravity holds the moon in orbit around the Earth?
5) Do you think the period in history and the environment Einstein grew up in played a role in his ability to complete his 'thought experiments'? Why or why not?
1) How did Newton define space? Why was his definition so groundbreaking at the time?
2) What is special about the speed of light? Give an example that proves your point.
3) How did Einstein use the speed of light to redefine space? How did Einstein's definition of space differ from Newton's?
4) How did Einstein use his new idea of spacetime to explain how gravity holds the moon in orbit around the Earth?
5) Do you think the period in history and the environment Einstein grew up in played a role in his ability to complete his 'thought experiments'? Why or why not?
Friday, January 20
Section 1: In your textbook, read chapter 20, section 2. Then in your notebook, answer questions 5 - 10 on page 477.
Section 3: Complete practice problems 1-5 on page 476 of your textbook.
Section 3: Complete practice problems 1-5 on page 476 of your textbook.
Thursday, January 19
Sections 2 & 3: In your textbook, read pages 468 - 476 and complete Section Review questions 1-4 on page 476 in your notebook.
Here is a short article on some interesting uses of electrostatics - Enjoy!
Uses of Electrostatics
Here is a short article on some interesting uses of electrostatics - Enjoy!
Uses of Electrostatics
Wednesday, January 18
All: Read the following and then write your explanations on a piece of loose-leaf:
Today in class I rubbed a piece of styrofoam on my head, then put it on a device called an electroscope (see below) and the needle deflected. Explain what happened.
By the way, a common wrong answer says that the needle repels the styrofoam. You know that's wrong because only the top half of the needle goes down; the bottom half goes up.
Explain why when I put the styrofoam on the electroscope, touch the needle with my finger and then remove the styrofoam, the styrofoam deflects.
Today in class I rubbed a piece of styrofoam on my head, then put it on a device called an electroscope (see below) and the needle deflected. Explain what happened.
By the way, a common wrong answer says that the needle repels the styrofoam. You know that's wrong because only the top half of the needle goes down; the bottom half goes up.
Explain why when I put the styrofoam on the electroscope, touch the needle with my finger and then remove the styrofoam, the styrofoam deflects.
Tuesday, January 17
All: Read pages 461-466 in your textbook and take notes on your reading - you will need this information in class tomorrow.
**Section 1- use this reading to explain, in your notebook, the phenomena we saw today with the pieces of tape.
**Section 1- use this reading to explain, in your notebook, the phenomena we saw today with the pieces of tape.
Midterm Review
Check your email for the answer key to the multiple choice review sheet. Also, you can get an old midterm and the multiple choice answers for that midterm on Mr. Lavy's webpage. The link is the below:
http://www.xavierhs.org/s/717/index.aspx?sid=717&gid=1&pgid=671
http://www.xavierhs.org/s/717/index.aspx?sid=717&gid=1&pgid=671
Friday, January 6
Gents-
I'm sorry about my absence today. Extra materials will go up today and over the weekend to help you study for the midterm. I will be available to you for extra help/review on THURSDAY after exams are completed in room 3K3.
I will be in the cafeteria on Friday 10:30 - 12 if you have any last minute questions. Of course, if questions come up throughout the week as you study, please feel free to email me.
Thursday, January 5
Section 2: Complete questions 16-20 in the multiple choice packet and #5 (on page 15) in the 2008 midterm.
Section 1: Complete the multiple choice packet.
Section 1: Complete the multiple choice packet.
Wednesday, January 4
Section 1: Complete back of today's kinematics worksheet (#4-7) and #17-22 in the Midterm Review Packet
Section 3: Complete questions #24-47 in the midterm review packet
Section 3: Complete questions #24-47 in the midterm review packet
Tuesday, January 3
Welcome back y'all!
Sections 2 & 3: Complete the back of today's worksheet (#4-7)
Sections 2 & 3: Complete the back of today's worksheet (#4-7)
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