Monday, March 17, 2014

AP P2

Complete the Question below.

•

In the circuit shown below, A, B,C, and D are identical light bulbs. Assume that the battery maintains a constant potential difference between its terminals (i.e., the internal resistance of the battery is assumed to be negligible) and the resistance of each light bulb remains constant.

Draw a diagram of the circuit in the box below, using the following symbols to represent the components in your diagram. Label the resistors A,B, C, and D to refer to the corresponding light bulbs.

->List the bulbs in order of their brightness, from brightest to least bright. If any two or more bulbs have the same brightness, state which ones. Justify your answer.

->Bulb D is then removed from its socket.

Describe the change in the brightness, if any, of bulb A when bulb D is removed form its socket. Justify your answer.

->Describe the change in the brightness, if any, of bulb B when bulb D is removed from its socket. Justify you answer.

B. List the bulbs in order of their brightness, from brightest to least bright. If any two or more bulbs have the same brightness, state which ones. Justify your answer.

Describe the change in the brightness, if any, of bulb B when bulb D is removed from its socket. Justify you answer.

Bulb B becomes brighter.

It was receiving the least amount of current since D was an alternate pathway for the current. With D gone all the current must go through B, which is in series now. More current means B will be brighter.

Sunday, March 16, 2014

All Ramped up period 4 only

Discuss this online via the blog include your first initial last name in the post.

Some hints:

Why is this graph signicant to the lab?

How is this different than any other WB?

What is the idea that explains the difference?

Sorry did this Friday & it said it posted!

Monday, March 10, 2014

Fc Right Round The Lab

Due 3.14.14
Day 67,68
NJ STATE STANDARD 5.1
NJ STANDARD5.2 E

Submit Your Data & calculations here

Objective: Develop record and safely execute a lab that will prove Fc=(mv^2)/r
record all data in notebook using charts and or tables.

Wear Goggles while labs are being performed
You may discuss any ideas questions or concerns on the blog.
Groups of 2
You are responsible for your own calculations!!! you have been warned.

Friday, February 28, 2014

Electric Circuits & Ohms Law

***** FREE RESOURCE--->5Easy Steps to Get A 5 on the AP Physics Exam

After studying the material of this chapter, the student should be able to:
1. Explain how a simple battery can produce an electrical current.
2. Define current, ampere, emf, voltage, resistance, resistivity, and temperature coefficient of resistance.
4. Distinguish between a) conventional current and electron current and b) direct current and alternating current.
5. Know the symbols used to represent a source of emf, resistor, voltmeter, and ammeter and how to interpret a simple circuit diagram.
6. Given the length, cross sectional area, resistivity, and temperature coefficient of resistance, determine a wire's resistance at room temperature and some higher or lower temperature.
7. Solve simple dc circuit problems using Ohm's law.
8. Use the equations for electric power to determine the power and energy dissipated in a resistor and calculate the cost of this energy to the consumer.

1. Determine the equivalent resistance of resistors arranged in series or in parallel or the equivalent resistance of a series parallel combination.
2. Use Ohm's law and Kirchhoff's rules to determine the current through each resistor and the voltage drop across each resistor in a single loop or multiloop dc circuit.
3. Distinguish between the emf and the terminal voltage of a battery and calculate the terminal voltage given the emf, internal resistance of the battery, and external resistance in the circuit.
4. Determine the equivalent capacitance of capacitors arranged in series or in parallel or the equivalent capacitance of a series parallel combination.
5. Determine the charge on each capacitor and the voltage drop across each capacitor in a circuit where capacitors are arranged in series, parallel, or a series parallel combination.
6. Calculate the time constant of an RC circuit.

Day 67
Introduction to Basic Circuits & Diagrams.
Notes: Circuit Symbology
Drawing Circuit Diagram

Battery Voltage Source
Wires
Resistors and Bulbs
Switches

Day 68
Ohm's Law Lab

Day 69

Ohm's Law

Conclusions

Day 70

Easter Bunny Rules

Recitation Circuits WS

HW complete circuits WS

Practice Quiz:

http://www.indiabix.com/electronics/series-circuits/Objectives

Day 71

Circuits Quest con Queso

Day 72

Hotdog Hotdog hot digity dog

Magnetic Fields Continued

Day 60
Practice of RHR and its applications of right hand rule
Online practice questions
http://www.allenisd.org/cms/lib/TX01001197/Centricity/Domain/1840/Magnetism/Hot%20Potato%20Magnetism%20Graphics/Right_hand_rule_practice_1_jb.htm

Day 61
Forces between current carrying wire notes diagrams and discussion
Yamato 1 magnetohydrodrive-> notes and discussion
http://en.wikipedia.org/wiki/Magnetohydrodynamic_drive

Day 62
Induced EMF
As it pertains to RHR. Wire sections and loops entering magnetic fields
3 cases will be discussed and students will simplify analyze and apply RHR to and between case to explain the resulting current of a wire in a magnetic field.

Day 63
Quest on the direction and application of the RHR " Macarena effect quiz"
Worlds simplistic motor student will set up and observe the operation of a simple motor consisting of a coil a battery and a magnet.
Students will make observations
Explain the purpose for each component and step in order to produce the desired effect
Relate back to RHR

Day 64
Summarize key ideas to date-
Discussion and Summary of key concepts of simple electric motor.
Phase/ flux/ RHR will be explained in context. The ultimate goals is to provide the construct example for the functionality of emf to be used in future study of rail guns and emf.
Notes mass spectrograph-
AP2000 b7 student will analyze and explain both qualitatively and quantitatively the function of the device.

Day 65
Choose Any 2 EMAG problems form the AP EXAMS
Develop Solutions and Solve.

Day66
WhiteBoard of problems from previous day.

Day 67
Intorduction to Basic Circuits & Diagrams.
Battery Voltage SOurce
Wires
Resistors and Bulbs
Switches

Saturday, February 22, 2014

Centripetal Force & Gravitation

OK. So if you check the blog and you are able to finish your calculation of the mass of the sun, you only need to do 2 other problems from the ws. not the entire thing.
How do you know what the correct answers is ? Easy ~2X10^30Kg
Here is a link to the text if you need help "CICK HERE"

Centrifugal Force

1. Calculate the centripetal acceleration of a point mass in uniform circular motion given the radius of the circle and either the linear speed or the period of the motion.
2. Identify the force that is the cause of the centripetal acceleration and determine the direction of the acceleration vector.
3. Use Newton's laws of motion and the concept of centripetal acceleration to solve word problems.
4. Distinguish between centripetal acceleration and tangential acceleration.
5. State the relationship between the period of the motion and the frequency of rotation and express this relationship using a mathematical equation.
6. Write the equation for Newton's universal law of gravitation and explain the meaning of each symbol in the equation.
7. Determine the magnitude and direction of the gravitational field strength (g) at a distance r from a body of mass m.
8. Use Newton's second law of motion, the universal law of gravitation, and the concept of centripetal acceleration to solve problems involving the orbital motion of satellites.
9. Explain the "apparent" weightlessness of an astronaut in orbit.
10. State from memory Kepler's laws of planetary motion. NOT! Derive ideas and formulas based on DUMB IDEAS Like Fnet=Fc=FG
11. Use Kepler's third law to solve word problems involving planetary motion.
12. Use Newton's second law of motion, the universal law of gravitation, and the concept of centripetal acceleration to derive Kepler's third law.
13. Solve word problems related to Kepler's third law.
14. Identify the four forces that exist in nature. ALL DAY EVERY DAY

Practice PROBLEMS WS 7H

Monday, February 10, 2014

Magnetism

Every AP Magnetism Problem to Date

Objectives

After studying the material of this chapter, the student should be able to:
1. Draw the magnetic field pattern produced by iron filings sprinkled on paper placed over different arrangements of bar magnets.
2. Determine the magnitude of the magnetic field produced by both a long straight current-carrying wire and a current loop. Use the right hand rule to determine the direction of the magnetic field produced by the current.
3. Explain what is meant by ferromagnetism, including the concept of domains and the *Curie temperature.
4. State the conventions adopted to represent the direction of a magnetic field, the current in a current-carrying wire and the direction of motion of a charged particle moving through a magnetic field.
5. Apply the right hand rule to determine the direction of the force on either a charged particle traveling through a magnetic field or a current-carrying wire placed in a magnetic field.
6. Determine the torque on a current loop arranged in a magnetic field and explain galvanometer movement.
7. Explain how a mass spectrograph can be used to determine the mass of an ion and how it can be used to separate isotopes of the same element.

Day 56
Electormagnetism:
SS:5.1
Coil Compass Battery & Wire Ohm my!

Investigate and make/write observations about interactions between the components.

model simplification ex. Milikan oil drop

Day 57

Complete & Discuss Results From investigation

Summarize observations Diagrams
Notes

Day 58

Return Potential Potential Difference Quest discuss and revise errors in reasoning

Day 59

Introduction to the Right Hand Rule and Force

*Every AP Magnetism Problem to Date

Wednesday, February 5, 2014

Phershman PHYSICS

2/22/14
Some people asked about reading Motion Maps

How to Read a Motion Map ClickHere
Key Ideas for Motion Postion vs. time

KEY IDEAS

2/7/14 HW WS Click Here! Complete 4&5 you may discuss
Objectives:

Honors Physics

Constant Velocity Particle Model
1.1 A CVPM I know the difference between vector and scalar quantities.
1.2 A CVPM I know the difference between position, distance, and displacement.
1.3 A CVPM I can interpret/draw motion maps for objects moving with constant velocity.
1.4 A CVPM I can interpret/draw the position vs. time graph for an object moving with constant velocity.
1.5 A CVPM I can interpret/draw the velocity vs. time graph for an object moving with constant velocity.
1.6 B CVPM I can draw the corresponding position-vs-time graph given a velocity-vs-time graph.
1.7 B CVPM I can solve problems involving average speed and average velocity.

Watch Video
Draw a motion map for both the squirrel and man.
Sketch a graph of their motions be sure to include all key points.

Sunday, February 2, 2014

Electric Potential and Potential Difference

"Voltage"

State Standard 5.2 A-E

Objectives

After studying the material of this chapter, the student should be able to:
1. Write from memory the definitions of electric potential, and electric potential difference.
2. Distinguish between electric potential, electric potential energy, and electric potential difference.
3. Draw the electric field pattern and equipotential line pattern which exist between charged objects.
4. Determine the magnitude of the potential at a point a known distance from a point charge or an arrangement of point charges.
5. State the relationship between electric potential and electric field and determine the potential difference between two points a fixed distance apart in a region where the electric field is uniform.
6. Determine the kinetic energy in both joules and electron volts of a charged particle which is accelerated through a given potential difference.
7. Explain what is meant by an electric dipole and determine the magnitude of the electric dipole moment between two point charges.
8. Given the dimensions, distance between the plates, and the dielectric constant of the material between the plates, determine the magnitude of the capacitance of a parallel plate capacitor.
9. Given the capacitance, the dielectric constant, and either the potential difference or the charge stored on the plates of a parallel plate capacitor, determine the energy and the energy density stored in the capacitor.

Day 53

1985 B2 Complete Practice Problem after derivation of V=kq/r

magnetic abstraction to help answer e.

students hold one magnet and move other in the field make analogies between the 2 situations

Group Work Graded assignment 1989 #2
HW:

Day 54

White Board & Discuss Previous HW

Day 55 Test Fields Potential and Review Question

Print and use for test

Electromagnetic Induction
State Standard 5.2 A-E
Student Learning Objectives

To observe the experimental evidence for electromagnetic induction.
To understand the circumstances under which changing magnetic fields lead to induced currents.
To understand how the movement of a conductor through a magnetic field leads to a motional emf.
To understand and use Lenz’s law for induced currents.
To use Lenz’s law and Faraday’s law to determine the direction and size of induced currents.
To understand basic applications of electromagnetic induction to technology.

Day 56

Introduction to Electromagnetic Induction

Discovery Experimentation activity

9v Battery/compass/ coil of wire
Identify variables and qualitative interactions
Defn relationships and quantities
relate equations

sample problem full abstraction
HW: Read Electromagnetic Induction

Thursday, January 30, 2014

Honor Physics Period 9

http://vertsyn.bluedomino.com/fizziks_westlake/AP%20Physics%20Goodies/Instructional%20Materials/Physics%20Cartoons/dynamics/foxtrot_plane_lab.gif

State Standard 5.2.E Forces

Engineering
Objectives:

calculate all of the forces for objects
on any surface that is not horizontal.
calculate the acceleration of these
objects and apply motion equations.
Skills Required

FBD->Free Body Diagrams
Finding Vector Componants
Sum of the Forces
PUKES
Algebra

Steps for Solving "you need to memorize this"

1) Draw a free-body diagram for the object (the normal force is perpendicular to the plane; the friction force acts along the plane, opposite the velocity)
2) break vectors into components, where the parallel component of weight is mg(sin θ);
3) write Newton's second law for parallel and perpendicular components; and
4) solve the equations for whatever the problem asks for.

Week of 2/3/14

Day 54

Check HW
Review HW FBD WS Whiteboarding corrections and discussion
Practice: Drawing FBD and writing Sum of the Forces

Day 55

Class Clicker Quiz

Day 56

WB remaning problems

Day 57

Mastery Learning (Complete all questions w/ FBD/SUM of the Forces/PUKES

Sample Problem #1
WS 1-8 with solved example #1
Students may ask questions and work together to complete

Week of 2/10/14

Day 58

Mastery Learning (Complete all questions w/ FBD/SUM of the Forces/PUKES

Students may ask questions collaborate and work together to complete

Day 59

Mastery Learning (Complete all questions w/ FBD/SUM of the Forces/PUKES

Students may ask questions collaborate and work together to complete

Day 60

Mastery Learning (Complete all questions w/ FBD/SUM of the Forces/PUKES

Students may ask questions collaborate and work together to complete

PROBLEMS DUE @ END OF CLASS THURSDAY!!!!

Saturday, January 18, 2014

AP PHYSICS B REVIEW

Link to Topics and Objectives: "Click Here"
Sample Exam: Click Here

No Calculators

No Equation sheet

Review Strategy:

Read section reviews for chapters covered
- find MC questions that illustrate topics.
  - If you understand what the correct answer is and why move on, if not review, post, and correct your misconception
    - Repeat

Wednesday, January 15, 2014

Period 9 MID TERM REVIEW

Regents Test

Extra Credit T/F Review Test
You will be required to complete a scan-tron "No whining!"

The idea of forces is on the exam... Most importantly that they are vectors and behave as such.
The total FORCE= Net Force=(Fnet)=ma
Or simply Fnet=ma

There are only to possibilities when it comes to Fnet:
They add up to zero (equilibrium)
Or they don't and the object accelerates.
Here are some sample questions:

https://www.box.com/s/22v28qs6dx7uosh4iw8z

Answers:
https://www.box.com/s/8j5bo5gdrwvsr2nwcvm2

You are permitted to bring one side 8.5x11 inch paper with hand written equation sheet you may include diagrams but no notes.

There is no curve!!!
It is a Pre determined standard.
80 correct = 100
70=90
60=80
50=70
48=68

Phreshman Physics MIDTERM REVIEW

All or some of these topics may be on the exam.

What is Physics?

Observations:

Subjective Objective

Measurements:

Prefixes

Measuring

Fundamental & Derived units

Factor Label

Sig Figs

Labs:

Easy as PI

Not as Easy as PI

Physics Bugs me!

Graphing:

Graph:20 Pts

Graph

Scale 2 pts

Title 2 pts

BLOF 2pts

Axis Label 2pts

Slope 4pts

intercept 2pts

Identification 2 pts

Equation in terms 4 pts

Parent Graphs:
4 from class

Units

Tuesday, January 14, 2014

Honors Physics

Force Diagrams
Complete the diagrams 1-10.
If you cant not print the WS sketch in your notebooks.
All diagrams should be labeled.
Post any questions or issues along with the Q#.

Sunday, January 12, 2014

http://www.radiolab.org/story/91672-yellow-fluff-and-other-curious-encounters/

Friday, January 10, 2014

Eletric Field Mapping Lab

Due tomorrow Tues 1.14.14

Electric Field Maps

Colorized
observations
interpretations

Post Lab Question "Click Here"

on a separate piece of printer paper NDPS
Print or sketch the picture/question
answer the questions

http://groups.physics.northwestern.edu/lab/DOWNLOAD/equipotential.pdf

Read the section on drawing field lines. Complete your drawing of the electric field map on you paper colorizes it in a way that makes sense.
Need Ideas
Infographics

Assignments:

Fileds Potential Work

Midterm Strategies MC Strategies

How to Eliminate Choices:

What UNIT should the answer be in? Especially for those questions with no numbers. Look at the arrangements of the variables to find which choices are in the correct units (dimensional analysis)

Should the answer be larger or smaller than a given value in the problem? (increase/decrease/relationship problems)

For graphs, think about probable shapes and slopes. Where the line goes to zero is often a good indicator of correct or incorrect choices.

For those questions that read “Which of the following…” Be extremely careful of the word NOT and be sure to read ALL the choices before picking one. Many mistakes are made when a student picks choice A after reading it and never even gets to B through E.

Predict the sign of your answer (+/–) to eliminate choices

Predict the possible directions (for currents, vectors, etc.) to eliminate choices

taken from PGP physics

How to Eliminate Choices:

What UNIT should the answer be in? Especially for those questions with

no numbers. Look at the arrangements of the variables to find which choices

are in the correct units (dimensional analysis)

Should the answer be larger or smaller than a given value in the problem?

(increase/decrease/relationship problems)

For graphs, think about probable shapes and slopes. Where the line goes to zero is often a

good indicator of correct or incorrect choices.

For those questions that read “Which of the following…” Be extremely

careful of the word NOT and be sure to read ALL the choices before picking

one.

Predict the sign of your answer (+/–) to eliminate choices
Predict the possible directions (for currents, vectors, etc.) to

Many mistakes are made when a student picks choice A after reading it and never even gets to B through E.

eliminate choices

Friday, January 3, 2014

HONORS PHYSICS P9 2 Dimensional Motion

Key Strategies:

divide the problem into 2 linear motion problems using PUKE

one for the x and 1 for the y

Time for the x&y are the same {the motions are occurring independently and simultaneously}
Solve for time using PUKE"S" in either the x or y and apply it to the other direction.

You are not learning anything new

HW: Since we are not in school today work on any 3 problems and post ideas and question and solutions to the blog.
http://go.hrw.com/resources/go_sc/phy/HF2PW03D.PDF

AP PHYSICS B 1&2 Mechanical Universe VIDEO

Use the Video Links Below to view and discuss. There are questions as a guide though you shouldn't need them. Discuss on Blog.

Best if viewed with Firefox: Popups must be enabled.

Note:*if the titles don't appear find the videos in the directory below the page that appears.

	28. Static Electricity	Worksheet 28	Video Link 28
	29. The Electric Field	Worksheet 29	Video Link 29

Thursday, January 2, 2014

AP ELECTRICTY Part 1 Electrostatics

Objectives

After studying the material of this chapter, the student should be able to:
1. State from memory the magnitude and sign of the charge on an electron and proton and also state the mass of each particle.

2. Apply Coulomb's law to determine the magnitude of the electrical force between point charges separated by a distance r and state whether the force will be one of attraction or repulsion.

3. State from memory the law of conservation of charge.

4. Distinguish between an insulator, a conductor, and a semi conductor and give examples of each.

5. Explain the concept of electric field and determine the resultant electric field at a point some distance from two or more point charges.

6. Determine the magnitude and direction of the electric force on a charged particle placed in an electric field.

7. Sketch the electric field pattern in the region between charged objects.

8. Use Gauss's law to determine the magnitude of the electric field in problems where static electric charge is distributed on a surface which is simple and symmetrical.

Saturday, December 21, 2013

AP 12 Days of Physics!

Happy Hollidays & winter solstice.
Thanks for those of you who gave gifts totally unnecessary. As discussed we can not get lazy over the break. So here are some things to keep you current and sharp. You need to participate to learn physics. If not I can't help you.
Read Ch.18. As many times as it takes post on the blog questions and insights.
here will be a reading quiz.
On the First day of Physics!

More charming
http://m.phys.org/news/2013-12-physicists-publish-charming-socialites.html
A Bugatti for Physics. Bugatti can accelerate 0-27 m/s in 2.6 seconds, which is about a 10.3 m/s/s acceleration. Assuming a u=.95. If the answer does not agree give possible explanations.
If it were so easy.... http://youtu.be/DuBS-p2tyOU

Read-->Discuss
http://phys.org/news305888300.html

Wednesday, December 18, 2013

NOT AS EASY AS PI

Discussion Board:
Objective:
Devise a method to determine the relationship between length and time of a swing.
Create and interpret a parent graph for the data
Use this Graph PAPER only "CLICK HERE"

Things to think about.

What shape is the graph? Is it lnear?

If your data does not agree with the class discussion the lab is easily redone at home find a bob and a length of string and measure the time for ten swings take the Avg. It should be clear that it is not a linear relationship..
Once you have identified the parent graph construct a daughter graph as discussed in class.
Follow the rules for analyzing linear graphs find the slope and intercept.

Monday, December 16, 2013

Resources

Physics Textbook
login
pp&p
psswd:
dru789tr5hu

Physics Exam Questions
the above link hosts sample MC questions similar to the one used on the Mid-term exam.
Do as many of the questions as you can relating to the topics we covered.

Thursday, December 12, 2013

MOTION PROBLEMS 1D

Objectives

Develop a relational model between the real word the descriptions and the mathematical equations

After studying the material of this chapter, you should be able to:
1. State from memory the meaning of the key terms and phrases used in kinematics.
2. List the SI unit and its abbreviation associated with displacement, velocity, acceleration, and time.
3. Describe the motion of an object relative to a particular frame of reference.
4. Differentiate between a vector quantity and a scalar quantity and state which quantities used in kinematics are vector quantities and which are scalar quantities.
5. State from memory the meaning of the symbols used in kinematics:
x, x_o, v, v_o, a, y, y_o, v_y, v_yo, g, t.
6. Write from memory the equations used to describe uniformly accelerated motion.
7. Complete a data table using information both given and implied in word problems.
8. Use the completed data table to solve word problems.
9. Use the methods of graphical analysis to determine the instantaneous acceleration at a point in time and the distance traveled in an interval of time.

HW:
Watch VIDEO
Draw a picture of the deceleration of the sled.
Estimate the time to stop using the video.
PUKE
You need this for class.
What should the unknowns be?

HW solutions 1-15

Cut and paste link below:

Cp phys ch 2 web rev.pdf - https://drive.google.com/file/d/0B7bJIeVT3zuOM1N6WkVMbjZqVG8/edit?usp=sharing

Friday, December 6, 2013

EXAMPLES OF 10

Find examples of the numbers post them and complete your Worksheet

Thursday, December 5, 2013

hONORS pd.9 gRAPH qUESTIONS

Discuss /Argue/Debate your answers here

EXAM REVIEW AP PHYSICS

Vectors

Uniform Circular Motion

Universal Gravitation

Friction

Centripetal Force

Hookes's Law

Combination Problems

AP REVIEW OF WORK ENERGY

Work
• Recognize the difference between the scientific and ordinary definitions of work.
• Define work by relating it to force and displacement.
• Identify where work is being performed in a variety of situations.
• Calculate the net work done when many forces are applied to an object
Energy
• Identify several forms of energy.
• Calculate kinetic energy for an object.
• Apply the work–kinetic energy theorem to solve problems.
• Distinguish between kinetic and potential energy.
• Classify different types of potential energy.
• Calculate the potential energy associated with an object’s position.
Conservation of Energy
• Identify situations in which conservation of mechanical energy is valid.
• Recognize the forms that conserved energy can take.
• Solve problems using conservation of mechanical energy

Monday, December 2, 2013

Mutiny on the bounty

Use the 2 posts on twitter to calculate the the value of each sale in the prescribed units.

Friday, November 22, 2013

HPP 9 Sketch a graph

Sketch position velocity and acceleration graphs for various objects motion.
Sketch Paper

Leaving a stop sign

Learning Guide

I can draw a position vs time, graph for a novel situation
I can identify all the key points for the slope and intercept and describe its mathematical context for all graphs.
I can relate the slope and intercept to a physical context for the entire graph
I can draw the resulting graphs for velocity and acceleration.

Click to Run

Enlightening Questions

Post and discuss ideas and issues about the the questions.

Factor Label Phreshman physics

What are the steps required to solve problem using factor label?

Post any questions or comments about the hw here.
You may also discuss answers to compare.
Keep in mind all students must SAW.
Review

I can idetify the units of the answer
I can use the information in the problem to determine what should come first
I am able to use information to cancel units
I am able to repeat the steps units the units on the left are the same as the units on the right

Friday, November 15, 2013

Universal Questions?

Notes from Class
What is the Mass of the Earth?
What is the mass of the sun?
Where do I put a statellite?

Geosynchronous
Asynchoronous
Lagrangian

What is the weight difference at the equator?
How long would a day be if Thomas of Ecuador was weightless?

Monday, November 11, 2013

Period 4 hw

Answer levels 1&2 question 2.

Compare your answers with the answers below. Use this to determine the rules for significant figure.

Wednesday, November 6, 2013

Pd. 9 Interpreting Slope and Intercept

HW:

The equation for the speed of a ball that is thrown straight up in the air is given by v = 128 – 32t, where v is the velocity (in feet per second) and t is the number of seconds after the ball is thrown. With what initial velocity was the ball thrown? What is the meaning of the slope? What are the units of the slope?

Tuesday, November 5, 2013

Easy As Pie

Objective:
The student will measure circumference and diameter with appropriate accuracy and precision. The student will graph circumference vs. diameter, determine the slope, and identify the physical significance of the slope and calculate the % error. Students will suggest ways to increase the precision of the lab.

Helpful Links:

Graphing

Graph Paper

APB Uniform Circular Motion

Skills:

Objectives:

After studying the material of this chapter, you should be able to:
1. Calculate the centripetal acceleration of a point mass in uniform circular motion given the radius of the circle and either the linear speed or the period of the motion.
2. Identify the force that is the cause of the centripetal acceleration and determine the direction of the acceleration vector.
3. Use Newton's laws of motion and the concept of centripetal acceleration to solve word problems.
4. Distinguish between centripetal acceleration and tangential acceleration.
5. State the relationship between the period of the motion and the frequency of rotation and express this relationship using a mathematical equation.
6. Write the equation for Newton's universal law of gravitation and explain the meaning of each symbol in the equation.
7. Determine the magnitude and direction of the gravitational field strength (g) at a distance r from a body of mass m.
8. Use Newton's second law of motion, the universal law of gravitation, and the concept of centripetal acceleration to solve problems involving the orbital motion of satellites.
9. Explain the "apparent" weightlessness of an astronaut in orbit.
10. State from memory Kepler's laws of planetary motion.
11. Use Kepler's third law to solve word problems involving planetary motion.
12. Use Newton's second law of motion, the universal law of gravitation, and the concept of centripetal acceleration to derive Kepler's third law.
13. Solve word problems related to Kepler's third law.
14. Identify the four forces that exist in nature.

Monday, October 21, 2013

Sample Poster information

Sunday, October 20, 2013

Pd.9 During My Absence

All students are expected to bring all necessary materials and work on assignments. If you are having issues post to the Blog. You will receive credit and grades for your work.

Assignment 1

Work on Packet on Significant Figures & Scientific Notation

This should not be rushed through you will be taking an online quest posted here and on the calendar in Q1

Assignment 2

Observe the graph below
List observations of the characteristics of a good graph

Assignments 3

Identify the 4 basic parent graphs and their general forms

Worksheet

Assignment 4

Easy as Pie
- Record in you note book all date
- Find 10 circular objects ---> i have a jug of plastic lids under my desk.
- Measure the Circumference & Diameter of 10 Circular objects that are incremental spaced----> this means to use a ruler
  - make and state any observations the dumber the better
  - WARNING: Calculation does not = Measurement
    - you must use a ruler and a piece of string
    - keep sting in notebook
  - incrementally ~2,~4,~6,~8 not 2,28,29,30,37,118
  - create a graph of C vs, D using the graph paper below
    - make sure that its characteristics are similar to the sample graph shown in the picture above
    - graph paper
    - apply your observations of good graphing
  - Calculate the slope and write the equation of the line in y=mx+b format
  - rewrite the equation and substitute the values being graphed for y & x
    - help
    - extra credit graph on excel and have it draw the best line of fit and calculate the equation of the line.

Assignment 5
Not as Easy as Pie

Take your string from the previous experiment time a small weight to it. a rock a ring a bobble or a cat
- not responsible if you actually tie a cat to your string poor judgement
- pull the object back slightly time how long it takes for a complete swing. Record the time. What does this time measure or represent?
- Make observations---> State questions
- Is there any way to improve on the measurement? If so how? Record your method.
  - Repeat this for 10 different lengths
- Make a hypothesis.
- Make a graph of the Period vs. the length.
  - Draw a Best Line of Fit or BLOF
    - Does it look like your Easy as Pie Graph?
    - How so?
    - Make & state any and all observations
    - What is the relationship---> write the equation of function for T and length based on your data?

Friday, October 18, 2013

Phreshman During My Abscence

All students are expected to bring all necessary materials and work on assignments. If you are having issues post to the Blog. You will receive credit and grades for your work.

Updated Work:
Assignment 1

Observe the graph below
List observations of the characteristics of a good graph

Assignments2

Identify the 4 basic parent graphs and their general forms

Worksheet

Assignment 3

Easy as Pie
- Record in you note book all date
- Find 10 circular objects ---> i have a jug of plastic lids under my desk.
- Measure the Circumference & Diameter of 10 Circular objects that are incremental spaced----> this means to use a ruler
  - make and state any observations the dumber the better
  - WARNING: Calculation does not = Measurement
    - you must use a ruler and a piece of string
    - keep sting in notebook
  - incrementally ~2,~4,~6,~8 not 2,28,29,30,37,118
  - create a graph of C vs, D using the graph paper below
    - make sure that its characteristics are similar to the sample graph shown in the picture above
    - graph paper
    - apply your observations of good graphing
  - Calculate the slope and write the equation of the line in y=mx+b format
  - rewrite the equation and substitute the values being graphed for y & x
    - help
    - extra credit graph on excel and have it draw the best line of fit and calculate the equation of the line.

Assignment 4
Not as Easy as Pie

Take your string from the previous experiment time a small weight to it. a rock a ring a bobble or a cat

not responsible if you actually tie a cat to your string poor judgement
pull the object back slightly time how long it takes for a complete swing. Record the time. What does this time measure or represent?
Make observations---> State questions
Is there any way to improve on the measurement? If so how? Record your method.
- Repeat this for 10 different lengths
Make a hypothesis.
Make a graph of the Period vs. the length.
- Draw a Best Line of Fit or BLOF
  - Does it look like your Easy as Pie Graph?
  - How so?
  - Make & state any and all observations
  - What is the relationship---> write the equation of function for T and length based on your data?

Phreshman Honors

Oct 22. see adopt a physicist post Participate in Adopt A physicist see blog

(Your groups and physicist were assigned in class)

Create a Poster of Fundamental Units for your Group each person should be responsible for one unit

7 Fundamental Units-. things that can be measure that do not depend on other quantities

Based on your observations
Mass is fundamental
density is not fundamental it has mass and volume

volume depends on distance ^3 or (LxWxH)

therefore volume can not be fundamental

Use Scientific Method to Create and determine rules for the following ( You may work with your adopt a physicist Group) The process is identical to "Petals Around A Rose"

You may not look up the rules you must use the answers from the WS to determine them

State which questions help you prove your rule
If your rule works for all examples stop if not continue to test and refine your hypothesis
Rules for:(#)= the # of possible rules

Significant Figures

identifying the # of Significant Figures(3)
Adding and subtracting numbers with sigfigs(1)
Multiplying numbers with sigfigs(1)

Scientific Notation

watch video
Complete WS
writing Numbers in Scientific Notation(1-4)
how do SIGFIG relate to Scientific Notation?

AP PHYSICS During my abscence

AP Physics B
All students are expected to bring all necessary materials and work on assignments. If you are having issues post to the Blog. You will receive credit and grades for your work.

Free Body Diagrams Instructions

F.B.D. WS
Pre-Quiz
Draw and Label all forces on this paper-try cut and paste link below

http://donnayoung.org/f13/math-f/graph-paper/18x18-0-15inch-pink.pdf

use graph paper to draw FBD use space to the right to write equations
identify any force that must be equal

write the Sum of the forces for both the x&y equations i.e. Fx & Fy

Wiley Plus Assignment

Centripetal Force

Active Physics Electrostatics

11.1-11.4

Thursday, October 17, 2013

Adopt a Physicist

ADOPT A PHYSICIST

STARTS OCT.22 @ 2PM EST *****Post only a few questions @ a time***

Class Title:: M4 Phreshman Physics Phirst
Grade Level:: 9
Student PIN:: 1301

*Its here! We have our physicists. I will post info along with instructions ect.
http://www.adoptaphysicist.org/
Pin#:1301

Adopt a physicist is a way for you to interact with people who work as physicist!

You can ask the questions like whats your favorite song?...

But more important questions should be asked like

current events in science?

higgs boson
near Earth objects(NEO) - asteroids
ect.

what made you chose physics?
Were there any other jobs you considered?
What else could you do with a physics degree?
Possible discussion Topics Link

Find Mainland Physics Period

Monday, October 14, 2013

What's the signicance?

What are the rules for significant figures?

read the rules people have already written
if you like a rule like the post
if you think you can state the rule in a better way do so
What is the fewest number of rules necessary to determine all types of significant figures?

What about adding and subtracting # of different significance? Is there a simple rule or way to explain it?

if your post is about adding and subtracting make the first line (+,-)

Wiley Plus AP Physics B

Wiley Plus

Register using a famous scientists name not mine
Complete the assignments 1 & 2
Student Companion Site

Thursday, October 3, 2013

Petals Around a Rose Discussion

Do not post any rules or hypotheses that have been verified

You may discuss specific rolls to your class.
Why did you chose that roll?
What can be determined from the roll?

Do not overreach and state your theory on how this works. (WALT SULLIVAN)

In order to determine the rule what roll would you most like to see?

How would this help you determine the rule?

Wednesday, October 2, 2013

Richie's Potty Chart Chat. (ALL HONORS CLASSES)

What are the key ideas behind Richie's Potty Chart how does it relate to Physics/Science?

What is the biggest scientific limitation of this investigation?

Blogging:

Read what is already written
Do not repost same ideas
Do not write a every idea in your head allow others to contribute and expand on your ideas/post.
NDPS->Name and Period

Friday, September 27, 2013

Vectors (AP PHYSICS)

Objectives

After studying the material of this chapter, you should be able to:
1. Represent the magnitude and direction of a vector using a protractor and ruler.
2. Multiply or divide a vector quantity by a scalar quantity.
3. Use the methods of graphical analysis to determine the magnitude and direction of the vector resultant in problems involving vector addition or subtraction of two or more vector quantities. The graphical methods to be used are the parallelogram method and the tip to tail method.
4. Use the trigonometric component method to resolve a vector components in the x and y directions.
5. Use the trigonometric component method to determine the vector resultant in problems involving vector addition or subtraction of two or more vector quantities.
6. Use the kinematics equations of Chapter Two along with the vector component method of Chapter Three to solve problems involving two dimensional motion of projectiles.

Links:
Vector Addition & Components

Vector Lab Checklist:

Each person must turn in a complete lab.
All work & calculations must be shown for case 1
A Results summary of all 5 cases
Discussion Section: Overall results/improvements/ questions

Review:

http://www.physicsclassroom.com/class/vectors/

Tuesday, September 24, 2013

SPIDER GOAT or Salmon Corn

SPIDERGOAT ARTICLE

Read the articles
What are your thoughts on this?

Salmon Corn

Sunday, September 22, 2013

Period 7 only

Group the smaller groups into larger ones what do they all have in common. Use the relationships to write a sentence or two about what is physics. Post questions about groups and names. Do not post your final answer to the blog.

Put in your notebook and bring to class on Tuesday.

Friday, September 20, 2013

AP POPPER LAB

Discussion

Thursday, September 19, 2013

Print this out and bring to class on Friday

Class Policy

If you have trouble print it in the library or computer lab.

Wednesday, September 18, 2013

Explain and Discuss the trends you see.

Friday, September 13, 2013

Writing an Abstract

Summarizing the lab report

Summarize each major section of the lab report--Introduction, Methods, Results, Discussion, and Conclusion--in 1 sentence each (two if a section is complex). Then string the summaries together in a block paragraph in the order the sections come in the final report.

More Help:

You can think of the Abstract as a miniature version of the whole lab report. Read each section of the report and boil it down to a sentence. This means that you need to determine the most important information in each section.

Here are some suggestions for what to include in each sentence of the Abstract:
- Introduction: research problem of the lab; hypothesis
- Methods: a quick description of the procedure
- Results: statement of the overall findings
- Discussion: judgment about hypothesis; solution for problem
- Conclusion: what you learned from doing the lab
Put all these sentences together into one paragraph with the heading "Abstract."

Wednesday, September 11, 2013

Things That?

students will be able to identify the components of a scientific observation and contrast with non scientific observations
replace transform non scientific observations and make them scientific.
Recognize the difference between qualitative,quantitative, subjective and objective and what characteristics an observation has
Investigate and create operational definitions based on observations
Use observations to develop the need and understand the importance of measurement

Marketing (ratemymullet.com)

use observations to organize things in a clear and consistent manner
use observations to construct hypothesis

identify strategies for looking for organization
binomial searching algorithm

use and understand a graphic organizer (T-Chart)
Use the T chart

to make observations as to trends
extrapolate (evolution)
interpolate (missing link)
summarize

Several Questions:
Do not look up the answer it is useless in this exercise.
Write down your observations of the characteristics of fruits and vegetables use that to define them and determine the difference!

You should make a things that chart to answer your questions.

What is the difference between a fruit and a vegetable? So what is a Banana?

What is a duck billed platypus?

Is a virus a living thing?

ABC GUM LAB AP Physics B

LABORATORY AND EXPERIMENTAL SITUATIONS
These objectives overlay the content objectives, and are assessed in the context of those objectives.
1. Design experiments
Students should understand the process of designing experiments, so they can:

          a) Describe the purpose of an experiment or a problem to be investigated.

          b) Identify equipment needed and describe how it is to be used.

          c) Draw a diagram or provide a description of an experimental setup.

          d) Describe procedures to be used, including controls and measurements to be taken.

2. Observe and measure real phenomena
Students should be able to make relevant observations, and be able to take measurements with a variety of instruments (cannot be assessed via paper-and-pencil examinations).

Post Discussion questions here:
Lab Builder

The above is a resource allowing you to review and preview your final report

Tuesday, September 10, 2013

Checking the Blog?

Click on the "ABC's of Physics" on the calendar at the bottom of the page.
Copy the link and paste the link to view the video.
Create a reply to this post with the key element to the video be sure to include your name in your post!!!

If you were having trouble accessing the video click the little thing below. If it brings you to the video you did not cut and paste correctly. If it still does not work its your computer...

Monday, August 5, 2013

Modeling Test

https://dl.dropboxusercontent.com/u/13300434/modeling_physics_test.htm

Tuesday, July 9, 2013

AP Physics: Watch MIT Video

http://youtu.be/PmJV8CHIqFc

Post comments or questions

Saturday, June 29, 2013

Ap Summer assignment #1 Ch.2 Problem Set

Here is an alternative link to a downloadable PDF for the Problem Set</>
This is paramount to your success. If you can not find time to do this you really do not want to be in Physics B. I can. Not stress this enough. It is like working out for you to reap any benefit you must push yourself as hard as possible. It will be difficult at times but that's when you know it's working!
You may and should discuss questions you have here on the blog. Be sure to include the question # and the issue you are having.

Assignment details.

All problems should be done in a composition notebook with the first 5 pages left blank for T.O.C.

Each entry work date should be note with start and end times with your name in the upper right hand corner---->. First initial and last name is acceptable.

Answers are to be recorded on google form.

You Should be devoting a minimum of 2 hours a week to this or 5 problems a day. If you work for 2 hrs and get all the problems done Great.

Tuesday, June 25, 2013

Ap Summer Assignment

This will be posted ASAP along with instructions.

Wednesday, June 12, 2013

End of the Year Survey

Please complete

Sunday, June 9, 2013

Final Phresman Physics Review!

You can post topics and diss USA preparation for the final exam here. The major ideas are in the table of contents of your composition notebook.

Final Review Study Guide

Thursday, May 30, 2013

Waves Sound & Light

Waves TEST Due Monday

Objectives

After studying the material of this chapter, you should be able to:

State the conditions necessary for resonance. Give examples of instances where resonance is a) beneficial and b) destructive. Explain how damped harmonic motion can be achieved to prevent destructive resonance.

Distinguish between a longitudinal wave and a transverse wave and give examples of each type of wave.

Calculate the speed of longitudinal waves through liquids and solids and the speed of transverse waves in ropes and strings.

Calculate the energy transmitted by a wave, the power of a wave and the intensity of a wave, across a unit area A.

Describe wave reflection from a barrier, refraction as the wave travels from one medium into another, constructive and destructive interference as waves overlap, and diffraction of waves as they pass around an obstacle.

Explain how a standing wave can be produced in a string or rope and calculate the harmonic frequencies needed to produce standing waves in string instruments.