Handed back and went over SHM test.
Started powerpoint on Thermal Physics
Got as far as Molar Heat Capacities.
Showed demos of hands in water, hand on table top and leg, found absolute zero by extrapolating graph of T vs P to zero P.
Collected RA 14.1, 14.2
Forgot to assign homework.
Monday, October 26, 2009
Friday, Oct 16, 2009 - 3B
Reviewed for SHM test.
Students reviewed from Tsokos book.
I put up optional quia review on SHM.
Test next Tuesday.
Students reviewed from Tsokos book.
I put up optional quia review on SHM.
Test next Tuesday.
Thursday, October 15, 2009
Wed, Oct 14, 2009
Answered questions on spring constant lab.
Many students were not ready to hand it in so I extended the due date to Friday with no late reports accepted.
Went over the remainder of the problems on the problem sheet.
Spring Constant Lab due Friday.
Test on Tuesday.
Many students were not ready to hand it in so I extended the due date to Friday with no late reports accepted.
Went over the remainder of the problems on the problem sheet.
Spring Constant Lab due Friday.
Test on Tuesday.
Monday, Oct 12, 2009
Reviewed how slope of velocity vs time graph gives acceleration and how slope of displacement vs time graph gives velocity. Did this for linear motion and then showed how it works for SHM.
Did several examples.
Went over first page of problems from SHM problem sheet.
Showed how to use energy to solve SHM problems.
Did several examples.
Went over first page of problems from SHM problem sheet.
Showed how to use energy to solve SHM problems.
Wed, Oct 7, 2009
Lectured on SHM.
Showed analogy between uniform circular motion and SHM with turntable and pendulum.
Showed the "zap" relationship to get frequency and period and derived equations of SHM.
Gave students last half hour of class to finish up spring constant lab.
Showed analogy between uniform circular motion and SHM with turntable and pendulum.
Showed the "zap" relationship to get frequency and period and derived equations of SHM.
Gave students last half hour of class to finish up spring constant lab.
Tuesday, September 29, 2009
Thursday, Oct 1, 2009 - 3B
HW: Each student will write up planning part of Spring Constant Lab - due Monday
Hand back RA 11.2, RA 11.1, BB Pancake Lab
Start lecture on SHM
Hand out worksheet on SHM problems
Hand back RA 11.2, RA 11.1, BB Pancake Lab
Start lecture on SHM
Hand out worksheet on SHM problems
Tuesday, Sept 29, 2009 - 3B
HW: Oleic Acid Lab due on Thursday
Handed out IB Internal Assessment Sheet
Went over what is required for IB labs
Showed students Vernier probes and sensors
Went over RA 11.1
Collected RA 11.1
Handed out IB Internal Assessment Sheet
Went over what is required for IB labs
Showed students Vernier probes and sensors
Went over RA 11.1
Collected RA 11.1
Friday, Sep 25, 2009 - 3B
Oleic Acid Lab due Thursday
RA 11.1 due Tuesday
Collected RA 11.2
Students did Oleic Acid Lab
Write-up due next Thursday
This lab will be an IB Portfolio lab for data acquisition and processing
RA 11.1 due Tuesday
Collected RA 11.2
Students did Oleic Acid Lab
Write-up due next Thursday
This lab will be an IB Portfolio lab for data acquisition and processing
Wednesday, September 23, 2009
Wed Sept 23, 2009 - 3B
Homework due Friday:
1. Hand in BB Pancake Lab
2. Redo and hand in computer exercise graphs and uncertainty exercises if students didn't get 100% correct.
3. RA 11.2
4. Continue doing Review Questions from IB Physics 1
5. Uncertainty quiz on Friday.
It is important students keep up because next week we go full steam ahead into new material for IB Physics 2.
Handed back redos of computer uncertainty assignment. Asked student to again redo if they did not get it all correct.
Quiz on relative uncertainty.
Asked students to correct mistakes.
Showed Hewitt video on Scaling.
Handed out Reading Assignment due Friday.
I set up a computer with a program so that students could check their BB Pancake Lab results before handing it in. I emailed this program to students as well.
1. Hand in BB Pancake Lab
2. Redo and hand in computer exercise graphs and uncertainty exercises if students didn't get 100% correct.
3. RA 11.2
4. Continue doing Review Questions from IB Physics 1
5. Uncertainty quiz on Friday.
It is important students keep up because next week we go full steam ahead into new material for IB Physics 2.
Handed back redos of computer uncertainty assignment. Asked student to again redo if they did not get it all correct.
Quiz on relative uncertainty.
Asked students to correct mistakes.
Showed Hewitt video on Scaling.
Handed out Reading Assignment due Friday.
I set up a computer with a program so that students could check their BB Pancake Lab results before handing it in. I emailed this program to students as well.
Monday, September 21, 2009
Monday, Sept 21, 2009 - 3B
Hand back computer graphs and spreadsheets on uncertainty.
For spreadsheet exercise on uncertainty, students should not have to type in any values. They should just say one cell equals another and then format that cell to have the correct number of sig figs.
Have students redo the exercises until they get them correct.
Go over uncertainty examples using both method of relative uncertainty and min max method.
Hand back and go over RA 10.
Do BB Pancake Lab.
For spreadsheet exercise on uncertainty, students should not have to type in any values. They should just say one cell equals another and then format that cell to have the correct number of sig figs.
Have students redo the exercises until they get them correct.
Go over uncertainty examples using both method of relative uncertainty and min max method.
Hand back and go over RA 10.
Do BB Pancake Lab.
Thursday, September 17, 2009
Thursday, Sept 17, 2009 - 3B
Collected RA chapter 10
Finish computer exercises if students didn't finish in class and email me the results if they didn't hand in printed results in class.
Work on Quia quiz for review problems in IB Physics 1.
Took students to computer lab.
Students redid spreadsheet lab on round objects but included error bars and linest results for uncertainty in slope. Students printed out plots.
Loaded the Excel spreadsheet on uncertainties for each student. Students were to do all the problems using the computer and then rounding the results to 2 sig figs in uncertainty and then the same number of decimal places for the number. Students printed out the spreadsheet and handed it in.
Finish computer exercises if students didn't finish in class and email me the results if they didn't hand in printed results in class.
Work on Quia quiz for review problems in IB Physics 1.
Took students to computer lab.
Students redid spreadsheet lab on round objects but included error bars and linest results for uncertainty in slope. Students printed out plots.
Loaded the Excel spreadsheet on uncertainties for each student. Students were to do all the problems using the computer and then rounding the results to 2 sig figs in uncertainty and then the same number of decimal places for the number. Students printed out the spreadsheet and handed it in.
Tuesday, September 15, 2009
Tuesday, Sept 15, 2009 - Block 3B
HW:
Worksheet on uncertainties - due Thursday
RA Chapter 10 - Due Thursday
Redo all three Quia quizzes to get 100%
Quiz on Quia content on Thursday
Try the Quia Problems on Review of IB Physics 1
Collect Parent Notification Form
Collect Course Expectation Form
Check for Textbook Covers
Go over any problems with Quia
Students
Go over concept maps, vocabulary, and review problems/questions from IB Physics 1
Students presented their sample problems to the class and rest of class did the problems for review. Presenting students then handed in their work.
Only got through chapter 7. Didn't get to chapters 8 and 9
Hand out worksheet on Dealing with Uncertainties -due Thursday
Handed out RA chapter 10 - due Thursday
Worksheet on uncertainties - due Thursday
RA Chapter 10 - Due Thursday
Redo all three Quia quizzes to get 100%
Quiz on Quia content on Thursday
Try the Quia Problems on Review of IB Physics 1
Collect Parent Notification Form
Collect Course Expectation Form
Check for Textbook Covers
Go over any problems with Quia
Students
Go over concept maps, vocabulary, and review problems/questions from IB Physics 1
Students presented their sample problems to the class and rest of class did the problems for review. Presenting students then handed in their work.
Only got through chapter 7. Didn't get to chapters 8 and 9
Hand out worksheet on Dealing with Uncertainties -due Thursday
Handed out RA chapter 10 - due Thursday
Friday, September 11, 2009
Friday, Sept 11, 2009 - Block 3B
Homework:
1. Bring back completed Parent Notification form
2. Bring back completed Course Overview form
3. Cover textbook
4. Students randomly chose a number corresponding to a chapter in the textbook (ch 2-9) for next time, please
a. draw a concept map of the ideas of the chapter
b. identify important vocabulary
c. come up with 3 questions or problems that illustrate the main ideas of the chapter.
5. Log onto Quia and do the exercises:
a. Significant Digits
b. Rounding
c. Scientific Notation
Got textbooks - bring them to class on Tuesday with a structurally sound cover that is not taped to the book
Went over course expectation form.
Handed out Quia usernames and passwords.
Explained Quia assignments to be done for next time. These three are really an into into how to input answers into the fill in questions for Quia.
I mentioned the article I read on REM sleep and solving problems. It's all about making connections. I want the students in this class to make connections between the various concepts. Do not view the subject as entirely compartmentalized.
I am willing to hold after-school sessions to help students prepare for IB but these have to be initiated by the students. Students have to tell me what they would like to cover. I do not force students to come.
Students drew a number corresponding to a chapter in the text. Students were asked to review the chapter, prepare a concept map, identify vocabulary, and come up with 3 questions or problems that illustrated the important points of the chapter.
Showed set-up for iron wire demo. Asked students to describe what physics they say.
I will do this demo for my APS students but since it shows so much of what we will cover in IB Physics 2 I decided to show it here as well.
We touched on electric circuits, showing that you must have a closed circuit to conduct electricity. Showed that the ammeter (current measuring device) is hook up in series in the circuit. Showed the concept of pressure in using the C-clamps.
When I turned on the voltage, the wire began to sag as it heated. This indicates linear expansion with temperature. The class identified the important variables and we were able to derive an equation for linear expansion.
I had to keep increasing the voltage to maintain the current. The resistance of the wire increased with temperature. I = V/R
As the wire continued to heat, it turned red and then red-orange. It got hot enough to glow in visible light.
Students observed convection currents, or the affect of the convection currents on the refraction of light.
When the wire got hot enough, a magnet fell off showing that there was a change in the magnetism of the wire (ferromagnetism --> paramagnetism)
When the power was shut off, the wire cooled and shrank, but then suddenly expanded again before continuing to shrink. I explained that was a phase change between two crystal structures, the expansion occurred when it transitioned to the less dense structure as it cooled.
Cool demo.
Also demonstrated the diamagnetism of grapes. Asked for a hypothesis, will the grapes be attracted, repelled, or not affected? The grapes, connected by a straw, hung by a thread. They actually were repelled by the magnet showing it was not the same effect as ferromagnetism.
Finished by starting to show powerpoint for Topic 1. Didn't get very far before end of period.
Class went very well.
1. Bring back completed Parent Notification form
2. Bring back completed Course Overview form
3. Cover textbook
4. Students randomly chose a number corresponding to a chapter in the textbook (ch 2-9) for next time, please
a. draw a concept map of the ideas of the chapter
b. identify important vocabulary
c. come up with 3 questions or problems that illustrate the main ideas of the chapter.
5. Log onto Quia and do the exercises:
a. Significant Digits
b. Rounding
c. Scientific Notation
Got textbooks - bring them to class on Tuesday with a structurally sound cover that is not taped to the book
Went over course expectation form.
Handed out Quia usernames and passwords.
Explained Quia assignments to be done for next time. These three are really an into into how to input answers into the fill in questions for Quia.
I mentioned the article I read on REM sleep and solving problems. It's all about making connections. I want the students in this class to make connections between the various concepts. Do not view the subject as entirely compartmentalized.
I am willing to hold after-school sessions to help students prepare for IB but these have to be initiated by the students. Students have to tell me what they would like to cover. I do not force students to come.
Students drew a number corresponding to a chapter in the text. Students were asked to review the chapter, prepare a concept map, identify vocabulary, and come up with 3 questions or problems that illustrated the important points of the chapter.
Showed set-up for iron wire demo. Asked students to describe what physics they say.
I will do this demo for my APS students but since it shows so much of what we will cover in IB Physics 2 I decided to show it here as well.
We touched on electric circuits, showing that you must have a closed circuit to conduct electricity. Showed that the ammeter (current measuring device) is hook up in series in the circuit. Showed the concept of pressure in using the C-clamps.
When I turned on the voltage, the wire began to sag as it heated. This indicates linear expansion with temperature. The class identified the important variables and we were able to derive an equation for linear expansion.
I had to keep increasing the voltage to maintain the current. The resistance of the wire increased with temperature. I = V/R
As the wire continued to heat, it turned red and then red-orange. It got hot enough to glow in visible light.
Students observed convection currents, or the affect of the convection currents on the refraction of light.
When the wire got hot enough, a magnet fell off showing that there was a change in the magnetism of the wire (ferromagnetism --> paramagnetism)
When the power was shut off, the wire cooled and shrank, but then suddenly expanded again before continuing to shrink. I explained that was a phase change between two crystal structures, the expansion occurred when it transitioned to the less dense structure as it cooled.
Cool demo.
Also demonstrated the diamagnetism of grapes. Asked for a hypothesis, will the grapes be attracted, repelled, or not affected? The grapes, connected by a straw, hung by a thread. They actually were repelled by the magnet showing it was not the same effect as ferromagnetism.
Finished by starting to show powerpoint for Topic 1. Didn't get very far before end of period.
Class went very well.
Thursday, June 11, 2009
Thursday, June 11, 2009
Went over problems on Photoelectric Effect
Handed out paper on Max Plank
Gave out Cosmic Perspective books as supplemental background
Discussed radioactivity and handed out worksheet. Students worked on problem sheet in class.
Handed out paper on Max Plank
Gave out Cosmic Perspective books as supplemental background
Discussed radioactivity and handed out worksheet. Students worked on problem sheet in class.
Wednesday, June 10, 2009
Went over Reading Assignments
Went over RA for Ch 25
Gave out RA 30.1 and problem sheet on Photoelectric Effect due tomorrow
Went over RA for Ch 25
Gave out RA 30.1 and problem sheet on Photoelectric Effect due tomorrow
Tuesday, June 9, 2009
Tuesday, June 9, 2009
Show astronomy videos "Atoms and Starlight", "Stellar Properties"
Hand out Reading Assignments on light emission RA 28.1,RA 28.2
Hand out Reading Assignments on light emission RA 28.1,RA 28.2
Monday, June 8, 2009
Collect Magnetic Field of Slinky Lab Reports
Read Feynman's Principle of Least Action
Read Feynman's Principle of Least Action
Thursday, June 4, 2009
Last day for seniors
Students finished up Hewitt 60 Question test
Students wanted to spin plates
Students finished up Hewitt 60 Question test
Students wanted to spin plates
Thursday, May 28, 2009
Thursday, May 28, 2009
Physics Extravaganza wrap-up form
Asked students what they knew or remembered about magnetism. Very few answers.
Talked about magnetism of earth.
Force law, right hand rule
Students tried quiz problems.
Students worked on Magnetic problem worksheets
Asked students what they knew or remembered about magnetism. Very few answers.
Talked about magnetism of earth.
Force law, right hand rule
Students tried quiz problems.
Students worked on Magnetic problem worksheets
Wednesday, May 27, 2009
Prepare for Physics Extravaganza.
Many students just sat around and chatted. Some worked hard on their demos.
Many students just sat around and chatted. Some worked hard on their demos.
Tuesday, May 26, 2009
Friday, May 22, 2009
Thursday, May 21, 2009
Students had time in class to work on problems in preparation for tomorrow's test.
Wednesday, May 13, 2009
Went over electrostatics test.
Students doing IB Physics came to class after finishing paper 3 of the exam. Gave them blank copies of the electrostatics as I went over it.
Students doing IB Physics came to class after finishing paper 3 of the exam. Gave them blank copies of the electrostatics as I went over it.
Tuesday, May 12, 2009
IB Physics students gone for first day of testing.
Students not testing in IB Physics took electrostatics test.
Students not testing in IB Physics took electrostatics test.
Monday, May 11, 2009
Monday, May 11, 2009
Day before first IB test.
Answered questions from IB practice test.
Showed Powerpoint on Digital Technology.
For those not taking IB test tomorrow, test on electrostatics.
Answered questions from IB practice test.
Showed Powerpoint on Digital Technology.
For those not taking IB test tomorrow, test on electrostatics.
Friday, May 8, 2009
Out sick.
Students were asked to look through IB textbooks and review sections on digital technology and photoelectric effect.
Students were asked to look through IB textbooks and review sections on digital technology and photoelectric effect.
Thursday, May 7, 2009
Out sick.
Students could check answers to magnetism worksheets.
Watch powerpoint on Climate Change and file on atomic physics
Students could check answers to magnetism worksheets.
Watch powerpoint on Climate Change and file on atomic physics
Wednesday May 6, 2009
Covered Lenz's Law and electromagnetic induction.
Went home sick after this class
Went home sick after this class
Tuesday, May 5, 2009
Reviewed magnetism from Monday.
Showed generator and motor.
Went over several applications of magnetism including parallel conducting wires, Hall Effect, oscilloscope, mass spectrometer.
Showed generator and motor.
Went over several applications of magnetism including parallel conducting wires, Hall Effect, oscilloscope, mass spectrometer.
Monday, May 4, 2009
Monday, May 4, 2009
Reviewed concepts from electricity for those students who missed Friday's class due to IB testing.
Reviewed formula for resistance: R = resistivity * length/Area
Resistivity is temperature dependent. In general, the lower the temperature, the lower the resistivity. Superconductors occur at very low temperatures.
Reviewed Ohm's Law
Reviewed resistors in series and parallel. Derived the equations for finding equivalent resistance. Showed how to do a complicated problem.
Reviewed using voltmeters and ammeters in circuits.
To use an ammeter, you break the circuit and insert the ammeter to measure the current. Ammeters are connected in series. Ammeters must have low internal resistance to not change the resistance of the circuit.
Voltmeters measure potential difference across a circuit element or between points in a circuit. Voltmeters must have high internal resistance so as not to increase the resistance of the circuit.
Meters and power supplies have internal resistance. If you connect a voltmeter across a battery, it may read the EMF because the current is very low and you do not get much of a voltage drop across the internal resistance. In a circuit, the current may be greater and you will have a voltage drop across the internal resistance decreasing the output voltage.
Did some problem on request from the second electricity worksheet.
Started magnetism.
Four forces. Magnetism has now been combined with electricity.
Currents create magnetic fields.
Changing magnetic fields create currents.
Demonstrated producing current in a coil by relative motion of a magnet and the coil.
Demonstrated magnetic field lines with iron filings.
Magnets have two poles, north and south. Opposite poles attract.
Discussed magnetism of Earth and that the geographic north is magnetic south since the north end of the compass needle points north and opposite poles attract.
Showed maps of magnetic declination.
Used right hand rule to find electric field lines around a current carrying wire. Intensity of the field is given by B = uo I/2 pi r
Force on a moving charge is given by F = qv X B where X is the vector cross product.
You cannot do magnetism in two dimensions, unlike the electric field where F = qE and the force and electric field are co-linear.
If v and B are perpendicular, then F = q v B. If v and B are co-linear, then F = 0.
Showed how to use the right hand rule to find the direction of the force.
Worked problem of parallel current carrying wires and showed that if the currents are in the same direction the wires attract and if in opposite directions they repel. Measuring the force of attraction gives the definition of the ampere.
Quiz on direction of magnetic fields around a current carrying wire.
Handed out both worksheets on magnetism.
Reviewed formula for resistance: R = resistivity * length/Area
Resistivity is temperature dependent. In general, the lower the temperature, the lower the resistivity. Superconductors occur at very low temperatures.
Reviewed Ohm's Law
Reviewed resistors in series and parallel. Derived the equations for finding equivalent resistance. Showed how to do a complicated problem.
Reviewed using voltmeters and ammeters in circuits.
To use an ammeter, you break the circuit and insert the ammeter to measure the current. Ammeters are connected in series. Ammeters must have low internal resistance to not change the resistance of the circuit.
Voltmeters measure potential difference across a circuit element or between points in a circuit. Voltmeters must have high internal resistance so as not to increase the resistance of the circuit.
Meters and power supplies have internal resistance. If you connect a voltmeter across a battery, it may read the EMF because the current is very low and you do not get much of a voltage drop across the internal resistance. In a circuit, the current may be greater and you will have a voltage drop across the internal resistance decreasing the output voltage.
Did some problem on request from the second electricity worksheet.
Started magnetism.
Four forces. Magnetism has now been combined with electricity.
Currents create magnetic fields.
Changing magnetic fields create currents.
Demonstrated producing current in a coil by relative motion of a magnet and the coil.
Demonstrated magnetic field lines with iron filings.
Magnets have two poles, north and south. Opposite poles attract.
Discussed magnetism of Earth and that the geographic north is magnetic south since the north end of the compass needle points north and opposite poles attract.
Showed maps of magnetic declination.
Used right hand rule to find electric field lines around a current carrying wire. Intensity of the field is given by B = uo I/2 pi r
Force on a moving charge is given by F = qv X B where X is the vector cross product.
You cannot do magnetism in two dimensions, unlike the electric field where F = qE and the force and electric field are co-linear.
If v and B are perpendicular, then F = q v B. If v and B are co-linear, then F = 0.
Showed how to use the right hand rule to find the direction of the force.
Worked problem of parallel current carrying wires and showed that if the currents are in the same direction the wires attract and if in opposite directions they repel. Measuring the force of attraction gives the definition of the ampere.
Quiz on direction of magnetic fields around a current carrying wire.
Handed out both worksheets on magnetism.
Monday, April 27, 2009
Monday, April 27, 2009 - Block 3
Started going over Relativity Test. Had trouble keeping students' attention so I let them look at it by themselves and then went around and answered any questions when I collected the tests.
Discussed electric field using analogy with gravity.
Discussed how to draw electric field lines:
1. Electric field lines originate on + charges and terminate on - charges.
2. The density of the field lines indicates the strength of the electric field
3. A charge in an electric field feels a force in a direction tangent to the the electric field lines
4. Electric field lines are always perpendicular to conductors in the static case.
5. Electric field lines never cross.
Discussed electric fields with conductors.
Discussed electric fields with insulators (uniform charge distributions)
Derived the equation for the gravitational force as a function of distance from the center of the Earth.
Students were not ready to start electric potential so I gave out 3 quizzes on electric charge and Coulomb's Law.
Handed out RA 21.2 for homework due tomorrow.
Discussed electric field using analogy with gravity.
Discussed how to draw electric field lines:
1. Electric field lines originate on + charges and terminate on - charges.
2. The density of the field lines indicates the strength of the electric field
3. A charge in an electric field feels a force in a direction tangent to the the electric field lines
4. Electric field lines are always perpendicular to conductors in the static case.
5. Electric field lines never cross.
Discussed electric fields with conductors.
Discussed electric fields with insulators (uniform charge distributions)
Derived the equation for the gravitational force as a function of distance from the center of the Earth.
Students were not ready to start electric potential so I gave out 3 quizzes on electric charge and Coulomb's Law.
Handed out RA 21.2 for homework due tomorrow.
Friday, April 24, 2009
Friday, April 24, 2009 - Block 3
Didn't have time to grade the tests.
Did go over a couple of problems from the test.
Started Electrostatics
Showed analogy between gravity and electrostatics with comparison between Law of Universal Gravitation and Coulomb's Law.
Two types of charge, + and -
Like charges repel, opposite charges attract.
Charge is quantized. Smallest charges are charges of electron and proton.
Conservation of Charge - Charge cannot be created or destroyed.
Used the electroscope to show charge by friction and by contact.
Showed charge by induction - wrote steps on board.
Used the electroscope to determine charges on balloon and Van de Graff
Showed polarization using balloon on wall and changing water stream.
Students used Van de Graff.
Worked problems on Coulomb's Law.
Handed out worksheet on Coulomb's Law.
Handed out RA 21.1 due Monday.
Did go over a couple of problems from the test.
Started Electrostatics
Showed analogy between gravity and electrostatics with comparison between Law of Universal Gravitation and Coulomb's Law.
Two types of charge, + and -
Like charges repel, opposite charges attract.
Charge is quantized. Smallest charges are charges of electron and proton.
Conservation of Charge - Charge cannot be created or destroyed.
Used the electroscope to show charge by friction and by contact.
Showed charge by induction - wrote steps on board.
Used the electroscope to determine charges on balloon and Van de Graff
Showed polarization using balloon on wall and changing water stream.
Students used Van de Graff.
Worked problems on Coulomb's Law.
Handed out worksheet on Coulomb's Law.
Handed out RA 21.1 due Monday.
Tuesday, April 21, 2009 - Block 3
Answered questions on special relativity.
Continued with General Relativity
Finished with Pound Rebka Worksheet.
Continued with General Relativity
Finished with Pound Rebka Worksheet.
Monday, April 20, 2009 - Block 3
Gave another quiz using KE and energy equation.
Started General Relativity.
Introduction
Two skits
Kindergarten Approach to General Relativity.
Principle of Equivalence worksheet
Started General Relativity.
Introduction
Two skits
Kindergarten Approach to General Relativity.
Principle of Equivalence worksheet
Friday, April 17, 2009
Friday, April 17, 2009 - Block 2
Gave out 4 quizzes on relativity.
1: E=m c^2
2: Increase in mass
3: Time dilation
4: Energy equation.
Went over quizzes. Went over homework problems 12, 13. Again very few students actually did them so I gave time in class for them to finish them up.
On Monday, we will have some more quizzes on special relativity which will finish it up. We will start General Relativity and finish up on Tuesday. Test on Thursday.
1: E=m c^2
2: Increase in mass
3: Time dilation
4: Energy equation.
Went over quizzes. Went over homework problems 12, 13. Again very few students actually did them so I gave time in class for them to finish them up.
On Monday, we will have some more quizzes on special relativity which will finish it up. We will start General Relativity and finish up on Tuesday. Test on Thursday.
Thursday, April 16, 2009
Thursday, Aoril 16, 2009 - Block 3
Handed back quizzes and answered any question.
Quiz on time dilation.
Expanded quiz to include length contraction. Showed how you could solve the problem either by using length contraction or the Seattle example (since the velocity was constant).
Showed how to get KE from Newton's 2nd Law.
Showed how to get E=mc^2
mc^2 = mo c^2 + KE
Do not use KE = 1/2 mv^2 for relativistic problems.
Worked problems on E=mc^2.
Went over problems 6-11 on homework sheet.
Assigned problems 12-14 for homework. This will finish up Special Relativity. We will have a test on relativity next week.
Quiz on time dilation.
Expanded quiz to include length contraction. Showed how you could solve the problem either by using length contraction or the Seattle example (since the velocity was constant).
Showed how to get KE from Newton's 2nd Law.
Showed how to get E=mc^2
mc^2 = mo c^2 + KE
Do not use KE = 1/2 mv^2 for relativistic problems.
Worked problems on E=mc^2.
Went over problems 6-11 on homework sheet.
Assigned problems 12-14 for homework. This will finish up Special Relativity. We will have a test on relativity next week.
Wednesday, April 15, 2009 - Block 3
Quiz on velocity addition.
Quiz on time dilation.
Talked about increase of mass with speed. Sketched graph of mass vs speed.
Assigned problems 8-11 for homework.
Quiz on time dilation.
Talked about increase of mass with speed. Sketched graph of mass vs speed.
Assigned problems 8-11 for homework.
Tuesday, April 14, 2009
Tuesday, April 14, 2009 - Block 3
Went over homework problems.
Corrected problem with time dilation.
Showed Hewitt video on Relativity.
Talked about length contraction.
Assigned problems 4-7 due tomorrow.
Corrected problem with time dilation.
Showed Hewitt video on Relativity.
Talked about length contraction.
Assigned problems 4-7 due tomorrow.
Friday, April 10, 2009 - Block 3
Relativity Lecture - Thought experiments (corrections to relative velocity equation, simultaneity, rushed time dilation and made stupid mistake.)
Assigned problems 1-3 from problem sheet - due Tuesday.
Assigned problems 1-3 from problem sheet - due Tuesday.
Thursday, April 9, 2009
Thursday, April 9, 2009 - Block 3
Announced students selected for IB portfolio.
Handed back Heat and Thermo test and went over every question.
Outlined plans for next 4 1/2 weeks before IB Physics test.
Started relativity in last 20 minutes of class.
Handed back Heat and Thermo test and went over every question.
Outlined plans for next 4 1/2 weeks before IB Physics test.
Started relativity in last 20 minutes of class.
Wednesday, April 8, 2009
Wednesday, April 8, 2009
Heat, Temperature, and Thermodynamics Test
Got signatures for last few PSOW including Luminosity of Sun Lab
Got signatures for last few PSOW including Luminosity of Sun Lab
Tuesday, April 7, 2009
Tuesday, April 7, 2009 - Block 3
Students cleared desks and I handed back graded pendulum labs, specific heat labs, and PSOW forms.
Answered questions and then students signed PSOW forms.
I collected the labs and PSOW from students who are doing IB.
Very few students worked on the review problems for tomorrow's test.
I did one problem on the board and then gave the students time in class to work on some of the remaining problems - answering questions as they arose.
Test tomorrow on heat, temperature, and thermodynamics.
Answered questions and then students signed PSOW forms.
I collected the labs and PSOW from students who are doing IB.
Very few students worked on the review problems for tomorrow's test.
I did one problem on the board and then gave the students time in class to work on some of the remaining problems - answering questions as they arose.
Test tomorrow on heat, temperature, and thermodynamics.
Monday, April 6, 2009
Monday, April 6, 2009 - Block 3
Showed parafin light detector. Demonstrated how it worked with 1-1 and 2-1 light bulbs. Gave IB students option of doing one more data and results lab. Due Wed morning at the very latest.
Two group did it.
Went over RA 17.1, 17.2
Showed rest of Hewitt video on Change of State.
Handed out review problem set in preparation for test on Wednesday.
Two group did it.
Went over RA 17.1, 17.2
Showed rest of Hewitt video on Change of State.
Handed out review problem set in preparation for test on Wednesday.
Friday, April 3, 2009
Heat transfer by radiation
Wien's Law
Stefan-Boltzman Equation
Worked some examples
Gave students the "Nobel Prize" problem. Students didn't like that one much.
Wien's Law
Stefan-Boltzman Equation
Worked some examples
Gave students the "Nobel Prize" problem. Students didn't like that one much.
Thursday, April 2, 2009
Thursday, April 2, 2009 - Block 3
Collected all remaining IB labs.
Collected RA 17.1
RA 17.2 is due tomorrow.
Told students that starting tomorrow, no late work will be accepted. It will receive a zero grade.
Handed out heat engine problem and gave students time in class to work on it.
Lectured on the 2nd Law of Thermodynamics
Collected RA 17.1
RA 17.2 is due tomorrow.
Told students that starting tomorrow, no late work will be accepted. It will receive a zero grade.
Handed out heat engine problem and gave students time in class to work on it.
Lectured on the 2nd Law of Thermodynamics
Wednesday, April 1, 2009
Wednesday, Aprile 1, 2009 - Block 3
Reviewed yesterday's simulations and data base exercise.
Told students that I need hardcopies of the calorimetry labs by tomorrow. Emailing them to me does not count.
Intro to thermodynamics.
Reviewed concepts.
Went over first law of thermodynamics.
Showed how work = pressure * volume = area under the curve in a PV diagram
Did worksheets on sign convention.
Showed the four adiabatic processes: constant pressure (isobaric), constant volume, constant temperature (isothermal), no heat exchange (adiabatic). Explained the computational advantages of each and showed what they look like on a PV diagram.
Told students that I need hardcopies of the calorimetry labs by tomorrow. Emailing them to me does not count.
Intro to thermodynamics.
Reviewed concepts.
Went over first law of thermodynamics.
Showed how work = pressure * volume = area under the curve in a PV diagram
Did worksheets on sign convention.
Showed the four adiabatic processes: constant pressure (isobaric), constant volume, constant temperature (isothermal), no heat exchange (adiabatic). Explained the computational advantages of each and showed what they look like on a PV diagram.
Tuesday, March 31, 2009
Tuesday, March 31, 2009 - Block 3
Listed website for Phet simpulations:
phet.colorado.edu
Asked students to check out the blackbody and greenhouse simulations and three others from physics 2.
Students are to rank the simulations on a scale of 1 (log) - 5 (high) on both "how good" and on "how useful for learning".
Data Base Websites:
www.bp.com
Statistical review of world energy 2008
Compare two forms of energy, one renewable and one non-renewable, and write something interesting about them.
www.earthtrends.wri.org
go to climate
www.scienceinschool.org
check out how the model is made for the temperature of the Earth
phet.colorado.edu
Asked students to check out the blackbody and greenhouse simulations and three others from physics 2.
Students are to rank the simulations on a scale of 1 (log) - 5 (high) on both "how good" and on "how useful for learning".
Data Base Websites:
www.bp.com
Statistical review of world energy 2008
Compare two forms of energy, one renewable and one non-renewable, and write something interesting about them.
www.earthtrends.wri.org
go to climate
www.scienceinschool.org
check out how the model is made for the temperature of the Earth
Monday, March 30, 2009
Monday, March 30, 2009
Told students I need hardcopies of Calorimetry Lab.
Reviewed Heat and Temperature.
Went over Kinetic Theory of Gases Worksheet.
Watched first half of Hewitt video on Change of State.
Reviewed Heat and Temperature.
Went over Kinetic Theory of Gases Worksheet.
Watched first half of Hewitt video on Change of State.
Friday March 20, 2009 - Block 3
Newton's Law of Cooling
Students ran lab and fit exponential curves to the data.
Contrasted Newton's Law of Cooling to thermal conductivity.
Showed several demos:
Linear expansion - strips and ball and ring
Convection - hot and cold water volcanoes
Thermal Conductivity - melting the wax
Crushed a can with air pressure.
Students ran lab and fit exponential curves to the data.
Contrasted Newton's Law of Cooling to thermal conductivity.
Showed several demos:
Linear expansion - strips and ball and ring
Convection - hot and cold water volcanoes
Thermal Conductivity - melting the wax
Crushed a can with air pressure.
Thursday, March 19, 2009
Thursday, March 19, 2009 - Block 3
Discussed write-up of Heat Capacity Lab
Handed back RA 14.2 - answered any questions
Talked about thermal linear expansion, area expansion, and volume expansion. Did several examples.
Finished with discussion on thermal conductivity.
Handed back RA 14.2 - answered any questions
Talked about thermal linear expansion, area expansion, and volume expansion. Did several examples.
Finished with discussion on thermal conductivity.
Wednesday, March 18, 2009
Wednesday, March 18, 2009 - Block 3
Students worked on their heat capacity labs.
Write-ups are due on Friday if possible.
Fixed the quia quiz so that it appears in IB Physics 2
Write-ups are due on Friday if possible.
Fixed the quia quiz so that it appears in IB Physics 2
Tuesday, March 17, 2009
Tuesday, March 17, 2009 - Block 3
Reviewed heat capacity.
Answered questions on RA 14.2 and went over some of the questions.
Did a problem of mixtures that involved a container that could also gain heat.
Introduced idea of latent heat.
Worked out problem of speed of bullet that vaporizes on contact assuming all the KE goes into heating the bullet.
Collected RA 14.2
Tomorrow we will do the Heat Capacity Lab.
It will be a lab for the IB portfolio requiring design, data collection, and results.
Answered questions on RA 14.2 and went over some of the questions.
Did a problem of mixtures that involved a container that could also gain heat.
Introduced idea of latent heat.
Worked out problem of speed of bullet that vaporizes on contact assuming all the KE goes into heating the bullet.
Collected RA 14.2
Tomorrow we will do the Heat Capacity Lab.
It will be a lab for the IB portfolio requiring design, data collection, and results.
Monday, March 16, 2009 - Block 3
Went over RA 14.1
Talked about heat capacity and worked some problems.
Handed our RA 14.2 due Tuesday
Talked about heat capacity and worked some problems.
Handed our RA 14.2 due Tuesday
Thursday, March 12, 2009 - Block 3
Went over waves test.
Began new unit on heat and temperature.
Talked about the difference between heat and temperature.
Discussed the idea of internal energy on a microscopic scale.
Introduced temperature scales.
Handed out RA 14.1 due on Monday
Began new unit on heat and temperature.
Talked about the difference between heat and temperature.
Discussed the idea of internal energy on a microscopic scale.
Introduced temperature scales.
Handed out RA 14.1 due on Monday
Tuesday, March 10, 2009
Tuesday, March 10, 2009 - Block 3
Went over practice problems in preparation for tomorrow's test.
Test tomorrow.
Test tomorrow.
Monday, March 9, 2009
Monday, March 9, 2009 - Block 3
Handed out sheet of paper and gave "quiz"
1. What is going right in this class?
2. What is not going well?
3. How can this class be improved?
4. Is there too much homework?
5. Why aren't you handing in homework?
6. Should the homework be graded? How would you like to be assessed in this class?
7. Other comments.
I will give credit for the quiz since I want to know how to make the course better.
Check out www.quia.com/report/rholmes100 and do the physical science activities on wave vocabulary. Write-up and email dated class notes to me on waves so I can update my blog accurately.
Explained that when I grade labs I punch the data into an Excel spreadsheet. Students NEED to include ALL raw data in their data tables. If they do, I should get the same answers that they do.
If students are dealing with uncertainties, they need to explain how they came up with them.
Students should also have the same data as their partners.
I then handed out a worksheet review on waves and allowed students to either work on that or work on their pendulum labs.
The test is delayed until Wed or Thurs.
1. What is going right in this class?
2. What is not going well?
3. How can this class be improved?
4. Is there too much homework?
5. Why aren't you handing in homework?
6. Should the homework be graded? How would you like to be assessed in this class?
7. Other comments.
I will give credit for the quiz since I want to know how to make the course better.
Check out www.quia.com/report/rholmes100 and do the physical science activities on wave vocabulary. Write-up and email dated class notes to me on waves so I can update my blog accurately.
Explained that when I grade labs I punch the data into an Excel spreadsheet. Students NEED to include ALL raw data in their data tables. If they do, I should get the same answers that they do.
If students are dealing with uncertainties, they need to explain how they came up with them.
Students should also have the same data as their partners.
I then handed out a worksheet review on waves and allowed students to either work on that or work on their pendulum labs.
The test is delayed until Wed or Thurs.
Friday, March 6, 2009
Thursday, Mar 5, 2009 - Block 3
Students did the Pendulum lab.
This is a lab that will be sent to IB and should include a well-written design section, data collection and presentation section with uncertainties, and a complete results section including a discussion of the procedure and ways to improve the lab.
Most students used Vernier photogates or motion sensors.
This is a lab that will be sent to IB and should include a well-written design section, data collection and presentation section with uncertainties, and a complete results section including a discussion of the procedure and ways to improve the lab.
Most students used Vernier photogates or motion sensors.
Wed March 4, 2009 - Block 3
Went over RA 18.1, 18.2
Some students were having difficulty with superposition so I gave out the Hewitt concept development sheet on superposition as practice.
Went over single slit diffraction and showed how to find the minima.
Showed how to use this for resolution problems. You can resolve two objects if they are far enough apart that the central maximum for one source falls in the first minimum for the second.
Some students were having difficulty with superposition so I gave out the Hewitt concept development sheet on superposition as practice.
Went over single slit diffraction and showed how to find the minima.
Showed how to use this for resolution problems. You can resolve two objects if they are far enough apart that the central maximum for one source falls in the first minimum for the second.
Tues, Mar 3, 2009 - Block 3
Polarization
Demos of polarizers.
Only transverse waves can be polarized. Demo with telephone cord and picket fence.
Showed how to calculate the intensity. The intensity is proportional to the square of the amplitude.
Went through some examples with polarizers at different angles and calculated the intensity.
Went outside and used polarizers to view the sky. Light can be polarized by scattering. Also viewed glare showing the light can be polarized by reflection.
Back inside, showed why light is polarized by scattering.
Discussed possible lab on factors that affect polarization by reflection.
Demos of polarizers.
Only transverse waves can be polarized. Demo with telephone cord and picket fence.
Showed how to calculate the intensity. The intensity is proportional to the square of the amplitude.
Went through some examples with polarizers at different angles and calculated the intensity.
Went outside and used polarizers to view the sky. Light can be polarized by scattering. Also viewed glare showing the light can be polarized by reflection.
Back inside, showed why light is polarized by scattering.
Discussed possible lab on factors that affect polarization by reflection.
Monday, Mar 2, 2009 - Block 3
Doppler Effect
Derived equations for frequency for both moving source and moving receiver using the relative velocity equation.
Did several examples on the board.
Showed pictures of Doppler Effect for light and how it can be used in astronomy (rotation of Andromeda Galaxy, binary star systems)
Derived equations for frequency for both moving source and moving receiver using the relative velocity equation.
Did several examples on the board.
Showed pictures of Doppler Effect for light and how it can be used in astronomy (rotation of Andromeda Galaxy, binary star systems)
Friday, Feb 27, 2009 - Block 3
Discussed standing waves. Showed examples for open and closed pipes and waves on a string.
Calculated lengths of closed tube that would give resonances.
Demo/Lab on resonance in a pipe. Compared experimental values to calculated values.
Wave on a string lab/demo: Calculated the speed of the wave on the spring.
Calculated lengths of closed tube that would give resonances.
Demo/Lab on resonance in a pipe. Compared experimental values to calculated values.
Wave on a string lab/demo: Calculated the speed of the wave on the spring.
Thursday, February 26, 2009
Thursday, Feb 26, 2009
Reviewed reflection and refraction.
Asked what value students got for the index of refraction of light in water. Used this value to calculate the speed of light in water.
Showed again that when going from fast to slow the wave bends towards the normal. When going from slow to fast, the wave bends away from the normal.
In going from slow to fast, as you increase the angle of incidence, you reach a point where the angle of diffraction is 90 deg. If you increase the angle of incidence any more, you do not get a refracted ray, instead you get total internal reflection. Demonstrated total internal refraction with laser and optic fiber.
Defined and calculated the critical angle.
Other examples of refraction are mirages and the fact that the Sun is already really well below the horizon when you see it setting.
Talked about diffraction - bending or spreading of a wave as it passes through an opening or around a barrier. Sent student out into hallway. They can hear you but not see you. Calculated the wavelength of the sound wave and compared it to the wavelength of light. Longer wavelengths are diffracted more. That is why you can hear around corners but not see around corners.
Used circular pattern overheads to demonstrated diffraction and interference.
Young's double slit diffraction experiment was used to measure the wavelength of light. Described the set-up and math for the experiment.
We used a double slit to measure the wavelength of laser light.
I then showed how to measure the wavelength using a ruler. We got a value of 590 nm.
Handed out worksheet on reflection and refraction.
Asked what value students got for the index of refraction of light in water. Used this value to calculate the speed of light in water.
Showed again that when going from fast to slow the wave bends towards the normal. When going from slow to fast, the wave bends away from the normal.
In going from slow to fast, as you increase the angle of incidence, you reach a point where the angle of diffraction is 90 deg. If you increase the angle of incidence any more, you do not get a refracted ray, instead you get total internal reflection. Demonstrated total internal refraction with laser and optic fiber.
Defined and calculated the critical angle.
Other examples of refraction are mirages and the fact that the Sun is already really well below the horizon when you see it setting.
Talked about diffraction - bending or spreading of a wave as it passes through an opening or around a barrier. Sent student out into hallway. They can hear you but not see you. Calculated the wavelength of the sound wave and compared it to the wavelength of light. Longer wavelengths are diffracted more. That is why you can hear around corners but not see around corners.
Used circular pattern overheads to demonstrated diffraction and interference.
Young's double slit diffraction experiment was used to measure the wavelength of light. Described the set-up and math for the experiment.
We used a double slit to measure the wavelength of laser light.
I then showed how to measure the wavelength using a ruler. We got a value of 590 nm.
Handed out worksheet on reflection and refraction.
Wednesday, Feb 25, 2009
Collected RA 18.1
Talked about reflection and refraction.
Reflection - for specular reflection, angle of incidence = angle of reflection. Defined the normal. Did problem of viewing self in mirror - how much mirror do you need. Demo of how much of you you can see vs how far away you are.
Mentioned diffuse reflection.
Refraction - Bending of a wave as it goes from one medium into another in which it travels at a different speed. Demo in hallway using people wave.
Sketched pictures of the demo on the board defining wave front and ray. Show that when going from fast to slow, the ray bends towards the normal.
Introduced Snell's Law - n1 * sin(theta1) = n2 * sin(theta2)
n is the index of refraction. For light n = c/v
For other waves, sin(theta1)/v1 = sin(theta2)/v2
Students did lab on measuring the speed of sound using the tube.
Lab write-up due Friday: Include Name, Partners, Date, Name of Lab
Brief description of lab, data table, measured speed of sound.
Calculate the the accepted value and compare measured to accepted for that temperature.
Students also did the Snell's Law lab in which they measured the index of refraction of water using the semi-circular containers. Students measured the angles of incidence and refraction and then used the laptops with Excel to make a data table and plot sin(angle of incidence)/sin (angle of refraction). The slope gave the index of refraction of water assuming the index of refraction in air is 1.
Write-up: Name, Partners, Date, Name of Lab
Brief description of lab, data table, graph from Excel, Conclusion.
Both lab write-ups are due on Friday
Talked about reflection and refraction.
Reflection - for specular reflection, angle of incidence = angle of reflection. Defined the normal. Did problem of viewing self in mirror - how much mirror do you need. Demo of how much of you you can see vs how far away you are.
Mentioned diffuse reflection.
Refraction - Bending of a wave as it goes from one medium into another in which it travels at a different speed. Demo in hallway using people wave.
Sketched pictures of the demo on the board defining wave front and ray. Show that when going from fast to slow, the ray bends towards the normal.
Introduced Snell's Law - n1 * sin(theta1) = n2 * sin(theta2)
n is the index of refraction. For light n = c/v
For other waves, sin(theta1)/v1 = sin(theta2)/v2
Students did lab on measuring the speed of sound using the tube.
Lab write-up due Friday: Include Name, Partners, Date, Name of Lab
Brief description of lab, data table, measured speed of sound.
Calculate the the accepted value and compare measured to accepted for that temperature.
Students also did the Snell's Law lab in which they measured the index of refraction of water using the semi-circular containers. Students measured the angles of incidence and refraction and then used the laptops with Excel to make a data table and plot sin(angle of incidence)/sin (angle of refraction). The slope gave the index of refraction of water assuming the index of refraction in air is 1.
Write-up: Name, Partners, Date, Name of Lab
Brief description of lab, data table, graph from Excel, Conclusion.
Both lab write-ups are due on Friday
Tuesday, Feb 24, 2009
Handed back and went over SHM test
Reviewed characteristics of waves.
Showed oscilloscope demo with frequency generator. Long wavelengths produce low pitch, low frequency sounds. Short wavelengths produce high frequency, high pitch sounds. Showed the same with the pull-a-tune. The longer bar produces a longer wavelength wave and a lower note.
Students did slinky lab in hallway and also used the Vernier equipment to measure the speed of sound in air using the singing rods.
Handed out RA 18.1 due tomorrow.
Reviewed characteristics of waves.
Showed oscilloscope demo with frequency generator. Long wavelengths produce low pitch, low frequency sounds. Short wavelengths produce high frequency, high pitch sounds. Showed the same with the pull-a-tune. The longer bar produces a longer wavelength wave and a lower note.
Students did slinky lab in hallway and also used the Vernier equipment to measure the speed of sound in air using the singing rods.
Handed out RA 18.1 due tomorrow.
Friday, Feb 20, 2009
Reviewed for SHM test. Answered any questions from worksheet. There weren't very many questions.
Started lecturing on waves.
Two types of waves - mechanical and electromagnetic
Waves can also be classified as longitudinal or transverse.
Used slinky to show features of each wave and also to show the relationship between frequency, energy, and wavelength.
Introduced the equation, v = f*wavelength
Found wavelengths of AM and FM radio waves. Wavelength of microwave is about 1 ft to fit inside the box in kitchen.
Test tomorrow on SHM
Started lecturing on waves.
Two types of waves - mechanical and electromagnetic
Waves can also be classified as longitudinal or transverse.
Used slinky to show features of each wave and also to show the relationship between frequency, energy, and wavelength.
Introduced the equation, v = f*wavelength
Found wavelengths of AM and FM radio waves. Wavelength of microwave is about 1 ft to fit inside the box in kitchen.
Test tomorrow on SHM
Wednesday, February 18, 2009
Wednesday, Feb 18, 2009 - Block 3
Class started slowly with several students out giving blood.
Handed back RA 11.1 and asked if there were any questions. I graded the RA part out of 10 and assigned a grade for the problem part. There were 5 answers so I graded it out of 5.
Reviewed and finished problem of block bobbing in water.
Drew sketches of x, v, and a for SHM and showed that the slope of the displacement gives the velocity and the slope of the velocity gives the acceleration.
Covered energy in SHM. Showed that the elastic PE is given by 1/2 k x^2.
E total = 1/2 k x^2 + 1/2 m v^2 = 1/2 k A^2 = 1/2 m vmax^2
Drew sketches of E vs x.
Students calculated the value of x for which KE = elastic PE.
Did problem of SHM with tunnel through the Earth. Showed that the period is 84 min so that you get from one side to the other in 42 min.
Finished class by describing the IB lab - What are the factors that affect the period of a pendulum.
The design part must be done individually and is due on Friday. After that, students may work with a partner for the data collection. I instructed the students to think about using the Vernier lab equipment for data collection. Students will have to design their own pendulums.
Asked students to continue working on the remainder of the problems on the SHM problem sheet.
Test early next week.
Spring constant lab due tomorrow.
Handed back RA 11.1 and asked if there were any questions. I graded the RA part out of 10 and assigned a grade for the problem part. There were 5 answers so I graded it out of 5.
Reviewed and finished problem of block bobbing in water.
Drew sketches of x, v, and a for SHM and showed that the slope of the displacement gives the velocity and the slope of the velocity gives the acceleration.
Covered energy in SHM. Showed that the elastic PE is given by 1/2 k x^2.
E total = 1/2 k x^2 + 1/2 m v^2 = 1/2 k A^2 = 1/2 m vmax^2
Drew sketches of E vs x.
Students calculated the value of x for which KE = elastic PE.
Did problem of SHM with tunnel through the Earth. Showed that the period is 84 min so that you get from one side to the other in 42 min.
Finished class by describing the IB lab - What are the factors that affect the period of a pendulum.
The design part must be done individually and is due on Friday. After that, students may work with a partner for the data collection. I instructed the students to think about using the Vernier lab equipment for data collection. Students will have to design their own pendulums.
Asked students to continue working on the remainder of the problems on the SHM problem sheet.
Test early next week.
Spring constant lab due tomorrow.
Tuesday, Feb 17, 2009 - Block 3 IB Physics 2
Lectured on SHM
Talked about radian measurements, angular frequency, and related linear velocity to angular velocity.
Showed demo with turntable and related SHM to Uniform Circular Motion.
Derived the equations of motion for SHM from the projections of Uniform Circular Motion.
If Newton's 2nd Law can be written in the form: a = - C * x, then you can Zap (2) it to get w^2 = C, and find the frequency, period, and equations of motion.
Did several examples using combinations of springs. Started example of block bobbing in the water.
Handed out worksheet on SHM problems and asked students do to 1,2,3,4, and 6 for homework.
Talked about radian measurements, angular frequency, and related linear velocity to angular velocity.
Showed demo with turntable and related SHM to Uniform Circular Motion.
Derived the equations of motion for SHM from the projections of Uniform Circular Motion.
If Newton's 2nd Law can be written in the form: a = - C * x, then you can Zap (2) it to get w^2 = C, and find the frequency, period, and equations of motion.
Did several examples using combinations of springs. Started example of block bobbing in the water.
Handed out worksheet on SHM problems and asked students do to 1,2,3,4, and 6 for homework.
Friday, February 13, 2009
Friday, Feb 13, 2009 - Block 3
Students finished spring constant lab.
Explained how to use the F4 key in Excel to fix a cell in an equation.
Lab write-up is due next Thursday.
Explained how to use the F4 key in Excel to fix a cell in an equation.
Lab write-up is due next Thursday.
Thursday, Feb 12, 2009 - Block 3
Collected Oleic Acid Lab write-ups
Handed out IB Internal Assessment Guidelines and went over the Design, Data Collection and Presentation, and Results sections.
Went over spring constant lab. Asked students how they might approach it.
Instead of using a stopwatch and ruler, students will use the Vernier Motion Detector.
Explained how to collect the data for both the static and dynamic methods.
This lab will concentrate on the Data Collection and Presentation, and Results parts of the IB Internal Assessment.
Lab write-up
Static Method: I want a brief description of how students collected the data.
Show data tables complete with headers and labels.
Use Excel to create a graph
Use the Linest function to determine the uncertainty in the slope.
In the calculations section, explain and give a sample calculation for each type of calculation. Explain how you get the various quantities.
Dynamic Method: Again give a brief description of how you collected the data.
Show data tables complete with headers and labels.
Figure out what to graph to get a linear relationship
Use Excel to create a graph but this time do not force the line to go through the origin. Find the x-intercept which gives the correction factor for the mass of the spring.
Use linest to find the slope, uncertainty in slope, y-intercept, and uncertainty in y-intercept.
Determine the spring constant and its uncertainty.
Calculation section - explain and give a sample calculation for each type of calculation. Explain how you get the various quantities.
In the results section, clearly state the results along with their uncertainties. Compare and comment on the two methods. Discuss weaknesses in the two methods. Describe ways in which the procedure could be improved.
Determine the effective spring constants for combinations of springs and describe the method used to do this.
Answer the questions at the end of the lab explaining in your answer what it is you are answering.
Students worked in groups of two.
There was only one spring per group so they had to share for Part 3 of the lab.
Not all lap-tops had Logger Pro 3.5 on them
Students did not finish so I told them they could finish tomorrow.
I collected RA 11.1
Handed out IB Internal Assessment Guidelines and went over the Design, Data Collection and Presentation, and Results sections.
Went over spring constant lab. Asked students how they might approach it.
Instead of using a stopwatch and ruler, students will use the Vernier Motion Detector.
Explained how to collect the data for both the static and dynamic methods.
This lab will concentrate on the Data Collection and Presentation, and Results parts of the IB Internal Assessment.
Lab write-up
Static Method: I want a brief description of how students collected the data.
Show data tables complete with headers and labels.
Use Excel to create a graph
Use the Linest function to determine the uncertainty in the slope.
In the calculations section, explain and give a sample calculation for each type of calculation. Explain how you get the various quantities.
Dynamic Method: Again give a brief description of how you collected the data.
Show data tables complete with headers and labels.
Figure out what to graph to get a linear relationship
Use Excel to create a graph but this time do not force the line to go through the origin. Find the x-intercept which gives the correction factor for the mass of the spring.
Use linest to find the slope, uncertainty in slope, y-intercept, and uncertainty in y-intercept.
Determine the spring constant and its uncertainty.
Calculation section - explain and give a sample calculation for each type of calculation. Explain how you get the various quantities.
In the results section, clearly state the results along with their uncertainties. Compare and comment on the two methods. Discuss weaknesses in the two methods. Describe ways in which the procedure could be improved.
Determine the effective spring constants for combinations of springs and describe the method used to do this.
Answer the questions at the end of the lab explaining in your answer what it is you are answering.
Students worked in groups of two.
There was only one spring per group so they had to share for Part 3 of the lab.
Not all lap-tops had Logger Pro 3.5 on them
Students did not finish so I told them they could finish tomorrow.
I collected RA 11.1
Wednesday, Feb 11, 2009 - Block 3
We went to the computer lab and students did the Excel Spreadsheet Exercise. This was an improved version which included error bars and the use of the LINEST function.
Students did all parts of the exercise including the parts dealing with finding uncertainty using the Min-Max Method and the Method of Relative Uncertainty.
When done, students could work on redoing their uncertainty homework or on the Oleic Acid Lab write-up
Students did all parts of the exercise including the parts dealing with finding uncertainty using the Min-Max Method and the Method of Relative Uncertainty.
When done, students could work on redoing their uncertainty homework or on the Oleic Acid Lab write-up
Tuesday, Feb 10, 2009 - Block 3
Went over RA 10, RA 11.2
Started lecture on SHM
Did not get very far but did discuss spring constants.
Started lecture on SHM
Did not get very far but did discuss spring constants.
Monday, Feb 9, 2009 - Block 3
Collected RA 11.2
Handed out RA 11.1
Students did Oleic Acid Lab
Write-up is due Thursday.
Handed out RA 11.1
Students did Oleic Acid Lab
Write-up is due Thursday.
Friday, February 6, 2009
Friday, Feb 6, 2009 - Block 3 - IB Physics 2
Collected RA 10
Asked if there were any questions on the BB pancake lab. Most students liked being able to check their answers with the computer program and be able to rework them if their answers were not correct - and not have to hand in a lab write-up.
Told students that the Pendulum Lab will be postponed until Friday since I was able to book the computer lab for Wednesday.
Showed Hewitt video on Scaling. Handed out RA 11.2.
Gave students time to work on RA 11.2 in class.
If they don't finish it, finish it for homework and hand in on Monday.
In addition, the homework for Monday is to do the problems on the uncertainty worksheet. Students can put their answers on the excel spreadsheet and hand that in.
Handed out Oleic Acid Lab sheet. Students will do this lab on Monday.
Asked if there were any questions on the BB pancake lab. Most students liked being able to check their answers with the computer program and be able to rework them if their answers were not correct - and not have to hand in a lab write-up.
Told students that the Pendulum Lab will be postponed until Friday since I was able to book the computer lab for Wednesday.
Showed Hewitt video on Scaling. Handed out RA 11.2.
Gave students time to work on RA 11.2 in class.
If they don't finish it, finish it for homework and hand in on Monday.
In addition, the homework for Monday is to do the problems on the uncertainty worksheet. Students can put their answers on the excel spreadsheet and hand that in.
Handed out Oleic Acid Lab sheet. Students will do this lab on Monday.
Thursday, February 5, 2009
Thursday, Feb 5, 2009 - Block 3
Told students that next Wednesday I plan to have them do a major IB lab - what are the various factors that affect the period of a pendulum? They will have to think of how to do this using the Vernier equipment.
Asked if there were any questions on the IB Physics 1 review problems. There were none.
Went over uncertainties. Students measured length and width of a table top and estimated the uncertainties in each measurement.
Calculated the perimeter and its uncertainty. If you add or subtract quantities, you ADD the absolute uncertainty to get the uncertainty in the result.
After you get the uncertainty, this determines how you display your result. You can have AT MOST 2 sig figs in the uncertainty and then the number of decimal places in the uncertainty is the same as the number of decimal places in the result.
Showed how to calculate the area and uncertainty in the area using the min-max method and the method of relative uncertainty.
Students did the BB Pancake Lab.
I demonstrated how to use an micrometer so they could actually measure the diameter of the BB.
I set up a computer with an Excel spreadsheet so they could input their data table and check their answers with uncertainty.
Handed RA 10 due tomorrow. Handed out a worksheet on uncertainties due on Monday. Along with the worksheet I handed out the print of an excel program for them to input their answers.
Asked if there were any questions on the IB Physics 1 review problems. There were none.
Went over uncertainties. Students measured length and width of a table top and estimated the uncertainties in each measurement.
Calculated the perimeter and its uncertainty. If you add or subtract quantities, you ADD the absolute uncertainty to get the uncertainty in the result.
After you get the uncertainty, this determines how you display your result. You can have AT MOST 2 sig figs in the uncertainty and then the number of decimal places in the uncertainty is the same as the number of decimal places in the result.
Showed how to calculate the area and uncertainty in the area using the min-max method and the method of relative uncertainty.
Students did the BB Pancake Lab.
I demonstrated how to use an micrometer so they could actually measure the diameter of the BB.
I set up a computer with an Excel spreadsheet so they could input their data table and check their answers with uncertainty.
Handed RA 10 due tomorrow. Handed out a worksheet on uncertainties due on Monday. Along with the worksheet I handed out the print of an excel program for them to input their answers.
Wednesday, Feb 4, 2009 - Block 3
Set up various labs. Explained and demonstrated several of them to students.
Hoped students would try them and learn how to use the various probes.
Hoped students would try them and learn how to use the various probes.
Tuesday, February 3, 2009
Tuesday, Feb 3, 2009 - Block 3
Collected Parent notification forms and signed syllabus forms.
Checked for book covers.
Asked if there were any questions on the review problem sheet. Very few students even attempted the problems.
Took students to computer lab, gave them Quia user names and passwords and had them explore my Quia site. Also had them access the Chris Hamper site and try some of those problems.
Came back to the classroom with about 25 minutes left. Students worked on problem sheet.
Tomorrow we will review Vernier equipment. Thursday we will start new material.
Checked for book covers.
Asked if there were any questions on the review problem sheet. Very few students even attempted the problems.
Took students to computer lab, gave them Quia user names and passwords and had them explore my Quia site. Also had them access the Chris Hamper site and try some of those problems.
Came back to the classroom with about 25 minutes left. Students worked on problem sheet.
Tomorrow we will review Vernier equipment. Thursday we will start new material.
Monday, February 2, 2009
Monday, Feb 2, 2009 - Block 3
Got textbooks
Put name in text books.
Bring covered textbooks to class tomorrow for 10/10 points.
Handed out student profile. Students put them in bin when done
Handed out two copies of parent notification form. Bring one back tomorrow for another 10 points
Went over course expectation form. Bring back signed form for 5/5
Handed out list of IB Physics 1 topics. Went over main ideas. Didn't go so well. Handed out problem sheet with 10 minutes left in class. Asked students to try them or find out where the difficulties for tomorrow.
Tomorrow we will go to the computer lab 448 and work on Quia problems.
Put name in text books.
Bring covered textbooks to class tomorrow for 10/10 points.
Handed out student profile. Students put them in bin when done
Handed out two copies of parent notification form. Bring one back tomorrow for another 10 points
Went over course expectation form. Bring back signed form for 5/5
Handed out list of IB Physics 1 topics. Went over main ideas. Didn't go so well. Handed out problem sheet with 10 minutes left in class. Asked students to try them or find out where the difficulties for tomorrow.
Tomorrow we will go to the computer lab 448 and work on Quia problems.
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