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
Tuesday, March 31, 2009
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.
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