MISSING WORK!!

Many of you are missing multiple assignments. If you were absent, you must do the makeup work. Look at the posts below for each day and see what you need to do to get caught up. All work must be in to me by Friday, June 5th.

You may submit work to me via email, as a comment on this blog, or on paper.

Friday, May 29th

Both classes watched "Understanding Magnetism" and completed the discussion questions.

Students who were absent must complete the questions below on their own. They should use the resource sites on the right menu as a starting point.

Understanding Magnetism

Name: ________________________

Discussion Questions

1. Discuss the idea of a magnetic reversal. Should we be monitoring the possibility of one more closely, or is it safe to assume that since the Earth has gone through reversals before that we will successfully survive another one?

2. Discuss the idea of integrating different disciplinary areas of science toward a common goal. Does this seem like a reasonable idea? Why might scientists not want to collaborate with colleagues from other disciplines or even with colleagues from their same area of discipline?

3. Discuss why studying bacteria and animals who use magnetic field lines for navigation is useful. Can you point out advantages to being able to navigate using magnetic field lines?

4. Discuss in depth the impact Michael Faraday has had on our society with his inventions of the electric motor and the electric generator. Why don't more people know who he is if his contributions have been so revolutionary?

5. Discuss whether more money should be designated for building a bigger particle accelerator. If you think the money should be spent, what or who should be the source of the money?

6. Discuss the idea of limitless, extremely cheap and clean power. Do you believe a source of power can truly be limitless? Why might some people not want to spend money for research on fusion? Who would not benefit from widespread use of fusion?

Wednesday, May 27

I will be out on a field trip to Sikorsky Aircraft with the CPEP group.

All Physics students must turn in their review packet in my mailbox in the main office.

Tuesday, May 26th

Both classes are watching "Understanding Electricity". The questions for the video are below.

Each class was also given the review packet for the final exam. These are due TOMORROW. Even if we don't have class (period 1) you must get the packet to me (either in my room or in my mailbox or even via email or as a comment to this blog).

Students absent today must answer the questions below and submit them to me by Wednesday.

Understanding Electricity

Discussion Questions

1. How does the lightning rocket work?

2. What is electric current?

3. On what principle was the space shuttle experiment based?

4. What is a power grid?

5. How is water used to produce electricity?

6. How does a light bulb work?

7. What makes a heart beat?

8. How does the Utah Arm work?

9. How does a solar panel work?

10. What is geothermal energy, and how is it produced?

Friday, May 22

Per 1 - start review packet - due next Wednesday.

Students who were absent today must get a review packet on Tuesday and finish it for Wednesday.

Per 2 - Light, Optics, Electricity video. start review packet - due next Wednesday.

The video worksheet is below. Students who were absent can research the material and get the answers on their own.

Students who were absent today must also get a review packet on Tuesday and finish it for Wednesday.

Light-Optics-Electricity Video Worksheet

ELEMENTS OF PHYSICS

LIGHT: OPTICS AND ELECTRICITY

Name ____________________

Post-Test

Vocabulary

Directions: Fill in the blank with the appropriate term from the list below.

concave frequency light-year reflection

conductor gamma microwave refraction

convex insulator optics television

electromagnetic lens photons telescope

focus light radio visible

1. The point at which light rays intersect when they are reflected off a concave mirror is called the ____________.

2. The ____________ spectrum consists of bands of waves that have different wavelengths and frequencies.

3. Radar uses electromagnetic waves called ___________________.

4. The distance light travels in one year is called a ____________.

True or False

Directions: Fill in the blank with True or False. If the statement is false, change it to make the statement

true. Rewrite the true statement in the space provided.

5. __________ Lenses can only converge light.

6. __________ The electromagnetic spectrum can never be used for telecommunications.

7. __________ The study of optics deals with light and vision.

8. __________ Radio and gamma waves are the same.

9. __________ Conductors stop the flow of electricity.

Essay Section

Directions: Answer the following questions in complete sentences. Use the back of this page or a separate sheet of paper if you need more space to complete your answer.

10. Explain why objects appear to be broken at the boundary where two mediums meet.

11. Describe how modern physics explains light.

12. Why did Einstein believe that the speed of light was one of the fundamentals of the universe?

Wednesday and Thursday, May 20 and 21st

Wednesday, May 20th - Period 2 - Finish Color Lab, then "Waves, Sound, Electromagnetic Waves" Video

Thursday, May 21st - Period 1 - Finish Color Lab, then "Waves, Sound, Electromagnetic Waves" Video and "Light-Optics-Electricity" video (this worksheet is shown above in Per 2's information for Friday).

If you are absent either of these days, you must finish the Color Lab on your own and get the worksheet for the video. You will have to find the answers for the worksheet on your own.

The worksheet can be downloaded HERE. (elements of physics - waves-sound-electmag video worksheet.pdf)

Tuesday May 19th

Today you will finish up the lab from Monday and complete the lab on Color Vision.

Work efficiently, you must finish the Color lab today!

All students must hand in their own sheets for Monday and Tuesday's labs.

Here is the link for Tuesday's lab on Color Vision: http://phet.colorado.edu/simulations/sims.php?sim=Color_Vision

Color Vision (or Seeing Colors)

Objective:  Differentiate between color addition and color subtraction.

http://phet.colorado.edu/simulations/sims.php?sim=Color_Vision

Ever wonder how all the colors of the rainbow come from normal sunlight?  After all, your elementary school art teacher told you that if you mix all of the colors of the rainbow you end up with a dark, muddy brown mess.  Which is right?  Which is wrong?  Or are rainbows and paints following different rules?

General:  Play with the simulation for a few minutes.  (Not more than 5.)

1)      What do you think the moving, colored dots represent?

2)      What do you think the colored cloud above the man’s head represents?

Color addition:

3)      What color does the man perceive when the red light is turned up to full intensity?

4)      What color does the man perceive if the light is turned up to just ¼ of full intensity?

5)      Form a hypothesis to explain these two results:

6)      Attempt to confirm your idea.  Explain how you attempted this:

7)      Return the red to full intensity.  Based on what you know from elementary school art, what color would you expect if you were to add green at full intensity?

8)      What color is actually seen when green is added at full intensity?

9)      Form a hypothesis to explain the results from the previous two questions:

10)  What color is perceived when red and blue are viewed at full intensity?

11)  What color is perceived when green and blue are viewed at full intensity?

12)  Pause for a moment.  Based on the results so far, what color would you expect when red, green, and blue are all viewed at the same time?

13)  Now try the experiment at full intensity?

14)  Do these last few experiments have more to do with rainbows or paints?  Why?

Red, green, and blue are commonly referred to as the primary additive colors and are used in TV screens and computer monitors.  Addition of varying amounts of these primary additive colors generate the enormous variety of colors that can be displayed.  You can see these primary colors by placing small lenses on the screen.

15)  Approximately how much of each color should be mixed to generate brown?
red ________              green ________                       blue ________

16)  Approximately how much of each color should be mixed to generate purple?
red ________              green ________                       blue ________

17)  Approximately how much of each color should be mixed to generate orange?
red ________              green ________                       blue ________

18)  What is different between these results and what you learned in art about color mixing? 

In elementary school art you learned about mixing pigments.  The primary subtractive colors are cyan, magenta, and yellow.  These are exactly the colors you found by mixing any two primary additive colors at full intensity (Questions 8, 10, & 11).  These colors still do not quite match your elementary school education; however, how many 1^st graders know cyan and magenta?  You are, nevertheless, quite familiar with these colors as they are used as pigments in every color ink jet printer to produce photo quality color images.  Pigments produce colors by removing select wavelengths of light from the incident beam.

Color subtraction:

19)  Select the single bulb tab from the top and change your beam from photons to a solid beam.  What color is the incident light?

20)  What color does the man perceive with a yellow filter?

21)  Turn your beam into photons.  Explain why the man perceives yellow using the words absorb and transmit.

22)  Before making any further adjustments hypothesize what color the man will see using any color filter.

23)   Test your hypothesis.  Is it accurate?  If not, revise.

24)  Return your filter to yellow, make your beam solid, and select a monochromatic bulb type of yellow.  What color does the man perceive?

25)  Change your beam to photons and explain why this is the case.

26)  Before making any more changes, hypothesize what might happen if the filter is changed to red.

27)  Do the experiment.  Is your hypothesis confirmed?  If not, revise your hypothesis.

28)  Return both your light and filter to yellow.  Hypothesize what might happen if the light is changed to blue.

29)  Do the experiment.  Is your hypothesis confirmed?  If not, revise your hypothesis.

30)  Return both the light and filter to yellow.  Hypothesize what might happen if the filter is changed to light orange.

31)  Do the experiment.  Is your hypothesis confirmed?  If not, revise your hypothesis.

32)  Generalize your hypothesis.  In other words, what will happens when the filter and bulb colors are nearly the same?  What will happen when the bulb colors are very different?

33)  Play with the program to test your hypothesis.  Revise if necessary.

34)  After experimenting with the program, what insightful question would you have future students answer?  (Be sure to provide your answer as well as the question!)

Monday, May 18th

Today we did an online optics lab. Any students who were absent must do the lab at home. The instructions are below. For Part 2, you will have to come and see me and do part 2.1 and 2.2 in class. If you have a magnifying glass at home, you can complete it on your own.

Geometric Optics Lab

1. Go to http://phet.colorado.edu/simulations/sims.php?sim=Geometric_Optics, where you will find the Geometric Optics activity. Click “RUN NOW”. Take the pencil and raise it so that the eraser is sitting on the principal axis.  Click on the “principal rays” button.

(you will need Adobe Flash on your computer. You can get it here.

1.1  Draw the ray diagram.  Describe the three special principal rays: how do they enter the lens, and how do they exit the lens? 

1.2  There are several properties of the lens you can change in this simulation.  For each one below, PREDICT what you think the effect will be on the image (its size, location, and brightness), then give the actual answer:

            a) Radius of curvature of the lens

            b) Refractive index

            c) Diameter

1.3  You can change the location of your object (the pencil).  Drag the pencil so that it is farther away from the lens.  Explain the result. 

1.4  Drag the pencil so the eraser is right on top of the focus.  Draw the ray diagram.  

A) What happens to the two principal rays that enter the lens?  B) Will they ever form an image?

2. Get a magnifying lens and use it to look at this paper.

2.1  How do you use the lens to make the words appear larger?  Find the spot where the magnification is highest and explain in terms of the focal length of the lens.

2.2  Sketch a ray diagram of how you think the magnifying lens might work.

2.3  Now back to the sim: drag the pencil so it is inside the focus.  Draw the ray diagram. 

A) Will the rays ever form an image, and if so, where?  Click on “virtual image” to check your answer.

B) Imagine that you are looking through the lens from the righthand side.  What would you see?  Use your answer, and your drawing, to explain how a magnifying lens works.

FINAL EXAM INFORMATION

Your final exam will contain questions from the following topics:

Circular Motion

Gravity

Matter (Stress, Liquids, Gases, Solids)

Heat

Electricity

Waves (sound and light)

You should review your notes; homework pack #'s 6, 7, 9, 10 ; class assignments; and the following websites:

http://www.physicsclassroom.com/Class/waves/  Lesson 2 - Properties of a wave, especially d) Speed of a wave, and e) Wave Equation

http://www.physicsclassroom.com/Class/index.cfm - all the topics listed above.

http://en.wikibooks.org/wiki/FHSST_Physics is an online physics textbook that you can use for information and review.

http://www.glencoe.com/sec/science/physics/index2.php - this site has online review quizzes that you can use for review and for extra credit if you submit it to my email address (dandrade@bridgeportedu.net) 

Friday May 15th

Today we will be watching a video on light and doing some work with it. Next week, we will be doing light labs.

Anyone who is absent today must do the following for their makeup work:

Go to: http://www.physicsclassroom.com/Class/light/

Go through Lesson 1 (How do we know light is a wave) and Lesson 2 (Color and vision) . Write a short summary of what you learned and submit it to me. It should be at least 2 pages long.

You may submit it on paper, or you may submit it as a comment to this post. Select "comment as name/url" and enter your name. You do not need to enter anything under "url". 

A REMINDER TO ALL STUDENTS! - the material in these videos and assignments may be on your final exam. You must pay attention to these topics.

Makeup Work

For students who were absent on Monday and missed the video and work, your make up assignment is:

Go to http://www.physicsclassroom.com/Class/waves/

Read through all the lessons on waves and turn in a two page summary.

Students who were absent on Tuesday:

go to  http://sol.sci.uop.edu/~jfalward/physics17/chapter10/chapter10.html.

Read through the page, answer any questions that are in the "lecture" part and summarize the content. Turn in the answers and summary next class.

ASSIGNMENTS CAN BE TURNED IN ON THIS SITE!

If you would like, you can do your work in Word, or another text editor, and then cut and paste it into the comments section. Select "Name/URL" for posting the comment, and then enter the names of the people in your group. You do not have to enter anything where it says "URL". I will then review it and grade it online.

Vibrations and Waves Assignment - May 12-14, 2009

Multimedia Science School

- Physics

--- Oscillations and Waves

------ Oscillations - Lesson

------ Wave Behavior - Lesson 

------ Combining Waves - Lesson

Go through all three lessons, answering the questions on a sheet of paper. One sheet per group. Make sure ALL group members actually work on it. I will be deducting points for students who are not participating.

Students who were absent on Tuesday:

go to  http://sol.sci.uop.edu/~jfalward/physics17/chapter10/chapter10.html.

Read through the page, answer any questions that are in the "lecture" part and summarize the content. Turn in the answers and summary next class.

ASSIGNMENTS CAN BE TURNED IN ON THIS SITE!

If you would like, you can do your work in Word, or another text editor, and then cut and paste it into the comments section. Select "Name/URL" for posting the comment, and then enter the names of the people in your group. I will then review it and grade it online.