Tuesday, May 31, 2011
Tuesday, May 24, 2011
Physics Final Exam - what to study
Physics Final Exam 2011
Topics
Circular Motion
Gravity
Matter
Heat
Sound
Light
Electricity
Magnetism
Review/Study:
Class notes
some are still available online: https://sites.google.com/site/dandradeedusite/Home/physics-class-files
Packets 6, 7, 9, 10, 11, 12
Worksheets from Sound, Light and Electricity and Magnetism
Don’t forget to check the class blog site – right side column, for study tips and review materials
Monday, May 16, 2011
Free resources for students - very useful, take a look
Free Resources for Students
Seniors - before you head off to college and your future endeavors, here are some free resources for you:
1. College Packing List - this site has some great tips on packing list for your trip off to college. You can even create a shopping list from it for any items you don't have.
2. BarCharts Tips for Success - this site has some free downloads for you.
KEYS TO COLLEGE SUCCESS, SURVIVING THE COLLEGE RIDE, and WHAT YOU WON'T LEARN IN COLLEGE. These are all free and have great tips, ideas, and resources for you.
3. Summary of Great Web 2.0 Resources for Students - this has a list of 13 free, online resources that can help you as a student. Note taking, organizing, online homework help, file backup, study tips, and much more. You definitely want to check some of these out.
A couple of other good resources:
Advice and Tips to High School Students (tips before college):
"Advice and Tips for High School Students.pdf"
Good luck next year!! Keep in touch!
(These are also useful for the Juniors too!)
Wednesday, May 11, 2011
Rockets - 1st part of project
Physics
Rockets WebQuest
Mr. Andrade
This WebQuest will help students gain an understanding of rockets and rocket flight, how physics fundamentals are related to rockets, and how we will use model rockets.
2. click on “Guided Tours” on this page
3. on the “Guided Tours” page (http://www.grc.nasa.gov/WWW/K-12/rocket/guided.htm ) go down the page to the “Rockets” section. You need to go through each section:
After you read each page, click on the 
Make sure you click on the 
Wednesday, May 4, 2011
Online Light Investigations
Go to:
In each experiment, click the ? button to see the instructions and information.
•Light
–Experiment 33 Prism
–Experiment 34 Convex Lens and Ray Diagram
–Experiment 35 Color Mixing - Additive
–Experiment 36 Color Mixing - Subtractive
–Experiment 37 Refraction
–Experiment 38 Refracting Telescope
In each experiment, change the settings and observe what happens. What do you notice? Is it what you expected?
Tuesday, April 26, 2011
Schedule
Monday, April 25th
Period 2, 3, 6, 7 - Sound lecture with demonstrations - lecture notes posted here: https://sites.google.com/site/dandradeedusite/Home/physics-class-files
Homework - Packet 12 - Sound - #1-12 - copy is available here: https://sites.google.com/site/dandradeedusite/Home/physics-class-files
Tuesday, April 26th
Period 2 - sound videos
Period 5 - Sound lecture with demonstrations (lecture notes and packet: https://sites.google.com/site/dandradeedusite/Home/physics-class-files)
Homework - Packet 12 #1-12
Period 7 - go over homework, videos
Wednesday, April 27th
Period 2 - go over homework
Period 3 - go over homework, video
(early dismissal - Parent conferences 12:30 - 3pm)
Thursday, April 28th
Period 3 - lab
Period 5 - go over homework, lab
(early dismissal - Parent conferences 4:30pm- 7pm)
Friday, April 29th
Periods 2, 3, 6, 7 - special demonstration of sound, waves, and electromagnetism
Friday, April 15, 2011
Period 7 - Friday 4/15
Go to these two websites and explore waves using the simulations - follow the directions on the site.
http://www.forgefx.com/casestudies/prenticehall/ph/waves/waves.htm
http://www.forgefx.com/casestudies/prenticehall/ph/seismic/seismic-waves-simulator.htm
http://www.forgefx.com/casestudies/prenticehall/ph/waves/waves.htm
http://www.forgefx.com/casestudies/prenticehall/ph/seismic/seismic-waves-simulator.htm
Wednesday, April 13, 2011
Waves on a String
Waves on a String
(tip - copy this into your Word document and the just delete the parts you don't need. Then you will have the questions already in your document).
(Drawings and sketches can be done on paper or in Word using the drawing feature.)
Learning Goals: Students will be able to discuss waves’ properties using common vocabulary
and they will be able to predict the behavior of waves through varying medium and at reflective
endpoints.
Directions: http://phet.colorado.edu/en/simulation/wave-on-a-string
1. Open Waves on a String, investigate wave behavior using the simulation for a few minutes. As you
look at the waves’ behavior, talk about some reasons the waves might act the way they do.
2. Write a list of characteristics that you will use in this activity to describe the waves. Describe each
characteristic in words that any person could understand. Leave some writing space for characteristics
that you might think of later during the activity.
3. With the Oscillate button on and with No End checked, investigate waves more carefully using the
Amplitude slider. Write answers to the following after your group has talked about each and agreed.
a) Define Amplitude in everyday language.
b) Explain how the wave behaves as the Amplitude changes using the characteristics you described
in #2
c) Use a rope on the floor for some investigations and explain how you could change the
Amplitude of a wave.
4. Repeat step number 3, for Frequency, Tension and Damping.
5. Set Amplitude on high, Frequency, Damping and Tension on low. Also, have on Oscillate, Timer and
No End. Use the Pause button to freeze the wave.
a) Place a blank piece of paper on your monitor and trace the wave and the wave generator.
Mark the green balls. This is a vertical position- horizontal position graph, label your axes.
b) Quickly press Play, and then Pause again. Use the same piece of paper, put it on the monitor
and make sure to get the generator in the same spot. Trace the new wave.
c) Write about the differences and similarities in the characteristics. You may have to do some
more tests by pressing Play, then Pause and tracing to test your ideas.
d) Try some other settings and talk about why I recommended the settings that I did.
6. Set Amplitude on high, Frequency, Damping and Tension on low. Also, have on Oscillate, Timer and
No End. Use the Pause button to freeze the wave.
a) Measure the vertical location of a green ball with a ruler.
B) Record the vertical position and time.
b) Quickly press Play, then Pause repeatedly to make a data table the vertical position of the
green ball versus time.
c) Make a graph of vertical position versus time.
d) Write about the differences and similarities between vertical position- horizontal position
graphs and vertical position-time graphs.
7. Investigate how waves behave when the string end is Fixed and Loose with Manual settings. Discuss
the behavior with your partners. Test your ideas and the write a summary.
Summit all work as a WORD File to dandrade@bridgeportedu.net
(tip - copy this into your Word document and the just delete the parts you don't need. Then you will have the questions already in your document).
(Drawings and sketches can be done on paper or in Word using the drawing feature.)
Learning Goals: Students will be able to discuss waves’ properties using common vocabulary
and they will be able to predict the behavior of waves through varying medium and at reflective
endpoints.
Directions: http://phet.colorado.edu/en/simulation/wave-on-a-string
1. Open Waves on a String, investigate wave behavior using the simulation for a few minutes. As you
look at the waves’ behavior, talk about some reasons the waves might act the way they do.
2. Write a list of characteristics that you will use in this activity to describe the waves. Describe each
characteristic in words that any person could understand. Leave some writing space for characteristics
that you might think of later during the activity.
3. With the Oscillate button on and with No End checked, investigate waves more carefully using the
Amplitude slider. Write answers to the following after your group has talked about each and agreed.
a) Define Amplitude in everyday language.
b) Explain how the wave behaves as the Amplitude changes using the characteristics you described
in #2
c) Use a rope on the floor for some investigations and explain how you could change the
Amplitude of a wave.
4. Repeat step number 3, for Frequency, Tension and Damping.
5. Set Amplitude on high, Frequency, Damping and Tension on low. Also, have on Oscillate, Timer and
No End. Use the Pause button to freeze the wave.
a) Place a blank piece of paper on your monitor and trace the wave and the wave generator.
Mark the green balls. This is a vertical position- horizontal position graph, label your axes.
b) Quickly press Play, and then Pause again. Use the same piece of paper, put it on the monitor
and make sure to get the generator in the same spot. Trace the new wave.
c) Write about the differences and similarities in the characteristics. You may have to do some
more tests by pressing Play, then Pause and tracing to test your ideas.
d) Try some other settings and talk about why I recommended the settings that I did.
6. Set Amplitude on high, Frequency, Damping and Tension on low. Also, have on Oscillate, Timer and
No End. Use the Pause button to freeze the wave.
a) Measure the vertical location of a green ball with a ruler.
B) Record the vertical position and time.
b) Quickly press Play, then Pause repeatedly to make a data table the vertical position of the
green ball versus time.
c) Make a graph of vertical position versus time.
d) Write about the differences and similarities between vertical position- horizontal position
graphs and vertical position-time graphs.
7. Investigate how waves behave when the string end is Fixed and Loose with Manual settings. Discuss
the behavior with your partners. Test your ideas and the write a summary.
Summit all work as a WORD File to dandrade@bridgeportedu.net
Monday, April 11, 2011
Week of 4-11 to 4-15 2011 Schedule
This week we are working on Vibrations and Waves.
Lecture notes are here: https://sites.google.com/site/dandradeedusite/Home/physics-class-files
(Physics - Vibrations and Waves lecture notes.pdf)
Packet #11 - Simple Harmonic Motion is posted here in case you misplace yours:
https://sites.google.com/site/dandradeedusite/Home/physics-class-files
( Physics - Packet 11 - Simple Harmonic Motion.pdf)
We will be doing the lecture, homework, and a lab investigation this week.
Lecture notes are here: https://sites.google.com/site/dandradeedusite/Home/physics-class-files
(Physics - Vibrations and Waves lecture notes.pdf)
Packet #11 - Simple Harmonic Motion is posted here in case you misplace yours:
https://sites.google.com/site/dandradeedusite/Home/physics-class-files
( Physics - Packet 11 - Simple Harmonic Motion.pdf)
We will be doing the lecture, homework, and a lab investigation this week.
Wednesday, April 6, 2011
Schedule and homework for rest of week
Heat Lecture notes are posted here:
https://sites.google.com/site/dandradeedusite/Home/physics-class-files
"Physics - Heat lecture.pdf"
Heat homework packet (#10) is also posted there.
"Physics - Packet 10 - Temp and Heat.pdf"
Wednesday, April 6th 2011
Period 2 - Heat lecture. Homework is ALL of Packet 10 (Temperature and Heat) #1-15
Period 3 - finish Labs (buoyancy)
Period 6 - Heat lecture. Homework is ALL of Packet 10 (Temperature and Heat) #1-15
Thursday, April 7th, 2011
Period 3 - Heat lecture. Homework is ALL of Packet 10 (Temperature and Heat) #1-15
Period 5 - Heat lecture. Homework is ALL of Packet 10 (Temperature and Heat) #1-15
Period 7 - go over Heat homework (packet 10, #1-15)
Friday, April 8th, 2011
Period 2 - go over Heat homework (packet 10, #1-15)
Period 3 - go over Heat homework (packet 10, #1-15)
Period 6 - go over Heat homework (packet 10, #1-15)
Period 7 - Vibrations and waves lecture
Friday, April 1, 2011
Bridge project results
Here are the results of the bridge project:
Winners by Class Period: (order overall listed next to it )
Per 2 - Tatiana, Tayjhanae, Samantha, Ashli, Christina - 19,500 grams (1st overall)
Per 3 - Richard, Nick G., Meng - 18,800 grams (2nd overall)
Per 5 - Derrick, Doug, Eric, Stephanie, Diana - 14,400 grams (4th overall)
Per 6 - Duy, Kajin, Joey, Mary, Steven - 18,000 grams (3rd overall)
Per 7 - Iury, Francisco, Markeith - 7200 grams (5th overall)
Winners based on mass ration (mass of bridge divided by mass held) (smallest # is best)
1st place - from Period 6 - Duy, Kajin, Joey, Mary, Steven 1.17 x 103
2nd place - from Period 2 - Miguel, Phuong, Dafir, Dennis, Rachel 1.28 x 103
3rd place - from Period 3 - Richard, Nick G, Meng 1.33 x 103
Congratulations to everyone. You guys did a great job on this project.
Here are some of the pictures of the bridges and them being tested: (I'll be posting more of them later)
Thursday, March 31, 2011
Solutions to Packet 9 posted
I just posted the solutions to Packet 9 here:
https://sites.google.com/site/dandradeedusite/Home/physics-class-files
"Physics - Packet 09 - Solids-Liquids-Gases - Answers.pdf"
Remember, quiz on this tomorrow, Friday, April 1st.
Wednesday, March 30, 2011
Buoyancy Lab
Buoyancy Lab
1. Go to:
http://phet.colorado.edu/en/simulation/balloons-and-buoyancy
Click “Run Now!”
Learning Goals:
• Determine what factors make a hot air balloon or a helium balloon float.
Student Instructions: Follow the instructions and ANSWER THESE QUESTIONS IN A WORD DOCUMENT AND EMAIL IT TO ME. dandrade@bridgeportedu.net
1. Why does a hot air balloon float even though it is so heavy?
2. What makes balloons float when they are full of air but not float when they are
deflated?
3. Starting with a hot air balloon, figure out how to make the balloon float. What
factors affect the balloon floating or sinking? Explain three of these factors and your
understanding of why this works as it does.
4. Move to the rigid hollow sphere. What does it mean that the sphere is “rigid?”
5. Play with the parameters of the simulation and get the sphere to float. How is the
sphere floating similar to and different from the floating hot air balloon?
6. How will you get the helium balloon to float? Explain how you plan to set all the
parameters to get the balloon floating.
7. Set the parameters as you predicted above. Did it work? If so explain why this worked.
If not explain why your predictions didn’t work and what you did to change it.
8. Summarize your findings, how does a hot air balloon that is so heavy float in air?
1. Go to:
http://phet.colorado.edu/en/simulation/balloons-and-buoyancy
Click “Run Now!”
Learning Goals:
• Determine what factors make a hot air balloon or a helium balloon float.
Student Instructions: Follow the instructions and ANSWER THESE QUESTIONS IN A WORD DOCUMENT AND EMAIL IT TO ME. dandrade@bridgeportedu.net
1. Why does a hot air balloon float even though it is so heavy?
2. What makes balloons float when they are full of air but not float when they are
deflated?
3. Starting with a hot air balloon, figure out how to make the balloon float. What
factors affect the balloon floating or sinking? Explain three of these factors and your
understanding of why this works as it does.
4. Move to the rigid hollow sphere. What does it mean that the sphere is “rigid?”
5. Play with the parameters of the simulation and get the sphere to float. How is the
sphere floating similar to and different from the floating hot air balloon?
6. How will you get the helium balloon to float? Explain how you plan to set all the
parameters to get the balloon floating.
7. Set the parameters as you predicted above. Did it work? If so explain why this worked.
If not explain why your predictions didn’t work and what you did to change it.
8. Summarize your findings, how does a hot air balloon that is so heavy float in air?
Fluids and Heat Labs for class today
–Fluids & Heat
Experiment 20 Density
Experiment 23 Pressure in Liquids
Experiment 24 Buoyant Force
Experiment 25 Ideal Gas Law
Experiment 20 Density
Experiment 23 Pressure in Liquids
Experiment 24 Buoyant Force
Experiment 25 Ideal Gas Law
•
Lab 20 Density
Instructions and what to hand in - put it all in a Word document with names and email to me. dandrade@bridgeportedu.net
–three objects on bottom (blue triangle, red/black square, red oval) - calculate density for each
–list which object(s) floated (try all of the objects)
•
•
Lab 23 Pressure in Liquids
Lab 23 Pressure in Liquids
–raise and lower manometer (red box with tube) and record depth and hydrostatic pressure
–do for all five liquids (water, ethanol, benzol, tetrochloromethane, and mecury)
–write down your observations of differences or similarities of the pressures at different depths
•
Lab 24 Buoyant Force
–lower the mass into the liquid and note the buoyant force as it is lowered into the liquid. Note how it changes until fully submerged.
–change the preselected values of base area, height and densities (do at least 6 trials)
–write down your observations of the different buoyant forces vs. the area, height and density
•
Lab 25 Ideal Gas Law
try it out and explore concepts
Tuesday, March 29, 2011
QUIZ FRIDAY!
On Friday, April 1st, all physics classes (periods 2,3,5,6,7) will take a quiz on Packet 9 - Density, Solids, Liquids, Gases.
There are 5 problems on the quiz. You should review the packet and your notes.
Reminder: the class notes are here:
https://sites.google.com/site/dandradeedusite/Home/physics-class-files
"Physics - Density-Solids-Liquids-Gasses - part one.pdf"
"Physics - Liquids lecture notes.pdf"
"Physics - Gases lecture notes.pdf"
There is also a copy of the packet on the same site.
I will post all of the solutions to the problems on Thursday evening in case you missed any.
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