2/29 qod

Does the battery always supply the same flow?

 

--ch

2/28 Gaitan

Today, since our class was farther behind than most classes, we finished the Section 1 lab, and a few groups may have started the Section 2 lab.  If any groups had completed the Section 1 homework, they were to return it in today, and if not, they will turn it in tomorrow, on a separate sheet of paper.  During the lab, our table was trying to figure out how to connect the wires to the switch and the light but was having trouble.  It was eventually pointed out to our table that we were supposed to use the clips, which is easier, and that we were the only group who needed that pointed out to them.  In the rest of the Section 1 lab, we found out more ways to make circuits, which parts of the light bulbs are conductors or insulators, and how to draw the circuit diagrams.  We did all of these exercises first to learn more about which materials conduct or insulate better, and to build upon topics that we had discussed, while performing them ourselves.  The difference between circuit diagrams, and what the model actually looks like also should have been learned today.  When a battery and a light are connected, electrons flow from the negative side of the battery through the conductor, turning the light on, and through the other end of the battery continuously unless something else interferes.  This makes a complete circuit, because the charge is passed along in a continuous circular motion.  

      -Stay classy

2/28 qod

You have a battery connected to a bulb in a complete circuit.  What do you know about the flow through the circuit?

--ch

2/27 Clyde

Today, we started off the class with a quiz over electrostatics. If you studied, it wasn't particularly difficult and only took a short amount of time to complete. For the rest of the class period, we continued to work on the long-term lab concerning electric circuits, experimenting with the light bulbs and flashlights and batteries. If your group completed section 1, then you can go ahead and do the section 1 homework. Coats-Haan also walked around and asked the juniors which science they plan to take next year so that she can recommend them for that class on HAC. Anyways, if you're a junior and you haven't talked to Coats-Haan about what science class you plan on taking next year, you should go have a chat with her.

QOD: Electricity flows through the light bulb in a complete circuit with a battery and a wire attaching both the bottom and side of the light bulb to the opposite ends of the battery. The electricity flows from the battery, through the wire, and into the light bulb, going through the bottom or side into a tiny wire which we can see through the clear glass bulb, which lights up as the electricity passes through it to the other side, back down the wire, and through the battery again.

2/27 qod

How does electricity flow through the light bulb?

--ch

02/24 Zimmerman

Today in the wonderful world of third period Physics, Mr. Ebersole checked the previous night's homework which was the ridicuously hard electrostatic problems. We then went over this homework with the key, while asking for problems to be worked out on the board by the one and only Mr. Ebersole. We were explained the new Circuit Lab and I called it "mega lab" and Mr. Ebersole said "you know what that is a good name." And I said "yeah I just came up with it", and then Coats-Haan had to ruin it and tell him Im not creative and that it was the name of our Chemistry lab last year. During class we also started working on section 1 of the Circuit Lab. We were not assigned any homework other than to study extremely hard for the extremely difficult quiz we have on Monday (02/27). So good luck everybody! 

QOD:  What is your operational definition for a circuit?

The operational definition for a circuit would be to prove that there is an actual functioning circuit. To do this, use a copper wire, a light bulb and a battery. Wrap one end of the copper wire around the light bulb , touching metal on metal. And then touch the other end of the wire to the positive or negative side of the battery and the metal part of the light bulb to the negative or positive side of the battery. And when the electric circuit is complete, with a charged battery, it will produce the light bulb to give off light.

STAY CLASSY 3RD PERIOD!

2/24 qod

What is your operational definition for a circuit?

--ch

Bloomberg 2/23

Today in class we turned in our guided reading worksheet for 18.1 through 18.5. Then Mr. Ebersole passed the example sheet for our electrostatic section. Then we took notes on electrostatic. We learned about Coulomb's Law which is similar to Newtons law of gravitation. Other things we learned about are conductors and insulators. On a conductor a charge is easily conducted while on an insulator it is localized. We then discussed how so far Lauren has been fairly nice to Hunter (disregarding her repeatedly shocking him yesterday). we were then given the pairs check and if we finished that we began to work on our homework which was the electrostatic problems.

QOD: What does superposition mean?
AOD: Superposition is The principle by which we can add the electric forces as vectors. The actual definition for it is "to lay (as a geometric figure) upon another so as to make all like parts coincide"

2/23 qod

What does superposition mean?

--ch

2/22 Alaimo

Today in physics we started off class by turning in our homework.  We then received a paper with different experiments that we were to complete and turn in before the end of class.  Next, Mr. Ebersole showed us the first experiment on the sheet about a Van de Graaf generator.  After Mr. Ebersole explained how the generator works and Lauren volunteered to stand on a stool and touch the generator.  Her hair was becoming positively charged from the machine, and after a moment or two her hair began to rise slowly.  Mr. Ebersole then asked for a volunteer to hold Lauren's hand.  Hunter wanted to volunteer so when he grabbed Lauren's hand he got shocked!  Lauren's hair started to go down because some of the charge was passed on to Hunter.  Amalea then volunteered to hold Hunter's hand and received a more mild shock.  More volunteers linked hands and the farther down the chain from Lauren, the milder the shock. 

Next, Mr. Ebersole passed out our 18.1-18.5 guided reading.  He then took 2 tables at a time into the back room to perform the wintergreen mint experiment.  He hammered the mint, causing the mint to spark.  We had to perfom the experiment several times because Ashley missed the spark, but after several tries she finally saw it!  While some groups were doing this experiment, the remaining groups performed two other experiments.  The first one everyone had to balance a nickel on its side and then balance a match on the nickel.  A beaker was then placed over the nickel and we had to attempt to knock over the match by wiping a piece of rabbit fur on a rod.  The final experiment involved rubbing tape on the table and ripping it off, then using it to move the foil leaves inside an Erlenmeyer flask that were attached to a rod.  After turning in the assignment the rest of the class was used to get a start on the guided reading. 

QOD:Why do wintergreen lifesavers spark when you bite into them?

The mints spark because biting them frees electrons, which then collide with air molecules causing the spark.

2/22 qod

Why do wintergreen lifesavers spark when you bite into them?

--ch

2/22 qod

Why do wintergreen lifesavers spark when you bite into them?

--ch

2/21 qod

How did you calculate where to put the hula hoop?

--ch

2/16 Williams

Thursday was a fairly basic workday. We spent the entire class getting ready for the premiere of Sphere Cow's Flight!, and for all the other crazy coasters as well. 

QUESTION OF THE DAY!!

To find the exit velocity with the photogate, we used the times that the photo gate recorded, and then used the diameter of the marble as the distance, and thus had distance and time making velocity easy to find. To find the exit velocity using the table, we measured the height to the exit and how far from the table the marble landed, then using those 2 numbers and the 3rd kinematics equation found the time, giving us time and distance, allowing us to find the exit velocity.

2/16 qod

How do you measure exit velocity with the photogate timer?  How do you measure it by projecting it off the table?

--ch

2/15 qod

What is the normal force at the top of a roller coaster loop if you are just on the verge of falling off?

--ch

2/14 Vidas

Today was a lovely day in Honors Physics.  First, we checked the answers to the rollercoaster problems (Desperado Redesign- #11 and #12) that were completed last night for homework.  After this, we received some important background information and tackled the problems for the clothoid loop.  Because 3^rd period is so smart, we had some extra time to talk about our windmill projects.  They’re due on March 9^th so you better get started!  Then, we looked at some great Valentine’s Day pickup lines.  We looked over the “Crazy Coasters” sheet on pg. 139 of the lab manual, which we are starting tomorrow.  Happy Valentine’s Day! <3

 QOD: A clothloid loop results in less g forces because with a shallow arc at the entrance and small arc at the top, the force of the seat is calculated with a smaller radius value, therefore resulting in a smaller force factor. 

 

2/14 qod

Why does a clothoid loop result in less g forces?

Happy Valentine's Day!

--ch

2/13 qod

 What is the normal force at the top of a roller coaster, if the passengers are just at the verge of falling off?

--ch

2/10 Tesmer

On February 10th in 3rd period Honors Physics, we watched a movie on roller coasters. The movie was called "Extreme Machines." We had to complete the before and after questions from page 129 in our lab manual. It took a few minutes to get the movie started, but the teachers figured it out. Lakota technology, right? Anyway, the video was pretty funny. We didn't end up finishing it so we're going to finish it on Monday and turn in the worksheet. We did not have any homework due today because of the Energy Test we had on Thursday. We also do not have any homework due on Monday, but our windmills are still due on 3/9.

QOD: The g-forces on a rollercoaster are the forces that make you feel heavier or lighter than you actually are. Positive g-forces are experienced at the bottom of a hill of a rollercoaster and put much stress and strain on your body. Negative g-forces are experience at the top of hills and make you fell weightless. G-forces on a theme park ride usually vary between + 4 and - 1/2 g's.

2/10 qod

Explain the g forces you experience on a roller coaster.

--ch

2/9 Schwab

Today when we got to class we turned in our Energy  Test Review, grabbed calculators and sat down for our test. "Team I Heart Life", got into a circle with their heads touching and said a prayer before the test, then said  " 1,2,3, TEAM I HEART LIFE" Then we proceeded to take the Energy Test. Today we had no homework(: (though our windmills are due in 29 days!)  
QOD: Describe the types of energy you have as you go around a roller coaster loop. 
A: when you start at the bottom you would have kinetic. as you go up the side your kinetic would start lowering and your potential would increase. At the top of the loop your potential would be higher than your kinetic, and then as you head back down from the top your kinetic would increase and your potential would decrease. 


Stay Classy

2/9 qod

Describe the types of energy you have as you go around a roller coaster loop.
--ch

2/08 Miller

So we didn't do to much today. We spent the majority of the beginning of class going over the Energy Practice Problems worksheet. Then while questions were taken and answered, the rest of the class began work on the Energy Test Review that is due tomorrow. As for other assignments, windmills are due in 30 days! So time to get cracking on those. I would have to say nothing truly interesting occurred today in class. We did our usual Physics Business!

The question of the day is not an easy one for me.

Qod: How does the height that a pendulum rises to relate to the maximum angle that it makes with the vertical?

Well, if I'm correct, the diagram for this features a sphere being held by a rope, and then the rope is given a force to cause the pendulum to swing. The sphere goes up to form a right triangle with the vertical. The height is the length of the rope that is below this right triangle in the diagram. The total length of the rope is labeled as L and the remaining length of the rope is labeled as Lcos(theta). So the maximum angle reached by the pendulum relies on the height to determine it. 


I hope this is right, I haven't exactly grasped this concept, but like many of my other physics friends, I will be making my way in early to talk to Mrs. Coats-Haan. So see you there and Stay Classy!

2/8 qod

How does the height that a pendulum rises to relate to the maximum angle that it makes with the vertical?

--ch

02/07 Miley

Today was a very eventful day in 3^rd period Honors Physics. We first started off by turning in our Home Energy Survey. We then went on to check our homework from last night: page 193 # 63-67. When Mr. Ebersole asked if there were any questions, Nathan raised his hand and asked about # 64 and 66. Mr. Ebersole explained that for #64 you must first count how many blocks you have. You do this basically by counting the amount of blocks under the curve and there is no way to avoid the tedious process. Once you have the total blocks, you have to then count how many blocks are in the interval of S. Once you have both numbers, you take the [# of blocks in the interval/ total blocks] x100% in order to find the percentage. For #66, Mr. Ebersole first mentioned then when finding the work done, it will be the area underneath the curve. Looking at the picture, we see there is a triangle. We must know we will find the work by using the area formula of a triangle [(1/2) bh]. Then you use the picture to help you determine your base and height length to plug into the formula. Hunter then asked for Mr. Ebersole to explain why you have to find the area of a rectangle and triangle in order to find the work done. He explained that based on the two intervals, the graph splits into the two shapes of a triangle and rectangle. Since we know finding the area under the curve is the work done, we then must add the areas of a rectangle and triangle together. After we were done with questions on this homework, we went on to talk about the POGIL from yesterday. Zach asked for #25 to be explained. Mr. Ebersole told us that the work formula involving a spring constant is W= (1/2) k [Xi^2-Xf^2]. Since we know the work value and initial position, we just plug these numbers in and solve for K. Mr. Ebersole then passed out our two assignments for the day: the Power worksheet and Energy Practice problems. Mr. Ebersole told us that we had to turn in the power worksheet by the end of the day and that we could start the energy practice problems so we could lighten the homework load tonight. Most of the groups finished the power worksheet with no problem and started the energy practice problems. But my group and Amalea’s group had a little bit more difficulty due to the fact we thought we had to consider a second conversion in the dimensional analysis for the second problem. So the homework we have is: the Lab report over “Conservation of Energy with Hall’s Carriage” Lab and the energy practice problems as a first priority (and by judging by the Facebook statuses, most of your class- mates are just starting both right as I finish this blog) and us overachievers the test review guide. We have a review day tomorrow and it’s important to at least glance over the review guide over for any questions you may need answered tomorrow. The test review guide will be due Thursday and of course our test is Thursday as. We also have 31 days left until the Windmill project is due.  One last important note: if you have any questions over tonight’s homework, make sure you go in to Coats-Haan’s room before 7:20 because the AP Physics class will start a test at that time. So I hope my notes helped, good luck to everyone who is just starting their homework, and remember to Stay Classy!

QOD: An example of a conservation of energy problem with a spring constant, gravitational potential, and kinetic energy would be jumping on a pogo stick.  As you stand on the pogo stick and start to move, you have a maximum kinetic energy and no potential energy. As you push down on the spring, you still have maximum kinetic energy and gain spring potential energy. As you're moving upward with the pogo stick, you lost kinetic energy and reach a maximum potential energy because you're reaching your maximum height. As you fall down, you lose potential and gain kinetic restarting the entire process again. (I'm not sure if this is right though, but hopefully a good attempt at that)

2/7 qod

Give an example of a conservation of energy problem that has spring potential, gravitational potential, and kinetic energy.

--ch

Meese 2/6

First off, I would like to take this time to applaud the effort of Mrs. Coats-Haan's hard-working student teacher. The sad thing is that I still do not know whether his name is pronounced like Eversol or Ebersol, but I digress. Today in 3rd period Honors Physics, we were greeted with reminding us of the slew of  assignments due this week. The Take Home Energy Lab is due on 2/7, the Lab Report is due 2/8, the Energy Test is 2/9 and the Windmill Project is due 3/9. While looking at thge board it is also quite easy to see that the homework tonight was page 193 #'s 63-67. To start off the physics portion of the class, we went over the homework from the weekend, which was #'s 55-60 on page 192 (I think). Our class is so intelligent that the only one that we could not figure out was by far the most difficult of the bunch, the dreaded number 60. Our beloved student teacher worked through number 60 beautifully, so that even I could understand it. The class then proceeded with a POGIL on spring constants in relation to energy. The POGIL was fairly involved but it was no match for my team of geniuses. We worked quickly and efficiently on the POGIL and were able to finish it in time to further discuss our windmill project. And believe me, as 3rd period Honors Physics, we definetly "stayed classy" throughout the remainder of our day.

QOD: The definition work = force x distance is not always true because this equation implies that we do work every time we exert a force, which due to the phenomenal teaching of Mrs. Coats-Haan we understand that that is not a true statement.

2/6 qod

Why is the definition "work = force x distance" not always true?

--ch

2/3 qod

Explain how we derived the second equation for power from the first.

--ch

2/2 Lee

Today in Physics we checked our Gravitational U problems with Mr. Ebersole.  After we felt confident in our abilities to master the questions, we moved on to the lab for the day, Conservation of Energy with Hall’s Carriage Lab.  Mr. Ebersole made sure we sat down and read the lab through before we started because our class did not follow the directions the day earlier.  The lab took the rest of the period and Mr. Ebersole stopped us a few minutes before the bell rang to remind us of our homework.  We need to turn in the Conservation of Energy Simulation lab tomorrow.  On Tuesday we need to have implemented our conservation methods on the electric meter.  On Wednesday the lab write-up for the lab we completed in class is due.  Finally, there are 36 DAYS UNTIL OUR WINDMILL IS DUE!!!!!!!

Qod answer:

When the object is at a height of zero and not in motion or when the work (W) is in the opposite direction.

2/2 qod

Give an example of using the Ui+Ki+W=Uf+Kf equation where the right side would all be zero.

-ch

2/1 qod

Happy February! 

Give an example of when the work term in the conservation of energy would be positive and when it would be negative.

--ch