4/30 qod

Describe the precision of carbon dating.

--ch

4/27 qod

How will we know the difference in alpha particle tracks and beta particle tracks when we look in the cloud chamber?

-- ch

Schwab 4/26

Today we came in and turned in our homework "Nuclear read and react". (The one where we wrote a paragraph on the back) We Coats-Haan couldn't get us to focus and get on to the notes she introduced herself and went around and shook everyones hand. Then we looked at our other homework and texted in our results for #of mrem/yr. We moved on to atomic notes, in which we started to learn about different parts of protons and neutrons. We have no homework tonight! Our next quiz is on 5/7
also Coats-Haan kept saying "Neato"
QOD - Gravitational force- this witch was large, representing the fact that gravitation force is based on mass. this witch was also floating away representing the fact that it isn't very strong.
Strong Nuclear- this witch was a woman of color. I don't remember why exactly, it had something to do with the particles having color?
Electromagnetic and Weak Nuclear- electromagnetic had a stick that looked like it had electricity going through it, also she looked much meaner than the others. This is because she is the one that causes pain. Then the weak nuclear witch looks like she could be the same witch a electromagnetic, she is just hiding in a doorway in shadow. They look similar because now there is evidence that they may be 2 different forms of the same force

4/26 qod

Explain the analogy with the 4 witches.

--ch

4/25 qod

How much nuclear radiation do you think you have been exposed to in your life?

--ch

4/24 Lee

Today in class we were given the option to finish up the Camera Lab or work on the test review. We were, however, interrupted by a fire drill (a brief description of our exit route: exit to the right of the room and proceed towards the emergency exit staircase. Without talking please continue toward the bleachers of the track field and line up for attendance). When we returned to our room, we began working. The class was really calm and basically we got to work on whichever work we needed to.

QOD: Nothing can travel faster than the speed of light and “n” is the denominator in determining the speed so it cannot be less than one, in turn calculating a speed greater than 3x10⁸.

4/24 qod

Why is the index of refraction never less than one?

--ch

4/23 Meese

This fine Monday in Honors Physics was a great one, because it appeared that no on had a "case of the Mondays."(I am counting on you to get that Office Space reference to add humor to my blog) The class was started off by turning in the webquest about Tiffany's diamond and the light waves worksheet. Then something happened that hasn't happened in quite a while, Coats-Haan emerged from a prolonged state of relaxtion and taught our class. It truly was quite a privelege for her to decide to share her knowledge with the class. The class was instructed to finish the telescope lab from Friday and then to proceed onto the physics dissection lab involing a disposable camera. We had to take apart the camera and answer the questions on the worksheet. Coats-Haan and I shared a laugh about Zach Sieber being in intense pain and the class proceeded. The remaining 30-35 minutes keft of class was left to the students to finish the labs. At the end of class we were reminded that we have a reflection and refraction test on Wednesday. Other than finishing the labs, there was no homeowrk, but the the test review is due on Wednesday. I am unsatisfied with the length of my blog, and thus, I begin to ramble. I wonder why God has forsaken me this week, for I have a test in all of my six classes, except band, I am extatic. Also, I want to point out that Coats-Haan hasn't told 3rd period to stay classy in a while and with this being the week leading up to prom and our proms theme is "keeping it classy", it just all seems to fit. I will end my blog by giving a shout-out to my bff Mitchell Clark who tore his ACL last weekend, keep him in your prayers for a quick recovery, because it couldnt have happened to a nicer guy (unlike Zach Sieber, of whom I would laugh at).

QOD: The focal length of a disposable camera is determined by taking out the inside lens of the camera and bring it closer and closer to a word on a paper until the lens focuses in and you can read the word. You then take a ruler and measure the distance from the paper to the lens being held in your hand.

4/20 qod

You are attacked by a gang of pirates.  They hold you at knife point and tell you that you will have to walk the plank, if you cannot solve a major problem for them.  They have a double convex lens and they need to know what the focal length is.  What do you do?

--ch

04/19 Miley

Today in Honors Physics we learned about 3D vision and interference. We didn’t have any homework to check over or to turn in, but it would have been wise to start working on the Physics of Bling. Before we got into our notes, we had a contest to see who creped on Amalea the most. Nathan won by a landslide stating that he saw Amalea getting into bed last night, Mr. Ebersole expresses how awkward that was, and decided we needed to move on. Our notes were titled Polarization and 3D Viewing. Within these notes, we learned about polarization, common light sources, polarized filters, a filter's effect on light intensity, depth vision, and different objects that were affected by polarized filters such as 3D glasses, View Masters, and 3D movies. During this presentation, we learned how the 3D glasses at Rave work. The glasses have two polarized filters: one with a vertical component and the other with a horizontal component. Having these two filters allow us to filter the vibrations of light to travel through allowing us a different image for each eye.  If you weren’t in class, you’ll need to email Mrs. Coats-Haan to obtain a copy of these. Once we got through out notes, we had the rest of class to work on the Polarization Practice Sheet within pages 209-212 of our lab manual. If we didn’t finish these questions, we had to finish them for homework and turn them in tomorrow. We also have two other homework assignments which are due on Monday: The Physics of Bling and Diffraction and Interference Reading Questions. We’ll also have our study guide for the light test (Wednesday) given to us tomorrow so we can start working on them tomorrow. Remember, stay classy! 

4/19 qod

How do the 3d glasses at the Rave work?

--ch

4/18 qod

How do fiber optics work?

--ch

4/17 qod

Which presentation was your favorite?  What did you learn from it?

--ch

4/16 Han

Today was another semi-wonderful day in Coats-Haan's favorite 3rd period class. The start of class was pretty good, continuing with our "Lights and Media" notes that we had begun on Friday. We learned new concepts such as Fermat's Principle, the law of reflection, what causes refraction, and Snell's Law. We also took time to debated the pronunciation of Fermat's name for a short period of time. These notes consumed most of the class time. We also did the two examples that went along with the notes on the back of the "Brain Busters" worksheet. After we completed our notes, we moved on to another lab that we had to do in class and complete for homework (one of the many grueling assignments that was given to us). The lab had the same steps as the refraction experiment we did on Friday, except this time we were required to calculate the refraction index of our two trials. Our homework for the night was to complete this lab, as well as page 199 in our lab manuals, and page 846 #'s: 1-11, 13-15, and 18. When light enters a medium, it moves toward the medium if traveling slower. This happens because the lights refraction index is greater, causing it to bend toward the medium.

4/16 qod

Does light bend toward the normal or away from the normal when it enters a medium that is travels slower in than the initial medium?  Explain your answer.

--ch

4/13 Gaitan

For all the groups that had finished the laser golf lab, they turned it in.  During class the one group that had not finished the laser golf lab had to complete it in addition to working on the refraction experiment and reading.  In the lab we drew a line on a side of the glass, and then tried to continue the line on the other side by looking through the glass.  After the lab we took notes and started an example problem.  As Mr. Ebersole was going over the notes, he kept on stumbling on explaining them.  While the card is moved away, I believe the light is refracted within the glass and it produces the mirror image instead of the authentic view of the card.

4/13 qod

How do you make a one-eyed Jack's head turn?  Why does this work?

--ch

4/12 Clyde

Today in class, we answered questions about what could reflect light and what we would see of an apple in a completely dark room. From this we learned that all of the objects listed could reflect light because they were all visible things, meaning that they reflect light to our eyes, which is why we can see them. We also learned that where there is no light, there is no reflection of light, and as a result we cannot see anything in complete darkness. We then completed a brainbuster in which we had to design the shortest pipeline that we could, connecting two points with the requirement that the line had to come into contact with the river. From this, we found that the shortest line was made by the lines that made equal angles with the river on each side, which can be drawn by drawing a line from one point to the other point's reflection over the line they have to contact. We found that this is the way that light travels when it reflects off of a shiny surface, such as a mirror. Armed with this knowledge, we then did a lab in which we set up four mirrors at such angles that a laser pointer could be shone on one, bounce off all four mirrors, and hit a target. The homework is to answer questions on the Reflection and Refraction reading packet that we got.

QOD:
The brainbuster had to do with our reflection lab in that the method we used to find where the shortest pipeline could be built was the same method in which one could find the path of light when bouncing off of a reflective surface. Knowing this, we found that we had to set the mirrors in such a way that the light hitting the first mirror and bouncing off in a vertical angle would be directed towards the second mirror, which would do the same to the third and the fourth.

4/12 qod

What did Fermat's brainbuster have to do with our reflection lab?

--ch

4/11 qod

Why do telescopes that detect infrared radiation have to be located outside of the Earth's atmosphere?

--ch

4/10 Bloomberg

Today in the beginning of class we turned in the Starlight Starbright pages from our lab manual, EM table and the Property of Light questions. Afterward Mr. Ebersole did the color demo with the spinning glow sticks. From this we learned what colors are made when you mix different lights. .  Then after discussing the difference between the primary colors we learned in art class and the primary colors according to physics, Mr. Ebersole and Lauren Buck had a lively debate over why cyan is called cyan. Next, the class was told about our color presentations that are going to be done with our table. The color presentations are due April 17th. Today while completing the color packet we also learned the difference between how light acts and how pigment acts. Pigment is fine particles that absorb some light and reflect others. We learned a lot about mixing colors and how light and pigment act differently when mixed. The homework that should be completed for April 11th is the color packet which was pages 187-189. Also to get ahead of the game we were told that we could start the lab pages 179-185 and groups should begin work on their color presentations.

Question of the day: Why are there different primary colors for light than there are for pigments?

Answer of the day: The mixing of pigments is very different from mixing light. Pigment make color using selective absorption of light. Mixing pigments results in a subtraction of colors while light is additive so different colors are created. For example if you add red, green and blue light, white light results but if you mix red, green and blue pigments you will get a dark brown.

4/10 qod

Why are there different primary colors for light than there are for pigments?
--ch

4/9 Alaimo

Today in physics, we started off the class with team farewells and Mr. Ebersole passed out new blue sheets for 4th quarter.  Michael shared Nathan's touching farewell note to the class and then we switched to our new seats.  We were each given a Properties of Light worksheet that corresponds with the Properties of Light packet that is due tomorrow.  The Star Light, Star Bright paper (pg.175-176) and The Electromagnetic Spectrum paper (pg.177-178) are also due tomorrow.  After settling into our new seats, Mr. Ebersole demonstrated how to measure the speed of light by melting marshmellows in a microwave.  He heated the marshmellows without letting the plate spin and measured the distance between the hotspots in the marshmellows (wavelength).  To calculate the speed of light, we multiplied the wavelength by the frequency given to us.  After the marshmellow demonstration, we turned in our homework from the previous night.  We then made smores and ate them as we started on the homework due tomorrow.