05/04 Zimmerman

Good Morning people of 3rd period! Due on Friday was Pg. 1001 #17-19, 21, 29-35, 40-42. We then went over the homework and Coats-Haan worked out questions on the board. And Coats-Haan introduced the temperature take-home lab. Coats-Haan then talked about if "you are taking an AP Test in the morning and your "brain is fried" afterward then I totally understand if you stay home." Or "if you are taking an AP test in the afternoon and you want to get extra sleep and make a nice breakfast I totally understand as well". Also if you are missing for AP tests you need to talk to Coats-Haan individually. Then after that brief conversation, we talked about Mr. Gleason for a little bit, and then we took out page 223 from our lab manual and watched part of the amazing movie Nova: Chernobyl Video. We will finish up the movie on Monday! There are no assignments or  homework for the weekend except to study for the Nuclear Quiz on Monday :(

QOD:
Q: What were some of the key mistakes made at Chernobyl?
A: The key mistake was the kind of reactor system they were using. They were using a less pure Uranium. So when the reactor ran out of water the chain reaction increased in speed and then began to get hotter and hotter until reactor #4 caught on fire.
Another design flaw was the structure of the control rods.

5/4 qod

What were some of the key mistakes made at Chernobyl?

--ch

5/3 qod

How is half life related to the decay constant?  Do more radioactive elements have bigger or smaller decay constants?

--ch

5/2 qod

Why can't we do fission or fusion with iron?

--ch

5/1 Vidas

Today was a lovely day in Honors Physics.  We began class by turning in the homework questions, which were  on pgs. 217-220 in the lab manual.  The carbon dating problems were not collected, and we checked them using a key that was on the board.  We had a twilight zone moment when Coats-Haan realized that somehow the key had already been changed to say 2012, and she did not do it this morning... *cue creepy alien music*. Next, we talked a little bit about radiation and superfund sites.  Which leads us to our fabulous question of the day!


QOD: What is a superfund site and where was the nearest one located?
A: A superfund site is an uncontrolled or abandoned place where hazardous waste is located, possibly affecting local ecosystems or people.  This "hazardous waste" usually contains toxic substances, or more often, substances that emit radiation.  The nearest one located was Skinner Landfill in West Chester.  Luckily, the site was cleaned up, so thankfully no one in our class received any dangerous radiation!!


After we talked about superfund sites, we watched a short video on Yucca Mtn.  And when I say short, I mean about 30 seconds... blink and you miss it! Then Coats-Haan set us loose to work on the "Particle Adventures" webquest, on the lab manual pgs. 213-216.  Since we did not finish this in class, it will be due at the beginning of the period tomorrow.  

5/1 qod

What is a superfund site and where was the nearest one located?
--ch

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.

4/9 qod

How did we use marshmallows to measure the speed of light?

--ch

3/22 Vidas

Today in Honors Physics, we continued to work on the sound labs. We performed a variety of experiments, including clapping in the hallways, using strobe lights, and listening to Clay's fantastic singing. If you finished in class today, you needed to staple the labs in numerical order and turn it into the folder.  If not, we have some time at the beginning of class tomorrow to finish, but most of the time will be spent answering questions and working on the sound test review.  Just a reminder: Sound Test is on Monday, Sound Test Review is due on Monday, and our Quarter Exam review guide is due on Tuesday.

QOD: Although our group did not reach this part of the lab, I predict that the reason the speed of sound changes when traveling through Carbon Dioxide is because it is a different medium and it is a denser gas than normal air.

3/22 qod

How did traveling through carbon dioxide change the speed of sound?

--ch

3/21 Tesmer

Today in 3rd period we started off by turning in the detecting decibles worksheet, the loudness worksheet, and the pair check from the previous day if it had not already been turned in. Then, we watched a video on how the Tacoma Narrows Bridge collapsed. After that, we watched a Mythbusters video on Rubens flame tube. Then, we broke out the palm pipes. Each of us received a different length pipe that, when hit on the palm of your hand, produced a note. Miley directed our class as we played a couple of songs. Finally, we proceeded to work on the sound lab that we will finish tomorrow.

QOD:
The Tacoma Narrows Bridge collapsed because the strong pulses of the wind caused the bridge to vibrate at its natural frequency. The bridge began to resonate. Eventually, the concrete cracked and it collapsed.

3/21 qod

Why did the Tacoma Narrows bridge fail?

--ch

3/20 qod

Why is the decibel scale logarithmic?

--ch

3/19 qod

Describe a situation where both the signs are positive in the Doppler effect equation.

--ch

3/16 qod

What causes the Doppler effect?

--ch

3/14 qod

How does elasticity affect the ability to transmit sound?

--ch

3/12 Schwab

Today was the first day of  OGT's so our class period was moved to after 5th. To start of class we took a cell phone pull (after Mr.E redid the poll because it wasn't working) for "The Swinging Pendulum" worksheet.  Next we turned to pg. 161, the pendulum lab, and worked with our lab partner, not our table, to find out what the correct answer was to the worksheet we had for homework. Liz and I found that the string length affected the number of swings, and weight of the bob and the height of the bob did not affect the number of swings. Once the lab was finished we turned in the lab and picked up our homework (vibration wkst) and the vibration packet. Something strange that happened today was that Hunter insisted on having a hug with Coats-Haan and Buck. Then team "I Heart Life" had a very special intimate hug.
QOD- How did you control your variables in your pendulum experiment?
when testing height we made sure we didnt change the length of the sting, and we used the same bob at both heights
when testing which bob would swing more we made sure the height remained the same and the string length for each was the same
when testing the length of the string we made sure to pull it to the same height and used the same bob in both string length tests 

3/12 qod

How did you control your variables in your pendulum experiment?

--ch

3/9 Miller

Well we had an eventful day in Physics. It was the big testing day of Windmills and Rube Goldberg machines! We began with the windmill of my group, Casey, Lauren and Bryan and our windmill succeeded in lifting 2000 grams, which no other windmill could lift. I did get the chance to see Amalea's group including Chrissy and Clay, and their Rube Goldberg was successful. This was the last I was able to see as my group made a journey out to cars after disassembling our windmill. I do know that the other Rube Goldberg was successful and no other windmill succeed in lifting more weight than ours did. There was no homework over the weekend. As for the qod, What do you think were some of the biggest barriers to making the windmills lift more weight? I think the biggest barriers were the construction, because our nail popped out int the lifting process, the material of the wheel, it seems the paper could only do so much, and the size, seeing that we had a huge wheel and it lifted only 2000 grams.

So it was a pretty awesome day in Physics, Stay Classy third period!

3/9 qod

What do you think were some of the biggest barriers to making the windmills lift more weight?

--ch

03/08 Miley

Honors Physics was an eventful day as usual. We first turned in our section 4 lab and homework from the “Behavior of Simple Electric Circuit lab we had been working on for the past week. We then checked over our homework from last night, the Circuit worksheet, which covered Ohm’s law in relation to series and parallel circuits. The biggest problem was # 3 on the back on the 35-3 part. Mr. Ebersole told us that all the circuits had a resistance of 1 ohm. This is based on the fact that the 1 ohm and 1 ohm are in a series. In a series, you add the resistance together and we got 2 Ohms. Then he told us that the 2 ohms across created a parallel. So you needed to add (1/2) + (1/2) = (2/2) = 1 ohm. If you continue this process for any of the circuits, you will continue to get 1 ohm. As we finished up the homework, Mr. Ebersole realized that Mrs. Coats-Haan’s office was locked and the quizzes were in there. He decided that he would send Hunter down to the teacher’s longue to see if she was there. Just as Hunter was about to leave, Mrs. Coats-Haan walked in and opened the door. Mr. Ebersole passed out our quiz of section 3 and 4 of the lab and Ohm’s law. We had the rest of the class to finish the quiz. Once we turned the quiz in, we had to pick up “The Swinging Pendulum” paper which we’ll be going over Monday. Our only homework was to finish up anything we may need for the Windmill project. Tomorrow in class, we’ll spend the whole time testing our projects and Mrs. Coats-Haan shared with us a few details:

1. If you’re bringing in anything tomorrow morning, you need to take your backpack off before walking about around the area with the projects. Your backpack could ruin someone’s project and that would really suck for them.

2. Make sure you have uploaded your PowerPoint presentation to one of Mrs. Coats-Haan’s computer by 3^rd period tomorrow. In order to upload into the right folder, you need to go to My Documents à 2012 Windmills à period 3 folder. If it’s not in the folder by 3^rd period, the project will be counted as late. Make sure to give the PowerPoint a name aside from “My Windmill Project” so Mrs. Coats-Haan can easily identify the PowerPoint.

Stay Classy 3^rd period!

QOD: What variables affect how long it takes for a pendulum to swing back and forth?

The variables would be the mass of the pendulum, the length of the swing, and the angle of the pendulum. (Not sure if this is right though)

3/8 qod

What variables affect how long it takes for a pendulum to swing back and forth?

--ch

Meese 3/7

Today was Wednesday (aka Hump Day) in Honors Physics and what a great one it was. As I strolled into the room with about fifteen seconds to spare as normal, I heard an abundance of conversation around the room. As I listened closer, I was able to hear people express their relief of being done with the monsterously long lab that we had to endure of the past two weeks. Although every was expecting a day of relaxtion, there is always more physics to be learned. Today we learned about Ohm's Law and Equivalent Resistance, which explains mathematically what we just learned through our labs. We leanred a new equation, V=iR where V is velocity, i is current (why?) and R is resistance. We also learned later that V is in volts, i is in ampheres (again, no sense) and R is in ohms, represented by a capital omega symbol. We also learned in the next section that the resistance of the single resistor that wouldm produce the same effect as that produced by the network is equivalent resistance. (Pstttt, here is the good part) But, the equations for equivalent resistance depend on if the network is in series or in parallel. If it is in series, you merely sum up all the resistors. However, if it is in a parallel network, you have to add the reciprocals of each resistor. We then worked through the rest of our examples on our example sheet and got a double-sided worksheet for homeowrk. Windmills are due on Friday and we have a quiz tomorrow over Sections 3 and 4 in the lab and our notes that we took today.

QOD: The mathematical equation for a series network is just R1 +R2 + R3 = Req, therefore stating that as resistors are added, the overall resistance increases. But, the mathematical equation for parallel networks is 1/R1 + 1/R2 +1/R3 = 1/Req which proves a theory stated earlier in our labs that the more resistors are added to a paralled circuit, the less resistance the overall circuit has.

3/7 qod

Use the mathematical equations for finding equivalent resistance to explain the results you observed for bulb brightness in the lab.

--ch

3/6 qod

Why is it better when Christmas tree lights are wired in parallel vs. series?

--ch

3/5 Lee

When the warning bell rang, almost everyone got straight to work. As the class settled down, Mr. Ebersole went through our expectation for the day.  We continued to work on the lab and today section 3 Lab was due. If your group was further behind, you could come in during 5a or 5c to finish.  Section 3 homework was the homework due for tomorrow. We also had to remember to use the greater than or less than signs when explaining the brightness of the light bulbs so that Coats-Haan and Mr. Ebersole could grade them easier.  A lot of us didn’t remember that part so we had to make some last minute changes.

QOD Answer: When you add bulbs by parallels, the resistance is decreased.  When bulbs are added in a series, the resistance is increased.  The current in a parallel is great than a current in a series.

3/5 qod

If you add bulbs in parallel, what happens to resistance and flow through the battery?

If you add bulbs in series, what happens to resistance and flow through the battery?

--ch

3/2 qod

You have a circuit with multiple switches and bulbs.  You are asked to rank the bulbs in all possible switch positions.  Please describe how you should report your answer.


-ch

3/1 qod

There are two circuits.  One circuit has two bulbs in series.  The other circuit has two bulbs in parallel.  Which circuit has the brighter bulbs?  Explain why.

--ch

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

1/31 qod

How do you know from the ticker tape when the pendulum is at the bottom of the swing?

--ch

1/30 Han

Today in Coats-Haan 3rd period class, we checked the homework assigned to us over the weekend (Pg. 189 #'s 1-8). Coats-Haan generously answered any questions that we asked her. We then continued with our energy notes that we began on Friday. Before we started the notes, we watched a video of a German who went down a slip-n-slide and ramped off into an inflatable pool. We discussed how this was impossible to accomplish without video editing. Continuing our notes, we attentively listened as Coats-Haan taught us of gravitational potential energy, path independence, and conservation. We completed some example problems to help us better understand the concepts. We were handed out a pair check to be completed in class, and finish for homework, if not completed in class. We also took out page 111-113 of our Physics manual, which is to be completed by Friday. Our homework for tonight is page 189, numbers 12-18 in the textbook. We also have to complete the Home Energy Survery by tomorrow and continue to work on our windmill project. Overall today happened to be another tremendous day in Coats-Haan 3rd period class. The same probably could not be said of the other classes, but that is because they just lack the diverse characters in our class and the fact that no other class has a Team I <3 Life.

QOD: Some problems with the "crazy insane water slide" is that he would not have been able to build up enough energy to get up the ramp and reach the height that he did when he finally did ramp off the slide. Also, if the man had been able to get up the ramp, he would have hit the pool so hard with such a velocity that he would have serverly injured himself.

1/30 qod

What are some of the problems with the "crazy insane water slide?"

--ch

1/27 qod

How would you use the work energy theorem to calculate the work done in stopping a car tht was initially traveling 70 mph?

--ch

1/26 Clyde

Today in class, we did a POGIL that walked everyone through the relationship between force, displacement and work, essentially the equation W = (FcosѲ)s. The POGIL is on pages 115-117 in your lab manual, but does not have to be turned in. The POGIL was pretty interesting, considering that every table was missing at least one person, so somebody in each group played two different roles. In the POGIL, there was a section about a retired science teacher who payed someone to do work (the scientific definition of work), and in the end that person earned about $850 for doing things like crushing cans, lifting boxes, and flicking rubber bands. I think that the lesson here is that it's always good to help out retired science teachers, especially if they're offering money per N x m. We also briefly got our quarter exams back so that we could look them over and see how we did.

QOD: I think that the most difficult question on the quarter test was the matching section, simply because of the all-or-nothing format, leaving little to no leeway for mistakes. Aside from that, the exam wasn't too bad.

1/26 qod

What did you think was the most difficult question on the quarter test?  Why did you think it was difficult?

--ch

1/25 qod

What was your favorite station?  What were the energy transformations at that station?

--ch

1/24 Bloomberg

Today in class...
First, those of us that bring cellphones to class took them out and texted in answers to our homework that we had done the night before. Then Mrs. Coats- Haan passed out the paper titled "How to Read an Electric Meter." So that the class would know how to do the work sheet Mrs. Coats- Haan showed us a power point on how to read electric meters. From this we learned that some dials go clockwise while others go counterclockwise because of the way the gears mesh. We also learned that if the dial looks to be on a number then it is probably the number before it if the previous dial is a high number like a 9. We then practiced reading electric meters on our own and Mrs. Coats- Haan had the answers on the board. After this we were given the Home Energy Survey which is due January 31st. Next we got out lab pages 107 through 109 which are for the energy explore stations. Then our student teacher Mr. Ebersole demonstrated energy by dropping a brick on a rope and having it swing away from him and then frighteningly close to his face (without flinching!) Following this display Mrs. Coats- Haan demonstrated all the energy stations for us and we spent the rest of the class going from station to station. Something interesting that happened in our class was our discussions about Lauren and Hunter. While some predict a relationship between the two I think it is more likely that they will drive each other crazy. There is no homework due tomorrow but it is recommended that we start recording the readings on our electric meters.

QOD:If the dial on the far right reads 9 and the dial next to it is just on 8. Is the value 7,8,or 9?

Answer: the value of the dial is 7. I know this because if the dial on the far right is a high number then the value of the next dial will be the number that it just passed and not the one it it presently on. Like when you think about a clock, if the minute hand is on 59 and the hour hand appears to be on 5 then it is 4:59 not 5:59.

1/24 qod

The dial on the far right of an electric meter reads 9.  The dial next to it appears to be just on the 8.  Is its value 7, 8 or 9?  Justify your answer.

--ch

Alaimo 1/23

Today we started off class by going over the new blog schedule.  We then wrote our team farewells and shared some to the class.  Some of them were very deep, like Nathan's farewell to Ashley.  We were then given new make-up policy sheets.  After, we were assigned new seats with new lab partners.  We then went over the windmill assignment we will do with our lab tables.  We have the choice of creating a windmill or a Rube Goldberg machine.  After, each table was given a piece of paper and the option to use glue and scissors.  Every table had to try to make the highest free standing object with nothing but the paper, glue, and scissors to use.  Our class was not very successful, but James, Johnny, and Seth built the highest free standing object.  Our homework tonight is the Pondering Energy worksheet.

Question of the Day:What has to happen for you to do work?
Answer:  In order for you to do work, there must be a displacement and a force must cause the displacement.

1/23 qod

What has to happen for you to do work?

--ch