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.