Hello everyone this is AznFlame here and I'm the scribe for today. Well for all of you that weren't in class today we got our tests back and corrected it. We also corrected the nature of light theory sheet that we got handed yesterday.
the next scribe will be m@rk
Wednesday, October 31, 2007
Tuesday, October 30, 2007
October 30, 2007 - Class Before The Threat.
Class - October 30, 2007
Blogger : Vieteran
Blogger For Tomorrow : Unknown.
Today in class we wrote a test which was mainly what we did in class. To me, it seemed the test was quite simple besides some definitions I might get wrong, I feel as if I did well because I studied quite awhile for the test.
After the test we received a new booklet. The booklet is called "The Nature of Light : Part The Wave and Particle Models of Light". We are supposed to read pages 2, 3, 4. After reading, we received an assignment.
For this assignment we are supposed to find when the theories for Tactile, Emission, Particle and Wave were made, by who and how they describe light. No, after doing this you're not finished. You have to draw a diagram for each theory on the back of the page.
This concludes this blog.
PS : Today was Awot's birthday. Happy Birthday Bro.
Blogger : Vieteran
Blogger For Tomorrow : Unknown.
Today in class we wrote a test which was mainly what we did in class. To me, it seemed the test was quite simple besides some definitions I might get wrong, I feel as if I did well because I studied quite awhile for the test.
After the test we received a new booklet. The booklet is called "The Nature of Light : Part The Wave and Particle Models of Light". We are supposed to read pages 2, 3, 4. After reading, we received an assignment.
For this assignment we are supposed to find when the theories for Tactile, Emission, Particle and Wave were made, by who and how they describe light. No, after doing this you're not finished. You have to draw a diagram for each theory on the back of the page.
This concludes this blog.
PS : Today was Awot's birthday. Happy Birthday Bro.
Monday, October 29, 2007
Friday, October 26, 2007
Thursday, October 25, 2007
Nature of Light
Today in class we continued the lab that we did yesterday (Wednesday), which was measuring a lid's circumference and diameter using a piece of string and a ruler. It also involved graphing and finding the slope of the graph. After we were done, we handed it to the teacher.
After that Mrs. k handed out three worksheets for us to work on in class. One of the sheets was a graph speed vs time and we had to find the slope of that. On the second sheet we were working on graphing techniques. On the third one we were doing visualizing data.
That was the things we did in class today!
REMINDER we have a TEST on Tuesday. so make sure you study!
Lee will scribe for Friday.
After that Mrs. k handed out three worksheets for us to work on in class. One of the sheets was a graph speed vs time and we had to find the slope of that. On the second sheet we were working on graphing techniques. On the third one we were doing visualizing data.
That was the things we did in class today!
REMINDER we have a TEST on Tuesday. so make sure you study!
Lee will scribe for Friday.
Wednesday, October 24, 2007
the test correction
Today we correct the test from Sound . Later we did some reading about the Experiment and modes of representation that they tell about the visual mode that to help eventually derive a mathematical relationship between force and stretch. The numeral mode the representation, that we must define with the measure and measurement to collect the data. The graph mode is a graph that represent the mathematical picture and the relationship that came in the graph of the data. The symbolic mode this is for the relationship that which this law is usually written, the amount of weight that added and is represent the relationship as the algebraic formula. And the last thing that we did was a lab. We found the relationship between the circumference of a lid and its diameter. Next scribe is AWOT.
Tuesday, October 23, 2007
nature of light: part 1
we were given a pink booklet, as a starter, for our new unit: "nature of light", in it, we studied scientific laws, and theories and model, then we did a little lab (called the Black Box)on observation and some other stuffs
Scribe for tomorrow is adriana
Scribe for tomorrow is adriana
Monday, October 22, 2007
test day
..we had a test about Physics sound unit..
..i think thats the only thing we did for the whole physics period..
..and thats it..
c",
Scribe for tomorrow is Emman
..i think thats the only thing we did for the whole physics period..
..and thats it..
c",
Scribe for tomorrow is Emman
Sunday, October 21, 2007
Scribe post for Friday, Oct. 19th
Hey guys! Sorry it took me a while to scribe, but it's the weekend so no worries.
Well, we started our new unit in class on friday, Significant Figures. We got a few worksheets on the rules, information and practice questions.
Some tricky ones (I found were tricky at least..) was..
1) 3.007 km
that zero is significant because it is between two significant figures (3 and 7)
* rule: zeros between two other significant digits are always significant
2) 819 000.0 g
this measurement has seven significant figures
* rule: all final zeros after the decimal point are significant
3) 60 000 x 103 g
this measurement has only 1 sig fig.
* rule: zeros used only for spacing the decimal point are not significant
We also did some practice on sig. figs with mathematical calculations. Takes some extra thinking but we'll get used to it ... Oh and we also did some unit conversions.
That should pretty much cover the class... Test tomorrow! (Monday) Study hardy! Good luck everyone :)
Oh yeah scribe ... (WOW they'll have an easy scribe, just say we had a test?) Is ... um.. hanz?
Well, we started our new unit in class on friday, Significant Figures. We got a few worksheets on the rules, information and practice questions.
Some tricky ones (I found were tricky at least..) was..
1) 3.007 km
that zero is significant because it is between two significant figures (3 and 7)
* rule: zeros between two other significant digits are always significant
2) 819 000.0 g
this measurement has seven significant figures
* rule: all final zeros after the decimal point are significant
3) 60 000 x 103 g
this measurement has only 1 sig fig.
* rule: zeros used only for spacing the decimal point are not significant
We also did some practice on sig. figs with mathematical calculations. Takes some extra thinking but we'll get used to it ... Oh and we also did some unit conversions.
That should pretty much cover the class... Test tomorrow! (Monday) Study hardy! Good luck everyone :)
Oh yeah scribe ... (WOW they'll have an easy scribe, just say we had a test?) Is ... um.. hanz?
Thursday, October 18, 2007
Thursday, October 18, 2007
Todays class we read out of our yellow booklets, which consists of our Sound Unit... Starting from page 19 continuing until 22.. (I think). Following the reading, we were assigned questions 22, 23, 26 & 27, which are all on page 29 of the booklet.
Answers to the questions are:
22) (5/4) x 384 = 480 Hz -> B Note.
23) a. Fundamental Frequency = largest one, or line at the far left.
b. number of Harmonics would not be the same
c. White Noise would have all the same size bars
26) C4 = 256 Hz
C5 = 512 Hz (1 octave)
C6 = 1024 Hz (2 octave)
27) Both instruments produce harmonics for the fundamental frequencies. But the amplitude and harmonics are different.
Awot is to scribe for Friday.
Answers to the questions are:
22) (5/4) x 384 = 480 Hz -> B Note.
23) a. Fundamental Frequency = largest one, or line at the far left.
b. number of Harmonics would not be the same
c. White Noise would have all the same size bars
26) C4 = 256 Hz
C5 = 512 Hz (1 octave)
C6 = 1024 Hz (2 octave)
27) Both instruments produce harmonics for the fundamental frequencies. But the amplitude and harmonics are different.
Awot is to scribe for Friday.
Wednesday, October 17, 2007
Wednesday, October 17
Hello fellow classmates. Sorry for blogging so late. To be honest I completely forgot.
Anyways, here's what we did in class today. We got the Sound Waves worksheet handed back to us from the 15th. We also watched the laser disc slide thinger again and wrote a sentence for each chapter we watched as a sort of guideline for the test.
We went over the answers for questions 1, 2, 6, 11, 14, 17, 18 and 19 and also did a lab. Our lab was Making a Straw Oboe, and basically we snipped the flatten end of a straws to make it pointed and blew through them to make a sound. (which got very annoying at the end by the way *ahem, ahem*) =P
The lab worksheet is due tomorrow, don't forget to do it.
Oh and here are the answers to the questions in our yellow booklets (again.. because I'm sooo nice)
Anyways, here's what we did in class today. We got the Sound Waves worksheet handed back to us from the 15th. We also watched the laser disc slide thinger again and wrote a sentence for each chapter we watched as a sort of guideline for the test.
We went over the answers for questions 1, 2, 6, 11, 14, 17, 18 and 19 and also did a lab. Our lab was Making a Straw Oboe, and basically we snipped the flatten end of a straws to make it pointed and blew through them to make a sound. (which got very annoying at the end by the way *ahem, ahem*) =P
The lab worksheet is due tomorrow, don't forget to do it.
Oh and here are the answers to the questions in our yellow booklets (again.. because I'm sooo nice)
1. Animals that rely on an acute sense of hearing for survival often have large external ear parts. The large ears intercept and direct more of the sound energy into the auditory system than small outer ears do.
3. 0 - 3 dB
(10 x 10 x 10 = 1000x)
6. 40 dB -----> 80 dB
40 - 50 = 10x
40 - 60 = 10 x 10
40 - 70 = 10 x 10 x 10
40 - 80 = 10 x 10 x 10 x 10 = 1000x
11. a) 5 seconds b) f = 1/T = 1/5s = 0.2 Hz
14. 440 Hz + 5 = 445 Hz & 436 + 9 = 445 Hz
Frequency = 445 Hz
17. Wavelength increased in water.
18. Lower frequency.
19. Higher frequency.
The next scribe will be Crystal.. only because his name rhymes with Me. haha =)
Alrighty later days. See you folks tomorrow morning.
Tuesday, October 16, 2007
Tues., Oct. 16/07
Today in class we read pages 7-15 in the yellow booklet about sound waves, excluding page 9 because it was the lab we did with the tube submerged in water in another tube where we had to use a tuning fork to listen to when the sound is louder or quieter. On page 27 we did problems 1,2,6,11, 14 and 17-19, if you're not done, do it for homework!
That's pretty much all we did in class.
The next scribe will be sonson. Whoever that is.
That's pretty much all we did in class.
The next scribe will be sonson. Whoever that is.
Monday, October 15, 2007
Answers!
I am here... once again, to blog. For some odd reason, I still don't get why all the language when i log onto blogger, is in hangul (korean)... I really just don't get it. But whatever. And just to inform you, I didn't not change my name (Mr.Lawrence --> Rence) in an attempt to dodge bloggin today. And on another note, I so did not break the hammer on purpose. The energy from the tuning fork just happend to bounce back and release some force back into the hammer then... snap. So, yeah haha.
Anyways, today we basically jsut corrected answers so I'll start w/ the ones from the yellow booklet.
8.
a) Intensity = energy transported past a given area /time. Objective number. Loudness = depends on the amplitude of the wave.
b) Frequency = vibrations per second *Objective measure* Pitch = Perception of sound *subjective*
Note: Objective means that its non selective while subjective means its selective hearing, etc. For example, volume on a television might be louder to one person compared to another person.
9) 20Hz -> 20, 000 Hz. The range is called the audio spectrum
10)
a) 5 Hertz
b) t=1/f=1/5=0.2 seconds.
Thats that for the yellow booklet. Then we went over the worksheet we had to do over the weekend.
Worksheet answers:
1) 344 m/s
2) air = 340.4 m/s wood = 4000m/s vwood/vair = 4000 m/s /340.4m/s = 12x faster in wood.
3) a) 4.1km b) 4.16km c)4.31km d) 4.01km
4) wavelength = 0.38cm
5) 640m
6) 13.3 C
7)a)347m/s b)323m/s
8) 344.6m/s
And that's about it for today's blog. We also got handed out a sheet of five questions. You only have to do the first four, but if you feel like having a crack at number five, by all means. G'niight all. I gotta stop staying up so late.
--Rence
P.S. The next blogger will be... *Throws pokeball* Francis, I choose you!
Anyways, today we basically jsut corrected answers so I'll start w/ the ones from the yellow booklet.
8.
a) Intensity = energy transported past a given area /time. Objective number. Loudness = depends on the amplitude of the wave.
b) Frequency = vibrations per second *Objective measure* Pitch = Perception of sound *subjective*
Note: Objective means that its non selective while subjective means its selective hearing, etc. For example, volume on a television might be louder to one person compared to another person.
9) 20Hz -> 20, 000 Hz. The range is called the audio spectrum
10)
a) 5 Hertz
b) t=1/f=1/5=0.2 seconds.
Thats that for the yellow booklet. Then we went over the worksheet we had to do over the weekend.
Worksheet answers:
1) 344 m/s
2) air = 340.4 m/s wood = 4000m/s vwood/vair = 4000 m/s /340.4m/s = 12x faster in wood.
3) a) 4.1km b) 4.16km c)4.31km d) 4.01km
4) wavelength = 0.38cm
5) 640m
6) 13.3 C
7)a)347m/s b)323m/s
8) 344.6m/s
And that's about it for today's blog. We also got handed out a sheet of five questions. You only have to do the first four, but if you feel like having a crack at number five, by all means. G'niight all. I gotta stop staying up so late.
--Rence
P.S. The next blogger will be... *Throws pokeball* Francis, I choose you!
Thursday, October 11, 2007
Speed of Sound lab
Thursday October 10/07
Well today in physics we did a lab. It was on The Speed Of Sound. For this lab we had 2 graduated cylinders, one filled with hot water and one filled with ice water. In each of the graduated cylinders there were glass tubes. We had to take a tunning fork, hit it on the bottom of our shoe or with a rubber hammer so it would make noise. Then hold it over the glass tube and slowly bring up the glass tube with the tunning fork. We had to measure the Loud Sound and the Quiet Sound with a meter stick. We then had to find the wavelength and the velocity of each. We had to answer some questions at the bottom of the page. Ms.k then gave us a handout worksheet "Grade 11 Physics: Unit 1.3 Sound".
Have a fun weekend =)
Mr. Lawrence can scribe for Monday's class because he broke Ms K's rubber hammer:((
Well today in physics we did a lab. It was on The Speed Of Sound. For this lab we had 2 graduated cylinders, one filled with hot water and one filled with ice water. In each of the graduated cylinders there were glass tubes. We had to take a tunning fork, hit it on the bottom of our shoe or with a rubber hammer so it would make noise. Then hold it over the glass tube and slowly bring up the glass tube with the tunning fork. We had to measure the Loud Sound and the Quiet Sound with a meter stick. We then had to find the wavelength and the velocity of each. We had to answer some questions at the bottom of the page. Ms.k then gave us a handout worksheet "Grade 11 Physics: Unit 1.3 Sound".
Have a fun weekend =)
Mr. Lawrence can scribe for Monday's class because he broke Ms K's rubber hammer:((
Tuesday, October 9, 2007
Tuesday ,October 9, 2007
Hello, hello. I hope everyone had a great Thanksgiving long weekend. But here we are back in school.. go figure. I'm fairly new to this whole blog thing, so please.. be gentle.
In class we read over pages 3 to 6 in our yellow booklet, Sound Unit.
We also worked on the sound worksheet given to us in class and corrected it.
Here are the answers to the worksheet (only because I am soo nice)
Scribe for tomorrow is Hao
In class we read over pages 3 to 6 in our yellow booklet, Sound Unit.
We also worked on the sound worksheet given to us in class and corrected it.
Here are the answers to the worksheet (only because I am soo nice)
- longitudinal
- pitch
- 2.5 cm
- long
- a) behind b) 9 seconds
- solids
- 4 seconds
- will not.. every other push will oppose the motion of the swing
- 220 hertz
- slightly different frequencies
- 4 hertz
- 332 m/s + (0.6)(20) = 344 m/s
Homework: Do questions 3, 4, 5, 7, 8, 9 and 10 in the yellow booklet.
Alrighty then, later days.
Scribe for tomorrow is Hao
Friday, October 5, 2007
Review
Hey fellow classmates, I'm Roxee and I will be the blogger for today's class.
Today, we watched a video titled : Vibrations and Sound. This video was practically a review of what we had learned in previous lessons. During this video, we had to jot down six points and hand it in by the end of the day, such things as: Amplitude = A, frequency = f, the normal is the equilibrium, time is stated as period and such. It also mentioned sound and light waves. Transverse and longitudinal waves were also reviewed, as well as interference. He then started to talk about Laser disks, which were practically like vinyl records but looked a lot like compact disks. We learned that the speed of the disk travels faster on the outside of the disk, rather than the inside.
Later on after the video, we received our tests back and went over the answers.
That's all for today kids. The next scribe shall be...
SONSON!
Today, we watched a video titled : Vibrations and Sound. This video was practically a review of what we had learned in previous lessons. During this video, we had to jot down six points and hand it in by the end of the day, such things as: Amplitude = A, frequency = f, the normal is the equilibrium, time is stated as period and such. It also mentioned sound and light waves. Transverse and longitudinal waves were also reviewed, as well as interference. He then started to talk about Laser disks, which were practically like vinyl records but looked a lot like compact disks. We learned that the speed of the disk travels faster on the outside of the disk, rather than the inside.
Later on after the video, we received our tests back and went over the answers.
That's all for today kids. The next scribe shall be...
SONSON!
Thursday, October 4, 2007
Why Me
So today I was picked to be scribe by I don’t who, and I don’t care all I know is that I’m not impressed because I worked ‘til 10:30 and I have lots of other homework to do on top of this. Nonetheless today we started the last section of our Waves unit on SOUND.
The whole period we worked on a lab assignment (Sounds and Their Sources) which was due today. So I guess ill just go over the questions with the answers I got, (MIND that my answers my not be all correct because I’m not “Chris Cadonic”.
F.Y.I: The scribe will be announced at the end of this scribe.
Musical Rulers
1. The ruler vibrates to produce the sound. The less amount of ruler off the edge of the table, the less vibration occurs.
2. The pitch of the sound is determined by the amount of the ruler there is hanging of the edge of the table. The more off the edge of the table, the lower the pitch.
3. The sound can be made louder or softer by the amount of pressure you use to pluck the ruler. The more pressure you add to your pluck, the louder and sound and the less pressure the softer the sound.
Sound from a Tuning Fork
1. You can turn to page 3 in our Sound booklet, if I had more time I would demonstrate my mastery skills on paint, but I don’t so too bad. Page 3 had a diagram of what your sketch should resemble
2. Striking the tuning fork harder makes the sound make louder then just striking it normal.
3. The frequency is responsible for the different sounds of the two tuning forks, because they vibrate freely; the frequency depends on the length between the pendulums. The shorter the pendulums the higher the frequency.
Sound from a Graduated Cylinder
1. The sound changes depending on the level the water is at in the cylinder. The less amount of water in the cylinder the lower the pitch gets.
2. To make the sound louder you need to blow closer to the open end of the graduated cylinder.
3. The air molecules are vibrating to produce the sound. The molecules are being compressed and stretched.
4. Our predictions were correct, as we added water while blowing the sound gradually got higher.
5. A possible explanation for the change in sound would be that there was either less or more space for the air to travel, therefore changing the sound.
So that’s all the answers to the lab we did in class today. I hope I never has to do another scribe in this class again (I did my fair share of scribes in grade 12 AP pre calculus with Mr. K).
AND THE SCRIBE IS…………………………………..
I have no idea so ill tell in class tomorrow.
It will be roxee!
The whole period we worked on a lab assignment (Sounds and Their Sources) which was due today. So I guess ill just go over the questions with the answers I got, (MIND that my answers my not be all correct because I’m not “Chris Cadonic”.
F.Y.I: The scribe will be announced at the end of this scribe.
Musical Rulers
1. The ruler vibrates to produce the sound. The less amount of ruler off the edge of the table, the less vibration occurs.
2. The pitch of the sound is determined by the amount of the ruler there is hanging of the edge of the table. The more off the edge of the table, the lower the pitch.
3. The sound can be made louder or softer by the amount of pressure you use to pluck the ruler. The more pressure you add to your pluck, the louder and sound and the less pressure the softer the sound.
Sound from a Tuning Fork
1. You can turn to page 3 in our Sound booklet, if I had more time I would demonstrate my mastery skills on paint, but I don’t so too bad. Page 3 had a diagram of what your sketch should resemble
2. Striking the tuning fork harder makes the sound make louder then just striking it normal.
3. The frequency is responsible for the different sounds of the two tuning forks, because they vibrate freely; the frequency depends on the length between the pendulums. The shorter the pendulums the higher the frequency.
Sound from a Graduated Cylinder
1. The sound changes depending on the level the water is at in the cylinder. The less amount of water in the cylinder the lower the pitch gets.
2. To make the sound louder you need to blow closer to the open end of the graduated cylinder.
3. The air molecules are vibrating to produce the sound. The molecules are being compressed and stretched.
4. Our predictions were correct, as we added water while blowing the sound gradually got higher.
5. A possible explanation for the change in sound would be that there was either less or more space for the air to travel, therefore changing the sound.
So that’s all the answers to the lab we did in class today. I hope I never has to do another scribe in this class again (I did my fair share of scribes in grade 12 AP pre calculus with Mr. K).
AND THE SCRIBE IS…………………………………..
I have no idea so ill tell in class tomorrow.
It will be roxee!
Wednesday, October 3, 2007
Waves in 2D Test
Sorry I'm late, but had work.. anyways, today's class was our test which covered the Waves in Two Dimensions unit. The test wasn't THAT bad, it could of been worse. Most students took almost the entire class to complete the test, so that was basically all we had accomplished today.
Scribe for tomorrow is Pr1nce!!
Scribe for tomorrow is Pr1nce!!
Monday, October 1, 2007
Interference Exercise
hm mm, fortunately today's class was short because we had to go and get our pictures taken
so we didn't do much work in class. All we did was watching interference video and correcting the Interference Exercise.
Here are the answers for the interference exercise we did:
1 a) the answer is basically drawing a line on the third nodal line
b) Constructive Interference
c) 10 Nodal Lines
d) 2 cm
e) 2.5 Hz
2 a) 9.0 cm
b) 58.5 cm/s
3 a) drawing 4Th nodal lines
b) Destructive
c) 4
d) 13.2 cm
Oh yeah Ms. K assigned # 16 - 17 on the '' Green Booklet"
Hey people don't forget to complete the '' Waves in Two Dimension- Review sheet, because it's helpful and it will prepare you for the test on Wednesday. If you're still struggling with constructive interference, destructive interference and interference wave, here you can visit this great site
The next scribe will be..... I dont no
Crystal
so we didn't do much work in class. All we did was watching interference video and correcting the Interference Exercise.
Here are the answers for the interference exercise we did:
1 a) the answer is basically drawing a line on the third nodal line
b) Constructive Interference
c) 10 Nodal Lines
d) 2 cm
e) 2.5 Hz
2 a) 9.0 cm
b) 58.5 cm/s
3 a) drawing 4Th nodal lines
b) Destructive
c) 4
d) 13.2 cm
Oh yeah Ms. K assigned # 16 - 17 on the '' Green Booklet"
Hey people don't forget to complete the '' Waves in Two Dimension- Review sheet, because it's helpful and it will prepare you for the test on Wednesday. If you're still struggling with constructive interference, destructive interference and interference wave, here you can visit this great site
The next scribe will be..... I dont no
Crystal
Refraction
Sorry I'm late . Today I'll tell about what we studied on last Thursday (Refraction).
When a wave travels at an angle into a medium in which its speed is less, the refracted wave ray is bent (refracted) towards the normal. For example, when a wave ray travels from deep water to shallow water, the angle of refraction is smaller than the angle of incidence. And when a wave ray travel from shallow water to deep water, the angle of refraction is bigger than the angle of incidence. Don't forget to do the Worksheet 23 and exercises about refraction.
When a wave travels at an angle into a medium in which its speed is less, the refracted wave ray is bent (refracted) towards the normal. For example, when a wave ray travels from deep water to shallow water, the angle of refraction is smaller than the angle of incidence. And when a wave ray travel from shallow water to deep water, the angle of refraction is bigger than the angle of incidence. Don't forget to do the Worksheet 23 and exercises about refraction.
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