Just Another Scribe

Yes, it's me the one and only... doing a late post, nothing new. ONLY 11 DAYS UNTIL EXAM guys. Today we officially started our unit on Magnetic Fields; we started off the class with introduction notes which are in the slide posted preview to the last slide before mine, haha hope everyone got that. Then, we were assigned to read pages 492 – 496 in the physics textbook and answer 10 questions which I’m positive no one finished, including me. But, here are the first six questions frome th Reviwing Concepts section on page 510 of the text book:

1. Magnetic attraction only occurs between a North and South Pole. Magnetic repulsion occurs between 2 North poles or 2 South poles.
2. A permanent magnet doesn’t lose its magnetism easily. A temporary magnet is only a magnet when it is under the influence /or attracted to a permanent magnet.
3. 3 most common magnetic elements: (alnico)
-Aluminum
-Nickel
-Cobalt

6. A broken magnet cannot have isolated poles because they always come in pairs.

And that will be in for my last scribe of grade 11 Physics

Another Scribe...

Hey, another scribe again (sigh) :(. first things first, we started by going over the Nature of Light questions #13 through 15 which would be in the post previous to mine in the slide Ms. Kozoriz made.
After that, Ms. K made us read The Photoelectric Effect and the Wave-Particle Duality section of our PINK booklets. Here’s a short summary on the back of the book that goes over some of the main points we read about in class:

A photoelectric effect, talks about the discharge of electrons from a metal surface when it is exposed to electromagnetic radiation, (we looked at an example of this on the internet).

The only way electrons are ejected from a metal is if the frequency of the radiation is above a particular minimum value which is referred to as the threshold frequency. This threshold frequency varies with every metal.

Albert Einstein proposed that the energy of light and other forms of electromagnetic radiation is concentrated in discrete bundles of energy called photons. He stated that the amount of energy in each of these bundles was a discrete, fixed amount that depended on the frequency of the light.

When light passes through a medium, its behavior is explained best using wave properties. When light interacts with matter, its behavior is more like that of a particle. Light has a Wave-particle duality.

And don’t forget…

The Principle of Complementarity, this states that “to understand a specific experiment, one must either use the wave or the photon theory but not both”. In general the wave theory best explains the behavior of light when it passes through space or a medium. When light interacts with matter, its behavior is more like that of a particle.

The last thing we did was watch Ms. K play with some dog on a skateboard on a sting for the rest of the period.

The next scribe will be.......i don't know.

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!