wednesday, june 15th

sorry for the late scribe guys! for class we just did review and handed in our worksheet 'the contributers in determing the speed of light. dont forget that our exam is tomorrow morning, june 17th at 9:00 and also just a reminder dont forget to bring your exam slips. if you didnt get your exam slips yet, please see ms. k :) good luck everyone and study hard!

June 14 2011

At the beginning of class we corrected questions in The Nature of Light: Part 2 Green Booklet. If you weren't able to get the answers then see Ms. Kozoriz or anyone else in the class. After that, Ms. Kozoriz handed out our exam slips for FRIDAY, JUNE 17 @ 9AM (remember our exam is only for 2 hours).. For the exam, you'll need a ruler, protractor, calculator, a pencil/eraser and BRAINCELLS :). If you didn't get your exam slip then see Ms. Kozoriz ASAP. For the rest of the class, we did our reviews and/or our research on the scientists.

PAR will scribe next ..... dont forget to study for the exam!! :D

Corpuscular Theory, Wave Theory & Determining the Speed of Light

Today we started off the class by correcting the problems in 'The Nature of Light: Part 2 The Wave and Particle Models of Light' booklet that we were assigned the day before. You can find the answers directly from the salmon book from pages 3 through 18, or ask a friend!

Next, we were given two worksheets "Appendix 2.4: Chart for Evaluating the Models of Light" one of which was yellow and the other pink. The yellow sheet should have the model as "Corpuscular Theory" or "Particle Theory" if you do not like using the word corpuscular and the pink sheet should have the model as "Wave Theory." We went through the supporting arguments and counter-arguments for each phenomena for the Corpuscular Theory, which you can also find the answers within the salmon book. We were then given 15 minutes to finish the pink sheet and find the supporting arguments and counter-arguments for each phenomena in the Wave Theory. We also corrected this. (All answers are found in the book if you read pages 3-18 the previous day!)

The next worksheet handed out was "BLM 2.10: Contributions to the Determination of the Speed of Light" which should be handed in on Tuesday, the latest. The worksheet is straight forward and you can find the answers to the boxes on pages 9 and 10.

That was all for today. Have a great weekend everyone! Don't forget to get started on your exam review..the exam is in SIX days!! Friday, June 17th 2011 at 9AM sharp!

The next scribe will be Jaksen

June 6, 2011

All we did for today’s class is answered the Review Problemzz on the Board!

Review Problem Answer Key!

1. Opposite attract likes repel

2. 2. Magnet polarizes the object & attracts the electrons of the object

3. - Temporary magnet

- Nail paperclip

- Tiny loops of current within the substance

4. Domain are no longer aligned

5. It unaligns the magnetic domain weakening the strength of the magnet
. . . . . .

6. S-----------------------N
x x x x x x

7. -Aluminum
-Cobalt
-Nickel

8. You cannot isolate them; because the magnetic domains only flow in are directions. This means the domains would remain uncharged even after breaking it in half.

9. To determine the polarity by using the second right hand rule, curl your finger around the loops in the direction of the conventional current, thumb points toward the North Pole of the magnet.

10. Thumbs à Flow of current

Finger à Magnetic field

Palm à direction of force on wire

11. South Pole, because the north of a magnet is attracted to the magnetic South

12. Magnetic declination is the given location between the magnetic North & Geographic South. Also called the angle of declination.

13. An electric Field surrounds a stationary electric charge.
A magnetic field surrounds a moving electric charges as well as an electric field.

14. B = Fb/IL
0.20/0.10*5 = 0.40T

15. F=BI

= (115min)(5.0x10^-5)

= (4.00x10^-2)

= 2.3N

16. FB = ILB

0.040 = (2.0)(0.1) B

B= -20T

17. Magnetic Field = Fb/IL

Fb=BIL = 0.900T x 8.00A x 0.500m = 3.60N

For does PPL who did not show up to Mrs. K class and don’t understand how we got this answers, talk to Mrs. K before the third Period end. Have a nice half day 2morrow. Better to review Magnetism and Electromagnetism 2morrow because Wednesday we have a test for this unit.

Friday, June 3rd/2011 Magnetism and Electromagnetism V

Yesterday in class since most of the students are missing, Ms. K went through p 35-36 with us. The rest of the period is working period. A reminder to all of us, hand in the lab next Monday.

Wednesday, June 2nd/2011 Magnetism and Electromagnetism IV

Today in class we had to finish pages 35 and 36 if we were not done them, as they were assigned yesterday. We were also supposed to do, problems 6 to 17 in our Magnetism and Electromagnetism booklet which is on page 39.

The next scribe will be whoever wants to be the next scribe.

Monday, May 30th/2011 Magnetism and Electromagnetism

Today in class we have read pages 20-23 on Electromagnetism. We learned that an electric current can create a magnetic force that would be perpendicular to the electric current. We learned that the strength of a magnetic field is proportional to the current when the wire is straight. We learned how to find the direction of the magnetic field on a straight wire, when given the currents direction, by using the first right-hand rule. We also learned how to work with wires that are wrapped in loops (solenoid), by using the second right-hand rule. We were given
electromagnetism assignments to finish and tomorrow we will work on the physics lab worksheet we have, in class!
The next scribe will be Ahmed!

May 25, 2011

Today in class we got a new booklet called Grade 11 Physics Fields: Magnetism and Electromagnetism. We started off the book with a lab.

The lab was about drawing magnetic field lines using 2 magnets and a compass. Both arrows on the compass are magnetized to point to the North/South Poles on Earth. The 2 magnets both have a North/South end on them, and are opposite in charge. We laid the magnets horizontally from each other, both North ends of the compass facing North, and placed the compass in between them and began moving the compass to see where the arrows point to draw the field lines. Next we flipped one of the magnets so both North ends where facing each other and drew the field lines from there.

When we finished the lab, we had to read and do page 26, which was a study guide.

May 19, 2011

Sorry this is a day late, I totally forgot about this yesterday.
Not like anyone missed anything anyways since we were all in class, but in case anyone forgot, we went over pages 23 - 28 and got the answers. Then we looked at Millikan's experiment and watched a short clip of that. For homework we had to do pages 29 - 34, but we corrected it today in class.. so this is a pretty pointless scribe.. ANYWAYS

Have a good weekend guys (:

May 17, 2011

Today we got our new booklet, " Grade 11 Physics Electric Fields" and read pages 1 -10 roughly in class. And we did our first lab for this unit on page 22.
Homework:
Page 23, 24 and 25

May 11, 2011

So on wednesday we first corrected page 39 # 1-7
ANSWERS:
1. a=0.29m/s2
2. m=5kg
3. F=22222N
4. F= 144.56N
5. a=-0.53m/s2
6. w= 666.4N
7. g=9m/s2

Then we read pages 18-22 and did the questions on page 23, 27-28 and 29-30. Sorry it was late, it wouldn't let me post anything. That's everything:)

Covering Thursday, Friday & Monday. May 12/13/16

Salutations.

I apologize for the late scribe. Blogger was down on Thursday/Friday, and after that I myself had personal difficulties with the site. Nonetheless, I've finally succeeded.

Anywho, to recap Thursday which probably is of no relevance anymore to you folks, we completed the lab. It included the usage of bricks, string, different papers (different friction), and a cart. We tested the force required to pull the bricks on each type of paper, constant speeds at different velocities, rolling a cart or sliding, and while adding even more bricks. Although there's not much left to say, there were a few tiny observations I had made:

• First of all after completing all tasks, it turns out our meter used to measure the forces were completely off. I know it's too late to go back and check, but the meters we used were off by 1 or 2 Newtons, which are very critical and introduce much more error in the final results. Yes, we did everything over again.
• The relationship between the amount of bricks and force used to pull these bricks were directly proportional in our results. With that being said, as the amount of bricks placed on top were increased, force required to pull these bricks were increased. We had a result something along the lines of 5N, 10N, 15N, so on and so forth in increments of 5 Newtons.

Moving on to Friday, it was more of a catch-up day. We were assigned the questions on the following page of the lab, which included a few thinking questions and a graph. The graph was relatively easy, and I'm sure by now most of you know how to do one. The only question I can recall was the one asking when friction is used to our advantage or is simply a hindrance. Simple answers like creating fire (advantage) and moving heavy objects (disadvantage) did the trick. We were then assigned the last few questions of the booklet, and pages "5-2" and "5-3", about kinetic friction and static friction.

Finally, today. In the beginning of class we went over all of the questions assigned to us. Since we were to hand in our booklets, which I hope most of you did, I can't recall many of the questions. We went over finding the kinetic/static frictional forces, as well as relationships between the two. For the last half the class, we were to read a few pages in the green textbook and answer questions. I again did not jot those numbers down, but most if not all of us do not have a green booklet at home anyway. We will be receiving new booklets tomorrow in class. Don't fear!

Again I apologize for the late scribe, but that's all that's happened in the last 3 days of class. If I had my booklet still, I would have been able to go over more questions but those were all I could recall. I encourage you to argue with me if i'm incorrect with any of the above information.

Good Night!

May 10, 2011

So for today we corrected our homework from yesterday which was pages 32, and 34. We also did two in class assignments on page 24-25 "Free Fall on the Moon", and the other one is on page 39 "Review Problems". If you haven't finished the two in class assignments you should finish them tonight because I believe that they might be due tomorrow. :)

Homework for today:
Page 24-25 "Freefall on the Moon"
Page 39 "Review Problems"

Page 32 Answers:
1) a. 19.6m/s b. 58.8m/s
2) a.19.6m b. 176.4m
3)

4) a. 4.9m b. 19.6m c. 44.1m
5)13790N [up]
6)6.8m/s(sqaured)
7)4.7m/s(sqaured)
9)0.6m/s(sqaured)

Page 34 Answers:
a. 10
b. 6
c. 0
d. -2
e. -10
f. 0
1) most
2) a,b
3) d,e
4) still downward
5) c, f
6) c, f
7) c
8)greater

May 6 and May 9 '11

May 6 '11
Last Friday we got a lab to try and determine the force of the gravitational field strength. We had a little weight that had about 0.1 kg of mass that was attached to a string of varying length and had it swing from the same height letting it go back and for 20 times. Then we recorded the data onto the graph and answered the questions on the back. (I think this was all we did.)

May 9 '11
Today we added information to pictures on page 26 of our green booklet to describe whats happening to a weight attached to a spring scale (for the elevator worksheet). The first scale is at rest (the elevator isn't moving, moving at a constant speed), with the next scale reading more newtons on it making it have more weight (elevator just starting moving up, slowing to a stop going down), with the last scale having less newtons acting on it making it weight less (elevator slowing going up, just starting going down).

Next we went to page 32 and answered question 8. The answers being:
A) 490N
B) 490N
C) 380N
D)355N
E)490N
F)490N
You can try and use the equation m = Fg/g to figure it out.

After we read pages 16 & 17 then did the problems on page 32 & 34. We also had roughly 20 minutes to finish the lab we got on Friday.

The next scribe will be Food.

May 4, 2011

Sorry guys, I'm posting this one day late.

What we did:

We read pages, 3-6 in the green booklet titled "Physics 11 Fields Gravitational Fields"

- Learned about the gravitational field, gravitational force and weight, and apparently weightlessness.

After that we did a lab on the forces involved with elevators, using a scale and a 1000g weight as an example.

That's all we did on that day, so if you missed it you can easily catch up!

April 28, 2011

At the beginning of the class, we continue reading on page 17, Sound Quality. We learned that the sounds made by the human voice and musical instruments are much more complex and sound differently even though some instruments give off the same frequency. In musical terms, the difference between the two waves is called the timbre(TAM-bər), tone colour or tone quality. We also learned that the "Middle-C" on a piano has a frequency of 261.63Hz, but on the Just Scale system, middle C has a frequency of 256, this is what we are going to use.

Diatonic Scale consists of three major triads.

Major Triad is a collection of three notes with frequency in the ration of 4:5:6. If you want to know the frequency of E or G note, you just have to use the ratio between notes (e.i. C note is 256, then the frequency of E note is (5/4)(256) which is 320Hz).

Octave consists of interval between a given musical tone and one with double or half the frequency.

We finished reading pages 17-19 and if you want to know some important definitions and summarization of the whole booklet, go to pages 22-23. Finished correcting the homeworks given to use yesterday.

I think that's all, anyways be ready for the TEST NEXT WEEK and ENJOY your long weekend!

P.S. Anyone wants to scribe for Monday, May 2nd?

April 27, 2011

For today's class, Ms. K gave us the time to finish up the lab activity involving the speed of sound. We also checked the homework from pages 26-27 (#10-16) of the Sound Unit booklet.
Grade 11 Physics: Unit 1.3 Sound and page 26 #17-20 will be check the next day.

Just a reminder that the lab is due on the day of our test, which is next week, Monday (i'm not sure if that is the date). The whole booklet will be handed-in that day.

I forgot to scribed for this day so i am going to work double shifts. haha.

April 25, 2011

At the beginning of the class, we checked the homework in the booklet given to us last Friday.

Pages 24-25; #1-12. Also, recent lab we had have been given out by Ms. K, its the one with the magical ruler, tuning fork thing.

Midway through the class we watched several clips pertaining to the characteristics of sound waves. Reading through the booklet would help understand the concept.

After watching the short clips, we were just given some more work from the booklet. Pages 26-27;#1-16 until the rest of the class to work on it and that's all. :))

Next scribe: Karla.

April 21

This class was all about correcting the test paper that Mr. Vincent had given us.

It was all about Refraction, Reflection Diffraction.

The multiple questions was not that difficult.
These answers are in order.
d,c,c,c,d,b,c,a,c,c,destructive interference, index of refraction, increase, wave ray, focal point.

Part B and part C was rather challenging for some people.

Here are the important labels in question number one. normal, incident wave front, incident wave ray, angle of incidence, barrier, refracted wave front, refracted wave ray, angle of refraction. What is happening is that the wave is coming from a shallow water to a deep water. In question number two, it was all about diffraction. As water waves enters an opening some will LAG behind when hit by the barrier. Two conditions which are required to maximize the phenomenon is the larger the wavelength the greater the diffraction and the opening should be smaller. Number three is where a parabolic reflector must be labelled.

Part C and D are calculations about Snell's Law and the interference pattern.




We are now in the sound unit.

Dwight already mentioned the definitions involved in this unit. The task is to READ PAGES 3 TO 10 IN THE PINK BOOKLET AND ANSWER PAGES 24, 25...... AND ON PAGE 26, ANSWER 1 TO 9. IF YOU HAVE SPARE TIME, FEEL FREE TO ANSWER PAGE 32. THE WORD SEARCH PUZZLE.



HOPE YOU GUYS HAD A GREAT WEEKEND. :)

Next scribe is VaNiLLa_iScream

Sound Waves

Definition for Today Class’

Resonance - Rhythm with which you push, produce a large amplitude.

Sound of Reflection - the repetition of a sound resulting from reflection of the sound waves. (Echoes)

Sound of Refraction - The turning or bending of any wave, such as a sound wave, when it passes from one medium into another of different optical density.

Forced Vibration — The oscillation of a system under the action of a forcing function. Typically forced vibration occurs at the frequency of the exciting force.

temperature inversion - condition in which the temperature of the atmosphere increases with altitude in contrast to the normal decrease with altitude.

Out of Phase - an unsynchronized of sound

On the beginning of the class Ms K. Hand back our notes that we done yesterday. Ms K. show another video of Paul Hewitt about Sound Wave. On the first scene of the video, Paul talked about how the dolphin communicates to each other. He also talked about which sound will travel fastest, is it in Cold weather or Warm weather? à Paul answer is warm weather, because the air is less dense and also a collision of molecules of air in warm air is greater. Paul Hewwit also talked the gAng about which can you hear well is it Day time or Night time. à Paul answer is Night time, because the sound waves are bent when they travel from cold air into warm air. (Related: Refraction of sound).

Also he demo to the video how does resonance work. Click the link below to view the demo. à http://www.youtube.com/watch?v=zWKiWaiM3Pw&feature=fvwrel

. ‘’ It is not how hard you push the swing it is about the rhythm how you push the swing’’ à(Resonance)

After Paul lecturing to the gAng, he show the video about the Tacoma Narrow bridge that was a tragedy to the Washington people where the Cat fault... kiddingJ. The bridge collapse because the oscillating of the wind into the bridge. After the cat destroyed the bridge the video ended and Ms K gave us some time to finish our lab report but luckily she gave us more time to hand in the lab tomorrow. Ms K asked us to read the booklet page 1-6.

Next Scribe: BryanC.