2/29 qod

Does the battery always supply the same flow?

 

--ch

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

Dao 02/27

- Today, the first thing we did was to take the Electrostatics Quiz
- After everybody finished with their quizzes, we continued working on the Section 1 lab that we started on Friday.
- We used a different bin today. Inside the bin were a flash light, two wires, a light bulb and a broken one, along with some other materials like rubber, glass, plastic...We did exactly what the procedure in the lab manual tells us to do. And again, section 1 stop at 1.8.
- We don't have any homework, but we have to finish section 1 no later than the end of tomorrow.
- Question of the day: How does electricity flow through the light bulb?
   Answer: The electricity flow in a circuit which it flows in a circular path from the battery to the wire, then to the light bulb and went back to the other end of the battery.

2/27 qod

How does electricity flow through the light bulb?

--ch

2/24 qod

What is your operational definition for a circuit?

--ch

2/23 qod

What does superposition mean?

--ch

02/22 Coleman

Class started with us turning in our homework from the previous day. Then, Mr. Ebersole passed out our assignment for the day.The assignment was to answer questions based on the experiments we would conduct later in the class. Next, Mr. Ebersole explained how a Van de Graaf generator functions. Essentially, a rubber band is spun across a wire mesh  in the sphere forcing the transfer of electrons. These electrons are then sent to the bottom of the generator a positive charge. Avery was chosen as the person to touch the top of the generator. When Avery touched it her hair went upwards very slightly. This was because the generator was pulling the electrons from her hair. That would giver her hair a positive charge. Since the top of the generator was also positively charged the two would repel each other, causing her hair to stand up. Mr. Ebersole asked for some volunteers to come up and hold her hand. Stedman volunteered. He received a mild shock when he held her hand because the charge was passed from her to him. Jacob Combs, Lance, and Isaac also volunteered to hold hands. As they did so Avery's began to go down Because the charge was spread out among them.

After that Mr. Ebersole handed out our homework, a reading check. He then took us two groups at a time to an experiment in the room past the AP students. Mr. Ebersole smashed mint green lifesaver in the dark so we could see them spark. Megan missed it the first time because she blinked. The rest of us who had to wait began to start on the other experiments given to us in the assignment from the beginning of class. There were four experiments on the paper. Two of which involved the generator and the livesavers. There were two other experiments. The first was to attempt to knock over a match atop a nickel using a rod rubbed with animal fur. The second was to rub tape on the table and attempt to move foil leaves inside an Erlenmeyer flask that were attached to a rod. The assignment was turned in before the end of class. We used the remaining time to work on the reading check.

QOD: I think the lifesavers spark because biting them forces electrons to move and these electrons react with the molecules in the air to produce light.

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 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 qod

Why does a clothoid loop result in less g forces?

--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 qod

Explain the g forces you experience on a roller coaster.

--ch

2/9 Mukherjee

At the beginning of the period, we turned in our Energy test reviews. Then we got our calculators and Mr. Ebersole passed out the Energy test, which we took for the rest of the period.

Describe the types of energy you have as you go around a roller coaster loop.

As you go up a loop, you increase your gravitational potential energy and inversely decrease your kinetic energy. As you go down a loop, you decrease your gravitational potential energy and increase your kinetic energy. Throughout the whole process, the total mechanical energy stays the same amount. However, because of friction, some of the energy when you go around the loop is lost as heat.

2/9 qod

Describe the types of energy you have as you go around a roller coaster loop.
--ch

2/8 qod

How does the height that a pendulum rises to relate to the maximum angle that it makes with the vertical?

--ch

2/7 qod

Give an example of a conservation of energy problem that has spring potential, gravitational potential, and kinetic energy.

--ch

Jesse 2/6

Today in class we first went over the homework from over the weekend (page 192 55-60).  Mr. Ebersole checked it for completion and went over problems that we needed help with.  Then we got to work on the spring work POGIL.  In this POGIL we found out that the equation for the work done by a spring moving from Xf to Xi is ½ k(Xi^2-Xf^2).  We also learned that the potential energy stored in a spring that is compressed or stretched is U= ½ kx^2.  Using these equations we found that the work done by a spring and the change in potential energy is equal, and that the sign of x does not affect the work done in a spring.  If we did not finish this POGIL in class, it is homework, due tomorrow.  We also have the Home Energy Survey: Part 2 and page 193 #63-67 due tomorrow.  In our class the computer was frozen for a while during the first few minutes of class. 

QOD: Why is the definition "work = force x distance" not always true?

I think that the answer would be that there could be more than one force acting on it, like friction or gravity, or that it could be at an angle.  I am not positive if this is the correct answer though.

2/6 qod

Why is the definition "work = force x distance" not always true?

--ch

Jenkins 2/3

Today in Physics class we first turned in our conservation of energy simulation lab that we were suppose to do. This is pages 111-113 in the lab manual. After we turned this in we took notes on power. We talked about what power is, how to figure out power, the units of power and when to use the equation for power. Ask a partner or another student for these notes. Finally, we did the power lab in class and turned it in by the end of the class period. This is page 127 in the lab manual. The answer to the question of the day is the Force times the change in the displacement divided by the change in time. F x deltaX / deltaT.

2/3 qod

Explain how we derived the second equation for power from the first.

--ch

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