More Quizzes

Hi folks,

Sorry, I missed many of the latest quizzed in my last quiz packs. Here are some more recent ones.

Clearing up some confusion with the Quiz Packs

Hi folks,

The #'s on the quizzes refer to the week they were given not necessarily the order they are in. That's why they aren't sequential.

Sorry for the confusion on that!

Good luck,
Jim Mueller

Recording of 5/10 Physics Class - Problem review for final

https://youtu.be/I0TYuoWajME

5/10 Physics update

Hi folks,

Today we spent the whole day reviewing problems. A great time was had by all. :)

For homework this week NONE!! Just spend your time going over those old quizzes and problems.

There will be some questions about lenses, mirrors and diagrams on the quiz so focus on your homework assignments for those.

If you're having problems please let me know. I'll try to help.

Good Luck everyone!!!

Jim Mueller

Class Blog

Hi folks,

I emailed this address at the beginning of the year but I figured it might be helpful to email it again.

I have a class blog that contains all homework and all recordings for the entire year.  Feel free to take a look if you want easy access to things we covered this year.

Here's the link. http://2016hsphysicsch.blogspot.com/

Best,

Jim Mueller

Physics Quiz pack #2

Physics quizzes #2

Physics Quiz Pack #1

Hi folks,

A lot of folks wanted a batch of quizzes to use for studying so here are several quizzes from throughout the year.

I'm going to send in two emails because this was too big for just one.

Enjoy!

Physics Quizzes for Studying

Hi folks,

Many folks have been asking for some of the quizzes so here's a bunch of them from over the year.

Good Luck!

Physics Quizzes

Hi folks,

Many folks have been asking for some of the quizzes so here's a bunch of them from over the year.

Good Luck!

4/26 Physics Recording - Ray Diagrams

Sorry folks I thought I posted this awhile ago.  Here it is.

https://youtu.be/ABM9EkBqCWc

5/3 Physics class and homework due 5/10

Hi folks,

Today we spent a bit of time really trying to fully understand these lenses and ray diagrams. We also worked with the behavior of convex and concave mirrors and learned how to draw ray diagrams for them.

Homework for next week is to:

1. Draw a ray diagram for a convex mirror. Put the location of the object farther than the focal point.

2. Draw a ray diagram for a concave mirror. Put the location of the object between the focal point and the mirror.

3. Draw a ray diagram for a concave mirror. Put the location of the object farther than the focal point.

4. Draw a ray diagram for a concave lens. Put the location of the object where ever you'd like.

5. If you haven't already done this  Draw 5 ray diagrams for a convex lens. For each diagram, move the location of the object.  Do at least two diagrams with the object between the focal point and the lens and at least 2 with the object beyond the focal point.  Please use a ruler to create your rays.

Once you do these, I HIGHLY recommend doing some of these a second time before next Wednesday.  There will be a quiz on all of these so please try to master this.

4/26 Physics update and homework due 5/3

Hi folks,

Today we took a much deeper look at refraction and learned how to predict the behavior of a lens using the 3 laws of refraction.

We then spent a good amount of time learning how to approach ray diagrams.

This is a decent simulation to give you an opportunity to "play" with ray diagrams. Spend some time with this.

http://www.physicsclassroom.com/Physics-Interactives/Refraction-and-Lenses/Optics-Bench/Optics-Bench-Refraction-Interactive

Homework for next week is to create five different ray diagrams for a converging (convex) lens.  For each diagram, move the location of the object.  Do at least two diagrams with the object between the focal point and the lens and at least 2 with the object beyond the focal point.  Please use a ruler to create your rays.

If you need, this website  does a very nice job explaining how to do ray diagrams.  They go about it a little differently than I did in class but the results are identical.  

Please read 463-476


Do questions #'s 1- 12 on page 477


Do questions 1 - 12 on page 479 (Skip #7)

4/19 Physics Recording - Refraction and Lenses

https://youtu.be/1m3G0NGBh4A

4/19 Physics update and homework due 4/26

Hi folks,

Today we got quite a bit deeper into light by beginning our unit on optics.  We had a chance to explore different lenses to see how they effected light and images.

Homework for next week:

Read the text pages 442-459

Do questions #'s 1 - 26 on page 460

Recording of 4/12 Physics Class - Electromagnetic Spectrum

https://youtu.be/5iWh375qxKg

4/12 Physics update and homework due 4/19

Hi folks,

Today we began a new unit on light.  We took the time today to familiarize ourselves with the electromagnetic spectrum and to cover some general definitions that we will be using over the next few weeks.

Homework due next week:

Read pgs. 404 - 418

Do Review Questions #'s 1- 17 on page 420

Recording of 4/5 Physics class - Speed of light and sound

https://youtu.be/_zH3U0a9MIU

4/5 Physics update and homework due 4/12

Hi folks,

Today we spent some time with the concepts of the speed of sound and the speed of light.  This gave us the opportunity to get into some of the mind blowing aspects of Einstein's relativity theories such as time dilation, length contraction and the twin paradox.

On today's quiz, I asked one of those annoying conservation of momentum questions and it appears that folks may need to review that one.

Here's the video of me solving these kinds of problems in class.  Take a look if you need a review.  Then find some of your old quizzes and homework assignments and test yourself on this.  It shall return on the final!  

For homework next week, I'd like you to take a look at this webpage.  Now, that you've taken a look, your quest is to find yourself a movie, a video game, a book or whatever character you wish and do the same kind of thing to that character as the webpage does with Yoda.  The grade for this homework will be different than usual.  You will get a normal 5 points if you just apply one formula to solve the scenario.  But, you can get as many as 10(!) extra credit points if you take as much time and thought as "What If" applies to Yoda.

I hope my explanation is clear.  If you're confused, please feel free to ask questions.

Have fun with this!  I'm really looking forward to seeing what you all come up with.

Recording of 3/29 Physics Class - Resonance

https://youtu.be/xHKGB0Ah8J8

3/29 Physics update and homework due 4/5

Hi folks,

Today we took time to learn about natural frequency and resonance as well as a few more bits and pieces regarding waves and how they transfer energy. We also took quite a bit of time to relate all this information on waves to how they apply to sound.

Homework for next week is to:

Read the Sound chapter in the book. Pages 390 to 400 (We've been talking on and off about sound this entire unit. This chapter will help to solidify a lot of the concepts we've already been discussing.)


Do Review Questions on page 401 #'s 1 - 20.

Data Table

Apparently the data table didn't attach to my last email so here it is again.

3/22 Physics Recording - A bit more with waves

https://youtu.be/flV_r1LjpbA

3/22 Physics update and homework due 3/29

Hi folks,

Today in class we took the time to get to know waves up close and personal. After taking a bit of time to review and deepen some of the concepts we've been working on, we took the time to create our own waves using Slinky's. We found out what frequencies we had to meet to create several different harmonics for the Slinky's.

For homework this week answer the following questions regarding today's Slinky Wave lab. I've included the data below for you to refer to.

1. What did you do to find the frequency?



2. All waves begin with a vibrating particle, what was the vibrating particle in this wave?



3. Did you feel that the frequency had to be fairly specific or could multiple frequencies create the harmonics?



4. As the number of harmonics got higher, what happened to the frequency?



5. As the number of harmonics got higher, what happened to the wavelength?



6. Draw a picture of the first, second, third and forth harmonic. Mark the wavelengths, the nodes and the anti-nodes. How many many waves, nodes and anti-nodes are there in each picture?



7. If your lab partners were standing 5m apart from each other:

a. What was the wavelength of the first harmonic?


b. What was the wavelength of the second harmonic?


c. What was the wavelength of the third harmonic?


d. What was the wavelength of the fourth harmonic?


8. We didn't measure amplitude, but what would we have measured if we wanted to find the amplitude of the Slinky wave?


9. Did amplitude have any effect on frequency or wavelength?


10. What did we discover the speed of the slinky wave was dependent on? Frequency? Wavelength? Amplitude? Coffee intake? Something else (if so, what else)?


11. What did we do to find the speed of the wave?

Slinky lab interactive website

Hi folks,

I thought that I had change this link in the email but apparently it didn't take.  Here's the link to the slinky lab interactive.  http://www.physicsclassroom.com/Physics-Interactives/Waves-and-Sound/Slinky-Lab

Best,

Jim Mueller

Recording of 3/15 Physics Class - Intro to Waves

Part 1 

Part 2

3/15 Physics update and homework due 3/22

Hi folks,

Today in physics we got spent more time with waves and specifically spent a good bit of time finding the frequencies and periods of a pendulum.

For homework this week:

Navigate to this page http://www.physicsclassroom.com/class/waves and read each of the sections indicated below.

Do all the questions on each one of the pages.

Use Slinky Lab Interactive to do the .pdf that accompanies the activity.

This may work better on some browsers than on others.  I find it works quite well with Google Chrome.  Does not seem to work with FireFox.

Vibrational Motion

Properties of Periodic Motion

Waves and wavelike motion

What is a wave?

Categories of Waves

Anatomy of a Wave

Frequency and Period of a Wave

Energy Transport and Amplitude of a Wave

Speed of a Wave

The Wave Equation

3/1 Physics Class Recording - Intro to Waves

https://youtu.be/l-JIT6KyMDo

3/1 Physics class and homework due 3/15

Hi folks,

First off NO CLASS NEXT WEEK!!!!  Caerus is on Spring break next week so no classes.

Today we spent some time working through some of the more recent energy problems we've been doing in labs and homework. These are pretty tough (perhaps the toughest math we'll do all year) and they take some time to get used to.

We also moved forward in our energy block by getting to know some of the terms used to describe waves and wave motion. We will be doing more with this next week.

Homework for this week is to:

Read pp. 372 - 379 in the Conceptual Physics book

Do Review Questions pg. 387 #'s 1 - 11

Do Plug and Chug 1-5

2/22 Physics class and homework due 3/1

Hi folks,

To start with today, we spent a bit of time working more with those pesky energy formulas.

Then, I had the students spend time figuring out everything they possibly could using Hot Wheels stuff. On their own, they set up experiments and took measurements in order to try to find potential energy, kinetic energy, velocity, impulse, energy efficiency and more. It does an old physics teacher's heart good to see a batch of students debating the appropriate approaches to creating and solving practical physics problems.

For homework this week, please write up your methods and results.

In other words,

a. What did you try to find,

b. How did you go about trying to find it.

c. What was your raw data (times, distances etc).

d. What were your calculations.

e. What are your conclusions.

f. Do you feel you conclusions are valid or could there be some errors in your procedure?

g. What would you do differently, if anything, if you were to try to find the same data again?


Also, after playing with the materials, did any activities occur to you that would be fun/interesting/educational for kids aged 8 - 14? Try to come up with at least two activities.

Recording of 2/15 Physics Class-solving energy problems

https://youtu.be/yNge6zUA16U

2/15 Physics update and homework due 2/23

Hi folks,

Today we took the time to really work with the three major energy formulas and tackle several problems.  I also challenged our future physicists to a little mechanical engineering task. I gave them the task to create the most energy efficient vehicle that they could. Using a variety of materials, they were to create a vehicle that uses as much of the energy they gave it as efficiently as possible. 

For homework this week answer the following problems.  I've included answers to the math problems below.

1.  Assume the following to answer the questions below:

Mass of ball = .05 kg

Height of ramp = .032 m

Ave. velocity of ball on ramp = .4 m/s

Distance ball rolled after getting off ramp = 3 m

a. What makes the ball stop after getting off the ramp?

b. What was the velocity of the ball at the very bottom of the ramp?  (Careful here!)

c. What was the gPE of the ball at the top of the ramp?

d. What was the gPE of the ball at the bottom of the ramp?

e. What happened to the gPE?

f. What was the KE of the ball at the bottom of the ramp?

g. Where did the energy of the system originally come from?

h. What amount of work did friction do to the ball after it got off the ramp to the point where the ball stopped rolling?

i. Where did the energy go that caused the ball to stop?

j. What is the friction force of the carpet on the ball?

2. Thinking about the energy formulas, tell me if it make sense to have a heavy vehicle or a light vehicle as far as gPE goes.

3. If you created a balloon powered car, would you want it to be heavy? Why or why not?

4. If you and a friend were on identical sleds and your friend weighs twice as much as you do, which of you would go farther? Which of you would have more velocity? Describe this in relation to momentum and describe this in relation to energy.

Use these formulas to solve the following Olympic energy problems. Answers below.

gPE = MgH

KE = ½ MV^2 (^2 means squared)

W = FD

5. A ski jumper who has a mass of 80 kg stands at the top of a ski jump that is 15m tall.

a. What is his potential energy?

b. If there's no friction, what would his speed be as he launches from the jump?

c. If his speed is 13 m/s, what is the energy efficiency of the ramp?

d. What work did friction do on our ski hero?

e. What was the average force of friction between the ramp and his skis if he travels

75 m down the ramp

6. a. If the Irish bob sled with a mass of 320 kg reaches a top speed of 48 m/s, what was the least amount of energy the bob sled started with?

b. What was the lowest height the bob sled started at?

c. If the stopping area of the track is 30m long, what work will friction do on our Irish bob sledders by the time the team comes to a complete rest at the bottom?

d. If the height of the track was really 200 m, what was the energy efficiency of the bob sled? 

Answers to math problems

1. b. .8 m/s (twice the average speed)

c. gPE = .05 x 10 x .032

gPE = .016 J

d. 0 J

f. KE = 1/2 .05kg x (.8m/s)^2 

KE = .016 J

h.  Work due to friction = .016J

j.  .016 = F x 3

. 0053 N = F

5. a. gPE = Mgh

80 kg x 15 m x 10 m/s^2 = 12,000J

b. KE = ½ MV^2

12,000 J = ½ 80 kg x v^2

v = 17.3 m/s

c. KE = ½ 80kg x (13m/s)^2

KE = 6760 J

Work out/ Work in x 100

6760/12000 x 100 = 56% Efficient

d. 12,000J - 6760J = 5240 J amount of energy friction stole

e. W = FD

5240J = F x 75m

F = 69.9 N amount of force friction applied to skier

6. a. KE = ½ MV^2

KE = ½ 320kg (48 m/s)^2

KE = 368,640 J

b. gPE = MgH

368,640 = 320kg x 10m/s^2 x H

H = 115.2 m (That's some ramp!)

c. W = FD

368,640 J = F x 30 m

F = 12,288 N   (A typical car braking force is 15,000N)

d. gPE = MgH

gPE = 320 kg x 10 m/s^2 x 200 m

gPE = 640,000 J That's the maximum amount of energy. Since their energy was 368,640 J their energy efficiency was…

Work out / Work in x 100

368,640/ 640,000 x 100 = 58% 

Recording of 2/8 Physics Class - Energy efficiency and conservation

https://youtu.be/KCCHZnqC6LU

2/8 Physics Class and homework due 2/15

Hi folks,

Today we got into quite a bit of the nitty gritty of energy by beginning to explore the different energy formula and how they interrelate to one another. Next week we will take some more time to really focus on these kinds of problems in class.

For homework this week:

Read the Potential and Kinetic energy chapter in the eBook.
Do all the questions at the end.

Also, answer the following questions about today's lab.

1. What did you do to find the work in?


2. What did you do to find the work out?


3. What was having work done on it?


4. What would be considered the "load" in this lab?


5. In a perfect world, how should the energy of the ball at the bottom of the ramp, compare to the energy at the top of the ramp?


6. Since we know that energy can neither be created or destroyed, where did that energy go?




Also, find four physics errors using four different movies, cartoons, books or a video games. In other words, try to find four things that just go against the laws of physics and describe why and how they are breaking those rules. Feel free to use screen shots if you wish. Have fun with this!

Reprint of some of the answers for Homework

Hi folks,

A few answers were hard to read so I've reprinted them below for you.

5.  8,000,000 x 10 x 50 = 4,000.000.000

8.  50 x 1.2 = .2 x F

300 N = F

9b. 5000 x .4 = 2000 Work out

2500 x 2 = 5000 Work in 

So 2000/5000 = .4 or 40%

On Feb 7, 2017, at 3:33 PM, R Furze <rmartinf01@gmail.com> wrote:

Dear Mr. Jim,

Can you please resend the answers to questions 5, 8, and 9b.

Thank you,

Roman Furze

On Sat, Feb 4, 2017 at 10:05 AM, Jim Mueller <sciencejim@gmail.com> wrote:

Hi folks,

Little change to the homework assignment for this week.  Turns out I assigned some of the questions in an earlier homework.

Review questions page 120 #'s 14 - 20

Answer sheet is included.

Plug and Chug page 120 #'s 4 - 9<Page 120 Answer sheet.jpg>

Physics Homework due 2/8

Hi folks,

Little change to the homework assignment for this week.  Turns out I assigned some of the questions in an earlier homework.

Review questions page 120 #'s 14 - 20

Answer sheet is included.

Plug and Chug page 120 #'s 4 - 9

Recording for 2/1 Physics class

Sorry folks, the link got lost in the last one.

https://youtu.be/pPCEC_iLpmA

1/25 Physics Recording - Simple Machines and Energy

https://youtu.be/q6iGOCYiP8g

1/25 Physics update and homework due 2/1

Hi folks,


Today we continued our investigation into energy and work. We have begun to take a look at simple machines and how they relate to the concept of work. We used pulleys to discover the inverse relationship between distance and force.


For homework this week:


Read the pulley chapter in the book.


Also, answer the following questions.


1. With the pulleys, how did work out relate to work in?


2. With the levers, did work out relate to work in? It should have. So what wasn't measured that caused work out to not relate to work in in the same way as the pulleys?


3. What relationship did force have in regards to distance as you worked with the pulleys?


4. As you increased the number of pulleys, what effect did that have on the effort force? What effect did it have on the effort distance?


5. a. If you were lifting a load that required a force of 10N with one pulley, what effort force would be required?

b. Same question, but now you're using 2 pulleys?

c. How about 10 pulleys?


6. a. If you were lifting that load 1 meter, what would the work in distance be for one pulley?

b. 2 pulleys?

c. 10 pulleys?

Wrong chapter for Homework

Hi folks,

Sorry, the name of the chapter is Defining Energy.

Best,
Jim Mueller

Answers for the problems in the book

Hi folks,

Just so you can make sure you're on the right track, here are the answers to the problems in the book.

Plug and Chug
1. 20 x 3.5 = 70J

3. First find work from question #2.
500N x 2.2m = 1100J
Then take 1100 J/2 = 550W

Think and Solve
2. Twice the power would be 1/2 the time. So the answer is 5 s.

4. So the car starts with 40,000,000 J. If the car is 25% fuel efficient that means that only 25% of that goes to making the car move so only 10,000,000 of the energy is used. So now, plug n chug.
10,000,000 = 1000 x D
10,000 m = D Or 10 Km

1/18 Physics Recording - Energy and Work also Punt the Football problem

https://youtu.be/Dwi5tshdQjA

1/18 Physics class and homework due 1/25

Hi folks,


Last week we did a nice conceptual overview of what energy is and this week we got a bit more into the nitty gritty and mathematics behind energy. We introduced the concept that energy is the ability to do work and that work is equal to force times distance. To make that more concrete, we went outside and pushed my car again. This time, however, we measured the amount of force it took to move the car and measured how much time it took to move it. Using those measurements we calculated the energy it took for us to move the car and we found how many Watts and how much horsepower we used.


In my opinion the text that we're using goes into too little detail on energy. I'm including my Energy eBook to help supplement the text


Homework due next is to


Read the Defining Energy chapter in the eBook


In the Conceptual Physics text book do Plug and Chug Pg 120 #'s 1 and 3

And Think and Solve # 2, 4


Also, compare the wattage you had today to push the car to at least 5 different appliances around the house.  Email me if you can't remember your wattage.

1/11 Physics Class Recording - Introduction to energy

https://youtu.be/A8jtsfCqFNs

1/11 Physics class and homework due 1/18

Hi folks


We have finished our study of Newton's Laws and mechanics and have started our energy block today. We discussed how we perceive energy using our energy "antennae", our ears, eyes and skin. We also discussed how energy is like a phantom. It's invisible until it interacts with matter, it changes forms and it can neither be created nor destroyed.


For homework this week:


Read chapter 8 pages 103- 119. (This will give you a brief overview of what we will be spending a lot of time on over the next few weeks. The book doesn't go into nearly the detail I think we need to spend on this topic.)


Do Review Questions 1 - 13 on page 119

1/4 Physics update and homework due 1/11

Hi folks,

Today we used just about every concept we've learned this year and applied our knowledge to the game of Angry Birds. We discovered the impulse, velocity, momentum and more of the different objects in the Angry Birds world.  It was a very difficult challenge and folks really did a great job attacking the problems.

I've included the questions below in case you want to take a look at them.  Here's a great write up of a fellow who did the same kind of a thing we did today.  It's pretty interesting if you want to take a look.  By the way, he calculates the slingshot to be 5 meters tall!  

Homework this week is a scavenger hunt.  I want you all to find two examples of all the concepts written below.  

Rules:

They must all be different.   

They must all be photos taken with a camera (not images from the internet).

They can be things that you just come across or you can set up situations that exemplify the concept.

Write a sentence for each one indicating why that photo is an example.

Videos are allowed if you wish.

You can print out the photos to hand in or you can email them to me.

1.  Newton's First Law

2.  Newton's Second Law

3.  Newton's Third Law

4.  Momentum

5.  Impulse

6.  Acceleration

7. Inertia

Angry Birds Analysis

Some assumptions for you:

The time it takes the rubber band to hurl a bird is .05 sec.  (This is the time of a pitch.)

The mass of the Red Bird is 6kg (the same as an eagle)

Gravity is normal 9.8 m/s2

Do # 8 first!!!!

1.  What is the maximum horizontal velocity of an Angry Bird?

2. What is the maximum vertical velocity of the Angry Bird?

3.  What is the maximum resulting velocity of the Bird?

4.  Are all birds the same mass?  How do you know?

5.  What is the force of the rubber band?

6.  What is the mass of a rock (be sure to describe what rock you're measuring)?

7.  What is the impulse on the angry bird when it's fired.

8.  What is the height of the sling shot?

9.  Does the Blue Bird conserve momentum when it splits?  How do you know?

10.  What's the momentum of the Red bird?

11.  Using Angry Birds give me one example of the following:

a) Newton's First Law

b) Newton's Second Law

c) Newton's Third Law

Please bring Angry Birds to Physics

Hi folks,

Yes, you read that right. If you can, please bring the game Angry Birds to Physics tomorrow. Phone, tablet, computer, anyway is fine. If you can't we will probably have enough to go around so don't worry too much about it.

Hope you all had great holidays!

Jim Mueller