Sunday, December 29, 2019
Live Science's Top 10 Science Discoveries for the 2010s
An interesting list of Live Science's Top 10 scientific discoveries for the 2010s, from the Higgs boson to gravitational waves, and synthetic life to exoplanets in habitable zones and new CRISPR techniques, have fun reading and seeing videos on these game-changing discoveries. We cannot even imagine what discoveries await today's teenage, future scientists!!
Saturday, December 28, 2019
Enjoying the Night Sky - Very cool site to see when we have meteor showers
If you just want to enjoy the wonders of Nature and space, check out this site that allows you to see the solar system, and track when planets orbits intersect with the orbits of dust and rock clouds...and when this happens is when we have the occasional meteor showers! This is a really interesting perspective to see some of the dynamics of the solar system in a way we generally never see or think about.
Thursday, December 19, 2019
Astrophysics Research? Check out CIERA Summer Program at NU
Applications are now being accepted at Northwestern, for the CIERA Astrophysics Summer Program. We have had six students do this the past two summers, and they have been involved in cutting-edge research, resulting in submissions to state and national research competitions as well as being authors on papers published in peer-reviewed journals. There is a tuition for the 6-week program, but also some level of financial aid, depending on your status. Something to consider if you want an intensive learning and research experience.
Wednesday, December 11, 2019
Greta Thunberg is TIME Magazine's Person of the Year for 2019
At 16 years old, Greta is giving one strong voice advocating for the environment and to fight climate change. She has earned TIME's Person of the Year!!
Teens can and are making a difference in many ways around the world - is there some issue you are passionate about? You can take a stand and advocate for what you believe in, and actually get things done to help make the world a bit better!
Teens can and are making a difference in many ways around the world - is there some issue you are passionate about? You can take a stand and advocate for what you believe in, and actually get things done to help make the world a bit better!
Tuesday, December 10, 2019
Structures that collect water from atmosphere
Check out structures that started to be built a few years ago in parts of Ethiopia, that collect ~25 gallons of water overnight via condensation or moisture from the air.
Can we think of other cheap ways to do this? Are there natural structures or organisms that can do this? Keep in mind that these structures cost about $1000 US, but that is a fortune in local currencies in poor parts and countries of Africa and other continents. Clearly this is the type of thing that is necessary with population growth and climate change. This could be a new path of research for high school students! Think biomimetics - what are natural plant structures that can take any condensation and funnel it for absorption by the plant? Are there 3-D printed shapes and materials that would work well for this?
Can we think of other cheap ways to do this? Are there natural structures or organisms that can do this? Keep in mind that these structures cost about $1000 US, but that is a fortune in local currencies in poor parts and countries of Africa and other continents. Clearly this is the type of thing that is necessary with population growth and climate change. This could be a new path of research for high school students! Think biomimetics - what are natural plant structures that can take any condensation and funnel it for absorption by the plant? Are there 3-D printed shapes and materials that would work well for this?
Senior review
The review sets and their solutions are on the 4 Chem/Phys page of our school site. Keep in mind that there are videos on just about anything we have covered (electrostatics - capacitors) on the blog, numerous worked examples in the textbook and odd problems that can be done if more practice is necessary. We have all the AP free response problems, their solutions, and several multiple choice exams on the school site (you need to be logged into your eths202 account to access). All old quizzams and labs are helpful, and there are review sets and solutions in each of the unit folders, as well. Look at the AP EM Objectives file in the 4 Chem/Phys page for a topic by topic summary of what we have covered.
The final next Monday will be effectively an AP exam, with 30 multiple choice and 3 free response, and one or two short answer; almost certainly there will be a curve. Take advantage of the class time to get as far as you can on review sets, which will be collected as the last semester HW grade on Monday; check solutions as you go. These are the files AP EM Review Set I, II Solutions. There are practice multiple choice exams called Review Sem 1 final - Practice Mult Choice 1,2, with answer keys at the bottom of the files.
The final next Monday will be effectively an AP exam, with 30 multiple choice and 3 free response, and one or two short answer; almost certainly there will be a curve. Take advantage of the class time to get as far as you can on review sets, which will be collected as the last semester HW grade on Monday; check solutions as you go. These are the files AP EM Review Set I, II Solutions. There are practice multiple choice exams called Review Sem 1 final - Practice Mult Choice 1,2, with answer keys at the bottom of the files.
Tuesday, December 3, 2019
For Tuesday, Dec. 3
Since I have to leave a bit early, check out the following videos for capacitors and take notes:
What are they? What are they used for?
How do we find the total capacitance in series and parallel?
Example of how to find the charge on capacitors in a circuit (analogous to finding current through resistors)
Then you can group together and try some of the practice problems. Thank you!
What are they? What are they used for?
How do we find the total capacitance in series and parallel?
Example of how to find the charge on capacitors in a circuit (analogous to finding current through resistors)
Then you can group together and try some of the practice problems. Thank you!
Friday, November 29, 2019
Take Action - Opportunities to Make a Difference!!
Below are some opportunities for making a difference in the lives of potentially many others! Please consider them and you can take part at whatever level of time commitment you wish. Just let Doc V know if you have an interest, and start immediately if you wish!!
Sierra Leone Project: We work with teachers (Miriam Mason-Sesay) in one of the poorest nations on earth, to develop STEM lab and active learning activities using only the most basic of materials - like rubber bands, paper, string, meter sticks, simple timers, sand, containers - because these schools have almost no supplies or equipment. Most of the schools we are partnering with do not have electricity, so Internet resources are useless. Also, they're new to the concept of DOING science, instead it has always been taught via lecture and memorization. See what already exists and are being used. We tend to do this work in the Research Center at whatever time(s) is(are) convenient for you; you can also partner with others on a project.
So you will be able to develop creative ideas for doing science investigations or demos, create the lesson and write up the lesson plan, and produce a short, few minute training video for the teachers to watch and practice with at training sessions, which they then take back to the schools for their classes, as well as train other teachers in the field. This has been working well! In fact, they are planning on eventually having a science fair using our experiments and ideas!! We are looking to expand this outside of Sierra Leone, and anyone on the planet has access to these lessons and resources. For instance, some of the lessons have helped teachers in Malawi, and just learned the lessons are going to be shared and used in Gambia. I'll be talking with a friend who is partnering with Jane Goodall's programs in Africa, so this could spread even more. Be part of this effort, let's share with kids and teachers who could use the ideas to improve their education in parts of the world that are largely ignored and forgotten!
CABS Project: Help create the CABS site for independent, original science research ideas and resources for any high school student and/or teacher to use. The vast majority of high schools don't have research programs, opportunities, or institutions like Northwestern just blocks away. But curious students are everywhere, and what we do in the Research Center or at your house is create research ideas and questions that can be done without professional facilities; instead, using basic, common science materials and equipment, original research can be completed!
In addition to doing your own research project that you then describe and give options to others, you can be a part of the effort to provide these resources to potentially thousands of students all across the country, and even globally.
Children's STEM and/or SEL stories: Are you a writer? Want to get super creative? Then consider writing a children's story about a science topic of your choice and write a story about it. Think children in elementary school, where science is often taught sporadically and varies a lot from teacher to teacher. This could be a picture book, short story or poem; it could be a short animated (or live action) video, if you want to try that; it could be a song or rap. Provide a creative, entertaining way for a science topic or concept is taught through the story. Another option for a story is to help with the work being done by the National Coalition for Safe Schools - incorporate social-emotional learning (SEL) skills and competencies into the story...provide an exemplar of how to deal with emotions and feelings in a positive way, be empathetic and compassionate towards others, and essentially be a good person who can resolve problems without anger or violence. Here's an example short video as a model.
We can imagine building an online digital library of these children's resources that anyone on the planet can use!
Global STEM Penpal with elementary students: We may get involved once again with classes in Australia. Elementary kids ask science questions about whatever they are interested in. You can take one of these questions and provide a fun, creative answer to the question and get it to your student; responses can be written, musical, video, demos/experiments/activities you create that the kids can do, etc. This could also start an exchange about cultures and whatever else comes up with that student. This potentially could happen with kids in other countries, as well.
One other option Doc V will pursue is with teachers in India, and the potential to help students with their writing. It might be something like a peer editing type project...TBD.
Tower Farming Engineering Challenge: We will eventually be getting a tower garden. These provide a means of growing fresh produce indoors, year-round. Doc V wants to put out an engineering challenge to students who want to try and build something similar to a tower garden, that is easy to work with, and about as productive as the tower garden, but for far less in cost! Can we find a design that can be built with, say, $50 or $100 with materials from Home Depot, rather than the $1000+ cost of towers and the other equipment??? If we can do this, perhaps we can find low income families that would want one in their home so they can have fresh produce year-round! This could be important in inner city areas that are food deserts, for instance.
Sierra Leone Project: We work with teachers (Miriam Mason-Sesay) in one of the poorest nations on earth, to develop STEM lab and active learning activities using only the most basic of materials - like rubber bands, paper, string, meter sticks, simple timers, sand, containers - because these schools have almost no supplies or equipment. Most of the schools we are partnering with do not have electricity, so Internet resources are useless. Also, they're new to the concept of DOING science, instead it has always been taught via lecture and memorization. See what already exists and are being used. We tend to do this work in the Research Center at whatever time(s) is(are) convenient for you; you can also partner with others on a project.
So you will be able to develop creative ideas for doing science investigations or demos, create the lesson and write up the lesson plan, and produce a short, few minute training video for the teachers to watch and practice with at training sessions, which they then take back to the schools for their classes, as well as train other teachers in the field. This has been working well! In fact, they are planning on eventually having a science fair using our experiments and ideas!! We are looking to expand this outside of Sierra Leone, and anyone on the planet has access to these lessons and resources. For instance, some of the lessons have helped teachers in Malawi, and just learned the lessons are going to be shared and used in Gambia. I'll be talking with a friend who is partnering with Jane Goodall's programs in Africa, so this could spread even more. Be part of this effort, let's share with kids and teachers who could use the ideas to improve their education in parts of the world that are largely ignored and forgotten!
CABS Project: Help create the CABS site for independent, original science research ideas and resources for any high school student and/or teacher to use. The vast majority of high schools don't have research programs, opportunities, or institutions like Northwestern just blocks away. But curious students are everywhere, and what we do in the Research Center or at your house is create research ideas and questions that can be done without professional facilities; instead, using basic, common science materials and equipment, original research can be completed!
In addition to doing your own research project that you then describe and give options to others, you can be a part of the effort to provide these resources to potentially thousands of students all across the country, and even globally.
Children's STEM and/or SEL stories: Are you a writer? Want to get super creative? Then consider writing a children's story about a science topic of your choice and write a story about it. Think children in elementary school, where science is often taught sporadically and varies a lot from teacher to teacher. This could be a picture book, short story or poem; it could be a short animated (or live action) video, if you want to try that; it could be a song or rap. Provide a creative, entertaining way for a science topic or concept is taught through the story. Another option for a story is to help with the work being done by the National Coalition for Safe Schools - incorporate social-emotional learning (SEL) skills and competencies into the story...provide an exemplar of how to deal with emotions and feelings in a positive way, be empathetic and compassionate towards others, and essentially be a good person who can resolve problems without anger or violence. Here's an example short video as a model.
We can imagine building an online digital library of these children's resources that anyone on the planet can use!
Global STEM Penpal with elementary students: We may get involved once again with classes in Australia. Elementary kids ask science questions about whatever they are interested in. You can take one of these questions and provide a fun, creative answer to the question and get it to your student; responses can be written, musical, video, demos/experiments/activities you create that the kids can do, etc. This could also start an exchange about cultures and whatever else comes up with that student. This potentially could happen with kids in other countries, as well.
One other option Doc V will pursue is with teachers in India, and the potential to help students with their writing. It might be something like a peer editing type project...TBD.
Tower Farming Engineering Challenge: We will eventually be getting a tower garden. These provide a means of growing fresh produce indoors, year-round. Doc V wants to put out an engineering challenge to students who want to try and build something similar to a tower garden, that is easy to work with, and about as productive as the tower garden, but for far less in cost! Can we find a design that can be built with, say, $50 or $100 with materials from Home Depot, rather than the $1000+ cost of towers and the other equipment??? If we can do this, perhaps we can find low income families that would want one in their home so they can have fresh produce year-round! This could be important in inner city areas that are food deserts, for instance.
Wednesday, November 27, 2019
Scientists taking on "the last great problem of classical physics' - Turbulence
Turbulence in fluid flow is everywhere, from the little whirlpools you see when you put your hand into a sink full of water, to the curling motions of water when a wave crashes on the shore, or the craziness of the air during storms, to the bumpy ride you may have experienced when a plane goes through regions of turbulence in the atmosphere. Turbulence has been studied for centuries, and yet there is still no mathematical law or rules that allows us to fully understand the nonlinear nature of this phenomenon. Fluid dynamics is a challenging area of research.
An international group of world-renowned scientists just received a $4 million grant to take on this challenge, using very sophisticated statistical physics techniques to try and better understand this behavior. If successful, computer models may be able to do things like help develop better designs to minimize the energy-sapping process of turbulence on motion of cars and planes through the air, perhaps saving billions of dollars in energy costs. Or improving the flow of water in the water systems of cities or directing water to where people need it.
For a high school student, check out a variety of fluid flow experiments you can set up to investigate turbulence in different situations, and see if you can make an experimental contribution to our understanding of this fascinating topic! One idea is to take different shaped objects, place them in the flow of water, and try to find shapes that minimize turbulent flow around that object. This is an example of looking at aerodynamics/hydrodynamics...if you can come up with shapes that have not been studied before, guess what, you are doing original research and should pursue it and share it!
An international group of world-renowned scientists just received a $4 million grant to take on this challenge, using very sophisticated statistical physics techniques to try and better understand this behavior. If successful, computer models may be able to do things like help develop better designs to minimize the energy-sapping process of turbulence on motion of cars and planes through the air, perhaps saving billions of dollars in energy costs. Or improving the flow of water in the water systems of cities or directing water to where people need it.
For a high school student, check out a variety of fluid flow experiments you can set up to investigate turbulence in different situations, and see if you can make an experimental contribution to our understanding of this fascinating topic! One idea is to take different shaped objects, place them in the flow of water, and try to find shapes that minimize turbulent flow around that object. This is an example of looking at aerodynamics/hydrodynamics...if you can come up with shapes that have not been studied before, guess what, you are doing original research and should pursue it and share it!
Sunday, November 24, 2019
Bio-essential sugars found in meteorites that struck the earth
As has come up a few times in classes, some of the most important molecules needed for life are found all over in the galaxy. Water, organic molecules such as amino acids, various sugars...and now, scientists have found key sugars necessary for life in meteorites. This fits in with the theory of how water got to earth originally, through comets hitting the young planet billions of years ago. Now, organic matter may very well have come to earth from space.
Friday, November 22, 2019
This could be HUGE if verified - a 5th force of Nature?!?!?!?
I need to find some of the primary literature on this one. This could be one of those big discoveries if verified, and looked at by independent groups. A 5th force of Nature is a game changer, going beyond the Standard Model that has been around since the 1960s. This is an exciting topic to follow, for you'll be seeing the science process in full display over the coming months and years!!
STEM Occupation descriptions - a full list!
If you want to see what is involved with just about any STEM job you can imagine, and not imagine, check out this site...very thorough.
Wednesday, November 20, 2019
Ways students and others can take action for climate change
Many students are concerned about climate change, but don't think there is much they can do. Here are two ways they can take some action.
One way is to contact local elected officials such as school board members, and let them know your concerns. Ask local officials to pass official resolutions stating how they commit to doing what they can to have their districts fight against climate change. Do the same by contacting elected representatives and officials at all levels of government. If students do this in an organized way, by sending dozens if not hundreds of letters and emails, officials will pay attention and at least take notice of your concerns. Check out this example.
A second way is to get your school's student council to write and pass a resolution! Yes, student representatives can mirror what adult governmental bodies can do, and actually submit a resolution to local officials on behalf of the student body of the school. Many have done this and met directly with their state reps and senators, as well as their congressional reps and Senators or their staffs. Make your voice be heard! Here is a presentation for student councils to learn how to do this.
One way is to contact local elected officials such as school board members, and let them know your concerns. Ask local officials to pass official resolutions stating how they commit to doing what they can to have their districts fight against climate change. Do the same by contacting elected representatives and officials at all levels of government. If students do this in an organized way, by sending dozens if not hundreds of letters and emails, officials will pay attention and at least take notice of your concerns. Check out this example.
A second way is to get your school's student council to write and pass a resolution! Yes, student representatives can mirror what adult governmental bodies can do, and actually submit a resolution to local officials on behalf of the student body of the school. Many have done this and met directly with their state reps and senators, as well as their congressional reps and Senators or their staffs. Make your voice be heard! Here is a presentation for student councils to learn how to do this.
Tuesday, November 19, 2019
Come meet Chem/Phys alum John Preston, Dec. 6
John Preston, an ETHS alum and former Chem/Physser, is coming on Friday, Dec. 6. He will be in H322 during periods 5 and 6, and wants to meet current students to let them know what is out there and coming in emerging technologies. See Mr. Preston's bio, which is truly impressive, and come meet him in person to see what some possibilities will be in your future!
There will be pizza, courtesy of the ETHS Foundation!
There will be pizza, courtesy of the ETHS Foundation!
Wednesday, November 6, 2019
A national energy model from NU, Cornell replaces carbon sources
Thanks to Mayher for sharing this!
NU and Cornell engineers have published a paper outlining how it is possible to build up an energy portfolio for the U.S. that does not rely on carbon-based energy sources. This type of paper, while not likely to be implemented by policymakers any time soon, is important because it provides a detailed roadmap of what is possible. It will take political and economic leaders to step up at some point and embrace such plans, because we must recognize there are financial concerns to build infrastructure while we are still in an era of large deficits at the national and most state budgets. For example, the federal deficit for this past fiscal year is effectively $1 trillion. But having plans and models such as this can become the talking points and eventual action plans in the (hopefully) not so distant future.
NU and Cornell engineers have published a paper outlining how it is possible to build up an energy portfolio for the U.S. that does not rely on carbon-based energy sources. This type of paper, while not likely to be implemented by policymakers any time soon, is important because it provides a detailed roadmap of what is possible. It will take political and economic leaders to step up at some point and embrace such plans, because we must recognize there are financial concerns to build infrastructure while we are still in an era of large deficits at the national and most state budgets. For example, the federal deficit for this past fiscal year is effectively $1 trillion. But having plans and models such as this can become the talking points and eventual action plans in the (hopefully) not so distant future.
Thursday, October 24, 2019
For Thursday classes
My sincere apologies for being out with illness today.
Please take a look at a video on air friction. While the math details may not make total sense on a viewing, it will introduce you to the conversation for tomorrow. Also, especially if you are in pre-calculus or need a review if in calculus, watch and take notes for a video on the chain rule, which is something that is used for finding derivatives of slightly more complex functions than what we have experienced so far in class.
After the videos, you have a chance to get a lot of work done. Lab groups can get together and complete anything that is left with data collection, and then the analysis report. We are looking to have the report shared with Doc V by the end of Friday evening. If your group completes the lab, please work on the various practice problems for Newton's laws, which are listed on the usual white board.
Many thanks, and cannot wait to see you Friday! :-)
Please take a look at a video on air friction. While the math details may not make total sense on a viewing, it will introduce you to the conversation for tomorrow. Also, especially if you are in pre-calculus or need a review if in calculus, watch and take notes for a video on the chain rule, which is something that is used for finding derivatives of slightly more complex functions than what we have experienced so far in class.
After the videos, you have a chance to get a lot of work done. Lab groups can get together and complete anything that is left with data collection, and then the analysis report. We are looking to have the report shared with Doc V by the end of Friday evening. If your group completes the lab, please work on the various practice problems for Newton's laws, which are listed on the usual white board.
Many thanks, and cannot wait to see you Friday! :-)
Monday, October 14, 2019
Nobel Prize for Economics for practical work on poverty
Two MIT professors, who are husband and wife, and a Harvard professor are sharing the Nobel Prize for Economics because of work they have done on global poverty. By examining things like educational improvements and preventative methods for health care and how those can improve national economies, the work these three have done the past couple decades have been shown to help millions of people, especially in some of the poorest nations in Asia and Africa. Some of the work was actually done in the field, testing policies to see what did and did not work, and this more scientific approach often cannot be done in advanced economic models.
Esther Duflo, one of the winners from MIT, is only the second woman to win an economics Nobel, and is also the youngest to win it at age 46.
Esther Duflo, one of the winners from MIT, is only the second woman to win an economics Nobel, and is also the youngest to win it at age 46.
Friday, October 11, 2019
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Nobels for Peace and Literature
The Nobel Peace Prize for 2019 goes to Ethiopia's Prime Minister Abiy Ahmed, for his efforts to end long, ongoing battles and conflict in his country, as well as ending incarceration of political opponents and improving the standing of women, as well as working on issues that affected other regional areas and relationships.
The Nobel Prizes for Literature for both 2018 and 2019 were announced yesterday. Last year's literature prize was postponed due to scandals in the academy. The topic of nationalism was prevalent in each of the winner's writings.
The Nobel Prizes for Literature for both 2018 and 2019 were announced yesterday. Last year's literature prize was postponed due to scandals in the academy. The topic of nationalism was prevalent in each of the winner's writings.
Wednesday, October 9, 2019
Nobel Prize in Chemistry
Three scientists will split this year's Nobel in Chemistry (from the US, Great Britain, and Japan) for their work in the 1970s on lithium ion batteries. These are now common in almost all cell phones and electric cars, and are being developed to store energy from wind and solar power stations - a pretty important and overdue bit of recognition, most would say!
Tuesday, October 8, 2019
Nobel Prize in Physics
The Nobel Prize in Physics was announced this morning, and goes to James Peebles (US, Princeton), Michel Mayor and Didier Queloz (both Swiss), for their work to change our perspectives on the universe. Peebles was one of the leading theoretical scientists who studied the cosmic microwave radiation left over from the Big Bang, and figured out the visible, ordinary matter we see is only about 5% of the universe. About 20% is determined to be dark matter, and some 75% dark energy (a type of 'anti-gravity' force pushing the universe outward - we have no clue what makes up dark energy, at the moment).
Mayor and Queloz changed our perspective on the universe by being the first to discover exoplanets. We now have observed thousands of other planets and solar systems, and some of our theories of planet and solar system formation have changed because of this discovery, such as why there are numerous examples of 'hot Jupiter' planets, where massive planets are formed near their host stars.
Mayor and Queloz changed our perspective on the universe by being the first to discover exoplanets. We now have observed thousands of other planets and solar systems, and some of our theories of planet and solar system formation have changed because of this discovery, such as why there are numerous examples of 'hot Jupiter' planets, where massive planets are formed near their host stars.
Nobel Prize in Medicine
Two Americans and one British scientist are sharing this year's Nobel Prize in Medicine. Their work in the understanding of how oxygen is used within cells was groundbreaking, and gives fundamental understanding to some of the basic cellular chemistry that allows life to exist.
Monday, September 30, 2019
Interested in Climate Modeling, but don't know how to code? Check out EdGCM!!
Here is a wonderful resource for students and teachers to use for climate science interests. You can run a professional climate simulator without having to know the vast levels of science or coding that go into such simulators. The Educational Global Climate Modeling site at Columbia University, EdGCM, takes an old NASA climate model and has developed a GUI for user friendly accessibility for running the simulations.
Run and analyze your own simulations using parameter sets of your choice, to 'discover' the effects of all sorts of physical processes on the global climate. I believe you can even run simulations for past climates, such as ice age periods, to learn how natural physics processes cause cycles in climate patterns.
This could be a game changer both for learning about the actual science of climate, as well as the science research process used to study climate!! Have phun!
Run and analyze your own simulations using parameter sets of your choice, to 'discover' the effects of all sorts of physical processes on the global climate. I believe you can even run simulations for past climates, such as ice age periods, to learn how natural physics processes cause cycles in climate patterns.
This could be a game changer both for learning about the actual science of climate, as well as the science research process used to study climate!! Have phun!
Saturday, September 28, 2019
Relevant to Juniors: New Star-Exoplanet system found close to us
Especially juniors, check out this article about a large gas giant planet, similar to Jupiter, orbiting a small dwarf star. There are many questions astronomers are asking about how a small star could form large planets, but regardless it is there! This is a new binary system like we have been studying. Enjoy!
This is the link to the binary star simulation we used in class.
This is the link to the binary star simulation we used in class.
Wednesday, September 11, 2019
Seniors, Sept. 11 work
Unfortunately, I had to leave with illness; very sorry about this. Happy hump-day!
Please be sure to talk with others to go through the practice problems from last night on electric potential and the use of energy, and have consensus on those.
For today, check out a video on an electrical analog to projectile motion, where we imagine an electron moving into a constant, uniform electric field. This electric force will play the role of gravity for a ball rolling off a table. Take notes on it, along with writing down any questions that come up.
Also, to begin getting a sense of scale for electricity, check out two short introductory videos on the power grid. Click here and then for this second one. Again, take notes and make any comments or questions so we can chat about them.
After the videos, make good use of time to work through practice problems:
AP Problem from 2000, from the Substitute Teacher;
Ch. 21 #33, 92 these are in the initial unit packet
Ch. 23 #4, 11, 13 these are in the small potential pack from yesterday
For SAT II people, we'll meet Thursday during periods 5, 6.
Please be sure to talk with others to go through the practice problems from last night on electric potential and the use of energy, and have consensus on those.
For today, check out a video on an electrical analog to projectile motion, where we imagine an electron moving into a constant, uniform electric field. This electric force will play the role of gravity for a ball rolling off a table. Take notes on it, along with writing down any questions that come up.
Also, to begin getting a sense of scale for electricity, check out two short introductory videos on the power grid. Click here and then for this second one. Again, take notes and make any comments or questions so we can chat about them.
After the videos, make good use of time to work through practice problems:
AP Problem from 2000, from the Substitute Teacher;
Ch. 21 #33, 92 these are in the initial unit packet
Ch. 23 #4, 11, 13 these are in the small potential pack from yesterday
For SAT II people, we'll meet Thursday during periods 5, 6.
Tuesday, September 10, 2019
Seniors - Check out Band Theory
As we get into electricity, materials become important, with the big 3 being insulators/nonconductors; conductors (usually metals); and semiconductors. To begin understanding why there are different electrical properties, we have something called Band Theory, coming from quantum mechanics and the notion of energy levels for atoms. Check out this video to get a hopefully clear conceptual understanding of what these 'bands' are that we'll refer to.
Tuesday, August 27, 2019
ActivPhysics motion simulations
For the Juniors
Click here to get to the ActivPhysics simulations. We need to go into Newton's Laws, and then simulation 1.3 Predicting motion from graphs.
Click here to get to the ActivPhysics simulations. We need to go into Newton's Laws, and then simulation 1.3 Predicting motion from graphs.
Wednesday, August 21, 2019
WELCOME BACK, the 2019-20 School Year!!!
Welcome back to ETHS!! I hope you had a wonderful summer, and are looking forward to a fun, eventful and promising year!!
For juniors, everyday class materials will be on Doc V's school website, while the blog holds things like links to our how-to videos, research links and materials, extracurricular information, and more.
Looking forward to working with every one of you, as we pursue some physics and much more!!
For juniors, everyday class materials will be on Doc V's school website, while the blog holds things like links to our how-to videos, research links and materials, extracurricular information, and more.
Looking forward to working with every one of you, as we pursue some physics and much more!!
Saturday, August 10, 2019
Good research topic: Anything related to water-use efficiency
We now have one in four people on the planet living in regions that have dangerously high levels of water use compared to their water supply. This means some countries, including India with some 1.3 billion people, use 80% or more of its annual water resources each year. If there were to be an extended drought, for example, where the water resources do not refill from one year to the next, think about the consequences for the people living there. This has gotten to the point where organizations, including the U.S. military, run simulated war games to think about possible scenarios and consequences of mass migrations of people should water supplies literally dry up for major cities and regions. They also run similar simulations for coastal regions affected by rising oceans.
Clearly this is serious. Keep in mind that while climate change will be affecting plays some small role in this, the major factors are actually population growth and continued economic growth of the major countries along with increasing economic growth from developing and smaller countries. Since 1960, global population has gone from 3.0 billion to 7.5 billion presently. This is a 250% increase in population who need fresh water. Developing economies use enormous amounts of water for manufacturing plants of all kinds, as well as for agriculture and animals for our food supplies. Climate change will assist in making this a bigger challenge, but it is most heavily driven by population and economic factors.
If you want to help make the world better, any type of work or research into clean, fresh water resources and its efficient use are critical areas necessary for our survival that need smart, caring minds working on it!
Clearly this is serious. Keep in mind that while climate change will be affecting plays some small role in this, the major factors are actually population growth and continued economic growth of the major countries along with increasing economic growth from developing and smaller countries. Since 1960, global population has gone from 3.0 billion to 7.5 billion presently. This is a 250% increase in population who need fresh water. Developing economies use enormous amounts of water for manufacturing plants of all kinds, as well as for agriculture and animals for our food supplies. Climate change will assist in making this a bigger challenge, but it is most heavily driven by population and economic factors.
If you want to help make the world better, any type of work or research into clean, fresh water resources and its efficient use are critical areas necessary for our survival that need smart, caring minds working on it!
Satellite technique to more accurately measure Antarctica ice movement
An interesting technique is now being used to measure the ice movement across the Antarctica continent, revealing a more accurate picture of what is happening over time. Check out this article and the map that has been produced. In the past, other techniques had large uncertainties, and therefore a range of best guesses of what would result over time. This satellite technique has greatly reduced uncertainties and scientists should be able to better predict and monitor what is going on with climate change and polar warming.
Sunday, July 21, 2019
Planting LOTS of trees may help capture carbon from atmosphere
Many have suggested planting lots of trees to help alleviate the effects of too much carbon in the atmosphere, and computer simulations and recent studies support that concept.
While this is likely to happen to some degree, such as our Malawi friend Andrews Nchessie's effort with his students to plant several million trees in their African homeland to help maintain water supplies in lakes that have dried up, this is something I have not heard anyone seriously discuss yet: are there unintended consequences we should be considering before doing this on a massive scale?
This is an important question to ask before starting ANY major project in any field. Unintended consequences. I'm not sure what they would be for a tree project such as what people are talking about, with billions of new trees that could be planted, but I suspect there are some things to worry about longer term. For example, literally off the top of my head, suppose hundreds of millions of new trees have been growing and capturing carbon for the next few decades. What if the growth and reproduction rates of the trees declines over time, for whatever reasons. If all those trees eventually die, and there are smaller numbers of younger trees to 'replace' the dead trees, all that carbon would be reintroduced to the atmosphere as the dead trees decay. Another possibility is more forests, the potential for more forest fires and the pollution and carbon the fires would release. Depending on the types of trees being planted, what are the effects on animal life on those and surrounding regions of the planet? Species that have been living in 'tree free' areas, could those adapt to trees being added to the ecosystem, or would they be selected for diminishment and possible extinction as new species take over the region? How would water tables be affected in those regions where suddenly there are new, dense forests, and would it be sustainable? How would these new regions affect local economies?
And I suspect you can think of even more questions to at least ask, before the world goes off on a new tree planting fad, without thinking through longer term consequences. Always remember one of the important scenes from 'Jurassic Park' - "The scientists were so preoccupied with whether or not they could, they didn't stop to think if they should." Remember this as your generation takes off with virtual and augmented reality, robotics, artificial intelligence, genetic engineering, expansion of the Internet and cybersecurity, computer chips embedded into human brains, nano-machines in human bodies, next generation weaponry and space/satellite technologies, truly unbreakable computer encryption with quantum computers, humans transplanting civilization to other worlds (the moon and Mars), and numerous other STEM fields and projects.
While this is likely to happen to some degree, such as our Malawi friend Andrews Nchessie's effort with his students to plant several million trees in their African homeland to help maintain water supplies in lakes that have dried up, this is something I have not heard anyone seriously discuss yet: are there unintended consequences we should be considering before doing this on a massive scale?
This is an important question to ask before starting ANY major project in any field. Unintended consequences. I'm not sure what they would be for a tree project such as what people are talking about, with billions of new trees that could be planted, but I suspect there are some things to worry about longer term. For example, literally off the top of my head, suppose hundreds of millions of new trees have been growing and capturing carbon for the next few decades. What if the growth and reproduction rates of the trees declines over time, for whatever reasons. If all those trees eventually die, and there are smaller numbers of younger trees to 'replace' the dead trees, all that carbon would be reintroduced to the atmosphere as the dead trees decay. Another possibility is more forests, the potential for more forest fires and the pollution and carbon the fires would release. Depending on the types of trees being planted, what are the effects on animal life on those and surrounding regions of the planet? Species that have been living in 'tree free' areas, could those adapt to trees being added to the ecosystem, or would they be selected for diminishment and possible extinction as new species take over the region? How would water tables be affected in those regions where suddenly there are new, dense forests, and would it be sustainable? How would these new regions affect local economies?
And I suspect you can think of even more questions to at least ask, before the world goes off on a new tree planting fad, without thinking through longer term consequences. Always remember one of the important scenes from 'Jurassic Park' - "The scientists were so preoccupied with whether or not they could, they didn't stop to think if they should." Remember this as your generation takes off with virtual and augmented reality, robotics, artificial intelligence, genetic engineering, expansion of the Internet and cybersecurity, computer chips embedded into human brains, nano-machines in human bodies, next generation weaponry and space/satellite technologies, truly unbreakable computer encryption with quantum computers, humans transplanting civilization to other worlds (the moon and Mars), and numerous other STEM fields and projects.
Thursday, May 30, 2019
Structure to collect water from air
Check out structures that started to be built a few years ago in parts of Ethiopia, that collect ~25 gallons of water overnight via condensation or moisture from the air.
Can we think of other cheap ways to do this? Are there natural structures or organisms that can do this? Keep in mind that these structures cost about $1000 US, but that is a fortune in local currencies in poor parts and countries of Africa and other continents. But clearly this is the type of thing that is necessary with population growth and climate change. This could be a new path of research in our research center!
Can we think of other cheap ways to do this? Are there natural structures or organisms that can do this? Keep in mind that these structures cost about $1000 US, but that is a fortune in local currencies in poor parts and countries of Africa and other continents. But clearly this is the type of thing that is necessary with population growth and climate change. This could be a new path of research in our research center!
Sunday, May 26, 2019
Students who go to Community College more successful in 4-year school than high school students
It is interesting that students who graduate and go to Community College for two years, and then transfer to a 4-year school to complete their bachelors degree, have a slightly higher graduation rate than those high school graduates who go straight to a 4-year school. Students who go to a 4-year school, and transfer to another 4-year school, actually have the lowest graduation rate in college.
There is that stigma all across the country that going to a Community College is not as 'successful' as going straight to a 4-year college. There is an air of 'status symbolism' with all this, to be sure. But in this day and age when one can save literally tens of thousands of dollars of debt, to take many of the same introductory classes as you would at a 4-year college, and still be more likely to graduate with a bachelors degree, why are we still not seriously talking about this in normal conversations with students and parents? Most students do not know what they want to study in college as a major, let alone what their career will be. Why not talk with students about exploring different areas of interest and different fields of study in Community College prior to having to declare a major?
Community Colleges are (and always have been) wonderful resources of education that are available to their communities. These schools are vital now in re-training for many American workers, as technologies overhaul professions and more 'blue collar' careers. In addition, speaking of bachelors degrees and where one goes to college, in general keep in mind that the data show it does not matter what school you go to that determines success long-term in life. These are important studies that hopefully will be part of conversations at dinner tables everywhere as students and parents discuss the future educational options for college and beyond. So it really does not mean the end of your options in life if you don't get accepted into that Ivy League school, and you have to 'settle' for something that is not as high on some generic rankings list or on a reputation list.
Hopefully these studies and data will help alleviate some of the stressors our children are experiencing, leading to record levels of child depression and anxiety, drug addictions, and teen suicides.
There is that stigma all across the country that going to a Community College is not as 'successful' as going straight to a 4-year college. There is an air of 'status symbolism' with all this, to be sure. But in this day and age when one can save literally tens of thousands of dollars of debt, to take many of the same introductory classes as you would at a 4-year college, and still be more likely to graduate with a bachelors degree, why are we still not seriously talking about this in normal conversations with students and parents? Most students do not know what they want to study in college as a major, let alone what their career will be. Why not talk with students about exploring different areas of interest and different fields of study in Community College prior to having to declare a major?
Community Colleges are (and always have been) wonderful resources of education that are available to their communities. These schools are vital now in re-training for many American workers, as technologies overhaul professions and more 'blue collar' careers. In addition, speaking of bachelors degrees and where one goes to college, in general keep in mind that the data show it does not matter what school you go to that determines success long-term in life. These are important studies that hopefully will be part of conversations at dinner tables everywhere as students and parents discuss the future educational options for college and beyond. So it really does not mean the end of your options in life if you don't get accepted into that Ivy League school, and you have to 'settle' for something that is not as high on some generic rankings list or on a reputation list.
Hopefully these studies and data will help alleviate some of the stressors our children are experiencing, leading to record levels of child depression and anxiety, drug addictions, and teen suicides.
Saturday, May 25, 2019
With no gravity, flames are spherical
Check out how a flame burns in a spherical shape on the International Space Station. Also, they are investigating how certain flames do not produce soot, based on how gas flows around the flame in a microgravity environment.
Sunday, May 5, 2019
The Keeling curve - CO2 concentration of the atmosphere
The Keeling curve is what is used to track how many parts per million (ppm) of CO2 is in the atmosphere. This goes back 800,000 years, using ice core data. After 1958, it uses sensors and measurements directly from Mauna Loa in Hawaii. Check it out.
To learn why scientists know the rise is definitely caused by human activities, see Ralph Keeling's explanation. An independent way to know CO2 concentrations is by measuring the ratio of Carbon-13 to Carbon-12. To scientists, climate change is undoubtedly due to human burning of fossil fuels - there is no legitimate scientific debate about this any more, it is clear from multiple streams of data and analysis.
To get a history of how science has studied climate change and for dozens of references to numerous aspects of this complex science topic, go here - it is extensive and is updated regularly.
To learn why scientists know the rise is definitely caused by human activities, see Ralph Keeling's explanation. An independent way to know CO2 concentrations is by measuring the ratio of Carbon-13 to Carbon-12. To scientists, climate change is undoubtedly due to human burning of fossil fuels - there is no legitimate scientific debate about this any more, it is clear from multiple streams of data and analysis.
To get a history of how science has studied climate change and for dozens of references to numerous aspects of this complex science topic, go here - it is extensive and is updated regularly.
Saturday, May 4, 2019
Solar system formation simulation
Here's a good simulation of how many think the solar system formed, using Newton's law of gravity primarily. The results of such simulations agree quite well with the actual structure we see today, which is why scientists use simulations. Simulations use the mathematical models and theories, use those equations to calculate what our theories suggest should happen in reality, and then test the simulation by comparing it to reality. When simulations match reality, of course this provides confidence that the theory being tested is certainly on the right track and gives us a set of ideas for how Nature really works.
Simulation of how the moon likely formed
Many astronomers believe the moon formed in the very early days of Earth's formation, when it was largely a hot ball of magma. A large object may have struck the Earth and then this happened.
Saturday, April 20, 2019
Cool Chem/Phys discovery: First type of molecule to form after Big Bang
Shortly after the Big Bang created the universe, the first atoms would have been the simplest, almost entirely hydrogen with small amounts of helium. About 100,000 years after the Big Bang, which is when the universe would have 'cooled down' enough for molecules to begin forming (i.e. chemistry starts up in the universe), one would expect helium hydride to be the first. This is helium and a hydrogen ion combining.
Astronomers have discovered helium hydride directly and for the first time in space. For those who study astrochemistry, this is similar to biologists who find candidates for the 'missing link' between species in the evolutionary process. Here, if scientists want to test that their models for chemistry during the evolution of the universe, finding helium hydride was essential.
Astronomers have discovered helium hydride directly and for the first time in space. For those who study astrochemistry, this is similar to biologists who find candidates for the 'missing link' between species in the evolutionary process. Here, if scientists want to test that their models for chemistry during the evolution of the universe, finding helium hydride was essential.
Friday, April 19, 2019
SpaceX able to launch and land its Falcon Heavy booster rockets
Yet a new amazing feat in the space program - SpaceX launched the world's most powerful rocket, the Falcon Heavy, and then landed all three boosters so they can be re-used. This is a wonderful feat of science and engineering, and is setting new standards for space travel and financing. Check it out.
Thursday, April 11, 2019
Interesting study of what happens to human genetics when in space
Two identical twins, Scott and Mark Kelly, with Scott being an astronaut, took part in an important volunteer study. Scott lived in space for one year, and then their genetic expression were compared before, during and after the space time. About 7% of Scott's genes were altered. Check out this summary article - this is research that is absolutely vital before sending people to Mars for multiple years at a time. Zero gravity, radiation, environmental changes that can affect genetics, and more are to be studied.
Wednesday, April 10, 2019
Creative, simple solution for a high-tech, expensive problem
Fermilab was the world's largest machine and highest energy collider for a couple decades, and it is just about an hour from ETHS. When it was built in the late 1960s to early 1970s, a major problem turned out to be cleaning small metal slivers from inside the electromagnets used to steer protons and antiprotons around the 4-mile ring. The solution to clean out the tubes inside the magnets?
Felicia the ferret!! See pictures and the article about this brilliant, simple and creative solution to a problem on some expensive high-tech equipment! I personally love simple solutions to problems of any kind! Thanks to graduate Isabella Green for finding and sending this.
Felicia the ferret!! See pictures and the article about this brilliant, simple and creative solution to a problem on some expensive high-tech equipment! I personally love simple solutions to problems of any kind! Thanks to graduate Isabella Green for finding and sending this.
April 10 classes
Periods 3-4, 8-9:
Please watch either alone or with a partner a Mechanical Universe video on angular momentum. You can start at the 11:00 minute mark and end at the 23:10 minute mark, where they get to the part we are interested in. Take notes as they get into the more detailed definition of angular momentum, and show some examples of conservation. Think about the how and why of a figure skater who is spinning, and how she is able to control the angular speed of the spin. A second video to then check out is on how to set up and problem solve with angular momentum. Same deal, take some notes on the setups so it helps you with some practice problems.
Practice problems are Ch. 10 #40,41,42,43 (on p. 3 of the packet). You can also talk through any issues on the last quizzam in your work groups. Check out the bug problem solution...does it make sense???
Period 5:
Please watch either alone or with a partner a Mechanical Universe video on electric circuits. This will give some additional visual examples of what a circuit is and how it works, using the rules we have seen in the lab and in class. Please watch from the 3:20 mark to the 20:10 mark. Take good notes, since we will have a brief note quiz tomorrow on what you are watching.
After checking out the video, you can get a couple partners and get a start on the conceptual questions about series and parallel circuits on the page we got Monday. Work through the circled questions on the first page. We will discuss these Thursday, and try to wrap up the basic circuit ideas so we can move into a consequence of electric currents, which is MAGNETISM! Magnetism is also pretty cool, while being a bit mysterious.
Please watch either alone or with a partner a Mechanical Universe video on angular momentum. You can start at the 11:00 minute mark and end at the 23:10 minute mark, where they get to the part we are interested in. Take notes as they get into the more detailed definition of angular momentum, and show some examples of conservation. Think about the how and why of a figure skater who is spinning, and how she is able to control the angular speed of the spin. A second video to then check out is on how to set up and problem solve with angular momentum. Same deal, take some notes on the setups so it helps you with some practice problems.
Practice problems are Ch. 10 #40,41,42,43 (on p. 3 of the packet). You can also talk through any issues on the last quizzam in your work groups. Check out the bug problem solution...does it make sense???
Period 5:
Please watch either alone or with a partner a Mechanical Universe video on electric circuits. This will give some additional visual examples of what a circuit is and how it works, using the rules we have seen in the lab and in class. Please watch from the 3:20 mark to the 20:10 mark. Take good notes, since we will have a brief note quiz tomorrow on what you are watching.
After checking out the video, you can get a couple partners and get a start on the conceptual questions about series and parallel circuits on the page we got Monday. Work through the circled questions on the first page. We will discuss these Thursday, and try to wrap up the basic circuit ideas so we can move into a consequence of electric currents, which is MAGNETISM! Magnetism is also pretty cool, while being a bit mysterious.
Tuesday, April 2, 2019
Bees use sophisticated eyesight and electric fields to find flowers with pollen
A fascinating example of electric fields for bees and flowers, that help bees seek out pollinated flowers. Check out this NY Times short article on the topic. I personally find this extremely cool. :-)
Monday, March 18, 2019
The rest of the week
Below are some things to work on Wednesday - Friday, and then get a well-deserved break before we start the last quarter!
Wednesday (3/20)
Periods 3-4, 8-9:
We're going to try to pick up as much as possible about Faraday's law of electromagnetic induction. This is one of the biggies in all of science, not just physics. It is responsible for understanding electric motors, electric generators, transformers (which make our power grid work properly), different types of stoves and amusement park rides, all the way down to how light works as an electromagnetic wave! There's a lot of applications with a relatively basic observation:
If one changes magnetic flux, flux = BA, through a conductor, voltage is induced. This induced voltage is sometimes called emf (electromotive force). It was discovered by Michael Faraday in the 1820s and 1830s.
emf = d(BA)/dt
This is a video for moving a loop of wire through a magnetic field. This is the case emf = B dA/dt. To get the essence of this phenomenon, also check out a video on what happens just by moving a piece of metal through a magnetic field...it polarizes, and can act like a battery!
In the B dA/dt packet, try the 1981 AP Problem on page 7 and the glider problem on page 8.
Period 5:
Get your data for the resistance lab. This means NOT connecting the circuit to a power supply. Try to set up all the various circuits on your breadboard, and measure the total resistance (set your multimeter to ohms, ) for series, parallel, and combinations of the two. The big goal is to look for patterns - how does the total resistance change as you put in other resistors? Does the total increase or decrease? By how much does the total resistance change as you add in more resistors? Use the data page as a guide of what each circuit should look like.
Thursday (3/21)
Periods 3-4, 8-9:
This is video for a loop falling through a magnetic field - the magnetic forces act like air friction, and with gravity we get terminal velocity! This is another case of emf = B dA/dt.
Use the example of the video to try the 1990 problem on page 9 and 'the hardest ever' on the last page.
Period 5:
Today, connect the power supply to the circuit using the short wire jumpers connected in the breadboard. Try the two experiments on the Ohm's law lab sheet. Have a fixed resistance on the breadboard and vary the voltage to measure the currents (in milliamps). Then, change the resistance on the breadboard and set the voltage to the same value each time, to see what effect resistance has on the electric current.
Friday (3/22)
Periods 3-4, 8-9:
This is a video for the second case of changing magnetic flux, where the metal loop stays still and the magnetic field changes. Physically this happens because a changing B-field induces a circulating electric field! This is the reverse of a changing E-field, due to moving charges, inducing a circulating magnetic field. Also watch this video going through an example of circulating E-fields created when there is a changing B-field.
The problems are in the new AdB/dt packet. Try the 2010 and 1978 AP problems on pages 4 and 5.
Take the past three days as far as you can in class, and we will have time to answer questions, break things down, see physical examples, synthesize and expand after spring break! We'll all figure it out! :-)
Period 5:
Be sure to complete the data collection for the two labs. When you have all the data, try the analysis questions for each lab, and take things as far as your group can. You will need to make some graphs using the chromebooks for the Ohm's law lab. We will look at the data and go through the big results after spring break!
HAVE WONDERFUL, RELAXING SPRING BREAKS!!!!!!!
Wednesday (3/20)
Periods 3-4, 8-9:
We're going to try to pick up as much as possible about Faraday's law of electromagnetic induction. This is one of the biggies in all of science, not just physics. It is responsible for understanding electric motors, electric generators, transformers (which make our power grid work properly), different types of stoves and amusement park rides, all the way down to how light works as an electromagnetic wave! There's a lot of applications with a relatively basic observation:
If one changes magnetic flux, flux = BA, through a conductor, voltage is induced. This induced voltage is sometimes called emf (electromotive force). It was discovered by Michael Faraday in the 1820s and 1830s.
emf = d(BA)/dt
This is a video for moving a loop of wire through a magnetic field. This is the case emf = B dA/dt. To get the essence of this phenomenon, also check out a video on what happens just by moving a piece of metal through a magnetic field...it polarizes, and can act like a battery!
In the B dA/dt packet, try the 1981 AP Problem on page 7 and the glider problem on page 8.
Period 5:
Get your data for the resistance lab. This means NOT connecting the circuit to a power supply. Try to set up all the various circuits on your breadboard, and measure the total resistance (set your multimeter to ohms, ) for series, parallel, and combinations of the two. The big goal is to look for patterns - how does the total resistance change as you put in other resistors? Does the total increase or decrease? By how much does the total resistance change as you add in more resistors? Use the data page as a guide of what each circuit should look like.
Thursday (3/21)
Periods 3-4, 8-9:
This is video for a loop falling through a magnetic field - the magnetic forces act like air friction, and with gravity we get terminal velocity! This is another case of emf = B dA/dt.
Use the example of the video to try the 1990 problem on page 9 and 'the hardest ever' on the last page.
Period 5:
Today, connect the power supply to the circuit using the short wire jumpers connected in the breadboard. Try the two experiments on the Ohm's law lab sheet. Have a fixed resistance on the breadboard and vary the voltage to measure the currents (in milliamps). Then, change the resistance on the breadboard and set the voltage to the same value each time, to see what effect resistance has on the electric current.
Friday (3/22)
Periods 3-4, 8-9:
This is a video for the second case of changing magnetic flux, where the metal loop stays still and the magnetic field changes. Physically this happens because a changing B-field induces a circulating electric field! This is the reverse of a changing E-field, due to moving charges, inducing a circulating magnetic field. Also watch this video going through an example of circulating E-fields created when there is a changing B-field.
The problems are in the new AdB/dt packet. Try the 2010 and 1978 AP problems on pages 4 and 5.
Take the past three days as far as you can in class, and we will have time to answer questions, break things down, see physical examples, synthesize and expand after spring break! We'll all figure it out! :-)
Period 5:
Be sure to complete the data collection for the two labs. When you have all the data, try the analysis questions for each lab, and take things as far as your group can. You will need to make some graphs using the chromebooks for the Ohm's law lab. We will look at the data and go through the big results after spring break!
HAVE WONDERFUL, RELAXING SPRING BREAKS!!!!!!!
Saturday, March 16, 2019
Back off - The College one goes to DOES NOT matter!
A really important article for all of us in the high schools - two broad studies were carried out by a mathematician and economist, where they looked over years of data for college graduates, and looked at careers, incomes, and happiness with one's life after college graduation. The results were pretty clear, that it made no difference where one went to college! Going to Harvard or Stanford does not, on average, lead to more money or more happiness than less elite colleges.
This follows other important statistics, such as teens are presently the most stressed population in our society, and by far the biggest stressor is school and our near demands that every teen must go to college if they want to have any chance at having a life worth living. And the pressures to get nothing but A's while taking 6 AP classes and being in every possible club, sport and performance, have increased stress levels, led to record levels of depression and anxiety, and record high cases of teen suicide. We must take it easier on our children, and especially on our teens!
Goals are important, hard work is important, school and learning are important. But life must still be worth living, and happiness is still something that is vital for each of us. And the statistics of this college study are an important piece of all this that we adults should take seriously.
This follows other important statistics, such as teens are presently the most stressed population in our society, and by far the biggest stressor is school and our near demands that every teen must go to college if they want to have any chance at having a life worth living. And the pressures to get nothing but A's while taking 6 AP classes and being in every possible club, sport and performance, have increased stress levels, led to record levels of depression and anxiety, and record high cases of teen suicide. We must take it easier on our children, and especially on our teens!
Goals are important, hard work is important, school and learning are important. But life must still be worth living, and happiness is still something that is vital for each of us. And the statistics of this college study are an important piece of all this that we adults should take seriously.
Tuesday, March 5, 2019
Tuesday, March 5
With apologies and frustration, I cannot join you today. Please try the following:
Period 3-4, 8-9
Complete the chart we began yesterday by checking out this introductory video on rotations. Then, check out how to find torque and equilibrium. Take some notes on the examples, and then you can break into groups to try and complete the practice problems below. Tomorrow we will get into a lab where you can see all the rotational quantities in action.
Ch. 9 #3, 5 on page 5
Ch. 10 #1, 2 on page 7
Ch. 11 #13 on page 7
Period 5
Static electricity labs should be done and turned in.
Using what we were saying about induction and polarization yesterday and last week, in small groups try and complete the first three pages of the static electricity packet. These include the vocabulary and chart of insulators and conductors for the first page, rule of electric charges for the front and back of the second page (attraction and repulsion), and charging by induction for the front and back of the third page. For extra credit, try the fourth page that deals with lightning. Feel free to use either video from the E-day (video 1, or video 2). If you try the lightning page, it will ask about the electric force between charges. There is a formula that looks and behaves like the formula we used for gravity. This is:
F = kQq/d^2
The k is a number, k = 9 x 10^9 = 9,000,000,000 (9 billion). The Q,q are symbols for electric charge, which has a unit called a coulomb, C. Notice it is divided by distance-squared, just like gravity. If charges are twize as far apart, the electric force is 2^2 or 4 times weaker, etc.
Answer keys for the packet is in the Electricity folder on our school website.
Period 3-4, 8-9
Complete the chart we began yesterday by checking out this introductory video on rotations. Then, check out how to find torque and equilibrium. Take some notes on the examples, and then you can break into groups to try and complete the practice problems below. Tomorrow we will get into a lab where you can see all the rotational quantities in action.
Ch. 9 #3, 5 on page 5
Ch. 10 #1, 2 on page 7
Ch. 11 #13 on page 7
Period 5
Static electricity labs should be done and turned in.
Using what we were saying about induction and polarization yesterday and last week, in small groups try and complete the first three pages of the static electricity packet. These include the vocabulary and chart of insulators and conductors for the first page, rule of electric charges for the front and back of the second page (attraction and repulsion), and charging by induction for the front and back of the third page. For extra credit, try the fourth page that deals with lightning. Feel free to use either video from the E-day (video 1, or video 2). If you try the lightning page, it will ask about the electric force between charges. There is a formula that looks and behaves like the formula we used for gravity. This is:
F = kQq/d^2
The k is a number, k = 9 x 10^9 = 9,000,000,000 (9 billion). The Q,q are symbols for electric charge, which has a unit called a coulomb, C. Notice it is divided by distance-squared, just like gravity. If charges are twize as far apart, the electric force is 2^2 or 4 times weaker, etc.
Answer keys for the packet is in the Electricity folder on our school website.
Monday, February 25, 2019
Monday
Periods 3-4, 8-9:
Please check out two videos on magnetism caused by electric currents. One is on Ampere's law, which will be to magnetic fields what Gauss's law is to electric fields. Focus especially on just a single straight wire, and the magnetism that circulates around the current.
The second is on the magnetic forces between two currents; since each wire with current is producing magnetism, then it is like having two magnets. Wires can attract and repel each other, depending on the direction of the current. Assume currents are positive, and we will use the 'curly right hand rule' for wires to figure out which direction the magnetism circulates.
Be sure the simulations are completed and shared. Also, lab groups can work on completing the questions if needed. We will discuss and collect Tuesday.
Period 5:
Be sure your E&M topic research is completed and shared by now, so our eBook can be completed. Also, be sure the Friday videos and questions are completed. We'll go through them tomorrow.
Today, work with a partner on the first two pages of the static electricity packet. Feel free to look up terms as needed on the first page, and if needed to look up materials on the second page. Conductors allow electricity to flow, and insulators do not allow electricity to flow.
Should you have extra time, by all means you can try to work ahead. Or, you can work on other stuff. Thanks!
Please check out two videos on magnetism caused by electric currents. One is on Ampere's law, which will be to magnetic fields what Gauss's law is to electric fields. Focus especially on just a single straight wire, and the magnetism that circulates around the current.
The second is on the magnetic forces between two currents; since each wire with current is producing magnetism, then it is like having two magnets. Wires can attract and repel each other, depending on the direction of the current. Assume currents are positive, and we will use the 'curly right hand rule' for wires to figure out which direction the magnetism circulates.
Be sure the simulations are completed and shared. Also, lab groups can work on completing the questions if needed. We will discuss and collect Tuesday.
Period 5:
Be sure your E&M topic research is completed and shared by now, so our eBook can be completed. Also, be sure the Friday videos and questions are completed. We'll go through them tomorrow.
Today, work with a partner on the first two pages of the static electricity packet. Feel free to look up terms as needed on the first page, and if needed to look up materials on the second page. Conductors allow electricity to flow, and insulators do not allow electricity to flow.
Should you have extra time, by all means you can try to work ahead. Or, you can work on other stuff. Thanks!
Tuesday, February 19, 2019
eLearning Friday!
Below are links to use for Friday's virtual class. Do these when convenient, and be sure to email or share your work with Doc V.
For Attendance:
*For the Chem/Phys classes: got word that no name appears for one of the two periods - this should not be an issue for attendance, and is a feature for how the school sets up the gradebook. Even if it shows up next week, it will not be a problem correcting it!
Period 3-4, 8-9:
For magnetic forces, F = qv x B, try two ActivPhysics simulations. These are set up as lessons, so just follow along and type up your responses in a Google Doc that is shared with Doc V at vondracekm@eths202.org.
- Go to Part VI on the home page, which is Electricity & Magnetism. Try 13.4, Magnetic Force on a Particle. You may have to click to enable Adobe Flash Player, but this was working on my Chromebook. Click on the box on the right side to open the simulation, and follow the various questions that will require you to run the simulation. Respond to questions, and write out all responses, explanations, and descriptions that are asked for.
- Then try 13.7, Mass Spectrometer. Same deal, use the simulation of a mass spectrometer to determine isotopes of different elements. Type up responses in your Google Doc, and share both when finished.
For each of these, remember right-hand rule, mv^2/R = qvBsin(theta), and circular motion of the charged particles.
Feel free to watch any parts of Magnetic Storm again or if you were not in class (NOVA video on Earth's magnetic field we saw in class; have those questions in our packet, page 2).
Period 5:
We are starting electricity, and the starting point is electric charge. EVERYTHING in electricity, and magnetism for that matter, starts with electric charge. You are probably most familiar with this from chemistry, in the form of protons and electrons, the positive and negative charges that make up every atom in your body!
Static electricity means stationary charge - charges that just sit on objects. Check out this video on the science of static charge. Take notes and answer the questions on this and the following two videos.
Static charge can build up in clouds, too! Check out a video on how lightning works: take notes and answer the questions you got in class on Wednesday. Here is a short, second video that compliments the first one.
Thanks, and enjoy the weekend!!!
For Attendance:
I got this yesterday, so I was unable to share with you in class. But there is a Google Form at https://docs.google.com/
The assignment, though, can be done at your convenience any time through the weekend!
Period 3-4, 8-9:
For magnetic forces, F = qv x B, try two ActivPhysics simulations. These are set up as lessons, so just follow along and type up your responses in a Google Doc that is shared with Doc V at vondracekm@eths202.org.
- Go to Part VI on the home page, which is Electricity & Magnetism. Try 13.4, Magnetic Force on a Particle. You may have to click to enable Adobe Flash Player, but this was working on my Chromebook. Click on the box on the right side to open the simulation, and follow the various questions that will require you to run the simulation. Respond to questions, and write out all responses, explanations, and descriptions that are asked for.
- Then try 13.7, Mass Spectrometer. Same deal, use the simulation of a mass spectrometer to determine isotopes of different elements. Type up responses in your Google Doc, and share both when finished.
For each of these, remember right-hand rule, mv^2/R = qvBsin(theta), and circular motion of the charged particles.
Feel free to watch any parts of Magnetic Storm again or if you were not in class (NOVA video on Earth's magnetic field we saw in class; have those questions in our packet, page 2).
Period 5:
We are starting electricity, and the starting point is electric charge. EVERYTHING in electricity, and magnetism for that matter, starts with electric charge. You are probably most familiar with this from chemistry, in the form of protons and electrons, the positive and negative charges that make up every atom in your body!
Static electricity means stationary charge - charges that just sit on objects. Check out this video on the science of static charge. Take notes and answer the questions on this and the following two videos.
Static charge can build up in clouds, too! Check out a video on how lightning works: take notes and answer the questions you got in class on Wednesday. Here is a short, second video that compliments the first one.
Thanks, and enjoy the weekend!!!
Tuesday, February 5, 2019
Top 10 Future Energy Sources
Check out this video on one group's choices for the Top 10 future energy sources we humans should be using in the near future! Which one do you find most intriguing/interesting/promising? Do you see any potential problems for any of these?
Sunday, February 3, 2019
Making a 'Breaking News' screenshot
Need a cover page for a report? Or want a creative way to make a series of Breaking News headlines that can be ordered to show the chronology of an event or period of time? Try this breaking news screenshot generator, looks pretty cool!
Friday, February 1, 2019
February 1, 2019
Happy Friday! Some of us are at a contest today, so check out the following:
Period 3-4, 8-9
Be sure to have what you need for the magnet lab, with the exception of #6. If you have not yet done so, turn in the lab. Also turn in the magnetic domain and earth magnetic field sheets in the pack from early this week.
Check out two videos. One is on the earth's magnetic field. The second is on charged particles moving through magnetic fields. The symbol for a magnetic field strength is B, and the unit for magnetic field strength is a Tesla (1 Tesla is a really strong field...our big magnet is a fraction of a Tesla). Take notes on all this. You will start to use cross products as well as right-hand rules to figure out the direction particles get pushed by magnetic forces. Circular motion results from these cross product forces, so work together to try and figure out a few things.
Be sure to get a page with some practice problems from the book. It uses this notion of circular motion of particles in a magnetic field (or B-field). We are using mv^2/R = qvBsin(theta). In many cases the angle between velocity and the B-field will be 90-degrees, so the sine will often be 1.
/
Period 5
If your coaster group has not yet shared the summary paper for your coaster, please do so today. We are into energy, and the BIG idea we've been introducing is conservation of energy - perhaps the single most important concept in science, and a reason why we are alive. Energy can transform from one type into another, such as potential energy (due to height) converting back and forth into kinetic energy as something moves up and down hills on a roller coaster, or flies through the air (slows as it rises, with KE => PE; or speeds up as it falls, with PE => KE).
To see examples of the math behind conservation, check out this Khan Academy video on conservation of energy. This one shows basic PE-KE conversions, similar to what you had with your coaster. Remember conservation means "energy can be neither created nor destroyed, just transformed from one type to another" if there is nothing else adding or taking energy away from you (such as someone pushing or pulling an object, and forcing it to speed up or slow down). Do take notes on the video so you have a numerical example of how to deal with conservation.
From the video, then try to complete the conservation of energy sheet you got on Tuesday. Just remember in all the examples shown, the TOTAL energy stays the same, where Total E = PE + KE. Work together and talk things through based on the video example. If you complete it, turn it in before leaving and we will pick this up next week! Thanks!
Period 3-4, 8-9
Be sure to have what you need for the magnet lab, with the exception of #6. If you have not yet done so, turn in the lab. Also turn in the magnetic domain and earth magnetic field sheets in the pack from early this week.
Check out two videos. One is on the earth's magnetic field. The second is on charged particles moving through magnetic fields. The symbol for a magnetic field strength is B, and the unit for magnetic field strength is a Tesla (1 Tesla is a really strong field...our big magnet is a fraction of a Tesla). Take notes on all this. You will start to use cross products as well as right-hand rules to figure out the direction particles get pushed by magnetic forces. Circular motion results from these cross product forces, so work together to try and figure out a few things.
Be sure to get a page with some practice problems from the book. It uses this notion of circular motion of particles in a magnetic field (or B-field). We are using mv^2/R = qvBsin(theta). In many cases the angle between velocity and the B-field will be 90-degrees, so the sine will often be 1.
/
Period 5
If your coaster group has not yet shared the summary paper for your coaster, please do so today. We are into energy, and the BIG idea we've been introducing is conservation of energy - perhaps the single most important concept in science, and a reason why we are alive. Energy can transform from one type into another, such as potential energy (due to height) converting back and forth into kinetic energy as something moves up and down hills on a roller coaster, or flies through the air (slows as it rises, with KE => PE; or speeds up as it falls, with PE => KE).
To see examples of the math behind conservation, check out this Khan Academy video on conservation of energy. This one shows basic PE-KE conversions, similar to what you had with your coaster. Remember conservation means "energy can be neither created nor destroyed, just transformed from one type to another" if there is nothing else adding or taking energy away from you (such as someone pushing or pulling an object, and forcing it to speed up or slow down). Do take notes on the video so you have a numerical example of how to deal with conservation.
From the video, then try to complete the conservation of energy sheet you got on Tuesday. Just remember in all the examples shown, the TOTAL energy stays the same, where Total E = PE + KE. Work together and talk things through based on the video example. If you complete it, turn it in before leaving and we will pick this up next week! Thanks!
Sunday, January 27, 2019
As stated in Jurassic park, "Life finds a way"
Going along with the previous post, about the number of stars, and presumably the number of planets, in the universe has increased by an order of magnitude, check out the article stating how incredibly resilient life is (at least single-celled life forms like bacteria) below ground.
Here is the Jurassic Park scene!
Here is the Jurassic Park scene!
Tuesday, January 22, 2019
New Galaxy survey that is difficult to comprehend!!
There are a few more galaxies in our universe than we thought! The numbers are difficult to imagine.
Monday, January 7, 2019
Very good simulation for Binary Systems
Check this out, and play with the slider bars in the binary simulation - vary the masses and eccentricity, so you can see both circular and elliptical binary orbits! Thank you, UCLA, for the sim.
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