Physics 40S 3rd Period

sorry for the late scribe,!well, yesterday in class we went thru chapter 23 study guide about Simple circuits.then we went also, over the other sheet that Ms. K gave to us on electric current. We answered the sheet. Ms.K showed us a demo about the 5 bulb and a 2 which is the 2 bulb is brighter (parallel) than the 5 (series)and that's it for now....have a good and happy holiday guys..!!

Next Scribe for Friday: Vincent!!!

Scribe Post

Well today we got back our tests after much anticipation of our marks. We went over the Electric Circuits sheet that Ms. K posted the answers to. We went over the 23 chapter guide.

We also were given a lab to do which didn't go all so well because most of us had a hard time understanding exactly what it was asking. I'm guessing that tomorrow we will probably be going over the lab.

Also the test for Electric Circuits has been moved to the second week that we come back from holidays; it will be joined to our next unit as one big test. This happened after lots of complaining of the lack of knowledge in this unit.

That was basically all of today's class, and the tomorrow's scribe will be .........Hall of Fame!

Hope everyone enjoyed the festive colours=)

Resistivity Problems

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Electric Circuits

Hello all! I am your scribe for today.

So we had a substitute in today for Ms. K who gave us a few sheets to work on for the class. All of which were about electric circuits. The sub was pretty helpful and not only helped us with using our units and types of circuits but also gave us quite the inspirational speech on being persistent in learning physics.

That's really all that happened today, so I thought I'd include some hyperlinks to some websites that discuss electric circuits that may help anyone who is having trouble with the concepts....

Tomorrow's Scribe will be Nicole!!

http://www.math.ucdavis.edu/~daddel/linear_algebra_appl/Applications/Electrical_Circuits/Electrical_Circuits.html

http://www.hyperstaffs.info/work/physics/child/index.html

1 - December 17 - Scribe

We picked up 3 sheets, The direction of the Electric Current, Chapter 23 Study Guide, Simple Circuits and Henry Cavendish and the First electric Meter. then we did a lab where it was similar to crocodile clips whereby we made circuits where you take light and connect it to an electric supply. Then we answered the questions and then handed it in. We where supposed to correct the test but we had no time.

That basically sums up the class. The next scribe is kim.

Flashcard Answers

5-1: p kg•m/s vector quantity that factors in the mass and velocity of an object
5-2: 83 kg•m/s
5-3: 1.5 m/s
5-4: J N•s change in momentum of an object due to a force applied over time
5-5: 45 N•s
5-6: 6.4 m/s
5-7: equal in magnitude but opposite in direction
5-8: 1.2 m/s
5-9: ?
5-10: they'll both stop because their momenta were equal
6-1: 6.67 x 10^-11 N• m²/kg
6-2: the greater the mass, the greater the force
6-3: changes with the square of distance
6-4: still X
6-5: 3.7 x 10^-10N
7-1: W Joule energy required for movement
7-2: P Watt rate at which work is done
7-3: 1 N force moving an object 1 m; 1 Joule of work done in 1 second
7-4: more
7-5: 420 J
7-6: 320 J
7-7: 68 W
7-8: no work is done
8-1: potential energy: energy of position; kinetic energy: energy of motion
types of potential energy: gravitational, chemical, electric, spring; J
8-2: 3740 J
8-3: 250 J
8-4: equals; At the top of its swing, a pendulum's energy is all potential energy and as it swings, the potential energy converts to kinetic energy at it speeds up, bottom of swing is all kinetic energy
8-5: mechanical; internal, Q
8-6: not applicable
8-7: 930 J; gain 930 J
8-8: 11 m/s
8-9: Energy stored in a stretched spring or other elastic material; k describes how easily a spring is stretched.
8-10: 2 N/m
8-11: 4.7 N/m
8-12: 0.13 J
9-1: 23 m/s
9-2: 8.8 m/s
9-3: 0.90 s
9-4: 1.80 s; 41 m
9-5: 4.0 m
9-6: Both will land at the same time.
9-7: 4.9 s
9-8: 104 m
9-9: 38 m
9-10: Force that keeps objects moving in curved paths.
9-11: F_c. Object moves tangent to the circle.
9-12: towards the centre; inertia
9-13: 0.34 m/s²
9-14: 360 N
10-1: ion; equal to
10-2: positively; negatively; elementary
10-3: 1.6 x 10^-19C; 6.25 x 10¹⁸
10-4: friction; repel; attract; attract
10-5: The leaves will repel because they are both charged -vely due to the electrons being repelled by the rod and migrating down the electroscope.
10-6: induction
10-7: ground; earth; electrons will move from the object to the ground
10-8: total charge of a system stays the same; -2 C
10-9: 2.1 x 10^-3
10-10: 1/9 of what it was
10-11: 7.3 x 10⁶ N
10-12: positive
10-13: Move away from the positive and towards the negative
10-14: 5.0 x 10^-3 N/C
10-15: potential difference
10-16: volt; V; electron volt; eV
11-1: ampere; circle with an A in it; ammeter, series
11-2: 20 A
11-3: potential difference, voltage, voltmeter, parallel
11-4: refer to your notes
11-5: conductors; insulators
11-6: resistance; ohms; Ω
11-7: 10 A
11-8: decreases; increases; decreases, resistivity
11-9: 0.016 Ω
11-10: see your notes
11-11: 120 Ω
11-12: 0.10 A
11-13: 5 V
11-14: see your notes
11-15: 29 Ω
11-16: 0.41 A
11-17: 0.24 A
11-18: less
11-19: watt; W; volts; amperes
11-20: 1200 W
11-21: power; time; joule
11-22: 12 000 J
11-23: 5 A
11-24: less
12-1: magnetic; north; south; charged object; motion
12-2: repel; attract; south
12-3: field intensity; flux
12-4: north to south
12-5: lines go from north to south
12-6: lines go out from each north and repel each other
12-7: lines go into each south but repel each other
12-8: lines go from north to south
12-9: potential difference; current
12-10: greater
15-7: 6.9 x 10¹⁴ Hz; violet
15-8: spectra; bright line spectra
15-9: nucleons
15-10: 2.1 x 10¹⁷ J
15-11: strong nuclear, electromagnetic, weak nuclear, gravitational force
15-12: na
15-13: na
15-14: na
PRT-1: Coulomb's constant; 9 x 10⁹ Nm²/C²
PRT-2: na
PRT-3: 1.67 x 10^-27 kg; 1.67 x 10^-18 mg
PRT-4: ma
PRT-5: 9.8 m/s²
PRT-6: 0.53; copper; steel
PRT-7: na
PRT-8: UV
PRT-9: na
PRT-10: current; voltage
PRT-11: electric field strength
PRT-12: silver
PRT-13: see your notes
PRT-14: period
PRT-15: energy; drops
PRT-16: ev; 1.6 x 10^-19 J; Planck's constant
PRT-17: divide by two, then square it and multiply by pi
PRT-18: multiplying the sine of the angle by the initial velocity
PRT-19: v_f² = v_i² + 2ad
PRT-20: equals
PRT-21: impulse; time
PRT-22: internal energy

Thursday, Dec 13 and Friday, Dec 14

Well so far on Thursday we went over two sheets one of which, The cathode ray problems, has the solutions up on the bottom. After spending half of the class on that we continued onto our review for the test, which is also posted up on the bottom. Of course on Friday we had our electric and magnetic fields test, hope you guys did good on it cause i sure didn't xD.
Next is 1

Electric and Magnetic Fields Review

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Cathode Ray Problem

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Scribe Post

This is Oliver speaking, reporting from physics class, from third period. During this class we quickly began by answering questions on the board from a sheet that we were supposed to have done the night before, and that took us a good chunk of the class. We all took turns answering and so the last three questions 14, 15, and 16 are for homework. After this Ms. K showed us this thing where you could tell where the path of a charged particle was in a magnetic field. After that, we basically went into review questions. She handed out a worksheet, chapter 27 and it's to be done for tomorrow, or at least try it. By the looks of it some people had trouble in the beginning already. Good luck everyone ! bye bye. Oliver signing off.

The next scribe is 111111111 !!!!!!! what an awesome name.

magnetic fields and current

Oh dear its Anthony. Sorry about the delayed scribe post. I forgot about it yesterday. Ok anywho if we can recall we learned the right hand rule in grade 11. But for those who forgot about it lets do a refreshment on our old skills. Before we start let me mention a few things.

1) an electron is forced in the opposite direction of a proton.
2) the charge must be moving. A magnetic field will not influence the motion of a charged particle at rest.
3) the velocity of the moving charge must be perpendicular to that of the direction of the magnetic field.
here are easy steps to determine force direction.

*use this for proton

1) open your hand. Now point your fingers in the direction of the magnetic field.
2)rotate your hand so that your thumb points in the direction of the current.
3) look at your palm. the direction your palm is facing is the direction of the force acting upon the charge.

*use for electron

do steps 1-3 above but use your left hand! amazing it works! Because the electron acts opposite to the proton the left hand will work. Founded By Professor Cadonic.

next scribe is oliver

Moving Charges Worksheet

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Voltage

Hello everyone MrSiwWy here for today's physics scribe post, in which we actually covered quite a bit. The class began with Ms. K correcting the sheets that we had for homework over the weekend and also by reading pages 4 - 5 on the topics of Work and Kinetic Energy and Electric Potential in the handout booklet she gave to us sometime last week. This booklet's title on the cover is Grade 12 Physics: Gravitational Potential Energy.

For electric potential:

1. "Just as PE (potential energy) transforms to KE (kinetic energy) for a mass lifted against the gravitational field, the electric PE of an electric charge transforms to other forms of energy when it changes location in an electric field. When released, how does the KE acquired by each compare to the decrease in PE?"

The answer: equal (since both require work to move an object while still under the influence of the field whether it's gravitational or electric. Once work has been applied some potential energy has been transformed into kinetic energy in both cases.)

2. "Similarly, a force pushes the charge (called a test charge) closer to a charged sphere. The work done in moving the test charge is the product of the average force and the distance moved. W = FD. This work is equal to the PE of the test charge. If the test charge is released, it will be repelled and fly past the starting point. Its gain in KE at this point is equal to its decrease in PE." (note: terms in bold font are the answers since it was fill in the blanks.)

3. "complete the statements.
-Electric PE/charge has the special name Electric potential.
-Since it is measured in volts it is commonly called voltage."

4. "When a charge of 1 C has an electric PE of 1 J, it has an electric potential of 1 V. When a charge of 2 C has an electric PE of 2 J, its potential is = 1 V." (This is due to the fact that electric potential is the electric potential energy divided by the charge, as stated above in question 3)

5. "If a conductor connected to the terminal of a battery has a potential of 12 volts, then each coulomb of charge on the conductor has a PE of 12."

6. "If a charge of 1 C has a PE of 5000 J, its voltage is 5000 V."

7. "If a charge of 0.001 C has a PE of 5 J, its voltage is 5000 V."

8. "If a charge of 0.0001 C has a PE of 0.5 J, its voltage is 5000 V."

9. "If a rubber balloon is charged to 5000 V, and the quantity of charge on the balloon is 1 millionth coulomb (0.000001 C) then the PE of this charge is only 0.005 J.

10. "Some people get mixed up between force and pressure. Recall that pressure is force per area. Similarly, some people get mixed up between electric PE and voltage. According to this chapter, voltage is electric PE per unit charge."

Next, we moved on to a lab which consumed the majority of today's class time. The lab was essentially the assembly of a figure that embodied the main idea of increasing potential energy within an electric field (raising a charge AKA applying work to raise the charge against the electric field). The procedure and materials required for the lab are approximately similar to the following (since I don't have a green book with me right now):

Materials:

A Ruler
Clay
Steel balls (Any object can substitute for this, such as pennies in this case)
Masking tape

Procedure:

1. Insert a ruler within a molded ball of clay so that the ruler can stand upright without much independent mobility.

2. Take a 2 cm x 8 cm piece of tape and label it "3 V - 3 J/C" and repeat this process for three more equal sized pieces of tape with the labels "6 V - 6 J/C", "9 V - 9 J/C" and "12 V - 12 J/C."

3. Attach these pieces of tape to the ruler approximately at each 3 cm interval indicated on the ruler.

4. Once each piece of tape is attached to the ruler, attach the steel balls (or pennies) to each piece of tape, starting with 4 at the bottom on the 3V piece of tape, then with 3 on the 6V, and so on.

Results

Basically, we were given questions accompanying the lab as usual, and this was our overall analysis for the lab. Now essentially for the lab there was a structure which indicated that the amount of charges decreased as the voltage increased while you move farther up. If you think about the surface the structure is resting on in terms of the base of the electric field, you move the charges upwards and the voltage increases while the charges decrease. This also implicates an energy change, which can be calculated by multiplying the voltage with the amount of charges present at that level. So for this lab, the following data table was completed as the lab progressed:

Here are the corresponding analysis questions for the lab (accompanied by my answers):

"1. How much energy is required to lift each coulomb of charge from the tabletop to the 9-V level?"
The energy required to raise one coulomb of charge from the tabletop to the 9-V level is 9 J of energy. This is due to the fact that there are 2 charges at a voltage of 9 J/C accumulatively giving an energy value of 18 J, but since the question only inquires about the energy of one charge this 18 J is divided by 2 to give 9.

"2. What is the total potential energy stored in the 9-V level?"
(Note that this is basically explaining the calculations made in the table for each energy value)The total potential energy at a given location when you raise the object further up against the electric field can be found by using the electric potential of the object / charge. Since V = PE/q, and both q and V are known, solving for PE gives PE = V*q, PE = (2 C)*(9 J/C) = 18 J.

"3. The total energy of the charges in the 6-V level is not 6 J. Explain this"
The total energy of the charges in this level is not equivalent to 6 J since there are 3 charges present at a voltage of 6 J/C, rather than just one charge at a voltage of 6 J/C. Since there are 3 charges at a voltage of 6 J/C giving an overall energy for the level as 18 J.

"4. How much energy would be given off if the charges in the 9-V level fell to the 6-V level? Explain"
Now since the charges are dropping to a lower voltage at 6 J/C from 9 J/C, an energy equivalent to 3 joules would be emitted from the system since the charges are falling from 9 to 6. * not sure about this one since I can't remember what I actually put and am not in the mentality to reason out the answers momentarily.

Application question

"1. A 9-V battery is very small. A 12-V car battery is very big. Use your model to help explain why two 9-V batteries would not start your car."
Now if you think about it, the more charges that are present then the higher the energy value for that level. Now since these two cases involve voltages that are quite similar, there are obviously much more charges found in the large car battery than in the small 9-V battery, therefore allowing for quite a bit more energy available for use by applying the battery correctly.

Once all the labs were in, Ms. K went over the answers to the other sheet we were given on friday. The answers to the questions are as follows:

1. V = 31 V
2. a] PE = 3.6 x 10^-14 J
2. b] V = 180 V
3. 1.9 x 10 ⁷ m/s
4. 3.2 x 10 ^-9 J
5. a] w = 1.92 x 10 ^-18 J = 12 eV
5. b] E = 1.92 x 10 ^-18 J = 12 eV
5. c] V = 2.0 x 10 ⁶ m/s

Once she finished putting that up, we were let to work on our own on either finishing up the lab or to finish the sheets she put out in the front of class. Jeez, I wish I could've put more so that anyone who doesn't quite understand this unit yet or is yearning for some help with their tribulations concerning problems in this unit. Now as for our homework, the sheets that were up front for pick up are probably going to corrected tomorrowed, and by the way, the test is on friday. Good night everyone and the next scribe for tomorrow's class will be Anthony!

Scribe

Well today we viewed a couple more presentations!

We had a dose of the Mars Mission from Oliver...
and a presentation on telescopes from Sergio.

After we moved on to a couple of the sheets that Kizoriz handed out.

Well that pretty much sums it up.

Have a good weekend.

The next scribe will be...

Mr SiwWy
PS. Afternoon class worked on the Charges, Voltage, Energy lab from the green book.
Make sure you read the notes on potential, potential energy, potential difference.
Note the difference among them (pardon the pun :))

More Presentations...

The title pretty much says it all... Today we had a couple more groups/individuals present their projects. We seem to be learning quite a bit about the Mars Exploration, but we also got to see a bit of Metaphysics from Grey-M and Aichelle.

Remember, all groups should hand in a self evaluation which includes a mark out of 10 for Presentation, a mark out of 40 for the total Project, and explanations as to why they deserve such a mark.

That's all for today... I have to work now, so I'll see you all tomorrow where we will finish the remaining presentations and GREY-M will be scribing about them =D

Scribing time!

Ok, so today was pretty straight forward....it was presentation day! Craig and I started off the class with our presentation of Cosmology using iMovie which was pretty awesome if I do say so myself ;). Next to go was our vice President Vincent! He did his presentation using power point. His was very in depth and he used amazing video's and pictures to get his points across. Last but not least (in any way) was Chris Cadonic's presentation using power point as well. His was on Special and General Relativity and had the basic details of a very well planned lecture. He was able to take a very complicated subject and actually explain it in terms our class understood, even using classmates as examples. His project actually ended up taking the rest of the class but I don't think that anyone really mind, especially Sergio. XD! So I guess that covers what happened in physics today, all the others who still need to present good luck! and the next scribe is.......CRAIG!

Scriiiibe

Hello everyone!
In today's class, we were assigned page 423 questions 7-12 in the green book! YAY! We basically had the whole class to go over that, so I assume we all should have finished! We also viewed Kim's lovely powerpoint presentation on Mars today because she will not be in class tomorrow. Our presentations will take place tomorrow, so hopefully you guys all finished! We also got two sheets titled Electrical Forces and Coulomb's Law. Since we have our presentations taking place tomorrow we should be finished these sheets by Thursday! The scribe for tomorrow will be *KASIA*! okay have fun and have a good night everyone! =)

December 3, 2007

Today in class we got our tests on Exploration of Space & Low Earth Orbit back and we went over the answers which can be viewed on today's slides. For the remainder of the class we had time to work on the textbook assignment from last week, Read p.527-551 and Do problems 1-3 on p.545 and 1-2 on p.551 in the Duck Book. Ms K also assigned for us to Read p.415-520 and do problems 1-5on p.420 and 7-12 on p.423.

Also on Wednesday, we have to present our projects on the Exploration of Space are due.

Aichelle is the scribe for next class.

Space Exploration Test Answers

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Scribe =)

Hello everyone! I apologize for the late scribe, but here it is. I'm Tim-math-Y and I am scribing for Friday's Class.

On Friday, we started the class with a number of notes that we were required to take down:

Electric and Magnetic Fields

g = Fg/m
-gravitational field
-attractive field only (masses) (N/kg)
-acts over large distances

E = Fe/q
-electric field
-attractive and repulsive (charges) (N/C)
-small distances

B = F_B/Il
-magnetic field
-attractive and repulsive (poles) (N/(Am) = T) (T: Teslas)
-acts over small or large distances

Newton's Law of Universal Gravitation

Fg = Gm₁m₂/R²
-attractive force
- G = 6.67 x 10^-11 (small value)
-force between 2 large masses
- F (proportional to) 1/R² [Inverse Square]
-weak force

Coulomb's Law

Fe = kq₁q₂/R²
-attractive or repulsive
-force between 2 charges (+/-)
- F (proportional to) 1/R² [Inverse Square]
-strong force acting over small distance
- k = 9x10⁹ (large value)

Next, we were handed two hand-outs that were definitive on the laws above. They were: "Grade 12 Physics: Electric and Magnetic Fields" and "Grade 12 Physics: Electric Fields". These were expected to be read.

Finally, we ended off the classes with a number of 5 questions in the Duck Book.

Well, that just about sums our Friday's class, have a great Sunday everyone! Remember that the presentation project is due on Wednesday I believe.

O and before I forget, tomorrow's scribe will be... (I sadly don't even know half of the people in the other physic's class...) how about.. SERGIO!!!!!!!!! Go getter'done sir.

Today in Physics....

We watched a video on weightlessness and took down fifteen points about the movie, which we were to hand in to Ms. K.

We then went over the review for the test which is on Thursday. It has been uploaded to the blog.

Tomorrow's scribe is.... Van!

And you better be in class tomorrow...it's bad enough i had to blog for you today! just kidding

Kristin

Space Exploration Review

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Gravity and Apparent Weight

today in class Ms.K handin us a sheet about Gravity and Apparent Weight.in the sheet it define's the weight of a body as the gravitational force on the body and micro gravity and more.it includes some formulas,then we went on review chapter 8 and we answered them.after that we watched a video about the Canadian Space Agency/program,(CSA)..have a good night.
next scribe:Dino

Thursday's Scribe

Sorry guys for the late scribe! Well, friday's class was pretty straight forward. For those of you who were not in class on friday, we went over several sheets and corrected them. Artificial Satellites, Chapter 14: satellite motion, Chapter 10 Gravitation and the duck book questions. Ms. K also mentioned how happy she was to not see Sergio for 3 days! ..

The correction for questions 28 to 33 on page 227 are on the slides.

The next scribe iss.. hall of fame?

Problems 28-33 p.227 (Duck book)

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Wednesday nov. 21 scribe post

Sorry for being a day late. Heres the day's scribe.

During that class we were introduced to new equations:

We also watched the "same-same-guy" video about satellite motions.
Many of the things that we being discussed in the video were review and only a few new topics.
Also Ms K. gave us worksheets.

For thursday's scribe, i picked sandy... i think i told her she was the scribe already but just a reminder.

Gravitational Potential Energy

Okay, in class today, Mrs. K handed back our Transparency Worksheet. After that, we looked over the notes she handed out yesterday.

Gravitational Potential Enegy
From the past unit, we learned two formulas for Potential Energy:
Ep=mgh and Es=1/2kx²

Here's another one that we learned from class today.
PEg= -(Gm₁m₂)/R

From the Newton's Law of Universal Gravitation Fg= Gm₁m₂/R, we increases the separation distance from R₁ to R₂. It requires work and when it is done, the gravitational PE increases.

Derivation of PEg formula:
PEg = ((-Gm₁m₂)/R₂) - ((-Gm₁m₂)/R₁)

Gravitational Potential Well
- two objects that has force of attraction between them having negative potential energy.
- it should rise out of the Earth's potential well to be free of the gravitational force.

For example: If one of the masses is the Earth then the other mass is on Earth's ground level, the total energy is just the PEg since KE = 0 J.

Total Energy = KE + PEg

If the object rises from the Earth's ground level, it would have both PEg and KE, so then, the total energy = KE + PEg.

Escape Velocity
- the minimum velocity of an object to escape from Eath's potential well.

To calculate escape velocity, KE = - PEg but we take the absolute value of the PEg to have a positive velocity so then it will be KE = |-PEg|.

let's say m₁=mass of the object, v₁=velocity of the object, m2=Earth's mass, R=Earth's radius, G=gravitational constant.
KE= 1/2 m₁v₁²
PEg= - Gm₁m₂/R

1/2 m₁v₁² = Gm₁m₂/R

v₁ = √(2Gm₂)/R (m₁ will reduce)

Total Energy and Binding Energy
Binding Energy - amount of additional kinetic energy an object needs to escape.
- it is equal to the negative of gravitational potential energy

on Earth's ground level Et = - Gm₁m₂/R
so, Eb = Gm₁m₂/R

if an object is in orbit at any radius R₁, Fc keeps the object in circular orbit and Fg provided the force attraction between the object and Earth.
Fc=Fg
m₁v₁²/R₁ = Gm₁m₂/R₁² (R₁² will reduce to R₁)
m₁v₁² = Gm₁m₂/R₁

the Et of the orbiting object is
Et = KE + PEg
Et = 1/2 m₁v₁² + (-Gm₁m₂/R)

since m₁v₁² = Gm₁m₂/R₁

Et = 1/2 Gm₁m₂/R₁ + (-Gm₁m₂/R)
Et = -1/2 Gm₁m₂/R₁ or Et = 1/2 PEg

so then the binding energy is Eb = 1/2 Gm₁m₂/R₁

After the discussions, she handed out a worksheet called 'Gravitational Potential Energy Questions'.
Here are the solutions.

1.) PEg = - Gm₁m₂/R
= (- (6.67 * 10^-11)(500)(5.98 * 10²⁴))/ (6.37 * 10⁶)
= -3.13 * 10⁶ J

2.) Et = Ek + Ep
= 1/2 m₁v₁² + ( - Gm₁m₂/R₁)
= - 1/2 (Gm₁m₂/R₁)
= - 1/2 ((6.67 * 10^-11)(5.98 * 10²⁴)(500))/ (4.22 * 10⁷)
= - 2.36 * 10⁹ J

3.) Etave. = Et(in orbit) - Et (on Earth)
= -2.36 * 10⁹ - (-3.13 * 10¹⁰)
= 2.89 * 10¹⁰ J

4.) Eb = 2.36 * 10⁹ J is needed to remove satellite from Earth's orbit.

5.) Ep = - Gm₁m₂/R
= (- (6.67 * 10^-11)(5.98 * 10²⁴)(2000))/ (6.38 * 10⁶ + 400 * 10³)
= -1.18 * 10¹¹ J

Before the end of class, she handed out notes about Escape Speed and asked us to do Questions 28,29,30,31,32,33 in the duck book. I guess this is the end of my post, I hope i covered everything.

Next scribe is Russel L.

Planetary Motion

Universal Gravitation Answers

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orbits

Hey its Ant. Sorry for late post. Been busy with work and family matters. But any who recap of Friday's class.

Mrs. K gave us a wonderful new song to learn with lyrics. Inverse square law by Michael Offut. I will be getting Chris his CD for Christmas. Next we finished off the class with a video on Kepler's three laws. I learned a few things from this video such as Mar's orbit is actually an ellipse and not a circle, Kepler's three laws of, course. They are as followed :

1. r = ED/ 1 + cos θ
2. DA/DT = constant
3. T^2 = (4π^2/GM ) a^3

By the end of class she gave us 3 homework sheets. They are:
1. chapter 11 gravitational interactions
2. concept - development practice page 12-1
3. Universal law of Gravitation

don't forget your projects are due on Wednesday, Dec. 5...i think.

next scribe is JEV

Scribe - Wednesday, October 14, 2007

Today we did numerous things. First of all we went over the test. The answers are posted on the blog. Next we got a chapter review worksheet to work on followed by a lab called, "The orbit".

A pink sheet was handed out called the Grade 12 physics project: exploration of space.

It is due wednesday dec 5 2007!
worth 50 marks
MUST BE SUMMARY, NOT READING YOUR PROJECT!
Also needs references.

Next scribe is....
111111111!

Circular Motion/Work and Energy Test Answers

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Scribe for Nov.13th

Okay i'll make this short and sour, we did a test, i failed, WALLAH! andrew's the scribe.
Have a Nice Day. =)

So today in physics class we got our lab back that we did on wednesday on potential energy , where we had to find the relationship between the extension in an elastic spring and the applied force. We also went over three worksheets that were given to us last thursday by ms.k,, the 3 worksheets were:
1. Section 5-3, Diagram Skills
2.Concept Development Practice Page 8-1
3.Concept Development Practice page 8-2
Next scribe for tomorrow will be Mr.Ferrari(Steven) haha.

Work Skills Sheet

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Friday's Class

Ok so today in class we saw a video of the same-same teacher about energy. We also got to wake up Victor from falling asleep listening to his Mexican music haha. Well I finally got to finish my lab so that was my greatest accomplishment today as well. (it helped me getting over all the "soldier boy" jokes everyone was making) Well, we wrote down 8-10 points from the video and handed that in for marks, and since we finished watching it some 15 minutes before the bell we used that time to work on our four sheets given yesterday. Next scribe can be Victor "Living La Vida Loca" Baez lol

PS. Victor, did I even spell that right?

Scribe Post 2

Hello again, I am once again scribe for physics. The November 8th class was not a class that we had done a lot with, instead Ms. Kozoriz let us use the extra time to finish up our labs that we had done on Wednesday. Ms. K also gave us four worksheets to complete that have to be completed by Monday Nov.12 because our test is now moved to Tuesday Nov. 13. It was changed because Ms. K gave us an extra day to study and finish up the worksheets she had given us over the last week. The next scribe for Friday's class will be Renan.

Hooke's Law

Today in Physics class....

FIRST

We went over the questions in the duck book (MS. K has posted the answers below).

SECOND

We learned about Hooke's law of elasticity which is "an approximation that states that the amount by which a material body is deformed (the strain) is linearly related to the force causing the deformation (the stress)."

Note the following equations:

Hooke's Law

F=kx

Spring Potential Energy

Es=1/2kx²

Gravitational Potential Energy

Ep=mgh

THIRD

We were given a lab that was related to Hooke's law. There are questions included in this lab and it will be due tomorrow although we are supposed to be getting some time to work on it tomorrow as well.

The equations you see above should come in handy if you're trying out the questions for the lab.

Sorry this isn't the most extensive post, but I've got work soon and I still need to work on my lab.

Tomorrow's Scribe will be....

DINO

Work Questions

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Scribe

Hello everybody!

Today was the day we learned about energy! But before that we just went over a bunch of problems relating to work. Just gotta remember:
Work = Force * Distance
Work = Force * Cos theta * distance
(the Cosine theta find the component of the force that lines up with the distance)

Then we moved onto the video lesson, which summed up kinda goes like this:
- Review of Ft = momentum
- Then we learned that Fd = Energy or work = energy
- Energy comes in many many many forms electricity and light to name a couple
- From there it moved onto Kinetic and Potential energy
-Kinetic energy is the energy of motion
-Potential energy is stored energy
-They are related, when potential energy is transformed into motional energy the total energy stays the same by the law of conservation, so if 5J of PE is transformed into Kinetic energy there will still be 5J of energy in the system (assuming that which is transferred to the surroundings is negligible)
-Then with a brilliant demonstration on pulleys he showed us how each rope takes some tension force but the person would still have to exert the same amount of energy to move the object because they would have to pull a larger distance.

That pretty much sums up the class...
The next scribe will be KIM

SORRY!!!

Sorry guys, I started my scribe, but it's a long one and I have to go to work now =(

So it'll be up around 11:30, very sorry... maybe you guys can check it tomorrow if you don't want to stay up that late...

Craig

Scribe #2 (wow, it sure is a huge gap between the first and second scribes)

Very sorry about the tardiness of the scribe... I worked from 6:00-11:00 tonight and it was a long one today, so... read this before our test for a good review =D
Well, we started off the class with Mrs. K. going over the handout on "WORK: A DEFINITION". It reviews the concept of work (with Force and Displacement as its two essential elements).
an example of these elements are in the diagram: "F" being force, and "d" being displacement

Work ("W") is Calculated by the following equation with the same parameters from the diagram above.
The next topic was on "Work Done by a Variable Force". This means that while the work is being done over the displacement interval, the Force is not constant throughout and therefore, the equation of W = F • d will not work. In this case, the graph of the Force vs. Displacement graph would be that of a curve or line with a slope x<0as seen below) .
Now, one can imagine (should be easy for Calculus students) that as the number of these rectangles increase infinitesimally, the size of the intervals will begin to become smaller, and smaller, and smaller... and continue as such forever, infinitesimally close to zero, such that the rectangles could be said to have a width of the exact point on the graph. At this point in time, if the areas of all these rectangles are added together, we would get the Work done... why? because area of these rectangles as we said are A = b • h or A = ∂d • F and since ∂d • F = W, then A = W. So basically, the area between the graph and the x-axis is equal to the Work done.

WOW!!! That was a lot of explaining... anyways, next we took a look at Work being positive or negative. Now it can be either, depending on the direction of the Force relative to the displacement, if the Force is acting in the opposite direction of the displacement, the Work would be negative. So to support this, if the Force were to act in the same direction as the displacement, the Work would have to be positive. ***However, if the Force is acting (or has a component acting) neither in the opposite nor the same direction and is perpendicular to the displacement [eg. Force acting UP, displacement to the RIGHT], the Work is ZERO (0)***

The next section dealt with Work and Force at an Angle.
Basically, the Force acting upon the object in question is doing so at an angle (Ø). However, this angular force is not used to determine Work, only the Horizontal component is used in the calculation. (or the vertical one if it is parallel to the displacement in question). The way to calculate this horizontal component is given by Fx = F • cos(Ø). Therefore, to find the Work of an object moving as a result of an angular Force, we must use W = F • cos(Ø) • d.
Finally we briefly looked at the calculation of Kinetic and Gravitational Potential energies. Kinetic Energy (KE) is said to be: the work needed to accelerate a body of a given mass from rest to its current velocity. Gravitational Potential Energy (PE) is: the energy that an object of a given mass has by virtue of its position relative to an arbitrary "zero ground". The formulae for these are as follows:
Finally, we finished off class with a couple questions from the "SPORTS BOOK"!!! (Duck Book). We will be correcting those in class tomorrow (p. 330 q's: 1-6)

That's all for tonight, very, very, very, very sorry for the late scribe... Hope this will at least be useful for test review. Thanks, and tomorrow's scribe is...

Grey-M!!!

POWER WORKING

I don't have any idea who picked me as the next scribe. So, I went back and traced the trail of scribes. It seemed like it was SERGIO?! Sorry, Sergio. I MEANT BRYAN HAHA! So, We basically finished the CIRCULAR MOTION unit, given that we started working on POWER and WORK.

We learned that:

• WORK is the product of force exerted on an object and the distance the object moves in the direction of the force. It has no direction and is therefore considered a scalar unit. WORK is measured in JOULES. It is calculated using the formula:

W = fd

• POWER is the rate of doing work or the rate at which energy is transferred. Power is measured in WATTS. it is measured using, where t is time:

P = w/t

Today in class, we did two GRUELING labs (just kidding). The first lab was about calculating our own work and power as we go up the stairs. First, the height of the stairs was measured, then the we recorded the amount of time it took for us to climb up the stairs at a constant pace. We needed the mass of the participants so we can calculate force using F = mg.

The second lab involved a cart with one kilogram of weight on it. The cart was held on top of a 30 cm-high incline, and was released going downhill. The time it took for the cart to travel one meter from the base of the incline was recorded. Three trials were done to acquire a much better result. Further calculations were made.

For both labs, questions were answered and were taken home as well because NOBODY finished them. Discussions about work and power will continue on MONDAY! I hope everyone has a great weekend! I'm not having a fun one so far because I got stuck at home.

I think I've covered everything we did in class on Friday. OH WAIT, Mrs. Kozoriz didn't give us candies! Anyway, do your labs over the weekend and see you guys on Monday!

The next scribe is... CRAIG.

All Saint's Day Scribe

Today's physics class, we had a substitute; Mr. Skyrnyk. We corrected the sheets we got yesterday, including our Study Guide. Then he handed out sheets and a stapled booklet. We worked on the first couple pages of the stable booklet, and I'm not sure if they're due or not. That's about all we did today. Tomorrow's scribe post will be covered by Vincent.

&I'm done. Woww.. scribing for Physics is so pointless.

Centripetal Force Answers

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October 31, 2007

Today in class we went over the centripetal force sheet answers can be found on today's slides. We were also given three new sheets: Chapter 10 study guide, Concept-Development Practice Page and Circular Motion fill in the blanks sheet. We got our circular motion labs back as well.

Tomorrows scribe is Bryan.

There is nothing else i could possibly write about so I should get full marks and EVERYONE should post a comment agreeing with me so Ms.K doesn't give me a bad mark for this.

Hallow's Eve Scribe

Hello to all of you fellow physics blog members and classmates...
I have chosen to display my scribe post as a slide show.
Please advance to the next slides to view the whole thing.
Also it may be better to view it in a full screen presentation.

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SERGIO to scribe for tomorrow!!!!!

Scribe^2

Well, sorry class and sorry Ms. K for not posting yesterday, I rarely have access to the computer so it's difficult to scribe or sometimes to check the blog at all. Well, on with the scribe for monday, October 29, 2007.

Class began as Ms. K was setting up a movie on the television screened parked somewhat diagonal from the front desk. She also notified the class that the labs were to be handed in by the end of class, and to make sure that we all hand our labs in successfully. We then diverted our attention back towards the television set as Ms. K handed out a sheet containing several questions pertaining to the imminent movie. These questions were as follows:

1. Can an object move with constant sped and accelerate at the same time?
2. What is special about a vector originating from the center of a circle to a point on the circle?
3. State the two ways of finding the position of a point on a circle.
4. Briefly describe the Copernican universe.
5. Who revealed how the Copernican system worked?
6. Using the circle below, draw the acceleration and force vectors. Are both vectors in the same direction?
7. How is acceleration defined?
8. What is speed?
9. Can a body accelerate if speed is constant?
10. What does the rate of change of a vector mean?
11. Give three ways a vector can change.
12. Using the circles below, draw the radius and velocity vectors on circle 1, and then draw the velocity and acceleration vectors on circle 2. What is the relationship between both pairs?
13. What equation gives the relationship between acceleration, velocity, and radius?
14. If you superimpose vectors from circle 2 on the vectors from circle 1, what is the direction of the acceleration vector?
15. Is a force needed to accelerate a body in circular motion? What is the name of this force? What direction does it take?
16. If the moon is in orbit around the earth, what force is causing the moon to maintain its uniform circular motion? State the mathematical equation for this constant speed.

And then we continued on with the movie!

The movie was extremely fast paced in terms of the conveyed knowledge within each segment. When watching the movie many people in the class scrambled to assemble their answers to the questions she handed to us, and ipso facto Ms. K gave us an excess of 10 minutes to confer our results amongst our peers prior to reviewing the answers. The answers are as follows:

1. An object can in fact be constant in speed and accelerate simultaneously.
2. A vector inscribed within a circle drawn from the center to any point along the circle will always be equal in length as the point on the circle is altered. This is due to the fact that such vectors would be the radius of the circle.
3. They can be found by either:
- Cartesian co-ordinates (x,y)
- It's distance from the center of the cirlce and the angle from which this measurement is taken relative to the horizontal. (In other words, the position can be found by using trigonometry)
4. The coperinican theorem of planetary revolution consisted of the planets revolving the sun in a nearly uniform circular motion (each planet's moons, particularly Earth's, are described to have the same motion).
5. Nicolaus Copernicus' theory of planetary revolution was further explained by Sir Isaac Newton.
6.

The vectors are both directed towards the center of the circle ergo they share the same direction.
7. Acceleration is simply described as the change in speed or velocity.
8. Speed is the length or the magnitude of the velocity vector.
9. A body can indeed accelerate if it's speed is constant (as in the case of circular motion).
10. The rate of change of a vector indicates how fast a vector is changing.
11. Three ways that a vector can be altered are as follows:
- The size or magnitude of the vector.
- The direction of the vector.
- Both of the aforementioned methods.
12. The relationship between both pairs is that they are perpendicular to their respective vector quantities.
13. a = v² / R
14. The acceleration vector would be opposite the radius ,or rather towards the center of the circle.
15. Yes there is a force accompanying bodies in circular motion, i.e. Centripetal force, and this force acts towards the center of the circle.
16. The force responsible for such phenomena is known as gravity. The mathematical equation interrelating circular motion and gravity (though we are not required to know this formula quite yet) is given by:
V = √(Gm_e/R)

Once we concluded this portion of the class, Ms. K then showed some more short clips that pertained to circular motion, the first of which relied on a professor indicating that the magnitude of displacement is the radius of the circle, and a velocty vector consistent in magnitude is perpendicular to the displacement vector. He then projected the fact that acceleration is also constant in magnitude, but is directed towards the center of the circle. Then we watched some cool videos of children that were playing on a merry-go-round, displaying some of the indefinitely entertaining properties of circular motion. Once the movie sessions were done with for the class, Ms. K let us work amongst our peers on whatever we had to finish.

Some questions that we were given time to work on if not already finished over the weekend were the questions found on Centripetal Acceleration and Centripetal Force. And that concluded our class for monday. The scribe has already been determined for today, and that scribe is:
AICHELLE

dixi

Scribe of Friday

Hello, I'm Tim-math-y, Friday's physics scribe. On Friday, we conducted a lab which involved the observations, analysis and conclusions of circular motion.

It involved a plastic tube which is held, that contained a string that ran through its hollow tube. On the bottom of the string was attached a number of washers that represented the force acting upon the system. On the other end of the string was attached a rubber stopper that contributed the weight needed to swing the string and form a circular motion.

We added additional washers to increase the force and recorded the time it took to complete 30 full revolutions. From this data, we found the rate at which it was moving (time/30) and thus velocity (radius remained constant). We also found speed squared. Then we graphed the data onto two separate graphs and answered questions involving the relationship between speed and force, and speed squared and force.

That was Friday's class in a brief summary. Monday's scribe is.. MrSiwwy

Have a nice day.

October 24. post, very late October 25 scribe as well

Okie dokes on the 24th of October we had a test on Projectile motion and that was hmm, not so good for me, but then it felt easy, however I did a lot of mistakes sad to say. That's all that happened on that day.

Okay, as for October the 25th,Ms. K handed back the tests, and geebus it makes me want to have a re-test, but I don't know if we're allowed to. After that we just did a study guide on Periodic motion, and we did the first part called Circular motion. We then were told to do some questions in the green book questions 9 to 11 and then we were supposed to do this worksheet that was on the table for homework, to practice some of the equations given to us. We were doing the worksheets on Centripetal Motion. That's it, that's all, have a good night everybody, sorry this was up late, I came from basketball conditioning and a bunch of other stuff, the next scribe will be Tim_MATH_y !! sorry dooodes, ahah.

Momentum & Projectile Motion Test Answers

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Kasia's Scribe II

Hey there blogger buddies! So anywho I just got back from a concert so I'm sorry if this isn't the worlds best scribe post (don't expect much).
So today in class we handed in our finished calculations of our catapult project to Mrs. K. We then went over the questions that she had assigned from the duck book on the board, but as no one appeared to have done them or was paying much attention she assigned questions 29 a, b, and c as well as question 31 on page 115 to us for hand in at the end of class. 29 was fairly easy but 31 gave the whole class trouble so I'm guessing she will have some sort of explanation for us tomorrow. And BTW our TEST is TOMORROW, or today, depends on how you look at it. SO well I guess that is pretty much it. So goodnight and good luck!
And the next scribe is.................Oliver.

late scribe post

Hey sorry guys that I was so late to post my scribe I completely forgot. Well today we didn't do to much anyways just launched all of our catapults. Although many were like sling-shots that worked really well so good job everyone on the really neat looking catapults etc. Besides launching them we then worked on the questions to go with it to hand in and that was our class today. The next scribe is.... KASIA!!

Physics

Today in Physics class we went to the worksheet review chapter 7 and projectile motion II.we checked and answered the questions.and after that we did the question's 3 and 4 from chapter 7 and the 4 and 5 from projectile motion II, and also we discuss the Tossed ball. well i guess thats all folks.

Next Scribe: nee-cole

Thursday Scribe

Today in physics class we finished up the lab for The Analysis Of The Path Of A Projectile, to later hand it in. We were also given a ch.7 review and do ques #1 to 4. We also got a 2nd work sheet titled "Tossed Ball" with a diagram of a ball being tossed where we had to fill in the boxes, writing in the values of velocity components ascending, and your calculated resultant velocities descending.
REMINDER:- catapults due monday for the lanuch.
- Test on Wednesday oct.24th
Hall of fame-you're the scribe for Friday

Wednesday Scribe

We did a lab on Analysis of the path of a projectile. Test on October 24th. Next scribe = Victor. Awesome scribe by Van. Muhahahaha.

Projectile

Today in class we went over the Chapter 7 Study Guide Section 7.1: Projectile Motion, in which the answers can be found at the green book p. 123.

Ms. K gave us 3 worksheets:

1.) Time Elapsed graph

2.) The Trajectory of a Projectile Worksheet
3.) Projectile Motion I Problems ( 1-5 )

We finished Time Elapsed graph and The Trajectory of a Projectile Worksheet, through the answers given to us by Ms. K. The 1-5 problems (Projectile Motion I Problems Worksheet) can be solve using the formulas that Kristin posted on the blogs before me (^_^), and it will be corrected tomorrow.

Take note: Ms. K told us that the “catapult project” should be in 45 degree angle in order to make the range longer...

The next scribe will be Victor...

Today in Physics...

We went over the Momentum/Football worksheet, the Conservation of Momentum worksheet, and corrected questions 51 and 52 from pages 308 and 309 in the duck book(not the green text book).

We then started learning about projectile motion...

We studied an example involving a projectile falling off a cliff. The path that the projectile travels is called the trajectory. The horizontal distance the projectile travels is the range. The X(horizontal) component is moving at a constant velocity, while the Y(vertical) component changes it's velocity due to gravity. We use these equations:

Velocity of the X component : v=d/t
Velocity of the Y component: a=v/t or v₂=v₁=at or d=v₁t+1/2at² or d=(v₂-v₁/2)t or v₂²=v₁²+2ad

.....but, in this case the acceleration is due to gravity, so you can replace the "a" with a "g", and we all know that g=9.8 m/s²

Then we worked on a short lab involving the pushing of coins off a table with a ruler. Those labs were due today.

We also got a study guide that we will have time to work on tomorrow in class.

The Scribe for Tuesday's class is.......victor!

1 - Scribe - October 10, 07?

Sorry for the late post. Well, we watched a movie on momentum by the S.S. guy. (SAME SAME!) We were instructed to right down 10 points on what we learned through the instructional movie.

Some 10 points include:

*Momentum: is not mass or inertia; it is (M)(V); how fast something is moving.
*acceleration = (force)/(mass); newtons second law.
*a=(ΔV)/(Δt)
*FΔt=Δmv
*Δ = change in (delta)
*(F)(T)= impulse (Δ momentum)
*if you want momentum to change you change the force.
*3xForce = 3x Momentum
*Reason for pulling elastic band out? Creates a bigger force and longer force making the object travel farther.
*Which canon is more effiecient? The canon that is longer, it has more time, so it goes farther.
*riding w/ the punch both same in dir moes with less spd. is wrong.
*when you pull back ti increases time, so the time of impact is longer.
*bouncing gives alot more momentum.

That is it for now.

Momentum Questions

We covered Ch.9 Review on momentum. We also went over the problems on the Impulse & Momentum worksheet. Two additional worksheets were handed out-these are due for Monday.
Remember to do the catapult project for Monday, Oct.22.
Have a nice weekend. Thanks to Ms K for wordprocessing this. (you're welcome)
Kristin's the next scribe for Monday.

Scribe Post For Friday...

woww.. sorry for the super-delayed scribe post. should've figured I was scribe after Sergio was on Thursday. Well, this is going to be the most strain I've put on my memory since a long time. On Fridayy.... we worked on our lab; CONSERVATION OF MOMENTUM: A COLLISION IN TWO DIMENSIONS. On the side of our tables, we clamped little ramps that consisted of a ruler-measured ramp, a set-screw and a plumb line (a string with a weighted tip). We used the plumb line to determine Point Zero on four sheets of paper & carbon paper that we taped together and layed on the floor.We then rolled the steel spheres off the ramp at 25 cm from the edge of the ramp several times to determine the Original Momentum (simply rolling the sphere off the ramp several times, no collisions) and circled the area where the most dots resulted by the sphere landing on carbon paper. Then we placed a second steel sphere on a set-screw, and after making sure the two spheres will be at the same height when they collided, we rolled the incident sphere down the ramp another several times. We then circled the bunch of dots the same way we did when we figured out the Original Momentum of the sphere. Afterwards, we drew lines that connected the three circles (around the original momentum marks, incident sphere and target sphere marks) to Point Zero. We added the vectors of the incident sphere and target sphere momentums to get the total momentum after collision. Then we (or some of us) repeated everything (besides finding out the Original Momentum) all over again after we relocated the set-screw to a different spot. Lastly, we answered a few questions in the Interpretation section at the end of the second page. Oh.. and everything was done under the observing-eyes of three guys from Germany, Australia and University of Winnipeg, I thinkkkk it was. They observed and helped us with our lab, for example; giving us nickles and dimes to trace perfect circles. That was everything I (surprisingly) remembered. If I missed anything, I'm sorry (not), but I tried hard to recall what happened.

&&the next scribe post was already chosen, evidently. cuz he posted his before mine! haha

p.s. we might've had a hand-out at the end of class????? no clue

Momentum Continued

Today in class we went over the the Chapter 9 Study Guide Section 9.2: The Conservation of Momentum. Here is an example from the sheet:

Two balls of unequal mass traveling at different speeds collide head-on and rebound in opposite directions.
Q: How does the force that ball A exerts on ball B compare to the force that ball B exerts on ball A?
A: equal but opposite

Ms. K also mentioned having multiple choice on the exam, or something similiar, I can't really remember. She also gave us an assignment called Impulse and Momemtum which we will probably go over tomorrow. The rest of the class was just to finish up the labs and work but apparently Chris had all the work from our group and we couldn't finish it. Well that pretty much sums it all up. The next scribe will Andrew! If anybody is reading this, have a good night.

Momentum

Today in class we were assigned to make a catapult that will sucessfully launch a tennis ball twenty meters and it is due October 22, 2007. We also went over the answers to the Chapter 9 Study Guide, 9.1 Impulse and Change in Momentum. We also have to read Chapter 8 pages 276-301 and told to look at the key terms: momentum, impulse, F vs T graphs, conservation law and glancing collisions. We have a lab tomorrow. Do stapled Chapter 9 Study Guide.


We have three people coming in to our class to observe us. From Deutschland, The Outback and The University of spirit.

The next scribe is Bryan.

Momentum Lab

Hey everybody!

Today in class we started our first lab for the new unit Momentum that involved the collisions of two carts. We had to record the distance the carts traveled, the time they traveled, and the mass for each cart. We were given a question sheet for the lab that we were to complete for tomorrow. Ms. K also gave us two works to do for homework; Chapter 9 Study Guide and Chapter 7 : Momentum. So those who have missed school today should get them tomorrow.

The next scribe will be ... Sergio