Honors Physics completed their discussion of magnetism with an overview of back emf, mutual induction and self-induction. The evil finger of Lenz’s Law finds itself in every electromagnetic pot and must be taken into account when designing electrical devices. We also discussed the structure and function of transformers and their importance in the delivery of power over long distances. Because of AP exams next week, it was decided that the chapter test would fall on May 10 and we will move on in the interim.
Physical Science B conducted a lab investigation that allowed students to examine the properties of both permanent magnets and electromagnets. For the permanent magnet, a magnetic field sensor was used to determine the intensity and direction of the magnetic field of a bar magnet at distances from the magnet and when passed over the magnet’s length. Students were able to verify the normal pattern for field forces – force strength is strongest near the source and weaker at distance – and were able to document that both poles of the magnet generated magnetic fields. The fields, however, we opposite in direction and the pattern on the graph had a sine-curve appearance as students moved from one pole to the other. For the electromagnet, the number of windings directly correlated with magnetic field strength. The equation of the line could be used, then, to design an electromagnet at a specified strength, even if it had not been directly measured in lab. Also, the loss of magnetic strength of the nail after a sharp blow emphasized the role of domain alignment in promoting magnetic fields. Tomorrow, electromagnetic induction.
Physical Science E spent time with gadgets that rely on the ability of moving electric charges to generate magnetic fields. Students examined the structure and function of galvanometers, motors and speakers. Tomorrow, we take a look at the other end of the spectrum – using magnets to generate electric current.
Physics F explored the world of alternating current, generators and motors. The structure of a generator is such that the charges change direction of motion every half-turn of the coil, generating alternating current. And, is with an alternating direction of charge motion that electric motors are able to rotation continuously. Galvanometers cannot spin continuously due the fact that during the rotation there will be meeting of like poles between the permanent magnets and the electromagnet. However, alternating current ensures that at the time that like poles would meet, the charges change direction. This keeps the forces of attraction/repulsion correctly positioned to promote continued rotation. However, all is not perfect in motor land due to back emf. Lenz’s Law definitely applies to motors (and all electromagnetic devices) and the net voltage produced through induction equals the maximum emf minus the back emf. Something engineers have to design around when crafting devices.
Physics G spent time reviewing magnetism material and then dipped their toes in induction. The nature of electromagnetic induction was described and demonstrated using a bar magnet, galvanometer and solenoid. Moving the bar magnet in the core of the solenoid created an electric current that was registered by the galvanometer. When the magnet was held motionless, no current was produced. We will jump deeper into induction as we move through this chapter and also look at ways to put induction to work for our benefit.
Homework
Honors Physics A: Practice 22B #1,4; Practice 22C #1,3,4; Practice 22D #1,5,6
Physical Science B: Complete lab write up
Physical Science E: 17.3 Section Review
Physics F: 22.1 Section Review #1-4 and 22.2 Section Review
Physics G: 22.1 None
4/29/10
4/28/10
Wet Wednesday
Honors Physics spent the period going over homework and discussing the structure and function of generators and motors. As part of the discussion on generators, the concept of root-mean square (rms) values for current and voltage was introduced. Generators and motors are both energy-conversion devices. Generators convert mechanical energy to electrical energy and motors do the opposite. The basic motor and generator have very similar structures and build off of the galvanometer model. Make sure you can explain the structure and function of each and the type of energy conversions each exhibits. Tomorrow, we’ll continue on with electromagnetic induction and, on Friday, you will get to watch a film that brings together many of these ideas, while concentrating on Earth’s magnetic field.
Physical Science B reviewed the basics of electromagnetism and applied this knowledge towards understanding devices such as galvanometers, motors and speakers. The function of a galvanometer was demonstrated and students had a chance to see the inner workings of the device. With that model in mind, electric motors were introduced and the function of the brushes and commutators to promote continuous rotation was described. Then, we looked at speakers, which operate on a similar system, although the motion produced is back-and-forth, not rotational. It is this back and forth motion that produces the longitudinal waves associated with sound. Tomorrow, a lab is on deck that will allow you to explore both permanent magnets and their magnetic fields and the structure and properties of an electromagnet.
Physical Science E moved from a discussion of Earth’s magnetic field and the properties of permanent magnets to the properties of current-carrying wires. Moving electric charges generate both electric and magnetic fields and many moving charges (current) creates a noticeable net magnetic field. A straight wire produces a relatively weak field, a single coil of wire produces a stronger field, a series of coils (solenoid) generates an even bigger field and the iron-core solenoid (electromagnet) produces the strongest field of all (for the same current). For solenoids and electromagnets, the shape of the magnetic field is very similar to that of a bar magnet and there is a distinct north and south pole. Tomorrow, we take a look at devices that use the magnetic fields produced by current-carrying wires to do work.
Physics F started their examination of electromagnetic induction today after a review of last night’s homework problems. Moving a magnet through a coil of wire or moving a coil of wire through a magnetic field can generate an electric current in the wire. There are other things that can induce current, such as varying the magnetic field strength or fluctuating the size of the wire coil, but using relative motion of the coil of wire and magnetic field is the most common method. A bar magnet and a solenoid was used to demonstrate electromagnetic induction and the direction change of the current caused by changing the direction of the relative motion. Students examined the use of Faraday’s Law to calculate the size of the induced current and used Lenz’s Law to predict the current’s direction. Tomorrow – devices that rely on electromagnetic induction.
Physics G took time to discuss the forces that act on charged particles and current-carrying wires when placed in a magnetic field. Both the magnitude and the direction of the force can be determined, for a prediction of the change in motion of the particle or wire. Students practiced using the right hand rule to determine magnetic field and force direction and time was given for students to practice working problems using formulas to calculate force on a particle and force on a wire. Tomorrow we shift gears a bit and take up the case where magnetism is used to generate electric current.
Homework
Honors Physics A: None
Physical Science B: 17.3 Section Review and Chapter Review items #28, 30, 32
Physical Science E: 17.2 Section Review and Chapter Review items #17, 18, 28, 30, 32
Physics F: None
Physics G: Practice 21A #2,5; Practice 21B #3,4; Chapter Review #19-24, 26
Physical Science B reviewed the basics of electromagnetism and applied this knowledge towards understanding devices such as galvanometers, motors and speakers. The function of a galvanometer was demonstrated and students had a chance to see the inner workings of the device. With that model in mind, electric motors were introduced and the function of the brushes and commutators to promote continuous rotation was described. Then, we looked at speakers, which operate on a similar system, although the motion produced is back-and-forth, not rotational. It is this back and forth motion that produces the longitudinal waves associated with sound. Tomorrow, a lab is on deck that will allow you to explore both permanent magnets and their magnetic fields and the structure and properties of an electromagnet.
Physical Science E moved from a discussion of Earth’s magnetic field and the properties of permanent magnets to the properties of current-carrying wires. Moving electric charges generate both electric and magnetic fields and many moving charges (current) creates a noticeable net magnetic field. A straight wire produces a relatively weak field, a single coil of wire produces a stronger field, a series of coils (solenoid) generates an even bigger field and the iron-core solenoid (electromagnet) produces the strongest field of all (for the same current). For solenoids and electromagnets, the shape of the magnetic field is very similar to that of a bar magnet and there is a distinct north and south pole. Tomorrow, we take a look at devices that use the magnetic fields produced by current-carrying wires to do work.
Physics F started their examination of electromagnetic induction today after a review of last night’s homework problems. Moving a magnet through a coil of wire or moving a coil of wire through a magnetic field can generate an electric current in the wire. There are other things that can induce current, such as varying the magnetic field strength or fluctuating the size of the wire coil, but using relative motion of the coil of wire and magnetic field is the most common method. A bar magnet and a solenoid was used to demonstrate electromagnetic induction and the direction change of the current caused by changing the direction of the relative motion. Students examined the use of Faraday’s Law to calculate the size of the induced current and used Lenz’s Law to predict the current’s direction. Tomorrow – devices that rely on electromagnetic induction.
Physics G took time to discuss the forces that act on charged particles and current-carrying wires when placed in a magnetic field. Both the magnitude and the direction of the force can be determined, for a prediction of the change in motion of the particle or wire. Students practiced using the right hand rule to determine magnetic field and force direction and time was given for students to practice working problems using formulas to calculate force on a particle and force on a wire. Tomorrow we shift gears a bit and take up the case where magnetism is used to generate electric current.
Homework
Honors Physics A: None
Physical Science B: 17.3 Section Review and Chapter Review items #28, 30, 32
Physical Science E: 17.2 Section Review and Chapter Review items #17, 18, 28, 30, 32
Physics F: None
Physics G: Practice 21A #2,5; Practice 21B #3,4; Chapter Review #19-24, 26
4/27/10
TV ALERT!!!!!!!!!!!!!!!!!
Tomorrow night on PBS, make sure to catch Great Performances. It is the performance of Hamlet featuring David Tennant (Dr. Who) and Patrick Stewart (Capt. Picard). Yeah, so it got tremendous rave reviews by the critics and drew huge audiences when it aired in England. Who cares? Dr. Who and Capt. Picard?!? C'mon, you gotta watch that....
Check the Great Performances site for more info...
Check the Great Performances site for more info...
An Attractive Tuesday
Honors Physics reviewed over the basics of electromagnetism and then stepped into electromagnetic induction. Magnetic flux can generate electric current and the value of that current is dependent on conditions of the flux such as change in field strength, number of windings present, speed of the fluctuation, etc. Induction was demonstrated by a solenoid hooked up to a galvanomenter. A bar magnet inserted into the solenoid core produced an electric current that was registered on the galvanometer. Inserting the magnet produced a current with a direction opposite that produced when the magnet was removed. Also, each pole of the magnet caused current flow in different directions. When the magnet was held stationary in the solenoid, there was no current generated. Without a change in the magnetic field, there is no generation of current. The Lenz’s law demonstration also showed the generation of current when a magnetic sphere was dropped into a copper pipe. The magnet fell at a rate substantially slower than that of a standard steel ball bearing. Lenz’s Law predicts that the current generated will produce a magnetic field that will oppose the flux in the external magnetic field and this demo is good for demonstrating that effect. Tomorrow, we pick up with generators!
Physical Science B began a discussion of electromagnetism today and had a few demonstrations thrown in, to boot. Students explored the magnetic fields produced by moving charges and how the magnitude of the magnetic field can be boosted by coiling and then winding the current-carrying wire. An air-core solenoid was demonstrated in class and compasses were used to document the pattern of the magnetic field lines. When the polarity was flipped, so did the directions the compasses pointed. An iron-core solenoid (electromagnet) was also demonstrated and its magnetic field strength was compared with that of the air-core solenoid. Tomorrow, we begin to look at devices that rely on electromagnetism, such as motors.
Physical Science E began their classroom discussion of permanent magnet and magnetic fields today. Armed with information from yesterday’s film, students were able to work through the nature of magnetism and the properties of permanent magnets, magnetic fields and field lines and characteristics of Earth’s magnetic field. Tomorrow, we explore the ability of moving charges to generate magnetic fields.
Physics F picked up with magnetic forces today and discussed the behavior of charged particles and current-carrying wires in magnetic fields. The right-hand rule was implemented to determine the direction of the forces produced and factors affecting magnetic force – particle charge, velocity, magnetic field strength and angle of travel – were described. The structure and function of the galvanometer was investigated and time was given for folks to work practice problems with magnetic forces.
Physics G began discussing the ability of moving charged particles to produce magnetic fields. The magnetic field of a straight wire, a coil and a solenoid was described and the ability of an iron core to increase the field strength of a solenoid was investigated and demonstrated. Charged particle motion was then linked to magnetic domains in permanent magnets. Tomorrow – magnetic forces!
Homework
Honors Physics A: Practice 22A and the 22.1 Section Review
Physical Science B: 17.2 Section Review
Physical Science E: None
Physics F: Practice 21A #2,5; Practice 21B #3,4; Chapter Review #19-24, 26
Physics G: 21.3 Section Review
Physical Science B began a discussion of electromagnetism today and had a few demonstrations thrown in, to boot. Students explored the magnetic fields produced by moving charges and how the magnitude of the magnetic field can be boosted by coiling and then winding the current-carrying wire. An air-core solenoid was demonstrated in class and compasses were used to document the pattern of the magnetic field lines. When the polarity was flipped, so did the directions the compasses pointed. An iron-core solenoid (electromagnet) was also demonstrated and its magnetic field strength was compared with that of the air-core solenoid. Tomorrow, we begin to look at devices that rely on electromagnetism, such as motors.
Physical Science E began their classroom discussion of permanent magnet and magnetic fields today. Armed with information from yesterday’s film, students were able to work through the nature of magnetism and the properties of permanent magnets, magnetic fields and field lines and characteristics of Earth’s magnetic field. Tomorrow, we explore the ability of moving charges to generate magnetic fields.
Physics F picked up with magnetic forces today and discussed the behavior of charged particles and current-carrying wires in magnetic fields. The right-hand rule was implemented to determine the direction of the forces produced and factors affecting magnetic force – particle charge, velocity, magnetic field strength and angle of travel – were described. The structure and function of the galvanometer was investigated and time was given for folks to work practice problems with magnetic forces.
Physics G began discussing the ability of moving charged particles to produce magnetic fields. The magnetic field of a straight wire, a coil and a solenoid was described and the ability of an iron core to increase the field strength of a solenoid was investigated and demonstrated. Charged particle motion was then linked to magnetic domains in permanent magnets. Tomorrow – magnetic forces!
Homework
Honors Physics A: Practice 22A and the 22.1 Section Review
Physical Science B: 17.2 Section Review
Physical Science E: None
Physics F: Practice 21A #2,5; Practice 21B #3,4; Chapter Review #19-24, 26
Physics G: 21.3 Section Review
4/26/10
Monday, Monday
Honors Physics continued on with their discussion of magnetism with a look at magnetic forces. How magnetic forces affect charged particles and current-carrying wires was described and the use of the right-hand rule to determine force direction was demonstrated. NOTE! – when using the right-hand for charged particles, remember that the rule is set up for positive test charges. If a an electron or other negative charge is in the question, the direction of motion would be opposite that of the positive test charge. The structure and function of the galvanometer was addressed, also, and we will go more deeply into this in the next chapter. Tomorrow, we start with electromagnetic induction – the ability of fluctuating magnetic fields to create electric current.
Physical Science B started their discussion of magnetism with a review of the lab that they conducted the Friday before vacation. Compasses were used in that activity to examine magnetic field lines for a variety of styles and types of magnets. A compass will align itself in a magnetic field and allow you to actually map field lines, as we observed in class. We contrasted hard and soft magnets and discussed the orientation of Earth’s magnetic field. Tomorrow, we take up the ability of electric current to generate magnetic fields and forces.
Physical Science E started the class by discussing the lab investigation that students conducted before we left for break. Magnetic materials have mappable field lines, which give a profile of the direction and strength of the magnetic field at different locations. Students then watched the video Magnetic Storm, which details the properties of Earth’s magnetic field, illustrates the concept of magnetic domains, discusses the historical shifts in Earth’s magnetic field and possible consequences of another such shift in the future. Tomorrow, we’ll pick up with permanent magnets and their properties before hitting electromagnetism on Wednesday.
Physics F reviewed their labs from before vacation and the concept, in general, of permanent magnets. Then, we hopped into magnetic fields created by moving charges. We looked at the fields and forces producing by moving charges and by current-carrying wires. The effect of coiling a wire on magnetic field strength was discussed and an air-core solenoid and electromagnet were demonstrated at the end of the discussion. Tomorrow, we move more deeply into magnetic forces and their effects on the motion of matter.
Physics G began their discussion of magnetism with an overview of permanent magnets, magnetic fields/field lines and an overview of Earth’s magnetic field. We used the activity from the Friday before vacation to illustrate the ideas and students had time in class to examine magnetic field lines using iron filings. Tomorrow, we take a look at situations where electric current is used to produce magnetic fields.
Homework
Honors Physics A: Practice 21A, 21B and the 21.3 Section Review
Physical Science B: 17.1 Section Review and Chapter Review items# 15, 27
Physical Science E: Complete Magnetic Storm Discussion questions and 17.1 Section Review
Physics F and G: 21.2 Section Review and Chapter Review items #7, 9, 11-16
Physical Science B started their discussion of magnetism with a review of the lab that they conducted the Friday before vacation. Compasses were used in that activity to examine magnetic field lines for a variety of styles and types of magnets. A compass will align itself in a magnetic field and allow you to actually map field lines, as we observed in class. We contrasted hard and soft magnets and discussed the orientation of Earth’s magnetic field. Tomorrow, we take up the ability of electric current to generate magnetic fields and forces.
Physical Science E started the class by discussing the lab investigation that students conducted before we left for break. Magnetic materials have mappable field lines, which give a profile of the direction and strength of the magnetic field at different locations. Students then watched the video Magnetic Storm, which details the properties of Earth’s magnetic field, illustrates the concept of magnetic domains, discusses the historical shifts in Earth’s magnetic field and possible consequences of another such shift in the future. Tomorrow, we’ll pick up with permanent magnets and their properties before hitting electromagnetism on Wednesday.
Physics F reviewed their labs from before vacation and the concept, in general, of permanent magnets. Then, we hopped into magnetic fields created by moving charges. We looked at the fields and forces producing by moving charges and by current-carrying wires. The effect of coiling a wire on magnetic field strength was discussed and an air-core solenoid and electromagnet were demonstrated at the end of the discussion. Tomorrow, we move more deeply into magnetic forces and their effects on the motion of matter.
Physics G began their discussion of magnetism with an overview of permanent magnets, magnetic fields/field lines and an overview of Earth’s magnetic field. We used the activity from the Friday before vacation to illustrate the ideas and students had time in class to examine magnetic field lines using iron filings. Tomorrow, we take a look at situations where electric current is used to produce magnetic fields.
Homework
Honors Physics A: Practice 21A, 21B and the 21.3 Section Review
Physical Science B: 17.1 Section Review and Chapter Review items# 15, 27
Physical Science E: Complete Magnetic Storm Discussion questions and 17.1 Section Review
Physics F and G: 21.2 Section Review and Chapter Review items #7, 9, 11-16
4/25/10
NOOOOOOOOOOOO!!!!!!
Well, vacation is over and done with and it is basically a nonstop slog until the end in June. We have a good deal of time left and people should look back at their quarter 3 grades (which are notoriously evil) for inspiration to kick things back into high gear. Freshmen: Remember that help is always available and should be taken advantage of whenever necessary. Bonus and extra credit is not really appropriate for honors classes, when solely for the purpose of bringing up poor test scores. Take the time to do a thorough review of new material and don't wait until the last minute to try and have a study marathon. See me for review, extra problems or anything else you need before exam time arrives. Also, DO YOUR HOMEWORK! Lots of folks slipped last quarter due to not submitting assignments or submitting assignments that are not complete. Seniors: Now is not the time to decide to stop working. Although many of you have your college acceptance letters, I bet that few of you have your financial aid packages locked down. Those don't tend to come until later and they have access to your FULL transcript. Letting it all go in quarter 4 does not demonstrate commitment to your education and that is a poor way to argue for a college to give you money. Keep on with your best effort until the final bell...
Tomorrow, Honors Physics and Physics F and G will continue on with their magnetism discussions. Physical Science B will begin their magnetism unit with a discussion of the lab they conducted before we left for break and then a jump into the world of permanent magnets. Physical Science E will watch a video made by NOVA called Magnetic Storm. It is a good film for describing the basics of magnetism and properties of Earth's magnetic field. There will be discussion questions to answer when the film is done, so don't count on the time to catch up on your sleep.
Tomorrow, Honors Physics and Physics F and G will continue on with their magnetism discussions. Physical Science B will begin their magnetism unit with a discussion of the lab they conducted before we left for break and then a jump into the world of permanent magnets. Physical Science E will watch a video made by NOVA called Magnetic Storm. It is a good film for describing the basics of magnetism and properties of Earth's magnetic field. There will be discussion questions to answer when the film is done, so don't count on the time to catch up on your sleep.
4/23/10
Make a Rocket!
MAKE magazine is a great source of DYI projects and this rocket is cheap, effective and fun...
Compressed Air Rocket
Rocket Template
Compressed Air Rocket
Rocket Template
4/18/10
No-Name Papers
With the ability to view grades online now, putting your name on papers becomes especially important. Going through the circuits labs, I came across two papers without names, so I cannot assign grades. Mom or Dad looking at the grades will see no grade (a zero) for that paper until I can match person to paper. Make sure that all papers have you name on them and be sure to check closely when I hold up papers in class that lack a name. Don't lose credit for work you did, but didn't claim!
4/16/10
I'm Out of This Popsicle Stand
Honors Physics indulged themselves in a small lab activity concerning electromagnets. Students investigated the relationship between number of coils and magnetic field. A clean, linear relationship was demonstrated that allowed students to predict the magnetic field strength for any number of windings. Students then struck the recently magnetized iron nail and compared its magnetic field strength pre- and post-strike. The field strength was markedly diminished after striking due to the randomization of the magnetic domains. When we return, we’ll pick up with magnetic forces.
Physical Science B and E handed in their circuits project work and their test corrections. Students, bleating for extra credit, were allowed to conduct an investigation on the properties of the magnetic field around different types and shapes of magnets. Students used compasses to visualize the magnetic field lines and the behavior of the compass gave a qualitative measure of the magnet’s strength. We ended the lab with and introductory discussion of magnetic field lines and types and features of permanent magnets. On return – magnetism and more magnetism.
Physics F conducted their lab investigation on permanent and electromagnets. They correlated distance with magnetic field strength and profiled the magnetic field along the length of a bar magnet. Students then turned attention to the electromagnet – multiple coils of current-carrying wire with an iron core. They tested the field strength with increased numbers of windings and used the results to predict the field strength for other winding values. Then, they measured the field strength of the newly-magnetized iron nail and compare it to the value for the nail after it had been sharply struck on a hard surface. Due to randomization of the previously-aligned magnetic domains, the field strength of the post-strike nail was markedly less than that of the pre-strike nail. We will look more closely at the idea of magnetic domains when we return from break.
Physics G discussed yesterday’s lab investigation and then conducted a quick investigation on the magnetic field lines of permanent magnets. Students mapped the field lines for bar, disc and cuboidal magnets and made notes on magnet strength. We will discuss these ideas when we return from break.
Homework – None! Have a good April vacation…
Physical Science B and E handed in their circuits project work and their test corrections. Students, bleating for extra credit, were allowed to conduct an investigation on the properties of the magnetic field around different types and shapes of magnets. Students used compasses to visualize the magnetic field lines and the behavior of the compass gave a qualitative measure of the magnet’s strength. We ended the lab with and introductory discussion of magnetic field lines and types and features of permanent magnets. On return – magnetism and more magnetism.
Physics F conducted their lab investigation on permanent and electromagnets. They correlated distance with magnetic field strength and profiled the magnetic field along the length of a bar magnet. Students then turned attention to the electromagnet – multiple coils of current-carrying wire with an iron core. They tested the field strength with increased numbers of windings and used the results to predict the field strength for other winding values. Then, they measured the field strength of the newly-magnetized iron nail and compare it to the value for the nail after it had been sharply struck on a hard surface. Due to randomization of the previously-aligned magnetic domains, the field strength of the post-strike nail was markedly less than that of the pre-strike nail. We will look more closely at the idea of magnetic domains when we return from break.
Physics G discussed yesterday’s lab investigation and then conducted a quick investigation on the magnetic field lines of permanent magnets. Students mapped the field lines for bar, disc and cuboidal magnets and made notes on magnet strength. We will discuss these ideas when we return from break.
Homework – None! Have a good April vacation…
4/15/10
How's About that Thursday
Honors Physics went over their lab investigations and electricity exams before diving deeper into electromagnetism. Students discussed the effects of coiling a wire on the strength and character of the magnetic field and contrasted air-core solenoids with iron-core solenoids (electromagnets). The magnetic field profile of a solenoid was discussed and likened to that of a bar magnet. Tomorrow, we tackle magnetic forces.
Physical Science B and E reviewed the electricity open-response MCAS items and discussed strategies for maximizing scores on these questions. Students were then given class time to work on corrections for their electricity exams. Students can receive 1/4 of the points they missed added back to their exams if they explain why they chose the incorrect response and the reasons the correct choice is correct. Books, notes, peers, parents and I are all resources for the corrections. If you have any items that you cannot work through, see me tomorrow before school or at the start of class.
Physics F began to discuss magnetism and spent time in class describing magnetic fields. We examined the pattern of field lines associated with bar magnets and contrasted with the pattern we see for Earth’s magnetic field. The use of a compass for navigation was discussed, and the magnetic properties of a lodestone was demonstrated. Tomorrow, a lab that allows students to investigate different types of permanent magnets and study the effect of winding number of the strength of an electromagnet.
Physics G conducted their magnetism lab today which targeted both permanent and electromagnets. Students found that magnetic field strength was correlated with distance from the magnet and that when evaluating the field along the length of the bar magnet, the field showed an obvious switch from one sign or pole to the other. Different types and shapes of magnets also act as dipoles, but field strength is not always a simple factor of size or shape. For the electromagnet, the number of windings had a linear relationship with field strength – more windings, stronger field – and a sharply struck nail loses a great deal of its magnetic field strength. Now, look ahead to magnetic domains and figure out why that’s the case.
Homework
Honors Physics A: None
Physical Science B and E: Complete test corrections
Physics F: Read lab protocol sheet
Physics G: Complete lab write up
Physical Science B and E reviewed the electricity open-response MCAS items and discussed strategies for maximizing scores on these questions. Students were then given class time to work on corrections for their electricity exams. Students can receive 1/4 of the points they missed added back to their exams if they explain why they chose the incorrect response and the reasons the correct choice is correct. Books, notes, peers, parents and I are all resources for the corrections. If you have any items that you cannot work through, see me tomorrow before school or at the start of class.
Physics F began to discuss magnetism and spent time in class describing magnetic fields. We examined the pattern of field lines associated with bar magnets and contrasted with the pattern we see for Earth’s magnetic field. The use of a compass for navigation was discussed, and the magnetic properties of a lodestone was demonstrated. Tomorrow, a lab that allows students to investigate different types of permanent magnets and study the effect of winding number of the strength of an electromagnet.
Physics G conducted their magnetism lab today which targeted both permanent and electromagnets. Students found that magnetic field strength was correlated with distance from the magnet and that when evaluating the field along the length of the bar magnet, the field showed an obvious switch from one sign or pole to the other. Different types and shapes of magnets also act as dipoles, but field strength is not always a simple factor of size or shape. For the electromagnet, the number of windings had a linear relationship with field strength – more windings, stronger field – and a sharply struck nail loses a great deal of its magnetic field strength. Now, look ahead to magnetic domains and figure out why that’s the case.
Homework
Honors Physics A: None
Physical Science B and E: Complete test corrections
Physics F: Read lab protocol sheet
Physics G: Complete lab write up
4/14/10
All Downhill From Here
Already Wednesday - the majority of pre-vacation week is behind us...
Honors Physics conducted a lab that documented the relationship between magnetic field strength and distance. The curves argued that the magnet combinations you tested behaved as dipoles, which was expected. Make sure and look over your work for the calculation-based Extensions. They aren't hard, but do require that you put in careful work. For reference - the radius of your small magnets was about 0.0025 m.
Physical Science B and E took their electricity exams and we'll go over them in class tomorrow. We'll also finish up with the MCAS review packet (open-response questions) and may have time left over to take up the discussion of magnetism.
Physics F and G worked on test corrections. Tomorrow, G Block will conduct a lab that will allow students to explore the properties of permanent magnets and electromagnets. F Block will work on this lab Friday.
Homework
Honors Physics A: Complete lab write up
Physical Science B: Complete MCAS review packet and Pre-Reading Questions on p. 563
Physical Science E: Complete Pre-Reading Questions on p. 563 and list 5 bits of information you know about magnetism
Physics F: Work on test corrections
Physics G: Work on test corrections and read lab protocol packet
Honors Physics conducted a lab that documented the relationship between magnetic field strength and distance. The curves argued that the magnet combinations you tested behaved as dipoles, which was expected. Make sure and look over your work for the calculation-based Extensions. They aren't hard, but do require that you put in careful work. For reference - the radius of your small magnets was about 0.0025 m.
Physical Science B and E took their electricity exams and we'll go over them in class tomorrow. We'll also finish up with the MCAS review packet (open-response questions) and may have time left over to take up the discussion of magnetism.
Physics F and G worked on test corrections. Tomorrow, G Block will conduct a lab that will allow students to explore the properties of permanent magnets and electromagnets. F Block will work on this lab Friday.
Homework
Honors Physics A: Complete lab write up
Physical Science B: Complete MCAS review packet and Pre-Reading Questions on p. 563
Physical Science E: Complete Pre-Reading Questions on p. 563 and list 5 bits of information you know about magnetism
Physics F: Work on test corrections
Physics G: Work on test corrections and read lab protocol packet
4/13/10
Lots of Busy Brains
Honors Physics began their unit on magnetism with a discussion of magnetic fields and magnetic field lines. The directionality of magnetic fields was emphasized and standard permanent magnets and the Earth’s magnetic field was used as an example. Hard versus soft magnetic materials were introduced and students were given a look at hysteresis curves for a soft and hard magnetic substance. A lodestone was demonstrated to show that even the weak magnetic field of the Earth can magnetize an object, given enough time. Students were also introduced to the concept of electromagnetism and how the right-hand rule is used to predict the direction of the magnetic field in a current-carrying wire. Tomorrow’s lab will allow students to investigate permanent magnets. The nature of the magnetic dipole, field strength at distance and properties of different shapes of magnets will be explored.
Physical Science B and E worked on MCAS practice in preparation for tomorrow’s exam. Questions about waves were also tossed in, since students are still having some difficulty with wave concepts. After tomorrow’s exam, we will begin our unit on magnetism. Remember to have your circuits projects completed and turned in to me by Friday. Some folks in B-Block asked for Coulomb’s Law review problems, so I gave them this sheet and this sheet. The answers for these are below:
Coulomb’s Law Problems
Homework
Honors Physics A: Read lab protocol sheet
Physical Science B: Complete electricity review worksheets and study for exam. Complete MCAS review packet by Thursday
Physical Science E: Study for exam. Complete all MCAS review packet questions by Thursday
Physics F and G: 20.1 Section Review and Chapter Review items #1-4
Physical Science B and E worked on MCAS practice in preparation for tomorrow’s exam. Questions about waves were also tossed in, since students are still having some difficulty with wave concepts. After tomorrow’s exam, we will begin our unit on magnetism. Remember to have your circuits projects completed and turned in to me by Friday. Some folks in B-Block asked for Coulomb’s Law review problems, so I gave them this sheet and this sheet. The answers for these are below:
Coulomb’s Law Problems
- 8.7 x 106 N
- 7.8 x 10-14 m
- 3.4 x 10-7 C
- 1.1 m
- Charge must be negative, since the force with the other charge (which is negative) is a positive force
- 1.2 x 10-7 C
- Electric force is directional proportional to the magnitude of the interacting charges and inversely proportional to the squared distance between them.
- Force drops to 1/4 of the original value; force drops to 1/9 of the original value
- Fg = 4.1 x 10-47 N
- Fe = 9.2 x 10-8 N
- The enormous discrepancy between the magnitude of the forces that the electric force has more impact on the behavior of the charges than does the gravitational attraction between them.
- Both spheres should have force arrows for weight (down) and the normal force (up) that are equal in size. Much smaller arrows indicating electric forces repelling the spheres should be indicated as for a standard force diagrams.
- Arrows should indicate equal forces acting on each particle indicating motion away from the neighboring particle. Magnitude of force = 1.3 N and the force is a repelling force.
- 1.6 x 104 N, repelling
- -0.4 N, attracting
- -40 N
Homework
Honors Physics A: Read lab protocol sheet
Physical Science B: Complete electricity review worksheets and study for exam. Complete MCAS review packet by Thursday
Physical Science E: Study for exam. Complete all MCAS review packet questions by Thursday
Physics F and G: 20.1 Section Review and Chapter Review items #1-4
4/12/10
Pre-Vacation-Week Monday
Honors Physics endured their graded learning experience for electricity. Tomorrow, we move into the arena of magnetism and will discuss the nature of magnetism and the properties of permanent magnets and magnetic fields. The lab on Wednesday will allow folks to experiment with permanent magnets and investigate magnetic field strength and configuration.
Physical Science B strolled through the electricity chapter and reminded themselves of the material that will be fair game for the exam on Wednesday. We went over the review homework and work on MCAS review tomorrow. Physical Science also strolled through the chapter, but then took time to start their MCAS review work. We will tie up all loose ends tomorrow for both sections in preparation for Wednesday’s exam.
Physics F and G reviewed for tomorrow’s exam on electricity. We went over the review packets students were assigned over the weekend and addressed any final questions and concerns. Wednesday – magnetism!
Homework
Honors Physics A: 21.1 Section Review and Chapter Review items #1-4
Physical Science B: None
Physical Science E: Complete multiple choice items of MCAS review packet
Physics F and G: Study for exam
Physical Science B strolled through the electricity chapter and reminded themselves of the material that will be fair game for the exam on Wednesday. We went over the review homework and work on MCAS review tomorrow. Physical Science also strolled through the chapter, but then took time to start their MCAS review work. We will tie up all loose ends tomorrow for both sections in preparation for Wednesday’s exam.
Physics F and G reviewed for tomorrow’s exam on electricity. We went over the review packets students were assigned over the weekend and addressed any final questions and concerns. Wednesday – magnetism!
Homework
Honors Physics A: 21.1 Section Review and Chapter Review items #1-4
Physical Science B: None
Physical Science E: Complete multiple choice items of MCAS review packet
Physics F and G: Study for exam
4/9/10
The End of the Week
Honors Physics reviewed the spot-check problems and then brought up any final questions or problems in preparation for Monday’s exam. On Tuesday, we will begin the unit on magnetism, induction and alternating current and will conduct a lab on magnetic fields on Wednesday.
Physical Science B had one group completing their hands-on projects after a debriefing of the lab experience by the class as a whole. Students then started working on review for next week’s exam, which we will go over first thing Monday morning. Tuesday is set aside for MCAS practice and addressing any last-minute questions or problems before Wednesday’s test.
Physical Science E completed the last bit of their hands-on electricity experience and groups that finished early started on the review work for Wednesday’s exam. We will discuss this review on Monday and browse through the chapter highlighting concepts and skills relevant for the exam. MCAS practice will further serve to reinforce the concepts.
Physics F and G began the review process for Tuesday’s exam. We went through each of the four chapters on electricity and pointed out the specific information and skills for which students will be responsible on Tuesday. Then, a bit of review work was assigned that we will go over on Monday.
Homework
Honors Physics A: Study for exam
Physical Science B: Chapter 16 Review items #12-28, 33
Physical Science E: None
Physics F and G: Electricity review packet
Physical Science B had one group completing their hands-on projects after a debriefing of the lab experience by the class as a whole. Students then started working on review for next week’s exam, which we will go over first thing Monday morning. Tuesday is set aside for MCAS practice and addressing any last-minute questions or problems before Wednesday’s test.
Physical Science E completed the last bit of their hands-on electricity experience and groups that finished early started on the review work for Wednesday’s exam. We will discuss this review on Monday and browse through the chapter highlighting concepts and skills relevant for the exam. MCAS practice will further serve to reinforce the concepts.
Physics F and G began the review process for Tuesday’s exam. We went through each of the four chapters on electricity and pointed out the specific information and skills for which students will be responsible on Tuesday. Then, a bit of review work was assigned that we will go over on Monday.
Homework
Honors Physics A: Study for exam
Physical Science B: Chapter 16 Review items #12-28, 33
Physical Science E: None
Physics F and G: Electricity review packet
4/8/10
Electricity Home Stretch
Honors Physics reviewed their electric power work and then walked through the 4 chapters that comprise the electricity unit. For each chapter, the relevant material was highlighted and students were given a sheet that specified which math skills would be required for the exam. A series of review problems was assigned that we will go over first thing tomorrow. Take time tonight, also, to pull together any questions or problems that you want to discuss tomorrow.
Physical Science B completed their circuit building activities. Some groups began their outside research and others finished the last few projects in their packets. The whole enchilada is due on April 16 (next Friday), so students should have plenty of time to pull together a nice package to submit. Tomorrow, we’ll discuss the projects and begin MCAS review for electricity.
Physical Science E had a long block to complete their lab activities. Groups have nearly completed the hands-on portion and are now ready to work on the outside research. Water alarms, conductivity meters, radio transmitters, radio receivers and Morse code generators were part of the day’s offerings. The deadlines for the completed projects/research are the same as B Block, so everyone should have sufficient time to pull their work together. We'll take some time tomorrow for groups to finish up their final activities and then discuss the circuit unit as a whole.
Physics F went over their series and parallel circuit lab and then, along with G Block began a discussion of electric power and electric safety. Electric power is no different than mechanical power in that it is a measure of the rate of energy use/work production. An appliance with a larger power rating than another doesn’t do more work, it simply does the work faster. We’ll review over this tomorrow and then move into the review process for the electricity exam.
Homework
Honors Physics A: p. 655 #20, p.656 #37, p. 684 #27, p.719 #41, 43 and 51, p. 757 #43d and e, p. 759 #49
Physical Science B and E: None, although outside research may be started
Physics F and G: Practice 19C #1 and 4, 19D and the 19.3 Section Review
Physical Science B completed their circuit building activities. Some groups began their outside research and others finished the last few projects in their packets. The whole enchilada is due on April 16 (next Friday), so students should have plenty of time to pull together a nice package to submit. Tomorrow, we’ll discuss the projects and begin MCAS review for electricity.
Physical Science E had a long block to complete their lab activities. Groups have nearly completed the hands-on portion and are now ready to work on the outside research. Water alarms, conductivity meters, radio transmitters, radio receivers and Morse code generators were part of the day’s offerings. The deadlines for the completed projects/research are the same as B Block, so everyone should have sufficient time to pull their work together. We'll take some time tomorrow for groups to finish up their final activities and then discuss the circuit unit as a whole.
Physics F went over their series and parallel circuit lab and then, along with G Block began a discussion of electric power and electric safety. Electric power is no different than mechanical power in that it is a measure of the rate of energy use/work production. An appliance with a larger power rating than another doesn’t do more work, it simply does the work faster. We’ll review over this tomorrow and then move into the review process for the electricity exam.
Homework
Honors Physics A: p. 655 #20, p.656 #37, p. 684 #27, p.719 #41, 43 and 51, p. 757 #43d and e, p. 759 #49
Physical Science B and E: None, although outside research may be started
Physics F and G: Practice 19C #1 and 4, 19D and the 19.3 Section Review
4/7/10
Winding Down with Electricity
Honors Physics had a final go at combined circuits and did a nice job. Then, we tackled electric power and devices for electrical safety – fuses, circuit breakers and GFI’s. Tomorrow, we’ll review power and begin to pull together all the pieces of this unit. Look to the note packet and the ancillary reading I gave you to guide your exam preparation.
Physical Science B is nearly finished with building their electronic devices. Today, students made radio transmitters, radio receivers (and got to listen to a variety of AM stations in class) and Morse code generators. A few groups have a bit left to do and will get a chance to work again tomorrow in class. We will also begin to discuss the lab activities and work on MCAS practice for electromagnetism.
Physical Science E continued to build their circuits, constructing such devices as motion detectors and water alarms. They compared the conductivity of tap water with salt water and sugar-water. Tomorrow, our long block, should see all groups finishing their projects, which will bring them flush with B Block. Project discussion and MCAS practice begins on Friday.
Physics F conducted their series and parallel circuits lab, and got to see the patterns we discussed in class play out in real life. Series circuits see the same current through each resistor, but different potential difference drops across each resistor. Parallel circuits show the opposite pattern. Tomorrow, we’ll discuss the lab in more detail and take a look at electric power and electric safety.
Physics G discussed their series and parallel lab investigation and used the lab to review material for series circuits and highlight information about parallel circuits. Students got practice evaluating parallel circuits in class and will get more practice with the homework. We’ll hit electric power tomorrow and then begin the review process for the electricity exam.
Homework
Honors Physics A: Conceptual Challenge p.709, Practice 19C and the 19.3 Section Review
Physical Science B and E: None, except to make a start on the research for the circuits projects
Physics F: Complete lab write up
Physics G: 20.2 Section Review
Physical Science B is nearly finished with building their electronic devices. Today, students made radio transmitters, radio receivers (and got to listen to a variety of AM stations in class) and Morse code generators. A few groups have a bit left to do and will get a chance to work again tomorrow in class. We will also begin to discuss the lab activities and work on MCAS practice for electromagnetism.
Physical Science E continued to build their circuits, constructing such devices as motion detectors and water alarms. They compared the conductivity of tap water with salt water and sugar-water. Tomorrow, our long block, should see all groups finishing their projects, which will bring them flush with B Block. Project discussion and MCAS practice begins on Friday.
Physics F conducted their series and parallel circuits lab, and got to see the patterns we discussed in class play out in real life. Series circuits see the same current through each resistor, but different potential difference drops across each resistor. Parallel circuits show the opposite pattern. Tomorrow, we’ll discuss the lab in more detail and take a look at electric power and electric safety.
Physics G discussed their series and parallel lab investigation and used the lab to review material for series circuits and highlight information about parallel circuits. Students got practice evaluating parallel circuits in class and will get more practice with the homework. We’ll hit electric power tomorrow and then begin the review process for the electricity exam.
Homework
Honors Physics A: Conceptual Challenge p.709, Practice 19C and the 19.3 Section Review
Physical Science B and E: None, except to make a start on the research for the circuits projects
Physics F: Complete lab write up
Physics G: 20.2 Section Review
4/6/10
Wiring the World
Honors Physics reviewed their series and parallel circuit lab and then turned attention to the combined circuits homework. Lots of people had problems with those items, which is absolutely not surprising. Working with this type of circuit takes a lot of irons in the fire at once, and a dose of creative thinking thrown in also. As we saw today, you can pretty much start at any point in the circuit once the total current has been established and work from there. Use the extra problems assigned today to firm up your skills with these circuits. Tomorrow, we’ll review over them and then finalize this unit with a discussion of electric power and electric safety. Folks voted on the test being Monday, so there you have it.
Physical Science B checked over their MCAS practice question and then went back to work building their circuits. Many got as far as the radio transmitters, so tomorrow should be primarily centered around the radio receiver and Morse code generator. When all groups have completed their hands-on work, we’ll take time to do some MCAS practice before our test, which will fall next Tuesday or Wednesday.
Physical Science E had the same day as B Block, with students reviewing their MCAS work and continuing to construct their devices. The speed with which students work through the remaining projects will determine the time frame for the MCAS practice and exam.
Physics F reviewed series circuits and added parallel circuits to their skill set. Parallel circuits allow more than one complete path for charge flow, so a problem in one path does not interfere with the function of other paths. The mathematical evaluation of these circuits is a little different than for series circuits, since the addition of resistors and paths serves to lower overall resistance and bolster current . Tomorrow, you will get to investigate these circuits in your lab activity.
Physics G conducted a lab investigation on series and parallel circuits. Resistors were first arranged in series and the current and potential differences measured. The same measurements were taken for the resistors linked in parallel. One of the hardest things for students to do is to figure out how to wire the parallel arrangements and folks did a nice job of it. We will discuss the results of this experiment tomorrow before we move on to a thorough discussion of parallel circuits.
Homework
Honors Physics A: Chapter Review items #24 and 43 (omit d and e)
Physical Science B and E: None
Physics F: Read lab protocol sheet and complete 20.2 Section Review for Thursday
Physics G: Complete lab write up
Physical Science B checked over their MCAS practice question and then went back to work building their circuits. Many got as far as the radio transmitters, so tomorrow should be primarily centered around the radio receiver and Morse code generator. When all groups have completed their hands-on work, we’ll take time to do some MCAS practice before our test, which will fall next Tuesday or Wednesday.
Physical Science E had the same day as B Block, with students reviewing their MCAS work and continuing to construct their devices. The speed with which students work through the remaining projects will determine the time frame for the MCAS practice and exam.
Physics F reviewed series circuits and added parallel circuits to their skill set. Parallel circuits allow more than one complete path for charge flow, so a problem in one path does not interfere with the function of other paths. The mathematical evaluation of these circuits is a little different than for series circuits, since the addition of resistors and paths serves to lower overall resistance and bolster current . Tomorrow, you will get to investigate these circuits in your lab activity.
Physics G conducted a lab investigation on series and parallel circuits. Resistors were first arranged in series and the current and potential differences measured. The same measurements were taken for the resistors linked in parallel. One of the hardest things for students to do is to figure out how to wire the parallel arrangements and folks did a nice job of it. We will discuss the results of this experiment tomorrow before we move on to a thorough discussion of parallel circuits.
Homework
Honors Physics A: Chapter Review items #24 and 43 (omit d and e)
Physical Science B and E: None
Physics F: Read lab protocol sheet and complete 20.2 Section Review for Thursday
Physics G: Complete lab write up
4/5/10
Circuits
Honors Physics conducted a lab investigation that contrasted properties of series and parallel circuits. Students constructed both types of circuits and monitored current and potential difference across various resistors in the circuits. As we discussed in lab, resistors connected in parallel lower the equivalent resistance and raise the equivalent current. Resistors connected in series raise the equivalent resistance and lower the overall current. For parallel circuits, the potential difference across each resistor is the same, but the potential difference across each resistor in a series circuit depends on the component’s individual resistance. We’ll discuss this lab in more detail tomorrow, review combined circuits and then move on to electric power. Looking towards Friday for the exam
Physical Science B and E worked with their circuit kits to build a variety of systems as alarms, detectors, conductivity testers and other loud stuff. E block lost a period on Friday, so they are running a day behind B Block. We are looking at winding up this unit on Wednesday for B Block and Thursday for E Block, but that may vary depending on the speed with which students work through the material.
Physics F and G reviewed over the structure and function of capacitors and then had the Tesla coil demonstration to show how capacitors can be used for high-energy applications and research. Attention then turned to the function and types of electric circuits, with series circuits taking center stage. Tomorrow, G Block will conduct a lab investigation to contrast these circuits and their counterpart – parallel circuits – and F Block will spend time examining the differences between series and parallel circuits.
Homework
Honors Physics A: Complete lab write up
Physical Science B and E: MCAS question
Physics F: 20.1 Section Review, 20A #4, Chapter Review #2
Physics G: Read lab protocol sheet and complete 20.1 Section Review, 20A #4, Chapter Review #2 for Wednesday
Physical Science B and E worked with their circuit kits to build a variety of systems as alarms, detectors, conductivity testers and other loud stuff. E block lost a period on Friday, so they are running a day behind B Block. We are looking at winding up this unit on Wednesday for B Block and Thursday for E Block, but that may vary depending on the speed with which students work through the material.
Physics F and G reviewed over the structure and function of capacitors and then had the Tesla coil demonstration to show how capacitors can be used for high-energy applications and research. Attention then turned to the function and types of electric circuits, with series circuits taking center stage. Tomorrow, G Block will conduct a lab investigation to contrast these circuits and their counterpart – parallel circuits – and F Block will spend time examining the differences between series and parallel circuits.
Homework
Honors Physics A: Complete lab write up
Physical Science B and E: MCAS question
Physics F: 20.1 Section Review, 20A #4, Chapter Review #2
Physics G: Read lab protocol sheet and complete 20.1 Section Review, 20A #4, Chapter Review #2 for Wednesday
4/2/10
Phantastic Phriday
Honors Physics reviewed over the conceptual and quantitative aspects of series and parallel circuits and that will lead nicely into the lab on Monday that compares the behavior of these circuits. Students then were given time in class to work through problems with combined circuits – circuits where both series and parallel elements are present. The answers for these are below and in the solutions key on the course website. Make sure you can evaluate these types of circuits – if you can work these successfully, the other circuit types seem much easier in comparison.
20C
No one else met today, so not much to report. Have a nice semi-long weekend!
Homework
Honors Physics A: Read lab protocol sheet. Complete 20C, 20D and Chapter Review #26 for Tuesday
Physical Science B: None, although students may wish to begin working on their circuit research
20C
- 27.8 ohm
- 26.6 ohm
- 23.4 ohm
- 50.9 ohm
- 57.6 ohm
- 0.5 A, 2.5 V
- 0.5 A, 3.5 V
- 1.5 A, 6.0 V
- 1.0 A, 4.0 V
- 1.0 A, 4.0 V
- 2.0 A, 4.0 V
- 1.7 A
- 3.4 V
- 5.1 V
- 0.42 A
No one else met today, so not much to report. Have a nice semi-long weekend!
Homework
Honors Physics A: Read lab protocol sheet. Complete 20C, 20D and Chapter Review #26 for Tuesday
Physical Science B: None, although students may wish to begin working on their circuit research
4/1/10
An Electrical Day
Honors Physics reviewed the structure and function of series circuits and then turned attention to parallel circuits. Parallel circuits offer more than one path for charge travel, so if one device is damaged, no other device will be affected. Adding more resistors in parallel decreases overall circuit resistance and increases current and can pose an overload danger if too many parallel devices are connected. We also introduced the idea of circuits that combine both parallel and series elements and you will get practice working with these in class tomorrow.
Physical Science B and E began working on the second portion of their electrical circuits unit. Groups investigated the polarity of LED’s and motors, tested materials for their ability to conduct electrical charge and began to reflect on the function of motors. B Block will continue tomorrow, but E Block has to wait for Monday, since tomorrow is a half-day.
Physics F and G discussed the structure and function of capacitors in electrical circuits. Different types of capacitors were demonstrated as was the ability of a capacitor to store electrical charge and electrical potential energy. Neither of these sections meets tomorrow, so we’ll review capacitors on Monday and continue on with a deeper look at electric circuits.
Homework
Honors Physics A: Practice 20B and the 20.2 Section Review
Physical Science B and E: None, unless you choose to begin working on the research potion of your circuit unit
Physics F and G: None
Physical Science B and E began working on the second portion of their electrical circuits unit. Groups investigated the polarity of LED’s and motors, tested materials for their ability to conduct electrical charge and began to reflect on the function of motors. B Block will continue tomorrow, but E Block has to wait for Monday, since tomorrow is a half-day.
Physics F and G discussed the structure and function of capacitors in electrical circuits. Different types of capacitors were demonstrated as was the ability of a capacitor to store electrical charge and electrical potential energy. Neither of these sections meets tomorrow, so we’ll review capacitors on Monday and continue on with a deeper look at electric circuits.
Homework
Honors Physics A: Practice 20B and the 20.2 Section Review
Physical Science B and E: None, unless you choose to begin working on the research potion of your circuit unit
Physics F and G: None
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