Wednesday, May 21, 2014
Final Activity
TOMORROW (THURSDAY) WILL HAVE A FOLLOW UP SURVEY WORTH 20 POINTS. PEOPLE WHO ARE GOING TO BE GONE STILL NEED TO TAKE IT.--REMEMBER!!!)
At this point, almost everyone is wondering to themselves
"What does this radioactivity stuff have to do with physics anyway?"
Great question.
Physics is the study of forces, energy and motion. There are four main forces in the universe, according to current theory
MACRO FORCES
Gravity (the weakest force)
Electromagnetism (aspects of which include all the forces we study in the rest of the class)
NUCLEAR FORCES
Weak force (also known as radioactivity)
Strong force (the holds together the pieces that make up protons and neutrons)
We've started out this class with a snippet of information about Nuclear Forces, and next week, we move on to Macro Forces for the rest of the course. Before we do that, two things need to be accomplished.
Part 1
Create a public service video about a radioactive application using one of the following isotopes. One common application of the isotope is shown in ( ). Here's a sample of a particularly fancy one, While yours does not have to be this fancy, information does matter.
Here are some sample isotopes you could use.
At this point, almost everyone is wondering to themselves
"What does this radioactivity stuff have to do with physics anyway?"
Great question.
Physics is the study of forces, energy and motion. There are four main forces in the universe, according to current theory
MACRO FORCES
Gravity (the weakest force)
Electromagnetism (aspects of which include all the forces we study in the rest of the class)
NUCLEAR FORCES
Weak force (also known as radioactivity)
Strong force (the holds together the pieces that make up protons and neutrons)
We've started out this class with a snippet of information about Nuclear Forces, and next week, we move on to Macro Forces for the rest of the course. Before we do that, two things need to be accomplished.
Part 1
Create a public service video about a radioactive application using one of the following isotopes. One common application of the isotope is shown in ( ). Here's a sample of a particularly fancy one, While yours does not have to be this fancy, information does matter.
Here are some sample isotopes you could use.
- (irradiation of spices)cobalt-60
- Cs-133 (atomic clock)
- Iodine-131
- Americium-241 (gauging plastic)
- Americium-241 (smoke detectors)
- (CT or PET scans ) C-11, N-13, or O-15
- Technicium-99m
- (Fresh food irradiation) cobalt-60
- Leakage from Fukoshima (caesium or cesium contaminated water)
- C-14 (radioactive dating)
- Some other isotope of your choice
The following information should be present in your background information:
a. What type of decay is going on (alpha, beta, gamma, or fission)?
b. What is the half-life of the isotope, and how long will it take for 99% to disappear
c. How can we protect humans from this type of isotope when we don't want to be exposed to it?
d. How are force or momentum used in this process?
e. How often does this process affect your life?
g. Why is radioactivity all around us? And what's the difference between natural radioactivity and deadly radioactivity.
Upload your video to a youtube account and share with me.
Grading Rubric
Background notes and content correctness: 10 points
Entertainment value: 10 points
Use of media to enhance presentation: 10 points
Involvement by all members of group: 10 points
Title or Credits, as appropriate: 5 points
Part 2
Part 2
Work together to finish this worksheet, but you MUST hand in individual work.
Tuesday, May 20, 2014
Thursday, May 15, 2014
Monday, May 12, 2014
Beginning of Radioactivity--Picture notes.
FINDING OUT ABOUT THE NUCLEUS
Thomsen's Experiment
Rutherford's Model
Chadwick and Millikan
RADIATION AND PROBABILITY
The Basics
The Dosages and Such
Thomsen's Experiment
Rutherford's Model
Chadwick and Millikan
Watch the full episode. See more NOVA.
The Basics
The Dosages and Such
Friday, August 27, 2010
Modeling and Questions about Radioactivity
1. a) Using things available in the classroom, construct a model of the Rutherford experiment.
2.
a) Explain the difference between a detector and a probe.
b) Explain the difference in half life between two isotopes
c) Contrast fission and fusion.
d) How would you respond to an extremely obsessive person who wanted to avoid radiation at all costs.
Friday, May 9, 2014
Projectile motion model writeup
1. You built a catapult . Adjust it so that it is capable of launching a large marshmallow from a distance of 3 to 5 meters, and hitting a target that is .30 m high +/- .10 m. You will have 5 trials to hit your target at each distance on Friday, and will be graded according to your accuracy. (10 points)
2. Determine the variables for the y(down) and x for your catapult. Base your calculation on d(y) and x(y), both which were measured. SHOW WORK. (15 points)
3. Where is the biggest frictional issue in your machine? Explain why this matters to the range of your machine. (3 pts)
How could you determine F(net) of the projectile? (3 points)How will the net force of the projectile change if we use marshmallows instead of paper wads? An orange? Why?(3 points)
Explain how you would change the design if you built another machine, and what you have learned about projectiles. Include the following terms in your discussion about projectiles.: potential energy to kinetic energy changes, frictional force, net force, acceleration of gravity, vectors, kinematic equations, independent x and y motions. (15 points)
================================
Compare the physics engine used in your cartoon to the physics engine used in your game, using the data you captured in screen shots to support one of the following:
1. Both the cartoon and the game have great physics.
2. Neither the cartoon or the game have great physics.
3. One of the two is obviously superior.
This should be close to a page when done
================================
Use your paperwad data and see how close your value of C in the quadratic analysis came to -5 m/s/s
In fact, you can calculate the percentage error by using (x-5)/5, since the acceleration of gravity is 10 m/s/s.
Why does your data match or not match this idea?
Explain, using your screen shot as evidence.
2. Determine the variables for the y(down) and x for your catapult. Base your calculation on d(y) and x(y), both which were measured. SHOW WORK. (15 points)
3. Where is the biggest frictional issue in your machine? Explain why this matters to the range of your machine. (3 pts)
How could you determine F(net) of the projectile? (3 points)How will the net force of the projectile change if we use marshmallows instead of paper wads? An orange? Why?(3 points)
Explain how you would change the design if you built another machine, and what you have learned about projectiles. Include the following terms in your discussion about projectiles.: potential energy to kinetic energy changes, frictional force, net force, acceleration of gravity, vectors, kinematic equations, independent x and y motions. (15 points)
================================
Compare the physics engine used in your cartoon to the physics engine used in your game, using the data you captured in screen shots to support one of the following:
1. Both the cartoon and the game have great physics.
2. Neither the cartoon or the game have great physics.
3. One of the two is obviously superior.
This should be close to a page when done
================================
Use your paperwad data and see how close your value of C in the quadratic analysis came to -5 m/s/s
In fact, you can calculate the percentage error by using (x-5)/5, since the acceleration of gravity is 10 m/s/s.
Why does your data match or not match this idea?
Explain, using your screen shot as evidence.
Monday, May 5, 2014
Understanding projectile motion models
This project is focused on seeing how projectile motion is used in digital media as well as common experience. You must complete all projects, and put a screen shot of each data analysis in a shared Google folder.
Throughout this effort, you will need to use Vernier Logger Pro, the web cam, and/or http://www.screencast-o-matic.com/screen_recorder
Part 1: Take a video of your partner shooting a paper wad into the wastebasket. You must be at a right angle to the person so you can see the entire arc of the parabola. Analyze it using the Logger Pro. Fill out the 15 variable chart, indicating on the screen shot where you started and ended the parabola.
Part 2: Analyze the parabolic motion on a cartoon. This is a great opportunity to use screencast-o-matic and a youtube video in conjunction with video analysis. Again, fill out the fifteen variable chart.
Part 3: Build a catapult capable of CONSISTENTLY hitting a sheet of typing paper from a distance of 3-5 meters. You will calculate the range, v(i) in both directions, and maximum y-displacement. You will be graded on the number of hits in 6 trials.
Part 4: Analyze a video game physics engine to decide if the game is realistic or not. The game must be approved by me in advance.
Part 5: Go to http://phet.colorado.edu/en/simulation/projectile-motion and launch the applet. Provide evidence (screenshots) to answer the following questions:
1. How does air resistance change the path of a projectile?
2. Shoot a single projectile at the same speed, but at 20, 30, 60, 70 , and 80. Use this information in some way to determine the maximum range of a computer.
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