...Check “show battery” and “show cores”, watch what happens, adjust some variables 1. Why do electrons (blue dots) move? The flow of current (+) is opposite to the flow of the electrons. ; note if toward or away from + terminal of the battery. The electrons move because they are being attracted towards the positive side of the battery and thus move because of the attraction in the battery. 2. What does the Ammeter (on the left) measure? How is this shown in the sim? It measures the rate of electron flow in a circuit. This is showing the amps in the battery and it looks as a direct relationship with the temperature of the battery. As the battery temp increases so do the amps. 3. What role do the “green dots” in the resistor play in the simulator? What do you think they represent? What does this tell you about the effect of resistors in a circuit? The green dots control the electrons flow in the sim. They represent “car brakes” because essentially that’s how they are modeled. When the resistance is turned down the electrons move faster increasing battery temp. 4. Increase the resistance (# green dots). What effect does this have on temperature? WHY? As the resistance goes down the temperature goes down and vice versa. The reason that happens is because the electrons are moving much slower because the resistance is increased the amount of energy is also being dampened. 5. When the circuit gets hotter, what effect does this have on current? Explain...
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...If you haven’t started the simulation already click here to start the simulation. Then answer the questions below. Please insert your answers to each question in the gray boxes immediately after the question to make it clear to the grader which question you are answering. I After the simulation loads click Start. Describe what you see in this simple sun-planet system. Specifically, what happens to the central object (the Sun)? The sun begins to move Can you explain why the central object moves? HINT: Is gravitational attraction only the star pulling on the planet? Gravitational forces between it and the planet are pulling it. Does the planet orbit in a perfect circle? Is the sun at the center? It orbits in an elliptical and the sun is off to the side. Why don’t the objects move in a straight line as described in Newton’s first law? II Make it so Set the “Position x” of body 2 to be a value between 30 and 300 and move the “Accurate/Fast” bar to the far left. Through trial and error experimentation, determine the minimum initial speed (Velocity y) that will allow body 2 to get around the sun (rather than crashing into it). You must click the reset button to change the velocity each time. Record that minimum speed and the position you chose in the box below. minimum speed = position = Click reset and then set the “Position x” of body 2 to a value between 30 and 300 (your choice!). This will be the radius r, of your circular orbit. Through trial and...
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...Wire Resistance and Ohm’s Law PhET MiniLab Introduction: When an electrical potential exists in a circuit, a current may flow. Current is the flow of electrons in a circuit. Resistance in the circuit slows the flow of the electrons, reducing the current in the circuit. We will use the mathematical form of Ohm’s Law frequently when we investigate electric current and circuits later in this unit. Additional Material Needed: Clean Drinking Straw Procedure Part I Wire Resistance: • Blow through the drinking straw. • Cut the drinking straw in half and blow through a half-straw. • Describe the effect of length on ease to blow air through the straw. There is more resistance when the straw is longer. • Cut the halves again in half. • With the four pieces, blow through one, then blow through all four made into a larger, square-shaped straw. • Describe the effect of straw size (diameter) on ease to blow air through the straw. Less resistance • Now, open the PhET Simulation Electricity, Magnets, and Circuits ( Resistance in a Wire[pic] As wire length (cm) increases, the resistance (Ω) INCREASES As wire area (cm2) increases, the resistance (Ω) DECREASES As wire density (Ωcm) increases, the resistance (Ω) STAYS THE SAME Procedure Part II: Ohm’s Law: Electricity, Magnets, and Circuits ( Ohm’s Law [pic] mA is milliamps, and 1000 milliamps equals one Ampere. • Move the potential (volts) and resistance (ohms) sliders and observe the current (amps) As voltage increases...
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...Name_________________________ Snell’s Law—PhET Simulation 1. Go to the PhET website. https://phet.colorado.edu/ 2. Choose “play with simulations.” Next, chose >Physics, >Light and Radiation, and choose >Bending Light. 3. Learn how to turn on the laser. Play with moving the angle to change the angle of incidence. Figure out how to use the protractor to measure angle of incidence and angle of refraction. Use the light intensity meter to figure out how to measure the percent of the ray that is refracted and reflected. Play with how a ray looks different than a wave. 4. Use the “Reset All” button. Align the protractor. Set up an angle of incidence of 60°. • What is the angle of refraction? ________ • What is the angle of reflection?_______ • What is the intensity of the refracted ray?________ • What is the intensity of the reflected ray?_______ 5. Change the upper medium to glass. Change the bottom medium to air. • Use the protractor to measure the critical angle._____ (Remember to measure from the normal, not the boundary.) _______ • What is the intensity of the reflected ray? ________ • Now use the shown indexes of refraction with Snell’s Law to check your measured critical angle. Show all work below. 5. Hit the “Reset All” button. 6. Make the top medium glass and the bottom medium water. • Using the protractor, measure the critical angle for light going from glass into water._____ • Use the indexes...
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...Name:____________________ Density, Buoyancy, and Force Diagrams PhET Lab (rvsd 2/2011) Introduction You’ve heard that oil floats on water. You also know that ice cubes normally float in a glass of water. Why? What causes some things to float in water (corks, ice, dogs) and some to sink in water (rocks, metal spoons, mobsters)? Density is often described as the amount of mass crammed into a volume, and is illustrated by the formula shown below. The units for density are expressed g/cm3, g/mL, kg/m3, and kg/L. In this simulation, we will use kg/L. Water’s density is 1.00 kg/L. Important Formulas: Procedure: PhET Simulations Play With Sims Physics Density * Take a few minutes and familiarize yourself with the simulation before moving on. Free Body Diagrams for Floating Objects: * Grab the various blocks, lift them over the water and drop into the water a few times. * In the boxes at the right, draw free body diagrams for a falling block, block under water, and a floating wood block. * When is the block accelerating? ________________&________________________ * What should be the net force in the vertical direction when the block is floating? _____ The %-Density Ratio Trick * % under = _____________ Estimate the percentage of the wood, ice, and Styrofoam block that is under water while those blocks are floating. Remember: the density of water is 1.00 kg/L % Wood under water | % Ice under water | % Styrofoam under water...
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...Acceleration * Velocity * Circular Motion * Vectors * Harmonic Motion * Kinematics * Rotational Motion * Linear Motion Sample Learning Goals * Is the velocity vector blue or green? How can you tell? * Is the acceleration vector blue or green? How can you tell? * Explain why the velocity and acceleration vectors behave as they do for the preset motions (linear acceleration I, II, circular motion, & harmonic motion). Tips for Teachers The teacher's guide (pdf) contains tips created by the PhET team. Teaching Ideas Title | Authors | Level | Type | Updated | 2D Motion | Patrick Foley | HS | Lab | 9/20/12 | Rotational Motion | Sarah Stanhope | HS | Lab | 1/27/11 | 1 Dimensional Motion - Kinematics and Graphing | Sarah Stanhope | HS | Lab | 1/27/11 | Introduction to rotational motion | Sarah Stanhope | HS UG-Intro | CQs | 2/24/10 | 2D Motion Activity | Drew Isola | HS | CQs | 1/11/09 | Vectors Phet Lab | Chris Bires | HS | Lab | 8/4/10 | Modeling a linear simple harmonic oscillator | Mark Kelly | UG-Intro | Lab | 4/7/08 | Motion in Two Dimensions | Gretchen Swanson | HS | Lab | 9/18/07 | You can submit your own ideas and activities. Translated Versions: Language | Language (Translated) | Simulation Title | | | Arabic | العربية | الحركة في بعدين | Run Now | Download | Arabic, Saudi Arabia | العربية (السعودية) | الحركة في بعدين | Run Now | Download | Basque | Basque | Mugimendua planoan | Run Now |...
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...Name_________________________ Snell’s Law—PhET Simulation 1. Go to the PhET website. https://phet.colorado.edu/ 2. Choose “play with simulations.” Next, chose >Physics, >Light and Radiation, and choose >Bending Light. 3. Learn how to turn on the laser. Play with moving the angle to change the angle of incidence. Figure out how to use the protractor to measure angle of incidence and angle of refraction. Use the light intensity meter to figure out how to measure the percent of the ray that is refracted and reflected. Play with how a ray looks different than a wave. 4. Use the “Reset All” button. Align the protractor. Set up an angle of incidence of 60°. • What is the angle of refraction? ________ • What is the angle of reflection?_______ • What is the intensity of the refracted ray?________ • What is the intensity of the reflected ray?_______ 5. Change the upper medium to glass. Change the bottom medium to air. • Use the protractor to measure the critical angle._____ (Remember to measure from the normal, not the boundary.) _______ • What is the intensity of the reflected ray? ________ • Now use the shown indexes of refraction with Snell’s Law to check your measured critical angle. Show all work below. 5. Hit the “Reset All” button. 6. Make the top medium glass and the bottom medium water. • Using the protractor, measure the critical angle for light going from glass into water._____ • Use the indexes...
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...* Rama 9 Nearby: Central Plaza Rama 9, Fortune Town, Grand Mercure Fortune Bangkok * Thailand Cultural Centre Nearby: The Esplanade, Siam Niramit * Huay Kwang Nearby: Swissotel le Concorde, Mansion 7 Sutthisarn * Ratchadapisek * Lad Phrao * Phaholyothin Nearby: Central Plaza Lad Phrao, Union Mall * Chatuchak Nearby: Chatuchak Weekend Market, Chatuchak Park, Rod Fai Park * Kampaengphet Nearby: Or Tor Kor Market, Rod Fai Market, Chatuchak Weekend Market * The MRT underground service hours is 06:00 – midnight * If you want to go to Lumpini Park, exit at Silom Station. * If you want to go to Central Lad Phrao, exit at Phaholyothin Station. * If you want to go to Chatuchak Market, exit at Kamphaeng Phet Station. * If you want to go to Thailand Cultural Center, you will need to get a taxi from the station. The Thailand Cultural Centre is a fair distance from Thailand Cultural Centre Station. * The MRT underground’s Stored Value Cards are not compatible with the BTS Skytrain or Airport Rail Link. You must purchase the passes separately. * Hua Lamphong Nearby: Chinatown, Central Railway Station * Sam Yan Nearby: Jim Thompson Shop, Chamchuri Square,...
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...ngơi cho mẹ Với những nguyên liệu cực dễ tìm và chút biến tấu sáng tạo, bạn có ngay một cách mới để món cánh gà nướng luôn luôn hấp dẫn và thơm ngon! Nguyên liệu: - 1kg cánh gà - 240ml Coca cola hoặc Pepsi - 220g đường nâu - 1 quả ớt, bỏ hạt bằm nhỏ - Một nhúm muối - Nước chanh từ 2 quả chanh - Hạt tiêu xay Cách làm: Trong một nồi nhỏ, bạn hoà tan Coca, đường nâu, nước chanh và ớt, đun trên lửa vừa - to: Khuấy đều tay cho tới khi có được syrup đặc, sánh: Cắt hoặc chặt cánh gà ra làm 3 khúc, rửa sạch, để ráo rồi cho cánh gà vào một tô lớn, rắc muối tiêu và trộn đều rồi cho ra khay nướng. Rưới 1/2 chỗ syrup lên cánh gà: Bật lò ở 180ºC, nướng mỗi mặt gà khoảng 10 - 15 phút. Mỗi 10 phút bạn lại lấy khay nướng ra và phết đều chỗ syrup còn lại lên cánh gà để nướng xong cánh có màu vàng đẹp nhé! Cánh gà nướng có vị ngọt ngọt cay cay rất dễ ăn. Nếu nhà có trẻ con bạn hãy giảm bớt lượng ớt hoặc thay thế ớt quả với tương...
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...NAME Cyber Intro to Conceptual Physics PHET Magnetism Lab Go to http://phet.colorado.edu Click Play with Sims and on electricity section Select the simulation “Magnets and Electromagnets.” Part I: Bar Magnet – Select the Bar Magnet Tab 1. Move the compass slowly along a semicircular path above the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle. 2. What do you suppose the compass needles drawn all over the screen tell you? 3. Move the compass along a semicircular path below the bar magnet until you’ve put it on the opposite side of the bar magnet. Describe what happens to the compass needle. 4. How many complete rotations does the compass needle make when the compass is moved once around the bar magnet? 5. Click on the “Show Field Meter” box to the right. What happens to the magnetic field reading as you move the meter closer to the bar magnet? 6. Click on the “Show planet Earth” box to the right. What type of magnetic pole (north or south) is at the geographical north pole of the Earth (Near Canada)? PART II: Electromagnet –Select the Electromagnet Tab: 7. Click on the electromagnet tab. Place the compass on the left side of the coil so that the compass center lies along the axis of the coil. (The y-component of the magnetic field is zero along the axis of the coil.) Move the compass along a semicircular path above the coil until...
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...consisted of 4 parts, however part 3 and part of part 4 was unable to be fully completed due to technical difficulties. In the first part of the experiment two charging wands of different colour were used to create a charge and were placed in various places in Faraday’s Pail to see the various effects they would have. In the second part of the experiment conductive spheres were used in addition to all the components from the first part of the experiment to see the effect the charge would have on the grounded and non-grounded sphere. Various changes in distance helped gather more information and data on the effects of distance related to charge. In the last part of the experiment a visualization of the electric field was done on the computer in a Phet Electric Field Hockey Simulation. A curved path was created and simulated and then printed out to show completion. Data Sheet: See data attached at the end of the report. Data Analysis: In this particular experiment, no calculations were performed as all the reading and recording was done by hand therefore no further equations were needed. The data was read directly from the electrometer. Discussion: In the first part we can conclude that when the white wand was inside the pail the wand had a negative charge while the blue wand inside the pail had a positive one. We can further deduce that these charges should total to equal zero therefore resulting in an equal magnitude. Unfortunately the negative charge seemed to be slightly higher...
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...Background – Electricity is vital to our everyday life in the modern in the industrial world. Most electricity is generated by using magnets. Today we will look at what a magnetic field needs to do to create electricity. Learning Goals – The students will: * Develop an understanding of how electricity can be generated using a magnetic field * Develop an understanding of how varying conditions influence the amount of electricity generated. These conditions include: * The number of coils * The area of the coils * The speed of the magnet * The polarity of the magnet * The strength of the magnetic field Procedure – do the following activity using this web site http://www.colorado.edu/physics/phet/simulations/faraday/faraday.jnlp 1. Getting started. Open the website listed above and on the top of the screen select the tab marked Pickup Coil. 2. Make observations & draw conclusions. Add a field meter to the default screen and drag that field meter so it measures the magnetic field in the middle of the pickup coil. Your screen should look something like what you see to the right, on Screen 1. When the light bulb lights up it indicates the electricity has been generated. Grab the magnet and move it around and observe what happens to the strength of the magnetic field and to the light bulb. Based on your observations what conditions must happen for electricity to be generated. 3. Make observations & draw conclusions...
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...w NAME : 1. Type your name at the top of this document and then Save this file on your H: drive or on a flash drive so you can access it again if you don’t finish today. 2. Minimize this window and go back to your Edline page and click on the Link named “Cool Physics Simulations.” If that doesn’t work type in this web address: http://www.colorado.edu/physics/phet/web-pages/index.html 3. Click on Play with sims, then find Wave on a string, click on it and then select Run now. You should now see a virtual string wave lab. Follow the instructions below, typing in your answers to any questions directly into this word document. Print it out and turn it in when you are finished. (Due Wednesday 2/6) 4. Wave aspects: Select Pulse mode and click on pulse. Experiment with the various controls. Describe the changes to the wave pulse when you vary each of the 4 controls: amplitude, pulse width, damping, and tension. [Type your response here] 5. Using pulse mode, set the tension to high and lower the damping to 1. What happens to a single pulse when it reflects from the 3 different ends: stiff end, loose end, no end. [Type your response here] 6. Colliding pulses: Set the damping to zero. Using a stiff end, send one pulse then another when the first one starts to reflect. What happens when two opposite pulses collide (as in diagram)? Try it several times. You can use the reset button to clear it. Use the pause and step buttons to help you see it in slow motion. Especially...
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...Student guide: Name:____________________ Discuss the words in the box. o review we have already covered and new you will learn today Guiding Question: How do the properties of amplitude and frequency affect wavelength? Start: [pic] 1. Click on the first link 2. For this activity you will be collecting data to explore three properties of a wave. 3. [pic] Explore the simulation with your partner. Be sure to click on all the buttons. 4. For the first set of investigations, we will look at amplitude. • you need to be on [pic] [pic] • The rest of your screen should be set up like this: [pic] [pic]Look over the data table, on the back, and discuss how get the data you need. [pic] moves the wave. |Amplitude setting | Height of wave at the start |Distance ring moves on pole (end) | | |(be sure your ruler is lined up correctly) | | |100 |17 cm |2 cm | |50 |9 cm |1 cm | |5 |1 cm ...
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...Name ___Erica C. Savage__________________ Faraday Induction – Lab 21 Go to http://www.colorado.edu/physics/phet/simulations/faraday/faraday.jnlp and click on Run Now. Directions 1. Screen 1 Screen 1 Getting started. Open the website listed above and on the top of the screen select the tab marked Pickup Coil. 2. Make observations & draw conclusions. Add a field meter to the default screen and drag that field meter so it measures the magnetic field in the middle of the pickup coil. Your screen should look something like what you see to the right, on Screen 1. When the light bulb lights up it indicates the electricity has been generated. Grab the magnet and move it around and observe what happens to the strength of the magnetic field and to the light bulb. Based on your observations what conditions must happen for electricity to be generated. Answer: Observations-As the magnetic field is moved from the bottom of the coil and moves around the coil from left to the top and then the right, the strength of the magnetic field increased; therefore, it can be concluded that the strength of the magnetic field affects the amount of electricity generated. 3. Make observations & draw conclusions. Move the magnet back and forth, fast and then slow. What general rule can you make about the speed of the magnet and electrical generation? Answer: Observations- Flux is proportional to the field strength. It depends on the rate of change of the magnetic field, moving...
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