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Link to a video about the history of television:https://cleversso.discoveryeducation.com/learn/videos/e6baa93f-d4e1-4006-bb34-5bd667e0b2a7/

Link to an article about how cathode ray tubes work: https://electronics.howstuffworks.com/tv3.htm

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The following is a 3rd quarter grade improvement opportunity. You can earn at least 3 points and at most 5 points that will be added to your 3rd quarter final grade. This is due no later than May 11th at 11:59 pm...NO LATE SUBMISSIONS ACCEPTED!! If you finish early, feel free to submit before May 11th.
If you have any questions send me an email: jordant@scsk12.org.
I will also post this on my padlet if you have troubles downloading from this site.

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What are electromagnetic waves - Questions

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What are electromagnetic waves - Questions

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Read the article and answer the questions.

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Here's a video about how different waves look based on their characteristics. Hopefully this helps with the lab. https://www.youtube.com/watch?v=uJdY5WzTe34&t=11s
I am attaching an alternate to the lab for those how difficulty with it. As always, if you have any questions, send me an email, jordant@scsk12.org

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This week I am reading about sound waves and participating in sound wave lab.
So I can understand how sound waves work.
I'll know I have it when I can correctly answer questions about sound waves and compare and contrast the movement of sound waves through different mediums.

1. Read the article The Nature of Sound (attached) and answer the questions on the last page.
2. Answer the questions on the document The Nature of Sound Questions (attached).
3. Complete the Comparing Sounds Lab (attached document).

Submit your documents in Google Classroom. If that doesn't work, send to me in email: jordant@scsk12.org.

Link to the PHET Sound Wave simulation:
https://phet.colorado.edu/en/simulation/legacy/sound

Link to a video about sound waves (don't get too hung up on the formulas she mentions):
https://www.youtube.com/watch?v=qV4lR9EWGlY

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Watch the following video:

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Read the following article and answer the 3 questions on the last page.

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After reading the article and answer the three questions on the last page, answer the questions on this document.

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Watch the following video:

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Breaking a Glass With SOUND In Slow Motion | Brit Lab

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Read the following article and answer the questions.

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Today I am reviewing transverse and longitudinal waves.
So I can use mathematical models to represent the properties of waves including frequency,

amplitude, wavelength, and speed.
I'll know I have it when I can calculate frequency, amplitude, wavelength, and speed.

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In the last video we talked about the idea that if I start with some type of a string there, and if I were to take the left end of the string-- I could just have equally have done the right, but if I take the left end of the string and jerk it up, then all the way down, and then back to its resting position, it'll generate this disturbance in the string. And the disturbance might initially look like this after I've done that jerking up and down once. And that disturbance is going to propagate down the string. It's going to move down the string like that. Let me color this in black. So this is right after I do that first cycle-- that first jerking up and down. The string might look something like that. And if we wait a little while, the string might look something like this, assuming that I only did that once. The string might look something like this, where that pulse has actually propagated down the string. That pulse has propagated down the string. And in the last video, we said, hey, this disturbance that's propagating down the string, or propagating down this medium-- although it doesn't necessarily have to have a medium- we called this a wave. And in particular, this wave right here, this is a pulse. This is a pulse wave because we only have, essentially, one perturbation of the string. Now if I kept doing that-- if I kept going up and down, and up and down, essentially, if I periodically did it at regular intervals, then my string would look something like this. Doing my best to draw it neatly. It might look something like this, where once again, the perturbations are going towards-- the disturbances are going to move to-- the right. They're going to move to the right with some velocity. And what I want to do in this video is really focus on this type of wave. This type of wave right here, which you can imagine, since I'm periodically moving this left side up and down, up and down, and creating these periodic movements in the wave, we call this a periodic wave. This is a periodic wave. The motion is repeated over and over again. So what I want to talk about is some of the properties of a periodic wave. Now, the first thing you might say is, hey, how far are you jerking it up and down? How far are these movements from rest? So if this is the resting position right there, how far are these movements above the resting position and below the resting position? And we call that the amplitude of the wave. So that distance right there- I'll do it in magenta-- that distance right there is the amplitude. Sometimes mariners will have an idea of wave height. Wave height, they normally refer to from the bottom-- from the trough-- of a wave to its peak. Amplitude, we're talking about from the resting position to it's peak. So let me label peak. I think you know what peak means. Peak is the highest point on the wave. That's the peak. And that's the trough. If you're in a fishing boat and you wanted to see how big a wave is, you'd probably care about the wave height-- not so much if your boat's sitting down here, you have to care about this whole distance. But anyway, we won't talk too much about that. So that's the first interesting idea behind a wave. And not all waves are being generated by Sal jiggling a string on the left-hand side. But I think you get the idea that these waves can represent many different-- this graph can represent many different types of wave forms. And this, essentially, displacement, from the resting position, or from the zero position, that is your amplitude. Now the next question you might ask is, OK, I know how far you're jiggling this string up and down, but how quickly are you doing it? So how long does it take for you to go all the way up, all the way down, and back again? So how long for each cycle? Cycle is me going up, down, back again. How long for each cycle? Or you might say how long for each period? We're saying this is periodic. Each period is each repetition of the wave. So this idea of how long for each cycle, we call that the period. And this is going to be a unit of time. Maybe I'm doing it every two seconds. It takes me two seconds to go up, down, back again. Up, down, back again. That's going to be two seconds. A very related term is, how many cycles am I doing per second? So in other words, you could say, how many seconds for each cycle? We could even write that. So for example, a period might look like something like 5 seconds per cycle. Or maybe it's 2 seconds per cycle. But what if we're asked how many cycles per second? So we're asking the opposite question. It's not how long, how many seconds does it take for me to go up, down, and back again. We're saying in each second, how many times am I going up, down, back again? So how many cycles per second? That's the inverse of period. So period, the notation is normally a big capital T for period. This is frequency. It's normally denoted by an F. And this, you're going to say cycles per second. So if you're going 5 seconds per cycle, that means you're doing 1/5 of a cycle or, 1/5 of a cycle per second. All I did is invert this right there. And that make sense. Because the period and the frequency are inversions of each other. This is how many seconds per cycle. How long does one up, down, back again take? And this is how many up, down, back agains are there in a second? So they are inverses of each other. So we could say that frequency is equal to 1 over the period. Or you could say that period is equal to 1 over the frequency. So if I told you that I'm vibrating the left end of this rope at 10 cycles per second-- and, by the way, the unit of cycles per second, this is a hertz, so I could have also written this down as 10 hertz, which you've probably heard before. 10 hertz just means 10 cycles per second. If my frequency is 10 cycles per second, my period is going to be 1 over that. So 1 over 10 seconds per cycle, which makes sense. If in 10 times, I can go up and down, a whole up, down, back again, if I can do that 10 times in a second, it's going to take me 1/10 of a second to do it each time. Now another question we might ask ourselves is, how quickly is this wave moving, in this case, to the right? Since I'm jiggling the left end of the string. How quickly is it moving to the right? So the velocity. So to do that, we need to figure out how far did the wave go after one cycle? Or after one period? So after I jiggled this once, how far did the wave go? What is this distance from this resting point to this resting point there? And we call that a wavelength. And there's a lot of different ways you can define a wavelength. You could view a wavelength as how far the initial pulse went after completing exactly one cycle. Or you could view it as the distance from one peak to another peak. That is also going to be the wavelength. Or you could view it as a distance from one trough to the other trough. That's also the wavelength. Or in general, you could view the wavelength as one exactly equal point on the wave. From that distance to that distance. That is also one wavelength. Where you're completing, between that point and that point, you're completing one entire cycle to get exactly back to that same point. And when I say exactly back to that same point, this point doesn't count. Because this point, although we're in the same position, we're now going down. We want to go to the point where we're in the same position. And notice over here, we're going up. We want to be going up again. So distance is not one wavelength. To go one wavelength, we have to go back to the same position. And we're moving in the same direction. So this is also one wavelength. So if we know how far we've travelled after one period-- let me write it this way; wavelength is equal to how far the wave has traveled after one period. Or you could say after one cycle. Because remember, a period is how long does it take to complete one cycle. One to complete up, down, and back again notion. So if we know how far we've traveled, and we know how long it took us, it took us one period, how can we figure out the velocity? Well, the velocity is equal to distance divided by time. For a wave, your velocity-- and I could write it as a vector, but I think you get the general idea. Your velocity-- what's the distance you travel in a period? Well, the distance you travel in a period is your wavelength after one up, down, back again. The wave pulse would have traveled exactly that far. That would be my wavelength. So I've traveled the distance of a wavelength, and how long did it take me to travel that distance? Well, it took me a period to travel that distance. So it's wavelength divided by period. Now I just said that 1 over the period is the same thing as the frequency. So I could rewrite this as wavelength. And actually, I should be clear here. The notation for wavelength tends to be the Greek letter lambda. So we could say velocity is equal to wavelength over period. Which is the same thing as wavelength times 1 over my period. And we just said that 1 over the period, this is the same thing is your frequency. So velocity is equal to wavelength times your frequency. And if you know this, you can pretty much solve all of the basic problems that you might encounter in waves. So for example, if someone tells you that I have a velocity of-- I don't know-- 100 meters per second to the right, so in that direction-- velocity you have to give a direction-- and they were to tell you that my frequency is equal to-- let's say my frequency is 20 cycles per second, which is the same thing as 20 hertz. So literally, if you had a little window where you're only able to observe this part of your wave, you'd only observe that part of my string. If we're talking about 20 hertz, then in 1 second, you would see this go up and down twenty times. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. In exactly one second, you would see this go up and down 20 times. That's what we mean by the frequency being 20 hertz, or 20 cycles per second. So, they gave you the velocity. They gave you the frequency. What's the wavelength here? So the wavelength, in this situation-- you would say the velocity-- your velocity is equal to your wavelength times your frequency. Divide both sides by 20. And actually, let me make sure I get the units right. So this is meters per second, is equal to lambda times 20 cycles per second. So if you divide both sides by 20 cycles per second, you get 100 meters per second times 1/20 seconds per cycle. And then this becomes a 5. This becomes a 1. So you get 5, and then the seconds cancel out. So you get 5 meters per cycle. So this is equal to 5 meters per cycle, which would be your wavelength in this situation. So it's 5 meters. You could say 5 meters per cycle, but wavelength implies that you're talking about the distance per cycle. So in this situation, if this is moving to the right at 100 meters per second and this frequency-- I see this moving up and down 20 times in a second-- then this distance, right here, must be 5 meters. Likewise, we can figure out the period very easily. The period here is just going to be 1 over the frequency. It's going to be 1/20 seconds per cycle. So using these formulas-- and I don't want you to memorize a formula, it should be intuitive for you. And hopefully, this video made it a little bit intuitive. But using this, you can really answer almost any question if you're given two of these variables and you need to solve for the third. Anyway, hopefully you found that helpful.

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Properties of periodic waves (video) | Khan Academy

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In the last video we talked about the idea that if I start with some type of a string there, and if I were to take the left end of the string-- I could just have equally have done the right, but if I take the left end of the string and jerk it up, then all the way down, and then back to its resting position, it'll generate this disturbance in the string.

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A quick review of transverse and longitudinal waves.

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Introduction to transverse and longitudinal waves

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Read the following article and answer the two questions on the last page.

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After reading the above article, answer the following questions.

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Nature of Waves Enrichment - Sonic Booms

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Nature of Waves Enrichment - Sonic Booms

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•Choose one of the three: nuclear energy, renewable energy, or nonrenewable energy.

•For renewable and nonrenewable, you may select a specific energy source, such as wind, water, oil, or coal.

•Your poster must include an image representing the energy source.

•Your poster must include 3 positive facts about your energy source.

•Your poster must include 2-3 “facts” about your energy source.

•Be creative.

•Be humorous.

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1.Write the GIST for each paragraph.

2.Using your GIST statements, write at least a 5 sentence summation of the article.

3.Using the data in the table titled Sources of energy in the U.S., then and now, create two pie charts, one for the year 2000 and one for the year 2018.

4.Using the data in the table titled Since 2000, U.S. solar energy production has spiked, coal production has declined, create 4 line graphs, one for each energy source.

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Renewable Energy Article for GIST and graphs

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•Research alternating current and direct current.

•Create a T-chart comparing alternating current and direct current.

•List 3 devices that use alternating current.

•Draw one of the devices and diagram the current’s flow through that device.

•List 3 devices that use direct current.

•Draw one of the devices and diagram the current’s flow through that device.

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The Real History Behind 'The Current War'

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What to know about the real epic rivalry between Thomas Edison, Nikola Tesla and George Westinghouse-and the invention of the electric chair

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Nikola Tesla was a scientist whose inventions include the Tesla coil, alternating-current (AC) electricity, and the discovery of the rotating magnetic field.

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Who Was Thomas Edison?

Thomas Edison was an American inventor who is considered one of America's leading businessmen and innovators. Edison rose from humble beginnings to work as an inventor of major technology, including the first commercially viable incandescent light bulb. He is credited today for helping to build America's economy during the Industrial Revolution.

Early Life and Education

Edison was born on February 11, 1847, in Milan, Ohio. He was the youngest of seven children of Samuel and Nancy Edison. His father was an exiled political activist from Canada, while his mother was an accomplished school teacher and a major influence in Edison's early life. An early bout with scarlet fever as well as ear infections left Edison with hearing difficulties in both ears as a child and nearly deaf as an adult.

Edison would later recount, with variations on the story, that he lost his hearing due to a train incident in which his ears were injured. But others have tended to discount this as the sole cause of his hearing loss.

In 1854, Edison's family moved to Port Huron, Michigan, where he attended public school for a total of 12 weeks. A hyperactive child, prone to distraction, he was deemed "difficult" by his teacher.

His mother quickly pulled him from school and taught him at home. At age 11, he showed a voracious appetite for knowledge, reading books on a wide range of subjects. In this wide-open curriculum Edison developed a process for self-education and learning independently that would serve him throughout his life.

At age 12, Edison convinced his parents to let him sell newspapers to passengers along the Grand Trunk Railroad line. Exploiting his access to the news bulletins teletyped to the station office each day, Edison began publishing his own small newspaper, called the Grand Trunk Herald.

The up-to-date articles were a hit with passengers. This was the first of what would become a long string of entrepreneurial ventures where he saw a need and capitalized on the opportunity.

Edison also used his access to the railroad to conduct chemical experiments in a small laboratory he set up in a train baggage car. During one of his experiments, a chemical fire started and the car caught fire.

The conductor rushed in and struck Edison on the side of the head, probably furthering some of his hearing loss. He was kicked off the train and forced to sell his newspapers at various stations along the route.

Edison the Telegrapher

While Edison worked for the railroad, a near-tragic event turned fortuitous for the young man. After Edison saved a three-year-old from being run over by an errant train, the child's grateful father rewarded him by teaching him to operate a telegraph. By age 15, he had learned enough to be employed as a telegraph operator.

For the next five years, Edison traveled throughout the Midwest as an itinerant telegrapher, subbing for those who had gone to the Civil War. In his spare time, he read widely, studied and experimented with telegraph technology, and became familiar with electrical science.

In 1866, at age 19, Edison moved to Louisville, Kentucky, working for The Associated Press. The night shift allowed him to spend most of his time reading and experimenting. He developed an unrestricted style of thinking and inquiry, proving things to himself through objective examination and experimentation.

Initially, Edison excelled at his telegraph job because early Morse code was inscribed on a piece of paper, so Edison's partial deafness was no handicap. However, as the technology advanced, receivers were increasingly equipped with a sounding key, enabling telegraphers to "read" message by the sound of the clicks. This left Edison disadvantaged, with fewer and fewer opportunities for employment.

In 1868, Edison returned home to find his beloved mother was falling into mental illness and his father was out of work. The family was almost destitute. Edison realized he needed to take control of his future.

Upon the suggestion of a friend, he ventured to Boston, landing a job for the Western Union Company. At the time, Boston was America's center for science and culture, and Edison reveled in it. In his spare time, he designed and patented an electronic voting recorder for quickly tallying votes in the legislature.

However, Massachusetts lawmakers were not interested. As they explained, most legislators didn't want votes tallied quickly. They wanted time to change the minds of fellow legislators.

DOWNLOAD BIOGRAPHY'S THOMAS EDISON FACT CARD

Children

In 1871 Edison married 16-year-old Mary Stilwell, who was an employee at one of his businesses. During their 13-year marriage, they had three children, Marion, Thomas and William, who himself became an inventor.

In 1884, Mary died at the age of 29 of a suspected brain tumor. Two years later, Edison married Mina Miller, 19 years his junior.

Thomas Edison: Inventions

In 1869, at 22 years old, Edison moved to New York City and developed his first invention, an improved stock ticker called the Universal Stock Printer, which synchronized several stock tickers' transactions.

The Gold and Stock Telegraph Company was so impressed, they paid him $40,000 for the rights. With this success, he quit his work as a telegrapher to devote himself full-time to inventing.

By the early 1870s, Edison had acquired a reputation as a first-rate inventor. In 1870, he set up his first small laboratory and manufacturing facility in Newark, New Jersey, and employed several machinists.

As an independent entrepreneur, Edison formed numerous partnerships and developed products for the highest bidder. Often that was Western Union Telegraph Company, the industry leader, but just as often, it was one of Western Union's rivals.

Quadruplex Telegraph

In one such instance, Edison devised for Western Union the quadruplex telegraph, capable of transmitting two signals in two different directions on the same wire, but railroad tycoon Jay Gould snatched the invention from Western Union, paying Edison more than $100,000 in cash, bonds and stock, and generating years of litigation.

In 1876, Edison moved his expanding operations to Menlo Park, New Jersey, and built an independent industrial research facility incorporating machine shops and laboratories.

That same year, Western Union encouraged him to develop a communication device to compete with Alexander Graham Bell's telephone. He never did.

Photo: Hulton Archive/Getty Images

Phonograph

In December 1877, Edison developed a method for recording sound: the phonograph. His innovation relied upon tin-coated cylinders with two needles: one for recording sound, and another for playback.

His first words spoken into the phonograph's mouthpiece were, "Mary had a little lamb." Though not commercially viable for another decade, the phonograph brought him worldwide fame, especially when the device was used by the U.S. Army to bring music to the troops overseas during World War I.

Light Bulb

While Edison was not the inventor of the first light bulb, he came up with the technology that helped bring it to the masses. Edison was driven to perfect a commercially practical, efficient incandescent light bulb following English inventor Humphry Davy's invention of the first early electric arc lamp in the early 1800s.

Over the decades following Davy's creation, scientists such as Warren de la Rue, Joseph Wilson Swan, Henry Woodward and Mathew Evans had worked to perfect electric light bulbs or tubes using a vacuum but were unsuccessful in their attempts.

After buying Woodward and Evans' patent and making improvements in his design, Edison was granted a patent for his own improved light bulb in 1879. He began to manufacture and market it for widespread use. In January 1880, Edison set out to develop a company that would deliver the electricity to power and light the cities of the world.

That same year, Edison founded the Edison Illuminating Company-the first investor-owned electric utility-which later became General Electric.

In 1881, he left Menlo Park to establish facilities in several cities where electrical systems were being installed. In 1882, the Pearl Street generating station provided 110 volts of electrical power to 59 customers in lower Manhattan.

Later Inventions & Business

In 1887, Edison built an industrial research laboratory in West Orange, New Jersey, which served as the primary research laboratory for the Edison lighting companies.

He spent most of his time there, supervising the development of lighting technology and power systems. He also perfected the phonograph, and developed the motion picture camera and the alkaline storage battery.

Over the next few decades, Edison found his role as inventor transitioning to one as industrialist and business manager. The laboratory in West Orange was too large and complex for any one man to completely manage, and Edison found he was not as successful in his new role as he was in his former one.

Edison also found that much of the future development and perfection of his inventions was being conducted by university-trained mathematicians and scientists. He worked best in intimate, unstructured environments with a handful of assistants and was outspoken about his disdain for academia and corporate operations.

During the 1890s, Edison built a magnetic iron-ore processing plant in northern New Jersey that proved to be a commercial failure. Later, he was able to salvage the process into a better method for producing cement.

Photo: Public Domain via Wikimedia Commons

Motion Picture

On April 23, 1896, Edison became the first person to project a motion picture, holding the world's first motion picture screening at Koster & Bial's Music Hall in New York City.

His interest in motion pictures began years earlier, when he and an associate named W. K. L. Dickson developed a Kinetoscope, a peephole viewing device. Soon, Edison's West Orange laboratory was creating Edison Films. Among the first of these was The Great Train Robbery, released in 1903.

As the automobile industry began to grow, Edison worked on developing a suitable storage battery that could power an electric car. Though the gasoline-powered engine eventually prevailed, Edison designed a battery for the self-starter on the Model T for friend and admirer Henry Ford in 1912. The system was used extensively in the auto industry for decades.

During World War I, the U.S. government asked Edison to head the Naval Consulting Board, which examined inventions submitted for military use. Edison worked on several projects, including submarine detectors and gun-location techniques.

However, due to his moral indignation toward violence, he specified that he would work only on defensive weapons, later noting, "I am proud of the fact that I never invented weapons to kill."

By the end of the 1920s, Edison was in his 80s. He and his second wife, Mina, spent part of their time at their winter retreat in Fort Myers, Florida, where his friendship with automobile tycoon Henry Ford flourished and he continued to work on several projects, ranging from electric trains to finding a domestic source for natural rubber.

Patents

During his lifetime, Edison received 1,093 U.S. patents and filed an additional 500 to 600 that were unsuccessful or abandoned.

He executed his first patent for his Electrographic Vote-Recorder on October 13, 1868, at the age of 21. His last patent was for an apparatus for holding objects during the electroplating process.

Thomas Edison and Nikola Tesla

Edison became embroiled in a longstanding rivalry with Nikola Tesla, an engineering visionary with academic training who worked with Edison's company for a time.

The two parted ways in 1885 and would publicly clash in the " War of the Currents" about the use of direct current electricity, which Edison favored, vs. alternating currents, which Tesla championed. Tesla then entered into a partnership with George Westinghouse, an Edison competitor, resulting in a major business feud over electrical power.

Elephant Killing

One of the unusual - and cruel - methods Edison used to convince people of the dangers of alternating current was through public demonstrations where animals were electrocuted.

One of the most infamous of these shows was the 1903 electrocution of a circus elephant named Topsy on New York's Coney Island.

Death

Edison died on October 18, 1931, from complications of diabetes in his home, Glenmont, in West Orange, New Jersey. He was 84 years old.

Many communities and corporations throughout the world dimmed their lights or briefly turned off their electrical power to commemorate his passing.

Legacy

Edison's career was the quintessential rags-to-riches success story that made him a folk hero in America.

An uninhibited egoist, he could be a tyrant to employees and ruthless to competitors. Though he was a publicity seeker, he didn't socialize well and often neglected his family.

But by the time he died, Edison was one of the most well-known and respected Americans in the world. He had been at the forefront of America's first technological revolution and set the stage for the modern electric world.

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Thomas Edison was an American inventor who is considered one of America's leading businessmen and innovators. Edison rose from humble beginnings to work as an inventor of major technology, including the first commercially viable incandescent light bulb. He is credited today for helping to build America's economy during the Industrial Revolution.

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Ignore the image. Great article on writing scientific papers.

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Hot Cans/Cold Cans Lab - February 10, 2020

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Hot Cans/Cold Cans Lab - February 10, 2020

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•An empty aluminum can…soda cans only!

•An assortment of "useful junk," such as fabric scraps (various sizes), socks from the lost & found, packing peanuts of several types, pieces of foam (various sizes), construction paper (both light and dark colors), bubble wrap, newspapers, quilt batting, old overhead transparencies, rubber tubing, drinking straws, funnels, aluminum foil, large zipper-type plastic bags, and anything else that might be used as insulating or conducting material, or to absorb or reflect radiation.

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Hot Can/Cold Can: Results and Conclusion Paper

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Hot Can/Cold Can: Results and Conclusion Paper

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•Create a chart of the data.

•Organize data into a line graph (y-axis is temperature of can, x-axis is time).

•One graph with three lines of data: (1) hot can data, (2) cold can data, (3) control can data.

•Each group member will prepare a brief scientific paper. Each paper will have the following:

•Introduction – Explain the scientific principle regarding the movement of heat and its relationship with thermal energy and temperature.

•Methods – What did you do to control the temperature of the cans?

•Results – Briefly describe the results of your methods.

•Conclusion/Discussion – Why did you get the results you got? If you had the chance to do it again, what would you do different? Are there other variables you did not think of?

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Rube Goldberg Machine Instructions and Rubric

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List and define the following terms:
(1) work, (2) joules, (3) machine, (4) simple machine, (5) compound machine, (6) efficiency, (7) mechanical advantage, (8) applied force

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Read the following article. Write the following questions and answers.
1.List four properties that provide evidence of energy.

2.How do you use energy when sleeping?

3.How do thermal changes show proof of energy?

4.List and define the two main forms of energy.

5.List and define four types of potential energy.

6.What is the difference between heat and thermal energy?

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List and define the following terms:
(1) energy, (2) system, (3) kinetic energy, (4) potential energy, (5) gravitational potential energy, (6) chemical potential energy, (7) elastic potential energy, (8) KE = 1/2mv^2, (9) GPE = mgh.
For the two formulas, write out the names for the variables.

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Interactive link: https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Rocket-Sledder/Rocket-Sledder-Interactive

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Introduction to forces and free body diagrams

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Newton's Laws Homework - ONLY pages 3, 5, and 8

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Newton's Laws Homework - ONLY pages 3, 5, and 8

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Due Dec. 6 Only pages 3, 5, 8

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1.      What is a free-body diagram?

2.      List the four types of force mentioned in the video.

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- [Instructor] In this video, we're gonna discuss different types of forces, but we're gonna do it in the context of free body diagrams. So let's say I have a table here, and I have a block that is sitting stationary on that table. What are all of the forces that are going to act on this blocK? Well, to do that, to think about that, I can draw a free body diagram where I am only going to draw the block. Remember, in free body diagrams, you only care about the forces acting on one of the the objects in your system. So, if we're looking at only the block, what's going on? We're going to assume that the block is on earth, we're assuming that it's stationary. Well, if it's on earth, the block has some weight. You have the force of gravity acting on the block. And so let me draw that in my free body diagram. So you're gonna have a downward force, and it's magnitude is gonna be F sub g. We could also call that or w. And even though this block had contact with a table which maybe has contact with the earth, weight, or the force of gravity is a long-range force. Even if this block was in orbit, even if it wasn't in orbit, it would still have gravitational interactions with the earth. The earth would still be pulling on it. But going back to this free body diagram, if this was the only force acting on the block, the block would accelerate downwards. But we're assuming that it's stationary. So there must be another force that is netting out against the force of gravity. Now, what would that be? Well, that would be the force of the table pushing on the block. And this force of pushing in a direction that is perpendicular to the surface of an object, that's known as normal force. And its magnitude you could denote as capital F sub N. Let's do another example, but this time, instead of having the block on a table, let's say it is hanging from a string which is attached to the ceiling. But once again, everything is stationary. Draw a free body diagram for that. Well, once again, I am only concerned with the block. It's still on earth, we're assuming. So you're going to have the force of gravity acting downwards on the block. But what's keeping it from accelerating downwards? Well, you might say, well, you got the string that's holding it up, that is pulling on it. And that pulling force is known as tension. So what you would have here is an upward force that nets out against the force of gravity. And sometimes its magnitude is denoted by capital T or it might be a F sub T. Now, let's make things a little bit interesting. Let's try to kind of combine these things, and we'll actually introduce a new force. So let's say that we, this is the ground right over here. I have a block on the ground. And I have a situation where I am pulling on this block using a rope with a force of magnitude, let's just call this the force of tension. I am pulling on that block. But the block is not moving. What would be the free body diagram for this block? Well, I'll do the same thing again. I will draw the block. Now, in the vertical direction, you have the same thing that you saw in that first scenario. You're going to have the force of gravity or the weight of the block pulling downward on the block. And that's going to be counteracted by the normal force of the ground on the block. The ground is holding up the block is one way to think about it, keeping it from accelerating downwards. So the normal force is acting upwards. But what about the horizontal direction? I already said that I'm pulling to the right with a force of magnitude F sub T. So let me do that on my free body diagram. So this would be F sub T. But I said it's stationary. So there must be something that is counteracting that, that is netting against that, going in that direction. What force would that be? Well, that would be the force of friction. We've all experienced trying to pull on something, trying to drag something across the ground and it doesn't move, and that's because there's friction between the object and the ground. And friction, fundamentally, it could be because the surfaces of the two objects are rough and you kind of have to grind them pass each other. Or sometimes it can even be due to molecular interactions where they're kind of sticky, where the objects are attracted to each other and you gotta pull passed that. And so in this situation, you have the force of friction counteracting this pulling force, the force of tension, the force of friction. And the force of friction is really interesting, because it always goes against the direction of sliding, it always goes against motion. Now, with all of these examples out of the way, let's try to do a more complex scenario. Let's say that I have a shelf, and it has a weight of 10 newtons. Sitting on that shelf I have an object that has a weight of five newtons. And let's say I have two wires and everything is symmetric, but this weight is right on the middle, and these wires are at both of the ends of the shelf, and this is wire one and this is wire two and they are attached to the ceiling. And for the sake of simplicity, we're gonna assume that the wires have no weight. In actuality they would, but for the sake of this argument, let's assume that they are weightless. What would be a free body diagram for this five newton block that sits on the shelf? Well, that one is actually pretty straightforward, and it's analogous to this first scenario that we saw. You have your block, you have the force of gravity pulling down with a force of magnitude, five newtons, and that's gonna be counteracted by a normal force of the same magnitude but going upwards. So make sure I have enough space. So that's gonna be counteracted with the normal force which is going to be equal to five newtons upwards. And to be clear, this five newtons, this is equal to the weight, the magnitude of the weight of the object. So that was pretty straightforward, the free body diagram for just the block. And it's really important to see that, because notice, in the free body diagram, all you see is the block. But now let's draw the free body diagram for the shelf. So if I have a shelf right over here. Pause this video and try to do that. Well, we know its weight, it's 10 newtons. So we can do that first. So, it has a weight of 10 newtons, so the force, the magnitude of the force of gravity downwards is 10 newtons. Is that the only downward force? Well no, you have this object that's sitting on it, and gravity is pulling down on that object with a force of five newtons, and that causes that object to push on our shelf. So that pushing force is actually a normal force. It's due to the gravity on that five newton object, but the end result of the five newton object is pushing down on our shelf. So what you have is another force that is pushing down. And it is going to be a five newton force. And really, we should view that as a normal force. It's a contact force, it's a pushing force of the five newton object on the 10 newton shelf. So this is going to have a magnitude of five newtons. Assuming that it's completely stationary, there must be some counteracting forces here. Where is that gonna come from? Well, that's gonna come from the pulling forces of these wires. So you're going to have the tension from rope one, we could call that T sub one, and you're gonna have the tension from wire or rope two, T sub two. And because this thing is stationary, T sub one plus T sub two should be equal to 10 newtons plus five newtons. So I'll leave you there. We've done a nice survey of various forces you might see in a first year physics class. And we've been able to think about them in the context of free body diagrams.

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Instructor] In this video, we're gonna discuss different types of forces, but we're gonna do it in the context of free body diagrams. So let's say I have a table here, and I have a block that is sitting stationary on that table. What are all of the forces that are going to act on this blocK?

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1. A
2. C
3. B
4. B
5. C
6. D
7. A
8. B
9. B
10. A
11. C
12. C
13. D
14. C
15. C
16. D
17. C
18. D
19. B
20. D

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Complete: Label the Force (A-E), Tug-of-War 1 and 2, Table 1, Drawing Vectors 1 and 2, Table 2

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Speed Velocity Momentum Quiz Corrections

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Speed Velocity Momentum Quiz Corrections

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Follow this link to open the virtual lab. You will have to choose one of the following three labs posted below to complete.   https://www.physicsclassroom.com/Physics-Interactives/Momentum-and-Collisions/Collision-Carts/Collision-Carts-Interactive

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Law of Conservation of Momentum - Inelastic Collisions

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Law of Conservation of Momentum - Inelastic Collisions

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Law of Conservation of Momentum - Elastic Collisions

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Law of Conservation of Momentum - Elastic Collisions

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Law of Conservation of Momentum - Explosions

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Law of Conservation of Momentum - Explosions

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For information about displacement check out Chapter 2, page 44-46 of the online book. We will cover displacement on Thursday.

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Men's 100 m World Record Progression Article

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Read the article and answer the questions in the attachment below.

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Newer Edition (Black and blue) - Chapter 18, page 571, questions 20-23
Older Edition (Blue and Yellow) - Chapter 6,  page 169, questions 1-2 and page 175, questions 1-3.

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Dark matter makes up over 80% of all matter in the universe, but scientists have never seen it.

We only assume it exists because, without it, the behavior of stars, planets and galaxies simply wouldn't make sense.

Here is what we know about it, or rather, what we think we know.
Related: If dark matter is 'invisible,' how do we know it exists?
What is dark matter and why is it invisible?

Dark matter is completely invisible. It emits no light or energy and thus cannot be detected by conventional sensors and detectors. The key to its elusive nature must lie in its composition, scientists think.

Visible matter, also called baryonic matter, consists of baryons - an overarching name for subatomic particles such as protons, neutrons and electrons. Scientists only speculate what dark matter is made of. It could be composed of baryons but it could also be non-baryonic, that means consisting of different types of particles.

Most scientists think that dark matter is composed of non-baryonic matter. The lead candidate, (weakly interacting massive particles), are believed to have ten to a hundred times the mass of a proton, but their weak interactions with "normal" matter make them difficult to detect. Neutralinos, massive hypothetical particles heavier and slower than neutrinos, are the foremost candidate, though they have yet to be spotted.

There are three known types of neutrinos; a fourth, the sterile neutrino, is proposed as a dark matter candidate. The sterile neutrino would only interact with regular matter through .

"One of the outstanding questions is whether there is a pattern to the fractions that go into each neutrino species," Tyce DeYoung, an associate professor of physics and astronomy at Michigan State University and a collaborator on the IceCube neutrino observatory in Antarctica, told Space.com.

The smaller neutral axion and the uncharged photinos - both theoretical particles - are also potential placeholders for dark matter.

There is also such a thing as antimatter, which is not the same as dark matter. Antimatter consists of particles that are essentially the same as visible matter particles but with opposite electrical charges. These particles are called antiprotons and positrons (or antielectrons). When antiparticles meet particles, an explosion ensues that leads to the two types of matter canceling each other out. Because we live in a made of matter, it is obvious that there is not that much antimatter around, otherwise, there would be nothing left. Unlike dark matter, physicists can actually manufacture anti-matter in their laboratories.

Related: Image Gallery: Dark matter across the universe

Dark matter Q&A with an expert

Does dark matter exist?

Does dark matter have mass?

What does dark matter do?

How do you look for dark matter?

We asked Glenn Starkman, a Distinguished University Professor and co-Chair of Physics and Professor of Astronomy at Case Western Reserve University, a few frequently asked questions about gravity.

Why do we think dark matter exists?

But if we cannot see dark matter, how do we know it exists? The answer is gravity, the force exerted by objects made of matter that is proportional to their mass. Since the 1920s, astronomers have hypothesized that the universe must contain more matter than we can see because the gravitational forces that seem to be at play in the universe simply appear stronger than the visible matter alone would account for.

"Motions of the stars tell you how much matter there is," Pieter van Dokkum, a researcher at Yale University, said in a statement. "They don't care what form the matter is, they just tell you that it's there."

Astronomers examining spiral in the 1970s expected to see material in the center moving faster than at the outer edges. Instead, they found the in both locations traveled at the same velocity, indicating the galaxies contained more mass than could be seen.

Studies of gas within elliptical galaxies also indicated a need for more mass than found in visible objects. Clusters of galaxies would fly apart if the only mass they contained was the mass visible to conventional astronomical measurements.

Different galaxies seem to contain different amounts of dark matter. In 2016, a team led by Van Dokkum found a galaxy called Dragonfly 44, which seems to be composed almost entirely of dark matter. On the other hand, since 2018 astronomers have found several galaxies that seem to lack dark matter altogether.

(Image credit: WGBH)

The force of gravity doesn't only affect the orbits of stars in galaxies but also the trajectory of light. Famous physicist Albert Einstein showed in the early 20th century that massive objects in the universe bend and distort light due to the force of their gravity. The phenomenon is called gravitational lensing. By studying how light is distorted by galaxy clusters, astronomers have been able to create a map of dark matter in the universe.

A vast majority of the astronomical community today accepts that dark matter exists.

"Several astronomical measurements have corroborated the existence of dark matter, leading to a world-wide effort to observe directly dark matter particle interactions with ordinary matter in extremely sensitive detectors, which would confirm its existence and shed light on its properties," the Gran Sasso National Laboratory in Italy (LNGS) said in a statement. "However, these interactions are so feeble that they have escaped direct detection up to this point, forcing scientists to build detectors that are more and more sensitive."

(Image credit: Mattia Di Mauro (ESO/Fermi-Lat))

Despite all the evidence pointing towards the existence of dark matter, there is also the possibility that no such thing exists after all and that the laws of gravity describing the motion of objects within the solar system require revision.

Where does dark matter come from?

Dark matter appears to be spread across the cosmos in a net-like pattern, with galaxy clusters forming at the nodes where fibers intersect. By verifying that gravity acts the same both inside and outside our solar system, researchers provide additional evidence for the existence of dark matter. (Things are even more complicated as in addition to dark matter there also appears to be dark energy, an invisible force responsible for the expansion of the universe that acts against gravity.)

Stellar remnants such as white dwarfs and neutron stars are also thought to contain high amounts of dark matter, and so are the so-called , failed stars that didn't accumulate enough material to kick-start nuclear fusion in their cores.

How do scientists study dark matter?

Since we can't see dark matter, can we actually study it? There are two approaches to learning more about this mysterious stuff. Astronomers study the distribution of dark matter in the universe by looking at the clustering of material and the motion of objects in the universe. Particle physicists, on the other hand, are on a quest to detect the fundamental particles making up dark matter.

An experiment mounted on the International Space Station called the Alpha Magnetic Spectrometer (AMS) detects antimatter in cosmic rays. Since 2011, it has been hit by more than 100 billion cosmic rays, providing fascinating insights into the composition of particles traversing the universe.

"We have measured an excess of positrons [the antimatter counterpart to an electron], and this excess can come from dark matter," Samuel Ting, AMS lead scientist and a Nobel laureate with the Massachusetts Institute of Technology, told Space.com. "But at this moment, we still need more data to make sure it is from dark matter and not from some strange astrophysics sources. That will require us to run a few more years."

Back on Earth, beneath a mountain in Italy, the LNGS's XENON1Tis hunting for signs of interactions after WIMPs collide with xenon atoms.

"A new phase in the race to detect dark matter with ultra-low background massive detectors on Earth has just begun with XENON1T," project spokesperson Elena Aprile, a professor at Columbia University, said in a statement. "We are proud to be at the forefront of the race with this amazing detector, the first of its kind."

The Large Underground Xenon dark-matter experiment (LUX), seated in a gold mine in South Dakota, has also been hunting for signs of WIMP and xenon interactions. But so far, the instrument hasn't revealed the mysterious matter.

"Though a positive signal would have been welcome, nature was not so kind!" Cham Ghag, a physicist at University College London and collaborator on LUX, said in a statement. "Nonetheless, a null result is significant as it changes the landscape of the field by constraining models for what dark matter could be beyond anything that existed previously."

The IceCube Neutrino Observatory, an experiment buried under the frozen surface of Antarctica, is hunting for the hypothetical sterile neutrinos. Sterile neutrinos only interact with regular matter through gravity, making it a strong candidate for dark matter.

Experiments aiming to detect elusive dark matter particles are also conducted in the powerful particle colliders at the European Organization for Nuclear Research (CERN) in Switzerland.

In 2014, NASA's Fermi Gamma-ray Space Telescope made maps of the heart of our galaxy, the , in gamma-ray light, revealing an excess of gamma-ray emissions extending from its core.

"The signal we found cannot be explained by currently proposed alternatives and is in close agreement with the predictions of very simple dark matter models," lead author Dan Hooper, an astrophysicist at Fermilab in Illinois, told Space.com.

The excess can be explained by annihilations of dark matter particles with a mass between 31 and 40 billion electron volts, researchers said. The result by itself isn't enough to be considered a smoking gun for dark matter. Additional data from other observing projects or direct-detection experiments would be required to validate the interpretation.

The James Webb Space Telescope, launched after 30 years of development on Dec. 25, 2021, is also expected to contribute to the hunt for the elusive substance. With its infrared eyes able to see to the beginning of time, the telescope of the century won't be able to see dark matter directly, but through observing the evolution of galaxies since the earliest stages of the universe, it is expected to provide insights that have not been possible before.
https://science.nasa.gov/astrophysics/focus-areas/what-is-dark-energy
ESA's Euclid mission launched on July 1, 2023, and is currently on the hunt for dark matter and dark energy. The mission aims to map the geometry of matter in the universe, specifically the distribution of galaxies to learn more about the elusive dark matter.

Additional resources

Bibliography
This article was update on Jan 28, 2022 by Space.com Senior Writer Tereza Pultarova.
NASA, Dark Energy, Dark Matter

Clegg, B. Dark Matter and Dark Energy: The Hidden 95% of the Universe, Icon Books, August, 2019

CERN, Dark Matter

https://home.cern/science/physics/dark-matter

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Dark matter emits no light, and cannot be directly observed, but scientists think that it and dark energy make up most of the mass of the universe.

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A team of physicists from New York University, University of Buffalo, and Wayne State University have discovered a new state of matter, which they say has the potential to increase storage capabilities in electronic devices.

"Our research has succeeded in revealing experimental evidence for a new state of matter-topological superconductivity," says Javad Shabani, an assistant professor of physics at NYU, in a press statement. "This new topological state can be manipulated in ways that could both speed calculation in quantum computing and boost storage."

The discovery is not yet in an academic journal, but has been published in arXiv, which hosts preprints approved for posting after moderation without full peer review.

Titled "Phase signature of topological transition in Josephson Junctions," the paper is focused squarely in the realm of quantum computing. Quantum computing allows computers to make exponentially fast computations through using what are known as qubits: advances made upon the basics of computer memory, or bits.

Bits are binary, read in 1s and 0s. Qubits, though, allow for computers to read any number between 0 and 1, allowing for much faster calculations.

During this research, the team was able to witness the transition of quantum state from its conventional state to a new topological state, which is to say it took on new geometric properties. Topological states can change during everyday life as well, like when a piece of paper goes from having no rips to being ripped halfway down. They were able to study the quantum state's change by observing the energy barrier between the two states.

Within this state of transformation, scientists were able to observe what are known as Majorana particles, named after 20th century Italian theoretical physicist Ettore Majorana. The Italian scientists theorized the particles, which act as their own antiparticles, in 1937. Scientists see them as potential storage for qubits, with the ability to keep quantum information in a special computation space, safe from outside environmental noise.

The catch has always been that there's no natural storage material for these storage particles. But this new state of matter appears to be able to store Majorana particles, which could hold them. With a holding place intact, the Majorana particles could then store qubits.

"The new discovery of topological superconductivity in a two-dimensional platform paves the way for building scalable topological qubits to not only store quantum information, but also to manipulate the quantum states that are free of error," says Shabani.

Quantum mechanics is pretty complex stuff.

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Looks Like We Have a New State of Matter

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A team of physicists from New York University, University of Buffalo, and Wayne State University have discovered a new state of matter, which they say has the potential to increase storage capabilities in electronic devices. "Our research has succeeded in revealing experimental evidence for a new state of matter-topological superconductivity," says Javad Shabani, an assistant professor of physics at NYU, in a press statement.

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MAXINE SMITH STEAM ACADEMY SYLLABUS 2019 - 2020

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Naming and formulas for chemical reactions

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Naming and formulas for chemical reactions

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Speed = Distance/Time
Distance  = Speed x Time
Time = Distance/Speed

Velocity = Speed with direction

Momentum = Mass x Velocity
Mass = Momentum/Velocity
Velocity = Momentum/Mass

Scalar vs. Vector

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More Practice Calculating Protons, Neutrons, Electrons

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More Practice Calculating Protons, Neutrons, Electrons

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Calculating protons, neutrons, electrons, and mass number.

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Calculating protons, neutrons, electrons, and mass number.

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Naming Compounds and Writing Formulas Padlet