Shedding Light on Circuits

What is a DC circuit? DC stands for direct current circuit, which means that the circuit is connected to a source of power, in most cases, a battery.

Series Circuits

This is an example of what a series circuit looks like. Both bulbs are equally as bright because the current, or flow of charge,  through both is the same. In a series circuit, the total voltage is equal to the sum of the voltage drops that are in each light bulb/resistor. An ammeter can be used to measure the current in a circuit, but only if it connected in series. Also, the equivalent resistance is equal to the sum of the ohms in both resistors, and as a result, the equivalent resistance increases with each added resistor. The equivalent resistance is the amount of resistance that a single resistor would have if replaced both circuits. If one light bulb is removed, then every light in the circuit goes out, because it breaks the series. 

Parallel Circuits

This is an example of a parallel circuit. Unlike in series circuits, the resistors in this circuit are not side by side, but parallel from each other. In this circuit, each bulb is differently lit because the current through each is not the same. The total current splits itself inbetween the three lightbulbs, as it is not one single path, giving each one their own current. However, the voltage drops in the resistors are equal in each bulb, so they are all individually equal to the total voltage. Also, unlike in the series circuit, with each resistor added, the equivalent resistor goes down. If one light is taken out, then the other one remains.

Complex Circuits

The last type of circuit shown is a complex circuit. This is what occurs when parallel circuits and series circuits are combined to make one whole circuit. The total resistance is found when the equivalent resistance for the parallel circuit is found and the equivalent resistance for the series circuit is found and the two quantities are combined. The reason that they are combined instead of finding the reciprocal of both and then finding the reciprocal of that, as in a parallel circuit, is because the series circuit and the parallel circuit are in series with each other, so the complex circuit acts a lot like a series circuit. The resistor that is in series with the rest is brightest because, since it is in series, the total current flows through it. Then it splits between the two resistors in parallel. To find the total current in the whole circuit, you just treat it like a regular circuit and divide the voltage drop by the total resistance. The voltage drop in the parallel part of the circuit is equal for both resistors, and then the series part gets the voltage drop that is left over from the total voltage. In this circuit, if you take the resistor/light bulb in series out, then all the light bulbs go out. But if you take one of the parallel circuit light bulbs out, then the other parallel circuit and the series resistor remain lit, and become a series circuit.



Cut the Rope Pendulum Ride and Robot Unicorn Attack Carousel Amusement Park Project

My team (which we dubbed Nordic & Co.) had two rides, and we, in correspondence with the theme, chose to do a Robot Unicorn Attack Carousel and a Cut the Rope Pendulum Ride. It was a lot of work, but in my opinion the rides turned out great. The many hours put into this project resulted in two rides that I personally would want to go on. Below is a Prezi outlining what we talk about in the presentation. Along with it goes a script that we use in class.

Our Team Page:
https://sites.google.com/a/parishepiscopal.org/physics-honors/amusement-park/team-1

Map of an Inverted World

When my eccentric grandmother gave me this window ornament I thought it was pretty, but didn't realize how it related to physics yet. I sat in my kitchen pondering what kind of photo I would take for my physics photo project one day, discarding idea after idea. Then, as my gaze strayed to the window, the ornament caught my eye. The idea for this photo probably would have gone right over my head had I not noticed that the image of my backyard in the globe was inverted. When I saw this I realized that the sphere was actually a lens, kindly inverting this real image for me. You see, the globe is a convex, or converging lens. And since the lens is spherical, the center of curvature is the very center of the globe. This lens is convex because the surface curves outward and the image is real because it forms on the other side of the lens as the object. Had the image been virtual, the backyard within the globe would have been blurry or bigger than the actual backyard. This photo also deals with refraction of light as the light bends as passes from air into glass and into air again. This is a perfect example of how physics pops up in our daily lives in the most unexpected of places.

The Spectacular Electromagnetic Spectrum

This blog entry is about electromagnetic waves, which most of us use every day, unles you live under a rock. But when you use them, you're probably not thinking, "Oh, I'm going to use some electromagnetic waves to do this thing that needs to get done." And if you are... well congratulations, you're probably the only one. There are seven. In order of wavelength from highest to lowest they are: Radio waves, microwaves, infrared, visible, ultraviolet, x-rays, and gamma-rays. One characteristic which all electromagnetic waves (EMS) share is that they are forms of radiation. Radiation is a form of energy which travels and spreads out, and therefore every type of wave in the EMS does so. Another very important characteristic is that EMS waves travel through matter. However, they don't need a medium, as they can travel through free space.

INFRARED

This is what we look like in infrared!

Profile:

Wavelength- 1X10^(-3) - 6X10^(-6) m

Frequency- 8X10^10 - 4X10^14 Hz

It sounds cool and sci-fi-like, doesn't it? However, our own skin emits infrared. Just out of visibility range, all warm bodies give off infrared. Warm things, like the sun and ourselves, give off infrared radiation and is taken in by colder things. Putting it simply, infrared is heat. The military uses it in night vision goggles to locate targets that they otherwise could not see, as I did when I was younger playing Secret Agent Barbie on the computer and had put on my night vision goggles to see people in hiding. You can also thank infrared waves when you change your TV channel to a less annoying show, otherwise you'd be watching that one forever.

X-RAYS

How embarrassing...

Profile:

Wavelength- 8X10^(-8) - 1X10^(-11) m

Frequency- 5X10^16 - 1X10^19 Hz

X-ray may be one of the types of EMS that you are more familiar with. If not, then you're probably due for a dentist appointment. If you've ever broken your arm, then you had an x-ray done of your mangled limb. It works because the x-rays go right through you, but since your bones are thicker, they are harder to penetrate and show the image of your skeleton that you see in the pictures your doctor probably showed you. Too much of this type of EMS is bad for you though, and that's why they put that heavy lead smock on the parts of that aren't being x-rayed. Bones are hard for the rays to get through, but lead is impossible. Outside of our world, the stars and the sun and other hot gases emit x-rays, and indeed the sun is mostly made up of x-rays.

Bibliography:

http://imagine.gsfc.nasa.gov/docs/science/know_l1/emspectrum.html

http://missionscience.nasa.gov/ems/01_intro.html

http://school.discoveryeducation.com/lessonplans/interact/electromagneticspectrum.html

http://roadtickle.com/10-cool-facts-about-the-human-body/

http://www.shutterstock.com/pic-2607953/stock-photo-x-ray-picture-of-human-torax.html

http://www.darvill.clara.net/emag/index.htm

The Omnipresent Energy

This unit in physics, we learned about energy and and the conservation of it. Energy is in everything around us, and in everything we do. This is what I am trying to show in this particular blog posting, and I hope that by the end you are as convinced as I am. Conservation of energy is very simple, if you think about it, which I had to. The concept, to put it simply, is that even though energy may change forms in a situation, the total energy will not change. In this comic that I made about a skate boarder, Picasso (the skate boarder) wants to see whether a new half-pipe will satisfy his need for speed. I would like to note here that I have no knowledge on skate boarding, so I really just made up some stuff about skate boarding on a half-pipe, such as how high it is and how fast is FAST on a half-pipe. I'm sorry if I offend any boarders out there by my ignorance of the technical side of boarding. If you are worse than me and don't even know what a half-pipe is, it is the round thing that skate boarders go on when they feel that flat ground is too safe for them- the round thing that's shaped like a U where you start on one side and skate to the top, flip in midair, and then skate down it again.




Attributions:
I would like to thank the website http://www.napoleonohio.com/Parks/com/Glenwood.htm, which is where I got the picture of the skate board half-pipe that I used for the background of my comic.

A Much Needed Ode to Circles

This unit we learned about circular motion and gravitation. We started with circular motion, since it was important to understand these concepts before moving on to the more complex gravitation.

We started with the basics. The first thing we covered was velocity with circles. In the past velocity has always been distance divided by time. However, in those cases we were going in a straight horizontal line. This time we were going around a curve, so the distance became a circumference, or 2πr, r being the radius. The time became the period, which is the time it takes the object to complete one full rotation or revolution. We also learned how the period was the inverse of the frequency, or the rotations per unit of time, usually a second (Hz), and that frequency was the inverse of the period. One important thing that we had to understand was that the velocity was not constant, since the direction of the of the motion changed constantly, and that the velocity was tangential to the circle that the object was moving in. Since the object is changing directions, it is accelerating. Acceleration in circular motion is called centripetal acceleration, because the acceleration is always pointed toward the center, and is perpendicular to the velocity. On that note we learned about centripetal force. We know that Net force = mass times acceleration. Well, with centripetal force it is exactly the same, except that for centripetal acceleration we use  the square of velocity divided by radius, and multiply that by mass. You must never, EVER, confuse centripetal force with centriFugal force, which is actually not a force at all and more a sensation caused by inertia, and is an "F-word" in physics. But the centripetal force doesn't just happen. It has to be provided by another force, which we shall call the centripetal force requirement. Examples of this are the friction between the tires of a car and the road it is on, the tension in the string swinging a stone in a circle, and the gravity acting between a lonely moon and a planet in a galaxy far, far away. These are all forces that act on an object and cause it to move in a circle in the first place. 

After learning these basics, we learned about motion in a vertical circle. This was not much different, except now we were dealing with things like tension and the force on gravity and finding their values. For example, at the highest point in the circle, the centripetal force is equal to  the tension plus the gravity,  which is equal to mass times acceleration.  At the top of the circle, both forces are pointing downward, and so is the acceleration. When the object is at the bottom of the circle, the tension points up, along with the acceleration, and the weight points down, making the centripetal force equal to the tension minus  the gravity, which is equal to mass times acceleration. It was actually easier to understand than it may sound like at first. 

After this we journeyed onward to learn of universal gravitation. This dealt with a lot of gross nasty scientific notation that we had to get our hands dirty in, since many things whose gravity we solved for were larger than your average basket ball. Our dear friend, Isaac Newton, created the inverse square law, which stated that "the gravitational force varies inversely with the square of the distance between two objects", which contributed to the law of universal gravitation, which said that everything in the universe attracts everything else in the universe that has a force which "varies directly with the product  of their masses and inversely with the square of the distance between the  centers of the two masses."

And from these great laws was born a equation for FG, that G (a universal constant that is equal to 

6.67 X 10E-11)Nm/kg2 times the masses of the two objects was divided by the radius squared, an equation which comes in handy when trying to figure out the weight of a planet. 

And finally we reached the end of gravitation, and in fact the end of our unit on dynamics, gravitational acceleration. This excludes finding out the gravitational acceleration for anything on the surface of Earth, since that value is the same everywhere on Earth's surface. We know that FG= mg, so mg is equal to the equation in the paragraph above. The m's cancel out, leaving you with a formula for g, which is equal to G times the mass of object to which everything else is gravitating toward divided by the radius squared. Like I said before, this equation is great for finding the acceleration due to gravity on any planet you choose, which can also help in finding the mass or weight of any object on that planet. 

Of course, as easy as it all may appear to be for me now, it was hard to begin with. The hardest part was keeping track with all the formulas that needed to be used. This became easier as I did classwork and used these formulas, and they were all soon pretty familiar. Another difficulty was simply getting it. Physics isn't something that comes naturally to me. I have to really look at it a few times to figure it out. There were troubles with my calculator that sent me into fits of rage when my slippery fingers hit the wrong buttons for scientific notation, giving me the wrong answers. Once I was up until the wee hours of the morning making sure I really understood all the classwork on gravitation, because at first I didn't. It was difficult at first, but as everything else does, it all fell into place eventually.

One of my problem-solving skills was taking the initiative on my own problems. There was one lab that we did where we hung a pig from string on the ceiling. It was not a real pig, and in fact it flew in circles. We recorded data such as mass and radius (length of the string) and frequency, which we later converted to period. We then had to figure out which equations we were going to use to eventually solve for the net force, assuming that the pig was flying at a constant velocity in a perfect circle. Now, the net force is equal to the centripetal force, but of course when things are stated in a different way than they're meant I get super confused. I sat there scratching my head for at least thirty minutes on my bed, staring at the lab and going through equations and just panicking. My dad was out of town and there was nobody at home to help me. I called a friend but she didn't know, and many hadn't gotten to that part of the lab yet. So the good news was: I was much farther than most of my friends. The bad news was: that seemed to me the farthest I was going to get. Suddenly, I realized that I was not going to pass physics by sitting there feeling sorry for myself. What the heck was I doing? If I couldn't find help from people, I had to turn to my other sources. I had to take the initiative to help myself! So I googled how to find the net force for circular motion. When I found one answer I checked with a few more, just to make sure. It was all suddenly clear to me. Of course I needed to find centripetal force! F=ma and Fc=mac, so why didn't I see that they were the same thing before? Because I was so convinced that I didn't know what the net force was. I didn't give myself time to stop and think and draw connections. If I had I would have figured it out much sooner. But since I couldn't figure it out, I had to figure it out myself, which proved to be the most important problem-solving skill of the unit. For once I didn't ask my dad, for once I didn't save it for the next day when I would do it in a hurry at lunch. For once I did it all by myself, which made me so proud because for once, my problem-solving skill wasn't turning to my father for help.

MYTHBUSTERS: Mysteries of Physics

For this lab, we were put into teams and try to disprove two myths involving physics. We had to film ourselves doing this and make into into a Mythbusters show. My team consisted of myself, who served as the person who does what everyone tells her to do in order for the show to take off; Cara, one girl camera crew extraordinaire; Ryan, who operated the "man-coaster"and the bowling ball (for all of you who are wondering what a man-coaster is, it will all become clear in the video); and finally Adam, who helped. It was a thrilling and dangerous venture, but it was all worth it in the end, because we all learned what only phsicists could- how to bust a physics myth.

MYTH #1:
An object always moves in the direction of the net force exerted on it. 
This seems that's it's correct right? I mean, look at yourself when you push a grocery cart - where is it going? In the direction of the net force exerted on it, the positive direction. So, you think, Don't all things work the same way?

WRONG! If you think this you are making the same mistake that many others have made before you. I mean, look what my teammates and I did. We put Ryan on a rolling board that we dubbed the "man-coaster" and we pushed him for a second, then let go and watched him roll. Once we took our hands off of him, the was no force acting on him in the positive direction- his direction of motion. However there was friction acting against him and his man-coaster. According to the myth, he should have started moving in the negative direction, or backwards. But he didn't, he kept going forward until he stopped. Don't believe me? Take a look at the FBD I have made for you.

As you can see, the FBD shows how our experiment busted the myth, as Ryan continued moving in the positive direction even though the net force was in the negative direction! This is the equation of the net force:    

MYTH #2:
An object always changes its motion if there is a force exerted on it by other objects.
Well duh! you are probably thinking as you read this myth. You think about if a soccer ball is rolling toward you, and you kick it, it will change direction, right? So why shouldn't this always be true? Well once again, my Mythbustin' team and I are here to tell you that sometimes this statement is false! Just ask the classroom full of fourth graders that stood to the side of the hallway as Ryan used his bowling skills to hurl the ball onto the ground and roll it past me. I waited off to the side to ambush the ball with a highlighter, throwing it at the ball and promptly bouncing off the bowling ball and not altering its direction at all. Myth busted! The highlighter was too light to change the heavy bowling ball's direction, but it was a force never the less.

 CONCLUSION: 
There were no myths that my team could not disprove. However, at first sight, these myths make you do a double take because, really, you don't know why it's a myth in the first place, because it seems right. Maybe people believe these myths because once they read them, it's hard not to think about examples that only support them. The examples I gave when describing the myth as to why you might doubt that it's false are exactly the type of examples that people think of when they read the statement. You only find out a way to disprove the myth when you actually start trying things out, and that's why I think people believe these physics myths.