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Monday, July 30, 2007
Physcis Investigatory Manual
Physics Investigatory Project Manual
Structured
(Execution to be done by the students. The following to appear in the students report.
Results and Discussion
Structured
Title
Situation (paragraph form)
Problem (Question Form; 1 or 2)
Hypothesis (es)
Related Studies (Optional)
Experimental Design
Dependent Variables
Independent Variable
Setups (paragraph with or without diagrams or tabulated)
Materials
Procedure (detailed)
(Execution to be done by the students. The following to appear in the students report.
Results and Discussion
Conclusion (by the students)
Semi-structured
o Title
o Situation (paragraph form)
o Problem (Question Form; 1 or 2)
o Hypothesis (es)
(Related studies-optional; experimental design and execution to be done by the student)
Unstructured
o Title
o Situation (paragraph form)
(The rest to be done by the students will include Review of Related Studies; Final work for exhibition in a Science Fair or presentation in a Science Congress.)
GUIDE FOR INVESTIGATORY PROJECT IN PHYSICS
INVESTIGATIONS IN PHYSICS
Introduction
The investigations included in this manual are both experimental and extended. They are experimental in the sense that they will be based on qualitative or quantitative observations of some phenomena and deductions made by you, the student. They are extended in that more time (at least a month) than a typical physics experiment would be required to undertake them.
Some samples included in this manual are structured. You are told exactly what to do and the questions you need to consider. Others are semi-structured. In these samples, the problem situation is described but the experimental design is left to you. However, some clues or questions to consider are included. This type of investigation provides a much needed challenge for you to think more independently and thereby gain satisfaction in achieving something of your own. Those included may be linked with the experiments and activities you may have done in class.
In a third type called open-ended investigations, only the problem is described. You are given the freedom of choosing the problem you wish to investigate. Or only the general topic is given and it is up to you to state the problem and design the method with which to solve the problem. A list of possible topics is provided.
Why do an experimental research project?
An experimental research project may provide the only real opportunity you will have in school of applying scientific approaches to a task. It will give you useful experience in mathematical and experimental analysis and introduce you to the work of a research scientist. These are experiences you will not usually gain in carrying out structured activities. You will be doing science rather than merely learning about science. And you will find that your ability to inquire – the essential elements of an investigation—will be very useful in your occupational, domestic and personal life.
If you do have the opportunity to choose your own topic and your own design, the experience will be unique for you. It will be your own research.
The objectives of requiring you to undertake investigations are for you to:1. Develop an understanding of the principles of experimental investigations in physics.2. Develop skills in practical investigations using the principles and methods of physics.
Your tasks then are to:
1. Identify a topic that interests you1. Decide how best to investigate the topic
2. Choose the appropriate instruments and tools and decide how best to use them
3. Cope with inevitable difficulties and if necessary redefine the objectives of your investigation
4. Analyze, evaluate and discuss your results
5. Write a report
The main value of the investigation lies not so much on the result but in the experience or journey as you work through the investigation.
After your work is completed and report written, you may have the opportunity of presenting your research to your own class, to other interested students or at the Science Fair of your school. You can join the competition and who knows, you may be a winner.
Selecting a research topic
There are three methods of arriving at a topic to be researched:
a) you propose a topic of your choice and have it approved by your teacher;
b) you select a topic from a list already approved by your teacher; and
c) you are assigned a topic by your teacher.
You will gain maximum satisfaction if method
(a) is used as the project will definitely be yours.
You can choose from five different types of investigation:
1. Designing and constructing a device.
This will involve designing and constructing a device and exploring the associated physics concepts and principles. Examples of devices that may be constructed are a thermistor temperature probe, a light meter, a water sensor, etc. It is important to remember that this is not merely a construction exercise. The emphasis must be on using physics ideas and methods to (a) analyze the purpose of the device,
(b) design a device which will achieve the purpose,
(c) construct the device and
(d) make it work as desired (that is test it and collect useful data).
2. Investigating the operation of a device
The emphasis in this type of investigation should be on investigating the device, not building it. Some typical questions that may be considered are: What does it do? How does it do it? How well does it do it? What sets the limits of its operation? How can it be improved?
3. Solving a scientific or technological problem
This type of investigation can become relatively open ended. It is important that the problem is specifically defined.
1. Investigating a physical phenomenon
This style of investigation allows you to examine physical phenomena such as the formation of rainbows, resolution of pin-hole cameras, production of sound by humans and by musical instruments, etc. Again this type of investigation can become relatively open-ended so you will need to limit the scope of the investigation to suit the time available.
2. Investigations that extend your understanding of a specific subject area by the process of gathering, collecting and synthesizing physics information and physics ideas from various sources. The topics chosen may be related to the following areas:
(a) everyday situations such as the use of remote controls in changing TV channels, digital
recording techniques;
(b) other physics related forms of knowledge such as concepts in biophysics related to improving
athletic techniques;
(c) issues of social or personal significance such as the impact of compulsory use of seatbelts –
why was a law passed? How does it reduce/prevent injury in a vehicular accident? Or you
may be interested in the physics involved in their design or other physics issues associated
with safety on the road.
(d) technological applications such as the physics and technological applications of the laser;
technological advances in sporting equipment or in medical imaging.
Planning the investigation
1. Keep a logbook.
The logbook will be your essential companion from the selection of a topic to the completion of your investigation. In the planning stage use it to record possible topic, detailed plans and diagrams of experimental setup.
2. Generating suggestions -
a. Think beyond the laboratory. Consider your favorite sport, past time or hobby. Is there some aspect of it that is related to physics, which you can investigate?
b. Is there something at home or in your community/neighborhood that could form the basis of your investigation?
c. Is there something that you have studied in physics that you would like to study more deeply?
d. If it is a group project, brainstorm with the members of your group.
e. No one expects you to be an expert on a topic before you investigate or even afterwards. Consult resource materials or specialists before you can fully specify the actual problem you intend to solve.
3. Designing the investigation. Once you have proposed a topic, the next step is to devise a design or a method by which the investigation can be done. Brainstorm with your group alternative ways of tackling the investigation. Here are some points to consider:a. What specific questions do you want to answer?What do you think the answer will be? You are now generating the hypothesis or guess that you test. Stating an hypothesis may not be part of all investigations. However, you may have some expectations.
a. Do you have sufficient information to get underway? If not consult resource materials.
b. What equipment will be needed to carry out the investigation?a. How will you use the equipment to answer your question? What qualitative observations will be necessary? What measurements will you need to take? What will you do with these measurements? These are the questions at the heart of your experimental design.
1. Background reading and consulting. To come up with a suitable design you may need to do some background reading on your chosen topic. Ask help from your librarian or your teacher in using catalogues, computer databases, subject indices, abstracts and reviews. Record the resource materials/persons where you obtain useful information.
Carrying out the investigation
You have chosen a topic, specified exactly what you are to do, and decided how you are going to do it. The next step is to carry it out. At this point, the logbook is very important.
Most of the activities you have done consist of well-tested, structured experiments in which the desired results are reached smoothly. In an investigation this will not be so. Investigations may provide you with many unfamiliar experiences.
Here are some likely situations that you may encounter and ways of dealing with them.
(a) It would be normal to run into difficulties.
Using your imagination and perseverance in solving such difficulties is a very important part of research and a source of considerable satisfaction.
(b) Seek help if you need to from resource materials and people.
(c) Do not feel bad about making mistakes. It needs intelligence to recognize that you have made one.
(d) Once you are right into the project, you may find it necessary or desirable to modify, restrict, or extend the aims you have set for yourself. Be flexible but discuss any major change with your teacher.
(e) In some cases, it may not be possible to achieve the aim you set due to time and resources available. Realize that it is definitely a valuable exercise if you have attempted to work along logical lines and sensible use of your current scientific knowledge, the time allocated and the materials available.
(f) Beware of stockpiling. It is important to process data as soon as it has been collected. Such analysis will often suggest that certain readings need to be checked additional ones made or perhaps a new direction take.
Writing a research report
You may produce a report in three ways:
(a) a written report
(b) an oral report or
(c) a poster report.
Here are the most common parts of a research report. Your teacher will tell you which of these you will include in yours:
(a) Title page – includes the title of the investigation briefly stated, the names of the writers, the purpose for which the report is submitted, the date the research was completed.
(b) Abstract or synopsis- a statement of the specific problem investigated and the main conclusions reached
(c) Content- contains the details of the investigation. The main body covering the procedure, observations and deductions should appear subdivided into suitably labeled sections or chapters.
(d) Introduction – contains what motivated you to do the investigation or some background information
(e) Aim(s) – state exactly what you set out to investigate. If more than one, number them.
(f) Procedure, observations and deductions- the body of your report. This should includei. Clear explanation of what you attempted to doii. Description of materials usediii. Any hypotheses you set up and you went about testing themiv. Difficulties you encountered and how you overcome themv. Qualitative and quantitative observations madevi. Analysis of data and observationsvii. Conclusions made at various stages
(g) Summary of findings – here you should draw together the conclusions made at various stages, restating the findings, the limitations and possibly further associated research suggested.
(h) Acknowledgements
(i) Reference or bibliography
(j) AppendicesPreparing your poster
The essential components include·
- A title.
- Name(s) of the researcher(s)·
- Aim(s) of the project·
- Arrangement of equipment, including a labeled diagram or photograph·
- A brief description of what you did·
- Your findings including significant tables and graphs if any and·
- Limitations of your results
In making your poster, consider·
- The maximum dimensions of an acceptable poster·
- How they can be attached to the display board or wall·
- Legibility from about 1 or 2 meters away·
- Attractiveness
Wednesday, July 18, 2007
Treasure Hunt: Study of Light and It’s Properties
Online Treasure Hunts Study of Light and It's Properties
Authored by: Ronor P. Escabarte
Misamis Oriental General Comprehensive High School
Don . A. Velez, St., Cagayan de Oro City, Philippines
Introduction
In your life you've probably encountered some neat phenomenon about light. Such examples might include the reflection of light rays, or questions about the speed at which light travels. In this activity, we will learn about light and energy. "Energy?" you might ask, well it turns out that light has a relationship to energy and vice-versa.
By clicking on the web resources below you will interview some interesting people, like the most brilliant Albert Einstein!At the end of this lesson , we should know what light is and what cool applications of light are used everyday. So, to learn more about light, click on the resources and read silently.
At the end of the first topic you are required to answer the mastery quiz . While reading between lines in the slide show presentation you will encounter some questions which you need to answer in order to proceed to the next topic. After reading with comprehension answer the following questions .
This is an individual activity, therefore you are expected to answer the questions independently based on your own understanding. Use one whole sheet of paper as answer sheets and you may take down notes for your future reference. Start reading now and enjoy hunting.
Questions
Interference
1. What brings about the striking colors we see in soap bubbles? How does it happen?
2. When do waves reinforce each other? When do waves annul each other?
3. What causes the spectrum of colors seen in gasoline splotches on a wet street? Why are these not seen on a dry street?
Diffraction
1. What happen when light pass around obstacles?
2. Do sharp objects cast sharp shadows?
3. Is diffraction more pronounced through a small opening or through a large opening?
Polarization
1. Can Polaroid sunglasses protect our eyes from intense glare? How do Polaroid sunglasses protect our eyes from the strong reflections of sunlight?
2. What is the advantage of Polaroid sunglasses over regular sunglasses?
Light
1.What is light? Is light a matter? Explain.
2. How light is measured?Light Duality1. What evidence can you cite for the wave nature of light? For the particle nature of light?
Reflection
1. What does incident light that falls on an object do to the electrons in the atom of an object?
Refraction
1. How does the angle at which a ray of light strikes a prism compare with the angle at which it passes out the other side?
2. Does refraction make a swimming pool seem deeper or shallower?
Dispersion
1. What prevents a rainbow from being seen as complete circles?
2. Does a single raindrop illuminated by sunlight disperse a spectrum of colors?
Total Internal Reflection
1. What is meant by critical angle?
2. When is light totally reflected in a diamond?
3. Light normally travels in straight lines, but it “bend” in an optical fiber. Explain
Lenses
1. What kind of lens can be used can be used to produce a real image? A virtual image?
Web Resources:
INTERFERENCE, DIFFRACTION, POLARIZATION
Slide show presentation about INTERFERENCE, DIFFRACTION, and POLARIZATIONfound in my computer dost02(D)( click this to answer questions IN INTERFERENCE, DIFFRACTION, POLARIZATION)
Directions:
1. Just click start
2. Then my computer.
3. Select and open dost02(D)
4. Just click the folder DOST, then select the topics mention above.
LIGHT
http://library.thinkquest.org/11924/light.html
( click this to answer question 1 : LIGHT) Slide show presentation ABOUT WHY DO WE STUDY LIGHTfound in my computer dost02(D) ( click this to answer question:2 LIGHT)
Directions:
1. Just click start
2. Then my computer.
3. Select and open dost02(D)
4. Just click the folder DOST, then select the topics mention above
REFLECTION , REFRACTION, DISPERSION, TOTAL INTERNAL REFLECTION & LENSES. LIGHT DUALITY
http://sol.sci.uop.edu/~jfalward/physics17/chapter12/chapter12.html
( click this to answer question 1 : REFLECTION, questions 1-2: REFRACTION, 1-2 IN DISPERSION, 1-3 TOTAL INTERNAL REFLECTION, 1 IN LENSES)
The Big Question
Make up a multiple-choice questions that would check a classmate's understanding of reflection, refraction, diffraction, interference, and polarization. ( five questions per topic)
Wednesday, July 11, 2007
refraction of light
Refraction at a Boundary
Refraction and Sight
In Unit 13 of The Physics Classroom, it was emphasized that we are able to see because light from an object can travel our eyes. Every object that can be seen is seen only when light from that object travels to our eyes. As you look at Mary in class, you are able to see Mary because she is illuminated with light and that light reflects off of her and travels to your eye. In the process of viewing Mary, you are directing your sight along a line in the direction of Mary. If you wish to view the top of Mary's head, then you direct your sight along a line towards the top of her head. If you wish to view Mary's feet, then you direct your sight along a line towards Mary's feet. And if you wish to view the image of Mary in a mirror, then you must direct your sight along a line towards the location of Mary's image. This directing of our sight in a specific direction is sometimes referred to as the line of sight.
As light travels through a given medium, it travels in a straight line. However, when light passes from one medium into a second medium, the light path bends; refraction takes place. The refraction occurs only at the boundary. Once the light has crossed the boundary between the two media, it continues to travel in a straight line; only now, the direction of that line is different than it was in the former medium. If when sighting at an object, light from that object changes media on the way to your eye, a visual distortion is likely to occur. This visual distortion was witnessed in The Broken Pencil activity performed in class. A pencil was submerged in water and viewed from the side. As you sighted at the portion of the pencil located above the water's surface, light travels directly from the pencil to your eye. Since this light does not change medium, it will not refract. As you sighted at the portion of the pencil which was submerged in the water, light traveled from water to air (or from water to glass to air). This light ray changed medium and subsequently underwent refraction. As a result, the image of the pencil appears to be broken. Furthermore, the portion of the pencil which is submerged in water appears to be wider than the portion of the pencil which is not submerged.
Quite obviously, these observations can be explained by the refraction of light. In this case, the only light which undergoes refraction is the light which travels from the submerged portion of the pencil, through the water, across the boundary, into the air, and ultimately to the eye. At the boundary, this ray refracts. The eye-brain interaction cannot account for the refraction of light. As was emphasized in Unit 13, the brain judges the image location to be the location where light rays appear to originate from. This image location is the location where either reflected or refracted rays intersect. The eye and brain assume that light travels in a straight line and then extends all incoming rays of light backwards until they intersect. Light rays from the submerged portion of the pencil will intersect in a different location than light rays from the portion of the pencil which extends above the surface of the water. For this reason, the submerged portion of the pencil appears to be in a different location than the portion of the pencil which extends above the water. The diagram at the right shows a God's-eye view of the light path from the submerged portion of the pencil to each of your two eyes. Only the left and right extremities (edges) of the pencil are considered. The blue lines depict the path of light to your right eye and the red lines depict the path of light to your left eye. Observe that the light path has bent at the boundary. Dashed lines represent the extensions of the lines of sight backwards into the water. Observe that the these extension lines intersect at a given point; the point represents the image of the left and the right edge of the pencil. Finally, observe that the image of the pencil is wider than the actual pencil. A ray model of light which considers the refraction of light at boundaries adequately explains the broken pencil observations.
The broken pencil phenomenon occurs during your everyday spear-fishing outing. Fortunately for the fish, light refracts as it travels from the fish in the water to the eyes of the hunter. The refraction occurs at the water-air boundary. Due to this bending of the path of light, the fish appears to be in a location where it isn't. A visual distortion occurs. Subsequently, the hunter launches the spear at the location where the fish is thought to be and misses the fish. Of course, the fish are never concerned about such hunters; they know that light refracts at the boundary and that the location where the hunter is sighting is not the same location as the actual fish. How did the fish get so smart and learn all this? Because they live in schools.
Now any fish who has done his/her physics homework knows that the amount of refraction which occurs is dependent upon the angle at which the light approaches the boundary. We will investigate this aspect of refraction in great detail in Lesson 2. For now, it is sufficient to say that as the hunter with the spear sights more perpendicular to the water, the amount of refraction decreases. The most successful hunters are those who sight perpendicular to the water. And the smartest fish are those who head for the deep when they spot hunters who sight in this direction.
Since refraction of light occurs when it crosses the boundary, visual distortions often occur. These distortions occur when light changes medium as it travels from the object to our eyes.
Refraction and Sight
In Unit 13 of The Physics Classroom, it was emphasized that we are able to see because light from an object can travel our eyes. Every object that can be seen is seen only when light from that object travels to our eyes. As you look at Mary in class, you are able to see Mary because she is illuminated with light and that light reflects off of her and travels to your eye. In the process of viewing Mary, you are directing your sight along a line in the direction of Mary. If you wish to view the top of Mary's head, then you direct your sight along a line towards the top of her head. If you wish to view Mary's feet, then you direct your sight along a line towards Mary's feet. And if you wish to view the image of Mary in a mirror, then you must direct your sight along a line towards the location of Mary's image. This directing of our sight in a specific direction is sometimes referred to as the line of sight.
As light travels through a given medium, it travels in a straight line. However, when light passes from one medium into a second medium, the light path bends; refraction takes place. The refraction occurs only at the boundary. Once the light has crossed the boundary between the two media, it continues to travel in a straight line; only now, the direction of that line is different than it was in the former medium. If when sighting at an object, light from that object changes media on the way to your eye, a visual distortion is likely to occur. This visual distortion was witnessed in The Broken Pencil activity performed in class. A pencil was submerged in water and viewed from the side. As you sighted at the portion of the pencil located above the water's surface, light travels directly from the pencil to your eye. Since this light does not change medium, it will not refract. As you sighted at the portion of the pencil which was submerged in the water, light traveled from water to air (or from water to glass to air). This light ray changed medium and subsequently underwent refraction. As a result, the image of the pencil appears to be broken. Furthermore, the portion of the pencil which is submerged in water appears to be wider than the portion of the pencil which is not submerged.
Quite obviously, these observations can be explained by the refraction of light. In this case, the only light which undergoes refraction is the light which travels from the submerged portion of the pencil, through the water, across the boundary, into the air, and ultimately to the eye. At the boundary, this ray refracts. The eye-brain interaction cannot account for the refraction of light. As was emphasized in Unit 13, the brain judges the image location to be the location where light rays appear to originate from. This image location is the location where either reflected or refracted rays intersect. The eye and brain assume that light travels in a straight line and then extends all incoming rays of light backwards until they intersect. Light rays from the submerged portion of the pencil will intersect in a different location than light rays from the portion of the pencil which extends above the surface of the water. For this reason, the submerged portion of the pencil appears to be in a different location than the portion of the pencil which extends above the water. The diagram at the right shows a God's-eye view of the light path from the submerged portion of the pencil to each of your two eyes. Only the left and right extremities (edges) of the pencil are considered. The blue lines depict the path of light to your right eye and the red lines depict the path of light to your left eye. Observe that the light path has bent at the boundary. Dashed lines represent the extensions of the lines of sight backwards into the water. Observe that the these extension lines intersect at a given point; the point represents the image of the left and the right edge of the pencil. Finally, observe that the image of the pencil is wider than the actual pencil. A ray model of light which considers the refraction of light at boundaries adequately explains the broken pencil observations.
The broken pencil phenomenon occurs during your everyday spear-fishing outing. Fortunately for the fish, light refracts as it travels from the fish in the water to the eyes of the hunter. The refraction occurs at the water-air boundary. Due to this bending of the path of light, the fish appears to be in a location where it isn't. A visual distortion occurs. Subsequently, the hunter launches the spear at the location where the fish is thought to be and misses the fish. Of course, the fish are never concerned about such hunters; they know that light refracts at the boundary and that the location where the hunter is sighting is not the same location as the actual fish. How did the fish get so smart and learn all this? Because they live in schools.
Now any fish who has done his/her physics homework knows that the amount of refraction which occurs is dependent upon the angle at which the light approaches the boundary. We will investigate this aspect of refraction in great detail in Lesson 2. For now, it is sufficient to say that as the hunter with the spear sights more perpendicular to the water, the amount of refraction decreases. The most successful hunters are those who sight perpendicular to the water. And the smartest fish are those who head for the deep when they spot hunters who sight in this direction.
Since refraction of light occurs when it crosses the boundary, visual distortions often occur. These distortions occur when light changes medium as it travels from the object to our eyes.
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