Forms of Energy, Waves, Heat Transfer, Particles, Electromagnetic Spectrum, PowerPoint

1. • Which color is more powerful, • Red or Violet?

4. -Nice neat notes that are legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label. Ice Melting Water Boiling Vapor GasT E M P Heat Added 

5. • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy

6. • http://sciencepowerpoint.comWebsite Link:

7.  New Area of Focus: Energy

32. Big Bang

33. Big Bang

34. Big Bang Particles join together

35. Big Bang Particles join together Gravity attracts particles, forms stars, planets

36. Big Bang Particles join together Gravity attracts particles, forms stars, planets Sun releases particles, photons

37. Big Bang Particles join together Gravity attracts particles, forms stars, planets Sun releases particles, photons

38. Big Bang Particles join together Gravity attracts particles, forms stars, planets Sun releases particles, photons Plants harness Photons to make sugars

39. Big Bang Particles join together Gravity attracts particles, forms stars, planets Sun releases particles, photons Plants harness Photons to make sugars Chemical Energy / Gunpowder (Potential)

40. Big Bang Particles join together Gravity attracts particles, forms stars, planets Sun releases particles, photons Plants harness Photons to make sugars Chemical Energy / Gunpowder (Potential) Kinetic Energy (Bullet)

41. Big Bang Particles join together Gravity attracts particles, forms stars, planets Sun releases particles, photons Plants harness Photons to make sugars Chemical Energy / Gunpowder (Potential) Kinetic Energy (Bullet) Heat

42. Big Bang Particles join together Gravity attracts particles, forms stars, planets Sun releases particles, photons Plants harness Photons to make sugars Chemical Energy / Gunpowder (Potential) Kinetic Energy (Bullet) Heat Sound

43. Big Bang Particles join together Gravity attracts particles, forms stars, planets Sun releases particles, photons Plants harness Photons to make sugars Chemical Energy / Gunpowder (Potential) Kinetic Energy (Bullet) Heat Sound Light

64. Differences in temperature causes differences in pressure between high and low which drives the wind.

90. Learn more at… http://hyperphysics.phy- astr.gsu.edu/hbase/conser.html

91. • Video Link! (Optional) Khan Academy, • 1st Law of Thermodynamics. (Advanced) – http://www.khanacademy.org/video/first-law- of-thermodynamics--internal- energy?playlist=Chemistry

100. END MATTE Can you do it?

132. • One more time….

155. Potential Enegy (PE) Kinetic Energy (KE)

181. • Optional Activity! Analog vs. Digital • Teacher will write a short message (5 words max) on a notecard. – The teacher will then show notecard to a student and that student will have relay the message “telephone game” from student to student (Analog Signal) – Teacher will race the student body and email the message to themselves or class member (Digital Signal). – Which was more efficient?

182. • Optional Activity! Analog vs. Digital • Teacher will write a short message (5 words max) on a notecard. – The teacher will then show notecard to a student and that student will have relay the message “telephone game” from student to student (Analog Signal) – Teacher will race the student body and email the message to themselves or class member (Digital Signal). – Which was more efficient? – What if the activity was from one side of the planet to the other?

183. • The best communication is still face to face.

184. • Activity Simulator: Soundwaves • http://phet.colorado.edu/en/simulation/sound

185. • Activity! (Optional) Railroad tracks. – Tracks should not be in use for safety. – Observe the speed at which sound travels through the air vs. through a solid. – Have a few students put their ear to the track and measure several hundred meters away. – Have a few students standing near the students with their ears on the track. – Drop and object or hit the track. – Student should raise hand when they hear the sound through the air or through the track. – Make Observations and compare.

186. • Which medium does sound travel the fastest in? – A.) Gas (Air) – B.) Liquid (Water) – C.) Solid

187. • Which medium does sound travel the fastest in? – A.) Gas (Air) – B.) Liquid (Water) – C.) Solid

188. • Sound will generally travel at around…

189. • Sound will generally travel at around… – 300 meters per second in the air.

190. • Sound will generally travel at around… – 300 meters per second in the air. – 1500 meters per second in a liquid.

191. • Sound will generally travel at around… – 300 meters per second in the air. – 1500 meters per second in a liquid. – 2500 meters per second in a dense solid.

192. • Whales used to be able to communicate with other whales in the water that were several 1000 kilometers away. (Global Network) – Noise pollution has reduced this but they can still communicate hundreds of kilometers away.

195. • Activity! How to determine how far away a thunderstorm may be. – Directions on next slide.

196. • Let’s Practice. – On the next slide will be the lightning, and the following slide after a blank will be the thunder. – You count the gap in time between the two in seconds and then divide by 5 to determine the miles, or 3 to determine the kilometers away. – This is just an estimate based on the speed of sound. – Speed of light is too fast to really be a part of the equation other than the start of the sound (lightning).

200. • How far away was the storm?

201. • Try one more time.

205. • How far away was the storm?

206. • Activity! Place a small wrist watch with the alarm going off into a bell jar vacuum.. – Remove air from the vacuum. – What happened to the sound?

207. • Conclusion: Sound requires a medium for the vibrations to travel through.

208. • Conclusion: Sound requires a medium for the vibrations to travel through. If there is no air in the jar, there can be no sound.

210. • .

211. • There’s no sound in the vacuum of space. – All of the sound effects that you hear are not accurate to what would happen.

215. • Video Link! Optional – Space Battle. – Teacher will mute sound periodically throughout the video. Which is better? More accurate to how waves behave in a vacuum or action packed? – http://www.youtube.com/watch?v=2x3Q1ZkDIos

217. • Hearing… – The hearing system is based solely on physical movement. (Not chemical such as smell and taste). – Sound occurs when it vibrates in matter. (Solid, Liquid, Gas). Copyright © 2010 Ryan P. Murphy

221. • To hear, you must… – Direct the sound waves into the hearing part of the ear.

222. • To hear, you must… – Direct the sound waves into the hearing part of the ear. – Sense the fluctuations in air pressure.

223. • To hear, you must… – Direct the sound waves into the hearing part of the ear. – Sense the fluctuations in air pressure. – Translate these fluctuations into an electrical signal that your brain can understand.

225. • Loudness is measured in decibels (dB) – – This is the force of sound waves against the ear. The louder the sound, the more decibels. – Ticking Watch 20 – Whisper 30 – Normal Speech 50 – Car 60 – Alarm Clock 80 – Lawn Mower 95 – Chain Saw 110 – Jackhammer 120 – Jet Engine 130 Copyright © 2010 Ryan P. Murphy

228. • Loudness is measured in decibels (dB) – – This is the force of sound waves against the ear. The louder the sound, the more decibels. – Ticking Watch 20 – Whisper 30 – Normal Speech 50 – Car 60 – Alarm Clock 80 – Lawn Mower 95 – Chain Saw 110 – Jackhammer 120 – Jet Engine 130 Which of the following require ear protection? Copyright © 2010 Ryan P. Murphy

229. • Loudness is measured in decibels (dB) – – This is the force of sound waves against the ear. The louder the sound, the more decibels. – Ticking Watch 20 – Whisper 30 – Normal Speech 50 – Car 60 – Alarm Clock 80 – Lawn Mower 95 – Chain Saw 110 – Jackhammer 120 – Jet Engine 130 Which of the following require ear protection? Copyright © 2010 Ryan P. Murphy

230. • Sounds that are too loud or that last a long time can cause Noise-induced hearing loss (NIHL). Our sensitive hair cells that convert sound energy into electrical signals that travel to the brain can become damaged. Once damaged, our hair cells cannot grow back. Copyright © 2010 Ryan P. Murphy

231. • Sounds that are too loud or that last a long time can cause Noise-induced hearing loss (NIHL). Our sensitive hair cells convert sound energy into electrical signals that travel to the brain and can become damaged. Once damaged, our hair cells cannot grow back. Copyright © 2010 Ryan P. Murphy

234. • Activity Sheet Available, Times have changed, Trials, Average. – Variance and Standard Deviation Extension

235. • Activity! Finding your match by listening. – Teacher has prepared a class set of paired film canisters. – The canisters all contain different objects that create varying sounds when shaken. – Students must shake their film canister and walk around the room listening to other students shaking their canisters. – When you think you found someone with a similar sound, take a guess about the object and open the canister together. – If correct sit down, if incorrect keep trying to find your match. We will play again. Copyright © 2010 Ryan P. Murphy

242. • Note- The learning today will only partly be about variations in sound.

243. • Note- The learning today will only partly be about variations in sound. – Learning how to conduct trials is an important skill that will occur in this activity.

244. • We must use the scientific method to gather empirical and measurable evidence.

245. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large.

246. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used.

247. • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used. – All biases should be avoided and poorly collected data should be thrown out.

248. • Please create the following spreadsheet. 1 2 3 4 5 6 7 8 9 10Trials Old New 1 2 3 4 5 6 7 8 9 10Trials Old New

249. • Please create the following spreadsheet. 1 2 3 4 5 6 7 8 9 10Trials Old New 1 2 3 4 5 6 7 8 9 10Trials Old New

250. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?

251. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982

252. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982

253. • Activity! (Optional) Times Have Changed. – Pennies have changed in composition over the years. (Background Information) • 1793–1857 100% copper • 1857–1864 88% copper, 12% nickel • 1864–1962 bronze (95% copper, 5% tin and zinc) • 1943 zinc-coated steel • 1944–1946 brass (95% copper, 5% zinc) • 1962–1982 brass (95% copper, 5% zinc) • 1982–present 97.5% zinc, 2.5% copper

254. • Activity! (Optional) Times Have Changed. – Pennies have changed in composition over the years. (Background Information) • 1793–1857 100% copper • 1857–1864 88% copper, 12% nickel • 1864–1962 bronze (95% copper, 5% tin and zinc) • 1943 zinc-coated steel • 1944–1946 brass (95% copper, 5% zinc) • 1962–1982 brass (95% copper, 5% zinc) • 1982–present 97.5% zinc, 2.5% copper

255. • Make an educated guess called a hypothesis for the problem. – Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?

256. • Please drop an old penny and a new penny 15 times each from a height of 30 cm onto a hard surface and listen to the sound it makes.

257. • Example of tester organizing trials. 1 2 3 4 5 6 7 8 9 10 Old Old Old Old Old New New New New New Trials Old New

258. • Activity! Times Have Changed – Choose a partner for this project that was not next to you during random order collection. – Keep your random test order hidden from your new partner / listener. – Listener should keep eyes closed during each drop and until pennies have been collected. • Old and new pennies look differently. – Tester and listener must communicate for each drop. Tester says “dropping” and listener says “drop away.” Listener can open eyes when tester says pennies have been collected and mark should mark their guess on the listener spreadsheet. Copyright © 2010 Ryan P. Murphy

260. • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? –Score your own sheet out of 100% • (10 pts for each correct response) –Gather the entire classes scores to obtain average / mean. • Add all of the scores and divide by the number of students. – What was the average grade (%) • Do our results answer the problem?

261. • Continuation (Optional) Finding standard deviation and variance. – Standard variation is the square root on the variance. – Variance: The average of the squared differences from the mean.

262. • Statistical Methods – The mean / average was… – Everyone calculate how far away their data was from the mean / average. • Ex.) The mean was 80% and I got 60% so I was 20% from the mean. – To calculate the variance, take each difference, square it, and then average the result: • Ex) 22 + 4.52 + 1.52 + 3.52 + (rest of class) Divide by total # of students = variance =

263. • Statistical Methods – The mean / average was… – Everyone calculate how far away their data was from the mean / average. • Ex.) The mean was 80% and I got 60% so I was 20% from the mean. – To calculate the variance, take each difference, square it, and then average the result: • Ex) 202 + 452 + 352 + 52 + (rest of class) Divide by total # of students = variance =

264. • The Standard Deviation is just the square root of the Variance. – So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem.

265. • The Standard Deviation is just the square root of the Variance. – So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem.

266. • Stand Deviation Calculator: – Did we calculate correctly? – http://www.mathsisfun.com/data/standard- deviation-calculator.html

268. • Does anyone know what Sound Navigation and Ranging stands for?

269. • Does anyone know what Sound Navigation and Ranging stands for?

276. • The area around the eyes of the owl is disked shaped to allow sound waves to reflect and hit the ear.

287. Copyright © 2010 Ryan P. Murphy Light Energy: Produced by the vibrations of electrically charged particles. Light energy is a form of kinetic energy. Light vibrations cause energy to be transmitted.

293. Copyright © 2010 Ryan P. Murphy Thermal Energy: The total kinetic energy of particles that make up an object. The more kinetic energy an object has, the more thermal energy it has. Thermal energy also deals with the number of particles that are found in an object. The faster the particles are moving, the hotter the object becomes.

302.  1st Law of Thermodynamics  Change in energy of a system is equal to the head added to the system minus the work done.  You can’t get something for nothing. Copyright © 2010 Ryan P. Murphy Change in Energy

303.  1st Law of Thermodynamics  Change in energy of a system is equal to the head added to the system minus the work done.  You can’t get something for nothing. Copyright © 2010 Ryan P. Murphy Change in Energy Heat Added

304.  1st Law of Thermodynamics  Change in energy of a system is equal to the head added to the system minus the work done.  You can’t get something for nothing. Copyright © 2010 Ryan P. Murphy Change in Energy Heat Added Work Done

312. • Activity! Pendulum Daredevil. – I will brave the 2nd Law of Thermodynamics. – Lift weight on string attached to ceiling so it touches nose, and let go… – What will happen? Why? Copyright © 2010 Ryan P. Murphy

314. • Activity! Pendulum Daredevil. – Answer: The object will not hit the teacher on the way back because of the second law of thermodynamics. Energy was used to move air molecules to the side, heat was lost due to friction in the rope, sound, etc. Copyright © 2010 Ryan P. Murphy

318. • Activity! Please record the temperature in Celsius of the fluid in the three containers. – Draw picture and record temp next to drawing. In degrees Celsius. – Use two different thermometers. Copyright © 2010 Ryan P. Murphy

319. • Activity! Please create the following in your journal and then set it up at your lab area. – Record the temp of the warm and then the cold. Temp____ C Temp____ C Temp____ C

320. • Activity! Please create the following in your journal and then set it up at your lab area. – Record the temp of the warm and then the cold. – Make a prediction, mix, and then find Med. temp. Temp____ C Temp____ C Temp____ C

322. • Audio Link. (Optional) Flanders and Swann 1964, The First and Second Laws of Thermodynamics. – http://www.youtube.com/watch?v=VnbiVw_1FNs

323. • The entire universe will eventually lose all usable energy.

327. The energy is not destroyed, it becomes very low quality energy that can’t be used by life or to keep stars burning.

354. • When it’s hot, the liquid inside the thermometer will expand and rise in the tube.

355. • When it’s hot, the liquid inside the thermometer will expand and rise in the tube.

356. • When it’s hot, the liquid inside the thermometer will expand and rise in the tube. – The opposite happens when it is cold.

357. • When it’s hot, the liquid inside the thermometer will expand and rise in the tube. – The opposite happens when it is cold.

358. • Kelvin Scale: Zero Kelvin is absolute zero where molecular motion stops. That is the coldest something can be. (Never been reached.) – Water freezes at 273.16K; water boils at 373.16K. K = C + 273.16° Copyright © 2010 Ryan P. Murphy

359. • Kelvin Scale: Zero Kelvin is absolute zero where molecular motion stops. That is the coldest something can be. (Never been reached.) – Water freezes at 273.16K; water boils at 373.16K. K = C + 273.16° Copyright © 2010 Ryan P. Murphy

362. • Activity (Optional) Red Light Green Light

363. • Activity (Optional) Red Light Green Light Zero K Warm Again

364. • Activity (Optional) Red Light Green Light Warm Again Again

365. • Activity (Optional) Red Light Green Light Zero K Warm Again

366. • Activity (Optional) Red Light Green Light Warm Again Again

367. • Activity (Optional) Red Light Green Light Zero K Warm Again • Students line up in a safe place. • Teacher creates finish line • When teachers spins and says Zero K you must freeze / stop. • When teacher says Warm Again and spins you may try and advance to the finish.

368. • Video Link. (Optional) Laws of Thermodynamics. – http://www.youtube.com/watch?v=EfxedEX76mo

369.  Please create your own definitions for the following words based on the picture.  Convection  Conduction  Radiation Copyright © 2010 Ryan P. Murphy Note- This is not a new form of energy but a sidebar to radiant / thermal energy.

370.  Please create your own definitions for the following words based on the picture.  Convection  Conduction  Radiation Copyright © 2010 Ryan P. Murphy Note- This is not a new form of energy but a sidebar to radiant / thermal energy. Indent these notes below radiant / thermal.

383. “Oh-no!” “We are trying it again.”

387. “Oh-no!” “We are trying it one more time.”

395.  Conduction: The movement of heat from one molecule to another. Copyright © 2010 Ryan P. Murphy Heat transfer is the transfer of energy by means of photons in electromagnetic waves. Heat Transfer. Learn more at… http://www.wisc- online.com/Objects/ViewObject.aspx?ID=sce304

398. • Activity sheet available. Temperature and Conduction.

399. • Activity! Each table group will get two clear containers filled with water. – Teacher will place two colored ice cubes (frozen water with food coloring) into each container. – One container has a heavy chain frozen in it so that the block of ice will sink. – Place both into the water at the same time and record a picture of each with description in your journal.

407. • In fluids, such as water and air, convection is a more efficient method of heat transfer than conduction. – Conduction was at work in both, it transferred less heat than convection which was visible as the colored water moved around the container.

408. • Activity / Demonstration (Optional) Tea-Bag Rocket. Convection Current – http://www.youtube.com/watch?v=_st7NWnNtoY

409. • Activity Sheet Available: Conduction Again

410. • Please record the following spreadsheet into your journal. 3 x 16 Minutes Wax Paper Cup Temp (C) Styrofoam Cup Temp (C) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

411. • Activity! Conduction – Place a styrofoam cup and wax paper cup into two similar containers. – Place weights into each cup so the container cannot float. – Place thermometers in each cup at the same place. – Teacher to pour 100 ml of boiling water into graduated cylinders and then into container (not into cup with weights). • Caution! Water will be very hot. – Record temperature of each on spreadsheet.

415. • Questions. – Which cup was the better insulator of heat? Please use data in your response. – Please measure the temperature of the water on the outside of each container? • Record this temperature in your journal and discuss your findings? “Where did the heat go?” – How does this activity demonstrate conduction?

416. • Questions. – Which cup was the better insulator of heat? Please use data in your response.

417. • Questions. – Which cup was the better insulator of heat? Please use data in your response. – The styrofoam cup was the better insulator of heat because it was ____ degrees cooler than the wax paper cup.

418. • Questions. – Please measure the temperature of the water on the outside of each container? • Record this temperature in your journal and discuss your findings? “Where did the heat go?”

419. • Questions. – Please measure the temperature of the water on the outside of each container? • Record this temperature in your journal and discuss your findings? “Where did the heat go?” – The water on the outside of the wax paper cup was cooler because the thermal energy was transferred into the cup through conduction.

420. • Questions. – How does this activity demonstrate conduction?

421. • Questions. – How does this activity demonstrate conduction? – This activity demonstrates conduction because thermal energy moved through the molecules in the cup. This is evident in the recorded temperature changes.

423. • Demonstration (Optional) Gummy Plank – Teacher to set-up a thin metal plank that stretches over a candle. – Place several Gummy Bears in a line on the metal plank. • Do not place a Gummy Bear directly over candle. – Light candle and record time for each Gummy Bear to melt / fall from the plank.

427. • Please record the following spreadsheet into your journal. 3 x 16 Minutes Gravel Temp (C) Light Gravel Temp (C) (Dark) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

428. • Activity! Radiation and earthen materials. – Set-up two clear containers with gravel. – Place thermometers into gravel. – Set-up a lamp that emits sufficient light / heat and place over one gravel container. – Place other container nearby but not under the light. – Record the temperatures of each container every minute until temperature stabilizes.

429. • Radiation Available Sheet

431. Thermal Infrared and Light Waves travel out from light in all directions

432. The energy waves strike the gravel and are absorbed.

433. The visible light is converted into thermal infrared heat

434. The gravel then conducts heat to the other pieces of gravel and thermometer.

435. The gravel then conducts heat to the other pieces of gravel and thermometer.

443. • Using a frying pan and oil to cook popcorn is a good example of conduction.

446. • Using a hot air popcorn popper is a good example of convection.

449. • Using a microwave to cook popcorn is a good example of radiation.

452. Conduction Convection Radiation

470. • Bonus! Who is this?

501. • Nuclear Energy: The energy that deals with the changes in the nucleus of an atom. – Nuclear energy is produced when the nuclei of two atoms join together (fusion) or when the nucleus of an atom splits apart (fission). Copyright © 2010 Ryan P. Murphy

502. • Nuclear Energy: The energy that deals with the changes in the nucleus of an atom. – Nuclear energy is produced when the nuclei of two atoms join together (fusion) or when the nucleus of an atom splits apart (fission). Copyright © 2010 Ryan P. Murphy

516. Nuclear Fusion. Learn more at http://www.atomicarchive.com/ Fusion/Fusion1.shtml

519. Nuclear Fission. Learn more at… http://library.thinkquest.org/17940/text s/fission/fission.html

527. O U N D

528. O U N D H E M I C A L

529. O U N D H E M I C A L A D I A N T

530. O U N D H E M I C A L A D I A N T L E C T R I C

531. O U N D H E M I C A L A D I A N T L E C T R I C T O M I C

532. O U N D H E M I C A L A D I A N T L E C T R I C T O M I C E C H A N I C A L

533. O U N D H E M I C A L A D I A N T L E C T R I C T O M I C E C H A N I C A L Can someone do it scary screaming?

534. Can someone do it normal?

535. O U N D

536. O U N D

550. O U N D H E M I C A L A D I A N T L E C T R I C T O M I C E C H A N I C A L E A T

551. O U N D H E M I C A L A D I A N T L E C T R I C T O M I C E C H A N I C A L E A T T H E R M A L

552. • Quiz Wiz – Name the form of energy from the list of 7. 3 will be used twice. – Some pictures may show more than one form of energy. A strong response will identify these slides. Copyright © 2010 Ryan P. Murphy

553. “These Quiz Wiz things are driving me crazy.”

564. • Bonus #1) –What movie and character is this?

565. • Bonus - Fusion or Fission or Neither

592. • Bonus #1) –What movie and character is this?

593. • Bonus – Back to the Future (1985) • Doctor Emmett Brown (Christopher Lloyd)

594. • Bonus - Fusion or Fission or Neither

595. • Bonus - Fusion

604. • Video Link! Slit experiment and particle and wave duality. (Optional) – http://www.youtube.com/watch?v=DfPeprQ7oGc

605. • Video Link: Wave Particle Duality. (Optional) – http://www.youtube.com/watch?v=Q_h4IoPJX Zw Part I – http://www.youtube.com/watch?v=_riIY- v2Ym8&feature=fvwrel Part II

608. • Activity! Make a stadium style wave around and around the classroom. – Everyone must get off of their seat.

609. • What is a wave?

613. • Wave: One of a series of ridges that moves across the surface of a liquid.

615.  The three types of waves:  Mechanical Waves: Move through a medium.  Water, Solid, Gas,  Electromagnetic Waves: Do that do not require a medium to move through.  Matter Waves: Electrons and Particles.

616.  The three types of waves:  Mechanical Wave: Moves through a medium.  Water, Solid, Gas,  Electromagnetic Waves: Do that do not require a medium to move through.  Matter Waves: Electrons and Particles.

617.  The three types of waves:  Mechanical Wave: Moves through a medium.  Water, Solid, Gas,  Electromagnetic Waves: Do that do not require a medium to move through.  Matter Waves: Electrons and Particles.

618.  The three types of waves:  Mechanical Wave: Moves through a medium.  Water, Solid, Gas,  Electromagnetic Waves: Do not require a medium to move through.  Matter Waves: Electrons and Particles.

619.  The three types of waves:  Mechanical Wave: Moves through a medium.  Water, Solid, Gas,  Electromagnetic Waves: Do not require a medium to move through.  Matter Waves: Electrons and Particles.

620.  The three types of waves:  Mechanical Wave: Moves through a medium.  Water, Solid, Gas,  Electromagnetic Waves: Do not require a medium to move through.  Matter Waves: Electrons and Particles. Learn more about waves at… http://library.thinkquest.org/10796/c h8/ch8.htm

621. • Can you name three types of waves below?

630. • Is this earthquake caused by matter waves or mechanical waves?

631. • Is this earthquake caused by matter waves or mechanical waves?

635. Symbol for wavelength

642. Amplitude

643. Amplitude

644. Amplitude

645. Amplitude

646. Amplitude

647. Amplitude

649. “OH NO!”

650. “OH NO!” “We have to do it again.”

660. Amplitude

661. Amplitude

662. Amplitude

663. Amplitude

664. Amplitude

665. Amplitude

666. Amplitude

668. “OH NO!”

669. “OH NO!” “A few students didn’t get to go.”

678. “OH NO!”

679. “OH NO!” “He’s Dead”

690. • Activity Simulator: FM / Radiowaves • http://phet.colorado.edu/en/simulation/radi o-waves

699. Learn more about P and S Waves at… http://www.classzone.com/books/earth_scienc e/terc/content/visualizations/es1009/es1009pa ge01.cfm

700. • Activity! Making Waves with a Slinky • Teacher will demonstrate waves after we learn them. (Eye Wear!) – Draw waves in journal. – Try and identify waves after sketches. Copyright © 2010 Ryan P. Murphy

701. • Mechanical Waves are waves which propagate through a material like rock. – They can be Longitudinal and Transverse

704. • Longitudinal wave: A wave that is propagated in the same direction as the displacement of the transmitting medium

705. • Longitudinal wave: A wave that is propagated in the same direction as the displacement of the transmitting medium – Primary Wave, (P-Wave) Arrives first / Fast

706. • Longitudinal wave: A wave that is propagated in the same direction as the displacement of the transmitting medium – Primary Wave, (P-Wave) Arrives first / Fast

707. • Transverse Waves: The particle displacement is perpendicular to the direction of wave propagation

708. • Transverse Waves: The particle displacement is perpendicular to the direction of wave propagation • Secondary Wave (S-Wave) Slower but powerful.

709. • Transverse Waves: The particle displacement is perpendicular to the direction of wave propagation • Secondary Wave (S-Wave) Slower but powerful.

710. • Video Link! Longitudinal and Transverse Waves. (Interesting) – https://www.youtube.com/watch?v=aLAB- d8VnZ8

711. • Which is a longitudinal wave, and which is a transverse wave?

721. • Is this a transverse wave or longitudinal wave?

722. • Is this a transverse wave or longitudinal wave?

760. “Oh-no!” “We are trying it one more time.”

785. • Name the wave?

797. • Name the wave? Which one is a Longitudinal Wave?

800. • Name the wave? Which ones are Transverse Waves?

801. • Name the wave? Which ones are Transverse Waves?

803. Just a little bit about light…

805. • Magnification deals with light. – Light travels in a straight line (transmission) until it hits something. – Light can do a few things such as be absorbed, reflected / scattered, interference. Copyright © 2010 Ryan P. Murphy

811. • Activity! Disappearing Coin. – Place a coin under an empty glass and cover with a plate or board and observe. – Try again and this time fill the glass ¾ of the way with water and cover with plate or board.

812. • Light can be bent by gravity.

813. White Light

814. White Light Dispersion

825. Light waves could be absorbed by the object, in which case its energy is converted to heat

833. • The sky is blue because… – Nitrogen and Oxygen are small atoms. – Red light (long wavelength) from the sun passes by Nitrogen and Oxygen without hitting them. – Blue light (shorter wavelength) hits Nitrogen and Oxygen and is scattered. – You see this blue. – It is a bit more complicated than this but hopefully you get the idea. Copyright © 2010 Ryan P. Murphy

847. • Video! Ripple Tank (Interference) – http://www.youtube.com/watch?v=- 8a61G8Hvi0

854. • Activity! Sketching Converging light. – Please view the video (twice?) and sketch / copy what you see. – You will need a straight edge (ruler). – Please copy the beginning template on the next slide as best you can before you start video.

856. • Activity Simulator: • http://phet.colorado.edu/en/simulation/geo metric-optics

857. • Activity! Converging light sketch / lens – http://www.youtube.com/watch?v=BrNB_BacI kA&feature=related – Sketch this starting template (double convex)

858. • Activity! Diverging light sketch / lens – http://www.youtube.com/watch?v=8fUygzGO3b4 &feature=related – Sketch this starting template (double concave)

868. • Concavo-convex

869. • Concavo-convex

870. • Which a concave polygon?

871. • Which a concave polygon?

872. • Adjusting the lens, adjusts the focus and will allow you to see clearly.

875. • Activity! – On next slide teacher minimizes out of slide show. – Teachers assists the students drag focal point to the correct location using teachers computer.

876. • Activity! Place the four dots on the focal point of each picture below.

879. • Answer:

880. Reminder to teacher! Reset focal points for next group.

888. • Which mirror is convex, and which mirror is concave?

904. • Which is nearsightedness, and which is far sightedness?

906. Farsightedness

907. Farsightedness Nearsightedness

908. Farsightedness Nearsightedness

913. • Hubble Space Telescope.

931. • Activity! Stations Carousel. – Lens types, focal points, and color paddles. – 5 minutes at each station. Total of 6 stations. – Handout will be supplied with directions for all of the stations in the activities folder. Copyright © 2010 Ryan P. Murphy

935. • Polarized Lenses: Think of them as window blinds with slats. Light travels in waves. As the waves come to the slats, any waves that are not lined up with the openings in the slats are blocked out. Copyright © 2010 Ryan P. Murphy

936. • Polarized Lenses: Think of them as window blinds with slats. Light travels in waves. As the waves come to the slats, any waves that are not lined up with the openings in the slats are blocked out. Copyright © 2010 Ryan P. Murphy

942. • 3-D Glasses:

943. 3-D glasses and images may trigger photosensitive seizure. Do not participate if you are sensitive.

945. • In order to see things in 3D each eye must see a slightly different picture.

946. • In order to see things in 3D each eye must see a slightly different picture. Put on 3-D glasses, cover one eye and then the other to see the text disappear on the next slides.

947. • In order to see things in 3D each eye must see a slightly different picture. This is done in the real world by your eyes being spaced apart so each eye has its own slightly different view.

948. • In order to see things in 3D each eye must see a slightly different picture. This is done in the real world by your eyes being spaced apart so each eye has its own slightly different view.

949. • In order to see things in 3D each eye must see a slightly different picture. This is done in the real world by your eyes being spaced apart so each eye has its own slightly different view. The brain then puts the two pictures together to form one 3D image that has depth to it.

950. • In order to see things in 3D each eye must see a slightly different picture. This is done in the real world by your eyes being spaced apart so each eye has its own slightly different view. The brain then puts the two pictures together to form one 3D image that has depth to it.

951. • Some music for the 3D experience. – http://www.youtube.com/watch?v=gt3OptaZ20Q

952. • 3-D Glasses:

982. • 3D Video Link –Unsupervised kid with too many weapons / dangerous power tools. – http://www.youtube.com/user/1tompo1?featur e=results_main – http://www.youtube.com/watch?v=foQNrtUsEj w&feature=relmfu

983. • 3D Video Link – http://www.youtube.com/watch?v=uKujOudUk0w

984. THE END

Forms of Energy, Waves, Heat Transfer, Particles, Electromagnetic Spectrum, PowerPoint

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