4/28 AP: Simple Harmonic Motion Page 1

image showing a mass attached to a spring, and the spring is attached to a wall

Videos

Simple Harmonic Motion Introduction(SHM) via a Horizontal Mass-Spring System

Discussion

Simple Harmonic Motion (hereafter referred to by its initials SHM) is a motion where an object moves back and forth due to some external force. Hopefully you can recognize that an object that moves back and forth is changing direction, there therefore is undergoing acceleration, and therefore a force must be applied to it.

The equilibrium position is defined as the position where the net force on the object is zero.

In the first two videos on this page, we are ignoring friction and any other force that would dissipate energy (yes, that magic physics world), and focusing on the force provided by the spring. Hooke’s Law, F=-kx, tells us that the further away from the equilibrium position, the greater the force, and thus the greater the acceleration. When the spring is neither stretched nor compressed, x = 0, and therefore the net force is zero.

Simple Harmonic Motion(SHM) – Force, Acceleration, & Velocity at 3 Positions

Discussion

Recognize that at the extreme positions—where the spring is compressed or stretched to its maximum—the force is at a maximum, so the acceleration is at a maximum. The block has come to a stop, so its velocity is zero, but its acceleration is greater than zero.

The maximum displacement from the equilibrium position is referred to as the magnitude.

Recognize that the acceleration of the block is not constant, so you cannot use your battery of constant acceleration kinematics equations.

Horizontal vs. Vertical Mass-Spring System

Discussion

In this video, we discover that the video was actually shot in a vertical direction, so there was no friction (only minimal air resistance), and that the video was looped to only show one cycle. Can you explain why he needed to loop the video to keep the amplitude constant? Highlight the text in section below to see the answer.

If you think in terms of energy, and reflect on the bouncing ball lab, you should remember that whenever an object is bent/stretched, available energy is lost as thermal. In the case of the block moving up and down, this energy would slowly decrease the amplitude of the block’s motion, just as the height of the bouncing ball decreased with each bounce.

When is a Pendulum in Simple Harmonic Motion?

Discussion

The question that was raised is ‘what is the restorative force?’ for the pendulum. The students provide good explanations of how it is neither the gravitational force (this remains constant, and therefore the acceleration doesn’t reach zero at the equilibrium point) nor the tension (this is maximum when the ball is at the equilibrium point, which is opposite what we expect for SHM).

It turns out the restorative force can be approximated as the tangential component of the gravitational force—but this only works at ‘small angles’ of less than 15°.

Demonstrating What Changes the Period of Simple Harmonic Motion

The video comes after the discussion; we need to build a conceptual understanding before jumping to the equations.

Discussion

If we compare an object in SHM to a wave, we can see that a cycle in both require a complete movement through all points.

Period: Remember that the period is the time it takes for one complete cycle (e.g. a class period is was 53 minutes long).

If you think about a sound wave, the magnitude of the wave does not affect the period. A loud C# note has the same frequency and period as a quiet C# note. The same is true for SHM. In SHM, if the amplitude is greater, so is the restorative force and the maximum velocity, so they balance out with the same period.

Conceptually, for a box on a spring, the greater the mass, the less the acceleration will be, so the greater the period. The greater the spring constant, the higher the acceleration, the shorter the period. The full equation is

T=2\pi \sqrt{\frac{m}{k}}

Conceptually, for a pendulum, the longer the string, the further the ball needs to move, but since the forces do not change, the period is longer. The force of gravity provides the restorative force, so the greater the gravitational force, the shorter the period. The letter g represents the strength of gravity (in N/kg). The full equation for a pendulum is:

T=2\pi \sqrt{\frac{L}{g}}

Frequency vs. Period in Simple Harmonic Motion

Discussion

This video is just a refresher that frequency and period are in the inverse of each other.

  • Period is the number of seconds to complete one cycle.
  • Frequency is the number of cycles completed in one second.

f={\frac{~1}{T}}

Practice problems

Triple the Mass in a Mass-Spring System. How does Period Change?

If the mass of a block in a spring SHM problem is tripled, what happens to the period? (Try to solve this, then watch the video below.

4/29-31 PitU: Acid and base solutions

image showing that acids, when dissolved in water, produce H+ ions, and that bases produce OH- ions

More coming soon!

Definition of acids and bases

Image showing pH scale and example solutions at each pH level
The pH scale

In the simplest definition, acids are substances that when dissolved in water release hydrogen ions (H+), and bases are substances that release hydroxide ions (OH-).

In chemistry class, you will dig deeper into acids and bases, and develop a more complete definition of acids and bases, but these two definitions will do for this class.

The pH scale was developed as a means of classifying the concentration of H+ ions and OH- ions in a solution.

The pH scale

  • 7 is neutral (same number of H+ as OH-)
  • lower numbers are acidic with more H+ than OH- ions
  • higher numbers are basic with more OH- than H+

Quiz coming Thursday afternoon

4/22-29 Solutions Part 3: Solution Concentrations

Meme of President Lincoln with "That's so four score and seven years ago..." text

Back to Part 2

Concentration calculations

Definition

You can also find most of this information on page 238 and 239 in your textbook.

You may be most used to the word concentration used in terms of paying attention to something. For example, you may concentrate on your study the night before a test. What are you doing when you concentrate? You are trying to focus all your attention on that one thing.

To concentrate can been seen as to focus all of your attention in a small area. Taking that definition into science, to concentrate is to put a lot of stuff (we call this the solute) into a smaller portion of the stuff you are mixing into (the solvent).

To calculate the concentration, simply divide the amount of solute by the total amount of the solution:

    \begin{align*}\mathbf{concentration = \frac{solute}{total~solution}}\end{align}

Concentrations as a percent

We frequently express concentrations as a percent. Percent means ‘per hundred.’ If you calculate your grade, say you got 40/50, into a percent, what you are really saying is ‘if the test were worth 100 points, I would have earned 80 points.’ The equation is, therefore:

    \begin{align*}\mathbf{\frac{40}{50} = \frac{x}{100}}\end{align}

Then you ‘cross-multiply and divide to get the answer of 80%.

To calculate the concentration as a percent, the equation starts with:

    \begin{align*}\mathbf{\frac{solute}{solution} = \frac{x}{100}}\end{align}

So, we generally rearrange this formula (by multiplying both sides by 100) and use the following to solve any solution percent concentration.

The equation for percent concentration, therefore, is

    \begin{align*}\mathbf{concentration = \frac{solute}{solution}}\times100\end{align}

Calculating concentrations as percents

Video

The following video shows how to calculate mass percents. Don’t worry about the when she talks about PPM (stands for Parts Per Million), but the rest of the video is helpful.

Moles: Counting molecules, atoms, and ions

Chemicals are made up of such small particles that we cannot count them individually. Lets look at some examples to help you understand this huge counting number.

Dozen

Photo showing eggs in a 6-pack, dozen, and a flat of 30

Can you imagine going to the grocery store and asking to buy one egg? Eggs are small enough that they sell them in dozens (sometimes half-dozen, two-dozen, and two and one half-dozen).

Score

Meme of President Lincoln with "That's so four score and seven years ago..." text

Score is a word that means 20. It’s not used much these days, but has an memorable role in US history, used by President Lincoln in the Gettysburg Address.

Gross

Photo showing a gross of gold studs and a gross of pencils.

Small parts or materials sold to businesses are often sold by the gross. A gross is a dozen dozens. A jeweler might by a gross of gold studs, or a school might by a gross of pencils.

One other counting word based on the dozen is the great gross, which is a dozen gross.

The mole

drawing of a red soda can

You’ll learn much more about this in chemistry, but the mole is just a very large number. To get a sense of how large this number is, if you could count all the grains of sand on the earth, this would only be about 1 ten-thousandth of a mole. That means it would take 10,000 earths to have one mole of sand grains.

A twelve-ounce can of soda has about 20 moles of water! Hopefully that gives you an idea how small molecules, ions, and ions are.

Concentrations in moles/liter

One of the common measurements for concentration is the mole per liter. You can read about this on Page 239 in your textbook. To calculate the concentration in moles/liter, it’s a simple division calculation:

    \begin{align*}\mathbf{concentration = \frac{solute~in~moles}{solution~in~liters}}\end{align}

Video: Solving for molarity

The following video provides a good overview. At about 4:45 into the video, it gets into chemical formulas that you won’t need to do in this class (again, you’ll get to this in chemistry).

Online molarity simulation

If you would like to experiment with solutions, this PhET simulation is a great tool that allows you to adjust the amount of water, solutes, evaporation, and see the results with a meter.

Concluding quiz

4/20-24: Part 2: Electrical conductivity and solutions

Photo of light bulbs over mixtures of water and sugar, salt, and silicon dioxide

Review of Part 1

  • Substances are made of up small particles (atoms, molecules, ions) that can mix together and may or may not take up the same space after mixing.
  • These particles have kinetic/thermal energy, and thus are always moving and/or vibrating.
  • Solutions contain two parts.
    • A solvent is the majority part
    • One or more solutes are the minority parts

Electrical conductivity and solutions

Watch the following video then answer the questions.

Quiz

Review

Many of you may have been surprised that pure water does not conduct electricity…but pure water does not conduct electricity. The reason we think about water as being dangerous around electricity is that almost no water is pure! All the water we interact with is a solution of some type; even our drinking water has fluoride and chlorine as solutes in it (fluoride for healthy teeth, and chlorine–in various chemical formulas–to prevent growth of microorganisms).

The copper aluminum metal was able to conduct electricity when it was dry because each grain of aluminum was touching another, and a continuous path of metal existed between the two probes. But when it was mixed in the water, the continuous path was broken because the aluminum fell to the bottom.

Molecules and ions

So, why does salt in solution conduct electricity, and sugar and silicon dioxide do not. The answer is in how these substances behave when dissolved in water. Watch the following video to look at the shapes of some substances.

If you want to create your own 3D models of compounds, visit Moview.org. Enter a name of a chemical in the search box in the upper left corner, and they will likely have a model of it.

Definitions

Molecules

Substances whose atoms are connected by sharing atoms and have a net charge of zero (just like with forces in opposite directions can cancel each other out, positives and negatives can cancel each other out) are called molecules. (Much more about this when you take chemistry, but this will do for now.)

Ions and ionic substances

Other substances have either a positive or negative charge. These can either be atoms combined similar to molecules, but still with a non-zero net charge, or single atoms with an ‘extra’ electron, or ‘missing’ an electrons. These substances are called ions. Neutral particles that combine both of these are called ionic substances. Salt is an example of an ionic compound.

Quiz

Next page: Solutions Part 3: Calculating concentration of solutions

Part 3: Concentrations

4/20-24: Part 1: Solutions (multi-substance, not answers)

Image posing the question "Combining identical volumes of different substances. Does 2 plus 2 always equal 4?

This week and next we will be studying solutions, as well as acids and bases. The science department considers this essential knowledge for your success in Biology next year, so please do your best to learn it. Remember, we are minimizing the content we are covering to help you through our current COVID-19 difficulties, but we are providing you with information that we hope you pay attention to.

Mixing materials

Watch the following video, then answer the questionnaire after it.

Definitions

When making a solution, two parts are mixed together. These two parts are given the following names:

  • The solute is the substance there is less of.
  • The solvent is the substance there is more of.

Examples

  • In a the ocean, water is the solvent, and salts are the solutes.
  • In a soda, water is the solvent and sugar and flavorings are the solutes.
  • In white gold, gold is the solute and platinum or palladium are the solutes.
  • In air, nitrogen is the solvent, and oxygen, water vapor, and carbon dioxide are the solutes (and, unfortunately, often smoke or other pollution).

Mixing food coloring in water

Watch the following video, then answer the questions after it.

Video of diffusion of gases into a solution

Continue on next page

Click here for next page.

4/8 PitU: EM Spectrum and Light; plus Doppler effect review

image showing wavelength decrease as car approaches and decreases as car move away

This week I will collect all your work from the first three weeks, and we will review Doppler effect.

After spring break (which is next week), we will start into Acids and Bases, Chapter 4 in the textbook (I’ll post scans of the pages here shortly, in case you can find your book).

Electromagnetic spectrum and Light: Turning in assignments and quiz. Due by Friday

Doppler effect review and electromagnetic waves

Doppler effect review

image showing wavelength decrease as car approaches and decreases as car move away

We covered the Doppler effect earlier this semester, but many other classes are seeing it for the first time. The assignment should be fairly easy for you, but I need to make sure you understand it. In this week, we will also look at the Doppler effect and how we determine the speed and direction of stars and galaxies.

Doppler Effect; Nova Runaway Universe: Moving Targets

This activity has two options; one for those with Flash on their computers, and one that doesn’t require Flash. If you can run Flash on your computer, that interface is a bit more interactive, but both interfaces provide the same information.

Doppler effect across space: Redshift

The Doppler effect has been used to show that the universe is expanding. The video below is cued up to the portion that presents this, but feel free to watch the entire video from the start if you want to learn more…

For those who want more detailed information

While you don’t need to know these for class, some students may want to read/watch them.

Spring break, April 13-17

Make sure you have completed all the above work. We will be starting on Acids and Bases when we return.

Relax and enjoy your break; stay healthy. If you are looking for activities to keep you busy at home, check out my General science/educational resources.

4/5 PitU: Survey to help with planning for the next two months

image showing a computer screen with a generic survey on it

Please take a moment to complete the following survey. It is worth 10 points, just to encourage everyone to complete it 🙂

You will need to be logged in to your school Google account in your web browser to complete this survey.

Hoping you and your families are safe and healthy.

I’ll be posting more assignments for the next week on Monday morning.

If the embedded form below doesn’t work for you, you can find it directly here.

AP 4/5: 2016 FRQ #1 solved

screenshot of introduction screen of video

Flipping Physics is producing videos showing solutions to released FRQs. This page shows a wheel on a ramp problem that includes free-body diagrams and torque/rotational motion.

Question

Video showing solution

4/5 AP: Survey to help with planning for the next two months

image showing a computer screen with a generic survey on it

Please take a moment to complete the following survey. It is worth 10 points, just to encourage everyone to complete it 🙂

You will need to be logged in to your school Google account in your web browser to complete this survey.

I’ll be posting more assignments for the next week on Monday morning.

Hoping you and your families are safe and healthy.

If the embedded form below doesn’t work for you, you can find the form here outside of my website.