eCosmology

What is your favorite physics classroom experiment?

What is your favorite physics classroom activity ?

A backpack full of books weighing 43.0 N rests on a table in a physics laboratory classroom.? A spring with a force constant of 150 N/m is attached to the backpack and pulled horizontally(to the left and static friction is opposite) If the spring stretches by 2.10 cm, what is the coefficient of static friction between the backpack and the table?

I am a physics teacher and wish to record sounds of my classroom aquarium. How? I know that there is a cheap or at least reasonable way to record underwater sounds made by the fish and frogs in our classroom aquarium... but I have no clue where to get the equipment nor how to make it :-( The kids would like to use it as a science project this next year. Can anyone help Pleeeeeese ??? Thanks sorry,no it needs to be an underwater microphone of some kind Thanks Dr J that ws what I needed. *big grin*

Physics Help. A physics student leans out the window of the physics classroom, 12 m above the ground. He thro? A physics student leans out the window of the physics classroom, 12 m above the ground. He throws a water balloon straight up so that it reaches a height of 6 m above the window before falling back down and hitting the ground. a) What is the initial velocity of the water balloon? b) How long does it take the water balloon to hit the ground? c) What is the velocity of the balloon as it passes the window on the way down? d) What is the velocity of the balloon just before it hits the ground? Please help me get these answers. Thank you.

My physics teacher asked what would be an example of an Inductor in the classroom? Do you think you could give some examples of Inductors that would be located in a classroom?

a backpack rests on a table in a physics classroom. a spring is attached and pulled horizontally...what is us?

What should I write on my physics classroom board to ask a girl to prom? We have physics together so I was thinking of asking her by writing it on the board. It's gotta be funny maybe by including something about physics; tension, force, weight, circular motion problems, kinematic problems, etc. Please Help me. We have physics together so I was thinking of asking her by writing it on the board. It's gotta be funny maybe by including something about physics; tension, force, weight, circular motion problems, kinematic problems, etc. Please Help me. She is a girl with a good sense of humor so if it is a stupid funny joke I think it would be perfect.

What are some good lessons on meta-physics, for science class? We haven't yet gotten into the area of meta-physics in the science class that I am observing for college and I know that almost all schools cover it. If you have any advise about how you teach meta-physics in your classroom, I would greatly appreciate it.

The ceiling of a classroom is 3.75m above the floor. A student tosses an apple vertically upward. Physics help? The ceiling of a classroom is 3.75m above the floor. A student tosses an apple vertically upward, releasing it 0.50m above the floor. What is the maximum initial speed that can be given to the apple if it is not to touch the ceiling? How can I solve this?

can you give me an physics project for classroom? i am 14 year old . i need an physics project which is easy and simple

How do you use self-assessment in the classroom? What opportunities do you give for students to self-assess themselves? I'd like to add more of this in my classroom and I'd like ideas. Right now I'm student-teaching high school prealgebra and physics.

Where can I find Physics Demonstrations? Hello, I was wondering if anyone knew a site where they have physics demonstrations that you can do in a classroom. Particularly having to deal with light fundamentals, if at all possible. Thanks in advance!

I need to write a modern physics term paper and I am stuck on what to write about.? The paper needs to be 8-10 pages, it needs to be about either the theory of relativity, black holes, cosmology, uncertainty principle, or particle physics. Some topic around those. The paper needs to be structured in answering possible questions that would come up in a classroom. So 1 I need to figure out possible questions and 2 respond with an intelligent answer. I'm struggling with how narrow or broad the topic should be. Are there any physics teachers out there that get a lot of modern physics questions?

Does anybody have any good sites on mechanical energy and what is it? I already have physics classroom and i need another The website needs to have examples of mechanical energy having to do with the Earth thanks!

im looking for a web site that have suggestions on how to teach physics in a way that the student would enjoy? i have been teaching physics for a long time already, i want to spice up my lessons with fun yet educational classroom activities that are physics related...i hope to connect with a website that offers such...

What are the highest and lowest frequencies heard by a student in the classroom? A physics professor demonstrates the Doppler effect by tying a 530 Hz sound generator to a 0.8 m long rope and whirling it around her head in a horizontal circle at 100 rpm.

How can i write evaluation after my classroom lectures? can anyone plz give me some imp points for evaluating my science lectures or some examples of evaluation of science and physics lectures?

Physics Questions... approximate masses of things? It is not homework for me, but i'm trying to help someone with their homework and I don't really know Physics enough to be certain with the answers I think are right; I don't want to give them the wrong answer. What is the approximate mass of an automobile? A. 10^1 kg B. 10^2 kg C. 10^3 kg D. 10^6 kg Which object weighs approximately 1 newton? A. dime B. paper clip C. physics student D. golf ball The length of a high school physics classroom is probably closest to A. 10^-2 m B. 10^-1 m C. 10^1 m D. 10^4 m Which object has the most inertia? A. a 0.001-kilogram bumblebee traveling at 2 meters per second B. a 0.1-kilogram baseball traveling at 20 meters per second C. a 5-kilogram bowling ball traveling at 3 meters per second D. a 10.-kilogram sled at rest If anyone knows any of them, thank you in advance.

Demonstration of quantum mechanics with simple cheap equipment? Does anyone know of any demonstrations of some quantum mechanical phenomena that can be done with very few pieces of simple inexpensive equipment? I want to show some actual quantum mechanical phenomena using only what might be found in a high school physics classroom. Any ideas?

What is the coefficent of the static friction between the backpack and the table? A backpack full of blocks weighing 60.0N rests on a table in a physics laboratory classroom. A spring with a force constant of 160N/m is attached to the backpack and pulled horizontally. If the backpack begins to slide when the spring (k=160N/m) strectches by 2.40cm, what is the coefficent of the static friction between the backpack and the table?

What would we have to throw out if we accept Creationism in the classroom? Off the top of my head, Physics Biology Astronomy Chemistry Geometry World History Archaeology What else?

Help with Physics, Please!? A backpack full of books weighing 43.0 N rests on a table in a physics laboratory classroom. A spring with a force constant of 150 N/m is attached to the backpack and pulled horizontally, as indicated in Figure 6-22. If the spring stretches by 2.30 cm, what is the coefficient of static friction between the backpack and the table? Static force, kinetic force, and I don't get along. I just can't seem to grasp at it. Help, please! Thanks.

I need help with a simple physics question.? Physics question - a boy is late for class - his classroom is 0.8km away, and he needs to get there within 1 minute. He starts off at 0km/m. You can assume he runs in a straight line. What's the least required acceleration that he needs to make it to class on time? Show your process if you can, and if you can, give me the answer, the acceleration, in km/minute^2. Thanks in advance.

Physics one Homework Questions? HELP!!? A backpack full of books weighing 52.0 N rests on a table in a physics laboratory classroom. A spring with a force constant of 180 N/m is attached to the backpack and pulled horizontally, as indicated in Figure 6-22. (a) If the spring is pulled until it stretches 2.10 cm and the pack remains at rest, what is the force of friction exerted on the backpack by the table? (b) Does your answer to part (a) change if the mass of the backpack is doubled Help pleaze its due in a hour

Physics-Frictional Forces...? A backpack full of books weighing 59.0 N rests on a table in a physics laboratory classroom. A spring with a force constant of 150 N/m is attached to the backpack and pulled horizontally, as indicated in the figure http://i33.tinypic.com/4gi4cy.jpg If the backpack begins to slide when the spring (k=150 N/m ) stretches by 2.70 cm, what is the coefficient of static friction between the backpack and the table? -Please show all work, thanks!

physics problem !!!please help !!!? A backpack full of books weighing 52.0 N rests on a table in a physics laboratory classroom. A spring with a force constant of 150 N/m is attached to the backpack and pulled horizontally. (a) If the spring is pulled until it stretches 2.30 cm and the pack remains at rest, what is the force of friction exerted on the backpack by the table? ...... N (b) Does your answer to part (a) change if the mass of the backpack is quadrupled? ....Yes .....No Explain.

I need help with some true and false problems in physics? A. Impulse is the product of force and distance. B. Kinetic energy is the energy of motion. C. The force necessary to lift an object is its mass times g. D. Work is done to hold an object in the classroom. E. Stopping distance is doubled, if speed is doubled. F. A joule is a newton times a meter. I got these answers but i'm not sure about it.. A. False B. True C. True D. True E. False F. True Thanks in advance!

How does classroom clicker works? i've got a physics course this month and the teacher says to buy a "clicker" for the class. i dont know what the hack is that or how it works. All i know its a class response system. can anyone get me more detail.

Will I be ready for AP Physics B/C? I have taken Pre-AP biology and currently taking Pre-AP Chemistry. If I study physics by myself and next year, will I be ready for AP Physics? I will also be enrolled in AP BC Calculus next year. In my school, we have Physics, and Pre-AP Physics. Then the year after that we have AP Physics B/C. I wanted to study the Physics/Pre-AP Physics part and skip to AP Physics next year. Is AP Physics a class where you have to have CLASSROOM background physics or can you study Physics by yourself and skip to AP Physics? Thanks. @Zach - My school does not offer Post Secondary classes. We have Dual Credit which is similar but not offered for Physics.

physics question on gravitational force? mr gewanter whose mass is 60.0 kg, is doing a physics demonstration in the front of the classroom. a) how much gravitational force does he exert on 50.0 kg martha in the front row, 1.50 m away? b) how does this compare to what he exerts on 65.0 kg lester, 4.00 . away in the back row?

physics question please helpppp? In class we will be doing a lab on the 2nd and 3rd laws of thermodynamics, however we will not be doing one for the 1st law. Why is this? What would it require to complete a first law lab and why will it never occur in the classroom (explain the physics of it)?

PHYSICS HELP NEEDED 4 EXPERIMENT!? i need to do a physics experiment in a classroom and im going to measure the resistivity of concrete. i know im going to need a lot of current from a power supplu but im not quite sure what other appratus to use? please help me!!!!

What's the easiest way for me to become a High School teacher in California? I'm 42, and have a bachelor's degree in electrical engineering. I would like to teach advanced math or physics. I have no regular classroom teaching experience. For the last three years I've been teaching chess in after school programs here in NY, mostly K-6 grade. If I did this I would need a source of income while working towards it.

Physics 15, doppler effect, Hz, rope, temperature, frequency? A physics professor demonstrates the Doppler effect by tying a 590 Hz sound generator to a 1.0-m-long rope and whirling it around her head in a horizontal circle at 100 rpm. Assume the room temperature is 20 degrees C. Part A What is the highest frequency heard by a student in the classroom? Express your answer using two significant figures. Part B What is the lowest frequency heard by a student in the classroom? Express your answer using two significant figures.

Why do American high school textbooks suck so bad? I know they do because I'm a teacher. This is my 13th year in the classroom. I teach Chemistry and Physics now, but have also taught Geometry and many other subjects.

What would be a good way to demonstrate how a bird flies? So For my Physics semester long project I chose the topic "how birds fly" thinking it would be fairly easy to do...I thought wrong XD I'm stumped on how I could possibly demonstrate such a thing in a classroom and would really appreciate some suggestions or advice. Also please keep in mind I'm a sophomore in High school and I have about 2 months to complete this project so nothing too complex please. ^.^;

What does Physics have to do with Computer Science? I want to major in Computer Science when I go to college, but my potential university says that I will have to take eleven hours of Physics my sophomore year. But my problem is: 1. I don't know what Physics has to do with Computer Science and 2. I HAVE NEVER TAKEN PHYSICS IN HIGH SCHOOL!!! Im still in high school and they don't offer [nor have ever offered] Physics, so when I step in that classroom two years from now, I'm screwed!!! So what does Physics have to do with computer science?

Need help Physics due tomorrow!!!!!? In a classroom demonstration, a 79.2-kg physics professor lies on a “bed of nails.” The bed consists of a large number of evenly spaced, relatively sharp nails mounted in a board so that the points extend vertically outward from the board. While the professor is lying down, approximately 1950 nails make contact with his body. What is the average force exerted by each nail on the professor's body? A) 0.201 N B) 0.398 N C) 1.42 N D) 0.809 N E) 142 N only thing that doesn't make sense are the units if you do it the way u suggest

physics class?? im going to be a junior next year and was recommended to take physics next year and i plan on taking it. what exactly happens in the class? what do we study and such. the one thing i do know is that there are rly cool deomstrations that can be done. (my chem. teacher is the physics teach. and both r in the same classroom, so ive seen some of the stuff, hehe) thanks

work in joules physics problem? A sleeping physics student was pulled in his seat along the floor of the classroom by an irate teacher, using a force of 500N at an angle of 57 degrees to the floor. The student is pulled a 9.0 meter distance. How much work is done on the student? I would love and answer and how you did it :)

Anybody out there start medical school in their 40's? I was just wondering if there were any 40 somethings out there who decided to go to medical school at this point in their lives and what was the experience. I am about to turn 39 and I've been considering taking the MCAT within about 2 years. I haven't looked at a Chemistry or Physics book since college, although I've worked in the healthcare industry for the past 15 years. So, I've considered enrolling in Chemistry and Physics classes at my local community college just for the sake of review (I might need the discipline of the classroom). Any thoughts from those of you who might have travelled a similar path? Thanks.

physics homework im working on it? 1. Mr g whose mass is 60.0 kg, is doing a physics demonstration in the front of the classroom. a) How much gravitational force does he exert on 55.0-kg martha in the front row, 1.50 m away? b) how does this compare to what he exerts on 65.0-kg lester 4.00 m away in the back row? now i did something like this (60.0 kg)(55.0kg)(4.00m)(1.50m)=19800m and i have a feeling that is not right 2. our galaxy the milky way contains 4.0 X 10 to the 11th power stars with sn average mass of 2.0 x 10 to the 30th power kg each. How far away is the milky way from our nearest neigbor, the Andromeda galaxy if andromeda contains roughly the same number of stars and attracts the milky way with a gravitational force of 2.4x10 to the 30th power N? Oh i had no idea what i was doing in that problem i couldnt find the example they gave me for that problem. Thank you all for your help oh and its 30th power

How does mass effect the rate of descent of a parachute? Ok, thanks for reading my question. I was wondering whether you could help me. i'm currently doing some physics coursework and was wondering why, when i increase the mass of load on a parachute, the parachute falls quicker in regards to time. I obtained these results myself in a classroom setting so therefore im not sure how credible these results are. Can anyone help me please explaining why this happened i would be extremely grateful.

I Need Some Serious Help With My Physics Homework? My Teachers hard as hell can anyone help me????? its these problems 1.the gravitational force of attraction between earth and the sun is 1.6 x 10 to the 23rd N. What would this force have been if the earth been twice as massive.explain your answer 2.The gravitational force of attraction between the earth and the sun is 1.6 x 10 to the 23rd N. What would the gravitational force have been if the earth had formed twice as far away from the sun? 3. Mr.Gewanter, whose mass is 60.0 kg, is doing a physics demonstration in the front of the classroom.(a) how much gravitational force does he exert on 55.0 kg maria in the front row, 1.50 m away?(b) how does this compare to what he exerts on 65.0 kg lester 4.00 m away in the back row 4.If astronaut john Glenn weighed 640 N on the earths surface (a) how much would he have weighed if his mercury spacecraft had remained at twice the distance from the center of the earth (b) why is it said that an astronaut is never truly weightless? 5. calculate the graviational force that the moon would exert on a 50.0 kg student. the moon is 3.84 x 10 to the 8th from earth and has a mass of 7.35 x 10 to the 22nd (b) does the moon attract the student with a force greater or less or same as the force with which the student attracts the moon PLEASE HELP AND SHOW WORK I BEG YOU

Class on Quantum Physics? How do I go about finding a class in my area on Quantum Physics? I live in Southern CT and would like to attend a live classroom not just read a book or online discussion or class. I am not really web savvy enough to do a good search and have found nothing yet. Can anyone point me in a direction?

Physics: I Need Help With the Right-Hand-Rules? I don’t quite get the Right-Hand-Rules (both 1 and 2) and how to apply them correctly, so I need some help with these problems. Please don’t just give the answers, but explain how you came up with the solution for each problem. 1.A proton traveling due north enters a region that contains both a magnetic field and an electric field. The electric field lines point due west. It is observed that the proton continues to travel in a straight line due north. In which direction must the magnetic field lines point? A)up B)down C)east D)west E)south 2.An electron traveling horizontally enters a region where a uniform magnetic field is directed into the plane of the paper as shown. Which one of the following phrases most accurately describes the motion of the electron once it has entered the field? Here is a link to the diagram: http://classroom.sdmesa.edu/ssiegel/124b... A)upward and parabolic B)upward and circular C)downward and circular D)upward, along a straight line E)downward and parabolic 3.A wire is bent into the shape of a circle of radius r = 0.10 m and carries a 20.0 A current in the direction shown. Here is a link to the Diagram: http://classroom.sdmesa.edu/ssiegel/124b... What is the direction of the magnetic field at the center of the loop? A)to the right of the page B)to the left of the page C)toward the top of the page D)into the plane of the paper E)out of the plane of the paper

physics help...10 extra points !!!!? Physics true and false 1)Acceleration is the rate at which velocity changes. 2)Hang time can be extended by pumping your arms and legs. 3)The distance vs time graph for a freely falling object is a curved line. 4)Freely falling objects fall about 5 meters in one second from a position of rest. 5)Air resistance affects the acceleration of objects dropped in the classroom. 6)The acceleration of a freely falling object is the same for objects moving upward or downward.

Physics Ch 3 1.57 A physics professor demonstrates the Doppler effect by tying a 650 Hz sound generator to a 1.0-m-long rope and whirling it around her head in a horizontal circle at 120 rpm. Assume the room temperature is 20degrees C. What is the highest frequency heard by a student in the classroom?(in HZ) What is the lowest frequency heard by a student in the classroom? SOMEONE HELP!!!!!!

Falling object equation for finding the initial height? We learned the equation in my physics class, but in my notes it's written wrong since I couldn't see the board. I forgot to check before I left the classroom, and now for the life of me I can't figure out what it is... Does anyone know?

physics balloon project, URGENT NEED HELP!? so here's the deal, i have a physics project that entails getting a balloon, or balloons to one end of our classroom and back via a string. the room is approx. 30 feet. I have to do this without using any outside forces, so once i let this thing go, i cant touch it and it has to go there and back by itself. i have tried many things but am completely clueless as to how i am going to get this done by Tuesday...so any help would be greatly appreciated. forgot to mention, the balloon can only be filled with air, and the string must be perfectly horizontal...

What are the top 5 concerns of parents of students who are taking physics? I am curious as to what the top concerns of parents are. I am a teacher-in-training and feel it would be good to understand what parents believe to be their biggest concerns in a physics classroom.

How to make a Physics introductory class FUN? i applied for a teaching position for High School Physics. this is my first job, and i will conduct my demo class soon for 20minutes. any suggestions for classroom activities like game, trivia or experiments? First day will be more about what is Physics. Thank you. Hehe it's a demo class to test my teaching ability for the first day of class. i get the job if the supervisor feels that i can handle the "students". normal class is for 40 minutes. i really need to get everyone's attention. so it's more on handling class than to actually start giving lessons. hehe

Physics h.w. please help me...Important!? I have a h.w. in physics hope you can help me in solving this and give some explaination on how to get it...please and thank you!!! 1. The "height" of the atmosphere is about 30 km. The radius of Earth is 6400 km. What percentage of Earth's radius is the height of the atmosphere? 2. The weight of the atmosphere above 1 square mether of the Earth's surface is 100000 newtons. If the density of the atmosphere were a constant 1.2 kg/m per cube, calculate where the top of the atmosphere would be? 3. Calculate the approximate weight of air in a classroom... L=20, W=10 H=5 G=9.8

Physics Help! How do you solve these? 1. Two horizontal forces, 229 N and 145 N, are exerted on a canoe. If the these forces are applied in the same directions, find the net horizontal force on the crate. 2. On Earth, a scale shows that you weigh 541 N. (a) What is your mass? (b) What would the scale read on the moon (g = 1.60 m/s2)? 3. A 4490-kg helicopter accelerates upward at 1.9 m/s2. What lift force is exerted by the air on the propellers? 4. A box is pushed toward the right across a classroom floor. The force of friction on the box is directed where? right left ceiling floor 5. Two horizontal forces, 237 N and 126 N, are exerted in opposite directions on a crate. What is the net horizontal force on the create? Be sure to indicate the direction of the net force. (Assume that the 237 N force is in the positive direction.) 6. Equilibrium exists in a system where three forces are acting concurrently on an object. If the system includes a 5.0-newton force due north and a 2.0-newton force due south, the third force must be what? 7.0 N north 3.0 N north 7.0 N south 3.0 N south 7. Which object weighs approximately 1 newton? physics student paper clip dime golf ball 8. Which terms represent a vector quantity and its respective unit? force - newton momentum - newton mass - kilogram weight - kilogram

Need physics help. Free fall question. ? Here is my disclaimer: Hello. I am a 12 grade physics student. I have "supplemental understanding" questions on free fall that my teacher gave me. They have only further confused me. I am not much of a math or science guy, and this really vexes me, so if you can help me, please explain everything step by step, as if you were explaining this to a slow child, because, in this class, that is pretty much what I feel like. The Q: The ceiling of a classroom is 3.75 m above the floor. A student tosses an an apple vertically upward, releasing it .5m above the floor. What is the max initial speed the apple can have if it is NOT to touch the ceiling. On that note, I want to cry. Help. Please.

So I have to draw a map to scale for my physics lab.. Help Please? Ok, I have to draw this map to scale for my physics class. We used the CM side of the yardstick to measure how long the class room is. From the sides (when you enter all the way to the back) the classroom was 1168 1/2 CM. The graph paper I have has the height of 28 CM and a width of my graph paper is 21 1/2 CM. I have a lab due tomorrow and to my inconvenience I was not given enough time along with the rest of the class to finish it. Also, I was not able to stay after school. My partner gave me the measure she took but except for the 1168 1/2 CM being clear, the rest of it honestly speaking is kinda messy. So I need you guy's help, instead of CM what unit of measure should I use to draw this classroom map to scale and where can I find that unit of measure (rulers, protractors ETC)? Is there any other way for me to draw the map to scale? thanks! Sorry eyeSIS my lab partner did not write out the CM for the width of the room :(

I'm trying to find some kind of workshop on quantum mechanics/physics? maybe online but I would prefer a classroom type workshop. thanks for any help =0) seattle area

Proving that the earth isn't an inertial frame? I keep trying to think of ways to answer this question but it just isn't working. Can anyone help me out or give me some hints or ideas? We usually treat a frame of reference attached to the earth as an inertial frame. This is in fact not true. Describe an experiment you could do, using material one is likely to find in the store rooms under the Physics Lecture Hall (i.e., what might be used for classroom demonstrations), which would show that the Physics Lecture Hall itself is NOT an inertial frame. thanks for your help!

Physics work help please? ? I need to come up with a SIMPLE experiment to see how the resistance of an LDR changes with different amounts of light. I would be so grateful to anyone who could help, cause i forgot my text book :( If you need more detail just say so and i'll add some more in the additional details part. This experiment needs to be suitable for the classroom so a simple circuit routine should be okay as i need to write it down with diagrams and then show it.

How to make an experiment to show gravity=9.81? My physics class is making experiments to try and show how the force of gravity is 9.81, and I've never had any physics classes before. The material that we've been working with hasn't made too much sense. It would be super great if someone could help with how to start thinking about this experiment or how to set it up at all. We can only use common items that would be in our classroom, or at our houses. Thanks for the help!

Are TA's qualified to teach physics? Next January i will start as TA. I once gave a few classes and it was awful, i don't know how to prepare classes, to address a classroom. People study for years to be teachers but the university expect grad students to just step in and lecture. Ridiculous. One the other hand i love giving private lessons for one student at a time. It feels fantastic and the money is very good. What do you think?

could someone plz check my work? The ? is : 1a. what is the mass of the air in a physics classroom that is 8.0 m wide, 10.0 m long, and 2.8 m high?(the mass density of air is 1.29 g/dm^3). 1b. If the mass density of lead is 11.4 g/cm^3, what volume would be occupied by the same mass of lead? My work: ......since V=WxLxH and D=M/V 1a. 8.0m x 10.0m x 2.8m= 224m^3=V 1.29 g/dm^3= m / 224m^3 1.29 g/dm^3=.00129g/m x 224m^3= 2.9 x 10^-1 is the mass 1b. D=M/V 11.4g/cm^3=2.9 x10^-1g/m^3/V 11.4g/cm^3=.114g/m^3 so .114g/m^3 x V=2.9 x10^-1g/m^3 V=2.9x10^-1g/m^3 / .114g/m^3 V=2.54 g??? Am i right or did i make any mistake in units or calculations anywhere?

microcoulombs...help?...? small charges, such as those passed between people when a static electric shock is mistakenly given, are measured in small units called microcoulombs. a shock of 1.1 microcoulombs was passed from one student to another in a dry physics classroom. How mnay elections does this amount represent?

astronomy or physics question? We can see each other in the classroom right now because we:- (a)emit visible light. (B)reflect infrared light. (C)reflect visible light. (D)emit infrared light. (E)emit thermal radiation.

A weird clock!? there's this clock in my physics classroom which has only 10 numbers on it. does anyone know explain that? my physics teacher said that he is not going to tell us the answer. He wants us to think...i searched but still don't know what that is? does anyone know? a metric clock!!? what's that? i don't really understand. how do we read the clock then.?

How do i show leadership to an admissions officer? I have my mind set on applying to Wharton ED but from what i have heard i don't like my chances. I am currently 1/300 at my high school class and have taken all the hardest classes but my SAT's are mediocre (math 710, CR 680, Reading 600) and I no activities that really stand out. (I am an officer of a club and play sports but so does everyone else). I guess it also doesn't help that i am a middle class, white boy from the suburbs in Ohio. I guess what I'm asking is for advice on how to showcase my leadership qualities. I believe I am a leader in the classroom where i get good grades and go beyond what is required of me every day. My senior year i am not even able to have a lunch so i can fit both AP Physics BC and Choir, both of which i am very dedicated to. I am willing to do anything to improve my chances before November 1st but I have run out of ideas. If anyone has any suggestions of what i could do or even what helped them get in it would be appreciated. Thanks in advance.

How does this sound for a report card? Can you edit it to make it fit in more and sound better...? ________is a delightful member of the form that Is learning to occupy her time constructively And is developing a better attitude toward 11th grade She has strengthened her skills in French and Greek and is improving in geography. She is gaining more self-confidence and seems eager to improve. I am hoping this recent interest and improvement will continue. Needs to use assignment notebook more often. I have noticed that she does not work well in a group has a good attitude towards school and attends all school events She is gaining independence - is too easily distracted she continues to be a positive member of our classroom. she is an energetic participant in class activities. she is most successful with consistent structure and monitoring by her teacher. she will experience increased success as she develops a sense of personal responsibility toward his/her learning. Will need to work some more on her physics and biology so that she can maintain a good level....

Physics: Right-Hand-Rules Problems? I don’t quite get the Right-Hand-Rules (both 1 and 2) and how to apply them correctly, so I need some help with these problems. Please don’t just give the answers, but explain how you came up with the solution for each problem. 1.A proton traveling due north enters a region that contains both a magnetic field and an electric field. The electric field lines point due west. It is observed that the proton continues to travel in a straight line due north. In which direction must the magnetic field lines point? A)up B)down C)east D)west E)south 2.An electron traveling horizontally enters a region where a uniform magnetic field is directed into the plane of the paper as shown. Which one of the following phrases most accurately describes the motion of the electron once it has entered the field? Here is a link to the diagram: http://classroom.sdmesa.edu/ssiegel/124BDOCS/practice%20exams/124bpe2_files/q35-1.png A)upward and parabolic B)upward and circular C)downward and circular D)upward, along a straight line E)downward and parabolic 3.A wire is bent into the shape of a circle of radius r = 0.10 m and carries a 20.0 A current in the direction shown. Here is a link to the Diagram: http://classroom.sdmesa.edu/ssiegel/124BDOCS/practice%20exams/124bpe2_files/r6-1.png What is the direction of the magnetic field at the center of the loop? A)to the right of the page B)to the left of the page C)toward the top of the page D)into the plane of the paper E)out of the plane of the paper

Physics Homework Help? Homework Help the ceiling of a classroom is 3.75 m above the floor. A student tosses a ball upward releasing it .5m above the floor. What is the maximum initial speed the can be given to the ball so that it does not hit the ceiling. Can you please explain or show work

physics free fall problem...? a classroom ceiling is 3.75m above florr. a student tosses an pple up, releasing it 0.50m above floor.what is the max initial speed if it is not to touch the ceiling. please show equations used and explain thanks a stone is thrown down at initial velocity of 14m/s from height of 65m above ground a/ how far does the stone travel in 2.0s b/ what is its velocity just before it hits grouund c/what is the 65m above ground in the given please use basic free fall equations to solve and i was just wondering should the displacement be 3.74 or 3.75 since the probelm says that the apple should not touch the ceiling

physics question? Assume that a can of soda was held at a steady temperature (say 4°C) in a fridge for a long time. Then it is placed on a desk in a classroom. Describe the temperature evolution in the can. In your model, what is the temperature in the center of the can after 10 seconds, 1 minute. 5 minutes, 10 minutes, and 30 minutes, after it was taken out of the fridge? (Find the numerical values of the temperature, not just a formula!) Discuss, whether the answer obtained (and model used) is reasonable or not. Furthermore, you may want to discuss the influence of parameters of the problem (size of the can, classroom temperature, different outer shell materials, pressure in the can, drinking from the can, etc.) on the process.

Homework Help?? Physics? In moving a 35.0 kg desk from one side of a classroom to the other, a professor finds that a horizontal force of 295 N is necessary to set the desk in motion, and a force of 195 N is necessary to keep it in motion at a constant speed. What is the coefficient of static friction between the desk and the floor? What is the coefficient of kinetic friction between the desk and the floor?

Physics Help? Homework Help the ceiling of a classroom is 3.75 m above the floor. A student tosses a ball upward releasing it .5m above the floor. What is the maximum initial speed the can be given to the ball so that it does not hit the ceiling. Can you please explain or show work

Physics help -- Please!!!? Even at rest, the human body generates heat. The heat arises because of the body's metabolism, that is, the chemical reactions that are always occurring in the body to generate energy. In rooms designed for use by large groups, adequate ventilation or air conditioning must be provided to remove this heat. Consider a classroom containing 45 students. Assume that the metabolic rate of generating heat is 130 W for each student and that the heat accumulates during a fifty-minute lecture. In addition, assume that the air has a molar specific heat of CV = (5/2)R and that the room (volume = 282 m3, initial pressure = 1.01 x 105 Pa, and initial temperature = 21 oC) is sealed shut. If all the heat generated by the students were absorbed by the air, by how much would the air temperature rise in Kelvin during a lecture?

is it possible to demonstrate cold fusion in the classroom? i need to make a powerpoint in physics and my teacher wants to know if we can demonstrate cold fusion in the classroom

physics problem.. need help? consider a classroom 10 m long by 6 m wide by 4 m high at "room temp" 20 degrees celcius and 1 atmosphere. What is the mass of room air?if all air was replaced by helium what would be the weight of helium in the room?

How can I make a catapult for physics made with 10 popsicle sticks and other stuff...? My physics teacher wants us to build a catapult with 10 popsicle sticks, 5 rubber bands, 2 ft. string, 3 ft. masking tape, and a wooken base and glue... and we cannot use extra or we get points taken off of it...also we cannot take it out of the classroom. If you could help with like directions or a diagram it would be much appreciated. Remember this is Due May 30, 2008!! Help please if you have ideas!!!

What species of tarantula? My physics teacher has a pet tarantula in his classroom, but he doesn't know what species it is. Here's a link to a picture: http://i16.photobucket.com/albums/b31/metroidsuits/tarantula.jpg

Physics: Right-Hand-Rules Problems? I don’t quite get the Right-Hand-Rules (both 1 and 2) and how to apply them correctly, so I need some help with these problems. Please don’t just give the answers, but explain how you came up with the solution for each problem. 1.A proton traveling due north enters a region that contains both a magnetic field and an electric field. The electric field lines point due west. It is observed that the proton continues to travel in a straight line due north. In which direction must the magnetic field lines point? A)up B)down C)east D)west E)south 2.An electron traveling horizontally enters a region where a uniform magnetic field is directed into the plane of the paper as shown. Which one of the following phrases most accurately describes the motion of the electron once it has entered the field? Here is a link to the diagram: http://classroom.sdmesa.edu/ssiegel/124b... A)upward and parabolic B)upward and circular C)downward and circular D)upward, along a straight line E)downward and parabolic 3.A wire is bent into the shape of a circle of radius r = 0.10 m and carries a 20.0 A current in the direction shown. Here is a link to the Diagram: http://classroom.sdmesa.edu/ssiegel/124b... What is the direction of the magnetic field at the center of the loop? A)to the right of the page B)to the left of the page C)toward the top of the page D)into the plane of the paper E)out of the plane of the paper

my teacher gives bad scores to me,what should i do??? i'm a second grade-guidness school student.my physics' teacher gives bad scores because i have done something wrong 4 months ago in the classroom. what should i do to get more good scores from her? i mean when the teacher didn't come to class,i wrote somthing on the board:"the bad physics classroom." i just wanted to make other children laughing not to make my teacher angry.when the teacher came to class,saw my phrase and became furious.so,she didn't give me a good score anymore!

is my friend interested me? yes or no? I am friends with a girl I dont know too well outside the realm of the classroom. I've known her for 1 yr prior but we never spoke unless its strictly about the course but now I have her in my Physics class and she sits in front of me. We get along well, joke with each other, and sometimes I play with the tips of her hair when im bored in class. she doesnt seem to mind hahaha im so weird! Anyway, we always walk together to our cars which is parked on the same lot and we chat often online for a couple hours but during that time shes mostly doing her homework. However when I say im hungry she often jokingly responds "im hungry too! Bring food to my house" and i'd argue flirtatiously for her to come get some herself. tonight around 1am she got home prank calls by a bunch of kids while she was chatting with me so I decided to prank her cell phone just for annoyance. Obviously my number would show up on her caller id but thats fine. I didnt intend on talking longer than 20 seconds... We ended up talking for 45 mins and we ended up talking abuot food again and she kept saying bring me foood. You owe me food because you didnt bring me food last time, and again i would argue for her to bring me food or arrange a meet up point to go out eat at this hour *jokingly* Then she said taht we should go out eat one day (unspecified where and when). in addition there was like a lot of remarks similar to "Oh sure, you're so not cool *laughs* " or "you're the guy so you should pay" even though we're not dating, etc... back and forth. Nothing hurtful, just poking fun. It seem like the conversation aws a lot of fun. Also she doesnt stay up this late to talk but for 45 mins at this hour and for the first time we ever spoke on the phone. I find it shocking. Then before she hung up she said ill talk to you tomorrow. I dont know if she meant online or over the phone.

Astronomy and physics questions? 1) we see each other in the classroom because we? a) emit thermal radiation b) emit visible light c) emit infrared light d) reflect visible light e) reflect infrared light 2) which of the following statements about electrical charge is true? a) two negative charges will attract each other b) two positive charges will attract each other c) a positive charge and a negative charge will repel each other d) a positive charge and a negative charge will attract each other 3) which of the following statements about electrons is NOT true? a) electrons orbit the nucleus rather like planets orbit the sun b) within an atom, an electron can only have particular energies c) electrons can jump between energy levels in an atom only if they give up or receive an amount of energy equal to the difference in energy between the energy levels d) an electron has a negative electrical charge e) electrons have very little mass compared with protons and neutrons. THANKS!

If evolution is a higher level meta-theory, and intelligent design is also a theory that organises lower-level theories, surely those two theories belong equally in the classroom? Why are we so fixated on an 'either, or' approach when we might learn a lot more by putting the two theories in tandem? Since meta-theories have empirical implications, genuine differences between ID and Darwin could be pointed out. It's surely unfair that evolution continues to be used as a major tool for undermining belief in God when quantum physics has finally got around to realising the possibility of a higher mind at back of the universe? With parallel universes now being openly talked about, could this not account for heaven and hell, and spirit mediums' claims of contacting those 'on the other side'? Given that in science even wrong ideas often turn up something interesting (because any theory that gets you into the data is going to turn up something), can we not consider the possibility of intelligent design? Already scientists are driven by a sense of design in the lab - reverse engineering, it's called. I didn't say ID should be taught as a science. I know what theory means. ID is NOT Creationism. It brackets faith and asks what the scientific data teaches about theological implications. A key element is that God's design is empirically detectable, as with DNA's 'language' and the fact that it cannot be produced by natural causes acting by chance; the many, and finely tuned, physical constants of the universe. Dover - wrong to mandate teaching ID; that's coercive, just as the judge was wrong to invoke the Lemon test. Religious motivation does not invalidate the worth of any policy but the Creationists messed up by lifting the ID banner - they confused the real issues. I'm calling for ID to be allowed to evolve. Evolutionists, of all people, ought to have the sense to give it enough time! Nobody's asking you to give up your basis, let alone believe in God! Just calm down and see how this embryo develops. It won't go away 'cause you shout at it! Let's co-exist, please.

who has ever had to take a final university exam? INSTRUCTIONS: READ EACH QUESTION CAREFULLY. YOU HAVE 2 HOURS TO ANSWER ALL QUESTIONS. BEGIN IMMEDIATELY HISTORY: describe the history of the papacy from its origins through to the present day, concentrating especially, but not exclusively, on its social, political, economic, religious and philosophical impact on Europe, Asia, America and Africa. Be brief, concise and specific MEDICINE: you have been provided with a razor blade, a piece of gauze, and a bottle of Scotch whisky. Remove your appendix. Do not suture until your work has been inspected PUBLIC SPEAKING: 2500 riot crazed tribal men are storming the classroom. Calm them. You may use any ancient language except Latin or Greek BIOLOGY: create life. Estimate the differences in subsequent human culture if this form of life had developed 500 million years earlier, with special attention to its probable effect on the American ideal. Prove your thesis MUSIC: write a piano concerto. Orchestrate and perform it with flute and drum. You will find a piano under your seat PSYCHOLOGY: based on your knowledge of their works, evaluate the emotional stability, degree of adjustment, and repressed frustration of each of the following: Alexander of aphrodidis, rameses II, Hammuarabi. Support your evaluation with quotations from each mans work, making appropriate references. It is not necessary to translate SOCIOLOGY: estimate the sociological problems, which might accompany the end of the world. Construct an experiment to test your theory ENGINEERING: the disassembled parts of a high-powered rifle have been placed on your desk. You will also find an instruction Manuel, printed in Swahili. In 10 minutes, a hungry Bengal tiger will be admitted to the room. Take whatever action you feel necessary. Be prepared to justify your decision PHYSICS: explain the nature of matter. Include in answer an evaluation of the impact of the development of mathematics on science PHILOSOPHY: sketch the development of human thought. Estimate its significance. Compare with the development of any kind of thought GENERAL KNOWLEDGE: describe in detail. Be objective and specific

GCSE Physics Help? Ok just so you know, I have attempted to do this by myself but I really cannot find out the answers! -What is a commercial motor? And how does it differ from the sort you would make in a classroom? -What are the brushes in a commercial motor made out of? -What provides the magnetic field around the wire/motor? -How is the wire arranged? -Why is the wire called a commutator? Thanks in advance!

help me out!!!!!!!!!!!!!physics pojects? PL. HELP ME IN MY PHY. PROJECT SUGGEST ME SOME TOPICS+PROCEDURE+material req. i have to submit a proj in phy. it includes: 1 working model 2 i have to make my whole proj. in classroom itself 3 it should include some readings 4 it has to be displayed in school+infont of external teachers i dont want to visit any place for this purpose suggest me some websites i m a isc student (11th class) banglore

My second chapter( first four pages of it)? BTW: I'm fourteen years old and the first chapter I posted here earlier last week. Look at ony my profile for it if your interested :P. * I meant look on my profile for it, was typing really fast. Sorry. :)*

I am gay, and there is this one cute guy I like at school, how do you win the heart of a cute guy? This year I decided to take a physics class for 5th period and in this classroom I found a really cute guy. The problem is, is that for one I am gay and he might not be. Two I am pretty shy when it comes to talking to the people I like, other than that I always am full of energy. I would consider myself a rather cute guy considering all the compliments I get, and by how much I believe in myself.This guy in physics also happens to be shy and that is sooooo cute about him. I really want to talk to him because of how cute he is but I don't really know what to say or what to do. He might be straight and if that is so my heart will be crushed, I don't want that, it happens so many times. Which is the exact reason why I never liked anybody till I met him. he is just adorable! I really would love to get to know him. I pass by him on my way to physics because we both take the same route to get to physics class so we are basically side by side when we walk. how do you win a cute guy's heart???

supose you are a female physics teacher....? in a boy's only school and one day you went to the classroom and asked the class, "which topic are we in?" and then the whole class shouted..." we are on heat!" what would you do in such a situation?

Sledge Hammer Demo? In the classroom demonstration where a volunteer strikes an anvil resting on the physics professor's chest will he lies reclined, the anvil shields the daring physics professor from most of the sledgehammer's: a) momentum b) kinetic energy c)...both d)...actually neither The answer is b. Every bit of momentum imparted to the anvil by the sledge is imparted to the professor (and subsequently to the earth that supports him). The anvil doesn't shield the professor from the sledge's momentum -- not a bit. The shielding of kinetic energy is a different story. A significant fraction of the sledge's kinetic energy never gets to the professor -- it is absorbed by the anvil in the form of heat. Have you ever noticed that a hammer head gets warm after you have been hammering vigorously? Heat is the graveyard of kinetic energy. We can be a bit more insightful about this and investigate the goings on during the impact between the sledge and anvil. During impact the force on the anvil at every instant is equal and opposite to the force on the sledge at the same instant. The sledge acts on the anvil just as long and just as hard as the anvil acts (reacts) on the sledge. Therefore the impulse or punch that stops the sledge is exactly equal to the impulse or... punch that goes into the anvil, and then into the professor. if the sledge comes to a dead stop, the impulse must have cancelled all the sledge's momentum, and that same impulse must put the same amount of momentum into the anvil. So we see that the anvil gets every bit of the momentum the sledge loses -- the momentum is completely transferred from the sledge to the anvil. Of course, the newly acquired momentum does not make the anvil move very fast because it has much more mass than the sledge. Now consider kinetic energy. When we analyze momentum we think about the time during which forces act, but when we analyze energy we think about the distance through which forces act. That's because the energy a body acquires is equal to force multiplied by the distance over which the force pushes the body. Consider the relative distances that the sledge and anvil move during impact. By picturing the impact in your mind, note that the sledge moves a greater distance while the anvil only ... moves a smaller distance.* Equal force but unequal distances result in unequal changes in kinetic energy -- the sledge loses more kinetic energy than the anvil gains. So while all the momentum of the sledge is transferred to the anvil and then to the professor, all the kinetic energy is not. The professor is shielded from the kinetic energy and he will return to lecture again. * Another way to see this is to reason that during the impact, the sledge's speed drops from about 30 mph to 1 mph, while the anvil's speed increases from 0 mph to 1 mph. Althouh they both end up with the same speed, the sledge was moving faster than the anvil at all other instants and therefore had to move farther during the impact.

Classroom tongue-slips!!? Inside the Class: * Both of u three, get out of the class. * (Facing the Board) Dont talk in front of my back. * Open the doors of the window. Let the airforce come in (Physics Teacher). * Cut an apple into two halves - take the bigger half. * Shhh... quiet, boys... the principal just passed away in the corridor. * You, meet me behind the class. (meaning AFTER the class...) * Close the doors of the windows please... I have winter in my nose today. * Take Copper Wire of any metal especially of Silver. * Take 5cm wire of any length. * shhh... quite, the principal is rotating in the school. # About family: * I have two daughters. Both of them are girls...(?) # At the ground: * All of you, stand in a straight circle. * There is no wind in the ball. # To a boy, angrily: * I talk, he talks, why you middle talk? # Giving a punishment: * You, rotate the ground four times... * You, go and under-stand the tree... * You three of you, stand together separately. * Why are you late - say YES or NO... (?)

What element is this? It sticks to magnets in pure form. It isn't iron, cobalt, or nickel. I have a chunk of it stuck to a magnet in my classroom, where I teach Chemistry and Physics. 10 points to the first correct answer!

I need help with part a and b.? In a classroom demonstration, a 73.5 kg physics professor lies on a "bed of nails". The bed consists of a large number of evenly spaced, relatively sharp nails mounted in a board so that the points extend vertically outward from the board. While the professor is lying down, approximately 1900 nails make contact with his body.(a)What is the average force exerted by each nail on the professor's body? (b)If the area of contact at the head of each nail is 1.26 x 10^-6 m^2, what is the average pressure at each contact?

Proxemics and TOUCHING? Is it true that a female will allow a male into her personal bubble if she is attracted enough? Sometimes in my experiences women will go out of their way to touch me. Even older women. If I'm talking to her and I sound flirty she'll touch my hand for a couple seconds and smile. There was also this one time I was inside a classroom for a physics after-class study session for college and there was this hot busty girl whom I made eye contact with who took her sweater off, had a tight shirt on that revealed her big boobs, sat next to me (CLOSE to me), asked if we could share the same book, with her foot sitting on top of my foot! and then for the rest of the day our legs were pressed against each other. I also had some food out on the desk and she purposely placed her arm on mine and grabbed some. lol. DO you do this too? with guys u like

amasing girl, help? going nuts, yup!? ok, so about 2 months ago, i met this rather amasing girl, like a lot of the same things, that I really can't help but like, but at the time, (two months ago) I was going to ask her out, but i found out she had a boyfriend, and about 3 weeks ago she broke up with him (he was a complete jerk from what i deduct) and I don't know if she likes me back or not, I would hazard a guess at yes, anyway, we have 1 class together, and when we are outside a room, she always talks to me, and she laughs when Im not being that funny, and touches me, and compliments me a lot, mainly about my intelligance, which is nice, anyway, the other day we where just about to go into physics waiting outside the classroom, and she was already there, and came and talked to me, and playfully started, touching my face! 1 thing, im actully really rather shy, and don't flirt back much, infact im don't know if she is flirting back and don't know how 2 ask her out, help!!!!!!