Physics Lab

In this experiment, the signal generator was set so that the frequency meter showed a reading of 1,803 Hz. The microphone was moved to a distance from the speaker so that the oscilloscope displayed a straight diagonal line. This position was of the microphone was recorded as the initial position, or beginning of a wavelength. The microphone was then moved farther in the same direction until the oscilloscope displays the same horizontal line. This position was recorded as final position, or the end of the wavelength. The distance between the two positions represents one wavelength for this frequency. This was repeated for frequencies of 2,402 Hz, 3,002, Hz, 3,602 Hz, and 4,201 Hz.

Procedure: Using distilled water, premeasured containers and objects determine displacement of fluids and density of objects. Use ice and heat measure temperatures in Celsius, Fahrenheit and Kelvin.

The purpose of this lab was to test the relationship between velocity, position and time. As well as identify how accelerations affects an object's velocity and time. In this experiment, we will collect data on velocity, speed, and time. We used the equation Y=mx+b, in order to compare the velocity of each trial by comparing the slope and the y-intercept. If the slope was steeper on the graph, this meant that the cart had an increase in velocity. If the cart maintains at a constant speed, then the cart will have an increase in acceleration. In class we learned about the principles of acceleration, time, and velocity. Acceleration is an object’s increase in velocity. Velocity is how

1. Find the westward component of a resultant vector 85.42 unit, 23º W of N.

Find the average distance of Pluto from the Sun. Using the same scale as Procedure B, calculate the scaled distance that Pluto should be on your model. Show your work! 5,906,376,200 / 25,000,000 = 236.25cm ~ 236 cm

What material generates the most friction? If a piece of sandpaper under a block of wood goes down a wooden ramp, then it will generate the most kinetic friction. The independent variable is the material placed under the block of wood. The control group is the wood block going down the ramp itself. The experimental group is the materials going on the ramp. The dependent variable is the time. The incline of the ramp, the size of the materials, and the block of wood, are the control groups. The first procedure was to set the materials in a wide open area. Second, place block of pine wood at the top of the ramp and time how long it takes to get from the top to the bottom of the ramp. Third, repeat step the second step three times and record the

This lab was a about surface area and friction. How an object could be pulled along different surface areas and then their might be different outcomes. The labs will also explain surface area with frictional force. Some surfaces could be much rougher than others. Bar graphs were also made to compare the differences between the different forces.

Our class of twelve was subdivided into six groups of two. Each group used a light microscope to observe thirteen slides of organic materials (listed with the appended images). The slides were dyed one or two colors to show different parts of the organisms or cells. With each slide we started our observations on 40x magnification and moved up, through 100x, to 400x magnification. After recording what I saw under the microscopes, I researched what I had seen, and collected images for comparison, which appear in the appendix.

I think this video contributed highly to what we learnt about hormones back in the “Sex and the Brain” lecture, especially about estrogen. I did not know that there were several different forms of estrogen receptors, and that these receptors could mutate or their functions could be altered. I also found it fascinating that women with schizophrenia have worse symptoms in times when their estrogen levels are low. I have realized that these hormones are much more involved in the brain functioning than I initially assumed. Dr. Weickart also hypothesized that these estrogen receptors could be find at the areas of the brain related to reasoning and language, which relates to the schizophrenia lecture. The idea behind this hypothesis was that her

Participants watched two disks moving towards each other from opposite directions. When the two disks meet, a clicking sound is heard occasionally. Participants had to determine whether the two disks bounced off one another or they moved past one another. Sound hints that the disks collided with one another. Participants were asked to answer Physics questions related to motion, before being asked to rate his/her familiarity with sports that involve balls. Participants had to calculate the stream/bounce score which is the number of times the spheres collided with one another minus the number of times the collision did not occur. It was a correlational study and correlation coefficients were calculated before being squared to find

In my opinion, I would want the US government to legalize cannabis.So you would ask why? First of all, cannabis has a mountain of benefits: lose weight and fight cancer… And cannabis can use for medical uses and even reduce crime. And cannabis have 2 types which are Indica and Sativa. Indica will make you feel relaxed and it has a full body effect. On the other hand, Sativa will make you get high and it mostly affects your brain and it’s use for boosting your creativity. All of those above are just a small reason why we should legalize cannabis, stop thinking about the dark side, think about how cannabis can help you later on. All hail Cannabis!!!

The purpose of this lab is to learn about the parts and uses of a compound microscope. It is also to learn how to properly use and take care of the microscope. This lab showed me what materials and parts of the microscope I should use when examining an object.

Social class differences were a major contributor to the story line and the lasting effect of Charles Dickens’ Great Expectations. Social classes has a broad set of criteria that the majority of people think determines class. Dickens uses class differences for various reasons but most importantly, he uses them to show how he felt about those differences. Additionally, the fact that the differences that Dickens displays in the book are similar to today's class variations, makes Great Expectations and its theme of class, influential to this day. Charles Dickens’ Great Expectations perfectly illustrates the Victorian era’s class differences and shows where Dickens compassions laid.

During our visit at the Brookhaven National Lab we experienced three lessons. The first lesson was all about observations, the second lesson was aimed for second graders about magnets, and the third lesson was for fourth grade about magnets. All three lessons incorporated the 5E’s. The 5E’s are engage, explore, explain, extend, and evaluate.

This lab is so you can explore the bending of light with two mediums. You will solve questions upon the intensity of the light and changing the angle.