College-Prep Physics: I had a clear 250-W bulb plugged into an variac and slowly increased the voltage from 0 to 120 V. We saw the color of the glowing filament change from red to orange to yellow to white. The temperature and the brightness of the filament increased as well. Now that we have a way of measuring the color of light (by its wavelength), we can look for a mathematical relationship between the temperature of the glowing filament and the peak wavelength of the light emitted. We used a blackbody applet to collect data: http://bit.ly/blackbodysim.
AP Physics C: Students wrapped up their investigation of Val’s grouse, concluding with the creation of a bifurcation diagram. Here’s a bifurcation program I made in GlowScript.
Conceptual Physics: Students continued work on their bike light presentations. Some groups used http://circuitlab.com to make professional-looking circuit diagrams for their presentations.
AP Physics C: We finished reading Arcadia and began exploring the (sometimes chaotic, sometimes predictable) behavior of a simple logistic equation for modeling animal populations. The handout is here: Valentine’s Grouse: An Exploration of Chaos in Populations. And you can explore it yourself using my version of the population program in GlowScript.
College-Prep Physics: Wrapped up the wave/buggy lab from yesterday. We determined the model for our data to be wavelength = speed / frequency.
Conceptual Physics: Students finished building/testing their bike circuits and began drawing and annotating their final circuit diagrams.