|
Jun 4 |
Jun 5 |
Jun 6 |
|
|
||
|
|
|
you can use 1) your notes 2) your returned work (homework, lab books, quizzes, etc) 3) probably your textbook (but likely only book covers and appendix B) because of limited desk space on the third floor (for an open notes, homework, etc.) test, we will use bryan 439 (modern classroom) bryan 436 (non-topics classroom) 4th bryan 1st lab in addition to the biology lab (bryan third floor) areas (4th bryan 2nd lab will be for students doing the course eval on the computer) come early to 4th floor if you want a 4th floor table all to yourself |
make-up final
for conflicts room on 4th bryan to be decided at the time |
|
|
|
| tutorial |
today
from 3:30 to 5 pm |
|||||
| homework |
last
homework [3 (20, 21)] has been graded and is available for pick-up in the black box make sure that the STRAY PAPERS folder does not have any of your papers... if you have papers in the envelope tomorrow, you will not be able to start the test on time total homework score possible (this should match your summary in the back of your notes) = 815 (high score in the class was 761; median was 652) |
at 1 pm, I will make one last check of the homework, stray papers, and lab books to make sure that everything is out of my box... there are still approximately 50!) modern physics papers, homeworks, labs, etc that need to be picked up if your stuff is still there at 1 pm, you will not be able to be seated on the 4th floor rooms (see above) until I make another check at 1:25 pm... so you may have to start the exam slightly late |
||||
|
|
solutions are posted now and especially questions 16 and 17 .... make sure you understand the physics... there was a lot of scary incorrect physics written in some lab books... also check out the background sources.... pages 527 - 530 should have been very helpful in understanding lab E2 |
|
|
|
|
|
| quizzes | quiz
corrections have been checked.... pick them up from me in person today |
|||||
|
|
|
|
|
|
|
|
evaluation |
will probably have to wait till the exam period, although it might be ready tonight if i finish the lab grading as planned | course evaluation |
|
May 28 |
May 29 |
May 30 |
May 31 |
June 1 |
|
|
|
|
|
assume
we are doing lab |
|
(sort of like students late for class watching the show and tell)... therefore, some MP students suggested that if those papers are still there in the folder today at noon, then anyone who doesnt have papers in the folder can come and choose 1 of the stray papers still in the folder and get the points credit on that paper.... since the points (and the homework) are clearly of no value to the person who originally wrote that paper a tempting idea! |
| what
we'll do in class |
look
at the results (current, stopping voltage) predictions for the particle model of light |
look
at the results (current, stopping voltage) predictions for the wave model of light.... make sure you know the expectations for several of the boxes |
|||
|
(always done before class) |
|
|
finish the Feynmann handout |
|
|
| in-class
presentation |
|||||
|
homework (by 5 pm) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
May 21 |
May 22 |
May 23 |
may 24 |
May 25 |
|
|
|
not all people have taken either the test or quiz |
|
|
|
|
| what
we'll do in class |
begin
discussion of quantum theory: how light went from behaving like a wave to behaving like a particle |
finish talking about light as a wave can you reproduce the math in the Feynmann article in section 1-3 and relate it to the homework assignment (wave function) we got back yesterday? |
finish talking about the meaning of the x-ray section.... first you'll need to explain exactly what physics was used to get the equations on page 89 and once we've done that, what are the lessons we should take away from the behavior of x-rays described in this section? same question about the 2 pages of the photoelectric experiment in the new reading |
||
|
(always done before class) |
Jiggling the Cosmic Ooze"A Giant Takes on Physics Biggest Questions"video: Betting Billions on Physics graphics: Capturing Primordial Fire slideshow: The Large Hadron Collider |
bring an equation, written down on paper that you will hand in, that describes (models) either one of the waves pictured in figure 3.2.... if you use symbols (other than those labeled in the picture, and surely you will), make sure these are labeled as well on a copy of the picture that you also will turn in on the same paper |
|
be able to explain the physics of equation 3.25a and the physics of the two equations on page 89 also, why is this section in this chapter? what is the experimental evidence telling us about light? |
be able to describe the experiment in clear English and what are the input variables (what things can we vary in the experiment) and what are the output variables (what things can we measure) |
| in-class
presentation |
|||||
|
homework (by 5 pm, unless noted) |
questions get more credit the more interesting and the more unique they are (i.e., don't share questions) by 7 am today |
|
(written down on paper or in your notes) of phenomena that can only be explained by light behaving like a wave you should be able to come up with 4, by doing some research |
|
let's assume the lights are monochromatic.... wavelength = 500 nm... the double-source experiment says that there will be alternating bands of dark and light in front of you as you drive.... could a deer be hidden in a "dark" band so that you don't see it? could you be responsible for killing Bambi? find out, by calculating the difference in distance between two successive "brights" at a distance of 20 meter in front of the car (where the deer will be).... I presume that you know a reasonable distance between headlights.. 2) from the data collected in class on thursday, determination the wavelength of the laser; make sure you use the graphical methods learned in intro physics and include a matching table that goes with the graph.... if you havent done matching tables, there is a description in the lab guide in your lab books (and we have extra copies, since i have your books) please compare this to the standard wavelength of the He-Ne laser (which we used) and which is given in your modern textbook, and make sure that you are within 5% i am assuming that the CD track separation is cultural literacy (there is an industry standard, originally determined by SONY) |
|
lab |
|
|
|
|
|
|
|
|
|
|
|
May 14 |
May 15 |
May 16 |
May 17 |
May 18 |
|
|
|
|
|
|
you MUST bring YOUR book (you will be allowed to use Appendix B and the front and back covers, but nothing else).... I will NOT have extra books nor extra copies of the Appendix, etc BRING YOUR OWN you will also be allowed to use YOUR notes, YOUR returned homework and lab work.... EVERYONE MUST turn in the E3 radioactivity lab today after the test |
|
| what
we'll do in class |
understand
rutherford scattering (the salmon handout) |
finish
rutherford scattering and apply it to how we know there are quarks
inside the nucleus |
finish quark evidence, and chapter 15 |
||
|
(always done before class) |
friday, but we didnt get to it... we'll try again plus read the first 2 pages of the next section (pp. 574-575) know the "evidence" we have for quarks despite the fact that we have never seen one |
pages 1- 3.5 should be very quick reading pages 3.5 through 4 you should understand thoroughly.... BEFORE reading the salmon handout, you should come up with a formula for q, the scattering angle, as a function of K (alpha kinetic energy), b (the impact parameter) and Z (the charge of the target nucleus) AND the PHYSICS laws that you used to figure out how q depends on these things.... after you do this, then make sure you can follow all of the physics and algebra/calculus on page 4 (there are copies in the black box if you werent in class and no one brought you one) |
15(6) on strangeness 15(7) up to "Energy considerations ..." so you know how particles are discovered, especially when they only live nanonanoseconds or less and the last 1.5 pages of the salmon rutherford scattering handout.... block C: is equation 4(6) testable? why or why not? block D: we have a lot to still do, since we did so little yesterday.... what happened to F sin phi ? what's this angular momentum stuff? and more.... please take the time to make sure you follow the physics (and math) line by line |
we also need to finish section 15(9) there may be a short quizlet on any of that reading i think we ended both classes with the question of why was the predicted the hadron/muon creation wrong by exactly 3? what didnt we count? (in both classes, the first guess was that we didnt all the quarks, but that didnt work out) |
|
| in-class
presentation |
|||||
|
homework (by 5 pm) |
|
|
an estimate of the mass of the omega (with work shown... please try to do better than the simplest, most trivial model) can you estimate a lifetime? show/draw explicitly the uds triangle symmetry in the spin-0 meson hexagon (fig 15.11b, p. 572 ) in the same way that we did in class for the spin-3/2 baryons (fig. 15.12)... then identify the quark composition of the 3 particles at the center |
a) first make a translation table (from coulomb scattering to gravitational bending... what letters change to what letters) b) plug in the relevant numbers, and solve for the bending angle in seconds of arc (see page 56); if you're not within a factor of 2 of the value the book quotes on page 56, please come get help |
|
|
|
|
|
(if you want me to check it and see if you did it correctly before friday's quiz).... |
although i will probably let you keep your lab books to study for the test |
if it's not in the box at 4:30 pm.... it won't get graded... this applies to ALL lab books, even the ones I looked at thursday |
|
|
|
NPR this morning has a story on how to
build an atomic bomb with "boy-scout technology" New York Times this morning has "A Giant Takes on Physics Biggest Questions" video: Betting Billions on Physics graphics: Capturing Primordial Fire slideshow: The Large Hadron Collider |
|
|
|
May 7 |
May 8 |
May 9 |
May 10 |
May 11 |
|
|
|
|
|
|
|
|
| what
we'll do in class |
last
friday we discussed 1) neutrino production (in sun & atmosphere) 2) neutrino detection (almost finished) so today is 3) what happens (and why and how) in between? |
last chance for questions on neutrino transformation, based on what we finished up yesterday.... you'll tell me all about nuclear fission reactors.... the stuff that we made the list of in class today: fuel.... what is it? why that? why do we do enrichment? how do we do enrichment? critical mass.... why do we need one? why can't any mass do it? moderators.... what do they do? why do we need them? control rods.... ditto chain reaction.... what sustains it? |
we do a radioactivity lab in addition to finishing nuclear fission: see yesterday's questions, plus how do we extract the KE (of the radioactive decay)? why do we need to cool the water? what do we use for shielding? why? |
everything about fusion: what conditions are necessary? advantage and disadvantages compared to fission? if we (on earth) have done fusion, why havent we done sustained fusion? how are we trying to overcome this obstacle? |
leftovers questions (mostly about confinement: where's the physics??) from fusion... make sure that you can explain the confinement, etc etc using the currents and magnetic fields shown how do we know hadrons are made of quarks, if we have never seen a quark? |
|
(always done before class) |
Weighing in on the Neutrino be able to tell the ratios of N(nm, down)/N(ne, down) N(ne, down)/N(ne, up) N(nm, down)/N(nm, up) where N = number "up" = moving up into the detector from below ground "down" = moving down into the detector from the atmosphere and what conclusions you can draw from each ratio |
|
|
|
you've already read 15(4,5) 15(8) is new |
| in-class
presentation |
|||||
|
homework (by 5 pm) |
2) (from Physics, Cutnell and Johnson, 4th edition): The shroud of Turn is a religious aftifact known since the Middle Ages. In 1988 its age was measured using the radiocarbon dating technique, which revealed that the shroud could not have been made before 1200 AD. Of the carbon -14 nuclei that were present in the living matter from which the shroud was made, what percentage remained in 1988? |
|
and 14(22, which requires that you do 21) |
|
an initially stationary particle p -- the maximum KE is transfered when the two particles have the same mass (hint: you will need to write the KE transferred in terms of only the masses of the two particles and the initial speed of particle n) |
|
|
|
|
|
make sure that you have picked up your E3-checked lab book from the back lab room and placed it in the correct stack at the back of the classroom |
|
|
|
|
|
|
|
April 30 |
May 1 |
May 2 |
May 3 |
May 4 |
|
|
|
|
|
|
|
|
what we'll do in class |
master
beta decay (know the 3 kinds) |
you'll tell me: what the 2 basic physics equations of radioactivity are |
which
decays are important for dating things tens of years old,
thousands of years old, and billions of years old? learn how to do radioactive decay problems |
talk
about the evidence for neutrino mass (see reading below) please know the evidence for why physicists think neutrinos have mass (see reading below) |
|
|
(always done before class) |
|
|
and examples 13.10 and 13.11, pp. 490-491 |
more on radioactivity; new stuff on gamma decay |
(solar neutrinos; this experiment won half of the 2002 Nobel Prize in Physics) Weighing in on the Neutrino (on atmospheric neutrinos; this experiment won the other half of the 2002 Nobel Prize in Physics)... how did we figure out that neutrinos made in the atmosphere were decaying (changing into something else) before they got to the ground? pp. 598-599 (on identifying neutrinos) |
| in-class
presentation |
1
done in block C 0 done in block D (3 expected per week; the course is now more than 50% over; you should already have done 1) |
||||
|
homework (by 5 pm) |
|
|
|
|
13(52, 46) |
|
|
|
|
|
questions 16 and 17 are the meaty explanation questions....answers should be 1 - 2 pages each |
|
|
|
where to find the answer to all things nuclear (binding energy, decay products, half-lifes, KE released/decay, isotope abundances) ALL nuclear physics answers must be checked here for full credit |
|
(energies released in decay, v/c for beta, etc.; it was different in different blocks) |
the first neutrino image
of the sun the old Kamiokande detector latest atmospheric muon-neutrino results Sudbury Neutrino Observatory detection physics |
