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This is the formula we used to calculate for final velocity on worksheet three.  David explained to us how to get to this formula rather than just using it because google said so.  This was a great refresher on using graphs to derive formulas rather than to depend on someone else and hope they did it right.  Since we all had PHY121, this was already familiar.

This is the formula we used to calculate for final velocity on worksheet three. David explained to us how to get to this formula rather than just using it because google said so. This was a great refresher on using graphs to derive formulas rather than to depend on someone else and hope they did it right. Since we all had PHY121, this was already familiar.

Results of the Industrial Revolution - Free Printable Outline for Grades 7-12

Results of the Industrial Revolution - Free Printable Outline for High School World History Students

Here is another page from our worksheet. This is more applications stuff about the right hand rule.

Here is another page from our worksheet. This is more applications stuff about the right hand rule.

withing our worksheets tuesday, we also had to explain how a compass needle would be affected depending on a wires placement by it. knowing that a compass detects a magnetic field, we determined its placement. The wires magnetic field vector and the earths magnetic field vector interact to give a resulting vector which would show direction of the compasses arrow.

withing our worksheets tuesday, we also had to explain how a compass needle would be affected depending on a wires placement by it. knowing that a compass detects a magnetic field, we determined its placement. The wires magnetic field vector and the earths magnetic field vector interact to give a resulting vector which would show direction of the compasses arrow.

David also explained the formulas for the magnetic field and the electric field.  For the magnetic field, David explained why it was odd the author of the worksheet did not give the formula in another form.  In addition David pointed out that the fancy 'u' is the permeability of free space.  There is a limit to how much a magnetic field can travel through space and is represented by that coefficient.  I was reminded that we need to analyze formulas before we use them.

David also explained the formulas for the magnetic field and the electric field. For the magnetic field, David explained why it was odd the author of the worksheet did not give the formula in another form. In addition David pointed out that the fancy 'u' is the permeability of free space. There is a limit to how much a magnetic field can travel through space and is represented by that coefficient. I was reminded that we need to analyze formulas before we use them.

This is a whiteboard picture from worksheet two.  This worksheet allowed us to practice the right hand rule.  We already went over the right hand rule on monday.  After this worksheet, I gained more experience using the right hand rule and how magnetic fields, current, and the magnetic force all affect each other.  In addition, this knowledge is helping me conceptualize the physics behind project 3 even more.

This is a whiteboard picture from worksheet two. This worksheet allowed us to practice the right hand rule. We already went over the right hand rule on monday. After this worksheet, I gained more experience using the right hand rule and how magnetic fields, current, and the magnetic force all affect each other. In addition, this knowledge is helping me conceptualize the physics behind project 3 even more.

On Thursday we focused on the completion og E&M Unit 4 – Magnetism: Worksheet 3 which focused on applying the concepts of the magnetism lecture we had listened to that day (you can see some of these functions on the white board pictures I uploaded above, second half). Some pictures of the answers I had for W/S 3 can be seen on the first half of the image above. During this worksheet I learned how to write a relationship between the electric field and magnetism under specific circumstances…

On Thursday we focused on the completion og E&M Unit 4 – Magnetism: Worksheet 3 which focused on applying the concepts of the magnetism lecture we had listened to that day (you can see some of these functions on the white board pictures I uploaded above, second half). Some pictures of the answers I had for W/S 3 can be seen on the first half of the image above. During this worksheet I learned how to write a relationship between the electric field and magnetism under specific circumstances…

This is a continuation of one of the worksheets this week.  Just to note, the speed of the proton in the magnetic field in question 9 will not change.  This is because there is nothing acting in the same direction as the movement of the proton to change its speed.

This is a continuation of one of the worksheets this week. Just to note, the speed of the proton in the magnetic field in question 9 will not change. This is because there is nothing acting in the same direction as the movement of the proton to change its speed.

Thursday, we started off working through worksheet 3 and 4 in class. These packets took on a mathematical approach and allowed us to calculate the magnetic forces in multiple different scenarios using equations given to us. This was a different aspect for us and helped me grasp how different variable affect each other. For example, O noticed mathematically that an E-field effects traveling through a magnetic field. Before i looked at them as the same interaction.

Thursday, we started off working through worksheet 3 and 4 in class. These packets took on a mathematical approach and allowed us to calculate the magnetic forces in multiple different scenarios using equations given to us. This was a different aspect for us and helped me grasp how different variable affect each other. For example, O noticed mathematically that an E-field effects traveling through a magnetic field. Before i looked at them as the same interaction.

In class of Tuesday we finished/started E&M Worksheets 1 and 2 for Magnetism and started learning the two right hand rules of physics (i.e. the gang signs all respectable physicists should know, - "holla"). Worksheet 2 primarily covered the direction of magnetic (B) force and how it is orthogonally related to the direction of B and direction of current (moving charge).  Wheres worksheet 1 primarily focused on the magnetic field lines and direction of.

In class of Tuesday we finished/started E&M Worksheets 1 and 2 for Magnetism and started learning the two right hand rules of physics (i.e. the gang signs all respectable physicists should know, - "holla"). Worksheet 2 primarily covered the direction of magnetic (B) force and how it is orthogonally related to the direction of B and direction of current (moving charge). Wheres worksheet 1 primarily focused on the magnetic field lines and direction of.

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