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Radar
Radar was developed secretly for military use by several nations, before and during World War II.The term was coined in 1940 by the United States Navy as an acronym for RAdio Detection And Ranging. It entered English and other languages as a common noun, losing all capitalization.
Radar uses radio waves to determine the range, angle, or velocity of objects.

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EM waves can be of many different wavelengths.
Longer wavelengths we perceive as orange and red
Shorter wavelengths are towards the blue end of the spectrum
Fields are at right-angles to each other
They travel through vacuum (empty space) at the speed of light
c = speed of light
c = 3 x 108 m/s = 186,282 miles/second
So all parts of the EM spectrum – radio, light, Wi-Fi, X-rays,
are all made of exactly the same thing! The only thing different among them? wavelength and frequency!

Our eyes can only see a tiny amount of the EM spectrum.
There are longer and shorter waves as well.

Is used to detect aircraft, ships, spacecraft, guided missiles, motor vehicles, weather formations, and terrain.
A radar system consists of:
transmitter producing electromagnetic radio waves
a receiving antenna (often the same antenna is used for transmitting and receiving)
a receiver and processor to determine properties of the object(s)
Radio waves from the transmitter reflect off the object and return to the receiver
This gives info about the object’s location and speed.
Uses
air and terrestrial traffic control
radar astronomy
air-defence systems / antimissile systems
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marine radars to locate landmarks and other ships

aircraft anticollision systems

outer space surveillance and rendezvous systems
meteorological (weather) precipitation monitoring

flight control systems
guided missile target locating systems
ground-penetrating radar for geological observation
Learning Standards
2016 Massachusetts Science and Technology/Engineering Curriculum Framework
6.MS-PS4-1. Use diagrams of a simple wave to explain that (a) a wave has a repeating pattern with a specific amplitude, frequency, and wavelength, and (b) the amplitude of a wave is related to the energy of the wave.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling within various media. Recognize that electromagnetic waves can travel through empty space (without a medium) as compared to mechanical waves that require a medium.
HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. Clarification Statements:
• Emphasis is on qualitative information and descriptions.
• Examples of technological devices could include solar cells capturing light and
converting it to electricity, medical imaging, and communications technology.
Massachusetts Science and Technology/Engineering Curriculum Framework (2006)
6. Electromagnetic Radiation Central Concept: Oscillating electric or magnetic fields can generate electromagnetic waves over a wide spectrum. 6.1 Recognize that electromagnetic waves are transverse waves and travel at the speed of light through a vacuum. 6.2 Describe the electromagnetic spectrum in terms of frequency and wavelength, and identify the locations of radio waves, microwaves, infrared radiation, visible light (red, orange, yellow, green, blue, indigo, and violet), ultraviolet rays, x-rays, and gamma rays on the spectrum.
Can we stop a hurricane
Can we stop a hurricane? Sounds like something out of science fiction, a proposal fitting of mad scientists, right?
Remember Hurricane Katrina? August 2005. It was a destructive Category 5 Atlantic hurricane that caused over 1,800 fatalities and $125 billion in damage. Damaged the are of and around the city of New Orleans. What if there had been a way to shift its course, or reduce its intensity?
In Hurricane Forcing: Can Tropical Cyclones Be Stopped? by Christopher Mims, Scientific American, October 23, 2009, we read
This past June, a plan to reduce the severity and frequency of hurricanes leaked to the public in the form of a patent application under Bill Gates’s name (along with many others), resuscitating speculation about a scheme that has been proposed off and on since the 1960s. The core of the idea remains the same: mixing the warm surface waters that fuel tropical cyclones with cooler waters below to drain storms of their energy. But now Stephen Salter an emeritus professor of engineering design at the University of Edinburgh proposes a new—and possibly more realistic—method of mixing.
Salter has outlined in an engineering paper the design for a floating structure 100 meters in diameter—basically a circular raft of lashed-together used tires (to reduce cost). It would support a thin plastic tube 100 meters in diameter and 200 meters in length.
When deployed in the open ocean, the tube would hang vertically, descending through the warm, well-mixed upper reaches of the ocean and terminating in a deeper part of the water column known as the thermocline, where water temperatures drop precipitously.
The point of this design is to transfer warm surface water into the deeper, cooler reaches of the ocean, mixing the two together and, hopefully, cooling the sea surface. Salter’s design is relatively simple, using a minimum of material in order to make the construction of each of his devices cheap (millions of used tires are thrown away each year, worldwide); his scheme would also require the deployment of hundreds of these devices.
Using horizontal wave action at the ocean surface, passive no-return valves would capture energy by closing after a wave has passed through them, allowing the circular interior of each device to raise the level of the seawater within the device by, on average, 20 centimeters. The weight of the gathered warm water would thereby create downward pressure, pushing it down the tube.
The idea is that hundreds of these floating wave-powered seawater pumps would be deployed year-round in areas, such as the eastern tropical Atlantic and the Gulf of Mexico, where hurricanes typically spawn or grow in intensity. (The devices would not, as widely speculated, be deployed only in the path of a hurricane that already formed.) …
In Can Science Halt Hurricanes? we read
Until recently, the U.S. Department of Homeland Security has been investigating whether seeding storm clouds with pollution-size aerosols (particles suspended in gas) might help slow tropical cyclones. Computer models suggest that deploying aerosols can have “an appreciable impact on tropical cyclone intensity,” writes William Cotton, an atmospheric scientist at Colorado State University. He and his colleagues recently reviewed such work in the Journal of Weather Modification. In fact, human pollution may already be weakening storms, including August’s Hurricane Irene. “[Computer] models all predicted that the intensity of Irene would be much greater than it was,” Cotton notes. “Was that because they did not include aerosol effects?”…
In The Insider, Kelley Dickerson writes
Engineers could stop hurricanes with the ‘sunglasses effect’ — but it’d require a huge sacrifice
According to new research published in the journal Proceedings of the National Academy of Sciences, if we pumped sulfate gases into our planet’s upper atmosphere, we could cool down our oceans enough to cut the number of Katrina-force hurricanes in half over the next 50 years. It’d require about 10 billion tons of sulfates to get the job done, which is tens or hundreds of times the sulfates a typical volcanic eruption can form.
From Stanford University we read
Computer simulations by Professor Mark Z. Jacobson have shown that offshore wind farms with thousands of wind turbines could have sapped the power of three real-life hurricanes, significantly decreasing their winds and accompanying storm surge, and possibly preventing billions of dollars in damages…. he found that the wind turbines could disrupt a hurricane enough to reduce peak wind speeds by up to 92 mph and decrease storm surge by up to 79 percent.
The study, conducted by Jacobson, and Cristina Archer and Willett Kempton of the University of Delaware, was published online in Nature Climate Change….
Taming Hurricanes With Arrays of Offshore Wind Turbines (Nature Climate Change, 2014)
In this intriguing discussion, science fiction writers look into the real physics of the question, What would be need to stop a hurricane? What would we need to stop a hurricane? Worldbuilding @ Stackexchange
Also see these great topics at Hurricane Research Division NOAA, National Oceanic and Atmospheric Administration
Tropical Cyclone Modification and Myths
The Science and History of the Sea
Session 1: TBA at the USS Constitution Museum. Museum staff led.

Introductory movie (10 minutes)
- Design your own frigate based on the templates of Constitution’s ship designer Joshua Humphreys: Students will produce drawings.
- Made in America – what materials were used to create the USS Constitution? Students will create a list of 5 materials from the New England region.
- Which of these woods is the hardest? Through dropping balls into difference woods, we can study the difference in how the ball bounces back. The kinetic energy of the rebounding ball is related to the amount of energy absorbed by the wood. See the difference between kinetic energy and potential energy.
- Test your ship against other frigates in this hands-on challenge. Choose between three different types of ships for the ultimate test of size, speed and power: An interactive computer simulation.
- What’s so great about copper? Learn about the metals used in construction
- Build a ship: Assemble 2D pieces into a 3D model – how quickly can they accurately complete the task?
- Construction and launch: View this video, and then explain how a ship is safely launched from a drydock into the ocean. Students will demonstrate that they understand the procedure by writing a step-by-step paragraph explaining the sequence.
- How can a ship sail against the wind? Through a hands on experiment, see how changing the angle of the sail affects the motion of the boat: Students should be able to explain in complete sentences how the same wind can make a ship move forwards or backwards.
- On the 2nd story of the museum, operate a working block-and-tackle system. This uses a classic simple machine. It is a system of two or more pulleys with a rope or cable threaded between them, usually used to lift or pull heavy loads. Back in the school building, we’ll review each of the classic simple machines.
On the 2nd story of the museum, operate a working block-and-tackle system. This uses a classic simple machine: pulleys with a rope or cable threaded between them, to lift or pull heavy loads.

Session 2: USS Constitution Visitor Center, Building 5
10 minute orientation video
Can you locate where our school is on the 3D Boston Naval Shipyard model?
As students tour the visitor center, they practice ELA reading and writing skills (listed below) by briefly summarizing something they learn from each of these sections: They are encouraged to create drawings/tracings as they see fit to help illustrate their text.
- Describe how ropes are made from string in the ropewalk
- From wood & sail to steel & steam
- Preparing for new technology
- The shipyard in the Civil War
- Ships and shipbuilding
- The Navy Yard 1890-1974
- Chain Forge and Foundary
- The Navy Yard during World Wars I and II
- Shipyard workers 1890 to 1974
- The shipyard during the Cold War era 1945-1974
Session 4: Teaching math using the USS Constitition
Teaching math: Lessons from the USS Constitution
This teaching supplement contains math lessons organized in grade-level order. However, because many of the math skills used in these lessons are taught in multiple grades, both grade-level and lesson content are listed below.
Pre K–K
Estimating Numbers of ObjectsGrade 1
Estimating and Comparing Numbers of ObjectsGrade 2
Estimating and Comparing Length, Width and PerimeterGrade 3
Computing Time and Creating a ScheduleGrade 4
Drawing Conclusions from Data SetsGrade 5
Creating and Interpreting Graphs from TablesGrade 6
Range, Mean, Median and Mode and Stem-and-Leaf PlotsGrade 7
Converting Between Systems of MeasurementGrade 8
Calculating VolumeAlgebra I (Grade 9–10)
Describing Distance and Velocity GraphsAlgebra I (Grade 9–10)
Writing Linear EquationsAlgebra II (Grade 9–12)
Using Projectile Motion to Explore Maximums and ZerosPrecalculus & Advanced Math (Grade 10–12)
Using Parabolic Equations & Vectors to Describe the Path of Projectile Motion
Learning Standards
MA 2006 Science Curriculum Framework
2. Engineering Design. Central Concept: Engineering design requires creative thinking and consideration of a variety of ideas to solve practical problems. Identify tools and simple machines used for a specific purpose, e.g., ramp, wheel, pulley, lever.
Massachusetts Science and Technology/Engineering Curriculum Framework
HS-ETS4-5(MA). Explain how a machine converts energy, through mechanical means, to do work. Collect and analyze data to determine the efficiency of simple and complex machines.
Benchmarks, American Association for the Advancement of Science
In the 1700s, most manufacturing was still done in homes or small shops, using small, handmade machines that were powered by muscle, wind, or moving water. 10J/E1** (BSL)
In the 1800s, new machinery and steam engines to drive them made it possible to manufacture goods in factories, using fuels as a source of energy. In the factory system, workers, materials, and energy could be brought together efficiently. 10J/M1*
The invention of the steam engine was at the center of the Industrial Revolution. It converted the chemical energy stored in wood and coal into motion energy. The steam engine was widely used to solve the urgent problem of pumping water out of coal mines. As improved by James Watt, Scottish inventor and mechanical engineer, it was soon used to move coal; drive manufacturing machinery; and power locomotives, ships, and even the first automobiles. 10J/M2*
The Industrial Revolution developed in Great Britain because that country made practical use of science, had access by sea to world resources and markets, and had people who were willing to work in factories. 10J/H1*
The Industrial Revolution increased the productivity of each worker, but it also increased child labor and unhealthy working conditions, and it gradually destroyed the craft tradition. The economic imbalances of the Industrial Revolution led to a growing conflict between factory owners and workers and contributed to the main political ideologies of the 20th century. 10J/H2
Today, changes in technology continue to affect patterns of work and bring with them economic and social consequences. 10J/H3*
Massachusetts History and Social Science Curriculum Frameworks
5.11 Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using historical societies and museums as needed. (H, E)
5.32 Describe the causes of the war of 1812 and how events during the war contributed to a sense of American nationalism. A. British restrictions on trade and impressment. B. Major battles and events of the war, including the role of the USS Constitution, the burning of the Capitol and the White House, and the Battle of New Orleans.
National Council for the Social Studies: National Curriculum Standards for Social Studies
Time, Continuity and Change: Through the study of the past and its legacy, learners examine the institutions, values, and beliefs of people in the past, acquire skills in historical inquiry and interpretation, and gain an understanding of how important historical events and developments have shaped the modern world. This theme appears in courses in history, as well as in other social studies courses for which knowledge of the past is important.
A study of the War of 1812 enables students to understand the roots of our modern nation. It was this time period and struggle that propelled us from a struggling young collection of states to a unified player on the world stage. Out of the conflict the nation gained a number of symbols including USS Constitution. The victories she brought home lifted the morale of the entire nation and endure in our nation’s memory today. – USS Constitution Museum, National Education Standards
Common Core ELA: Reading Instructional Texts
CCSS.ELA-LITERACY.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.W.9-10.1.D
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
External links
What kinds of radiation cause cancer
For most people the biggest cancer risk from radiation hovers in the sky above us giving us all warmth and light. There is no cancer risk from Wi-Fi or microwaves.
Wear sunscreen, but use WiFi without fear. (Image: Spazturtle/SMS (CC))
What is radiation, and where does it come from? nuclear chemistry
What is cancer? How is caused? Cancer
Microwaves, Radio Waves, and Other Types of Radiofrequency Radiation: American Cancer Society

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Soundly Proving the Curvature of the Earth at Lake Pontchartrain
Excerpted from an article by Mick West
A classic experiment to demonstrate the curvature of a body of water is to place markers (like flags) a fixed distance above the water in a straight line, and then view them along that line in a telescope. If the water surface is flat then the markers will appear also in a straight line. If the surface of the water is curved (as it is here on Earth) then the markers in the middle will appear higher than the markers at the ends.
Here’s a highly exaggerated diagram of the effect by Alfred Russel Wallace in 1870, superimposed over an actual photograph.

This is a difficult experiment to do as you need a few miles for the curvature to be apparent. You also need the markers to be quite high above the surface of the water, as temperature differences between the water and the air tend to create significant refraction effects close to the water.
However Youtuber Soundly has found a spot where there’s a very long line of markers permanently fixed at constant heights above the water line, clearly demonstrating the curve. It’s a line of power transmission towers at Lake Pontchartrain, near New Orleans, Louisiana.
The line of power lines is straight, and they are all the same size, and the same height above the water. They are also very tall, and form a straight line nearly 16 miles long. Far better than any experiment one could set up on a canal or a lake. You just need to get into a position where you can see along the line of towers, and then use a powerful zoom lense to look along the line to make any curve apparent
One can see quite clearly in the video and photos that there’s a curve. Soundly has gone to great lengths to provide multiple videos and photos of the curve from multiple perspectives. They all show the same thing: a curve.

One objection you might make is that the towers could be curving to the right. However the same curve is apparent from both sides, so it can only be curving over the horizon.
c

People have asked why the curve is so apparent in one direction, but not in the other. The answer is compressed perspective. Here’s a physical example:
c

That’s my car, the roof of which is slightly curved both front to back and left to right. I’ve put some equal sized chess pawns on it in two straight lines. If we step back a bit and zoom in we get:

Notice a very distinct curve from the white pieces, but the “horizon” seems to barely curve at all.
Similarly in the front-back direction, where there’s an even greater curve:

There’s a lot more discussion with photos here Soundly Proving the Curvature of the Earth at Lake Pontchartrain
Lord Of The Rings Optics challenge
A great physics problem!
In J. R. R. Tolkien’s The Lord of the Rings (volume 2, p. 32), Legolas the Elf claims to be able to accurately count horsemen and discern their hair color (yellow) 5 leagues away on a bright, sunny day.
“Riders!” cried Aragorn, springing to his feet. “Many riders on swift steeds are coming towards us!”
“Yes,” said Legolas,”there are one hundred and five. Yellow is their hair, and bright are their spears.
Their leader is very tall.”
Aragorn smiled. “Keen are the eyes of the Elves,” he said.
“Nay! The riders are little more than five leagues distant,” said Legolas.”
Make appropriate estimates and argue that Legolas must have very strange-looking eyes, have some means of non-visual perception, or have made a lucky guess. (1 league ~ 3.0 mi.)
On land, the league is most commonly defined as three miles, though the length of a mile could vary from place to place and depending on the era. At sea, a league is three nautical miles (3.452 miles; 5.556 kilometres).
Several solutions are possible, depending on the estimating assumptions

When parallel light waves strike a concave lens the waves striking the lens surface at a right angle goes straight through but light waves striking the surface at other angles diverge. In contrast, light waves striking a convex lens converge at a single point called a focal point. The distance from the long axis of the lens to the focal point is the focal length. Both the cornea and the lens of the eye have convex surfaces and help to focus light rays onto the retina. The cornea provides for most of the refraction but the curvature of the lens can be adjusted to adjust for near and far vision.
I. Here is one solution
By Chad Orzel is an Associate Professor in the Department of Physics and Astronomy at Union College in Schenectady, NY
The limiting factor here is the wave nature of light– light passing through any aperture will interfere with itself, and produce a pattern of bright and dark spots.
So even an infinitesimally small point source of light will appear slightly spread out, and two closely spaced point sources will begin to run into one another.
The usual standard for determining whether two nearby sources can be distinguished from one another is the Rayleigh criterion:
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The sine of the angular separation between two objects = 1.22 x ratio of the light wavelength to the diameter of the (circular) aperture, through which the light passes.
To get better resolution, you need either a smaller wavelength or a larger aperture.
Legolas says that the riders are “little more than five leagues distant.”
A league is something like three miles, which would be around 5000 meters, so let’s call it 25,000 meters from Legolas to the Riders.
Visible light has an average wavelength of around 500 nm, which is a little more green than the blond hair of the Riders, but close enough for our purposes.
The sine of a small angle can be approximated by the angle itself.
The angle = the size of the separation between objects divided by the distance from the objects to the viewer.
Putting it all together, Legolas’s pupils would need to be 0.015 m in diameter.
That’s a centimeter and a half, which is reasonable, provided he’s an anime character. I don’t think Tolkien’s Elves are described as having eyes the size of teacups, though.
We made some simplifying assumptions to get that answer, but relaxing them only makes things worse. Putting the Riders farther away, and using yellower light would require Legolas’s eyes to be even bigger. And the details he claims to see are almost certainly on scales smaller than one meter, which would bump things up even more.
Any mathematical objections to these assumptions? Sean Barrett writes:
“The sine of a small angle can be approximated by the angle itself, which in turn is given, for this case, by the size of the separation between objects divided by the distance from the objects to the viewer.”
Technically this is not quite right; the separation divided by the distance is not the angle itself, but rather the tangent of the angle. (SOHCAHTOA: sin = opposite/hypotenuse; tangent = opposite/adjacent.)
Because the cos of a very small angle is very nearly 1, however, the tangent is just as nearly equal the angle as is the sine. But that doesn’t mean you can just skip that step.
And there’s really not much need to even mention the angle; with such a very tiny angle, clearly the hypotenuse and the adjacent side have essentially the same length (the distance to either separated point is also essentially 25K meters), and so you can correctly say that the sine itself is in this case approximated by the separation divided by the distance, and never mention the angle at all.
(You could break out a calculator to be on the safe side, but if you’re going to do that you need to know the actual formulation to compute the angle, not compute it as opposite/adjacent! But, yes, both angle (in radians) and the sine are also 1/25000 to about 10 sig figs.)
II. Another solution
Using the Rayleigh Criterion. In order for two things, x distance apart, to be discernible as separate, at an angular distance θ, to an instrument with a circular aperture with diameter a:
θ > arcsin(1.22 λ/a)
5 leagues is approximately 24000 m.
We can sssume that each horse is ~2 m apart from each other
So arctan (1/12000) ≅ θ.
We can use the small-angle approximation (sin(θ) ≅ tan(θ) ≅ θ when θ is small)
So we get 1/12000 ≅ 1.22 λ/a
Yellow light has wavelengths between 570 and 590 nm, so we’ll use 580.
a ≅ 1.22 * (580E-9 m)* 12000 ≅ .0085 m.
8 mm is about as far as a human pupil will dilate, so for Legolas to have pupils this big in broad daylight must be pretty odd-looking.
Edit: The book is Six Ideas that Shaped Physics: Unit Q, by Thomas Moore
III. Great discussion on the Physics StackExchange
Could Legolas actually see that far? Physics StackExchange discussion
Here, Kyle Oman writes:
The best seeing, achieved from mountaintops in perfect conditions, is about 1 arcsec,
Let’s first substitute the numbers to see what is the required diameter of the pupil according to the simple formula:
θ = 1.220.4 μmD = 2m24 km θ=1.220.4μm D= 2m24km
I’ve substituted the minimal (violet…) wavelength because that color allowed me a better resolution i.e. smaller θθ. The height of the knights is two meters.
Unless I made a mistake, the diameter DD is required to be 0.58 centimeters. That’s completely sensible because the maximally opened human pupil is 4-9 millimeter in diameter.
Just like the video says, the diffraction formula therefore marginally allows to observe not only the presence of the knights – to count them – but marginally their first “internal detailed” properties, perhaps that the pants are darker than the shirt. However, to see whether the leader is 160 cm or 180 cm is clearly impossible because it would require the resolution to be better by another order of magnitude. Just like the video says, it isn’t possible with the visible light and human eyes. One would either need a 10 times greater eye and pupil; or some ultraviolet light with 10 times higher frequency.
It doesn’t help one to make the pupils narrower because the resolution allowed by the diffraction formula would get worse. The significantly more blurrier images are no helpful as additions to the sharpest image. We know that in the real world of humans, too. If someone’s vision is much sharper than the vision of someone else, the second person is pretty much useless in refining the information about some hard-to-see objects.
The atmospheric effects are likely to worsen the resolution relatively to the simple expectation above. Even if we have the cleanest air – it’s not just about the clean air; we need the uniform air with a constant temperature, and so on, and it is never so uniform and static – it still distorts the propagation of light and implies some additional deterioration. All these considerations are of course completely academic for me who could reasonably ponder whether I see people sharply enough from 24 meters to count them. 😉
Even if the atmosphere worsens the resolution by a factor of 5 or so, the knights may still induce the minimal “blurry dots” at the retina, and as long as the distance between knights is greater than the distance from the (worsened) resolution, like 10 meters, one will be able to count them.
In general, the photoreceptor cells are indeed dense enough so that they don’t really worsen the estimated resolution. They’re dense enough so that the eye fully exploits the limits imposed by the diffraction formula, I think. Evolution has probably worked up to the limit because it’s not so hard for Nature to make the retinas dense and Nature would be wasting an opportunity not to give the mammals the sharpest vision they can get.
Concerning the tricks to improve the resolution or to circumvent the diffraction limit, there aren’t almost any. The long-term observations don’t help unless one could observe the location of the dots with the precision better than the distance of the photoreceptor cells. Mammals’ organs just can’t be this static. Image processing using many unavoidably blurry images at fluctuating locations just cannot produce a sharp image.
The trick from the Very Large Array doesn’t work, either. It’s because the Very Large Array only helps for radio (i.e. long) waves so that the individual elements in the array measure the phase of the wave and the information about the relative phase is used to sharpen the information about the source.
The phase of the visible light – unless it’s coming from lasers, and even in that case, it is questionable – is completely uncorrelated in the two eyes because the light is not monochromatic and the distance between the two eyes is vastly greater than the average wavelength.
So the two eyes only have the virtue of doubling the overall intensity; and to give us the 3D stereo vision. The latter is clearly irrelevant at the distance of 24 kilometers, too. The angle at which the two eyes are looking to see the 24 km distant object are measurably different from the parallel directions. But once the muscles adapt into this slightly non-parallel angles, what the two eyes see from the 24 km distance is indistinguishable.
V. This is also analyzed in “How Far Can Legolas See?” by minutephysics (Henry Reich)
Crystals in metals
Why do metals have the properties that they have?
Background knowledge: We first need to know what crystals are.

Solid / Liquid / Gas
Metal is a type of solid
Metal is usually an imperfect crystal
At any temperature above absolute zero, atoms vibrate, so even in solids the atoms are always somewhat in motion
Iron atoms, like many other metals, take on this shape
Body-Centered Cubic (BCC) Structure:
there are 8 atoms at the 8 corners, and one atom in the centre of the unit cell.
This structure is then repeated over and over.

“The structure of iron atoms isn’t continuous throughout the entire paper clip. When a metal cools and is transitioning from liquid to solid, its atoms come together to form tiny grains, or crystals.”
“Even though the crystalline structure does not continue from crystal to crystal, the crystals are bound to one another. In this diagram, each square represents an individual atom.”

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atoms held together with metallic bonds
(add pics here)
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Defects break the bonds
“When a metal crystal forms, the atoms try to assemble themselves into a regular pattern. But sometimes there isn’t an atom available to fill in a space, and sometimes a growing layer is halted by other growing layers.”
“There are many imperfections within each crystal, and these flaws produce weak points in the bonds between atoms. It is at these points, called slip planes, that layers of atoms are prone to move relative to adjacent layers if an outside force is applied.”
“Adding other elements to a metal can counteract the effects of the imperfections and make the metal harder and stronger. Carbon, for example, is added to iron to make steel, and tin is added to copper to make bronze.”
Atoms can slip into a new position

Slipping

Metal atoms can bend

Heat can loosen the fixed positions of metal atoms

PBS NOVA: Building on Ground Zero – The Structure of Metals
PBS NOVA: Interactive Structure of Metals
PBS NOVA: Engineering Ground Zero
Learning Standards
Massachusetts Science and Technology/Engineering Curriculum Framework
High School Chemistry
HS-PS2-6. Communicate scientific and technical information about the molecular-level structures of polymers, ionic compounds, acids and bases, and metals to justify why these are useful in the functioning of designed materials.*
PS1.A Structure of matter. That matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, how mixtures will interact, states of matter, phase changes, and conservation of matter. States of matter can be modeled in terms of spatial arrangement, movement, and strength of interactions between particles.
PS2.B Types of interactions. Electrical forces between electrons and the nucleus of atoms explain chemical patterns. Intermolecular forces determine atomic composition, molecular geometry and polarity, and, therefore, structure and properties of substances.
MCAS Open Response questions
Content Objectives: SWBAT construct answers to open-response questions on the physics MCAS.
2015, High School Intro Physics: sample open response question
2011 sample open response questions
2012 sample open response questions
2013 sample open response questions
2014 sample open response questions
2015 sample open response questions
2016 sample open response questions
- Learning Standards:
- For answering open-response questions – ELA Core Curriculum
- CCRA.R.1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite
- specific textual evidence when writing or speaking to support conclusions drawn from the text.
- For answering problems involving equations: Massachusetts Curriculum Framework for Mathematics
- Functions: Connections to Expressions, Equations, Modeling, and Coordinates.
- Determining an output value for a particular input involves evaluating an expression; finding inputs that yield a
- given output involves solving an equation.
Emmy Noether
Amalie Emmy Noether (1882 – 1935) was a German mathematician known for her landmark contributions to abstract algebra and theoretical physics. She was described by Pavel Alexandrov, Albert Einstein, Hermann Weyl, and Norbert Wiener as the most important woman in the history of mathematics. In physics, Noether’s theorem explains the connection between symmetry and conservation laws.

Our related articles
https://kaiserscience.wordpress.com/physics/mathematics/symmetry/
External articles
In her short life, mathematician Emmy Noether changed the face of physics. ScienceNews.Org
http://www.thephysicsmill.com/2014/03/09/international-womens-day-spotlight-emmy-noether/
Data needs an interpretation to have meaning
Lesson: “Data has no meaning without a physical interpretation”
Content objectives:
1. SWBAT to identify trends in data (apparent linear plots; apparent linear data plus noise; and simple harmonic motion.)
Thesis: raw data doesn’t tells us anything physical phenomenon. We always first need to know what physical phenomenon we are analyzing, before we can interpret it.
Tier III vocabulary: Simple harmonic motion
Launch: Students are given graph paper, and data. Plot the given data points, and connect the dots in a way that they think is logical.
Question: Justify why you connected the dots in that way. Why not in some other way?
Direct Instruction/guided practice
Teacher instructions
Create a sine wave. I do so here using Desmos – desmos.com/calculator/xxmkiptej7
I modified this function to be Y = 4•sin(1.5x)
Don’t tell the students yet. This sine wave is a position versus time graph of any object in the real world undergoing simple harmonic motion.
Y-axis can be interpreted as height; X-axis is time.
Let’s get some data points from this function. Draw a straight line across it, from upper right to lower left.
The line will intersect the sine wave at many points.
Overlay some semi-transparent graph paper on top of this, and plot these points. Or, as I have done here, do it on an app. In this example we have seven data points.
Give the students the coordinates for these points but do not show them the graph! Just give them the data. Ask them to interpret it, plot it, and hypothesize about what the data could mean.
Tag six more points from the sine wave, that are not on the original straight line.
Here I chose some data points that we could sample from actual motion, if we happened to be sampling at just the right time interval.
Again, give students these coordinates without showing them the graph. Ask them to interpret it, plot it, and hypothesize about what the data could mean.
If one were to plot only these points then they would appear as a straight line.
A naïve reading of the raw data would lead one (mistakenly) to believe that we are studying some kind of linear phenomenon.
If one were to plot only these points then they would appear as a straight line.
A naïve reading of the raw data would lead one (mistakenly) to believe that we are studying some kind of linear phenomenon.
Very few students will quickly see that these points fit a sine curve. They will have all sorts of answers
When we are done with all of these examples, then we can show them the original sine curve; show them each of these graphs, and how all the different data came from the same data set/phenomenon.
Part A: Justify your choice: What real world motion would produce such a function? Think-Pair-Share
After the discussion, the teacher reveals what produces such data: SHM, Simple Harmonic Motion:
Summative question, tying this all together:
Why couldn’t most students plot the data correctly, even after the final data points were added?
Answer: Unless you know what kind of phenomenon you are studying, you have no idea whether the data is supposed to be linear, harmonic, exponential, etc. Data – by itself – has no meaning without a physical interpretation.
Closure: Query multiple students: Where do you experience SHM in your own life?
Possible answers: Moving back-and-forth on a swing, pendulum of a clock, automobile suspension system
Something more to think about:

Image from https://m.xkcd.com/2048/
Learning standards
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012)
Dimension 1: Scientific and Engineering Practices: Practice 4: Analyzing and Interpreting Data.
“Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data—and their relevance—so that they may be used as evidence.”










