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Charles’s Law

Here we learn about Charles’s Law  (also known as Charles and Gay-Lussac’s Law.)

What does it do? It describes how gases tend to expand when they are heated.

This is an example of algebra in the real world:

A gas’s volume is proportional to its temperature.

(This is only true when measuring temperature on an absolute temperature scale.)

In algebra, this relationship can be written as:

Charles's law gas

-> Gas expands as the temperature increases

-> Gas contracts as the temperature decreases

This relationship can be written as:

Charles's law gas alternate

Important! This is not a law of physics!

Rather, this is a generally useful rule, which is only valid when gas temperature and pressure is low enough for the atoms to usually be far apart from each other.

As we begin to deal with more extreme cases, this rule doesn’t hold up.

Let’s see this in action!

Origin

Named after Jacques Alexandre César Charles (1746 – 1823)  a French inventor, scientist, mathematician, and balloonist.

Just so we’re all clear on this, he was kind of a mad scientist. And I say that with the utmost approval!

first balloon flight by Charles and Robert 1783

Contemporary illustration of the first flight by Prof. Jacques Charles with Nicolas-Louis Robert, December 1, 1783. Viewed from the Place de la Concorde to the Tuileries Palace (destroyed in 1871)

Apps

Charles’s law app

Learning standards

Massachusetts Science and Technology/Engineering Curriculum Framework

8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed.

Next Generation Science Standards

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

College Board Standards

Objective C.1.5 States of Matter

C-PE.1.5.2 Explain why gases expand to fill a container of any size, while liquids flow and spread out to fill the bottom of a container and solids hold their own shape. Justification includes a discussion of particle motion and the attractions between the particles.

C-PE.1.5.3 Investigate the behavior of gases. Investigation is performed in terms of volume (V ), pressure (P ), temperature (T ) and amount of gas (n) by using the ideal gas law both conceptually and mathematically.

Common Core Math

Analyze proportional relationships and use them to solve real-world and mathematical problems.

Ratios & Proportional Relationships

Ratios & Proportional Relationships

CCSS.MATH.CONTENT.7.RP.A.2

Recognize and represent proportional relationships between quantities.

CCSS.MATH.CONTENT.7.RP.A.2.A

Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

CCSS.MATH.CONTENT.7.RP.A.2.B

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

Pascal’s Principle

Pressure applied to an enclosed, incompressible, static fluid is transmitted undiminished to all parts of the fluid.

Hydraulic systems operate according to Pascal’s law.

11.5 Pascal’s Principle

  • Define pressure.
  • State Pascal’s principle.
  • Understand applications of Pascal’s principle.
  • Derive relationships between forces in a hydraulic system.
Pascal's principle hydraulics

image from littlewhitecoats.blogspot.com

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Learning Standards

tba

 

 

Bernoulli’s equation

Bernoulli’s equation

This is the law of conservation of energy as applied to flowing fluids. We can explain to department heads and parents that basics ideas – such as conservation of energy – appear everywhere in life, everywhere in science, so it is important for us to see examples of how they play out, such as in Bernoulli’s equation.

Online textbook

Bernoulli’s Equation

The Most General Applications of Bernoulli’s Equation

Viscosity and Laminar Flow; Poiseuille’s Law

The onset of turbulence

Motion of an Object in a Viscous Fluid

Molecular Transport Phenomena: Diffusion, Osmosis, and Related Processes

Applications of the Bernoulli effect

How Do Airplanes Fly? Using Newton’s laws

Resources

NASA How the Bernoulli equation works in rockets

Khan Academy What-is-Bernoulli’s-equation

Bernoulli’s Equation OpenStax College

4physics The Bernoulli effect

Energyeducation.ca Bernoulli’s equation

Apps

PhET fluid pressure and flow

lmnoeng.com Bernoulli equation calculator

Endmemo.com Bernoulli equation calculator

Learning Standards

2016 Massachusetts Science and Technology/Engineering Curriculum Framework

HS-PS3-1. Use algebraic expressions and the principle of energy conservation to calculate the change in energy of one component of a system when the change in energy of the other component(s) of the system, as well as the total energy of the system including any energy entering or leaving the system, is known.

Disciplinary Core Idea Progression Matrix

PS3.A and 3.B: The total energy within a physical system is conserved. Energy transfer within and between systems can be described and predicted in terms of energy associated with the motion or configuration of particles (objects)

NGSS leaves out critical guidance on importance of teaching about vectors

NGSS Logo

As we all know the NGSS are more about skills than content. Confusingly, though, they ended up also listing core content topics as well – yet they left out kinematics and vectors, the basic tools needed for physics in the first place.

The NGSS also dropped the ball by often ignoring the relationship of math to physics. They should have noted which math skills are needed to master each particular area.

Hypothetically, they could have had offered options: For each subject, note the math skills that would be needed to do problem solving in this area, for

* a standard (“college prep”) level high school class
* a lower level high school class, perhaps along the lines of what we call “Conceptual Physics” (still has math, but less.)
* the highest level of high school class, the AP Physics level. And the AP study guides already offer what kinds of math one needs to do problem solving in each area.

Yes, the NGSS does have a wonderful introduction to this idea, (quoted below) – but when we look at the actual NGSS standards they don’t mention these skills.

In some school districts this has caused confusion, and even led to some administrators demanding that physics be taught without these essential techniques (i.e. kinematic equations, conceptual understanding of 2D motion, kinematic analysis of 2D motion, vectors, etc.)

To help back up teachers in the field I put together these standards for vectors, from both science and mathematics standards.

– Robert Kaiser

Learning Standards

Massachusetts Science Curriculum Framework (pre 2016 standards)

1. Motion and Forces: Central Concept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
1.1 Compare and contrast vector quantities (e.g., displacement, velocity, acceleration force, linear momentum) and scalar quantities (e.g., distance, speed, energy, mass, work).

NGSS

Science and Engineering Practices: Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

  • Apply techniques of algebra and functions to represent and solve scientific and engineering problems.

Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question. (NRC Framework, 2012, p. 65)

Students are expected to use mathematics to represent physical variables and their relationships, and to make quantitative predictions. Other applications of mathematics in science and engineering include logic, geometry, and at the highest levels, calculus…. Mathematics is a tool that is key to understanding science. As such, classroom instruction must include critical skills of mathematics. The NGSS displays many of those skills through the performance expectations, but classroom instruction should enhance all of science through the use of quality mathematical and computational thinking.

Common Core Standards for Mathematics (CCSM)

High School: Number and Quantity » Vector & Matrix Quantities. Represent and model with vector quantities.

Represent and model with vector quantities.

CCSS.MATH.CONTENT.HSN.VM.A.1
(+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).
CCSS.MATH.CONTENT.HSN.VM.A.2
(+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.
CCSS.MATH.CONTENT.HSN.VM.A.3
(+) Solve problems involving velocity and other quantities that can be represented by vectors.

Perform operations on vectors.

CCSS.MATH.CONTENT.HSN.VM.B.4
(+) Add and subtract vectors.
CCSS.MATH.CONTENT.HSN.VM.B.4.A
Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the magnitude of a sum of two vectors is typically not the sum of the magnitudes.
CCSS.MATH.CONTENT.HSN.VM.B.4.B
Given two vectors in magnitude and direction form, determine the magnitude and direction of their sum.
CCSS.MATH.CONTENT.HSN.VM.B.4.C
Understand vector subtraction v – w as v + (-w), where –w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.
CCSS.MATH.CONTENT.HSN.VM.B.5
(+) Multiply a vector by a scalar.
CCSS.MATH.CONTENT.HSN.VM.B.5.A
Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise, e.g., as c(vxvy) = (cvxcvy).
CCSS.MATH.CONTENT.HSN.VM.B.5.B
Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction of cv knowing that when |c|v ≠ 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).
American Association for the Advancement of Science
Operating with Symbols and Equations
  • Become fluent in generating equivalent expressions for simple algebraic expressions and in solving linear equations and inequalities.
  • Develop fluency operating on polynomials, vectors, and matrices using by-hand operations for the simple cases and using technology for more complex cases.
AAAS Benchmarks (American Association for the Advancement of Science)
9B9-12#2: Symbolic statements can be manipulated by rules of mathematical logic to produce other statements of the same relationship, which may show some interesting aspect more clearly. Symbolic statements can be combined to look for values of variables that will satisfy all of them at the same time.
9B9-12#5: When a relationship is represented in symbols, numbers can be substituted for all but one of the symbols and the possible value of the remaining symbol computed. Sometimes the relationship may be satisfied by one value, sometimes more than one, and sometimes maybe not at all.
12B9-12#2: Find answers to problems by substituting numerical values in simple algebraic formulas and judge whether the answer is reasonable by reviewing the process and checking against typical values.
12B9-12#3: Make up and write out simple algorithms for solving problems that take several steps.

#vectors #teaching #standards #kinematics #physics #kaiserscience #pedagogy #education #NGSS #Benchmarks #scalors #highschool

Two and three dimensional motion

Most high school physics courses don’t include algebraic analysis of two or three dimensional kinematics and momentum. But these clearly are of great importance.

In a regular, college prep physics high school setting, I can’t imagine skipping 2D physics! Even if we don’t do 2D kinematic equations, we need to cover 2D vectors, and show examples of parabolic motion, and vector components.

What is a vector, and what are vector components?

and

What are projectiles?

Even if we are not doing the math, I want them to see examples of conservation of momentum in two dimensions, like this:

Cars in two dimensional collisions

2D cars colliding momentum

image from physicsclassroom

These seem like great apps for teaching 2D kinematics without all of the detailed calculations.

vectors and projectiles

We won’t be able to do three dimensional collision or momentum problem solving, but we can at least introduce the idea of it, and show them why almost every collision and conservation of momentum in the real world is 3D:

First students need to be introduced to the idea that there are more than just two axes (X and Y,) there is a third dimension, Z!

XYZ axes 3D

Then we see how we can plot points in three dimensions. This is the GeoGebra app

Now we realize that the size and motion of any object can be plotted in three dimensions.

The physics of dogs and cats colliding GIF

dogs and cats colliding 3d

Two galaxies colliding, and the resulting amazing display

Galaxies colliding GIF

Galaxies colliding GIF

A practical use of 2D kinematics and conservation of momentum: forensic accident reconstruction.

forensic reconstruction traffic accident 2d GIF

 

Boyle’s law (gas laws)

A general relationship between pressure and volume: Boyle’s Law

As the pressure on a gas increases, the volume of the gas decreases because the gas particles are forced closer together.

Conversely, as the pressure on a gas decreases, the gas volume increases because the gas particles can now move farther apart.

Example: Weather balloons get larger as they rise through the atmosphere to regions of lower pressure because the volume of the gas has increased; that is, the atmospheric gas exerts less pressure on the surface of the balloon, so the interior gas expands until the internal and external pressures are equal.

from Libretexts, Chemistry, 5.3: The Simple Gas Laws: Boyle’s Law, Charles’s Law and Avogadro’s Law, CC BY-NC-SA 3.0.

This means that, at constant temperature, the pressure (P) of a gas is inversely proportional to the volume (V).

PV = c

Important! This is not a law of physics! Rather, this is a generally useful rule, which is only valid when gas temperature and pressure is low enough for the atoms to usually be far apart from each other.  As we begin to deal with more extreme cases, this rule doesn’t hold up.

Let’s see the relationship in action, here:

Boyle's law pressure temp

from http://www.grc.nasa.gov/WWW/K-12/airplane/boyle.html

How was this general rule discovered?

Early scientists explored the relationships among the pressure of a gas (P) and its temperature (T), volume (V), and amount (n) by holding two of the four variables constant (amount and temperature, for example), varying a third (such as pressure), and measuring the effect of the change on the fourth (in this case, volume).

The history of their discoveries provides several excellent examples of the scientific method.

The Irish chemist Robert Boyle (1627–1691) carried out some of the earliest experiments that determined the quantitative relationship between the pressure and the volume of a gas. Boyle used a J-shaped tube partially filled with mercury.

In these experiments, a small amount of a gas or air is trapped above the mercury column, and its volume is measured at atmospheric pressure and constant temperature. More mercury is then poured into the open arm to increase the pressure on the gas sample.

The pressure on the gas is atmospheric pressure plus the difference in the heights of the mercury columns, and the resulting volume is measured. This process is repeated until either there is no more room in the open arm or the volume of the gas is too small to be measured accurately.

Boyle's Law pressure temp of a gas

Details: Boyle’s Experiment Using a J-Shaped Tube to Determine the Relationship between Gas Pressure and Volume.

(a) Initially the gas is at a pressure of 1 atm = 760 mmHg (the mercury is at the same height in both the arm containing the sample and the arm open to the atmosphere); its volume is V.

(b) If enough mercury is added to the right side to give a difference in height of 760 mmHg between the two arms, the pressure of the gas is 760 mmHg (atmospheric pressure) + 760 mmHg = 1520 mmHg and the volume is V/2.

(c) If an additional 760 mmHg is added to the column on the right, the total pressure on the gas increases to 2280 mmHg, and the volume of the gas decreases to V/3

(This section from from Libretexts, Chemistry, 5.3: The Simple Gas Laws: Boyle’s Law, Charles’s Law and Avogadro’s Law, CC BY-NC-SA 3.0)

 

Learning standards

Massachusetts Science and Technology/Engineering Curriculum Framework

8.MS-PS1-4. Develop a model that describes and predicts changes in particle motion, relative spatial arrangement, temperature, and state of a pure substance when thermal energy is added or removed.

Next Generation Science Standards

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

College Board Standards

Objective C.1.5 States of Matter

C-PE.1.5.2 Explain why gases expand to fill a container of any size, while liquids flow and spread out to fill the bottom of a container and solids hold their own shape. Justification includes a discussion of particle motion and the attractions between the particles.

C-PE.1.5.3 Investigate the behavior of gases. Investigation is performed in terms of volume (V ), pressure (P ), temperature (T ) and amount of gas (n) by using the ideal gas law both conceptually and mathematically.

Common Core Math

Analyze proportional relationships and use them to solve real-world and mathematical problems.

Ratios & Proportional Relationships

Ratios & Proportional Relationships

CCSS.MATH.CONTENT.7.RP.A.2

Recognize and represent proportional relationships between quantities.

CCSS.MATH.CONTENT.7.RP.A.2.A

Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

CCSS.MATH.CONTENT.7.RP.A.2.B

Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

 

Buoyancy of balloons in Up

Up is a 2009 American computer-animated comedy-drama film produced by Pixar Animation Studios and released by Walt Disney Pictures.

In this movie, the hero releases many, many helium filled balloons out of the house. Could that actually be enough to make a house float?

Up movie balloons

 

In Physics and the movie UP – floating a house, 6/3/2009, Wired Magazine, Rhett Allain writes

…The first time I saw this trailer I thought the balloons were stored in his house. After re-watching in slow motion, it seems the balloons were maybe in the back yard held down by some large tarps. … [but] what if he had the balloons in his house and then released them? Would that make the house float more? Here is a diagram:

Up movie balloon house

There is a buoyancy force when objects displace air or a fluid. This buoyancy force can be calculated with Archimedes’ principle which states: The buoyancy force is equal to the weight of the fluid displaced.

The easiest way to make sense of this is to think of some water floating in water. Of course water floats in water. For floating water, it’s weight has to be equal to it’s buoyant force. Now replace the floating water with a brick or something. The water outside the brick will have the exact same interactions that they did with the floating water. So the brick will have a buoyancy force equal to the weight of the water displaced. For a normal brick, this will not be enough to make it float, but there will still be a buoyant force on it.

What is being displaced? What is the mass of the object. It really is not as clear in this case. What is clear is the thing that is providing the buoyancy is the air. So, the buoyancy force is equal to the weight of the air displaced.

What is displacing air? In this case, it is mostly the house, all the stuff in the house, the balloons and the helium in the balloons.

In the two cases above, the volume of the air displaced does not change. This is because the balloons are in the air in the house. (Remember, I already said that I see that this NOT how it was shown in the movie).

So, if you (somehow) had enough balloons to make your house fly and you put them IN your house, your house would float before you let them outside.

 

Why doesn’t the balloon house keep rising?

The reason the balloon reaches a certain height is that the buoyant force is not constant with altitude.

As the balloon rises, the density of the air decreases. This has the effect of a lower buoyant force.

At some point, the buoyant force and the weight are equal and the balloon no longer changes in altitude.

http://scienceblogs.com/dotphysics/2009/06/03/physics-and-the-movie-up-floating-a-house/

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https://en.wikipedia.org/wiki/Larry_Walters

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Mythbusters : Lets talk buoyancy – Pirates of the Carribean

Adam and Jamie explore the possibility of raising a ship with ping-pong balls, originally conceived in the 1949 Donald Duck story The Sunken Yacht by Carl Barks.

MythBusters S02E13 Pingpong Rescue, 2004

Doing the math of MythBusters – Warning: Science content

 

More on the movie Up! (or Upper)

Rhett Allain on June 9, 2009

If the house were lifted by standard party balloons, what would it look like? The thing with party balloons is that they are not packed tightly, there is space between them. This makes it look like it takes up much more space. Let me just use Slate’s calculation of 9.4 million party balloons….

Pixar said they used 20,600 balloons in the lift off sequence. From that and the picture I used above and the same pixel size trick, the volume of balloons is about the same as a sphere of radius 14 meters. This would make a volume of 12,000 m3…

And then this would lead to an apparent volume of the giant cluster of 9.4 million balloons:

If this were a spherical cluster, the radius would be 110 meters. Here is what that would look like:

How long would it take this guy to blow up this many balloons? You can see that there is no point stopping now. I have gone this far, why would I stop? That would be silly.

The first thing to answer this question is, how long does it take to fill one balloon. I am no expert, I will estimate low. 10 seconds seems to be WAY too quick.

But look, the guy is filling 9.4 million balloons, you might learn a few tricks to speed up the process. If that were the case, it would take 94 million seconds or 3 years….

What if it was just 20,600 balloons like Pixar used in the animation? At 10 seconds a balloon, that would be 2.3 days (and I think that is a pretty fast time for a balloon fill). Remember that MythBusters episode where they filled balloons to lift a small boy? Took a while, didn’t it?

How many tanks of helium would he need? According this site, a large helium cylinder can fill 520 of the 11″ party balloons and costs about $190. If he had to fill 9.4 million balloons, this would take (9.4 million balloons)(1 tank)/(520 balloons)= 18,000 tanks at a cost of 3.4 million dollars.

http://scienceblogs.com/dotphysics/2009/06/09/more-on-the-movie-up-or-upper/

https://web.archive.org/web/20140716200647/http://scienceblogs.com/dotphysics/2009/06/09/more-on-the-movie-up-or-upper/

 

Backup The Particle Physics of You

This is a class backup of the article, The particle physics of you, 11/03/15 By Ali Sundermier. Symmetry Magazine.

Not only are we made of fundamental particles, we also produce them and are constantly bombarded by them throughout the day.

https://www.symmetrymagazine.org/article/the-particle-physics-of-you

Fourteen billion years ago, when the hot, dense speck that was our universe quickly expanded, all of the matter and antimatter that existed should have annihilated and left us nothing but energy. And yet, a small amount of matter survived.

We ended up with a world filled with particles. And not just any particles—particles whose masses and charges were just precise enough to allow human life. Here are a few facts about the particle physics of you that will get your electrons jumping.

Particle Physics of You Body to atoms to gluons quarks

The particles we’re made of

About 99 percent of your body is made up of atoms of hydrogen, carbon, nitrogen and oxygen. You also contain much smaller amounts of the other elements that are essential for life.

While most of the cells in your body regenerate every seven to 15 years, many of the particles that make up those cells have actually existed for millions of millennia. The hydrogen atoms in you were produced in the big bang, and the carbon, nitrogen and oxygen atoms were made in burning stars. The very heavy elements in you were made in exploding stars.

The size of an atom is governed by the average location of its electrons. Nuclei are around 100,000 times smaller than the atoms they’re housed in. If the nucleus were the size of a peanut, the atom would be about the size of a baseball stadium. If we lost all the dead space inside our atoms, we would each be able to fit into a particle of lead dust, and the entire human race would fit into the volume of a sugar cube.

As you might guess, these spaced-out particles make up only a tiny portion of your mass. The protons and neutrons inside of an atom’s nucleus are each made up of three quarks. The mass of the quarks, which comes from their interaction with the Higgs field, accounts for just a few percent of the mass of a proton or neutron. Gluons, carriers of the strong nuclear force that holds these quarks together, are completely massless.

If your mass doesn’t come from the masses of these particles, where does it come from? Energy. Scientists believe that almost all of your body’s mass comes from the kinetic energy of the quarks and the binding energy of the gluons.

Particle Physics of You Gamma rays radioactive atoms Carbon Potassium

The particles we make

Your body is a small-scale mine of radioactive particles. You receive an annual 40-millirem dose from the natural radioactivity originating inside of you. That’s the same amount of radiation you’d be exposed to from having four chest X-rays.

Your radiation dose level can go up by one or two millirem for every eight hours you spend sleeping next to your similarly radioactive loved one.

You emit radiation because many of the foods you eat, the beverages you drink and even the air you breathe contain radionuclides such as Potassium-40 and Carbon-14. They are incorporated into your molecules and eventually decay and produce radiation in your body.

When Potassium-40 decays, it releases a positron, the electron’s antimatter twin, so you also contain a small amount of antimatter.

The average human produces more than 4000 positrons per day, about 180 per hour. But it’s not long before these positrons bump into your electrons and annihilate into radiation in the form of gamma rays.

Particle Physics of You Cosmic Rays Solar Neutrinos Geoneutrinos Pions cascade

The particles we meet

The radioactivity born inside your body is only a fraction of the radiation you naturally (and harmlessly) come in contact with on an everyday basis. The average American receives a radiation dose of about 620 millirem every year. The food you eat, the house you live in and the rocks and soil you walk on all expose you to low levels of radioactivity. Just eating a Brazil nut or going to the dentist can up your radiation dose level by a few millirem. Smoking cigarettes can increase it up to 16,000 millirem.

Cosmic rays, high-energy radiation from outer space, constantly smack into our atmosphere. There, they collide with other nuclei and produce mesons, many of which decay into particles such as muons and neutrinos. All of these shower down on the surface of the Earth and pass through you at a rate of about 10 per second. They add about 27 millirem to your yearly dose of radiation. These cosmic particles can sometimes disrupt our genetics, causing subtle mutations, and may be a contributing factor in evolution.

In addition to bombarding us with photons that dictate the way we see the world around us, our sun also releases an onslaught of particles called neutrinos. Neutrinos are constant visitors in your body, zipping through at a rate of nearly 100 trillion every second. Aside from the sun, neutrinos stream out from other sources, including nuclear reactions in other stars and on our own planet.

Many neutrinos have been around since the first few seconds of the early universe, outdating even your own atoms. But these particles are so weakly interacting that they pass right through you, leaving no sign of their visit.

You are also likely facing a constant shower of particles of dark matter. Dark matter doesn’t emit, reflect or absorb light, making it quite hard to detect, yet scientists think it makes up about 80 percent of the matter in the universe.

Looking at the density of dark matter throughout the universe, scientists calculate that hundreds of thousands of these particles might be passing through you every second, colliding with your atoms about once a minute. But dark matter doesn’t interact very strongly with the matter you’re made of, so they are unlikely to have any noticeable effects on your body.

The next time you’re wondering how particle physics applies to your life, just take a look inside yourself.

Artwork by Sandbox Studio, Chicago with Ana Kova.

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Backup: Get to know Maxwell’s Equations

This is a backup of an article on Wired,’Get to know Maxwell’s Equations – You’re Using Them Right Now,” by Rhett Allain , 8/6/19

Maxwell’s equations are sort of a big deal in physics. They’re how we can model an electromagnetic wave—also known as light. Oh, it’s also how most electric generators work and even electric motors. Essentially, you are using Maxwell’s equations right now, even if you don’t know it. Why are they called “Maxwell’s equations”? That’s after James Clark Maxwell. He was the 19th-century scientist who sort of put them together, even though many others contributed.

There are four of these equations, and I’ll go over each one and give a conceptual explanation. Don’t worry, you won’t need to refresh your calculus skills. If you do want to follow the math, let me point out that there are two different ways to write these equations, either as integrals or as spatial derivatives. I’ll give both versions—but again, if the math looks uninviting, just ignore it.

Gauss's law Maxwell

 

The short version is that Gauss’ law describes the electric field pattern due to electric charges. What is a field? I like this description – “It’s an energy field created by all living things. It surrounds us, penetrates us, and binds the galaxy together.”

Oh wait. That was Obi Wan’s description of the Force in Star Wars Episode IV. But it’s not a terrible description of an electric field. Here is another definition (by me):

If you take two electric charges, there is an interaction force between them. The electric field is the force per unit charge on one of those charges. So, it’s sort of like a region that describes how an electric charge would feel a force. But is it even real? Well, a field can have both energy and momentum—so it’s at least as real as those things.

Don’t worry about the actual equation. It’s sort of complicated, and I just want to get to the idea behind it. (If you have seen this physics equation before, you might think I am going to go into electric flux, but let’s see if I can do this with “no flux given.”) So let’s just say that Gauss’ law says that electric fields point away from positive charges and towards negative charges. We can call this a Coulomb field (named after Charles-Augustin de Coulomb).

coulomb field
Everyone knows that positive charges are red and negative charges are blue. Actually, I don’t know why I always make the positive red—you can’t see them anyway.

Also, you might notice that the electric field due to the negative charges looks shorter. That’s because those arrows start farther away from the charge. One of the key ideas of a Coulomb field is that the strength of the field decreases with distance from a single point charge.

But wait! Not all electric fields look like this. The electric field also follows the superposition principle. This means that the total electric field at any location is the vector sum of the electric field due to whatever point charges are nearby. This means you can make cool fields like the one below, which are the result of two equal and opposite charges (called a dipole).

And here’s the Python code I used to create it.  https://trinket.io/glowscript/18196b0cf1

dipole E field
This dipole field is going to be important for the next equation.

Gauss's law Maxwell

Yes, this looks very similar to the other Gauss’ law. But why isn’t the previous equation called “Gauss’ law for electri­cism”? First, that’s because “electricism” isn’t a real word (yet). Second, the other Gauss’ law came first, so it gets the simple name. It’s like that time in third grade when a class had a student named John. Then another John joined the class and everyone called him John 2. It’s not fair—but that’s just how things go sometimes.

OK, the first thing about this equation is the B. We use this to represent the magnetic field. But you will notice that the other side of the equation is zero. The reason for this is the lack of magnetic monopoles. Take a look at this picture of iron filings around a bar magnet (surely you have seen something like this before).

This looks very similar to the electric field due to a dipole (except for the clumps of filings because I can’t spread them out). It looks similar because it is mathematically the same. The magnetic field due to a bar magnet looks like the electric field due to a dipole. But can I get a single magnetic “charge” by itself and get something that looks like the electric field due to a point charge? Nope.

iron filings bar magnet dipole

Here’s what happens when you break a magnet in half. Yes, I cheated. The picture above shows two bar magnets. But trust me—if you break a magnet into two pieces, it will look like this.

broken iron filings bar magnet dipole

It’s still a dipole. You can’t get a magnetic field to look like the electric field due to a point charge because there are no individual magnetic charges (called a magnetic monopole). That’s basically what Gauss’ law for magnetism says—that there’s no such thing as a magnetic monopole. OK, I should be clear here. We have never seen a magnetic monopole. They might exist.

Faraday’s law

Faraday's law

The super-short version of this equation is that there is another way to make an electric field. It’s not just electric charges that make electric fields. In fact, you can also make an electric field with a changing magnetic field. This is a HUGE idea as it makes a connection between electric and magnetic fields.

Let me start with a classic demonstration. Here is a magnet, a coil of wire, and a galvanometer (it basically measures tiny electric currents). When I move the magnet in or out of the coil, I get a current.

If you just hold the magnet in the coil, there is no current. It has to be a changing magnetic field. Oh, but where is the electric field? Well, the way to make an electric current is to have an electric field in the direction of the wire. This electric field inside the wire pushes electric charges to create the current.

But there is something different about this electric field. Instead of pointing away from positive charges and pointing towards negative charges, the field pattern just makes circles. I will use the name “curly electric field” for a case like this (I adopted the term from my favorite physics text­book authors). With that, we can call the electric field made from charges a “Coulomb field” (because of Coulomb’s law).

Here is a rough diagram showing the relationship between the changing magnetic field and an induced curly electric field.

induced curly electric field magnetic field

Note that I am showing the direction of the magnetic field inside of that circle, but it’s really the direction of the change in magnetic field that matters.

AMPERE-MAXWELL LAW

Ampere-Maxwell Law

Do you see the similarity? This equation sort of looks like Faraday’s law, right? Well, it replaces E with B and it adds in an extra term. The basic idea here is that this equation tells us the two ways to make a magnetic field. The first way is with an electric current.

Here is a super-quick demo. I have a magnetic compass with a wire over it. When an electric current flows, it creates a magnetic field that moves the compass needle.

It’s difficult to see from this demo, but the shape of this magnetic field is a curly field. You can sort of see this if I put some iron filings on paper with an electric current running through it.

current thru wire creates B field

Maybe you can see the shape of this field a little better with this output from a numerical calculation. This shows a small part of a wire with electric current and the resulting magnetic field.

magnetic field created by electric current in wire

Actually, that image might seem complicated to create but it’s really not too terribly difficult. Here is a tutorial on using Python to calculate the magnetic field. There is another way to create a curly magnetic field—with a changing electric field. Yes, it’s the same way a changing magnetic field creates a curly electric field. Here’s what it would look like.

changing magnetic field creates a curly electric field

Notice that I even changed the vector colors to match the previous curly field picture—that’s because I care about the details. But let me just summarize the coolest part. Changing electric fields make curly magnetic fields. Changing magnetic fields make curly electric fields. AWESOME.

What About Light?

The most common topic linked to Maxwell’s Equations is that of an electromagnetic wave. How does that work? Suppose you have a region of space with nothing but an electric field and magnetic field. There are no electric charges and there isn’t an electric current. Let’s say it looks like this.

E field and B field in empty space

Let me explain what’s going on here. There is an electric field pointing INTO your computer screen (yes, it’s tough dealing with three dimensions with a 2D screen) and a magnetic field pointing down. This region with a field is moving to the right with some velocity v.

What about that box? That’s just an outline of some region. But here’s the deal. As the electric field moves into that box, there is a changing field that can make a magnetic field. If you draw another box perpendicular to that, you can see that there will be a changing magnetic field that can make a magnetic field. In fact, if this region of space moves at the speed of light (3 x 108 m/s), then the changing magnetic field can make a changing electric field. These fields can support each other without any charges or currents. This is an electromagnetic pulse.

An electromagnetic wave is an oscillating electric field that creates an oscillating magnetic field that creates an oscillating electric field. Most waves need some type of medium to move through. A sound wave needs air (or some other material), a wave in the ocean needs water. An EM wave does not need this. It is its own medium. It can travel through empty space—which is nice, so that we can get light from the sun here on Earth.

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Tidal power

Content objective:

What are we learning? Why are we learning this?

content, procedures, skills

Vocabulary objective

Tier II: High frequency words used across content areas. Key to understanding directions, understanding relationships, and for making inferences.

Tier III: Low frequency, domain specific terms

Building on what we already know

What vocabulary & concepts were learned in earlier grades?
Make connections to prior lessons.

 

Ocean tides are caused by tidal forces.

What are “tides”?

Types of tidal power

Tidal barrages may be the most efficient way to capture energy from the tides.

Here, a dam utilizes the potential energy generated by the change in height between high and low tides.

In this example, the motion of the water spins a propeller.

Tidal power generation

image from technologystudent.com/images5/tidal1.gif

The spinning propeller spins an axle, which transmits the motion up to the generator.

Inside the generator, this motion is used to rotate wires inside a magnet (or vice-versa)

The wire feels the magnetic field changing;

this produces an electrical current inside the wires.

Thus we have converted the energy of moving water into electrical energy.

 

Tidal fences

Turbines that operate like giant turnstiles.

The spinning turnstiles spins an axle, which transmits the motion up to the generator.

Inside the generator, this motion is used to rotate wires inside a magnet (or vice-versa) as shown above.

tidal fences GIF

 

Tidal turbines

Similar to wind turbines but these are underwater.

The mechanical energy of tidal currents is used to turn turbines.

These are connected to a generator that produces electricity

tidal turbines

 

Other possible designs

Many other designs are possible, for instance:

Fluid Pumping Apparatuses Powered By Waves Or Flowing Currents

 

Great animations

Many types of tidal energy convertors (European Marine Energy Centre)

 

Advantages of tidal power

Environmentally friendly

Relatively small amount of space

Ocean currents generate relatively more energy than air currents. Why? Because ocean water is 832 times more dense than air. It therefore applies greater force on the turbines.

 

Disadvantages of tidal power

High construction costs

The amount of energy produced is not constant per hour, or even per week.

It requires a suitable site, where tidal streams are consistently strong.

The equipment must be capable of withstanding strong tides and storms.

It can be expensive to maintain and repair.

 

Related topics

Why Is There a Tidal Bulge Opposite the Moon?