While studying for the second test, in order to gain a better understanding of transmission, absorption, and reflection, we came across a simulation that involved gummy bears that displayed these concepts using refraction. This sparked our curiosity around Jello and proved to be a valuable learning tool for our group. We therefore thought that this experiment would be a great opportunity to further aid in our learning and supplement experiments on refraction and lenses that we conducted in class while having fun! Additionally, while searching through project options, the way the laser beam was bending through the Jello and creating angles was absolutely fascinating! This sparked our curiosity and inspired us to figure out how this phenomenon …show more content…
Sometimes we noticed that the light would reflect back and create a straight line (which is what we expected) but then at other times, we would notice the laser bounce around creating 3/4th of a rectangle. The laser also reflected differently depending on whether it was being shined through the curved or flat edges. The differences between the convex and the concave were also interesting to see. In the convex (or positive) simulation, we noticed the light converge or be more focused therefore making it more likely to create and image. In the concave (or negative) simulation, we noticed that the light rays were more spread out which explains why the laser beamed almost seemed thicker in that instance. Although we did not test the blue Jello, the link provided was interesting because we noticed that the red and blue Jello reacted very differently to the laser due to refraction.
C. What Did We Do?
For all tests we did:
• Step 1: Make orange Jello from store bought mix
• Step 2: Pour about 1/2 in (1.25 cm) of the Jello mix into two round Petri dishes and keep them in the fridge for 3-5 hours to allow the Jello to “solidify”
• Step 3: Follow the steps for each specific test- cut the Jello in the petri dish to meet the requirements of that specific test
• Step 4: Take pictures of each test for documentation
• Step 5: Notice what you observe and report
For Test One
• Step 1: Do not make any adjustments to the Jello, keep as is
• Step 4: Hold the red laser flat against the table so the light beam is parallel to the table and can shine through the
The procedure of the lab on day one was to get a ring stand and clamp, then put the substance in the test tube. Then put the test tube in the clamp and then get a Bunsen burner. After that put the Bunsen burner underneath the test tube to heat it. The procedure of the lab for day two was almost exactly the same, except the substances that were used were different. The
= I have decided to produce a step-by-step guide for each experiment. just to ensure that when we actually come to conducting the practical work, it runs flawlessly. This will also help us conduct fairer tests. as we will be following the same set of steps each time we collect a result.
Experiment #2: The purpose of this experiment is to test which colors work best and float while under a different light source.
7. Using the stirring wire, stir the mixture until the solute completely dissolves. Turn the heat source off, and allow the solution to cool.
Research on application of laser in dentistry began when Ralph H Stern & Reider F Sognnaes1(1963) of Los Angeles School of Dentistry, University of California studied thermal effect of ruby laser on dental hard tissues & restorative materials. Since then there had been attempts to utilize the benefits of laser in each and every field of dentistry. Laser may be used in dentistry effectively for their ability to incise, cut and ablate soft and hard tissues. In 1965, Leon Goldman first reported the case of laser exposure to a vital human tooth2.
The objective of this experiment will be to combine various substances, liquids and metals, and to observe their behavior when they are combined. The types of reactions observed shall determine the nature of these reactions: physical or chemical.
In 1976, Thomas was present at a scientific symposium where she surveyed an exhibit displaying an illusion. The exhibit utilized concave mirrors to trick the onlooker into assuming that an illuminated bulb was glowing even after it had been unscrewed from the socket. She was so fascinated by what she observed that she believed this would be extensive if, ...
repeat the process 3 times in total to ensure a fair test. At the end
The results obtained from the experiment supported the hypothesis. This was because as the distance increases the light intensity of the LED light decreases. The LED light phase 1 results strongly demonstrate that an incoherent light obeys the inverse square law under laboratory conditions and real-life situation. Figure 1 and 7 shows that the light intensity varies inversely with the square of the distance. Therefore, the results obtained from the experiment supported the hypothesis.
2nd step heat the mixture: Make sure the agarose dissolves. Wait until it boils and when you are going to transfer the mixture, wear gloves to avoid getting burnt. Transfer the mixture into a removable gel tray.
The ingredients that will be included are: dish soap, 30% hydrogen peroxide, potassium iodide, and corn starch. Adding the cornstarch to the mixture has a chemical reaction to the hydrogen peroxide. It will have light and dark patches due to the uneven placement of the cornstarch; it will have an uneven reaction. Which will then make it appear “glowing”. The fourth experiment is very similar when it comes to the ingredients the only thing that changes is that we are no longer using potassium iodide but we are using yeast instead. Also, since yeast is being used, we are adding in fluorescent dye to it so we can shine a UV (ultraviolet) light on it to see the reaction occurring. Using the dye under a light helps us observe the reaction between the dye and cornstarch. I had to replace the potassium iodide with yeast for a slow reaction and also so it is possible to use the dye. In both of these experiments the reaction is a massive production of foam. The hydrogen peroxide will be decomposed into water and by the oxygen by the iodide and/or the yeast. A substance called catalyst speeds up the
Once the berry mixture has boiled, pour the sugar and pectin mixture into the pot. Using the wooden spoon, immediately start to stir the jam and continue to stir until all the sugar is dissolved. This may take a few minutes. Once the sugar is all stirred in well, place the lid back on and let the jam re-boil, stirring occasionally. This should take about 10-15 minutes. Make sure to keep an eye on it as it will boil out of the pot if you are not paying attention.
In the first task we were able to successfully solder together the circuit and it was able to amplify the signal from the generator, as it should. In the second task, we were able to modulate the laser. In the third task we were able to calculate the bandwidth and we received the following information: Voltage Vs.
The purpose of this experiment was to investigate whether the relationship between light intensity varies inversely with the square of the distance holds truth in real-life situations and or under laboratory conditions. Since, the light of a non-coherent light source will spread out uniformly in all directions. In other words, any point source which spreads its influence equally in all direction without limit to its range will obey the inverse square law. Luminous intensity is proportional to the inverse square of distance, I ∝1/r2. The light intensity is equal to the light reflux over watts. The light intensity is the power of the lighting energy and its unit is candle (cd). The unit for lighting reflux is lumen (lm).