Find out which supermarket the public prefers.
Samantha Stanley Maths - Supermarket shopping Coursework In this investigation I am going to find out which supermarket the public prefers. I shall create a questionnaire / survey to find out which supermarket is the favourite. I shall gather continuous data by asking questions such as: "how long does your journey take?". I shall gather discrete data by asking questions such as "what is your favourite supermarket?". In my questionnaire / survey my questions will be aimed at the adult population. This is because adults usually do most of the shopping. I used cumulative frequency diagrams to show me what the interquartile range is like. Using discrete questions to find discrete data on to which I am able to use this data to form my graphs. Questionnaire ) Where do you prefer to do your food shopping? Morrisons Asda Tesco Sainsburys Somerfield Other 2) Why do you shop there? Recommended Cheap Quality Local 3) Do you enjoy shopping? Yes No 4) How much money do you usually spend? £0 - £40 £40.01 - £80 £80.01 - £120 £120.01 - £160 £160.01 - £200 £200 > 5) How long does your journey take? 0 - 20 minutes 21 - 40 minutes 41 - 60 minutes 60 minutes > Group Tally Frequency Mid point Frequency x Mid point £0 - £40 0 20 20 £40.01 - 80 l l 2 60 20 £80.01 - £120 l l l 3 00 300 £120.01 -
Light is so common that we often take it for granted.
Light is so common that we often take it for granted. Yet the world would quickly change if suddenly there were no light. We could no longer see, because light that comes to our eyes makes seeing possible. Without light, we would have no food to eat or air to breathe. Green plants use the light from the sun to grow and to make food. All the food we eat comes from plants or animals that eat plants. As plants grow, they give off oxygen. This oxygen is a necessary part of the air we breathe. Light gives us fuels. The energy in the sunlight that shone on the earth millions of years ago was stored by plants. After these plants died, they were changed into coal, natural gas, and oil. Today, we use the energy in these fuels to produce electricity and to operate machines. Light from the sun also heats the earth. Without the sun's light, the earth would soon become so cold that nothing could live on it. Even if we burned all our fuels, we could not keep the earth warm enough for life to exist. People have found ways of making and controlling light in order to see when there is no sunlight. At first, they produced light with campfires and flaming torches. Later, they developed candles, oil lamps, gaslights, and electric lights. People make and use light for many other purposes than to see by. For example, the pictures on a television screen consist of spots of
Industrial Visit to USL
Physics Industrial Visit to USL USL, Ultrasonic Sciences Ltd, are a small specialised company dealing with the design and manufacture of machines dealing in ultrasonics for industrial use. These applications could include the testing for faults and for correct width in areas where safety is paramount, for example the blades of a jet engine and connections on silicon chips. The ultrasonic is applied for the testing, by emitting a sound burst generated by a piezoelectric transducer, into the object being tested, then analysing the reflections. Why use Ultrasound for this purpose? Ultrasound has the benefit of being a non-destructive method of testing, and if necessary can pick up extremely small faults in a material and tell you precisely where those faults are. That is why USL's machines are used to make wings for airbus and fan blades for Rolls Royce jet engines. What do USL do? USL produce (design and make) the three main components for an ultrasonic testing machine. These include: The machine to move the transducer over the object. The electrical system for amplification and analysis. The control system The two areas of physics which are of significant importance, are: * The mechanics of the arm used to move the transducer over the object at the fastest speed. This is a conflict between acceleration and the mass of the support. * But more crucially the
Strength of an Electromagnet Investigation
P O A E SPG H Lordswood Boys School My Investigation H Name : Malkeet Singh Marie Set: 11Z Title of investigation - Strength of an Electromagnet Planning Aim The aim of this experiment is to see whether the current in amps going through a coiled soft - iron core affects the strength of the electromagnetic field. Fair Test (Say how you will make your investigation a fair test by naming each variable you will keep the same as you do the experiment.) I have made this experiment fair by undertaking the following points: * Keeping the voltage constant * Keeping the number of coils constant * Keeping the nature of the core constant Diagram (Label it clearly.) Apparatus List * Rheostat * Power supply * Compass * Ammeter * Electromagnet (Soft - iron core with coils (100)) * Connecting wires * Ruler * Wire component Plan . Collect all apparatus in the list above 2. Set up apparatus as shown in diagram 3. Check if the current in amps is correct to what is needed 4. Start experiment 5. Then repeat each experiment three times 6. Carry out the steps above for each different current setting 7. Finally, find the average for each results and record in results table Safety To make this experiment safe for myself and others I will make sure that
Find out the speed of light through Perspex by passing a narrow ray of light through a D-Block of Perspex, by using the same concepts and ideas as Snell's Law.
Investigation to find out the Speed of Light through Perspex Aim To find out the speed of light through Perspex by passing a narrow ray of light through a D-Block of Perspex, by using the same concepts and ideas as Snell's Law. Background Light is an electromagnetic wave. The speed of light depends on the medium through which it propagates: it goes fastest in a vacuum, almost as fast in air but considerably slower in glass. Because of the special role it plays in many parts of physics, the speed of light in a vacuum has been given its own symbol: c. The speed of light in any other material we denote with v. The ratio of the two is defined as the refractive index, symbol: n. Equations =a constant = I could also use my graph to calculate the refractive index Apparatus * Ray Box * Perspex D-Block * Protractor paper * Pen/ Pencil * Ruler Diagram Prediction My Prediction is that first of all the ray of light will travel in a straight le towards the normal inside the glass prism. Then on leaving it will refract away from the normal. The effect of this is that the emergent ray is parallel to the incident ray, but is "laterally displaced" from it. Info for prediction We know the speed of light in air which is 300,000,000 m/p/s, so firstly work out what sine I over sine r is and you multiply 300,000,000 by what ever you work out sine I over sine r to be. E.g. if
To Investigate what Factors Affect Reflection.
To Investigate what Factors Affect Reflection Prediction: The angle of incidence is proportional to the angle of Refraction. Angle I Angle r 0 6 20 4 30 21 40 28 50 34 60 39 70 44 80 47 Results: Angle I Angle r 0 8 20 5 30 20 40 28 50 33 60 38 70 42 80 47 Averages of both results: Angle I Angle r 0 7 20 4.5 30 20.5 40 28 50 33.5 60 38.5 70 43 80 47 Averaging= I=20 r=14+15 2 R=14.5 Analysing Graph The graph shows my averages of the angle of Incidence against the angle of Refraction. The graph shows a very slight curve. This suggests that my results are not quite accurate. This could be because the angles are not accurate, or in proportion. This means that at the start of the graph, the results are in proportion but as the angles increase, the angles become less proportionate. E.g. If I double the angle of incidence the angle of refraction will also be doubled- Angle I=20 Angle r=14 When doubled Angle I=40 Angle r=28 This does not happen on my averaged results, which means that my graph is not accurate. This means that my Graph does not support my prediction. A better way of getting results that are more proportional would be to use 'Snell's Law'. This means that you multiply the angle of incidence by sin and the angle of refraction also by sin; separately. Average Angle I multiplied by sine Average Angle
Find the critical angle and refractive index for plastic using a graphical treatment for my results.
Investigating Refraction Aim: Find the critical angle and refractive index for plastic using a graphical treatment for my results. Introduction: The Refractive Index is how the much a material bends the light. In this experiment I will be looking at the how much the angle of incidence gets refracted and I will multiply my results by sine. I will plot a graph from my results and, using a line of best fit, I will calculate the size of the angle of incidence in order for the refracted angle to be equal to 900 (critical angle). I will then calculate the refractive index by using Sine I and Sine R. I will be looking at light going from glass to air (from a dense medium to a lighter one). Theory: Incident ray: Ray of light before refraction. Angle of refraction (R): Angle between refracted ray and normal at point of incidence. Angle of incidence (I): Angle between incidence ray and normal at point of incidence. Point of incidence: Point at which incident ray meets boundary and becomes refracted ray. Critical angle: The particular angle of incidence of a ray hitting a less dense medium, which results in it being refracted at 900 to the normal. Normal: A line at right angles to boundary through chosen points. There are two main laws of refraction of light: 1. The refracted ray lies in the same plane as the incident ray and normal at the point of incidence. 2. (Snell's law). The
Is Sunbathing Good?
Is Sunbathing Good For You? Tanushri Gukhool 10a Mr Terry Contents page Introduction.................................................................................pg2 Ultraviolet radiation.....................................................................pg2 The sun can be good for you.........................................................pg2 The sun can be bad for you..........................................................pg2 Sun beds..................................................................................pg3 How the Skin Tans.....................................................................pg3 UV and your health.....................................................................pg4 UV sessions..............................................................................pg4 Risks........................................................................................pg5 Who is most at risk?....................................................................pg6 Health benefits...........................................................................pg6 Tanning fakes............................................................................pg7 Tanning myths...........................................................................pg7 Conclusion................................................................................pg8
To investigate how the angle of deviation in a glass block depend on the angle of incidence.
Planning: Simple procedure: Make the light ray from the ray box pass through the glass block by changing the angle of incidence several times and measure the angle of deviation for each angle of incidence. Apparatus: Reading ranges: The range of angle of incidence will from 0° to 89°and 10°difference between them. Safety: Wood board will be needed to prevent any fires by placing the bulb in the ray box too long on the table and heat the table up. Avoid our hands with touching the bulb directly and scald the skins. Method: Use the above apparatus to see what the angle of deviation is when we have a particular angle of incidence. Repeat this by using different value of angles i. Steps: * Place a board on the table and put a piece of A3 paper on it. * Place a glass block on the paper and draw its shape along its edges. * Draw a normal line on the block frame on the paper. * Draw the angle of incidence with a particular value. * Switch on the ray box and make the light ray overlap the incidence ray. * Draw the refracted ray that overlaps the light ray which is bent away the normal. * Connect the incidence ray and refracted ray. * Measure each angle of deviation which is relative each angle of incidence. * Repeat the experiment and record different results. (Measure all the angles by using a protractor.) Valid Evidence: > Vary angle of incidence (independent
To investigate how the depth of the water will effect the speed of a wave in it.
Gail Wingham Sc1 - Waves Investigation: To investigate how the depth of the water will effect the speed of a wave in it Back round Knowledge and Theory: A wave is a continuous movement of individual particles to form a way of transportation for water, light, sound and other such paraphernalia. A simplified diagram of a general 'wave' looks like this There are 3 main things which will be relevant in my investigation, these are; o Wavelength o Frequency o Wave Speed The equations below give the formulas to show that all 3 factors are related to each other Wavelength = Frequency Wave Speed Frequency = Wavelength Wave Speed Wave Speed = Wavelength x Frequency You can understand why there are in direct proportion if you think of it in an example Fig.1 Fig.1 shows a wave in sea. In my experiment I am investigating how the depth of the water effects the speed of a wave and this can be seen in fig.1 that the depth of the wave (also known as amplitude) because the deeper the water the longer the particles take to reach the bottom and travel back up to the top again. Frequency is measured in Hz which is another way of saying waves per second and so if the depth is quite deep then in comparison to shallower water it would take longer for the particles to go from top to bottom (if both are given the same starting force) and therefore less waves can be made in one
