Kolokolo Bird Blog Archive rlws Baccalaureate ... lumberjack zarąbał Maxwell and Heisenberg
Today was the turn of physics. Railway in the literal sense, because the trains are an integral scenery rlws school work. Until I felt sick. No trains. From banality, rlws bzdetowości and manifest rlws error. Probably worse than a year ago. Lumberjack of 2000 and the triumph of pedagogical thought prof. Semadeniego. Basic Level
We have the most banal and schematic najtypowszych tasks. You have a plus note that improved narrative: this year we have trains, elevators, and even Gagarin, not Hansel drawing toy. Most of the tasks is to thoughtlessness and forge. The substitution of one proper pattern or knowledge of the definition. rlws Although it happens that you have a bit of a pattern to transform. Comparing the movement of the satellites and the Moon, you have to answer the question of speed, while Formula III forged Kepler's orbital period.
As usual, we also have a school pseudorzeczywistość. Elevator where we stand on the scales, is several times slower than encountered in daily life starts and stops with the acceleration of $ 0.4 \, {\ rm m / s ^ 2} $, the actual elevators in residential buildings to accelerate from $ 1 $ to $ 2 \, \ rm {m / s ^ 2} $.
Even more unreal came Task 18: To check the banknotes used lamp emitting rlws ultraviolet radiation power of 4 W at a wavelength of 312 nm. Calculate the number of photons generated by this light at the time of 1 second. Cool, is not it? A student who has to ask about the performance rlws of this lamp? In typical low-pressure mercury-vapor lamps used for such purposes, the yield is about 35% - the remaining 65% of the energy is converted to heat. No one also came to mind that this lamp is not lit monochromatic light, and several lines, some of them in the visible (violet light seen under checker rlws for notes?)
Unreality is croup. 20.2 Calculate the acceleration with which will move an electron and a positron, if they end up in a distance of 1 cm from each other. Include only the force of mutual electrostatic attraction of these particles. Here we have to deal with the inculcation of false and harmful intuition. rlws Someone popped to mind that would be fun to dress up a simple task of electrostatics (for substitution of the standard Coulomb) in such realities. But I do not think the fact that the electron and positron rlws are not balls of tinfoil, or similar objects. In reality this task classical description rlws of their movement, though still acceptable as an approximation, is already so close to the limit of applicability of the quantum effect of such a measure would be a blur of at least a few percent. Such "reality" task unnecessarily build belief in the applicability of classical mechanics and use its concepts to quantum objects such as electrons. Why disturb the minds? rlws As if you could not dress almost identical tasks in reality, not based on heisenbergowski rlws barrier between the quantum microcosm rlws and the classical rlws macroworld and ask for attracting the electrified ping-pong balls?
We also forcing rlws the student to reach his left hand over his right ear. Zad.16.2 (common to several tasks description diffraction grating) rlws When the green light is used instead of the red light, the distance between the spots increased. Explain the reason for the change, using the appropriate formulas. You do not need to use any patterns (such command rlws every student understands the demand calculations by substituting into the formula), only know the correctness, saying that the sine of the angle of deflection of light after passing through the mesh is proportional to the wavelength. rlws The rest of this formula no longer have to remember, to know or to substitute rlws him anything. Even less, just know that the angle of deviation rlws increases with the wavelength. No matter how it grows. And because the red light is longer, than the green, the red spots are farther apart than the green light illumination. But the student has to justify the response patterns rather than simple reasoning.
However, I must commend another job (16.3) Calculate the total number of spots that can be seen on the screen using light with a wavelength of 0.53 microns, if comply with the described plate. requirement unthinkable for a moment. You have to come up with that on the screen located behind the net, you will see only those spots that are biased by no more than $ 90 ^ \ circ $ from the axis to the left or right, and added how much they will be.
It should also be noted that the authors of tasks in physics, rlws in contrast rlws to the authors of the tasks of chemistry know that the collapse of the $ \ beta $ are also produced antineutrinos (Problem 19.2) task is almost identical to a similar chemistry (other isotopes are involved in the reaction) , but here already the reaction is written correctly. rlws Well ... almost correctly. The task we have: $ ^ {131} _ {\ phantom {0} 53} {\ rm I} \ longrightarrow {^ {131} _ {\ phantom {0} 54} {\ rm Xe}} + e ^ - + \ bar \ nu_e + \ gamma $, and in fact this is the decay of a two-phase $ $ ^ {131} _ {
Today was the turn of physics. Railway in the literal sense, because the trains are an integral scenery rlws school work. Until I felt sick. No trains. From banality, rlws bzdetowości and manifest rlws error. Probably worse than a year ago. Lumberjack of 2000 and the triumph of pedagogical thought prof. Semadeniego. Basic Level
We have the most banal and schematic najtypowszych tasks. You have a plus note that improved narrative: this year we have trains, elevators, and even Gagarin, not Hansel drawing toy. Most of the tasks is to thoughtlessness and forge. The substitution of one proper pattern or knowledge of the definition. rlws Although it happens that you have a bit of a pattern to transform. Comparing the movement of the satellites and the Moon, you have to answer the question of speed, while Formula III forged Kepler's orbital period.
As usual, we also have a school pseudorzeczywistość. Elevator where we stand on the scales, is several times slower than encountered in daily life starts and stops with the acceleration of $ 0.4 \, {\ rm m / s ^ 2} $, the actual elevators in residential buildings to accelerate from $ 1 $ to $ 2 \, \ rm {m / s ^ 2} $.
Even more unreal came Task 18: To check the banknotes used lamp emitting rlws ultraviolet radiation power of 4 W at a wavelength of 312 nm. Calculate the number of photons generated by this light at the time of 1 second. Cool, is not it? A student who has to ask about the performance rlws of this lamp? In typical low-pressure mercury-vapor lamps used for such purposes, the yield is about 35% - the remaining 65% of the energy is converted to heat. No one also came to mind that this lamp is not lit monochromatic light, and several lines, some of them in the visible (violet light seen under checker rlws for notes?)
Unreality is croup. 20.2 Calculate the acceleration with which will move an electron and a positron, if they end up in a distance of 1 cm from each other. Include only the force of mutual electrostatic attraction of these particles. Here we have to deal with the inculcation of false and harmful intuition. rlws Someone popped to mind that would be fun to dress up a simple task of electrostatics (for substitution of the standard Coulomb) in such realities. But I do not think the fact that the electron and positron rlws are not balls of tinfoil, or similar objects. In reality this task classical description rlws of their movement, though still acceptable as an approximation, is already so close to the limit of applicability of the quantum effect of such a measure would be a blur of at least a few percent. Such "reality" task unnecessarily build belief in the applicability of classical mechanics and use its concepts to quantum objects such as electrons. Why disturb the minds? rlws As if you could not dress almost identical tasks in reality, not based on heisenbergowski rlws barrier between the quantum microcosm rlws and the classical rlws macroworld and ask for attracting the electrified ping-pong balls?
We also forcing rlws the student to reach his left hand over his right ear. Zad.16.2 (common to several tasks description diffraction grating) rlws When the green light is used instead of the red light, the distance between the spots increased. Explain the reason for the change, using the appropriate formulas. You do not need to use any patterns (such command rlws every student understands the demand calculations by substituting into the formula), only know the correctness, saying that the sine of the angle of deflection of light after passing through the mesh is proportional to the wavelength. rlws The rest of this formula no longer have to remember, to know or to substitute rlws him anything. Even less, just know that the angle of deviation rlws increases with the wavelength. No matter how it grows. And because the red light is longer, than the green, the red spots are farther apart than the green light illumination. But the student has to justify the response patterns rather than simple reasoning.
However, I must commend another job (16.3) Calculate the total number of spots that can be seen on the screen using light with a wavelength of 0.53 microns, if comply with the described plate. requirement unthinkable for a moment. You have to come up with that on the screen located behind the net, you will see only those spots that are biased by no more than $ 90 ^ \ circ $ from the axis to the left or right, and added how much they will be.
It should also be noted that the authors of tasks in physics, rlws in contrast rlws to the authors of the tasks of chemistry know that the collapse of the $ \ beta $ are also produced antineutrinos (Problem 19.2) task is almost identical to a similar chemistry (other isotopes are involved in the reaction) , but here already the reaction is written correctly. rlws Well ... almost correctly. The task we have: $ ^ {131} _ {\ phantom {0} 53} {\ rm I} \ longrightarrow {^ {131} _ {\ phantom {0} 54} {\ rm Xe}} + e ^ - + \ bar \ nu_e + \ gamma $, and in fact this is the decay of a two-phase $ $ ^ {131} _ {
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