including theories such as the intermediate disturbance hypothesis.
Refraction by ice is of huge importance to astronomers and environmental scientists. Water is a dominant building material for solid celestial bodies: it makes up the polar ice caps on Mars and is a major component of interstellar 'dust'. Astronomers use radiation in the Far Infra-red (Far IR) to penetrate this dust but they need to know a lot about how light refracts as it passes through. Here on Earth the optical properties of clouds are also critical: we know that Cirrus clouds are composed of water and ice and that they play and important part in regulating the Earth's climate variability. And what simpler way is there of measuring the thickness of Artic ice (even 2 km thick) than by sending radiation into the ice and measuring aspects of its refraction and reflection.
Intermediate disturbance hypothesis?
A great EEI would be to look at the fluctuations at various depths (0 cm, 10 cm and so on) as a heat source is applied and removed at the surface. Maybe get a plastic pipe, drill holes every 10 cm or whatever, fill it with the soil being investigated, stick some thermometers in (or temperature probes) and place a heat lamp at the end and turn it on for 30 minutes and then off for 30 minutes and so on. If you had a datalogger and a electronic timer for the lamp you could leave it go for a few days. You get a square wave of heat - but that's okay. Soil scientists tell us that the rate of change of temperature at any depth is proportional to the second spatial derivative of the temperature profile (but that is way to complex for Year 12, and me).
If you place a hot steel ball bearing on parallel metal track near a supermagnet, the ball sits there for a while and then zooms off. I have seen the video clip made by Mr Mark Young and his former physics class at Churchie (some frames below) but just what is going on here? Something to do with cooling below the Curie Temperature. It would be an interesting experiment to try. I have a hypothesis but have never had time to test it.
Senior Physics - Extended Experimental Investigations
Here's a great EEI idea particularly if you are into rock music. Two essential devices in amplified music are the microphone and the loudspeaker. They are somewhat similar: moving-coil microphones use the same principle as in a loudspeaker, only reversed. Microphones have a small movable coil positioned around a cylindrical permanent magnet and attached to a diaphragm (the cone). When sound waves strike the microphone, the coil moves and a electrical signal is induced. In a loudspeaker the electrical current moves the coil and cone and pushes out sound waves. So a loudspeaker can function as a microphone. US scientist Alexander Graham Bell - Professor of Vocal Physiology at the University of Boston - made a fortune from his patent on this idea (Patent 174, 465, 1876; the most successful patent ever).
FAU Catalog - Charles E. Schmidt College of Science
exploratory experiment RELATED: critical experiment ♦ Anexperiment carried out to find out what happens in a particularsituation, without any clearly formulated hypothesis at the start. Forexample, if you discovered a new type of cell in the body, but had noidea about its function, you might study the effects on it of severalknown hormones. Much research is of this general type. It providesinformation that may generate hypotheses and eventually support ordisprove ideas.
GEOG 155 Final Exam Flashcards | Quizlet
default What is to be understood if you don't specifysomething different. This word has become common through computerusage,where software will often use its own ('default') values for parametersunless you take steps to change them. Some scientific words like'percentage' or 'amplitude' have default meanings in particularcontexts, that can nevertheless be altered. It is usually good practicenot to assume a default meaning, since it may not be universallyaccepted.
This chapter focuses on the international trade theory
There is a great temptation to compare the various materials to see which performs best; but you have to ask "what variables are you considering?". Such a comparison may be okay for a Junior Science project or EEI but it is very problematical for a Senior Physics EEI. Presumably you would have different building materials to test but the question is: what is the manipulated variable. If it is just "type of material" then on what basis are you comparing them? You could have variable R-values but you would need to keep all other variables constant (thickness, surface area, heat source, time).
My suggestion is to investigate varying thickness of a single insulating material. That way there would be some physical quantity to analyse other than R-value (which is merely the result of an experimental determination anyway). The last thing you want is the temperature inside the house for a bunch of building materials without any physics theory behind why they have different thermal conductivity other than "they just do". That is, what is their relationship to each other? This is a physics EEI and physics principles, theories and concepts must be at the forefront of any investigation. Otherwise, I think you would find difficulty in being able to address the the criterion (Queensland Syllabus IP3):