Electricity and Floral litmus solutions

For 121 in the morning I again opted not to cover magnetism but rather to focus on power, voltage, current, and resistance relationships. After running a series of examples of P = iV and V = iR on the board for various appliances, I took the class to visit an air conditioning unit.  The text has yet to be rewritten to take into account this shift in curriculum to a focus on electrical power usage, a shift that has also occurred during the regular term.


We worked out the power used by some of the split AC units. Some units are 1200 BTU 110 volt units, others are 2400 BTU 220 volt units. Then I took the class down to the library to see the solar panel output.



Risenta and Jimmy in the library.



By the time we reached the panel, the students had already been introduced to Watts, kiloWatts, DC, AC, and even to Celsius day time temperatures (chapter six and eight)



Notes on the board from the morning session. The other board was not imaged.



As I chose to do spring 2013, I used a decade resistance box to set up a linear relationship of voltage and current.



The voltage was varied by increasing the number of dry cell batteries hooked up in series.



Rock and Tracy study the ancient ammeter and voltmeter.



Risenta looks on from the left, Rockson, Jane Rose, and Tracy observe the voltage and current for four batteries in series.



The data which was gathered.



The very next day is chemistry. In a day. Welcome to physical science. A whole multi-hundred year field of study in a single day.



Sodium. Chloride. Sodium chloride. Hydrogen. Two. Oxygen. H2O.



Hydrogen and lithium.

The limes from the tree next to the house were too young to produce significant amounts of acid.



Tina Kephas.



Rose Ann, Tracy, Jane Rose.



Rose Ann, Tracy.



Jane Rose works on unknowns.



Elmihra and Kamleen.



Table set-up for lab 13.
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