Grade:
8
Unit Title:
From Fire to Fibre Optics
Name:
____________________________
Teacher:
____________________________
MYP8 – From Fire to Fibre Optics Calendar
Week
Date
Activity
1
26/08
Communicating with Sound, Key Terms
2
02/09
Talking String, Sound in Space
3
09/09
Trip Week
4
16/09
Noise Pollution, Reflection Point
5
23/09
AB assessment
6
30/09
The E-M Spectrum
7
07/10
Signal Fires, Warning Beacons
8
14/10
Reflecting Rays, periscopes
9
21/10
Curved Mirrors, Reflection Point
10
28/10
Break
11
04/11
DE Assessment
12
11/11
C Assessment
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MYP8 – From Fire to Fibre Optics The MYP Programme Model
The Area of Interaction for this Unit is; Community & Service The Unit Question is; How can our understanding of waves help the Community?
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MYP8 – From Fire to Fibre Optics Areas of Interaction
Approaches to learning (ATL) How do I learn best? How do I know? How do I communicate my understanding?
Community and service How do we live in relation to one another? How can I contribute to the community? How can I help others?
Human Ingenuity Why and how do we create? What are the consequences?
Environment Where do we live? What resources do we have or need? What are my responsibilities?
Health and social education How do I think and act? How am I changing? How can I look after myself and others?
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MYP8 – From Fire to Fibre Optics MYP Objectives A
One world To understand how science and society are linked together. To understand the consequences of science on our lives. To understand that science can be used to solve local & global problems.
B
Communication in science To develop communication skills in science. To develop presentation skills of scientific information. To develop processing skills of scientific information.
C
Knowledge and understanding of science To understand the main ideas and concepts of science. To apply scientific information to solve problems. To develop critical and reflective thinking skills.
D
Scientific inquiry To define the research question to be investigated. To design and carry out a scientific investigation. To analyse and evaluate the investigation.
E
Processing data To collect and record data appropriately. To present data using appropriate methods. To draw reasoned conclusions.
F
Attitudes in science To safely and skilfully carry out scientific investigations. To work effectively as members of a team. To show respect for themselves, others and the environment.
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MYP8 – From Fire to Fibre Optics From Fire to Fibre Optics
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MYP8 – From Fire to Fibre Optics From Fire to Fibre Optics
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MYP8 – From Fire to Fibre Optics AB Assessment
You will have one assessment of criteria A and B. This assessment is entitled Using Waves. Scenario Some waves have been observed since the beginning of history. Today, all types of wave are used to observe the world around us, from the study of nano-particles and microscopic organisms to outer space.
Your task is to; •
Choose one type of wave which interests you.
•
Research ways in which this type of waves is used to solve a particular problem;
•
Describe and explain how this type of wave is used.
•
Evaluate the impact of using this type of wave on social, cultural, political and environmental issues.
•
Include both text and graphical sources of information and ensure that your report is interesting to read and has impact.
•
Ensure that your report is no more than 1200 words long.
•
Include a full bibliography including references at the point of use using the MLA referencing style.
Examples as possible starting points. •
Using x-Rays to see bones inside bodies.
•
Using Infra-Red rays to see warm/ hot objects
•
Using Ultrasound waves to explore oceans.
•
Using Seismic waves to discover more about the Earth’s structure.
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MYP8 – From Fire to Fibre Optics Criterion A
Level A: One World
0
The Student Should…
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
• The student states how science is applied and how it may be used to address a specific problem • 1 - 2 or issue in a local or global context. The student states the effectiveness of science • and its application in solving the problem or issue.
The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context.
3-4
•
The student describes the effectiveness of science • and its application in solving the problem or issue. The student describes the implications of the use • and application of science interacting with at least one of the following factors: moral, social, economic, political, environmental, cultural and ethical.
•
5-6
The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context. • The student discusses the effectiveness of science and its application in solving the problem or issue. The student discusses and evaluates the implications of the use and application of science • interacting with at least two of the following factors: moral, social, economic, political, environmental, cultural and ethical.
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I have stated the type of wave chosen and a correct source and detector. I have state an approximate frequency and wavelength for a wave of this type. I have stated at least one practical use of the wave and stated its effectiveness.
I have described the type of wave chosen and given details of a correct source and detector. I have stated the appropriate frequency and wavelength range. I have described at least one practical use of the wave to solve a problem or issue. I have described the advantages and disadvantages of using the wave in terms of at least one of the following factors: moral, social, economic, political, environmental, cultural and ethical.
I have described the type of wave chosen and given appropriate scientific details of a correct source and detector. I have state the appropriate frequency and wavelength range. I have calculated values as necessary to support any data given in my report. I have discussed at least one practical use of the wave and evaluated its use in terms of at least two of the following factors: moral, social, economic, political, environmental, cultural and ethical.
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MYP8 – From Fire to Fibre Optics Criterion B
Level
B: Communication
Student Description
0
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student uses a limited range of scientific language correctly.
•
I have presented my information using some scientific words or ideas
The student communicates scientific information with limited effectiveness.
•
I have made an effort to present my information clearly.
The student makes little attempt to document sources of information.
•
I have made an effort to include a bibliography
The student uses some scientific language correctly.
•
I have presented my information using some clearly described scientific terms and ideas.
The student communicates scientific information with some effectiveness.
•
I have made an effort to present my information clearly using both text and graphical sources, so that my audience can understand it,
•
I have included a bibliography
•
I have presented my information using a range of clearly described scientific terms and ideas.
•
I have presented my information clearly using text and graphics with impact, so that my audience can understand it.
•
I have included a detailed bibliography and I have fully referenced my sources using the MLA referencing style.
1-2
3-4
The student partially documents sources of information.
The student uses sufficient scientific language correctly. 5-6
The student communicates scientific information effectively. The student fully documents sources of information correctly.
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MYP8 – From Fire to Fibre Optics C Assessment
You will have a test on this topic on _______________________________
You will need to revise and learn about the following; Topic
Page in Workbook
Light rays and waves Reflection, refraction and total internal reflection Optical fibres Sound waves Speed of sound and echoes Characteristics of sound waves Ultrasound Spectrum of light Electromagnetic waves Sending signals
You will develop the following MYP objective Criterion C – Knowledge and Understanding of Science
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MYP8 – From Fire to Fibre Optics Criterion C
Level
C – Knowledge and Understanding
Student Description
0
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student recalls some scientific ideas, concepts and/or processes.
•
I know about the main ideas in this topic (see previous page)
The student applies scientific understanding to solve simple problems.
•
I can answer simple problems on this topic.
The student describes scientific ideas, concepts and/or processes.
•
I can describe and give examples of the main ideas in this topic (see previous page)
The student applies scientific understanding to solve complex problems in familiar situations.
•
I can use information from tables and graphs.
The student analyses scientific information by identifying parts, relationships or causes.
•
I can write conclusions from the information given
•
I can explain and give examples of the main ideas in this topic (see previous page)
•
I can use information from tables and graphs in problems that are new to me.
•
I can write conclusions and evaluations from the information given
1-2
3-4
The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations.
5-6
The student applies scientific understanding to solve complex problems including those in unfamiliar situations. The student analyses and evaluates scientific information and makes judgments supported by scientific understanding.
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MYP8 – From Fire to Fibre Optics DE Assessment
You will one assessment of Criteria D and E. The assessment is entitled Making Waves. Water waves can be useful – we can use then to generate electricity for example. They can also be very destructive – for example the Tsunami that struck Japan in 2011. In this experiment you will investigate the factors that affect the speed of a wave through water. You will be shown how it is possible to use a small rectangular waterproof box and other easily available equipment, to measure the speed of a pulse wave in the box. Your task is to carry out a through investigation on what affects the speed of waves in the liquid in the box and individually write it up. It is essential to design a method that allows for the collection of repeated and reliable data. Your choice of independent variable should allow for a wide range of values to be tested.
Available equipment; •
Wooden blocks
•
Variety of sizes of rectangular based boxes
•
Stopwatch
•
Ruler
•
Half-Meter Rule
•
Other Equipment as available and on request
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MYP8 – From Fire to Fibre Optics Tips for Planning
Aim What are you going to investigate? How are you going to do it?
Hypothesis •
What will be the effect of changing the independent variable?
•
Explain using scientific knowledge why you think this will happen
•
Have you any trial preliminary data to help you identify the significance of possible variables?
Variables Make a list of your variables in the following way; •
Independent variable – the factor that you change.
•
Dependent variable – the factor that you will measure.
•
Controlled variables – factors that you will keep the same to make it a fair test.
Apparatus •
Write a list of apparatus you will need in order to do your experiment.
•
Draw a labelled diagram of your apparatus for each design that you make.
Method Describe what it is you are trying to do in this investigation. It is good to make a plan that is a step by step guide, so that somebody else could follow it. •
Describe how you will make your experiment a fair test.
•
Describe how you will make your experiment safe.
•
Explain how you will make your measurements reliable
•
Explain how you will make your measurements valid
•
State the number of repeats and range of values for your independent variable.
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MYP8 – From Fire to Fibre Optics Tips for Concluding and Evaluating
Data Collection Make sure that all tables have; •
A heading (title)
•
Labels and units
Data Processing •
Calculations (e.g. average, range, calculation …)
•
An appropriate graph
Make sure that all graphs have; •
A title
•
Labels and units where appropriate
•
An smooth line or curve of best fit through the data
Conclusion •
Describe what your results tell you – look for trends and patterns in your data
•
Explain the results using scientific knowledge
•
Compare your results to your hypothesis. Do your results support your hypothesis?
•
Describe how you could extend or modify the investigation to look at a related area.
•
Evaluate the strengths and weaknesses of your experiment.
•
Complete a table as shown below.
Problem
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Why it is a problem
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Possible Improvements
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MYP8 – From Fire to Fibre Optics Criterion D
Level
D – Scientific Inquiry
Student Description
0
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student attempts to state a focused problem or research question. 1-2
The method suggested is incomplete. The student attempts to evaluate the method and respond to the focused problem or research question.
The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning.
3-4
The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them. The student partially evaluates the method. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests some improvements to the method or makes suggestions for further inquiry when relevant.
The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning.
5-6
The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed. The student evaluates the method, commenting on its reliability and validity. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant.
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•
I have attempted to write an aim
•
I have written a simple method
•
I have attempted to evaluate the method
•
I have written an aim
•
I have written a simple hypothesis
•
I have listed independent, dependent and controlled variables
•
I have written a method including apparatus.
•
I have described the difficulties in my method
•
I have attempted to give improvements to my method
•
I have mentioned my hypothesis in my conclusion
•
I have written a detailed aim
•
I have explained the hypothesis
•
I have described the independent, dependent and controlled variables appropriately for a fair test
•
I have written a detailed method including apparatus.
•
I have evaluated the method in detail. (weaknesses and reasons)
•
I have given detailed improvements to my method
•
I have described other factors that could be investigated
•
I have compared my conclusion to my hypothesis
VIS Science Department
21/08/2013
MYP8 – From Fire to Fibre Optics Criterion E
Level
E – Processing Data
Student Description
0
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student collects some data and attempts to record it in a suitable format.
1-2
The student organizes and presents data using simple numerical or visual forms.
•
I have obtained some results in an experiment
The student attempts to identify a trend, pattern or relationship in the data. The student attempts to draw a conclusion but this is not consistent with the interpretation of the data.
•
I have written my results in a simple table
•
I have written a simple conclusion
•
I have obtained a range of results from my experiment
•
I have written my results in a table
•
I have processed my results and have presented them in an appropriate way
•
I have written a conclusion based on my results
•
I have obtained an appropriate range of results from my experiment
•
I have written my results in a table, with labels and units
•
I have processed my results and have presented them in an appropriate way
•
I have written a scientific conclusion for my results, identifying any trends in my results and calculating any values as appropriate.
The student collects sufficient relevant data and records it in a suitable format.
3-4
The student organizes, transforms and presents data in numerical and/or visual forms, with few errors or omissions. The student states a trend, pattern or relationship shown in the data. The student draws a conclusion consistent with the interpretation of the data.
The student collects sufficient relevant data and records it in a suitable format. The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly. 5-6
The student describes a trend, pattern or relationship in the data and comments on the reliability of the data. The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.
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MYP8 – From Fire to Fibre Optics Criterion F
Level
F – Attitudes in Science
Student Description
0
The student does not reach a standard described by any of the descriptors given below.
The student does not reach a standard described by any of the descriptors given below.
The student requires some guidance to work safely and some assistance when using material and equipment. 1-2
•
I attempted the experiment but often needed help.
•
I had to be reminded about working safely
•
I found that working with other students was difficult and had to be reminded about cooperation several times
•
I carried out the experiment with only occasional help.
The student works responsibly with regards to the living and non-living environment.
•
I had due regard for the safety of myself, others and the environment.
When working as part of a group the student cooperates with others on most occasions.
•
I found that working with other students was straightforward.
•
I carried out the experiment without any help.
The student works responsibly with regards to the living and non-living environment.
•
I had due regard for the safety of myself, others and the environment
When working as part of a group, the student cooperates with others.
•
I found that working with other students enhanced the experiment
The student requires some guidance to work responsibly with regards to the living and nonliving environment. When working as a part of a group, the student needs frequent reminders to cooperate with others.
The student requires little guidance to work safely and little assistance when using material and equipment. 3-4
The student requires no guidance to work safely and uses material and equipment competently. 5-6
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MYP8 – From Fire to Fibre Optics Traffic Lights
â˜ş
No.
Question / Statement
1
I can describe how sounds are made.
2
I can give examples of how sound waves are used in the world around us.
3
I can describe sound waves in terms of pitch and volume.
4
I can describe different waves using key ideas like amplitude, frequency and wavelength.
5
I can calculate the speed of a wave in different situations.
6
I can describe the parts of the electromagnetic spectrum
7
I can use the law of reflection to complete a ray diagram for a combination of mirrors
8
I can evaluate the strengths and weaknesses of different forms of wave when used for particular jobs
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MYP8 – From Fire to Fibre Optics An Explosion of Communication
What do we know about how we communicate and the science involved in the process? Can we use our scientific knowledge to decide what is important and what is not? How many ways are there to communicate? Over the past few hundred years, there has been an explosion of communications over long distances. Because of the rapid increase in the number of ways that we can communicate, our world is rapidly changing.
Look at this timeline; •
In 1800 the most modern way to communicate over any distance was by letter.
•
By 1850, the telegram was also being used.
•
By 1900, the telephone was in use.
•
By 1940, television was in use commercially.
•
By 1980, commercial mobile phones were in use.
•
By 1990, the internet was in commercial use.
You will need to think about how important each discovery or invention affects our life and the evolution of our world. It is also important that you can develop your explanation of these natural phenomena so you can make important scientific decisions about how they could affect the future of our society.
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MYP8 – From Fire to Fibre Optics Ways of Representing Waves
Your teacher may demonstrate some ideas about waves using a slinky. The graph below shows the sort of pattern that you might see using a slinky. This sort of graph, where the wave is “frozen in time”, shows a snapshot of the wave at one point in time – just as if you had taken a photograph.
A Snapshot of a Slinky Wave 4.00
3.00
2.00
Amplitude / cm
1.00
Distance / cm 0.00 0.00
25.00
50.00
75.00
100.00
125.00
150.00
-1.00
-2.00
-3.00
-4.00
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MYP8 – From Fire to Fibre Optics Ways of Representing Waves
Because the graph on the previous page is “frozen in time”, it can give us no information about the rate or speed of the waves. The important ideas about waves from this type of graph are that they; •
Are regular – the wave motion creates a vibration or oscillation that goes back and forth, or side to side, or up and down etc. The top of each wave is called the wave peak or crest and the bottom is called the wave dip or trough.
•
Have an amplitude – the disturbance has a size, measured from the centre line.
a) What is the amplitude of the wave on the previous page? …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
•
Have a wavelength – the separation between one point on a wave and an identical point on the next wave.
b) What is the wavelength of the wave on the previous page? …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Ways of Representing Waves
We can also choose to look at one point on a wave, and see what happens to that one point as time goes by. This would be like putting a cork into water and watching what happens to the cork when waves are made. The sort of information that you might get is shown below.
The Motion of One Point of a Slinky Wave 4.00
3.00
2.00
Amplitude / cm
1.00
Time / s 0.00 0.00
0.20
0.40
0.60
0.80
-1.00
-2.00
-3.00
-4.00
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MYP8 – From Fire to Fibre Optics Ways of Representing Waves
From this representation of the wave we get some new information. We have; •
The amplitude of the wave – as before.
•
The frequency of the wave – the number of oscillations in one second. Frequency can be thought of as “waves per second”. Frequency is measured in Hertz (Hz) where 1 Hz is 1 wave per second. a) What is the frequency of the wave in the graph above? …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
•
The period of the wave – the time for one complete wave. The period can be thought of as “seconds per wave”. b) What is the period of the wave shown in the graph above? ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
c) What is the connection between the frequency of the wave and the period of the wave? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics What is a Wave?
A wave can be defined as; A disturbance or variation that transfers energy progressively from point to point in a medium
The key ideas so far are; amplitude, wavelength, frequency and period. We also have a connection between the frequency and period of a wave;
1
You can also get some ideas about waves at these links; http://www.kettering.edu/physics/drussell/Demos/waves-intro/waves-intro.html http://phet.colorado.edu/sims/wave-on-a-string/wave-on-a-string_en.html
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MYP8 – From Fire to Fibre Optics Wave Speed
To work out the equation for the speed of a wave, follow through the steps in this exercise. Joe is watching waves made on a slinky. He measures the distance travelled by a wave peak in one second. The slinky wave has a wavelength of 1m – so each peak or crest is 1m apart. The frequency is 1 Hz – one wave per second, so each wave passes Joe 1 second apart. a) Each wave travels a distance of 1m (the wavelength) in one second (the frequency). What is the speed of the wave? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… b) Suppose now that each wave had a wavelength of 2m – so that each peak was 2m apart. If the frequency remains the same, one wave per second, what is the speed of the wave now? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… c) Suppose that the wavelength was changed back to 1m, as before. This time, the frequency was doubled to 2Hz – 2 waves per second. What is the speed of the wave now? ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
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VIS Science Department
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MYP8 – From Fire to Fibre Optics Wave Speed
From the example on the previous page, we can say;
The wave speed (or more correctly the wave velocity) has a symbol v and is measured in metres per second, or ms-1. The frequency has a symbol f and is measured in Hz (which is equivalent to a unit of s-1 or per second). The wavelength has a symbol Îť (The Greek latter Lambda) and is measured in metres.
Example 1 A guitar makes a note of frequency 440Hz (the sound of a low “A�) and wavelength 0.75m. What is the speed of the wave?
440 0. 75 330 & '( Example 2 The sounds of a low “E� and “G� on the same guitar have frequencies of 330 Hz and 390Hz. What are the wavelengths of the “E� and “G� notes?
330 1.0 & 330 +: 330 0.84 & 390 ):
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MYP8 – From Fire to Fibre Optics Questions
1. The diagram shows some waves travelling along a rope.
rope attached to wall
a) Show on the diagram i)
the wavelength of one of the waves
ii)
the amplitude of one of the waves.
b) The waves shown on the diagram were produced in two seconds. What is the frequency of the waves? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… c) The speed of the waves in the diagram is 5.0 cm s-1. Write this speed in ms-1. ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… d) Hence calculate the wavelength of the waves shown in the diagram in metres. ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Questions
2. A wave is shown below.
a) On the wave, mark the amplitude and wavelength. b) The wave has a frequency of 25 Hz. Explain what the term frequency means. ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… c) The speed of the wave is 5.0 ms-1. Calculate the wavelength of the wave. ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
d) The frequency of the wave is doubled. The speed of the wave remains unchanged. State, or calculate, the new wavelength of the wave. ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Questions
3. All radio waves travel at the speed of light. The speed of light is 3.0 x 108 ms-1 in air. a) Calculate the wavelength, in metres, of a radio wave which is broadcast at a frequency of 909 kHz. Show clearly how you work out your answer. ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
b) The microwaves that are used in a typical microwave oven have a wavelength of 12cm. The speed of microwaves in air is the same as for radio waves. Calculate the frequency of the microwaves. ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
c) The x-rays that are used to take pictures of bones at hospitals typically have a frequencies measured in EHz. The prefix E stands for “Exa” and is equivalent to 1018 Suppose X-rays of frequency 6.0 EHz are used to take pictures of bones. X-rays also travel at the same speed as radio waves in air. What is the wavelength of the x-rays? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Questions
4. Earthquakes produce various types of wave, called seismic waves. The instrument that is used to record earthquake waves is called a seismometer and the graph produced by a seismometer is called a seismograph. The vibration caused by one type of seismic wave, called a P wave, travelling at a speed of 7.6 km s-1 has been recorded on the seismograph below.
10 seconds
a) What is the period of the P wave shown? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… b) What is the frequency of the P wave shown? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… c) Calculate the wavelength of the P wave. Show clearly how you work out your answer and give the unit. ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Communicating with Sound
Humans like to talk – it is our most natural form of communication. All sounds are made from something that vibrates. In the case of talking, something inside our voice box is vibrating. Your teacher will show you a microphone and an oscilloscope. This is a device that displays electrical signals where the horizontal x-axis is time. Your teacher may also use a signal generator to make sounds. Look at the effect of making different sounds on the pattern shown on the oscilloscope. Try making one pure note. What happens when the note is changed – louder, quieter, higher pitched, lower pitched?
Complete these sentences using some or all of these words. pitch
volume
higher
lower
a) The height of the wave on the oscilloscope tells us about the __________________________________________ of the sound. b) The connection is that a when the volume is increased then the wave is _________________________________________ c) The separation of two consecutive peaks (crests) or dips (troughs) tells us about the __________________________________________ of the sound. d) The connection is that when the peaks / dips are closer together then the pitch is __________________________________________
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MYP8 – From Fire to Fibre Optics More Key Wave Words
We do not usually talk about the Period of a wave. It is much more common to talk about the frequency of a wave.
Frequency and Period Remember, the period is the time for one complete wave – the number of seconds per wave. The frequency is the number of waves per second. The unit of frequency is the Hertz (Hz) where one Hz means one wave per second.
./
1
Frequency and Pitch a) What is the connection between the frequency of a sound and the pitch of the sound? A sound with a high pitch has __________________________________________________
Examples b) A sound wave has a period of 5 milliseconds (5 ms). What is the frequency of the sound? …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… c) A sound wave has a frequency of 2 kHz (remember, k = kilo = 1000). What is the period of the sound? …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Beat It!
Sound can be used to communicate over long distances. Sound waves travel quickly; Speed of sound in air = 300 ms-1. Two ways of communicating with sound are the horn and the drum. Watch these clips about the Alphorn and African Drumming. http://www.youtube.com/watch?v=m99gbD_VWts&feature=related http://www.youtube.com/watch?v=3rlfZ68GTAs&feature=related
Talking Drums African explorer Henry Morton Stanley was amazed to find that the villagers invariably knew he was coming in advance of his arrival. The solution was the talking drum. Complicated messages could be sent over long distances by using different volumes, pitches and rhythms.
Questions. Use some or all of these words to complete the following sentences. faster
harder
slower
softer
amplitude
period
To make a louder sound on a drum, the ___________________________________ must be increased. This can be done by striking the drum _____________________________________. To make a more frequent sound the _________________________________ must be decreased. This can be done by striking the drum ________________________________
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MYP8 – From Fire to Fibre Optics Talking String
Another simple way of communicating with sound is to make a string telephone. For this activity you will need. •
Two paper cups
•
Some string – preferably several metres.
Keep this secret! The message that I want to transmit is; …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… The message that I heard was; …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Sound in Space
Electric Bell
Can we use sound waves to communicate in space? Your teacher may demonstrate the conditions of space in the “Bell Jar Experiment”. You could also watch a video of the same experiment on; http://il.youtube.com/watch?v=ce7AMJdq0Gw&feature=related
Conclusions Sound _______________________________________ travel through a vacuum (empty space). This is because, in a vacuum, there are no ___________________________________________ to vibrate. So sound waves ____________________________________ be used to communicate in space.
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MYP8 – From Fire to Fibre Optics Noise Pollution
In this activity you will research the loudness of different sounds. The loudness of a sound depends on how far away the sound is from you – the further you are from a sound, the less loud it becomes. Loudness is measured in decibels (dB). The amount of time you listen to a loud sound affects how much damage it will cause. The quieter the sound, the longer you can listen to it safely. If the sound is very quiet, it will not cause damage even if you listen to it for a very long time; however, exposure to some common sounds can cause permanent damage. With extended exposure, noises that reach a decibel level of 85 can cause permanent damage to the inner ear, leading to hearing loss. Many common sounds may be louder than you think… Find out how loud these common sounds are. Then highlight the sounds that can cause permanent damage to your hearing.
Sound
Loudness in dB
Loudness in dB
Sound
iPod
Bulldozer
Hairdryer
Washing machine
Whisper
Busy city traffic
Typical Speech
Auto horn (1m)
Gunshot
Vacuum Cleaner
Rock concert
Jet take off (60m)
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MYP8 – From Fire to Fibre Optics Test Yourself
Keyword
Description
Decibel
The size or tallness of a wave, measured from the centre to the crest.
Frequency
These are the cause of all sounds
Pitch
How high or low a note sounds to us
Oscilloscope
The number of waves in one second
Period
The time taken for one complete wave
Microphone
The volume of a sound
Vibrations
A device that converts a sound into an electrical signal
Amplitude
The unit of loudness
Loudness
A device that is used to display electrical signals.
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MYP8 – From Fire to Fibre Optics Reflection Point
a) What are the advantages of using sound to communicate? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………
b) What are the disadvantages or limitations of using sound to communicate? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………
c) Which musical instruments would be good choices for communications? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Sound Practice Question 1
Three sounds, shown above, are displayed on an oscilloscope. Use the pictures to answer the following questions a) Which sound is the loudest? ……………………………………………………………………………………………………………………………………
b) Which has the highest pitch? ……………………………………………………………………………………………………………………………………
c) Which sound has the highest frequency? ……………………………………………………………………………………………………………………………………
d) Which sounds have the same amplitude? ……………………………………………………………………………………………………………………………………
e) Which sounds have the same period? ……………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Sound Practice Question 2
a) Comparing B with C, which is the louder sound? ………………………………………………………………………………… b) Which note has the higher pitch, B or C? ………………………………………………………………………………… c) Which is the higher note, A or D? ………………………………………………………………………………… d) Which sound is getting louder? ………………………………………………………………………………… e) Which sound is the quietist? ………………………………………………………………………………… f)
Trace A was the sound of a violin. Which other trace do you think was produced by a violin? Why? ………………………………………………………………………………… …………………………………………………………………………………
g) Which note has the lowest frequency? ………………………………………………………………………………… h) What do you notice about the frequency of the two violin traces? ………………………………………………………………………………… ………………………………………………………………………………… i)
Each division on the trace represents 0.01 seconds. What is the frequency of wave C? ………………………………………………………………………………… ………………………………………………………………………………… …………………………………………………………………………………
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VIS Science Department
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MYP8 – From Fire to Fibre Optics Sound Practice Question 3
Aisha drops a stone into a pond. She hears the sound and she watches ripples spreading out across the pond.
Sound, ripples on water, and light travel at different speeds. a) Which travels fastest: sound or ripples on water or light? ........................................................................................................... .................................................................................... b) Which travels most slowly: sound or ripples on water or light? ........................................................................................................... c) Which sentence about sound is correct? Tick the correct box. Sound cannot travel through air.
Sound cannot travel through stone.
Sound cannot travel through a vacuum.
Sound cannot travel through water.
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MYP8 – From Fire to Fibre Optics Sound Word Search D
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MYP8 – From Fire to Fibre Optics Looking Beyond Light Waves Radio Waves
MicroW aves
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Ultra Violet
x-Rays
Gamma Rays
What are the advantages of using light to communicate? Before you answer that question, it is important to realise that light rays are in fact just a small part of something much bigger. Light rays are a part of the electromagnetic spectrum. Look at the chart of the electromagnetic spectrum below. What happens to the frequency of the rays as you go from left to right?
The electromagnetic spectrum contains some familiar words. You might not have realised that these different types of ray are in fact all related to each other. All of these rays travel at the speed of light – in air (or vacuum) this is incredibly fast; Speed of light in air (vacuum) = 300 000 000 ms-1 or 3.0 x 108 ms-1. Notice that the frequencies are so big and change by such large amounts that they are written in standard form. So Gamma Rays, with a frequency of 1020 Hz, could be written as; 100 000 000 000 000 000 000 Hz
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MYP8 – From Fire to Fibre Optics Useful or Dangerous?
In this activity you will look at the different parts of the electromagnetic spectrum. You will find out about; •
How they can be useful
•
How some of the parts can be dangerous.
Summarise your findings in the spaces below and on the next page.
Radio Wave a) Uses; ………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. b) Dangers; .…………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
Micro Wave c) Uses; ………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. d) Dangers; .…………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
Infra Red Wave e) Uses; ………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. f)
Dangers; .…………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
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MYP8 – From Fire to Fibre Optics Useful or Dangerous?
Light Wave g) Uses; ………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. h) Dangers; .…………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
Ultra Violet Wave i)
Uses; ………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
j)
Dangers; .…………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
X-ray Wave k) Uses; ………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. l)
Dangers; .…………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
Gamma-ray Wave m) Uses; ………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. n) Dangers; .…………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
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MYP8 – From Fire to Fibre Optics Test Yourself Part of Spectrum
x- Ray
Infra Red
Ultra violet
Radio Wave
Light wave
Micro wave
Gamma Ray
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MYP8 – From Fire to Fibre Optics Signal Fires
A simple way to communicate using light is by signal fire. Watch this clip from the “Lord of the Rings” on YouTube: http://www.youtube.com/watch?v=i6LGJ7evrAg Discuss in small groups what is happening in this clip. Check that everyone in your group understands.
Summarize what is happening in the clip in your own words here: …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
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MYP8 – From Fire to Fibre Optics Signal Fires
Discuss these questions in your groups and then write your answers in the spaces below.
a) What advantages does sending messages in this way have? …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
b) What disadvantages does sending messages in this way have? …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
c) How might you improve this method of communication? …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………………….
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MYP8 – From Fire to Fibre Optics True or False?
What do you already know about light and sound waves? Test yourself here. Decide if each of the statements below is true or false. If a statement is false, change the words to make it correct. Now look at each pair of statements, and decide if the second statement is an explanation of the first one.
T A
You see light as soon almost as a light bulb is switched on.
B
Light travels very fast – 300 000 000 metres per second.
F
Does B explain A? Yes or No?
C
In a thunderstorm, you can hear thunder before you see lightning.
D
Light travel much faster than sound. Does D explain C? Yes or No?
E
Many early scientists thought that light did not take any time to travel.
F
Light travels at 300 000 km s-1 (kilometres per second.) Does F explain E? Yes or No?
G
Light travels in straight lines.
H
Light can go through transparent materials. Does H explain G? Yes or No?
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MYP8 – From Fire to Fibre Optics Light in Your Eyes
How do we see objects using light? Spot the mistakes contained in the diagrams below.
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MYP8 – From Fire to Fibre Optics Reflecting Rays
For this experiment you will need a ray box and power pack. You will also need a single slit for your ray box to get a clear, thin ray of light.
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MYP8 – From Fire to Fibre Optics Reflecting Rays
Complete this table; Angle of Incidence (⁰) Angle of Reflection (⁰)
a) Now can you write a conclusion about the experiment on the previous page? My results show that; ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… This is known as the Law of Reflection
b) If the angle of incidence was 0⁰, what would the angle of reflection be? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… c) If the angle of incidence was 90⁰, what would the angle of reflection be? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… d)
Why is it not possible to have an angle of incidence, or an angle of reflection, that is greater than 90⁰? ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………
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VIS Science Department
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MYP8 – From Fire to Fibre Optics Mirror Mirror 1
The picture below shows a car at a “T” junction. The driver of the car wants to turn left. However, he cannot see the approaching traffic on the main road very well. Note: the symbol for a normal (plane) mirror is shown on the right. The diagonal lines represent the “silvering” and the flat black line is the surface of the mirror. a) On the diagram, draw 2 plane (flat) mirrors. Position the mirrors so that the driver of the car can see traffic coming from both the left and the right directions. b) Next, use a ruler to draw rays from the cars on the left and right to the car at the T junction to help you explain how the driver can see the approaching traffic.
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MYP8 – From Fire to Fibre Optics Mirror Island You need to get a light signal from your base at A, all the way to base G. There are mirrors positioned at B, C, D, E and F. Draw on the diagram to explain how you would get a light signal from base A to base G. Make sure that you use a ruler and that you follow the law of reflection.
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VIS Science Department
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MYP8 – From Fire to Fibre Optics Mirror Mirror 2
Tina thinks that there might be a better way to see her favourite pop star. How can she use two mirrors to help her see better?
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MYP8 – From Fire to Fibre Optics Mirror Mirror 3
Mr Brown the shopkeeper would like to keep an eye on all of the customers in his shop. He thinks that he could do this in the best way by using two mirrors. Draw on the diagram to show how he could do this. Make sure that you use a ruler and follow the law of reflection.
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MYP8 – From Fire to Fibre Optics Up Periscope!
Submarines spend a great deal of time underwater. To help them see what’s happening above the water, the use a device called a periscope. One of the pictures below shows a man in a submarine looking into a periscope. Another shows the view from the surface of the sea. The third picture shows the top part of a periscope. You could think of a periscope as a long tube with a mirror at each end. In this exercise you will make a periscope. You have: a piece of card, some scissors, sellotape and two small mirrors.
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MYP8 – From Fire to Fibre Optics Up Periscope! Draw your periscope design here.
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MYP8 – From Fire to Fibre Optics Dots and Dashes
In the 1840’s, Samuel Morse developed a way of sending information via telegraph, using a series of short and long pulses (usually called dots and dashes). Morse code is so versatile that it is still used today. It can be transmitted in any way that can be turned into a “dot” and a “dash” – for example using light or sound. Try making you own sentence and send it to a partner.
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MYP8 – From Fire to Fibre Optics Global Communications
How can we use our knowledge of reflection to send messages over very long distances? One way is to use optical fibres. These are very thin pieces of Perspex. Your teacher may demonstrate them. Optical fibres work by getting a light ray to reflect off its inside walls repeatedly. Because all of the light is reflected this effect is called Total Internal Reflection. In fact, you can see the effect in any transparent material. Watch this video clip to see the effect in water! http://www.youtube.com/watch?v=oZvs2rGxtWk http://www.youtube.com/watch?v=hBQ8fh_Fp04&feature=related
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MYP8 – From Fire to Fibre Optics Curved Mirrors 1
You will be given a curved mirror. The first one is a concave mirror. Use the space below to draw what happens when parallel rays reflect off this curved surface. Notice the symbol for a concave mirror. Do the reflected rays meet and then cross each other? Delete the incorrect phrase below. For a concave mirror, the reflected rays come to a focus/ do not come to a focus.
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MYP8 – From Fire to Fibre Optics Curved Mirrors 2
The second one is a convex mirror. Use the space below to draw what happens when parallel rays reflect off this curved surface. Notice the symbol for a convex mirror. Do the reflected rays meet and then cross each other? Delete the incorrect phrase below. For a convex mirror, the reflected rays come to a focus / do not come to a focus
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MYP8 – From Fire to Fibre Optics Reflection Point
a) What are the advantages of using light to communicate? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………
b) What are the disadvantages or limitations of using light to communicate? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………
c) Which type of mirror (plane, concave, convex) is the best one for communications? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Practise Question 1
Three pupils watched a firework display. a) A man lit the fireworks. He wore ear defenders.
ear defenders
Why should he wear ear defenders when he is close to loud fireworks? ........................................................................................................................................................................... ........................................................................................................................................................................... b) A rocket exploded making a loud sound and a bright flash. Peter, Sabrina and Jan were standing at different distances from the rocket.
When the rocket exploded, Jan heard the quietest sound. Why did Jan hear the quietest sound? ........................................................................................................................................................................... ...........................................................................................................................................................................
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MYP8 – From Fire to Fibre Optics Practise Question 2
Jenny dropped her torch down a drain. The torch was still switched on but Jenny could not see it.
a) Jenny lowered a mirror into the drain and placed it at position P. At which angle should Jenny put the mirror to see the torch? Tick the correct box.
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MYP8 – From Fire to Fibre Optics Practise Question 3
a) A teacher shines a laser beam onto a classroom window. It reflects off the window and onto a screen.
screen
window
laser beam
On the diagram above, continue the laser beam to show its path as it reflects off the window and onto the screen. Use a ruler and add arrows to show the direction of the laser beam. b) When a pupil plays her flute in the classroom the window vibrates. Give the reason for this. ........................................................................................................................................................................... ........................................................................................................................................................................... c) When the window vibrates, what happens to the laser beam that is reflected off the window? ........................................................................................................................................................................... ...........................................................................................................................................................................
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MYP8 – From Fire to Fibre Optics Practise Question 3 Continued
The teacher places a microphone near the pupil as she plays her flute. The diagram below shows the pattern on an oscilloscope screen.
d) The pupil then plays her flute at a higher pitch and more quietly. Which diagram below shows the pattern that would be seen on the oscilloscope? Tick the correct box.
A
B
C
D
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MYP8 – From Fire to Fibre Optics Practise Question 4
Thunder and lightning happen at the same time. a) We see the flash of lightning before we hear the thunder. Give the reason for this. ........................................................................................................................................................................... ...........................................................................................................................................................................
b) Omar investigated the movement of a storm. He measured the time between seeing a flash of lightning and hearing the thunder. He did this six times. Omar put his results in a table. flash of lightning
time between seeing the lightning and hearing the thunder, in seconds
A
8.0
B
5.0
C
3.0
D
9.0
E
13.0
F
16.5
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MYP8 – From Fire to Fibre Optics Practise Question 4 Continued
Omar drew a bar chart of his results as shown below.
18 16 14 12 time, in 10 seconds 8 6 4 2 0
A
B
C D flash of lightning
E
F
c) On the bar chart, draw a bar for flash D. Use a ruler. Which flash of lightning was closest to Omar? Give the correct letter. ................................................................... d) Describe how the distance between the storm and Omar changed as the storm moved between flash A and flash F. ........................................................................................................................................................................... ........................................................................................................................................................................... e) Explain your answer. ........................................................................................................................................................................... ...........................................................................................................................................................................
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MYP8 – From Fire to Fibre Optics Word Search N
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Words AMPLITUDE
FREQUENCY
GAMMARAY
HERTZ
INFRARED
MICROWAVE
OSCILLOSCOPE
PITCH
RADIOWAVE
RAINBOW
ULTRAVIOLET
VACUUM
VIBRATION
VOLUME
XRAY
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MYP8 – From Fire to Fibre Optics Cross Word
Across
Down
2. The number of waves in one second [9]
1. To make a wave bounce off a surface
4. A word for the loudness of a sound [6]
3 and 8 across. Light rays are a part of this [15,8]
5. A light device used in submarines [9]
4. .Sound waves cannot travel through this
7. A word for the beat, in music [5]
6. Wave used to take pictures of bones [1,3]
8. See 3 down 9. Type of ray used by satellites [9] 10. A device used to see oneself [6]
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MYP8 – From Fire to Fibre Optics Traffic Lights
â˜ş
No.
Question / Statement
1
I can describe how sounds are made.
2
I can give examples of how sound waves are used in the world around us.
3
I can describe sound waves in terms of pitch and volume.
4
I can describe different waves using key ideas like amplitude, frequency and wavelength.
5
I can calculate the speed of a wave in different situations.
6
I can describe the parts of the electromagnetic spectrum
7
I can use the law of reflection to complete a ray diagram for a combination of mirrors
8
I can evaluate the strengths and weaknesses of different forms of wave when used for particular jobs
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MYP8 – From Fire to Fibre Optics Self Reflection
Where can you apply what you have learned in this unit to look after yourself and others in the future? In this unit what areas of interaction were experienced? Write an example underneath the headings that were explored. Circle the main area of interaction for this unit.
Approaches to learning (ATL)
Community and service
Human Ingenuity
Environment
Health and social education
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MYP8 – From Fire to Fibre Optics Self Reflection What I liked about this Unit
What I disliked about this Unit.
What we could change to make the Unit better.
How useful I found this Unit.
Additional Comments
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MYP8 – From Fire to Fibre Optics Learner Profile
In this Unit where did you get the opportunity to develop being I asked questions or performed research about… Inquirer I showed my understanding and knowledge when … Knowledgeable I had to think a lot about…. Thinker I communicated best when… Communicator I showed I was fair when…. Principled I accepted different points of view when… Open-minded I looked after my classmates and/or the environment when… Caring I was nervous about…. Risk taker I felt most positive in this unit when…. Balanced I learned best when I … Reflective
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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MYP8 – From Fire to Fibre Optics Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………
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