Confusion

     In physics, I have been completely confused.  Even when Battaglia went on the projector and showed us examples of the lab, I still had no idea what he was doing or why.  I did some further research into the topics (or in simple terms, went on google and searched up force diagrams with angles) to find these websites.  Looking at these website, they give problems to practice with and provide really simple explanations that really helped me understand better.  It provides the mathematical way to find angle measurements.  

The second link is a more complicated, which might be a stretch for the moment, but could help for future discussions or lessons.  It is on finding the net force and acceleration by looking at a net force diagram!  How fun!  

I will update this more often later. I am not too amused with this lesson.

I think this counts as a blog post?

http://www.physicsclassroom.com/class/vectors/Lesson-3/Resolution-of-Forces

http://www.physicsclassroom.com/class/vectors/Lesson-3/Net-Force-Problems-Revisited

Semester 2 Physics! (And Jokes.. but not really)

     Welcome to the new lessons, which will cause new frustrations.  It is important to review definitions and material from 8th grade physics, as the information can change, but an important base of knowledge on the information can help.  

Basic Definitions:

Momentum: a measure of an object's tendency to move in a straight line with constant speed. It is the product of mass and velocity. In as much as velocity is relative, momentum depends on the frame of reference used to observe events.  (Product of mass and velocity).

Force: a push or pull upon an object resulting from the object's interaction with another object. Whenever there is an interaction between two objects, there is a force upon each of the objects. When the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an interaction.

Net force:  amount of force that allows an object to change direction or its motion.  

Newtons 3 Laws of Motion

First law of motion:  an object at rest will remain at rest unless acted on by an unbalanced force.  An object in motion continues to stay in motion at a constant speed and direction unless acted upon by an unbalanced force.  "Law of inertia",

Second law of motion:  acceleration is produced when a force acts on a mass.  The greater the mass of the object accelerating,  the greater the force to accelerate the object. 

This gives us a relationship between mass, force, and acceleration.  F= MA or force equals mass times acceleration.  

Third law of motion:  for every action, there is an equal and opposite re- action.  

This means that for every force there is a reaction force that is equal in size, but opposite in direction. That is to say that whenever an object pushes another object it gets pushed back in the opposite direction equally hard.

Important Information

• These three laws state:If an object experiences no net force, its velocity will remain constant

• The acceleration of an object is parallel and directly proportional to the net force acting on the object, is in the direction of the net force and is inversely proportional to the mass of the object.When a first object exerts a force on a second object, the second object simultaneously exerts a force on the first object, meaning that the force of the first object and the force of the second object are equal in magnitude and opposite in direction.The first law of motion defines only the natural state of the motion of the body ( when the net force is zero)

• The second law of motion states that the net force on an object is equal to the rate of change of its linear momentum.  Linear momentum of an object is a vector quantity that has both magnitude and direction.

I will never get over these jokes.  Check my blog post from a long time ago to find out more!

Cool.  

Exam Review

I can convert between non-metric units.  
 To convert a measurement from one unit to another is a mathematical relationship between units.  Know the relationship.
                                                          Ex. 1 ft = 12 in
A conversion factor is a ratio that is equal to one, and can be multiplied by a quantity to change the unit measurement without changing the amount.

Sometimes you may not have a unit relationship to go straight from the given units to the required units in one step; however, there is often a way to use the relationships available to convert in multiple steps. As a guide, you can use the following three steps for problem solving
in general:
1. Identify the problem
2. Develop a plan
3. Execute the plan
 http://www.durhamcollege.ca/wp-content/uploads/Unit-Conversions-general-
non-metric.pdf

I can convert between metric units.
You can convert between the various different sizes by merely moving the decimal point the correct number of places.
                            kilo-  hecto-  deka-  [unit]  deci-  centi-  milli-
http://www.purplemath.com/modules/metric.htm

I can covert between standard and scientific notation.

If the number is 10 or greater, the decimal point has to move to the left, and the power of 10 will be positive.
	If the number is smaller than 1, the decimal point has to move to the right, so the power of 10 will be negative

http://www.mathsisfun.com/numbers/scientific-notation.html

I can estimate a value to the nearest power of 10.

100			one
101			ten
102			one hundred
103			one thousand
104			ten thousand
105			one hundred thousand
106			one million
107			ten million
108			one hundred million
109			one billion
1010			ten billion

     From this information above, the powers are equal to the written number on the left of it.  However, how do we decipher if a power should be rounded up a power or rounded down?

     The class knows 10 to the 1/2 power is approximately 3.16.  10 to the  2.5 power is estimated to 316.  The decimal point keeps moving to the left.  If the measurement is more than 3.16, then round up.  If it is shorter or equal to, round down.  It is logic if the volume of something, like a gym, length is closer to 10 to the power of 0 or 10 to the power of 1.  

 I can properly identify and label independent and dependent variables on a graph.

I can identify the slope of a line and explain with a "for every" statement.

To find the slope, you divide the difference of the y-coordinates of a point on a line by the difference of the x-coordinates. 

For every minute, the dog takes 20 steps. 

http://www.mathwarehouse.com/algebra/linear_equation/slope-of-a-line.php

I can explain the meaning of the y-intercept

The y- intercept is usually the reference point and starting position.  It refers to the amount of the x- value when the time is at zero.

I can identify common relationships in graphs including linear, quadratic, root function, no relation, inverse and inverse square.

(Check blog post from earlier)

I can discover the units of numbers used in equations.

http://www.edurite.com/kbase/identify-the-property-shown-by-equations#

I can create and analyze x vs t graphs to find initial position, displacement, velocity, etc.

Initial Position: 0

Displacement: 0

Velocity: I don't know... have to come back to this later. 

 I can relate the steepness of x vs t graph to the fastness.

The red line is faster because it has steeper slope.  The blue line is slower because it gradually increases compared to the red line.

http://yozh.org/wp/wp-content/uploads/2011/03/fig0059-001.png

I can write equations describing the motion of objects.

I can write equations describing the motion of objects.

Motion can be described using words, diagrams, numerical information, equations, and graphs. Describing motion with equations involves using the three simple equations for average speed, average velocity, and average acceleration 

http://www.physicsclassroom.com/curriculum/1DKin/1DKin12.pdf

I can create and analyze v vs. t graphs to find the displacement and acceleration.

 The principle is that the slope of the line on a velocity-time graph reveals useful information about the acceleration of the object. If the acceleration is zero, then the slope is zero (i.e., a horizontal line). If the acceleration is positive, then the slope is positive (i.e., an upward sloping line). If the acceleration is negative, then the slope is negative (i.e., a downward sloping line). 

Find the area to find displacement. (Between the x-axis and plotted line.)

http://www.physicsclassroom.com/Class/1DKin/U1L4a.cfm

I can verbally describe the motion of an object.

http://www.physicsclassroom.com/curriculum/1DKin/1DKin.pdf

I can differentiate between position, distance, displacement, and between speed and velocity.

Position: 

1. location: the place where somebody or something is, especially in relation to other things

Distance: 

1. length between two things: the length of the space separating two people, places, or things

Displacement:

1. the distance and direction between the starting position and ending position.

Speed

1.  rate of movement irrespective of direction: rate of movement irrespective of direction. It is equal either to distance traveled divided by travel time, or to rate of change of distance with respect to time

Velocity: 

1. rate of change in position: the rate of change in the position of an object as it moves in a particular direction

I can draw and analyze motion maps (dots and arrows).

Arrows show the acceleration.  Dots show a non- changing position.  Arrows towards the reference/ starting point represents negative direction.

https://hh-honors-physics.wikispaces.com/Motion+Maps

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpFI_dpPibHHjzQqgjSJBinhMjvdxylreoeCE1MwzHHUEQzM6UlfZBmm3Qkr6dY_ihaVFQFVj3o0EU8I5FE-PGJDT8ZPq_NCMYaBz33Sze1xf5rAhipJkns4wlRAbw8cMdVAOJRz0jKzUz/s1600/MotionMaps.tiff

I can create and analyze an a vs. t graph.

http://nothingnerdy.wikispaces.com/file/view/v-t_graph_4.png/148579449/v-t_graph_4.png

That was quite the review!  Good luck tomorrow everyone!! :)

PFC= Mind Blown!

     I was having a debate with someone online, and he brought up a good point.  If you want, watch the video.  If you don't, I understand.  If you are, it is a long 20 minutes of your brain exploding so grab some popcorn and enjoy the show!  I do not agree with some points he brought up, but I think is hypotheses is interesting.  Sorry.  I don't think this is physics.  Oh well.

Car Crash

     I wanna feel the car crash. I wanna feel the capsize. I wanna feel the bomb drop. The earth stop 'til I'm satisfied. I wanna feel the car crash

'Cause I'm dyin' on the inside. I wanna let go and know. That I'll be alright, alright. 

     Anyone know Car Crash by Matt Nathanson? That song, is of course, not the topic of this post today, but a car crash is the topic of the last lab. First of all, my team (group, people at my table... whatever you prefer.  Team sounds good to me right now) and I decided to make this lab much harder than it needed to be.  We decided to take 4 meter sticks, form them into a right angle, and measure the angles the cars needed to be at to hit at a certain point.  The trick was we could not have both cars, one that is fast and the other slow, being tested at the same time, but, we were tricked again!!  We did not need any measures or angles.  All we needed was a different start time for each car!  As a team, we decided how much faster car A was when it reached 2 meters compared to B.  After deciding the time, we decided to start the slower car first based on logical reasoning.  The faster car would go a further distance in less time than the slower car, so it would be logic to start the slower car first.

     Then, our teacher said the cars movement, if not in a straight line, was not his fault.  I took this as a hint.  I knew that we needed some type of estimated measurement that would make the cars crash at a certain point with the drifting.  The cars each drifted to the right about 7 cm.  Again, using logical reasoning, the cars should be placed 7 cm to the left of the starting position to crash at the final point. 

     Out of about 6 groups, 2 or 3 succeeded in making their cars crash.  I must say, that car crash gave me a little of a confidence boost in the physics classroom.  For the first time, I was 100% confident in my abilities and was actually proud.  Without hardly any direction and a crazy scenario, my team and I created a car crash based on stuff we learned, but did not really know we learned.  I guess my outlook on physics has changed quite a bit.  I think Thanksgiving break was something I really needed.

I can't get over these jokes! If you want to be able to get them, look at 2 blog posts ago! *wink wink* Have a laugh.  Leave a comment.  

 

Reflection

     I was thinking, and I was right about to go to bed.  I am exhausted.  I actually went running today for an entire hour.  (I have not went on a quality run in a month)  I am sore.  I want a cookie since Shirley mentioned one in her blog post that I saw in my notifications.  And I want to sleep.  However, something has been bugging me just a bit.  I am just going to go on a rant about classroom discussions.

     First of all, I am just going to be honest.  I am tired of physics.  I am tired of dominant voices, people holding me back or going too fast, and an hour long discussion over nothing.  I get the material before I walk in the door.  Then, right before my eyes, my entire mind gets wiped out from the face of the earth, and I am at a completely empty slate.  I have no idea what is going on.  There are declarative statements, I do not know whats right from whats wrong, who to believe, or what to do.  I get completely confused.  Then, I have to go back home, do some more online searching, and figure it out for myself.  For me, I feel the material we are learning is from 8th grade.  I feel like it is all review still.  Sure, I did get a b+ in the class.  And why did I get that grade?  Because I did not write the exact words "For every" or I used the variables x and y.  It is not that I do not understand, it is just I find class a complete waste of time.

     It is white board after white board every single class.   Some people are completely confused, but others are completely confident their write and guide the class asking "Does everyone get it? Okay, lets move on"  I don't feel like we should have a leader.  I think a problem with these discussions is everyone works at a different pace.  The problem with not a formal teacher is we can not know what exactly they need help on in a group discussion. I know I was sitting next to someone who asked a question, and the class just did not answer it and talked about something else.  She said that they completely avoided her question.  She is loss, and others are completely on top of it all and know it.  There is a large spacing between these groups and this is a huge problem.  This is the problem between student teaching and a teacher teaching.  I think a formal teaching session to review can and would be beneficial.  

     To wrap this post all up, (get my Christmas reference?  Too early?) I do have an interest in physics.  If I did not, I would not be blogging again the second time this week at 9:30 at night.  It is just I feel like the class should have a group reflection sometime next class because I think we need collaboration and a reflection to see what we can improve on as a whole.  

Read my last post to get the picture below! It is actually kinda funny.

I just thought this picture was funny.  Okay.  I am sorry. Bye.

     

Physics Joke of the week! (and a cat...)

     Now that was kind of an understatement.  I got carried away looking at physics pictures on google.  First, my thought was this joke section was somewhat useless.  I started reflecting on this section.  Then, I realized I do learn more because I look into topics that may be brought up later on.  Maybe not this year, or even next year, but doing this section is something I enjoy, and I will keep writing them.  Read the bottom attached link.  It is so interesting because there were many pictures talking about this cat... I was very curious. I looked it up.  This was an article I really enjoyed and hope you do, too.  Observation is really important and I think this article really displays that.  There is never really a for sure answer and this applies to many events.  For example, I related this to group discussions.  No one can ever be 100% sure.  From this, it is important to avoid declarative statements.  This article did include a term, quantum mechanics, that I was not familiar with.  

     This experiment about a cat in the link below has led me on to great exploration of physics.  Without this blog, I would have never researched it as much as I had.  I am researching it throughout writing this blog.  I really think blogging is very beneficial.  This is just another example of what you put in you get out from it.The link below that explains what quantum mechanics is, which relates to physics.  Quantum mechanics is, in a brief statement, a mathematical machine for predicting the behaviors of microscopic particles.  

     In conclusion, I think this blog post was a success!  Reflection/ joke/ new information/ physics unknowingly ending up wrapping up in one!!! I am really happy with this connection and how it ended up turning out.  This is so cool.

http://news.nationalgeographic.com/news/2013/08/130812-physics-schrodinger-erwin-google-doodle-cat-paradox-science/

http://www.pbs.org/transistor/science/info/quantum.html