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

Reflection/ question #3

     I am sitting at the kitchen table with calculators, pencils, papers, and binders scattered everywhere (perks of being a triplet).  It is about 67 degrees. Refreshing, but not really, as it is only 4pm on a Friday night, already in my pajamas, again writing another blog post.  The life style.  However, I did realize, and as commented by a fellow blogger, I should try to combine a reflection and a lesson.  That is my goal for today.  I also have some questions for anyone willing to answer about group discussions and how I can improve.  If you want to get to the point and skip all the serious physics and the complaining and the reflecting... oh and the rambling if you have not noticed, scroll to the bottom of this post.  It would be awesome if you could read the whole thing.  Well if you want.  It is not like I would ever find out... or will I??

     Lets cut to the chase.  First of all, I would like to talk about question 3.  The problem gave about 8-10 coordinate points of a person rollerblading, plot the points, and then ask a series of questions regarding the graph.  The first part to understanding this question is to be able to read the graph.  I remember this lesson very clearly from 8th grade.  I can understand position-time graphs.  Here is a video describing how to convert from position-time graphs to velocity-time graphs.  It uses a pretty cute squirrel as an example.

     That is a very important topic in the class right now.  It is important to note what in each graph means the change in direction, staying still, and increasing or decreasing speed. 

     The last topic I would like to focus on is a reflection.  Today the class started another group discussion and I thought the class as a whole progressed more.  However, I was probably the only one who did not speak.  I speak with my table when we go over a worksheet or something, but in class discussions, I just don't know what to ask or say.  It is not that I am afraid to say something or am nervous.  I am comfortable around the class now, but I feel like discussions are very repetitive and people dominate.  It is not a lot, but for example, someone needed help understanding something.  There was person A and B.  B was starting to help the student who needed clarification.  A decided that they should be the one to explain, and shushed the other person.  Now, I find that trying to take control, especially since person A spoke a lot and person B did not.  This is not just one example, but it happens many times. 

      Also, I feel like everything repetitive.  For example, we were trying to decide if we can run a line through the points, or would it be wrong since the speed could increase between points.  The class was probably making scenarios on what happened, but it really did not further enhance the conversation in any way.  It was a waste of time.  If we bring up a new idea, and it makes sense to me, I have no reasons to argue about it.  I just find the conversations don't really help me.  I feel like I know all of this learning material from 8th grade science or learning it myself.  So here are my questions:

1. What do I need to do to actually start participating in class discussions?
2. How should the class address the people dominating the discussion?
3. Why are we having an hour long group discussion when it really isn't necessary?

Position or Velocity?

    Position or Velocity?

     Part of the science of physics is the measurement of the motion of objects. This includes plotting an object's position, velocity, acceleration and other relevant data. The graphical representation of one form of motion can lead to the graphs of the other forms of motion. The various graphical representations of motion are related through the slopes of each graph.

     It is important to note the differences of velocity, position, and speed.  It is also important to note that each graph can relate to other graphs.  For example, a position and time graph can relate to a velocity and time graph.
     The position-time graph is used to describe the motion of an object over a period of time. The slope of the position-time graph reveals important information about the velocity of the object. The slope of a position-time graph reveals the type of velocity an object undergoes during its motion. If the slope of a position-time graph is constant, this indicates a velocity that is constant. A position-time graph with a varying slope indicates a changing velocity. This relates directly to the motion lab because that was the idea of the lab: to show how velocity and position are related, but are different.  
     The velocity-time graph of an object reveals the speed at which an object is moving at a given time and whether it is slowing down or speeding up.  The slope of the velocity-time graph reveals the acceleration of an object. If the slope of the velocity-time graph is a horizontal line, then the acceleration is 0. This means the object is either at rest or moving at a constant speed, without speeding up or slowing down. If the slope is positive, then the acceleration is increasing. If slope is negative, acceleration is decreasing. (on a motion map, a resting movement is written as multiple dots at the same position)
     It is also crucial to know speed is a scalar quantity and velocity is a vector quantity.  The difference of the 2 are dependent on one variable: direction.  Speed measures the magnitude of the quantity.  Velocity measures the magnitude, but also factors in direction.  


Well that blog was a lot of information in little time!  Here is a small review:

1. Velocity-time graph and a position-time graph relate to each other, but are not the same.
2. Velocity considers the motion and direction of an object.
3. Speed considers the motion.

Website Links:

http://www.ehow.com/info_8472236_difference-graph-position-time-graph.html#ixzz2k1urev00

http://www.physicsclassroom.com/Class/1DKin/U1L1d.cfm

http://www.physicsclassroom.com/Class/1DKin/U1L3a.cfm

     

Reflection Time!

Reflection

     I realized I have not done a reflection of myself and my growth in a while.  Today, I want to focus on more of the last group discussion and smaller group discussions.

     First of all, I particularly do not like class discussions.  I feel like there is too many dominant voices and that it can be confusing, when I do get the concept.  When I feel I have something to add, a more dominant voice will over power mine, and get to talk.  Then, I have nothing else to say.  I personally feel it is too many voices.  I feel the hour goes by really slow, even when I do participate.  It is not the fact that I do not like physics.  I love physics and I love the hands on labs performed.  Discussions have helped me learn certain questions I had, but overall, I think they are too long and too many voices at once.  Now, I have to find a way to be more involved or have more interest in these discussions:

1. I can start taking more notes or do something to keep me busy.  In history, I take notes during the lectures that last the entire class.  It keeps me thinking and busy.  It is hard for me to sit still for so long, so I can get my mind off of it that way.
2. I should get out some of my energy before class.  I need to walk a little bit more to get some energy out and so I can be more attentive in class.  
3. If it is a big problem, and I really can't concentrate, I should go take a quick walk, get a drink, and come back.  It will be a short enough of time so I can regain focus, but also short enough so I do not miss an entire chunk of the conversation.

     On the other hand, I love small group discussions.  I feel that I can participate more and it is easier to express ideas and different methods of solving different things.  Big discussions are beneficial in certain conditions, like for the car lab.  One group started back a meter, while another group started 50cm ahead.  It is important in a group discussion like that.  Here is a list why I prefer small group discussions:

1. I can participate more.
2. We can communicate more easily.  For example, if someone is confused, we can have the problem be discussed right away.  

     I do understand the good and bad about each type of discussion.  They each are beneficial in their own ways.  I just wanted to discuss how I am feeling.

     As far as growth goes, I have learned a lot about learning.  I have figured things out for myself.  I feel this self achievement that I have never had from a school subject, because instead from figuring it out from a list of steps, I am doing it myself, and also collaborating with different people.  Physics is one of my favorite classes and I really appreciate all the hard work that is completed.

     In conclusion, I think this reflection has really helped me realize the strengths and weaknesses I have, and what I need to work on for the future.  

     

The Buggy Lab #2

The Car Lab #2

     Just to recap, here are the same definitions it is crucial to know:

1. reference point: non-moving point to start from or compare the position to
2. displacement:  the distance from positions
3. position: distance from the reference point in a specific direction

     Here are some questions that I asked myself during the class discussion:

1. Should we force the line through the origin?  

     The answer is no.  This is because forcing it through the reference point is altering our data.  Sure, it is logic that some labs should go through the origin, but it should not be forced.  (0,0) should be considered a point, but the graph should never be forced through it.  

    

     I also think it is neccessary to put some more terminology because I heard this appear in the discussion and did not really understand it.  

cognitive distance: Cognitive Distance is the distance people perceive to exist in a given situation. It is mainly based on peoples judgments about the degree of spatial interaction between points.

Stay tuned to find out more!!!

Car Lab!

Car Lab

     The lab performed this week was the car lab, where the question was how does the position affect the distance compared to the reference point?  A reference point is the starting point that an object is being compared to.  For example, the reference point of a person on a tile.  This is the starting point.  In mathematical terms, think of this point as possibly (0,0) but not necessarily always.  Now, if you walk 3 spaces up, and one back, how will this effect your position from the reference point?

Question:  What relationship exists between the time the buggy runs and the position?

Here is a video.  Lessons are easy to follow more than words!

Here are some definitions to know:
displacement: the moving of something from its place or position
position: the distance from the reference point in a specific direction
reference point:  non-moving point to start from or compare the position to (refer)

     First of all, the first part of the graph and lab completed was simply the position of the car in 5 second intervals.  The points we could improve on to make the graph more accurate are:

• Mark the car from the back instead of the front for more accuracy without knocking the car off the track.  (Tape line that extended for about 3 meters)
• Run more tests to get more precise data.

     Secondly, the second part of the lab was to start it at a different position.  This point would be 50 centimeters away from the reference point.  The speed was the same, but the y-intercept differed.  How would this effect the graph?  Would the line go through the reference point? Wait to see in the next post!

**This will be edited and updated in the future.  Teenagers tend to forget things.  Even if they ask there teacher after school on a Friday if they have to write a blog post.  Their teacher says yes.  And then they STILL forget to bring their physics binder home.  So.  Thank you.  Sorry for the inconvenience.
***Edited 10/27/13

Physics Video

PAIGE'S FUNNY... PHYSICS VIDEOS OF THE WEEK!

Estimation Using Powers of 10

Estimation Using Powers of 10

• Question:  How many basketballs fit in a gym?

Background Information:

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.  

     Lab:

    A discussion with the class decided that the length, width, and heighth would each be 10 to the first power because it makes more sense. Looking at the table above, one meter is way too small, and 100 meters would be the size of a football field, or a very large gym, that any school in the district, possibly in the state, does not have.  

1.    Cube Formula: Then, take the length, width, and height and multiply them together to get 10 to the third.  Divide by the estimated volume of a basketball, 10 to the third.  This was calculated pretending the basketball was in a box, leaving a little room that would be in between each basketball. This will equal 10 to the sixth, or approximately one million basketballs!!
2.    Sphere Formula:  Another example is multiplying 4 times 10 to the negative 3, disregarding the extra room to be more exact with the basketball itself.  This equals 10 to the negative 2 power.  Divide the volume, still the same, 10 to the third, and 10 to the negative 2, and get 10 to the fifth.  Now, this is where the half measurements of powers needs to be used.  10 to the sixth is closer to 316,000, rather then 10 to the fifth, 100,000.  The same conclusion was drawn: estimated one million basketballs would fit!

Yes, more websites!

http://www.isthe.com/chongo/tech/math/number/tenpower.html  (This ones boring!)

http://www.mathsisfun.com/index-notation-powers.html

Paige's Physics Joke of the Week!

Paige's Physics Joke of the Week!

Why is electricity so dangerous? Because it doesn't know how to conduct itself properly.

Carry on with your day.

I am regretting starting this...

Here is a cool video.  If you have an hour to hear about something cool, Check it out!

Evaluation

     I thought today I could do something different.  Of course, we know the regular, black and white blog posts.  And you know, blog after blog, that they can get a little, well... boring.This blog is now going to be informational, educational, and....COLORFUL! Oh, and a "Paige's Physics Joke of the Week!"  is going to be posted soon!  

     Self Evaluation

     I will just say some thoughts I have been having.  I used to participate a lot in the first few weeks of physics class, but have not recently.  The reason is there are some dominant voices in the room, so it is hard to get a question or comment in when someone else asked it right before you (which actually happened to me a lot) or I felt things were being repeated. I understood the concept discussed and did not really understand why we were discussing the same exact thing over and over! I know after self evaluating that I can improve on getting my opinion in quicker, and be a more involved student in group discussions.

Group Discussion

     During the group discussions, I did learn different ideas.  As a whole, I feel that it was chaotic at times, and so many ideas were being presented that it was hard to keep track of what was agreed as an idea the majority thinks is right.  I do agree that there was a lot of improvement between first and today's discussion.  I think the class is learning to listen, learn, and think more in depth.  I wish there were more table discussions.  I feel it is easier to listen to different ideas, think together to figure out a problem, and I feel it is easier for me, and for other students, to participate.  I also feel they are more efficient.  I do think class discussions are necessary, but I wish there were more table discussions.

Final Ideas

     These past 5 weeks have already effected me for the better.  Theatre has taught me to be more open to people or let my voice heard more. Debate has helped that too, but also my opinion and speaking more.  Physics has even helped me with discussing with other people, looking at graphs or equations from a different viewpoint, and just learning in a different way then I ever have.  I think that this was just a reminder of what I have been through, what I have to face, and where I am going through the next 4 years.

                                       Here are some fun websites if you get bored... sorry if you are.

http://www.physicsgames.com/construction-games/

https://www.physics.harvard.edu/academics/undergrad/problems

(**ATTENTION! CHECK THE WEBSITE ABOVE OUT! ITS AWESOME IF YOU WANT YOUR BRAIN TO HURT!)

Check out the video above! Only 4 minutes long!

Fiesta #1

Fiesta #1

    My thoughts on our first 'fiesta' (cough... quiz.  It is not as great as it sounds) is that it really helped me realize the points that I need to improve or be more specific in.  I was pleased to understand everything from the relations or what the coefficients mean.  My problem was not defining a variable or not listing the relation. I need to be more specific naming relations, and using other variables, rather then x and y.  I need to be more specific if it is linear, direct, proportional etc.  In my table discussion, my classmates and I made a conclusion that the variables should reflect the lab we are doing, and define what each variable means.  For example, the number of yeast cells is the variable c (y value) and the temperature using the variable t (x value).  It is important to remember to be specific and clear in what the questions are asking.  

Socratic Circle Discussion

 Discussions

      Socratic circle discussions allowed more thinking about the Scientific Methods Worksheet 2:  Proportional Reasoning.  In the beginning, I did have trouble with determining what happens if a number is doubled or halved.   For example:

11.  Let y=a/(bx^2), describe how y will change

      a.  Double a, keeping b and x constant.

     I was not sure how to approach the question.  My first decision was to plug in numbers, and  my first answer was y will increase.  I learned it is important to be specific, for increasing can mean multiplication or addition.  After the socratic discussions, I learned that y will double.  It is important to be specific and clear.

Key Terms to know: (definitions decided by the class)

Direct:  when x increases, then y increases or when x decreases, then y decreases.

Indirect:  not direct

Inverse:  when x decreases, y increases or when x increases, y decreases.

Proportional:  slope is constant and has to go through the origin.  

Website to further understanding:

http://www.mathsisfun.com/algebra/directly-inversely-proportional.html

Inverse

Direct 

Indirect

Proportional

Why Study?: Fundamental science

Physics

Why study it?

     Physics is a branch of science that is concerned with the nature and properties of matter and energy.  The subject matter of physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of atoms. Physics is crucial to understanding the world around us, the world inside us, and the world beyond us.  

Labs

     Labs are an important part in discovering information.  For example, there were multiple labs being tested on, and one example is the Hex Nut Lab.  The hypotheses was if the number of hex nuts increased, the mass would increase.  This hypotheses was found to be true.  Here are a list of key points presented in the labs:

1. Logic can be used to determine the line of best fit,  there is a chance there can be a slope without any units,  and the 5% rule.  
2. There is a relationship between the radius and the area of a circle.
3. Lab #3- Rod Lab:  Different groups can have different results.  In this case, different rods were used.  
4. Lab #5- Spheres Lab: As the diameter increases, so will the volume.

     Interested in more?  Check out these awesome websites!

http://www.scholastic.com/teachers/article/40-cool-science-experiments-web

http://www.physics.org/explore.asp

http://phun.physics.virginia.edu/demos/