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