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.