In this unit I learned how to apply information to formulas and I really learned how to label vectors which I am thrilled about. This unit has been the easiest for me to grasp for some reason. I am more confident to go into the test on this unit than any others this year.
Action/Reaction Pairs
Newton's Third Law- Newton stated that every action has an equal and opposite reaction making the forces the same.
If a train ran into a parked car, the car would push the train just as much as the train would push the car. The car would have a greater acceleration because the truck has a bigger mass so when it hits the car the truck doesn't accelerate that much, but when the car gets hit it has a bigger acceleration because the car has a smaller mass. F = aM F= Am (don't mind the uppercases)
If you held a book above you head
- The book would push the person down
- The person would push the book up
You can tell if something has an action/reaction pair if the reactions had the same verb, only opposite
ex: dog pushes cat, cat pushes dog = action/reaction pair
hand pushes book, book pulls pen = not an action/reaction pair
Tug of war/Horse and buggy
Winning a tug of war game strictly depends on the amount of friction to the ground. If two teams were pulling on opposite ends of the rope and one team is wearing a pair of socks and the other side are barefoot, the barefoot team would win because they have a greater friction to the ground opposed to the team with the socks which causes no friction.
Horse and Buggy
----> Horse pulls buggy forward
<---- Buggy pulls horse forward
----
______ /
| _____| --|---|-------|---|----/
---> buggy pushes ground forward <------- horse pushes ground backward
<--- ground pushes buggy backward ------->ground pushes house forward
The horse pulls the buggy with the same force the buggy pulls the horse with. We know this because of Newton's third law that says that with every action there is an equal and opposite reaction. The horse and buggy actually move forward because the horse pushes on the ground harder than the buggy.
Forces in perpendicular directions
^
| / 14.1 kgm/s
10 | /
20 Kgm/s (x) | /_____ >
() ----------------> (x) = 10
() ------10------->
|\
-10| \
| \ 14.1 kgm/s
y before- 0 kgm/s
x before - 20 kgm/s
y after - 10-10 = 0 kgm/s
x after - 10+10 = 20 kgm/s
______________________________________________________________
We know why a box goes down a slanted ramp because of vectors. The bottom of the ramp is the f-weight and we draw perpendicular vectors and draw a line going down between the vectors. This is called the f-net. The line going up toward the top is the f-support. The direction the f-net is pointing is the direction the box will go.
We can determine which side of a rope would break by using vectors. We draw a straight up and down arrow where the ball is. The bottom arrow is the f-weight and the up arrow is the f-net up. Now we draw parallel lines from side 1 and 2 to the ball. Once we get those we need to label the 2 tensions by using dotted lines. We determine which side will break based on which side is longer.
Gravity and Tides
Universal gravitational force - F = G (m1m2) / d^2
(7x10^-11) (4x10^20) (8x10^16)
--------------------------------------------
(2x10^10)^2
(7)(4)(8)
----------- = 224/4 = 56
2^2
(10^-11)(10^20)(10^16)
------------------------------
(10^10)^2
F= 56 x 10^5
F= 5.6 x 10^6
Spring tides- higher highs
Neap tides - lower lows
Greater the distance from the center of the earth, smaller the mass and force
moon 20 earth 5 difference in force is greater than the moon
Tidal bulges are caused by differences in force by opposite sides of the earth
double --> 1/4 of force
triple --> 1/9 of force
quad. --> 1/16 of force
half --> 4 times force
1/3 --> 9 times force
1/4 --> 16 times force
Momentum
no matter how a person falls, they go from moving to not moving. Therefore change in momentum is the same no matter how it is stopped. change in p = mv and change in p = pfinal - pinitial
since the change in p is the same, the J is also the same. change in p = J
steel cables are more dangerous that elastic ropes because they have no give. if the time is shorter for force, the more dangerous. this is less safe for the climber opposed to an elastic cable that increases the time for the falling climber and has a smaller force. J= f delta T and J= F delta t
Conservation of Momentum
stick together - ptotal before = ptotal after
mava + mbvb = ma+b (vab)
Don't stick- ptotal before = ptotal after
mava + mbvb = mava + mbvb
Bouncing causes two forces so it is safer for a policeman to wear a vest so that the bullet will stick because one bounce is one force and that is less injury.
if something changes its velocity it will change its momentum but not the law because that would have to change the whole system, not just one aspect.
When I faced troubles in this unit I just mainly asked questions. This unit was pretty straight forward so it was easier to understand. Having other students explain was also useful and I liked explaining because it gave me assurance.
My goal for the next unit is to improve my quiz scores. I need to pay more attention to detail opposed to just the basics such as tensions, f-net, f-weight, etc...
I really enjoyed this unit!!!!
Monday, December 9, 2013
Friday, November 15, 2013
I chose this video because it is a short, accurate, and rather 'dumbed down' version of what happens with tides. Because of the physical examples due to the soon, moon, earth, and ocean, it was easier to understand exactly what happens. I already had a rather good knowledge of tides but this video just made the knowledge set in stone. I also really liked how the person teaching was someone our age so she knew how to explain things in a way that other students who have also recently learned about tides could understand.
Enjoy!
Thursday, October 31, 2013
Newton's Second Law Blog Reflection
In this unit I learned how to apply particular equations into certain aspects of gravitational forces. When we did our first lab we learned Newton's Second Law which is a=f/m. Acceleration is directly proportional to force and acceleration is indirectly proportional to 1/mass. This means that when acceleration increases, force also increases. When acceleration decreases, mass increases. This was useful in our lab when we would add mass to the cart. When we added mass to the cart, mass increased but we noticed that acceleration decreased. When the force increased, the acceleration of the cart also increased.
In this lab we also looked at the equation of a line. The equation of a line is y= mx+b. When we are asked to translate the equation, y is always the thing placed on the y-axis. m is always the constant. *(THE M IN Y=MX+B IS NOT THE SAME AS M = MASS)* b is always too small in this situation to really pay attention to so don't really worry about b. x is whatever thing is left over. Example: Force is kept constant. Acceleration is on the y-axis and mass is increasing. y=mx+b --> acceleration=force(mass)
When we did our study on skydiving with air resistance, newton's second law was extremely important here. Remember, a=f/m. When looking at the fall of a skydiver, -f-weight is constant. f-weight is the weight of the skydiver. In order to discover our f-net which is air resistance, we must subtract f-weight by fair. When first jumping out of the plane, there is no air resistance so the f-air is 0N. So, if our f-weight is 100 N, our f-net would be 100 N because 100 - 100 = 0 N. When the skydiver gets further down, the f-net decreases and the f-air increases. When the f-net reaches 0 N and the f-weight and f-air are equal, The diver is in terminal velocity. After the diver hits terminal velocity for the first time, he opens the parachute. When the parachute is opened, the air resistance increases causing the f-net to decrease in the opposite direction. When the diver hits second velocity for the second time, he is nearly to the end of his path. The first terminal velocity the man hits, he is going a lot faster than when he hits 2nd terminal velocity. This is because when the f-air increases, the man is being pulled in the opposite direction, balancing out the mans speed, causing him to slow down. Like Newton's second law states, acceleration is directly proportional to force. When f-net decreases, so does the acceleration. Remember, the whole point of a parachute is for the skydiver to SLOW DOWN!
When studying free fall, we learned that gravity = acceleration which equals 10 m/s^2. THIS IS ALWAYS CONSTANT NO MATTER WHERE THE BALL IS!!!!! When dropping an object straight down, we always start with 0 seconds and whichever velocity the object starts with. For example, if the ball was falling at 30 m/s, we would start with 0s and 30 m/s. For each second the object falls, the velocity decreases by 10 m/s. So, after 2s the velocity would be 20 m/s and after 3s the velocity would be 10 m/s and after 4s the velocity would be 0 m/s meaning the object is at the end of its path. When asked how long the ball was in the air, we just look at the total seconds, 4s. When asked what the acceleration of the object was at 3 seconds and 1 second, remember that acceleration/gravity is constant. At both of these times the acceleration is 10 m/s^2 simply because the acceleration is the same no matter where the object is in free fall. If asked to find the distance of the ball at 3 seconds, we would use the equation d= 1/2gt^2. We only use this equation from the top of an objects path. We first use this equation to solve for the distance of how high the ball went. When we do this, we will subtract by the equation for 1 second because 4-3 =1 and we are solving for how high the ball is at 3 seconds. So, d=1/2gt^2. d=1/2(10)(4)^2. d=1/2(10)(16). d=1/2(160) d=80m.
80m = distance the ball is 4 seconds off of the ground. Now we will do the equation for 3 seconds off of the ground. Remember to use 1 for t because we are only subtracting the full distance by 1 second.
So, d=1/2gt^2. d=1/2(10)(1)^2. d=1/2(10)(1). d=1/2(10). d=5m. So, 80-5= 75 m high off the ground at 3 seconds. *Side Note* The vertical distance is the only factor that affects how long an object is in the air.
While studying throwing an object straight up into the sire using free fall, I found that basically the same rules applied as when we dropped a ball straight down. When we are throwing a ball straight up, we start at 0s and begin at the starting velocity. If we were throwing a ball up at 30 m/s we would start at 0s and 30 m/s. The 2nd second, the velocity would decrease by 10 m/s so we would be at 20 m/s. The third second the ball would be at 10 m/s and the 4th second is at 0 m/s. The ball is always at the top of its path at 0 m/s. Because the ball has to come back down, we are still increasing our time but now we are increasing our velocity by 10 m/s. So, at 5 seconds as the ball is going back down, the velocity is 10 m/s. At 6 seconds the velocity is at 20 m/s. And at 7 seconds, the velocity is at 30 m/s where it started. Anytime during free fall, the gravity/acceleration is 10 m/s^2 and this is constant!!!! We solve the distance in this free fall exercise exactly like we do in the previous one. Remember, we can only use our equations from the top of the path.
Things began to get difficult when we started to study falling at angle because we had to mix vertical velocity with horizontal velocity. The equations for vertical velocity are d=1/2gt^2 and v=gt. The equation for horizontal velocity is v=d/t. The horizontal velocity is always constant. If asked to draw a picture of a man jumping off of a 45m high cliff with a horizontal velocity of 10 m/s, it would look something like this,
10 m/s -->
|
|
|
45m |
|
|
|___________________________________________
Immediately we would look at the equation d=1/2gt^2 to figure out how long the man traveled.
45=1/2(10)t^2. 45=5(t)^2. 45/5 = 5/5 (t)^2. 9=t^2. Square root of 9 = 3. t=3. So the ball traveled for 3 seconds. To find the vertical velocity of the man, we use v=gt. v=10(3). v=30 m/s.
1 second = 10m/s 2 seconds = 10m/s 3 seconds = 10 m/s
|
| 10 m/s
|
|
|
| 20 m/s
45 m |
|
|
| 30 m/s
|__________________________________________
Now that we have our velocities and speeds, we need to find out how far down field the man got. We solve this by the Pythagorean theorem, a^2 + b^2 = c^2.
1 second = 10 m/s 2 seconds = 20 m/s 3seconds = 30 m/s
| 10 m/s
| _10_____
| 10|\
| | \ square root of 10over 2 = 14.1m/s
| 20 m/s
45m |
|
| 30 m/s
|_________________________________________________________
When we learned throwing at an angle, I got super confused! But when I started understanding falling at an angle, it got better. The Pythagorean theorem is also used in this as the 5,4,3 problem. If given the speed of a ball at a certain angle, it is easy to fill in the remaining numbers.
Example. A ball is thrown up at a 45 degree angle with a speed of 50 m/s
| /50m/s
30m/s| /
|/_________
40 m/s The horizontal velocity is a constant. So, if the horizontal velocity was 40 m/s, it will always be like that. So when asked to find how far downfield the ball got, we use v=d/t because v=d/t is the horizontal equation and we are finding out how far down field (horizontally) the ball got. So, v=d/t. 40=d/6. 40(6)=d. 240m =d. So the ball got 240 m down field. This example is also in free fall so the acceleration/gravity is still 10 m/s^2 which is always constant!
What I have found difficult about what I have studied is incorporating horizontal and vertical velocity into the same problems. The light bulb finally dinged a little bit just today when going over throwing things up at an angle and falling at an angle. It clicked the more Mrs. Lawrence drew the examples out, and she was going through the process slowly.
I am usually very involved in physics. I am not afraid to ask questions when I am confused and I am not afraid to help others when one doesn't understand something that I do. I am very consistent on my homework completion every night whether I truly understand or I just attempt the problems and come in an ask questions. My blogs I feel have improved over the past weeks. Especially this one. I truly feel like I put everything I know into this reflection.
My self confidence in physics took a deep plunge today when we were reviewing today in class for a test tomorrow and I had noooo idea what was going on with angles. But, when I got home I looked back at my notes from todays class and it just clicked.
My goal for the next unit is to go a step further in my learning ability in physics. I can do this by asking questions even when I think I understand things and reviewing once a week with Mrs. Lawrence just to be sure I understand what's going on in class.
While studying this unit, I kept picturing me throwing up a ball and actually knowing what was going on with the balls speed, velocity, and acceleration. It is a very cool experience.
In this lab we also looked at the equation of a line. The equation of a line is y= mx+b. When we are asked to translate the equation, y is always the thing placed on the y-axis. m is always the constant. *(THE M IN Y=MX+B IS NOT THE SAME AS M = MASS)* b is always too small in this situation to really pay attention to so don't really worry about b. x is whatever thing is left over. Example: Force is kept constant. Acceleration is on the y-axis and mass is increasing. y=mx+b --> acceleration=force(mass)
When we did our study on skydiving with air resistance, newton's second law was extremely important here. Remember, a=f/m. When looking at the fall of a skydiver, -f-weight is constant. f-weight is the weight of the skydiver. In order to discover our f-net which is air resistance, we must subtract f-weight by fair. When first jumping out of the plane, there is no air resistance so the f-air is 0N. So, if our f-weight is 100 N, our f-net would be 100 N because 100 - 100 = 0 N. When the skydiver gets further down, the f-net decreases and the f-air increases. When the f-net reaches 0 N and the f-weight and f-air are equal, The diver is in terminal velocity. After the diver hits terminal velocity for the first time, he opens the parachute. When the parachute is opened, the air resistance increases causing the f-net to decrease in the opposite direction. When the diver hits second velocity for the second time, he is nearly to the end of his path. The first terminal velocity the man hits, he is going a lot faster than when he hits 2nd terminal velocity. This is because when the f-air increases, the man is being pulled in the opposite direction, balancing out the mans speed, causing him to slow down. Like Newton's second law states, acceleration is directly proportional to force. When f-net decreases, so does the acceleration. Remember, the whole point of a parachute is for the skydiver to SLOW DOWN!
When studying free fall, we learned that gravity = acceleration which equals 10 m/s^2. THIS IS ALWAYS CONSTANT NO MATTER WHERE THE BALL IS!!!!! When dropping an object straight down, we always start with 0 seconds and whichever velocity the object starts with. For example, if the ball was falling at 30 m/s, we would start with 0s and 30 m/s. For each second the object falls, the velocity decreases by 10 m/s. So, after 2s the velocity would be 20 m/s and after 3s the velocity would be 10 m/s and after 4s the velocity would be 0 m/s meaning the object is at the end of its path. When asked how long the ball was in the air, we just look at the total seconds, 4s. When asked what the acceleration of the object was at 3 seconds and 1 second, remember that acceleration/gravity is constant. At both of these times the acceleration is 10 m/s^2 simply because the acceleration is the same no matter where the object is in free fall. If asked to find the distance of the ball at 3 seconds, we would use the equation d= 1/2gt^2. We only use this equation from the top of an objects path. We first use this equation to solve for the distance of how high the ball went. When we do this, we will subtract by the equation for 1 second because 4-3 =1 and we are solving for how high the ball is at 3 seconds. So, d=1/2gt^2. d=1/2(10)(4)^2. d=1/2(10)(16). d=1/2(160) d=80m.
80m = distance the ball is 4 seconds off of the ground. Now we will do the equation for 3 seconds off of the ground. Remember to use 1 for t because we are only subtracting the full distance by 1 second.
So, d=1/2gt^2. d=1/2(10)(1)^2. d=1/2(10)(1). d=1/2(10). d=5m. So, 80-5= 75 m high off the ground at 3 seconds. *Side Note* The vertical distance is the only factor that affects how long an object is in the air.
While studying throwing an object straight up into the sire using free fall, I found that basically the same rules applied as when we dropped a ball straight down. When we are throwing a ball straight up, we start at 0s and begin at the starting velocity. If we were throwing a ball up at 30 m/s we would start at 0s and 30 m/s. The 2nd second, the velocity would decrease by 10 m/s so we would be at 20 m/s. The third second the ball would be at 10 m/s and the 4th second is at 0 m/s. The ball is always at the top of its path at 0 m/s. Because the ball has to come back down, we are still increasing our time but now we are increasing our velocity by 10 m/s. So, at 5 seconds as the ball is going back down, the velocity is 10 m/s. At 6 seconds the velocity is at 20 m/s. And at 7 seconds, the velocity is at 30 m/s where it started. Anytime during free fall, the gravity/acceleration is 10 m/s^2 and this is constant!!!! We solve the distance in this free fall exercise exactly like we do in the previous one. Remember, we can only use our equations from the top of the path.
Things began to get difficult when we started to study falling at angle because we had to mix vertical velocity with horizontal velocity. The equations for vertical velocity are d=1/2gt^2 and v=gt. The equation for horizontal velocity is v=d/t. The horizontal velocity is always constant. If asked to draw a picture of a man jumping off of a 45m high cliff with a horizontal velocity of 10 m/s, it would look something like this,
10 m/s -->
|
|
|
45m |
|
|
|___________________________________________
Immediately we would look at the equation d=1/2gt^2 to figure out how long the man traveled.
45=1/2(10)t^2. 45=5(t)^2. 45/5 = 5/5 (t)^2. 9=t^2. Square root of 9 = 3. t=3. So the ball traveled for 3 seconds. To find the vertical velocity of the man, we use v=gt. v=10(3). v=30 m/s.
1 second = 10m/s 2 seconds = 10m/s 3 seconds = 10 m/s
|
| 10 m/s
|
|
|
| 20 m/s
45 m |
|
|
| 30 m/s
|__________________________________________
Now that we have our velocities and speeds, we need to find out how far down field the man got. We solve this by the Pythagorean theorem, a^2 + b^2 = c^2.
1 second = 10 m/s 2 seconds = 20 m/s 3seconds = 30 m/s
| 10 m/s
| _10_____
| 10|\
| | \ square root of 10over 2 = 14.1m/s
| 20 m/s
45m |
|
| 30 m/s
|_________________________________________________________
When we learned throwing at an angle, I got super confused! But when I started understanding falling at an angle, it got better. The Pythagorean theorem is also used in this as the 5,4,3 problem. If given the speed of a ball at a certain angle, it is easy to fill in the remaining numbers.
Example. A ball is thrown up at a 45 degree angle with a speed of 50 m/s
| /50m/s
30m/s| /
|/_________
40 m/s The horizontal velocity is a constant. So, if the horizontal velocity was 40 m/s, it will always be like that. So when asked to find how far downfield the ball got, we use v=d/t because v=d/t is the horizontal equation and we are finding out how far down field (horizontally) the ball got. So, v=d/t. 40=d/6. 40(6)=d. 240m =d. So the ball got 240 m down field. This example is also in free fall so the acceleration/gravity is still 10 m/s^2 which is always constant!
What I have found difficult about what I have studied is incorporating horizontal and vertical velocity into the same problems. The light bulb finally dinged a little bit just today when going over throwing things up at an angle and falling at an angle. It clicked the more Mrs. Lawrence drew the examples out, and she was going through the process slowly.
I am usually very involved in physics. I am not afraid to ask questions when I am confused and I am not afraid to help others when one doesn't understand something that I do. I am very consistent on my homework completion every night whether I truly understand or I just attempt the problems and come in an ask questions. My blogs I feel have improved over the past weeks. Especially this one. I truly feel like I put everything I know into this reflection.
My self confidence in physics took a deep plunge today when we were reviewing today in class for a test tomorrow and I had noooo idea what was going on with angles. But, when I got home I looked back at my notes from todays class and it just clicked.
My goal for the next unit is to go a step further in my learning ability in physics. I can do this by asking questions even when I think I understand things and reviewing once a week with Mrs. Lawrence just to be sure I understand what's going on in class.
While studying this unit, I kept picturing me throwing up a ball and actually knowing what was going on with the balls speed, velocity, and acceleration. It is a very cool experience.
Tuesday, October 22, 2013
Free Fall Video
This video is exactly like the presentation Mrs. Lawrence did in class when she had the tube and the feathers and penny's. In this video a man first shows a tube that has air in it and contains feathers and penny's. When there is air in the tube the penny's hit the bottom before the feathers. Because there is air in the tube, there is air resistance. Air resistance is a force that pulls an object up. The heavier the object, the harder it is for the air resistance to catch up with its gravity pulling it to the bottom. The lighter the object, the easier it is for the air resistance to resist the object from falling as fast. This is exactly like the penny's and feathers. The penny has a greater mass so the air resistance is not as fast to try and stop the object. The feathers are lighter so the air resistance is greater. When the tube has no air in it, there is no air resistance acting on the object, only gravity. Because there is no air force, the objects fall at the same time because in free fall, gravity is always constant no matter the mass of an object. The gravity will always be 9.8 or 10 in labs.
This video was very useful because it clearly shows the differences of air resistance and free fall. Free fall NEVER has air resistance so no matter where the object is, it always has a gravitational force of 10 and an acceleration of 10 m/s2 because acceleration is proportional to gravity in free fall. I hope this video helped!
Sunday, October 13, 2013
Newton's Second Law Video Resource
Obviously, this video is recommended for children so that they understand Newton's Second Law. I realize that we are not 5 years old, but I also realize that science is science no matter the age. I chose this video because it clearly states the definition of Newton's Second Law which is that acceleration depends on the mass of an object and the amount of force applied. This was shown when we did the lab in class with the carts and the extra mass that we added or took away from the cart or kept constant and the acceleration increased when the mass decreased and the acceleration decreased when mass increased. Remember, mass is inversely proportional to mass which means when acceleration does one thing, mass does another. The other equation in Newton's Second Law is that acceleration is directly proportional to force. So when acceleration increases, force increases and when acceleration decreases, force decreases.
This video helps me learn Newton's Second Law because of the visual examples. When the man pushes a child with a certain amount of force and then pushes a man with a greater mass than a child with the SAME amount of force, the child goes faster and higher which means the acceleration is greater for the child and less for the man who has a greater mass. This example goes right back to the equation acceleration is inversely proportional to mass. Since the boy had a lower mass, the acceleration was higher. When the man had a greater mass, the acceleration was lower.
I found this video useful for me because sometimes what helps me understand things is when I am spoken to like a kid. Slowly and using examples that even a chimp would understand. Less is more!
I hope this video helps you!
Monday, September 30, 2013
Unit Blog Reflection October 1st
In this unit I learned about how concepts in physics are determined by equations. For example, to determine velocity (constant, how fast, and how far) you use the equation v = d/t and the measurements in m/s. To determine the acceleration of an object you use the equation a = change in velocity / t which is measured in m/s squared. To determine constant acceleration you use the equation d = 1/2 a(t squared) which is measured in m to determine 'how far' and you use the equation v = at which is measured in m/s to determine 'how fast.' By using these equations with the appropriate information given, you can determine any of these concepts of physics. These applications are helpful with answering big answer problems because in order to complete an equation you must know what that equation means and you can apply that to your big answer. The rules of physics all come together to form one big answer.
What I have found difficult about what I have studied is how to keep all of the equations straight and not confusing the equations with another term. Velocity is a difficult equation to keep up with because the velocity equation is v = d/t BUT the constant acceleration equation for determining how fast an object is going is v = at. Because of this, it is easy to get the equations mixed up.
I overcame these difficulties by constantly working on more problems where I had to apply these equations to find the answer. The light clicked when I just kept repeating these equations and continuously had to look for key words that determined which equation I had to use.
My problem solving skills still have some work for I have really only worked on one problem solving problem. My effort in this class I feel has been very good. A lot of the time in classes I get very frustrated with myself. Sometimes that is good because it makes me want to do better but I have learned that in physics you just have to continuously work at it until it clicks. I have already learned so much in physics and it is just now one month into classes. Being able to watch Mrs. Lawrence's podcasts are extremely helpful in my learning because I get to look back at them when I have questions or I want to review and I can learn at my own pace. Being able to work with a partner in some assignments is helpful because there is so much information to learn and sometimes I forget some of it so having a partner and another input is helpful. I am not a very patient human being. Sadly I get this trait from my father, But, being in this class I need to improve my patience skills and learn that it is okay to make mistakes just as long as I can learn from them and apply my learning's to my next assignments.
My goal for the next unit is to improve my problem solving skills by doing more of these problems and asking for help more than I have been doing. It is okay to ask questions. I'm not expected to automatically know what I am doing.
The connections I have already made between physics and the real world is tremendous. Most of my connections have to do with cars for just driving on a straight road on cruise control contains constant velocity. But, when you change direction, you change your velocity. This is a connection that really stands out to me because I do drive and I make this connection on a physical day to day basis.
What I have found difficult about what I have studied is how to keep all of the equations straight and not confusing the equations with another term. Velocity is a difficult equation to keep up with because the velocity equation is v = d/t BUT the constant acceleration equation for determining how fast an object is going is v = at. Because of this, it is easy to get the equations mixed up.
I overcame these difficulties by constantly working on more problems where I had to apply these equations to find the answer. The light clicked when I just kept repeating these equations and continuously had to look for key words that determined which equation I had to use.
My problem solving skills still have some work for I have really only worked on one problem solving problem. My effort in this class I feel has been very good. A lot of the time in classes I get very frustrated with myself. Sometimes that is good because it makes me want to do better but I have learned that in physics you just have to continuously work at it until it clicks. I have already learned so much in physics and it is just now one month into classes. Being able to watch Mrs. Lawrence's podcasts are extremely helpful in my learning because I get to look back at them when I have questions or I want to review and I can learn at my own pace. Being able to work with a partner in some assignments is helpful because there is so much information to learn and sometimes I forget some of it so having a partner and another input is helpful. I am not a very patient human being. Sadly I get this trait from my father, But, being in this class I need to improve my patience skills and learn that it is okay to make mistakes just as long as I can learn from them and apply my learning's to my next assignments.
My goal for the next unit is to improve my problem solving skills by doing more of these problems and asking for help more than I have been doing. It is okay to ask questions. I'm not expected to automatically know what I am doing.
The connections I have already made between physics and the real world is tremendous. Most of my connections have to do with cars for just driving on a straight road on cruise control contains constant velocity. But, when you change direction, you change your velocity. This is a connection that really stands out to me because I do drive and I make this connection on a physical day to day basis.
Tuesday, September 24, 2013
Constant Velocity Vs. Constant Acceleration
What was the purpose of this lab?
I believe that the purpose of this lab was to allow us to physically see and demonstrate the difference between constant acceleration and constant velocity.
Distinguish between constant velocity and constant acceleration.
Constant velocity is a specific speed who continues going the same speed over the same amount of time. For example, if a ball is rolling on the ground at a constant velocity it may be going 5 inches every 3 seconds every 3 seconds. Constant acceleration is the constant change in velocity every m/s2.
For example if a ball is going down an inclined ramp at a constant acceleration, every1/ 2 second the speed will be increasing.
Describe in your own words how you conducted this lab.
In this lab, there were two physical parts involved. One was constant velocity where there was a flat surfaced table and a marble. When I released the marble, I made a chalk mark every 1/2 second where the ball was at. When I measured the marks, they were all covered in the same distance at the same amount of time. The other part was when I had to demonstrate constant acceleration. To do this, I made an inclined ramp with a marble. when I released the marble, just like the previous part, I made a chalk mark every half second where the marble was at that time. When I measured these marks, the distance increased every 1/2 second.
What did you find out in how constant velocity and constant acceleration compare?
Constant velocity and constant acceleration both cover an amount of space at a constant speed. But, in constant velocity, the distance stays the same every second, but in acceleration, the speed increases every second.
What formulas are used for constant acceleration and constant velocity.
The formula for constant acceleration is a = change in velocity / time
The formula for constant velocity is v = d / t
How do the lines in a graph for constant acceleration and constant velocity compare with each other?
The graph for constant acceleration does not have a straight line. The marks are somewhat in a close distance, but is not straight. The graph for Constant velocity is straight. The marks are an equal distance apart from each other.
How did you use the graph you created and the equation for a line to support your data?
The equation of each line that I received was y = #.####x + #.####
I used this equation to discover the acceleration and velocity of each part. Y = the y-axis and X = the x axis, so this was pretty easy to apply.
Three important things I learned.
1) Constant velocity and constant velocity ARE similar in speed, but NOT in distance.
2) How to apply known information into another source of information.
3) To try to be exact in all of your calculations because it can be the simplest error that can ruin all of your data.
I believe that the purpose of this lab was to allow us to physically see and demonstrate the difference between constant acceleration and constant velocity.
Distinguish between constant velocity and constant acceleration.
Constant velocity is a specific speed who continues going the same speed over the same amount of time. For example, if a ball is rolling on the ground at a constant velocity it may be going 5 inches every 3 seconds every 3 seconds. Constant acceleration is the constant change in velocity every m/s2.
For example if a ball is going down an inclined ramp at a constant acceleration, every1/ 2 second the speed will be increasing.
Describe in your own words how you conducted this lab.
In this lab, there were two physical parts involved. One was constant velocity where there was a flat surfaced table and a marble. When I released the marble, I made a chalk mark every 1/2 second where the ball was at. When I measured the marks, they were all covered in the same distance at the same amount of time. The other part was when I had to demonstrate constant acceleration. To do this, I made an inclined ramp with a marble. when I released the marble, just like the previous part, I made a chalk mark every half second where the marble was at that time. When I measured these marks, the distance increased every 1/2 second.
What did you find out in how constant velocity and constant acceleration compare?
Constant velocity and constant acceleration both cover an amount of space at a constant speed. But, in constant velocity, the distance stays the same every second, but in acceleration, the speed increases every second.
What formulas are used for constant acceleration and constant velocity.
The formula for constant acceleration is a = change in velocity / time
The formula for constant velocity is v = d / t
How do the lines in a graph for constant acceleration and constant velocity compare with each other?
The graph for constant acceleration does not have a straight line. The marks are somewhat in a close distance, but is not straight. The graph for Constant velocity is straight. The marks are an equal distance apart from each other.
How did you use the graph you created and the equation for a line to support your data?
The equation of each line that I received was y = #.####x + #.####
I used this equation to discover the acceleration and velocity of each part. Y = the y-axis and X = the x axis, so this was pretty easy to apply.
Three important things I learned.
1) Constant velocity and constant velocity ARE similar in speed, but NOT in distance.
2) How to apply known information into another source of information.
3) To try to be exact in all of your calculations because it can be the simplest error that can ruin all of your data.
Thursday, September 19, 2013
In this video, cartoon characters of Newton and Einstein discuss the differences between velocity and acceleration. In order for this video to not make you yawn yourself to sleep, the characters use funny accents and refer to acceleration as "chunk blowers." Warning: this is an extremely bizarre video, but stay with it!
As our study of velocity and acceleration continues, I know that at least I, myself get confused with the differences of velocity and acceleration. I chose this video because it is so stupidly humorous, that it actually makes sense. As Einstein says "Acceleration reminds me of blowing chunks," this makes me automatically know that it is acceleration that makes an object or person jerk or move in a sudden moment of time. I hope you find this useful!
Thursday, September 12, 2013
Post Hovercraft
Normally when hearing that one will be riding on a hovercraft, he/she will be extremely excited and curious as to how it would work. Although I was curious as to how it worked, I was nervous to ride it. Unaware of how a hovercraft worked and functioned I was worried that I would be 'too heavy' for it to work. Even though this feeling was just my 'teenage girl body issues' act of resentment, I got on the hovercraft. While riding on the hovercraft, as ironic as it sounds, I felt weightless. There were no forces on me while I was gliding and I've never been in that state of movement or at least I have not been aware of it. If I brought a friend with me to ride a hover craft at another time I would tell them that the experience is one of independence and dependence. In one phase, you need another person to push you and make you go but once you're in the second phase, you're on your own and have zero control of what is going on until you need to be stopped. A unique thing about riding on a hovercraft opposed to a skateboard or a sled, there is not friction. While on a skateboard you are riding on a surface with friction that can slow you down. While on a hovercraft, there is no friction because you are gliding. The thing I learned about inertia was that it can change in force. When a heavier person gets on the hovercraft there is more of a push to get the person started opposed to a 90 pound body. During this lab I learned to connect net force and equilibrium. A net force is the total amount of force added to an object. In order to be in equilibrium an object must be at rest or in constant movement. If the net force is at 0, the object will be in equilibrium. Proven in this lab, acceleration depends on the net force given to an object. There must be a net force other than 0 applied to an object for there to be any form of acceleration, negative or positive. In this lab, there were three phases. 1) starting 2) gliding 3) stopping. Because phases one and two both require a form of acceleration, the only phase that has a constant velocity would be when gliding because there is a 0 net force. Because of mass, the greater the mass, greater the inertia. Inertia requires a force so when a body is heavier than another, the inertia must work harder to push and to stop. My first hovercraft experience definitely took me by surprise for the better for it was entertaining and extremely educational. I very much enjoyed it.
Tuesday, September 10, 2013
Funny Inertia Video
This video serves as an amazing tool that helps to grasp and understand Newton's First Law stating that an object in motion stays in motion unless acted upon by another force. The mix of humor and educational content this video entails makes it a great one to watch for it shows vivid and cool examples of Newton's First Law. While watching the video I, myself received a greater understanding. Despite the bizarre ending of Mr. Potato Head on the toilet, this video made the idea of grasping my attention and increasing my knowledge fun and enjoyable. I hope you feel the same way!
Tuesday, September 3, 2013
Intro to Physics
This upcoming school year will be my first attempt at grasping anything "Physics." Three pieces of information that I am expecting to learn this school year are: 1) What makes the objects around us react the way that they do when approached by force? 2) What makes humans react the way that we do when approached by force? 3) How will this effect my everyday outlook on life and the things around me? (I'm especially excited about this one.)
I think the reason why it is a requirement for a student to take a course on physics is because the science of physics is shown in everyday life ranging from cars and how they stop suddenly with force, human reactions when falling, walking, running, or doing anything physical, to the ocean and how and why the tide rises.
A question I have about physics is: How does physics apply to sports? Particularly Field Hockey. How does physics effect the brain? How does physics effect agriculture?
A goal I have for myself during physics is to fully apply myself and to grasp everything there is to learn. If I have any questions or am unclear of anything, I want to be better about doing something about my doubt and to ask more questions. I want to earn above a B- on all of my tests. I want to leave physics class this summer having a great understanding of what I learned.
I think the reason why it is a requirement for a student to take a course on physics is because the science of physics is shown in everyday life ranging from cars and how they stop suddenly with force, human reactions when falling, walking, running, or doing anything physical, to the ocean and how and why the tide rises.
A question I have about physics is: How does physics apply to sports? Particularly Field Hockey. How does physics effect the brain? How does physics effect agriculture?
A goal I have for myself during physics is to fully apply myself and to grasp everything there is to learn. If I have any questions or am unclear of anything, I want to be better about doing something about my doubt and to ask more questions. I want to earn above a B- on all of my tests. I want to leave physics class this summer having a great understanding of what I learned.
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