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.

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.

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!

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.

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!

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.