Describe how the first equation on your card could be used to calculate the final velocity as Isaac Cosculluela enters the endzone with a touchdown reception.
-ch
Friday, September 30, 2011
Thursday, September 29, 2011
9/29 Wheeler
Today in Physics, we did something that we have only done one other time this whole year. It was something so noteworthy that Mr. Drouhard, a history teacher at Liberty Junior, would have lovingly called it a "celebration." What is this mysterious and spectacular event, you may ask? We took a test. Yes, a test. A test over kinematics. It was actually quite easy, believe it or not--if you utilized the key to the Kinematics Test Review that is posted on the physics website (There is a link to the site on your HAC account if you could have possibly misplaced the site name--not that you would have misplaced it, because you are an honors kid, right? Those kinds of things don't happen to honors kids.). When I say "key," I mean "key." The key clarified every question (and answer, too--can you believe that?) in detail. It was a major help to me while I studied. Not only does the key aid you in your studying technique, but it also provides the answers to your homework, which was the Kinematics Test Review, that was to be turned in at the beginning of the period (if you wrote the description of the graphs on the graph sheet in your lab manuel, staple it to the separate piece of paper you put the rest of your answers and work on).
I know all of the above descriptions are extremely exciting, so try to keep your composure when I tell you even more about today's enthralling adventures. Today was Genius Day, of which several of my classmates interpreted it to be Nerd Day, because they came dressed as the stereotypical "nerd" who wears dress pants high on the waist, a collared shirt tucked in, a bowtie, and large glasses. However, I decided that since it was Genius Day, not Nerd Day, to dress as I normally do, implying that I am a genius. I know what you are thinking ("Wow! That's such a great idea!"), and I have to admit, I thought it was a pretty good idea, also.
Ah, the question of the day! I was looking at previous questions of the day, and the thought occured to me that my question of the day was more difficult than the others because it is about a topic that we haven't really touched on yet. But, with the help of my "engineir" dad, I was able to make sense of it. Question of the day: "Acceleration is measured in units of meters per second squared. What do those units even mean?" Answer: Well, we know that speed can be measured in meters per second (or at least I hope we all know that by now), so acceleration is really meters per second per second. (If this doesn't make sense, try thinking of it as the amount of meters per second that are in each second.) This shows at what rate speed is changing.
It appears as if I HAVE found things to talk about on my blog, as I was concerned because the only things we did today were turning in the homework and taking a test. When I first asked Coats-Haan what on earth I was supposed to write about, she said to write about my life, and then she said it would be even better if I wrote about Matt's life. However, I believe Austin Koenig has the excitement of Matt and I's lives beat, because this evening Austin got to play soccer in the pouring rain! Lots of slipping and sliding on the soccer field, it sounds like. See you all tomorrow!
I know all of the above descriptions are extremely exciting, so try to keep your composure when I tell you even more about today's enthralling adventures. Today was Genius Day, of which several of my classmates interpreted it to be Nerd Day, because they came dressed as the stereotypical "nerd" who wears dress pants high on the waist, a collared shirt tucked in, a bowtie, and large glasses. However, I decided that since it was Genius Day, not Nerd Day, to dress as I normally do, implying that I am a genius. I know what you are thinking ("Wow! That's such a great idea!"), and I have to admit, I thought it was a pretty good idea, also.
Ah, the question of the day! I was looking at previous questions of the day, and the thought occured to me that my question of the day was more difficult than the others because it is about a topic that we haven't really touched on yet. But, with the help of my "engineir" dad, I was able to make sense of it. Question of the day: "Acceleration is measured in units of meters per second squared. What do those units even mean?" Answer: Well, we know that speed can be measured in meters per second (or at least I hope we all know that by now), so acceleration is really meters per second per second. (If this doesn't make sense, try thinking of it as the amount of meters per second that are in each second.) This shows at what rate speed is changing.
It appears as if I HAVE found things to talk about on my blog, as I was concerned because the only things we did today were turning in the homework and taking a test. When I first asked Coats-Haan what on earth I was supposed to write about, she said to write about my life, and then she said it would be even better if I wrote about Matt's life. However, I believe Austin Koenig has the excitement of Matt and I's lives beat, because this evening Austin got to play soccer in the pouring rain! Lots of slipping and sliding on the soccer field, it sounds like. See you all tomorrow!
9/29 qod
Acceleration is measured in units of meters per second squared. What do those units even mean?
--ch
--ch
Wednesday, September 28, 2011
9/28 Tuazon
*THE CLASS PRELUDE.*
Just think--I left Kreider's first period Pre-Calc class to learn some good old-fashioned physics with Coats-Haan.
I walked in, as many a physics student before me, and dropped my heavy books onto the table. I looked up at the first plan of the day written on the board, which Ms. Elifrits would probably read as, "Checkmark pee fifty-three, numbers seven dash ten." This is more commonly known as "Check p. 53, #7-10," which was last night's homework problems.
Sonny trailed in not far behind me to his chair, diagonal from me. He was dressed in a beige vest and dark green cargo shorts as Russell, the Boy-Scout-like character from "Up," in celebration of Disney Character Day. Emily pointed out that "Up" is actually a Disney Pixar film, so it doesn't truly count as a Disney film.
I left them to go to my folder in the front of the room, where I found my now-graded "Pairs Check - Speed & Velocity" sheet sitting inside my blue file. My partner Pat and I got a 3/3. I proudly returned to my seat.
Class began soon after.
*THE ACTUAL PHYSICS CLASS.*
Everything turned in: As the white board explained, we only checked our homework. So we turned in nothing. Nada. Zip. Zilch.
Coats-Haan walked around, checking to make sure we had our homework before giving us an answer key to last night's problems. As we compared our answers to hers (which included a really cute sketch of a bear for problem #7), Coats-Haan, kneeling on her computer chair, told us a sad story about how technology (her computer and the network) was not working. Later, as I progressed through the school day, I found out that all the teachers' technological components were not working (4th period with Hume, in fiery frustration: "Technology just isn't on our side this month, guys!").
Thankfully, Coats-Haan's 3M was working just fine, and I'm happy to report that this made her practically float with glee, as she usually does when she gushes over the little things in life (like creating red boxes covered with smiley-faces to cover up powerpoint notes). While we finished checking with the key, it is probably safe to assume that Coats-Haan sang a few rounds of "Baa Baa Black Sheep" before asking if we had any questions.
And we did. The Notorious #8, as I have dubbed it, left many of us (maybe even you) in a cloud of confusion. Most of this was because we did not know how to begin setting up the problem.
The story goes like this:
"A hiker goes some ways West (6.44 km) at 2.68 m/s, backtracks some ways East (unknown to us) at 0.447 m/s and ends up with a total average velocity of 1.34 m/s, W. How far does the hiker walk East?"
Using her handy-dandy 3M, Coats-Haan revealed that the key to this problem was using the equation "Avg. velocity = Change in x/Change in t" (Avg. V = delta x/delta t) and plugging in all the known information to solve for the Change in t going East (1801 s). The 1801 s would be multiplied by the velocity going East (0.447 m/s, E) to find the Change in x going East, which ended up being 805 m.
Now don't worry. Sachi and I (and probably many other fellow peers) have taken more detailed, step-by-step notes for how to work out the Notorious #8. Coats-Haan says you should practice this problem a lot, because if you can do the Notorious #8, you can do anything. Or, at least, you should be able to solve the Not-So-Notorious #10, which is similar to the Notorious #8.
Following this single problem, Coats-Haan gave us time to study for our big test tomorrow.
Which reminds me...
Assignments made: This is technically still nada, BUT all 20 questions of the Kinematics Test Review that Coats-Haan gave us yesterday are still promptly due tomorrow (Thursday) at 8:27 a.m.
Perhaps it should be noted that other than asking about the review's Notorious-Jr. #7, which is about a Cheetah stalking its prey, Emily blatantly distracted me, Sonny and Pat from getting much of our review done in class today. Coats-Haan even scolded her. I mean really, the nerve of her to hinder our tax-payer physics education... It's beyond me.
If you must know, I did learn a couple things from our conversations. I found out that Asian Americans have the highest rate of suicide because many do not talk about their stress and that Dwight did not invent the Stream of Consciousness blogging-style (no matter how much he wants to believe he did).
*THE QUESTION OF THE DAY.*
Coats-Haan also left me a really nice note, which you can see if you scroll down a bit.
In it she asked, "What do you think will be on the test tomorrow? Love, Coats-Haan." (How sweet...)
If you really want my two cents on this, Coats-Haan, I think the test will have questions representative of our oh-so-valuable Kinematics Test Review. You know, a good chunk of people running up and down x-axes, pop star tour buses zooming down a highway at "Way too fast!! They should SLOW DOWN!!" velocities, a couple ROXY calculations... The good stuff.
With that in mind, for students reading this blog post, if you haven't already checked the Kinematics Test Review key on the physics website, you should do so. It's quite helpful.
Until next time, Reader. Stay smart.
Just think--I left Kreider's first period Pre-Calc class to learn some good old-fashioned physics with Coats-Haan.
I walked in, as many a physics student before me, and dropped my heavy books onto the table. I looked up at the first plan of the day written on the board, which Ms. Elifrits would probably read as, "Checkmark pee fifty-three, numbers seven dash ten." This is more commonly known as "Check p. 53, #7-10," which was last night's homework problems.
Sonny trailed in not far behind me to his chair, diagonal from me. He was dressed in a beige vest and dark green cargo shorts as Russell, the Boy-Scout-like character from "Up," in celebration of Disney Character Day. Emily pointed out that "Up" is actually a Disney Pixar film, so it doesn't truly count as a Disney film.
I left them to go to my folder in the front of the room, where I found my now-graded "Pairs Check - Speed & Velocity" sheet sitting inside my blue file. My partner Pat and I got a 3/3. I proudly returned to my seat.
Class began soon after.
*THE ACTUAL PHYSICS CLASS.*
Everything turned in: As the white board explained, we only checked our homework. So we turned in nothing. Nada. Zip. Zilch.
Coats-Haan walked around, checking to make sure we had our homework before giving us an answer key to last night's problems. As we compared our answers to hers (which included a really cute sketch of a bear for problem #7), Coats-Haan, kneeling on her computer chair, told us a sad story about how technology (her computer and the network) was not working. Later, as I progressed through the school day, I found out that all the teachers' technological components were not working (4th period with Hume, in fiery frustration: "Technology just isn't on our side this month, guys!").
Thankfully, Coats-Haan's 3M was working just fine, and I'm happy to report that this made her practically float with glee, as she usually does when she gushes over the little things in life (like creating red boxes covered with smiley-faces to cover up powerpoint notes). While we finished checking with the key, it is probably safe to assume that Coats-Haan sang a few rounds of "Baa Baa Black Sheep" before asking if we had any questions.
And we did. The Notorious #8, as I have dubbed it, left many of us (maybe even you) in a cloud of confusion. Most of this was because we did not know how to begin setting up the problem.
The story goes like this:
"A hiker goes some ways West (6.44 km) at 2.68 m/s, backtracks some ways East (unknown to us) at 0.447 m/s and ends up with a total average velocity of 1.34 m/s, W. How far does the hiker walk East?"
Using her handy-dandy 3M, Coats-Haan revealed that the key to this problem was using the equation "Avg. velocity = Change in x/Change in t" (Avg. V = delta x/delta t) and plugging in all the known information to solve for the Change in t going East (1801 s). The 1801 s would be multiplied by the velocity going East (0.447 m/s, E) to find the Change in x going East, which ended up being 805 m.
Now don't worry. Sachi and I (and probably many other fellow peers) have taken more detailed, step-by-step notes for how to work out the Notorious #8. Coats-Haan says you should practice this problem a lot, because if you can do the Notorious #8, you can do anything. Or, at least, you should be able to solve the Not-So-Notorious #10, which is similar to the Notorious #8.
Following this single problem, Coats-Haan gave us time to study for our big test tomorrow.
Which reminds me...
Assignments made: This is technically still nada, BUT all 20 questions of the Kinematics Test Review that Coats-Haan gave us yesterday are still promptly due tomorrow (Thursday) at 8:27 a.m.
Perhaps it should be noted that other than asking about the review's Notorious-Jr. #7, which is about a Cheetah stalking its prey, Emily blatantly distracted me, Sonny and Pat from getting much of our review done in class today. Coats-Haan even scolded her. I mean really, the nerve of her to hinder our tax-payer physics education... It's beyond me.
If you must know, I did learn a couple things from our conversations. I found out that Asian Americans have the highest rate of suicide because many do not talk about their stress and that Dwight did not invent the Stream of Consciousness blogging-style (no matter how much he wants to believe he did).
*THE QUESTION OF THE DAY.*
Coats-Haan also left me a really nice note, which you can see if you scroll down a bit.
In it she asked, "What do you think will be on the test tomorrow? Love, Coats-Haan." (How sweet...)
If you really want my two cents on this, Coats-Haan, I think the test will have questions representative of our oh-so-valuable Kinematics Test Review. You know, a good chunk of people running up and down x-axes, pop star tour buses zooming down a highway at "Way too fast!! They should SLOW DOWN!!" velocities, a couple ROXY calculations... The good stuff.
With that in mind, for students reading this blog post, if you haven't already checked the Kinematics Test Review key on the physics website, you should do so. It's quite helpful.
Until next time, Reader. Stay smart.
Tuesday, September 27, 2011
9/27 Tamayo
Today in Honors Physics we received our test reviews for the test Thursday. Coats-Haan showed us where we could find the answers to the test review on the Honors Physics website. We didn’t have any homework to turn in or check over in class today. After Coats-Haan explained the review sheet we took notes over Velocities. Coats-Haan used a new PowerPoint program to display these notes. During the notes Coats-Haan demonstrated the idea that an object moving around a circle at a constant speed does not have constant velocity. She used an alcoholic anime doll on a string to do so. After the notes we finished the bottom half of the Pair Check that we started last week. Once it was completed we turned it in and then began to work on the homework which was Page 53, #7-9 out of the textbook, or the review sheet.
Question of the Day.
Why did vectors come up again?
Answer.
Vectors came up again because we used them to express velocities that we added. Such as 5 m/s west plus 5 m/s north.
Question of the Day.
Why did vectors come up again?
Answer.
Vectors came up again because we used them to express velocities that we added. Such as 5 m/s west plus 5 m/s north.
Monday, September 26, 2011
9/26 Shi
I was told that I would be writing a "Blog". Whatever that was, what was more interesting was this strange machine that I am writing on. By hitting certain buttons, certain functions occur. I can't really explain except that we are in the Scheitlin household-- where the strange and unnatural occur.
As I was meandering down the hallway, by happenstance I entered into the room. What room is this you ask? The infamous Room 266. Coats-Haan's room. Both confused and dazzled by the spectacles hanging form the ceiling I went on to find my seat in the back of the classroom. How, you may ask, did I choose this seat? The answer is simple. I did not. Well, I kind of did. Through some divine intervention I felt a calling to the seat in the back of the room.
Unaware of where I really was. I quickly glanced at the whiteboard. It said " *check* Kinematics Problems 3 and Fly model planes". Remarkably, that is exactly what happened this fateful day. Some how, this board had the knowledge of the future. How in the world could this be?
Anyways, magical boards aside, we proceeded to do all of the board's predictions-- down to the letter. It was quite an interesting experience. After checking the kinematics problems, which of course, I got all right, we proceeded to fly these strange contraptions called "model planes". Like birds, they somehow were able to navigate the air without falling. How in the world was this possible? This seems to be against all laws of physics. Don't we frightened young one, this was no black magic. Instead, this was Bernoulli's principle in action. As I gazed upon my beautiful flying machine, I wondered if one day humans could also fly in one of these contraptions. They were a bit small though. However, I could not keep my eyes off of this one particular flying machine. Sporting, colorful stripes on both wings, hearts on the "elevator", and colorful bursts all around it, this plane was, as many young ones call nowadays, "sexy". Not knowing it at the time, it was apparently the handiwork of none other than Farah Hussain. Thank you Farah, for gracing my presence with such a beautiful piece of aeronautical engineering.
I watched my plane fly for a good second and a half. When gazing down, however, I had noticed that in my hand I held a "stopwatch". Another interesting contraption that seemed to work through black magic. It kept the time with extreme accuracy and was filled with a moving numbers-- strange but true. With these, we measured the time it took for the flying machines to fall to their DEATH. With the time, it took to fall, we divided that by the total distance traveled. This, gave us something called "Average speed". The easy way to calculate these strange numbers was to simply insert the distance and time into the mystical device known to many as a "calculator" and use strange buttons depicting the numbers and arithmetic functions such as addition, subtraction, multiplication, and division etc. With that, our exciting day was almost over. However, we still needed to complete a crucial part of this strange lab. By using papers with adhesive ends, we attached these strange papers to certain parts of the flying machine in order to see how it affected three things, Yaw, Pitch, and Roll. We collected our data, filled in the worksheet, turned it in and proceeded to lounge around back in Room 266. Coats-Haan then went on to speak about some strange machine called a "particle accelerator" that seemed to break the laws of physics. Cute, isn't it?
Question of the Day:
Which control surface controls which axis of motion on your plane?
Answer:
Yaw- Rudder
Roll- Elevator
Pitch- Ailerons
As I was meandering down the hallway, by happenstance I entered into the room. What room is this you ask? The infamous Room 266. Coats-Haan's room. Both confused and dazzled by the spectacles hanging form the ceiling I went on to find my seat in the back of the classroom. How, you may ask, did I choose this seat? The answer is simple. I did not. Well, I kind of did. Through some divine intervention I felt a calling to the seat in the back of the room.
Unaware of where I really was. I quickly glanced at the whiteboard. It said " *check* Kinematics Problems 3 and Fly model planes". Remarkably, that is exactly what happened this fateful day. Some how, this board had the knowledge of the future. How in the world could this be?
Anyways, magical boards aside, we proceeded to do all of the board's predictions-- down to the letter. It was quite an interesting experience. After checking the kinematics problems, which of course, I got all right, we proceeded to fly these strange contraptions called "model planes". Like birds, they somehow were able to navigate the air without falling. How in the world was this possible? This seems to be against all laws of physics. Don't we frightened young one, this was no black magic. Instead, this was Bernoulli's principle in action. As I gazed upon my beautiful flying machine, I wondered if one day humans could also fly in one of these contraptions. They were a bit small though. However, I could not keep my eyes off of this one particular flying machine. Sporting, colorful stripes on both wings, hearts on the "elevator", and colorful bursts all around it, this plane was, as many young ones call nowadays, "sexy". Not knowing it at the time, it was apparently the handiwork of none other than Farah Hussain. Thank you Farah, for gracing my presence with such a beautiful piece of aeronautical engineering.
I watched my plane fly for a good second and a half. When gazing down, however, I had noticed that in my hand I held a "stopwatch". Another interesting contraption that seemed to work through black magic. It kept the time with extreme accuracy and was filled with a moving numbers-- strange but true. With these, we measured the time it took for the flying machines to fall to their DEATH. With the time, it took to fall, we divided that by the total distance traveled. This, gave us something called "Average speed". The easy way to calculate these strange numbers was to simply insert the distance and time into the mystical device known to many as a "calculator" and use strange buttons depicting the numbers and arithmetic functions such as addition, subtraction, multiplication, and division etc. With that, our exciting day was almost over. However, we still needed to complete a crucial part of this strange lab. By using papers with adhesive ends, we attached these strange papers to certain parts of the flying machine in order to see how it affected three things, Yaw, Pitch, and Roll. We collected our data, filled in the worksheet, turned it in and proceeded to lounge around back in Room 266. Coats-Haan then went on to speak about some strange machine called a "particle accelerator" that seemed to break the laws of physics. Cute, isn't it?
Question of the Day:
Which control surface controls which axis of motion on your plane?
Answer:
Yaw- Rudder
Roll- Elevator
Pitch- Ailerons
Friday, September 23, 2011
09/23 Shah
In Class: In Honors Physics today, we started the day by going over homework. After some confusion, Coats-Haan clarified that whenever we have homework from the book, it is always the problems, not the conceptual questions. Part way through checking homework, we sang Happy Birthday to Austin. After we finished checking our homework, Coats-Haan explained how we were going to build the planes. Then, everyone built their own planes, and decorated them with time permitting. Later, everyone cleaned up their area and started working on the homework with the remaining time.
Turned in: Today in class, we did not turn in any homework. Coats-Haan checked Thursday night’s homework, page 52 in the textbook problems 1-6, for completion.
Homework: For Monday, we have to finish Kinematics Problems #3 worksheet.
QOD: I am not sure, but I think we are building kites to see kinematics in action. I think we will fly the kites, measure the speeds and velocities of the kites’ paths, and use that information to calculate other kinematics equations, but I am not sure.
Turned in: Today in class, we did not turn in any homework. Coats-Haan checked Thursday night’s homework, page 52 in the textbook problems 1-6, for completion.
Homework: For Monday, we have to finish Kinematics Problems #3 worksheet.
QOD: I am not sure, but I think we are building kites to see kinematics in action. I think we will fly the kites, measure the speeds and velocities of the kites’ paths, and use that information to calculate other kinematics equations, but I am not sure.
Thursday, September 22, 2011
9/22 Scheitlin
As we were arriving at class we were told to turn in our graph scavenger hunt and our lab page from yesterday if we did not turn it in already. Then we got our kinematics #2 homework out on our desk so Coats-Haan could check for completion and give us the answer key to check our work. Next we received a two question worksheet in which we were asked to just answer one aloud as a class. Afterwards, Coats-Haan told us a joke, saying that 3 people are asked to consult on a farm that has cows producing less milk than they want them to. The psychologist says the cows are not happy in their environment, the engineer writes many mathematical equations(that no one understands), and the physicist says let's see the cow as a sphere(in case you don't realize that was the punch-line). No one really understood what it meant so you are not alone, actually we were almost all kind of starring blankly back at her. We are hoping to understand this joke within the next few years of our life. Next up were notes on kinematics or the study of motion without consideration of mass and force. A few bullet points were trajectory- the name of a particle's path, we can use the cartesian coordinates to describe the path, and it is usually denoted as s(t). Speed- the path length divided by the corresponding change in time, calculated by v= delta s /delta t, it is a scalar quantity. Average speed- average of many different speeds over a path length when an object is in uniform motion. Instantaneous speed- the speed at any given moment, defined as the slope of tan to s(t) at any given t, V= ds/dt. We also learned a few things about planes, yaw- when it turns left or right, roll- when it rolls over on its side, pitch- when it points up or down. All of these are controlled by the rudder, elevators and ailerons. Then we did a few of the problems on the example sheet we got around the first day we started learning about kinematics. Oh, and we also found out that Coats-Haan really does not like not knowing what slide is about to come up or what slide we are on, as she doesn't know in second period because it is her first honors physics class of the day. After notes, we were given a pair check, but only had to do the first three, the answers on the board were 4.7 hours for number 1, 105.2 min for number 2, and 1.6 km for number three. The pair check was not turned in. Homework for the night, due tomorrow, is page 52 numbers 1-6 of our textbook.
Question of the Day- Why does the physicist want to assume the cow is a sphere?
Answer: Well I am not quite sure why, but I am guessing because the cow looks like a sphere, and he wants to simplify the problem down to something easier to handle and more familiar to him, and since a cow has many limbs and parts, he assumes it is a sphere to help make solving a problem easier because he is more capable to work with a sphere than a cow.
Question of the Day- Why does the physicist want to assume the cow is a sphere?
Answer: Well I am not quite sure why, but I am guessing because the cow looks like a sphere, and he wants to simplify the problem down to something easier to handle and more familiar to him, and since a cow has many limbs and parts, he assumes it is a sphere to help make solving a problem easier because he is more capable to work with a sphere than a cow.
Wednesday, September 21, 2011
9/21 qod
Describe the position vs. time graph and the velocity vs. time graph of Bengals wide receiver, AJ Green, if is running with uniform motion to the end zone.
--ch
--ch
Tuesday, September 20, 2011
9/20/2011 Nyaega
As we walked into class today, we were instructed to turn in our pair check from the previous day. From our folders we were to pick up our graded kinematics discovery lab, and our graded vector test. We were to leave our kinematics problems #1 worksheet on the table so that Mrs. Coats-Haan could come around and check for completion. Coats-Haan then gave each table two answer keys to the worksheet so that we could check our answers and ask questions. After this, we completed a two question worksheet, “Following Jack”, that demonstrated the relationship between position and time regarding speed.
We set that sheet aside and began taking notes on the nature of position vs. time graphs, as well as the nature of velocity vs. time graphs. In position vs. time graphs, the slope of the line represents the objects velocity. If the slope is positive, the object is moving right; if the slope is negative, the object is moving left. If the line is parallel to the x axis (horizontal), then there is no movement. A vertical line, which has undefined slope, is meaningless. A line that is not straight means that the velocity is changing. If the position is positive, the line is to the right of the origin (0, 0) and if it’s negative, the line is to the left.
In velocity vs. time graphs if the velocity is positive, the object is moving to the right and if the velocity is negative, the object is moving to the left. If the line is parallel to the x axis(horizontal), then the velocity is constant. If the line is curved, the velocity is not constant. A velocity vs. time graph does not tell you the initial position of the object.
We completed these notes and using various positions vs. time graphs and velocity vs. time graphs found in our lab manual, we performed the different motions of the object described in each graph using hot wheels. Following this, Mrs.Coats-Haan introduced us to a very cool motion sensor device that not only senses motion, but also graphs the velocity and position of a moving object at a given time! We were then introduced to our new lab, “Graphing the Look of Motion”, in which we are to use this device to detect our movement. Many of us did not get to begin this lab, as class was almost over. Our homework was a graphing practice worksheet.
Question of the Day: You are chasing a truck full of chicken nuggets that keeps going faster and faster, describe the position vs. time and the velocity vs. time graph for the truck's motion.
Answer: For the position vs. time graph our graph begins to the right of the origin. The line itself has an upwardly shaped curve, like that of the positive half of a parabola. For the velocity vs. time graph our graph also begins to the right of the origin, but its line is linear with a positive slope.
We set that sheet aside and began taking notes on the nature of position vs. time graphs, as well as the nature of velocity vs. time graphs. In position vs. time graphs, the slope of the line represents the objects velocity. If the slope is positive, the object is moving right; if the slope is negative, the object is moving left. If the line is parallel to the x axis (horizontal), then there is no movement. A vertical line, which has undefined slope, is meaningless. A line that is not straight means that the velocity is changing. If the position is positive, the line is to the right of the origin (0, 0) and if it’s negative, the line is to the left.
In velocity vs. time graphs if the velocity is positive, the object is moving to the right and if the velocity is negative, the object is moving to the left. If the line is parallel to the x axis(horizontal), then the velocity is constant. If the line is curved, the velocity is not constant. A velocity vs. time graph does not tell you the initial position of the object.
We completed these notes and using various positions vs. time graphs and velocity vs. time graphs found in our lab manual, we performed the different motions of the object described in each graph using hot wheels. Following this, Mrs.Coats-Haan introduced us to a very cool motion sensor device that not only senses motion, but also graphs the velocity and position of a moving object at a given time! We were then introduced to our new lab, “Graphing the Look of Motion”, in which we are to use this device to detect our movement. Many of us did not get to begin this lab, as class was almost over. Our homework was a graphing practice worksheet.
Question of the Day: You are chasing a truck full of chicken nuggets that keeps going faster and faster, describe the position vs. time and the velocity vs. time graph for the truck's motion.
Answer: For the position vs. time graph our graph begins to the right of the origin. The line itself has an upwardly shaped curve, like that of the positive half of a parabola. For the velocity vs. time graph our graph also begins to the right of the origin, but its line is linear with a positive slope.
9/20 qod
You are chasing a truck full of chicken nuggets that keeps going faster and faster, describe the position vs. time and the velocity vs. time graph for the truck's motion.
--ch
--ch
Monday, September 19, 2011
9/19 Monroe
At the start of class, we turned in the Chapter 2.1-2.2 guided reading worksheet and the kinematics discovery lab. Then we were given a handout over kinnematics. We went through problems 1-4, answering the questions as a class. These notes reinforced basic definitions such as; xi=initial position, v= rate, etc.. These problems were for us to get used to making our own equations from information given and how to use these equations, either to find a specific meeting point of two constant moving objects or a time in which they would meet. For number 3, we made the problem more of a story by making Mr. Hume be the car and Emily be the other car (bus) driving the Spark kids from West Chester to Dayton. Afterward we continued with a pair check. Most students did not finish the pair check and that became additional homework to the Kinematics Problems 1 wkst. Both are due tomorrow.
Question of the Day: You are running from a bear. At first, you speed up because you want to get away, but eventually you slow down because you get tired. If you survived this experience and plotted your motion on a graph of position vs. time, would it be appropriate to draw a straight line through your data points?
Answer: No, it would not be appropriate to draw a straight line through the data points because you were not traveling at a constant speed so the motion was not uniform.
Question of the Day: You are running from a bear. At first, you speed up because you want to get away, but eventually you slow down because you get tired. If you survived this experience and plotted your motion on a graph of position vs. time, would it be appropriate to draw a straight line through your data points?
Answer: No, it would not be appropriate to draw a straight line through the data points because you were not traveling at a constant speed so the motion was not uniform.
9/19 qod
You are running from a bear. At first, you speed up because you want to get away, but eventually you slow down because you get tired. If you survived this experience and plotted your motion on a graph of position vs. time, would it be appropriate to draw a straight line through your data points?
--ch
--ch
Sunday, September 18, 2011
9/16 Littig
In 2nd Period Honors Physics class on Friday, Sep. 16, class began by everyone taking their seats and then being told to continue their work with their teams on the “Kinematics Discovery Lab.” All work with the tracks should have been completed on Friday. The lab in its entirety is due on Monday, September 19, 2011 no later than the beginning of class. If one was absent, they must be sure to read the directions on the lab carefully so that all graphs are plotted correctly. Remember, zig-zag lines between points are not appropriate. There was not much new material learned during class, as the entire period was focused on lab work. A surprising occurrence during class was when a reading on a timer was read backwards, therefore, an assumption was made that a metal ball rolling down a steeply inclined track can “defy gravity” and not accelerate on an incline.
Work due on Friday: None
Homework Assigned Friday, Due Monday:
2.1-2.2 Guided Reading (be sure to take your textbook home)
Question of the Day:
If the motion of two objects is plotted on a graph of distance vs. time, how can you tell from looking at the graph which motion was uniform and which object was traveling faster?
Answer:
If the motion of two different objects were plotted on a graph of distance vs. time, one could tell which object had the greater speed by determining the which line had the greater slope. This is true because the higher slope means that more distance is being traveled in a lesser amount of time, thus that object was traveling faster. Uniform motion can also be determined by a line on a graph. The graph is linear if there is uniform motion, as that shows consistent, uniform motion at a specific ration of distance/time.
Friday, September 16, 2011
9/16 qod
If the motion of two objects is plotted on a graph of distance vs. time, how can you tell from looking at the graph which motion was uniform and which object was traveling faster?
--ch
--ch
9/15 Miley
Today, Mrs. Coats-Haan’s 2nd period Honors Physics class began by turning in our homework. The homework due for today was pages 23-24 in our lab manual. Then Coats-Hann told us why we are to not put a line through a group of data on a graph: which is because the line must be a curved or straight line going through most of the data. This allows us to see where outliers of the data are. Before continuing with our lab Coats-Haan discussed the barriers of motion which included gravity, frictions, and the starting force acting on the ball. After our discussion we were told to continue working on our labs so we could get through question 9. If we did not get through question 9, we were then supposed to finish it for homework.
QOD: What are the units of the slope of your graph in the lab? What do they mean?
The units of the slope would be distance (in my group’s case centimeters) over time which is seconds. This means is you had a slope of 10 that your ball was traveling 10 centimeters per second.
Thursday, September 15, 2011
Wednesday, September 14, 2011
Tuesday, September 13, 2011
Leonow
Today in class we took our first test. The first part was filling in a blank Unit Circle and the second part was a two page (front to back) packet covering Bernouli's principle. We were provided with a class set of calculators. Mrs. Coats-Haan said it ws very important for us to clear the memory of our calculators. This was done by pressing the 2nd button, then the Mem button and then the 3 button. We then repeated this step, but pressed the 4 button rather than the 3 button. After the test, we silently finished the Pondering Speed worksheet and were assigned to read pages 23 and 24 of the lab manual.
Question of the day: Give an example of an operational definition of a liquid.
Answer: First, we must find out what liquid we are measuring. For the sake of keeping it simple, we will say we are measuring water. Next, we must pour the unknown volume of liquid into a graduated cylinder. After doing this, we must get down to eye level with the liquid. When we see that the top of the miniscus, the curved shape top of the water in the graduated cylinder, is at a certain number, we should write down the measurement to the nearest tenth in liters.
-Ethan Leonow
Question of the day: Give an example of an operational definition of a liquid.
Answer: First, we must find out what liquid we are measuring. For the sake of keeping it simple, we will say we are measuring water. Next, we must pour the unknown volume of liquid into a graduated cylinder. After doing this, we must get down to eye level with the liquid. When we see that the top of the miniscus, the curved shape top of the water in the graduated cylinder, is at a certain number, we should write down the measurement to the nearest tenth in liters.
-Ethan Leonow
Monday, September 12, 2011
9/12 Koenig
The first thing we did in class today was checked the graphic organizer over Vectors. Next we got two worksheets, one labeled "Pondering Speed" and the other "Reaction Time Computer Simulation". The homework for tonight was to finish the "Operational Definitions" sheet on page 11 in our lab manual, if you didn’t finish it in class. Also, we started the "Pondering Speed" worksheet. This is not graded for accuracy but for explanation of the question. This sheet should be brought to class on Wednesday. This is a video explaining the computer simulation worksheet. The video is halfway down on the page and everything after that, we haven’t learned. The video explains exactly what we did.
http://www.phy.ntnu.edu.tw/ntnujava/msg.php?id=605
In class we did the "Reaction Time Computer Simulation" worksheet and started the "Pondering Speed" worksheet as a group. The Reaction Time worksheet was completed in class and turned in. The Pondering Speed worksheet consisted of 4 questions that all incorporated speed into the problems. They are multiple choice questions but you are to explain how you got to your answer below.
There is a test scheduled for tomorrow, Tuesday 9/13 over the unit circle, Bernoulli's Principle, and vectors.
Question of the Day: What common source of error in the lab did we discuss today? What is one way of minimizing its effect?
Answer: The common source of error in the lab that we discussed today is the influence of human error. I think that you can minimize the effect by the use of computer technology and math.
http://www.phy.ntnu.edu.tw/ntnujava/msg.php?id=605
In class we did the "Reaction Time Computer Simulation" worksheet and started the "Pondering Speed" worksheet as a group. The Reaction Time worksheet was completed in class and turned in. The Pondering Speed worksheet consisted of 4 questions that all incorporated speed into the problems. They are multiple choice questions but you are to explain how you got to your answer below.
There is a test scheduled for tomorrow, Tuesday 9/13 over the unit circle, Bernoulli's Principle, and vectors.
Question of the Day: What common source of error in the lab did we discuss today? What is one way of minimizing its effect?
Answer: The common source of error in the lab that we discussed today is the influence of human error. I think that you can minimize the effect by the use of computer technology and math.
9/12 qod
What common source of error in the lab did we discuss today? What is one way of minimizing its effect?
-- ch
-- ch
Sunday, September 11, 2011
9/9 Harrison
The first thing we did was turn in our Football Field Vectors lab which was done in class the day before. We also retrieved the Unit Vector Notation Worksheet and the Vector Computer Simulation (p. 9 in the lab manuel) from our folders. Next Ms. Coats-Haan checked our homework from the night before (p. 23 #32-34, 40- 43, in the physics textbook) and then passed out the answer sheet.
In class, we did the Unit Vector Treasure Hunt on Main Street. Each table was given a set of vectors and a starting point on Main St. and had to navigate their way to their treasure which was a picture of a treasure chest taped to the wall somewhere. Upon finding the treasure, each group member was awarded a dum dum of their choice.
We were assigned homework which was a Vectors Graphic Organizer. There is also a test scheduled for Tuesday involving: the unit circle, Bernoulli's Principle, and vectors.
Question of the Day: What is the most efficient way to use what you learned in class to find your "treasure"?
The most efficient way to find the treasure was to add up all of the vectors into one vector. You could then seperate that into two directions of either north, east, south, or west. This was much easier to measure and more accurate than trying to walk off each individual vector of odd angles.
In class, we did the Unit Vector Treasure Hunt on Main Street. Each table was given a set of vectors and a starting point on Main St. and had to navigate their way to their treasure which was a picture of a treasure chest taped to the wall somewhere. Upon finding the treasure, each group member was awarded a dum dum of their choice.
We were assigned homework which was a Vectors Graphic Organizer. There is also a test scheduled for Tuesday involving: the unit circle, Bernoulli's Principle, and vectors.
Question of the Day: What is the most efficient way to use what you learned in class to find your "treasure"?
The most efficient way to find the treasure was to add up all of the vectors into one vector. You could then seperate that into two directions of either north, east, south, or west. This was much easier to measure and more accurate than trying to walk off each individual vector of odd angles.
Friday, September 9, 2011
9/9 qod
What is the most efficient way to use what you learned in class to find your "treasure"?
--ch
--ch
Thursday, September 8, 2011
9/9 Haddad
In class today we turned in our homework from last night which was another vector addition worksheet. We also turned in page nine of the lab manual. Page nine was a worksheet that we used a website to construct vectors. The website showed the resultant vector after you put in the vectors that you needed added together.
We were supposed to go outside on the turf to do a lab today but it rained so we had to stay inside. Instead we recieved graph paper and drew out our own football field. In the lab, we recieved an envelope that had directions that we were supposed to follow on the turf. First we filled in the chart with all the directions we were supposed to use to makesure that we didn't go off the turf at all. One of the directions happened to be 120 meters south but we used vector addition to work out the problem. We drew out the directions on the graph paper in blue and drew the resultant vector after. Number 4 on the lab manual asked total distance questions which were really easy.
Then we had to solve for the length and angle of the resultant vector. We used pathagorean theorem and got 72 meters. After we got the length, we used the inverse tangent function to find the angle and got 230 degrees (50+180). The last question asked to find the X and Y components in meters so we used the length times cos230 to get the X component and length times sin230 to get the Y component.
I think the purpose of this activity was to show us how vector addition happens in real life. Also we have a test on Tuesday so this is another way of preparing us for our test.
In my class period, my group was confused on how to show 120 meters south with only a turf of around 90 meters. I raised my hand and ask how we should show this and Coats-Haan said to fill out the chart and see if we answered our own question. As soon as we filled out the chart we realized that we would need to use vector addition and subtraction to show 120 meters south.
Our homework was page 23 numbers 32-34 and also 40-43. I thought that problem 42 and 43 were difficult because they had three vectors. I attempted to solve them by finding all the X and Y components and adding them together to the resultant vector. Hopefully we go over the homework in class.
The Question of the day was when do you know if you have to add 180 degrees to the angle you get when you do inverse tangent. I think that you add 180 degrees anytime X is negative which is both in the second and third quadrant.
We were supposed to go outside on the turf to do a lab today but it rained so we had to stay inside. Instead we recieved graph paper and drew out our own football field. In the lab, we recieved an envelope that had directions that we were supposed to follow on the turf. First we filled in the chart with all the directions we were supposed to use to makesure that we didn't go off the turf at all. One of the directions happened to be 120 meters south but we used vector addition to work out the problem. We drew out the directions on the graph paper in blue and drew the resultant vector after. Number 4 on the lab manual asked total distance questions which were really easy.
Then we had to solve for the length and angle of the resultant vector. We used pathagorean theorem and got 72 meters. After we got the length, we used the inverse tangent function to find the angle and got 230 degrees (50+180). The last question asked to find the X and Y components in meters so we used the length times cos230 to get the X component and length times sin230 to get the Y component.
I think the purpose of this activity was to show us how vector addition happens in real life. Also we have a test on Tuesday so this is another way of preparing us for our test.
In my class period, my group was confused on how to show 120 meters south with only a turf of around 90 meters. I raised my hand and ask how we should show this and Coats-Haan said to fill out the chart and see if we answered our own question. As soon as we filled out the chart we realized that we would need to use vector addition and subtraction to show 120 meters south.
Our homework was page 23 numbers 32-34 and also 40-43. I thought that problem 42 and 43 were difficult because they had three vectors. I attempted to solve them by finding all the X and Y components and adding them together to the resultant vector. Hopefully we go over the homework in class.
The Question of the day was when do you know if you have to add 180 degrees to the angle you get when you do inverse tangent. I think that you add 180 degrees anytime X is negative which is both in the second and third quadrant.
9/8 qod
What is the one thing you can look at to determine if you need to add 180 degrees to your angle?
--ch
--ch
Wednesday, September 7, 2011
Tuesday, September 6, 2011
9/6 Eroglu
At the beginning of class on the board it said to sit down to check homework. Coats-Haan passed out the answer keys to the Vector Addition 1 Homework and gave us some time to compare our answers with the ones on the keys and to correct our answers if some were wrong. The Vector Addition 1 Homework was assigned in order to add to our knowledge of adding collinear vectors together. One simply adds magnitudes of vectors together when both go in the same direction; one subtracts when the vectors go in opposite directions. After completely checking the homework, Coats-Haan commisioned me to pass out unit circle sheets, Kyle Armour to pass out Pairs Check - Vector Addition 11, and Jack Dombrowski to pass out Vector Addition Homework, which is the assigned homework for tonight.
During the distribution of the unit circle sheets, I accidentilly gave a group, which only needed three sheets, four sheets. After realizing this, I took one of the sheets back. We started with the unit circle sheet. Coats-Haan asked what the cosine and sine of 30 degrees were. I raised my hand; subsequently, I answered with radical three over 2 for cosine and one half for sine.
She then asked what the cosine and sine of 45 degrees were. Emily Chao answered with radical radical 2 over 2 for both. Coats-Haan then illustrated how the cosine and sine of an angle on the unit circle are really just 2 vectors that add up to make a larger one. Coats-Haan next gave a powerpoint presentation on the ROXY method. This is a method used to calculate the magnitude and direction of the resultant if the two vectors used were neither collinear nor formed a right angle.
Through her presentation, I learned that one must break each vector into x and y components. It is useful to make a table. X is equal to the magnitude multiplied by the cosine of the direction; y is equal to the magnitude multiplied by the sine of the direction. This is done for each vector. The X component of one vector is added to the X component of the other.
The same thing is done for the y components. The combined sum of the the x components and the sum of the y components are then plugged into the pythagorean theorem. The answer is the magnitude of the resultant. Finally, one must take the inverse tangent of the y component over the x component(y/x) to find the direction of the resultant. If the resultant vector is in quadrant 1 nothing is done to the angle/direction, if in quadrant 2, 180 is added to the direction. If the resultant is in quadrant 3 180 is added to the direction and if the vector is in quadrant 4, 360 is added to the direction. After Coats-Haan finished showing us the ROXY method, we started to work on the Pairs Check - Vector Addition 2 work sheet.
By working together we got to number 4 before turning our sheets in and leaving for third period. By adding the x components of each vector to each other and by adding the y components of each vector to each other, the adding of collinear vectors is incorporated. When the pythagorean theorem is used by plugging in the sum of x components and the sum of y components, the right angle vector addition is displayed since a right angle is formed between the new x and y components.
During the distribution of the unit circle sheets, I accidentilly gave a group, which only needed three sheets, four sheets. After realizing this, I took one of the sheets back. We started with the unit circle sheet. Coats-Haan asked what the cosine and sine of 30 degrees were. I raised my hand; subsequently, I answered with radical three over 2 for cosine and one half for sine.
She then asked what the cosine and sine of 45 degrees were. Emily Chao answered with radical radical 2 over 2 for both. Coats-Haan then illustrated how the cosine and sine of an angle on the unit circle are really just 2 vectors that add up to make a larger one. Coats-Haan next gave a powerpoint presentation on the ROXY method. This is a method used to calculate the magnitude and direction of the resultant if the two vectors used were neither collinear nor formed a right angle.
Through her presentation, I learned that one must break each vector into x and y components. It is useful to make a table. X is equal to the magnitude multiplied by the cosine of the direction; y is equal to the magnitude multiplied by the sine of the direction. This is done for each vector. The X component of one vector is added to the X component of the other.
The same thing is done for the y components. The combined sum of the the x components and the sum of the y components are then plugged into the pythagorean theorem. The answer is the magnitude of the resultant. Finally, one must take the inverse tangent of the y component over the x component(y/x) to find the direction of the resultant. If the resultant vector is in quadrant 1 nothing is done to the angle/direction, if in quadrant 2, 180 is added to the direction. If the resultant is in quadrant 3 180 is added to the direction and if the vector is in quadrant 4, 360 is added to the direction. After Coats-Haan finished showing us the ROXY method, we started to work on the Pairs Check - Vector Addition 2 work sheet.
By working together we got to number 4 before turning our sheets in and leaving for third period. By adding the x components of each vector to each other and by adding the y components of each vector to each other, the adding of collinear vectors is incorporated. When the pythagorean theorem is used by plugging in the sum of x components and the sum of y components, the right angle vector addition is displayed since a right angle is formed between the new x and y components.
Friday, September 2, 2011
Thursday, September 1, 2011
9/1 Chao
Walking into Honors Physics today and checking the board, we turned in our “What is a Radian?” take-home lab that we were supposed to complete last night with string, three different-sized circles from three different-sized cylindrical containers, and a protractor. After turning in the papers and reshuffling some people around (because our class is a bit uneven and lopsided in terms of people with partners), Coats-Haan told us to place a barrier separating ourselves from the best friend sitting just across. Not for the sake of privacy, as the barrier probably was not enough to hide one privately for one’s convenience, but for doing a fun activity dealing with treasure maps. Coats-Haan had one partner have a colored version of the treasure map, complete with bombs and sharks as obstacles that impede the ship from reaching its desired gold. The other partner had a blank, black and white copy of the treasure map. From behind the barrier, one person used a ruler and a protractor to tell his or her partner to draw the lines according to the route drawn on the colored version. After a few minutes of giving directions to partners and drawing lines, Austin’s group finished first, with a spot-on, accurate drawing of the map. They won Dum-dum lollipops as a treat. As a pirate would say, we had mighty fun comparing the drawn maps to the real map using the lights. Letting us do this activity allowed Coats-Haan to help us immerse ourselves into the concept of vectors and realize that the first three pieces of information needed for a vector were starting point, length of the potential vector and the angle in comparison to a reference line.
After recycling the treasure maps and witnessing Austin’s table of three chomping on their lollipops, Coats-Haan introduced the POGIL roles of facilitator, spokesperson, process analyst, and quality control; the descriptions were in the folder she placed on the desk. The facilitator helps lead the group in doing the task. The spokesperson is the “ambassador” for the group (Coats-Haan’s metaphor) and communicates with other groups to ask questions or with Coats-Haan. The process analyst helps make sure that people are caught up. The quality control person helps keep people on task and makes sure everyone is doing the process correctly. Each of the tables split up the roles based on the numbering she had on the board. 1 was acilitator, 2 was spokesperson, 3 was process analyst, and 4 was quality control. Every group established their roles in alphabetical order to match the numbering. Coats-Haan stated that the roles will change order every time we do a POGIL.
Coats-Haan emphasized the roles of the POGIL activity because she wants us to work together and learn together by asking each other questions and doing the activity ourselves. She pointed out today that a group a few years back, with Miranda’s brother she added, did a very good job of making sure everyone was caught up on the activity. Even though they took longer to finish the assignment, she said, they usually were more successful. On the other hand, she pointed out a group that sat at Austin’s table a couple of years ago in which one person, who shall remain nameless, would not talk at all. Standing with one foot atop the former student’s chair, coincidentally empty, she told us that when his group started the activity, he would just write and not communicate. She pointed out that the rest of the group did not know what was going on because one member of the group was mute. They, in turn, were less successful in making sure their whole group would be all on the same pace.
In terms of grading our POGIL’s, she stated that she may take up a team assessment sheet or she may grade an entire group’s papers or she may grade just one paper from each group. It depends on what she wants to do.
Our POGIL today was on Vector Addition, complete with little reading blurbs, questions, and problems. We were supposed to work until we saw a stop sign. Seeing a stop sign meant that the spokesperson would call Coats-Haan over to have us check our work with her. Once she approved our answers, we could move on until the next stop sign. She at least wanted us to get through the first page because this would help with our homework, but the majority of the class ended on the stop sign on the second page. Our POGIL will be finished tomorrow in class.
Vector addition involves two vectors with specific angles theta measured from the positive x-axis and always will be. The positive x-axis is our reference line. The length of a vector begins at a tail and ends with the head or arrow point. The length is also called the magnitude. Names of vectors are usually written in the style length, angle. Collinear Adding involved two parallel vectors in the same direction and adding their magnitudes together. Collinear Subtraction involved subtracting the second vector’s magnitude of opposite direction from the first. If the resultant vector is negative, then make the vector magnitude positive and switch the direction. The continuation of the packet involves vectors of two non-collinear directions and trigonometry.
Nothing was returned in our folders today and our homework is the Measuring Vectors worksheet that can be found on page 7 in our lab manual.
The Question of the Day is “What information do you need to accurately describe a vector?” The information needed to accurately describe a vector is angle measurement, length of the vector, and the starting point of the vector. The starting point of the vector can help indicate the positive x-axis’ position to help determine the angle of the vector in relation to that axis. The length determines the magnitude.
After recycling the treasure maps and witnessing Austin’s table of three chomping on their lollipops, Coats-Haan introduced the POGIL roles of facilitator, spokesperson, process analyst, and quality control; the descriptions were in the folder she placed on the desk. The facilitator helps lead the group in doing the task. The spokesperson is the “ambassador” for the group (Coats-Haan’s metaphor) and communicates with other groups to ask questions or with Coats-Haan. The process analyst helps make sure that people are caught up. The quality control person helps keep people on task and makes sure everyone is doing the process correctly. Each of the tables split up the roles based on the numbering she had on the board. 1 was acilitator, 2 was spokesperson, 3 was process analyst, and 4 was quality control. Every group established their roles in alphabetical order to match the numbering. Coats-Haan stated that the roles will change order every time we do a POGIL.
Coats-Haan emphasized the roles of the POGIL activity because she wants us to work together and learn together by asking each other questions and doing the activity ourselves. She pointed out today that a group a few years back, with Miranda’s brother she added, did a very good job of making sure everyone was caught up on the activity. Even though they took longer to finish the assignment, she said, they usually were more successful. On the other hand, she pointed out a group that sat at Austin’s table a couple of years ago in which one person, who shall remain nameless, would not talk at all. Standing with one foot atop the former student’s chair, coincidentally empty, she told us that when his group started the activity, he would just write and not communicate. She pointed out that the rest of the group did not know what was going on because one member of the group was mute. They, in turn, were less successful in making sure their whole group would be all on the same pace.
In terms of grading our POGIL’s, she stated that she may take up a team assessment sheet or she may grade an entire group’s papers or she may grade just one paper from each group. It depends on what she wants to do.
Our POGIL today was on Vector Addition, complete with little reading blurbs, questions, and problems. We were supposed to work until we saw a stop sign. Seeing a stop sign meant that the spokesperson would call Coats-Haan over to have us check our work with her. Once she approved our answers, we could move on until the next stop sign. She at least wanted us to get through the first page because this would help with our homework, but the majority of the class ended on the stop sign on the second page. Our POGIL will be finished tomorrow in class.
Vector addition involves two vectors with specific angles theta measured from the positive x-axis and always will be. The positive x-axis is our reference line. The length of a vector begins at a tail and ends with the head or arrow point. The length is also called the magnitude. Names of vectors are usually written in the style length, angle. Collinear Adding involved two parallel vectors in the same direction and adding their magnitudes together. Collinear Subtraction involved subtracting the second vector’s magnitude of opposite direction from the first. If the resultant vector is negative, then make the vector magnitude positive and switch the direction. The continuation of the packet involves vectors of two non-collinear directions and trigonometry.
Nothing was returned in our folders today and our homework is the Measuring Vectors worksheet that can be found on page 7 in our lab manual.
The Question of the Day is “What information do you need to accurately describe a vector?” The information needed to accurately describe a vector is angle measurement, length of the vector, and the starting point of the vector. The starting point of the vector can help indicate the positive x-axis’ position to help determine the angle of the vector in relation to that axis. The length determines the magnitude.
8/31 Back
Today was a busy day in 2nd Period Honors Physics. At the beginning of class, Coats-Haan reminded us to check the whiteboard to see whether we should turn our homework (Pg. 21 #1-5, 11-13) into the folder or if she was just going to check it. Today she just checked it. She gave us an answer key to share between ourselves and the person next to us, not because she didn't have enough papers, but because she wants us to work together. We get a lot more out of figuring out errors that way than asking her to do a problem on the board, she said. Also, if we hadn't looked at the beginning of the bell, we went up to the graded papers folders and got back our Procedures Quiz and Book Treasure Hunt. Coats-Haan checked our homework and if we had our book covered or not, because she had forgotten to remind us she wanted them covered two days ago, so she pushed it back until today. Coats-Haan asked if we were done checking and then told us how she can usually tell when people are done later in the day, but in second period people are still sleeping, so it's harder to tell.
She gave us an extra credit opportunity which involves demonstrating Bernoulli's Principle to kids under 10 years old. For the project, we have to fill a large container with water and tie off two toy boats (or tupperware) with some space in between them. Then we have to run water through a hose in between them and show the results to the children. In order to get credit we have to take at least one picture while showing the kids the experiment. It is due Sept. 30. Also, for tomorrow, we are to complete the lab on page 5 (five) of our Lab Manual. Its purpose is to learn what a "radian" actually is.
After telling us about these assignments, Coats-Haan proceeded with our notes for the day. They were on Bernoulli's Principle. She led the lesson off with a demonstration of blowing air into the back of a snake head which had little balls for eyeballs that floated in the air when you blew. The snake only had one eyeball, though, because she couldn't find the other one. Coats-Haan explained that where there is a fast-moving fluid (in this case, air,) there is low pressure. In this experiment, there is a column of low pressure around the ball that allows it to staying floating. If the ball fell one way, the comparably high pressure of the room pushed it back into the column of low pressure. We proceeded with our notes from a powerpoint presentation. Coats-Haan's definition of Bernoulli's Principle states, "When the speed of a fluid increases, pressure in the fluid decreases due to the conservation of energy." She said this is why planes fly. Since the top of the wing is longer than the bottom, air on top has to travel faster, creating lower pressure above the wing. The result is lift, causing the plane to fly. Other practical examples of Bernoulli's Principle are a roof getting blown off a house, a shower curtain getting stuck to your leg after turning the water on, and an umbrella upending during a storm.
After our notes we got to do something really cool. Coats-Haan confirmed that no one in the class had a peanut allergy (and she has about 20 witnesses to prove it) and she gave each of us two peanut M&M's. Then, like a group of students fro ma physics magazine, we got to try out the experiment with the ball. We tipped our heads back and placed an M&M on our lips and then blew. The goal was to get it to float like the snake eye. Matthew was particularly good at it and experienced the first success for our class. Coats-Haan told us that she always seems like the cool teacher because she lets us try things like that, but really she only has us try them because she's not all that good at them herself (her words, not mine.)
After this we worked on our kites. All that the groups had left to do was punch a hole in the tape on either side of the kite, thread sting through each hole and tie it to a flying spindle. After completing this we walked outside (silently) through Main Street and continued to the top of the hill on the north side of the parking lot. For a couple minutes we all tried to fly our kites. Matthew's group was the first to achieve significant lift-off, but most groups were soon to follow. After that we went back inside and got to the room right as the bell rang, throwing the paper and tape from our kites in the trash, but saving the dowel rods.
In regards to the question of the day "How does Bernoulli's principle apply to the flight of your kite?", I think that I have a pretty good idea of an answer. Similarly to the airplane wing, the air on the top side of the kite is traveling faster than the air on the underside of the kite. This creates a pocket of lower pressure above the kite and the higher pressure underneath helps push the kite upward in an attempt to equalize the pressure on the two sides of the kite. However, moving air is required for the kite to fly, and we didn't have very much of it in class today.
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