10/28 qod

What part of 1st quarter do you feel like you need to review the most for next week's exams?

--ch

10/27 Shi

This morning, CH was on her A-game so to speak. She approached our table in the same calm and refined manner as usual and looked around for the book problems (pg 84 #47-57) when she realized that I didn't have my homework problems laid out on my desk. Being a crafty and resourceful student, I took it upon myself to present something-- a token offering in a sense. Because, as everyone knows, something is better than nothing.

Not today.

As I pulled out my physics homework today, something strange happened. It morphed from the actual homework into yesterday's homework (but with numbers 47-57) for some reason. I didn't know what was going on but when CH saw my homework she did a double take. Just like Sherlock Holmes, she used her discerning eye and then realized that that wasn't the homework that was due today but was in fact yesterday's homework disguising as today's homework. Appalled by this, she exclaimed "Sonny, you're a slime-ball." I was also surprised by this strange event. However, as I glanced around the room, I realized I was once again in the infamous Room 266!

Looking up, I realized that the all-knowing board was back. On it it prophesied "Turn in HAC check and Blue Sheet", "Check pg 84 47-57", and "Turn in Pair Check". Just as before, we did all of things that the board beckoned. How exactly the board knew this is still a mystery to me. CH went over questions two, three, and four, all of which I got correct (of course). We then went on to finish the pair check. After which, she asked if we had any questions over the homework. This was the part of the class in which I sat awkwardly without any homework to actually check. Luckily, this only lasted for a short while and we were soon on our way to working on the reviews. Which, incidentally, are both due tomorrow! Isn't that exciting?

Also, there's review session after school on Friday in CH's room if you would like to review. Bring in questions to ask or you'll be sitting there with nothing to do.

QOD: In relative motion problems, we have to add vectors. How do you know when to use ROXY? --ch

When vectors aren't going in the same direction or in opposite, it's appropriate to use ROXY. ie. When wind is blowing in a direction perpendicular to the plane. That creates a right triangle which is needed in ROXY equations.

10/27 qod

In relative motion problems, we have to add vectors.  How do you know when to use ROXY?

--ch

10/26 Shah

On this lovely morning of October 26, 2011, we started our day in 2^nd period Honors Physics by turning in the Aristocracy questions worksheet and checking the questions from the book (page 155 #1-10). Then we began to take notes on relative motion. The notes were:

• Reference Frame
• Reference frame—an object that is assumed stationary that is used to analyze the motion of other objects
• This is like when sometimes you are waiting at a traffic light and the car next to you starts moving, so you slam on the brakes just to realize that you were never moving to begin with. Of course, Coats-Haan and I were the only ones in class who have done that.
• No object is truly stationary
• The Earth is the most commonly used reference frame.
• Mathematical Perspective
• (there was a picture of triangle ABC with
• The 1^st letter is where the object ends.
• D_CB & D_AC are vectors with heads and tails, so…
• D_AB = D_AC + D_CB
• Remember, the pattern always stays the same: A is in the beginning, B is at the end, and C disappears.
• This also follows the pattern that if you dived through by Δt, you get…
• v_AC= v_AB + v_BC
• Also, note that v_AB = -v_BA
• Planes
• Tailwind—when the plane flies in the direction of the wind
• Headwind—when the plane flies directly into the wind

As we continued to the pair checks, Coats-Haan mentioned how she wanted to be like Chris and that she sounded like Sonny today. Then we started what Coats-Haan consider one of the toughest pair checks we will do all year. We spent the rest of class attempting to finish it, but almost no group finished. We will spend time tomorrow in class finishing it.

For homework, we need to fill out the HAC sheet, find out blue sheets and fill those out for extra credit, and do #47-57 on page 84 of the book. Also, you may want to get a head start on both the non-linear test review and the 1st quarter review packet, which are both due Friday.

QOD: The magnitude of the ground speed is greater than the magnitude of the air speed. When we drew a vector of the velocities, we see the component vectors (air speed and wind vectors) cross to form a right angle, so the resultant vector (ground speed vector) would be the hypotenuse of the triangle. The hypotenuse of the triangle is always longer than either leg, and since the ground speed vector is the hypotenuse while the air speed vector is a leg, the ground speed vector will be greater than the air speed.

P.S. I don't know why the post is highlighted in white against the green background. I don't know what I'm doing wrong or how to fix it, but it's really bothering me. Sorry.

10/26 qod

According to the compass on a plane, it is flying due north with an airspeed of 300 mph.  A wind is blowing due east at 85 mph.  Is the magnitude of the ground speed greater than, equal to, or the same as the air speed.  Explain your answer.

--ch

10/25 Scheitlin

      In physics class today we had to turn in our dart gun lab report and our follow up Barbie lab questions. Then we immediately went to writing notes on uniform circular motion. A few key points in the notes were that the acceleration is always directed toward the center of the circle and the magnitude of acceleration is a = v^2 / r, where v is the speed and r is the radius of the circle. Also the period (T) is how long it takes an object to move around the circle and the frequency (F) is how many times the object goes around the circle in a given time. Frequency and Period are inversely related. The equation is v = (2 * pi * r) /T or v = 2*pi*r*F. We also did a few examples on the example worksheet. Oh and while we were taking notes we found out that Austin can rotate his arm in a circle the fastest.
     After notes we were given a pair check which was to be completed and turned in and any extra time we had we got to work on our homework. For tonight we have to complete page 155 # 1-10 in the textbook, Aristotle questions, HAC grade check, and the exam review and test review are due Friday. Also if we return all of our tests back in on exam day we will receive a few extra points.
Question of the Day: What does it mean we talk about the number of g's?
Well, I believe it is the acceleration of an object divided by acceleration due to gravity

10/25 qod

What does it mean we talk about the number of g's?

--ch

10/24 qod

Is 8 m/s an achievable speed for a person without mechanical aid?  If so, is it a running or walking speed.  Justify your answer.

--ch

10/21/2011 Patricia Nyaega

Walking into class today we noticed that there were no papers that were to be handed in neither were there any papers that were to be collected from our folders. We did, though, have to place our "Another Detailed Analysis" on the table so that Coats-Haan could quickly come around and check for its completion. This detailed analysis was given to us the day before, and many of us completed it in class. Coats-Haan then asked the class if there were any questions concerning the detailed analysis, there were none and we moved on to a new and exciting task. Coats-Haan had, the day before, set up a scale model of a "crime scene" . In it was Barbie Einstein laying dead next to a hotel pool. She had fallen from the eighth floor, and we had to determine whether it was a homicide or suicide using our knowledge of projectile motion. Each table was given four minutes to approach the crime scene and take measurements. Our conclusion and measurements were to be placed on a white poster board and we are to present our findings to the class on Monday. Our homework was to complete our crime scene investigation. We also have a lab report due Tuesday, October 25th, and our quarter review as well as our projectile motion review packets are to be completed by Friday, October 28th.

Question of the day: How did you calculate Barbie's horizontal velocity when she left the hotel window?
To calculate Barbie's horizontal velocity you must first find her intial speed and then multiply that quantity by the cosine of zero.

10/21 qod

How did you calculate Barbie's horizontal velocity when she left the hotel window?

--ch

10/20 Monroe

Today we had nothing to turn in nor anything to get back. At the start of class, Coat-Haan passed out the answer key to the homework, the first quarter review packet and another detailed analysis. First we compared our homework answers to the answer key. Many students struggled on  the homework, but no one came in for help therefore there was no excuse. Coats-Haan hinted that we should try harder to be her best testing class, especially for friendly rivalry like Aimee and Ashley Miley as well as others. Next she explained that our first quarter test review will be due next Friday. She is giving us more time for review because we also have a test on that Friday. Then she reminded us that our lab report for the dart gun lab is due on Tuesday the 25th. We proceeded to then start the detailed analysis as a class, doing the sketch. From there we worked as a table in order to complete the analysis. This analysis helps us break down the problem into little steps to make sure we understand and can compute any type of question asked from the original problem. If it was not completed by the end of class, it needed to be finished for homework.
QuestionOfTheDay: The x values must be equal and the y values must be equal for the two balls to collide, so for our problem the balls do not collide.

10/20 Leonow

Today in class, we first checked the homework due today.  The assignment was page 82 14-23.  Then, we worked productively on a second detailed analysis of a projectile problem.  This one had 39 questions.  If we did not get that done, it was assigned for homework.  In addition, we received the first quarter review packet which is due next friday.  There will be a test on projectiles and a review packet for chapter 3 due next friday as well.  The key to the first quarter packet will be posted after the packet is collected.  Mrs. Coats-Haan told second period we need to step it up or we will fall behind third and seventh period.  She encouraged to come in and ask questions if needed in the morning.

The answer to the question of the day is the x values and y values both have to be equal at that instant in order for the balls to collide. 

10/20 qod

In the problem that we worked on today, what do you know about the x and y coordinates of the two balls when they collide?

--ch

10/19 qod

Use the range equation to explain mathematically, why complementary launch angles produce the same horizontal range.

--ch

10/18 Miley

Today’s class began with going over questions #1-16 in the Detailed Analysis packet. After this, Coats-Haan gave us the rest of class to complete the Detailed Analysis packet. During this time we were allowed to use our group members and the key as a reference on how to complete the problems. When most of the class reached problem #38, Coats-Haan gave us notes on the last kinematics equation. The last kinematics equation is range: R= V^2sin 2(theta)/g. In this equation V stands for speed and it can only be used if both Yf and Yi are the same. The numerical value for g is +9.8 m/s. After learning about the last equation, we were given time to continue the packet. It was at this time that Austin introduced his group members to his penguin eraser. If the Detailed Analysis packet wasn’t completed in class it became homework for the night.

QOD: To begin determining if the ball reaches the maximum height before or after it reaches the edge of the cliff you must determine the amount of time required for the ball to reach the top of its trajectory. This can be done using the 1^st kinematics equations which results in an answer of .587 sec. Then you must calculate the horizontal distance that the ball travels during the time it takes to reach the peak. This can be computed by using V= change in X/ change in T which gives you an answer of 5.85 m. The horizontal distance between the edge of the cliff and the initial X position is 5m (this is a given value). So to compute where the ball reaches its maximum height you can subtract 5.85-5 to give you an answer of .85. This means that the ball reaches its maximum height .85 m past the cliff.

10/18 qod

What are the steps to determine if the ball in today's problem reaches its maximum height before or after it reaches the edge of the cliff?

--ch

10/17 Wheeler

Today in Honors Physics, the class of brilliant students (and a brilliant teacher, by the way), we learned a new concept. A concept about the interworkings of projectile motion. I know, it sounds pretty scary. But, guess what? If you completed the Hewitt Chapter 3 questions and the cartoon guide questions that were assigned on Friday for homework (which were due today), you already have a head start on understanding the interworkings of projectile motion. And, to make your day even brighter, the concept is really only half new because just like we used ROXY to find vectors, we can use ROXY to find the initial horizontal and vertical components of velocity. I found that to be pretty exciting, particularly since my brain tries to slack off when it comes to learning new concepts on Mondays (and sometimes on Tuesdays, just because they follow Mondays). Now, I know you are having a hard time keeping your composure because you are so excited about the interworkings of projectile motion, but for homework, we are assigned the first sixteen problems from the worksheet "Detailed Analysis of a Projectile Problem," which we even had time to finish in class. Yes, in class. All of the problems, too. Not just half, all of them. I was jumping for joy, similar to the way Coats-Haan looked when she was looking at the picture of Julius Sumner Miller holding a rifle in his lab that was embedded in her notes presentation. She was probably just as excited, if not more excited, than I was about going home with no homework. Anyways, during this notes presentation that Coats-Haan gave us, we (obviously) took notes and we also tried a few examples to help us understand the concept. A highly emphasized point in the presentation is that horizontal and vertical velocities are indepedent of each other. Neglecting air resistance (NAR), the horizontal component velocity is constant. Also, NAR, the vertical component velocity is only affected by gravity. I just love this whole "NAR" thing--it shortens the amount of words needed to convey the concept, and it also is the first three letters of "narwhal." NAR is cool in my book. Moving on to the question of the day now...

QOD: Does the horizontal or vertical component of velocity affect time more?
Answer: Well, it is sad to say it, but I am not entirely sure what the answer is. However, I believe it is the vertical component of velocity because it is affected by gravity, which accelerates at -9.8 m/s squared. The horizontal component is not affected by gravity, it remains constant (NAR).

10/17 qod

Which component velocity of is going to affect time more, vertical or horizontal?

--ch

10-14 Tamayo

Today in class we got back our checked Acceleration vs. Time Graphing Packet and our Linear Motion Test Review. We turned in our lab reports, which were assigned to us last Friday. After we turned in our lab reports Mrs. Coats-Haan gave us our homework which included a reading printout with a separate question sheet and a question sheet for a cartoon located on page 50 in the Lab Manual. After this we were given a lab report that belonged to  someone else in our class. We were given a rubric for grading our classmate’s report. After peer grading the reports Mrs. Coats-Haan allowed us to take a class vote as to whether or not the reports should be counted for a grade. Our class voted not to count them for a grade. Mrs. Coats-Haan was very kind in still agreeing to grade them so we would know what we need to change for  the next time we have to create a lab report. The next thing we did in class was took a ruler with a penny on the edge of it and another penny on the edge of the table and used the ruler to shoot the penny off the table. This activity was supposed to show that an object moving horizontally from the same height as an object dropping straight down hit the ground at the same time. However, this was not easy to perfect but Jeff was able to do it pretty good. Next Mrs. Coats-Haan gave us a demonstration. Using a special car with a tube and a compressed she placed a ball in it. When she pushed the car she pulled the pin holding the spring releasing the ball into the air. The result being the ball was shot in to the air but came back down in the tube of the moving car. After the demonstration we watched our first Julius Sumner Miller video. Mrs. Coats-Haan was so excited to show us this video, she had to stop the video three times in the first fifteen seconds to explain a few things that we needed to know before watching the video such as the fact that we had to complete page 49 of our lab manual before during and after the video. After the video we had five minutes to get started on our homework then class ended.

Question of the Day: What was the point of the experiment with the penny and the ruler?

Answer: The point of the penny ruler experiment was to demonstrate that gravity has the same downward effect on objects moving horizontally and directly downward. Both pennies should have hit the ground at the same time even though one was moving horizontally and one was moving straight down.

10/14 qod

What was the point of the experiment with the penny and the ruler?

--ch

10/13 qod

If you fire a rifle from an elevation of 1 m and drop a bullet at the same time from the same elevation, which bullet will hit the ground first, neglecting air resistance?

--ch

10/11 Harrison

Today in physics was a pretty simple day of completing any work that was due by the end of the week. First, Mrs. Coats-Haan passed out the answer sheet to the previous night's homework (p. 55 #57-62 in the text book) and went over any questions students didn't understand. We didn't receive any papers back today. The rest of class was basically free time to work on any of the physics work due by the end of the week, which, for me, included working on the graphs lab on the computer. Other options included working on the Linear Motion Test Review packet due on Thursday or the Free Fall Lab write up that is due on Friday. We also have a Linear Motion test on Thursday.

Question of the Day: What does it mean when the sign of acceleration and velocity are the same?  What does it mean when they are different?
If the sign of the acceleration and velocity are the same, then the object is speeding up. If the signs are different, then the object is slowing down.

10/11 qod

What does it mean when the sign of acceleration and velocity are the same?  What does it mean when they are different?

--ch

10/10 qod

How do you find acceleration from a velocity vs. time graph?

--ch

10/7 Eroglu

       Walking into Physics in the morning I noticed that it said to check "1st Quarter Honors Physics Review Problems". I'd completed the final word problems of a POGIL as well and was extatic to learn that we weren't going to turn it in. Coats-Haan passed the answer keys to the review problems out, as she has for every checked homework assignment. Problem number 5 included mass, something I had never seen before in this Honors Physics class. To find out that I had, in fact, correctly worked through this problem was very rewarding although as I'd found out the night before, mass was really not a factor in this problem.
        Coats-Haan directly stated that we had a large amount to accomplish during class and that we only had time to go over two problems. After this, she set out to explain the the "Acceleration of Gravity" lab. To do this lab, my group was told to move to another table because our regular table doesn't give us access to an outlet. In the lab, we were to measure distances, calculate average velocity for intervals of time, and plot this average velocity on a graph of velocity vs. time; moreover, the graph would enable us to determine the accelearation due to gravity. Of course we already know that this is -9.8meters/second squared.
         To do this, we plugged the timer in and placed the timer at the edge of our table. We then thread a 1.5 m strip of paper throught the slot on the timer. We had to arrange the materials so that when the timer vibrated, the striker would hit a carbon paper disk with the paper strip underneath it. Because of this, a dot was marked on the strip of paper each time the timer struck the carbon paper. The dots were separated by a distance equal to the distance which the strip moved in one time interval.
         To cause the strip to move through the timer, we attached a 1-kg mass to the end of the paper strip. Chris turned the timer on and Kyle released the mass. Once the mass hit the floor, Chris turned the timer off. Jack removed the strip from the mechanism and we noticed that the motion of mass was recorded through dots. Looking at the dots, we notice where increased separation first became obvious and numbered that dot zero.
          We numbered all dots after that one until 17. We then made a data table with the dot number, position, change in position(cm), time interval(sec), and average velocity(m/sec). To answer the question "How can you tell when the weight was moving the fastest by looking at the ticker tape timer?" I say that ,because the time interval is always 1/60 sec, the bigger the change in position of the dots is, the higher the average velocity. In response to the question, "How are you going to calculate accleration in this lab?" the average velocity and time interval will be graphed in a velocity vs. time graph. Two points will be marked on a line drawn through the data on the table. The change in velocity/the change in time will yield acceleration due to gravity. The homework is to do page 54 #s 30,31,33,47,49,51,77,78. The "Acceleration of Gravity" lab report is due on 10/12.

         

10/7 qod

How can you tell when the weight was moving the fastest by looking at the ticker tape timer?  How are you going to calculate acceleration in this lab?

--ch

10/6 Dombrowski

In Class: today was yet another normal day in Mrs. Coats-Haan's 2nd period honors physics class. We spent all of the class period on the Free Fall POGIL, found on page 41 of the Lab Manual. This POGIL involved calculating and graphing a balls velocity and height at different times as it traveled 80 meters in the air from "your" hand, which is quite impressive by the way. We used the equations from our kinematics card, which is quite useful! The POGIL was homework if your group didn't finish it during class. Our group's work consisted mostly of Onur and Chris arguing over how to do each calculation, while I "encouraged" Kyle to figure it out before them. Unfortunately Coats-Haan frowns upon my methods of "encouraging" the group to work harder. However according to my economics teacher, "People respond to incentives in predictable ways" and we usually get close to, or finished with our in class activities as a result.

Papers Back: None

Assignments: Finish POGIL and the "1st Quarter Honors Physics Review Problems" worksheet.

Turned In: The completed Bleacher Lab write-up

QOD: _____

10/6 qod

What are the patterns in free fall that you discovered today?

--ch

10/5 Chao

MY THOUGHTS AT THE BEGINNING OF CLASS

            Thank goodness the board said “Check p. 54 #37 – 46” because I surely did not understand some questions. Oh, and we get our 2.4-2.5 guided readings back…and our Kinematics tests. Oh, don’t forget to turn in the pair check from yesterday. Wait, I already did that. Did I? Clearly I need sleep.

WHAT REALLY GOES ON IN CLASS PART 1

            Those two aforementioned papers will be waiting for any reader who was absent today in his or her folder, waiting to meet the hungry eyes. Using our handy dandy keys that Coats-Haan passed out to us and our partners, we checked over our homework from the previous night. While doing that, Coats-Haan passed around calculators with the QUADFORM program on them. Sonny helped our table link our calculators with this shortcut way to enter numbers for the quadratic formula.

            The notorious number 44 was a common question that left some of us befuddled. With her handy-dandy SmartBoard, Coats-Haan explained that when an object is thrown up in the air from some initial height and with some initial velocity, the endpoints of the objects’ journey are the endpoints that truly matter because at that certain height, whether the object is traveling up or down, the velocity will be the same and to find the end velocity, use V_f = V_i + at. A in this case will be -9.8 m/s², the acceleration constant for Earth’s gravity.

           As usual, Coats-Haan had a lot planned for us to do today so we didn’t get through everyone’s questions. If you, reader, would like to go ask Coats-Haan to explain some questions to you that you had trouble on or just to visit her with some stolen flowers, that is perfectly OK to happen between 6:30 to 7:30. She’ll be waiting.

            After the usual homework checking and Patricia and Sonny’s usual conversations about general “senior” things, Coats-Haan showed us a YouTube video. While it was loading, Coats-Haan let out all of the frustration she has about Lakota technology. Many of us would agree, even you, reader, perhaps, that Lakota technology just, well, isn’t the best. After a few long moments, Coats-Haan showed us a 1970’s experiment done by astronauts during the Apollo missions. Now of course, the video quality was slightly not up to par, considering that cell phones these days have “a thousand times more memory” than the cameras and computers used to power the Eagle, according to Coats-Haan. The video showed an astronaut holding in his hands a hammer in one and a feather in the other. Coats-Haan told us that because of air resistance and our atmosphere, Galileo’s postulate does not seem to be true regarding two different falling objects. If the hammer and the feather were dropped in our classroom, the hammer would meet the ground first. However, this astronaut daringly and gingerly let go of the two items and well, Galileo’s right after all. They both land at the same exact time onto the moon’s dust-laden ground. It’s hard to tell from the fuzzy, pixilated footage but yes, the feather lands right beside the hammer from the same height.

            Next, we moved on to a different topic known as linear regression, which leads me to the question of the day.

QUESTION OF THE DAY

Coats-Haan (a.k.a. ch) asked, “What is the point of linear regression?”

My answer: The point of linear regression is to minimize the amount of displacement of a point plotted on a graph based on data and the distance of the X and Y coordinates from the true line of best fit. In other words, we use linear regression to find the best line of best fit that would most accurately represent the data that we obtained, since there can be so many lines of best fit drawn through a set of data. For linear regression, the r value when inputted into a calculator is ideally 1 because then the linear regression is a perfect line.

MY THOUGHTS AGAIN

            What’s a derivative and she’s taking the derivative of what? Oh, she told us to not worry. This is calculus related.

WHAT REALLY GOES ON IN CLASS PART 2

            There’s one rule of simple logic in physics we will never break when it comes to graphs: we never connect the dots. Period.

            Coats-Haan pulls up a TI-84 calculator program and we can see what she’s doing as well as her key history. She shows us that we can use some data and the calculator will help us calculate linear regression. First we press STAT, choose option 1: Edit, then enter our X values in the L1 column and our Y values in the L2 column. This table will help us determine the linear regression. It serves as our list and if you want to clear an entire column, you simply select a value of that column, go up until L1 or L2 is selected and press CLEAR. After our list is complete, we select STAT again, this time switching to the CALC menu in which we select option 4: LinReg (ax + b). Pressing ENTER will reveal a menu like this

            LinReg
            y = ax + b
            a = …
            b = …
            r² = …
            r = …

            If the r² and the r values do not show up, select 2nd 0 to select CATALOG, then go the D options and select DiagnosticOn. Ideally, r should equal 1.

            This material will be on the test and we will have to know how to do it or else it is a “fail” (her words, not mine). Expect this material on the test next Thursday the 13^th.

            Then, Coats-Haan asked each group to grab a golf ball, p. 39 of our lab manual, and a timer. We stole quickly and quietly through Main Street to go to the stadium (Patricia and Sonny still jabbering away about their “senior” things). The “most coordinated” person stood at the top of the visitors’ bleachers to drop the golf ball. The “second most coordinated” person stood at the bottom along with the rest of the group timing and tossed the golf ball up to the “most coordinated person” (all her words, not mine). Miranda is obviously the most coordinated person as declared by Coats-Haan. My table sent Jasmine up, since my coordination clearly renders me unable to catch something (have you tried throwing me a football?) and she indirectly volunteered.

            Since we only had 15 minutes, we did three trials in which we timed each one and then we headed back. It was nice outside except the grass was extremely dewy and half of the bare patches were covered with mud. Our golf balls looked more brown than white by the time we finished timing our trials.

            That about wraps up what happened but before I forget, there’s something that has to happen AFTER class right?

HOMEWORK

            We received a linear regression practice worksheet in which we use the calculator to figure out the line of best fit (linear regression) for two sets of data and graph them on the back. We also have to complete a report (on notebook paper or the back of the lab manual page). 

10/5 qod

What is the point of linear regression?

--ch

10/4 Back

      Walking into room 266 this morning I found myself once again checking the board to find the destination of the previous night's homework. I found that the worksheet Guided Reading 2.4-2.5 was to be turned in to the blue 2nd period folder. While up at the folders I checked my return one and took two papers back from it. They were the previous Guided Reading and the Peer Evaluation from our recently completed POGIL. Following the inevitable ringing of the tardy bell, I rifled through my folder before coming across our other assignment for last night, a healthy number of book problems (never questions.) I laid the piece of notebook paper out on my desk and proceeded to check my answers with the keyand my partner, Ethan Leonow. After a subsequent session of questions in regard to the book problems, Coats-Haan announced that tomorrow we will be going outside. Therefore, we should all wear appropriate shoes, although CH did say "We won't be trudging through the mud."

      After checking our homework and storing it away, CH decided to liven up the classroom; we watched a video on YouTube. The video was very amusing. It consisted of David Letterman dropping various objects from the Five-Story Tower. The objects included, but are not limited to, bowling balls on a waterbed, turkeys on trampolines, and glass lawn ornaments. Watching the video really, truly helped us all finally grasp what a free fall is.

      Next we took notes on free fall. The most important thing, CH said, is to change all velocities and accelerations to deal with y by changing the subscripts. The notes were about as brief as this paragraph.

      We did an example free fall problem, where CH told us that we were all mimes. Upon successful completion of the problem (where apparently I carried on a Back tradition?) we began and completed a Pair Check to make sure we understood how to do the free fall problems. Ethan and I worked through each problem, checked our answer on the board, and finally turned the worksheet in about five minutes before the bell.

      As I looked up to the Honors Agenda on the whiteboard one final time for the day, I begrudgingly copied down our homework for the night. We are to complete problems #37-46 (not questions) on p. 54 in our textbook.

In regards to the question of the day "Suppose you were standing at the top of a 10 meter high ladder and you were going to jump to a mattress below (this is a really bad idea!).  Give three possible combinations of initial and final heights for your jump," it must be noted that the initial height is completely arbitrary. However, once the initial height is set, so are all other values associated with the problem. Three possible combination would be: 
Initial Height: 10m          Final Height: 0m
Initial Height: 7968m      Final Height: 7958m
Initial Height: 4m            Final Height: -6m

10/4 qod

Suppose you were standing at the top of a 10 meter high ladder and you were going to jump to a mattress below (this is a really bad idea!).  Give three possible combinations of initial and final heights for your jump.

-ch

10/3 qod

Suppose you were using crutches and you wanted to calculate your final speed.  Let's suppose you started at 0 m/s and accelerated to 5 m/s (which is pretty darn fast for crutches).  Which kinematics equation would be the most useful for calculating your acceleration?

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9/30 Armour

In Class: today we had a shortened bell schedule due to the pep rally, but Mrs. Coats-Haan still had us work up to problem #14 in the POGIL on page 35 in the lab manual. In this POGIL we had to write down several kinematic equations and we used the same equations to make new equations. After the first stop Mrs. Coats-Haan would come to your table and shout a team name for your table. My table’s name was the Half Slacker’s table which I am pretty sure no one understood what that meant, but it was our name because only Onur and I do the homework at our table, and Jack and Chris slack off.

Papers Back: physics review sheet was graded and put in the folders

Assignments: finish up what you didn’t do in class and finish 2.3 guided reading in the book over acceleration.

Turned in: We had a test on Thursday, so there was no homework due, but it was the last day to turn in the extra credit for Bernoulli’s principle.

QOD:  the first equation on our card is V_f =V_i +at. This equation would be used to find Isaac’s final velocity by multiplying his acceleration by his time then adding his initial velocity.