11/21 qod

What is microgravity?  Where can we experience it?  Why do we experience it there?

--ch

11/18 qod

What is the first thing you should do when you solve a spring problem and how does this help you determine the sign of the spring force?

--ch

11/17 QOD

Is the spring force constant or does it depend on how far it is stretched or compressed?  Support your answer with evidence.

--ch

11/16 qod

What are the 4 different ways we could solve the simultaneous equations in tension problems and why are matrices the best way?

--ch

11/15 Mukherjee

At the beginning of class, we went over the Action and Reaction Pairs homework from the night before. For the rest of the period, each table had to do a balloon lab about Newton's 3rd Law that compared the balloon to a rocket. For the first two parts of the lab, the table had to blow up a balloon and stick it to a piece of straw that was threaded on the long string of yarn, which was held up tightly between two people, and let go of the balloon to compare which way the air went and which way the balloon went. The first part asked for the string to be held up straight horizontally, then the next part asked the balloon to be held up at a 45 degree angle and then straight up. The last part of the lab required two balloons to be inside a hollow styrofoam cup and from the way the balloons were positioned, if you let one go, that one moves along the string until it runs out of air, but the other balloon has to wait for the first one to leave before it can move along the string as well. The lab and follow-up questions were due at the end of the period and our homework was a page about all three of Newton's Laws. Something funny that happened in class today was when Mr. Kreider kept walking back and forth across the hallway and saw us doing the lab. Then he went into the classroom and told  Mrs. Coats-Haan that all we don't work in physics and all we do is play. Because he was walking back and forth so much, I told him that he was being a hypocrite because he wasn't doing any work. Mr. Kreider agreed. 


Question of the day: Why do rockets have stages?
I don't completely understand, but I think it's because the parts of the rocket are stuck tightly together that when it's time for lift-off and when the air/flames have to be released, each part has to take turns releasing the energy as only one can release energy at a time. 

11/15 qod

Why do rockets have stages?

--ch

11/14 Mazzella

today in class we turned in our Pogil from Friday if we hadn't already we also checked the free-body diagrams worksheet. we then built balloon helicopters by blowing up balloons, tying them to the end of a straw, and sticking a pin through the middle if the straw and into a pencil eraser. we then let the air out of our balloons , making them spin. we had to make sure that the top of the bendy straw (opposite to the side of the balloon) was bent or it wouldn't spin. we then took notes over Newton's third law, "for every action, there is an equal but opposite reaction". we watched a Julius Sumner Miller video, which covered this law, while we completed page 69 of our lab manual. our homework was page 75-76 of the lab manual.

11/14 qod

How does Newton's 3rd law apply to your balloon helicopter?

--ch

11/11 qod

How is the normal force oriented to surfaces?

--ch

11/10 Jesse

Today in class we had to turn in last night’s homework: Page 73-74 in the lab manual.  Mrs. Coats-Haan checked our homework that we did in the book, page 127 1-9.  Then we did some more examples of math problems that had to do with Newton’s Second Law on our notes example sheet.  Mrs. Coats-Haan then passed out our quarter assessments and explained her grading mistakes while we did a pair check.  After we finished our pair check and looking over our exams we turned both back in.  Our homework that is due tomorrow is on page 127 in the book, questions 10-17.  In our class Mrs. Coats-Haan kept confusing the Jacobs, since they sit right next to each other now. 

The question of the day is: If you have several forces acting in multiple directions on an object, how do you determine the object's acceleration?

I think the answer would be to use “FOXY” to add the forces and then apply the new force you just found to the F=ma equation. 

11/10 qod

If you have several forces acting in multiple directions on an object, how do you determine the object's acceleration?

--ch

11/9 Jenkins

Today what we did in Physics was first turn in the pages that we had for homework the night before. After we turned in the homework we took notes on classical mechanics, force, Newton's 1st law and Newton's 2nd law. After we finished the notes we watched a JSM video over inertia and completed page 67 in the lab manual. Finally, we got out homework which is pg. 73 and 74 in the lab manual and pg. 127 numbers 1-9 in the book. What I learned today was Newton's 2nd law.

QOD: The difference between mass and weight is that mass can be switched between inertia while weight is not interchangeable with inertia and has different units than mass.

11/9 qod

How are mass and weight different?

--ch

11/4 qod

Explain how Newton's first law applies to one of the many demonstrations today.

-ch

AND A CORRECTION TO FINNEY'S BLOG, THE FASTEST TIME WAS BY CLAY HAN OF MY CLASS, NOT KEITH BRADY OF MS. GROTE'S CLASS!!!!!!!!!!!!!!!!!!

11/3 Finney

We didnt turn in anything today because of exams but we did get a diagnostics test packet that is due tomorow. We had a pretty eventful class today. We got new seats, and did the inertia ball activity in the hall. The fastest time in the class was about 32 seconds by Stedman and was not fast enough to beat 26 seconds, which was the fastest time by Keith.

QOD: The times when you HAD to apply force to the ball was when you first started moving it, when you were turning, and when you had to slow down or stop. I say HAD because most people who did the activity applied force on the straight aways which caused them to lose control of the ball when they tried to stop it.

11/3 qod

When did you have to apply a force to keep the bowling ball on the inertia ball track?

--ch

10/28 qod

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

--ch

Dao 10/27

Today we continued working on Relative Motion.

First, we turned in HAC check sheet and the blue sheet (the blue paper that Mrs. Coat-Haan gave us at the beginning of the year). And then we check homework from page 84, number 47 – 57.

While we checking the homework, Mrs. Coat-Haan said “you guys seem relax before the test, and the exam on Tuesday”. It was a reminder because we were talking too much. Then she rode on her chair around the class to answer the questions on the homework and on the pair check.

She showed us how to do number 57, 56, 53, and 51. She showed us do number 56 and 57 using RθXY

Remember: RθXY is where you add two vector using the 2 equations x = Rcosθ and y = Rsinθ to get the x and y components, then add them up to get the resultant in vector notation form.

Then we finished up the pair check with 2 questions that was assigned on Thursday.  We turned the pair check in as soon as we finished it.

Homework is to finish both the test review and the quarter exam review, and study for the test on Friday.

Reminder: on the quarter exam review number 72, 73, and 80. Because they are really hard, Mrs.Coat-Haan will not take off point if you don’t have an answer. Under 1 condition, you have to have the sketch and the given data.

The Honor Review schedule: Thursday – Mrs.Grote in room 270, Friday – Mrs. Coat-Haan in room 266

I don’t know what is the content question for today was, so I don’t have an answer for that.

10/27 qod

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

--ch

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 qod

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

--ch

10/24 Coleman

Today we presented our posters and stories explaining the death of Barbie Einstein. The time was 2.1 sec and the horizontal velocity was 7.3m/s. The stories shared similar themes of drug and alcohol deaths. Except Jacob's, which involved her getting shot out of a cannon. After we turned in our boards Mrs. Coats-Haan told us what really happened to Barbie. She then gave us two questions for homework. The first was about our assumptions and how we would explain them to a grand jury. The second was how high she would need to be the make the jump to the pool moving at 8m/s. Mrs. Coats-Haan also gave us 3 sheets at he beginning of class. They were The Case of the Scientific Aristocrat, HAC check, and The Non-Linear Motion Test Review.

QOD- 8m/s is 17.89mph. The fastest running speed recorded is 27.79mph. So, it's possible that someone could move that fast. That speed is definitely a running speed because walking would be much slower.

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 Breznai

On Friday, no homework was turned in. Although, Mrs. Coats-Haan did walk around and check to make sure we completed the detailed analysis of  projectile motion from Thursday. After that we learned about the crime we were going to investigate for the day. The given information was that Barbie Einstein was in South Beach, Florida with friends and had a room on the eighth floor. She also had a restraining order against Ken Einstein. The scale model set up in the room was every 20 cm on the scale model was equal to 10 feet in the real crime scene. Every story was 10 feet on the real crime scene, or 20 cm for the scale. Each group had four minutes at the scale model to measure what they thought necessary to determine the initial horizontal velocity. After groups found this out, they were told to make up a story about what happened.  Chris believed that Barbie was a hooker and tried to kill herself, and Mrs. Coats-Haan commented on how it wasn’t a very original story. If we did not finish calculations or the poster to represent those calculations, we will have ten minutes on Monday to finish, before we present. Besides that, the only homework is our lab reports from the dart gun lab are due Tuesday and our review guide that is due Friday before the test.

Question of the day:  ‘How did you calculate Barbie's horizontal velocity when she left the hotel window?’

Our group used the Pythagorean Theorem to find the magnitude. We then multiplied that number by 980 (because we kept our measurements in centimeters). After that we found the angle by using inverse tangent. We multiplied that by two and found the sine of it. We used our previous answer (length of magnitude times 980) and divided it by the sine of twice the angle. That gave us v squared. We found the square root of that and that was our answer.

10/21 qod

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

--ch

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 Wendt

Today we had questions 1-16 from the detailed analysis we got monday checked.  We then had notes on how to find the horizontal range of a projectile, when given the angle the object was projected, the speed the object is traveling, and the acceleration due to gravity.  The equation was:  Range=(speed squared *sin2theta)/accelaration due to gravity. For this equation, gravity is given a positive value, and the final vertical position is to be the same as the initial vertical position in order for the equation to work.  The rest of the period was spent finishing the detailed analysis, which is due Wednseday. Overall it was a relatively peaceful day.  It was clear that Mrs. Coatsaan didn't know what to make of this, and was so used to interruptions that she interrupted herself with a fairly unrelated, but also fairly awesome picture of stone henge about to be demolished by an angry bird.

Q.O.D.:  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?   To figure out if the ball will reach its maximum height before or after it reaches the edge of the cliff, all you will have to find is the time it takes for the ball to reach its highest point(use 5.75m/s+-9.81m/s^2*T=0m/s to find the time .587 seconds) and the time it takes for the ball to reach the cliff (use 5.00m=9.96m/s*t to find .502 seconds).  You don't really have to do any calculating for this problem.  Whatever point that takes a shorter duration of time for the ball to reach will be closer to the origin, and the ball will reach that point first.  Since it takes less time to reach the cliff, the ball will reach the cliff before it reaches its maximum height.

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 qod

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

--ch

10/14 Mukherjee

At the beginning of class, we turned in our lab reports. Then Mrs. Coats-Haan passed back the reports, but gave each student someone else's to grade. We had to follow a rubric to grade the reports and Mrs. Coats-Haan was at the front of the room explaining what the reports needed to have. At the end, the class voted to count the report as a 5pt. completion grade as opposed to a 40pt. accuracy grade. Once we handed the reports back in, each table did a quick experiment with two pennies and a ruler. To do this experiment, you had to put a penny on the ruler and a penny at the edge of the table. Then you would flick the ruler to hit the penny on the table and see which penny would fall first. If done correctly, both pennies fell at the exact same time. Then Mrs. Coats-Haan called us in the back of the room to see the concept of projectile motion with a ballistic car. Inside the car was a ball that shot upward by the trigger of a spring. Mrs. Coats-Haan proved that if the ball shot up while the car was moving, the ball would go straight back into the car. For the rest of the class, we watched a video of Julius Sumner Miller teaching projectile motion. The video was kind of outdated, as it was from the 70s, so it was funny seeing some of the things JSM said/did. For Monday, we have to complete the projectile motion packet and a cartoon guide to projectiles.

QOD: What was the point of the experiment with the penny and the ruler?
The objective was to see that both pennies would fall at the same time.

10/14 qod

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

--ch

10/13 Mazzella

items turned in: our test review and the moving man simulation were due at the beginning of today's class.

the rest of the period was spent taking the test. 

due tomorrow at the beginning of the class  are our lab reports. 

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"

answer: i think the second bullet will be the first to hit the ground.

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

Steddy :)

    Today was a tragically sad day in Honors Physics as Mrs. Coats-Haan decided to not come to school and we missed her dearly in class. However, with a thirst for knowledge we all decided it best to continue with our work in order to learn! Our sub for the day was a very old man, who actually happened to coach Jacob's dad and uncle in basketball when they were kids! He was quite a funny looking man, but despite his funny appearance, there was a sense of sadness in the room as everyone missed Mrs. Coats-Haan.:( Anyways, we were given a packet scanned from a book with a worksheet to complete about Projectile Motion. We learned that a projectile is any object projected by some means and continues in motion under the influence of gravity. We also learned about horizontal and vertical components, and Fast-moving projectiles, like satellites. This worksheet took the majority of the shortened class period and our group for instance finished in time to work on the review packet for a couple minutes. That is about it, it was quite a normal, nothing special day.
   Sadly, Mrs. Coats-Haan decided to not trust me and didn't give me a QOD so I will come up with one of my own.
   Question - Why will a projectile that moves horizontally at 8 km/s follow a curve that matches the curvature of the earth?
   Answer -  Because the earth curves 5 meters for every 8000 km, and it takes 1 second for something to fall 5 meters.
 

10/11 Jesse

Today nothing was turned in, but we did check and go over the homework from last night. While checking the homework, Stedman did a good job of staying quiet and figuring out his mistakes instead of talking about off topic things.  Afterwards we had the option of working on the moving man packet/simulation on the computer (due Thursday), working on the test review (due Thursday), or working on our lab reports (due Friday).  Today we also learned that Lance does not want his birthday to be every day, so I will stop trying to make it that way.  QOD: If the acceleration and velocity both have the same sign it means the object is going in the same direction, and if they have opposite signs the object is going in different directions.

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 can you determine acceleration from a plot of velocity vs. time?

--ch

10/7 Jagpal

Today we had yet another exciting day of physics! We checked and went over our Physics Review Problems worksheet and then started the Acceleration of Gravity lab to see what the acceleration due to gravity is...well we all know (hopefully) that it is -9.8 m/s squared so we are pretty much just trying to prove it. Our homework for the weekend was to do problem #s: 30, 31, 33, 47, 49, 51, 77, 78 on pg 54 in our textbook.
Q.O.D:
you can tell when the weight was moving the fastest by looking at the ticker tape timer because the dots would be farther apart on the tape. We are going to calculate acceleration by using the dots distances and time intervals to find the average velocity and then we are going to graph that along with time. The slope of that graph (change in velocity/change in time) will give us the acceleration.

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 Finney

     We turned in the linear regression practice and the golf ball lab where you measure the height of the visitor's side bleachers. Then without wasting time, we jumped into lab pages 41-44 which, if you didnt finish, became homework along with the 1st Quarter Honors Physics Review Problems worksheet.

Qod- What are the patterns in free fall that you discovered today?
     While doing the lab on pages 41-44 we discovered that, if you throw an object straight into the air, the point where it's height is the greatest, is also the point where it's velocity is the lowest. Heading to that point, which happend to be at 4 seconds in the lab, the velocity decreased in a constant rate. So, the initial velocity was 39.2m/s, and every .5 seconds it decreased 4.9m/s until it reached 0m/s at 4 seconds. Then, when the object started heading towards the ground it began increasing it's velocity in the negative direction(down).

10/6 qod

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

--ch

10/5 qod

What is the point of linear regression?

--ch

10/4 Dao

We turn in 2.4 -2.5 guided reading.  Then we checked the answers for page 53, #12 -15, 19 – 29, and asked question about the homework.

Next, we took “free fall note”, which are only 3 lines, and we finished the example sheet from yesterday (10/3/11) from number 10 – 15.

Note:

·         -   a= acceleration is -9.8 m/s²

·         -  Going up is positive.

·         - Going down is negative.

After that we did the pair check and turned it in.

Homework: P.54, #37 – 46