9/30 qod

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

9/29 qod

Acceleration is measured in units of meters per second squared.  What do those units even mean?


--ch

9/28 qod

What do you think will be on the test?


--CH

9/27 Breznai

Today, when we walked into class there was a review paper for our test on Thursday. The review can be found on http://www.lakotaeasthigh.com/leh_coatshaan/Honors/3Kinematics/KinematicsTestReviewKey.pdf. After that, we took notes on velocity and displacement. Displacement is the position of any particle that can be described by a vector in either polar or unit vector notation. We also learned that the poor students at West barely know how to add more than three vectors at a time. This is because they only use the law of cosines, while we use Roxy, which can have an infinite number of vectors at a time. #roxyswag @stedmanlowry. Velocity is a vector quantity and it not the only rate of motion. Average velocity is the displacement vector divided by the corresponding change in time. Also, we learned that Mrs. Coats-Haan is magic and can make smiley faces come out of her finger. Lastly, we learned that instantaneous velocity is analogous to instantaneous speed, meaning it is the velocity at any given moment. The homework tonight is page 53 #7-10

Question of the Day: Why did vectors come up again today?

Answer: I think the came up again because vectors can represent displacement, which can also help find velocity.

9/27 qod

Why did vectors come up again today?
--ch

9/26 qod

Which control surface controls which axis of motion on your plane?

--ch

9/23 qod

Why are we flying planes?

--ch

9/22 qod

Why does the physicist want to assume the cow is a sphere?

--ch

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

09/20 Mukherjee

At the beginning of class, those of us who didn’t turn in our kinematics pair check on Monday turned it in before class started today. We didn’t turn in our homework (Kinematics Problems #1); instead, Coats-Haan passed around answer keys to check our homework. After checking our homework and asking any questions we had on the assignment, we looked at a worksheet called “Following Jack” This worksheet was designed to show the student the relationship between position and time in relation to speed. Afterward going over this sheet, the class began to take notes. The notes today were on position vs. time and velocity vs. time graphs.

            For position vs. time graphs, the slope of the figure represents velocity. If a positive value on the graph is positive, the object is to the right of the origin (0,0) and if it’s negative, the object is to the left. Basically, if the object, such as a line, is pointing up, it is positive and similarly, if it is pointing down, it is negative. If the slope is positive, the object is moving right; if the slope is negative, the object is moving left. In either case, if the line is straight, the object maintains constant speed. If the position curve is a flat line, the velocity is zero. Also, a vertical position line, with a slope undefined, is meaningless. That basically means at one time you are in multiple positions, which Coats-Haan says isn’t possible unless maybe if you’re God. On a position vs. time graph, a line that is not a straight line means that the velocity is changing.

            For velocity vs. time graphs, if the velocity is 0, the object is moving. 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. This is just like the idea stated earlier that anything above the axis is positive and anything below is negative. If the line on the graph is curved, the acceleration isn’t constant. On these types of graphs, a line that is horizontal and straight means that the object has constant speed. Likewise, if the line is pointed up or down, the speed is changing. I don’t really understand this, but if a line is pointed down, that may mean that the object is speeding up. If the line is pointed up, that may mean the object is slowing down. An easy way to determine this is to draw tangent lines (short dotted lines) along the line or curve. If the subsequent lines have a steeper slope, that might mean the object is accelerating and if they have less-steeper slopes, the object is accelerating less. Unlike the position vs. time graphs, you don’t know where the object’s position is; therefore, when asked to tell where the initial position is, you say you don’t know, unless you are given the position in the problem.

            By the time we finished going over these notes, we got out a page in our lab manual (I forget the page number). The page had a number of different position vs. time graphs and velocity vs. time graphs. Coats-Haan passed out matchbox cars to the class and in between Stedman getting carried away and constantly dropping his car on the ground, she had us act out the line in each graph with the cars. When we got to a graph that showed, I think, an instantaneous change in speed and direction, Coats-Haan said never to do that with our real cars. At that moment, Jacob was about to tell a story about the time he got into an accident at church, but Coats-Haan got the class’s attention before he could tell us what happened.

            After we had finished this page, we barely had five minutes for Coats-Haan to pass out and explain a lab we were going to do. The lab is called “Graphing the Look of Motion” where you are supposed to use a sensor attached to the computer to detect your movement and have the program graph out the motion in both position vs. time and velocity vs. time graphs. The most the class could do at the end of the period is use the sensor to get a feel of how it works.

            Tonight’s homework is to complete a worksheet called “Graphing Exercises.”

            The question of the day is: You are chasing a truck full of chicken nuggets that keeps going faster and faster. Describe the position vs. time and velocity vs. time graphs for the truck’s motion.

            Answer: In the position vs. time graph, the line, from the origin, is curving upwards, is moving right and is positive. In the velocity vs. time graph, I think the line is straight but I don’t know if it is pointed upwards or downwards. I’m guessing it is pointed upwards. If that’s the case, the line is moving to the right and is positive. Also, since it’s not stated in the problem, I don’t know where the origin is for this line. 

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

9/19 Mazzella

 Today at the start of class, we turned in both our Kinematics Discovery Lab and our guided reading for Chapter 2.1- 2.2. During class, we went over examples of kinematics problems. We altered some of these problems to make them more interesting. Instead of figuring out how long it would take for two cars to meet when car A starts in West Chester and car B starts in Dayton, we determined how long it would take for Stedman on a one-hump, albino camel in West Chester to meet Jacob traveling from Dayton on a two-hump camel. We also altered a problem to include Ms. Foldy trying to catch Ms. Taylor, who had stolen Ms. Foldy’s chicken nuggets. The kinematics problems used the equation X= Xi+ V x ∆t where X is the current position, Xi is the initial position, V is the rate, and ∆t is the duration. We only went through 4 of these examples and then the class started on a pair-check. If the pair-check was not finished before the end of class, it can be turned in tomorrow at the beginning of class. Our homework is to complete the “Kinematics Problems 1” worksheet.

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?

Answer: it would not be proper to draw a straight line through your points because the motion was not uniform and your measurements wouldn’t be completely accurate. I think you would draw a smooth curve that best fits your data.

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

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

9/15 qod

What are the units of the slope of your graph in the lab?  What do they mean?

--ch

9/14 Jesse

To start off the day today the class watched a funny video on how not to pull a tablecloth out from under the table settings. When the tablecloth was pulled a little German boy fell down and a bookshelf fell on top of him, and our class really wanted to know if the boy died or not, but nobody knew. Also everybody particularly interested in their German accents. After that the class went over the Pondering Speed worksheet, it was not checked or graded by Mrs. Coats-Haan, she just gave us correct answers.  Afterwards we took the graphing quiz, which we learned about in our homework from the night before, it was pretty simple, and did not take long. Then we began our three day long experiment, where we try to get a ball to roll down a track at a uniform speed. The experiment is in the lab manual on pages 13-22. The class liked this experiment a lot because we got to play with play-doh. Our homework was to read/do pages 25-28 in our lab manual. The answer to the question of the day is friction and gravity, I think this is right, but I am not positive.

9/14 qod

What are the barriers to creating uniform motion with your ball and track?

--ch

9/13 Jenkins

Today the class took the unit circle test and the unit vector test. Both of these tests took a little bit of time but were not that difficult. Also we turned in page 9 of the lab manual before we took the tests. Finally, our homework was to read pages 11 - 12 in the manual. P.S. It is important to study how to convert polar form to unit vector and vice versa. This is what I forgot. That was pretty much all we did during class today. For the question of the day the definition of liquid is a substance that has a surface tension and can be measured in mL and L.

9/13 qod

Give an operational definition for the volume of liquid.

--ch

Jagpal

To be completely honest either I wasn't paying attention today or we didn't talk about an error in our lab. I'm going to go with the latter part of that statement. I really hope this gets me my 42 points...

9/12 qod

What common source of error in the lab did we discuss today?  What is one way of minimizing its effect?

-- ch

09/09 Finney

Today we turned in our football vector worksheet that we did in class on Thursday.

A vector graphic organizer was assigned and it is due Monday. Dont forget about the test on tuesday.

During class toady we had a scavenger hunt on

Main Street

. There was a list on vectors with angles and you had to either walk out the path, or add them all up and do ROXY to find your piece of paper. This piece of paper could be turned in for candy.

QOD: Use ROXY to find one vector that is easier to use to find your "treasure"

9/9 qod

What is the most efficient way to use what you learned in class to find your "treasure"?

--ch

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

09/07 Dao

Today, we couldn’t go outside to do whatever we suppose to because of the weather, so we were staying inside to learn unit notation.

The following list is what we were doing in class.

1.       Vector Addition homework check

2.       We took notes on unit vector

-          Summary: A unit vector is a vector whose length of 1 (the unit length). A unit vector often denoted by a lowercase letter.

-          Unit vector expression: (Xi + Yj)unit.

To find X and Y: X=Rcosθ, Y=Rsinθ, R is the length of vector.

 For more information:

http://www.youtube.com/watch?v=FaF3v-ezbSk

I can’t explain the concept properly, so this video may help you understand better.

3.       After that, we did the pair check on unit vector and turned in.

4.       Then we continued with the lab manual page 9, and I believe that you can find direction on the paper.

5.       Homework is to finish the lab page 9, and unit vector notation worksheet.

9/7 qod

What is the advantage to using unit vectors instead of the polar form?

-- ch

9/6 qod

How is ROXY a combination of adding collinear vectors and adding right angle vectors?

-- ch

9/2 qod

How do you add two vectors that form a right angle when drawn head to tail?

-ch

9/1 Coleman

Today we turned in our take home labs. After, we did a blindfolded treasure map. We used our books to prevent us from seeing the end of the table. Jacob used a trash can. The object was for one person to guide his partner through water filled with sharks and mines. The person with the map would guide his partner the directions using reference points, angles, and lengths. Most of us failed. Mrs. Coats-Haans assigned us our various roles in our pogil based upon the first letter of out last name. She then gave us a pogil on vector addition which we worked on until the end of class. She also noted that Steadman was very easy to pick on. For homework we have to do page seven in our lab manuals. It is titled "Measuring vectors".

QOD- To accurately describe a vector you need its magnitude with units and an angle in degrees.

9/1 qod

What information do you need to accurately describe a vector?

 

-- ch