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