9/28/12
Phryday!
And a welcome Phryday it is...
Physics A and B practiced using some math techniques to combine vector quantities. Yesterday's work with the graphical method of combining vectors went well, but it was pretty easy to pick out the downsides of that path - need for equipment and problems with accuracy. As long as the vectors being combined are perpendicular to each other, slapping together a quick right triangle and using the Pythagorean Theorem to get the magnitude of the resultant and the tangent function to find the directional angle, works much faster and far more accurately than the graphical method. We practiced vector combination in class and Monday will bring the idea of vector resolution - taking one vector and breaking it down into its x- and y-components.
Honors Physics moved from horizontally-launched projectiles to projectiles launched at an angle. The same formulas are in play, but the launch velocity now has both a horizontal and vertical component. Make sure to break that initial velocity apart and use only the y-component for vertical work and the x-component for horizontal work. Also, keep in mind the hints and tips I gave you in class and that you used for the classwork problem. If I get a chance, I'll put up a video on working with projectiles launched at an angle and you'll get more practice with this problem type on Monday.
Introductory Physics reviewed the basics of creating and interpreting graphs of motion, building off of yesterday's lab. You should be able to create a position/time or velocity/time graph of motion described in words and evaluate a position/time or velocity/time graph for the motion it is describing. Calculating the velocity from a position/time graph and acceleration from an velocity/time graph (including sign or direction) should also be a skill in your toolbox. We then talked about how the kinematics on the MCAS formula sheet can be used to make predictions about motion and started practicing making calculations using these formulas. You'll get a lot more practice with this on Monday.
Have a great weekend!
Physics A and B practiced using some math techniques to combine vector quantities. Yesterday's work with the graphical method of combining vectors went well, but it was pretty easy to pick out the downsides of that path - need for equipment and problems with accuracy. As long as the vectors being combined are perpendicular to each other, slapping together a quick right triangle and using the Pythagorean Theorem to get the magnitude of the resultant and the tangent function to find the directional angle, works much faster and far more accurately than the graphical method. We practiced vector combination in class and Monday will bring the idea of vector resolution - taking one vector and breaking it down into its x- and y-components.
Honors Physics moved from horizontally-launched projectiles to projectiles launched at an angle. The same formulas are in play, but the launch velocity now has both a horizontal and vertical component. Make sure to break that initial velocity apart and use only the y-component for vertical work and the x-component for horizontal work. Also, keep in mind the hints and tips I gave you in class and that you used for the classwork problem. If I get a chance, I'll put up a video on working with projectiles launched at an angle and you'll get more practice with this problem type on Monday.
Introductory Physics reviewed the basics of creating and interpreting graphs of motion, building off of yesterday's lab. You should be able to create a position/time or velocity/time graph of motion described in words and evaluate a position/time or velocity/time graph for the motion it is describing. Calculating the velocity from a position/time graph and acceleration from an velocity/time graph (including sign or direction) should also be a skill in your toolbox. We then talked about how the kinematics on the MCAS formula sheet can be used to make predictions about motion and started practicing making calculations using these formulas. You'll get a lot more practice with this on Monday.
Have a great weekend!
9/27/12
Feeling the Motion
Introductory Physics spent the long block working on their Graph Matching lab. Folks had to interact with prepared graphs of motion and enact the motion they described. A motion detector tracked their movements and plotted them against the prepared plot to see how the people did matching their motions to the graph. Both position/time and velocity/time graphs were enacted and students also had the opportunity to create their own graphs and have groupmates try and match their directions. We'll go over these labs tomorrow and make sure that everyone is comfortable interpreting basic graphs of motion.
Physics A and B started their work with vectors today by examining the nature of vectors and the graphical method of vector addition. Vectors will be an important part of this year's work, so a firm hand dealing with vector topics is necessary for success in the class. We practiced how to create vector diagrams to scale using rulers and protractors and determining the resultant through direct measurement. Tomorrow, we'll start to add mathematical tools to combining vectors. If folks aren't up-to-date with the Pythagorean Theorem and the use of the tangent function, you'll get a thorough review tomorrow.
Honors Physics spent extra time yesterday working with non-perpendicular vectors, so today was horizontal projectile day. We looked at properties of projectile motion, in general, and worked with the math of evaluating horizontally-launched projectiles. Tomorrow, we'll add projectiles launched at an angle to our list of skills and then move to the area of relative motion. We've actually talked about that a lot, but this time we'll work with it mathematically with vectors.
Physics A and B started their work with vectors today by examining the nature of vectors and the graphical method of vector addition. Vectors will be an important part of this year's work, so a firm hand dealing with vector topics is necessary for success in the class. We practiced how to create vector diagrams to scale using rulers and protractors and determining the resultant through direct measurement. Tomorrow, we'll start to add mathematical tools to combining vectors. If folks aren't up-to-date with the Pythagorean Theorem and the use of the tangent function, you'll get a thorough review tomorrow.
Honors Physics spent extra time yesterday working with non-perpendicular vectors, so today was horizontal projectile day. We looked at properties of projectile motion, in general, and worked with the math of evaluating horizontally-launched projectiles. Tomorrow, we'll add projectiles launched at an angle to our list of skills and then move to the area of relative motion. We've actually talked about that a lot, but this time we'll work with it mathematically with vectors.
9/26/12
Staring at 2-D Motion
Physics A and B enjoyed demonstrating their mastery of the Chapter 2 material and will be entering the arena of 2-dimensional motion tomorrow in class. Honors Physics is already there and taking up the topic of horizontally-launched projectiles. The lab we conducted yesterday allowed people to get a look at the situation in real life and we added in more theory and problem-solving practice today. As you work your homework problems, remember that the x- and y-components of the motion are independent, but can be used to help examine attributes of the other. For instance, we usually are able to find time by evaluating the y-direction motion and that time can be transported to teh x-direction motion to find overall displacement. We'll expand our work with projectile motion tomorrow with a look at projectiles launched at an angle. They're a little more tricky...
Introductory Physics had an intensive session on graphing motion. We worked through the preliminary questions for our upcoming lab to make sure that everyone is set for interpreting position/time and velocity/time graphs for both motion with constant velocity and accelerated motion. Tomorrow, you will have to act out motion graphs and try and match your motions to the descriptions provided by the computer. On Friday, we'll review graphing before moving into more math associated with motion.
Introductory Physics had an intensive session on graphing motion. We worked through the preliminary questions for our upcoming lab to make sure that everyone is set for interpreting position/time and velocity/time graphs for both motion with constant velocity and accelerated motion. Tomorrow, you will have to act out motion graphs and try and match your motions to the descriptions provided by the computer. On Friday, we'll review graphing before moving into more math associated with motion.
9/25/12
Motion and Acceleration
Physics A and B reviewed their work on free-fall before moving on to a review for tomorrow's exam. I'll try and get a review video posted later this afternoon to help folks who were absent for today's review. On Thursday, we move from 1-dimensional motion to 2-dimensional motion and start off that work with a study of vectors.
Introductory Physics added acceleration to their pot of descriptors of motion. With acceleration, velocity, time and displacement, you can do a very good job describing and predicting the motion of any object (as long as we factor out friction and air resistance). We covered the definition and basic formula for acceleration and looked at how accelerated motion is presented graphically when plotting position vs. time and velocity vs. time. We also took the opportunity to bring up the special case of circular motion, which is characterized by constant, continuous acceleration. That acceleration, centripetal acceleration (caused by centripetal force) indicates the rate of change of velocity, but concentrates on the direction portion of the velocity measurements. Tomorrow, you'll get a lot more practice working with motion graphs and Thursday will bring us into working with more of the math involved with motion.
Honors Physics conducted their Projectile Motion lab today. Projectiles are objects launched into the air and acted upon only by gravity. They can be horizontally-launched, like the ball rolling off the table in today's investigation, or launched at an angle, like a kicked soccer ball. When working with 2-dimensional motion, we can look at the x-motion and the y-motion separately and make good predictions about features of the object's trajectory. Today, folks had to gather information and predict where a horizontally-launched projectile would land on the floor. A very nice job was done by all, even when the challenge was turned around and people had to figure out how to strike a target by manipulating the launch velocity of the projectile. We'll talk about horizontally-launched projectiles in class tomorrow, after going over the vector homework, so you can use that discussion to help with your lab write up that is due on Thursday.
Introductory Physics added acceleration to their pot of descriptors of motion. With acceleration, velocity, time and displacement, you can do a very good job describing and predicting the motion of any object (as long as we factor out friction and air resistance). We covered the definition and basic formula for acceleration and looked at how accelerated motion is presented graphically when plotting position vs. time and velocity vs. time. We also took the opportunity to bring up the special case of circular motion, which is characterized by constant, continuous acceleration. That acceleration, centripetal acceleration (caused by centripetal force) indicates the rate of change of velocity, but concentrates on the direction portion of the velocity measurements. Tomorrow, you'll get a lot more practice working with motion graphs and Thursday will bring us into working with more of the math involved with motion.
Honors Physics conducted their Projectile Motion lab today. Projectiles are objects launched into the air and acted upon only by gravity. They can be horizontally-launched, like the ball rolling off the table in today's investigation, or launched at an angle, like a kicked soccer ball. When working with 2-dimensional motion, we can look at the x-motion and the y-motion separately and make good predictions about features of the object's trajectory. Today, folks had to gather information and predict where a horizontally-launched projectile would land on the floor. A very nice job was done by all, even when the challenge was turned around and people had to figure out how to strike a target by manipulating the launch velocity of the projectile. We'll talk about horizontally-launched projectiles in class tomorrow, after going over the vector homework, so you can use that discussion to help with your lab write up that is due on Thursday.
9/24/12
Up in the Air
Physics B entered into a discussion surrounding the idea of free-fall motion. Objects are in free-fall when they are only acted on by the force of gravity, with no air resistance muddying up the works. The kinematics equations used for horizontal motion are the same as those used for falling objects, with the twist that Δx is replace by Δy to indicate the displacement is in the vertical direction. Also, we know the value for acceleration (-9.8m/s2), which is a handy thing to add to our list of variables. We'll go over your homework problems tomorrow as part of our review for Wednesday's test, so make sure to come with any questions about free-fall or the chapter as a whole.
Physics A worked on their Cart on a Ramp lab. This lab let you closely examine position-time, velocity-time and acceleration-time graphs of a cart ascending and descending a ramp. You should be able to look at any of those graphs and state what is going on with the motion of the object being described (speed, direction, acceleration, etc.). You should also be able to explain the motion and calculate velocity from a position/time graph and acceleration from a velocity/time graph. We'll review the lab, the free-fall homework problems and have a general chapter review in class tomorrow.
Honors Physics moved on from vector combination to vector resolution. Any vector can be broken into a vertical (y) and horizontal (x) component and, sometimes, it is only a component of a vector that is relevant to our question. We practiced resolving vectors before combining vector combination and resolution into a tag team to tackle non-perpendicular vectors. For non-perpendicular vectors, you have to resolve each vector into x- and y-components; sum all of the x-components and y-components and draw a final right triangle using these values to determine the final resultant (with direction). The homework problems will allow you to get a lot of practice with this and we'll go over them on Wednesday, since tomorrow is lab day. We'll be working with two-dimensional motion and looking at the special case of horizontally-launched projectiles.
Introductory Physics continued their discussion of motion with a look at average vs. instantaneous speed before moving into the area of velocity. Velocity differs from speed by being the relationship of displacement/time, instead of speed's distance/time and by the fact it must have a reported direction. Velocity, like displacement and tomorrow's topic - acceleration, are vector quantities. Vectors have both a magnitude and direction and, therefore, can be added and subtracted. Scalars have a magnitude, but lack direction (distance, speed, mass, temperature). They cannot be added and subtracted. We looked at how to add and subtract vectors and there will be a lot of practice with this as we work with vector quantities throughout the year.
Physics A worked on their Cart on a Ramp lab. This lab let you closely examine position-time, velocity-time and acceleration-time graphs of a cart ascending and descending a ramp. You should be able to look at any of those graphs and state what is going on with the motion of the object being described (speed, direction, acceleration, etc.). You should also be able to explain the motion and calculate velocity from a position/time graph and acceleration from a velocity/time graph. We'll review the lab, the free-fall homework problems and have a general chapter review in class tomorrow.
Honors Physics moved on from vector combination to vector resolution. Any vector can be broken into a vertical (y) and horizontal (x) component and, sometimes, it is only a component of a vector that is relevant to our question. We practiced resolving vectors before combining vector combination and resolution into a tag team to tackle non-perpendicular vectors. For non-perpendicular vectors, you have to resolve each vector into x- and y-components; sum all of the x-components and y-components and draw a final right triangle using these values to determine the final resultant (with direction). The homework problems will allow you to get a lot of practice with this and we'll go over them on Wednesday, since tomorrow is lab day. We'll be working with two-dimensional motion and looking at the special case of horizontally-launched projectiles.
Introductory Physics continued their discussion of motion with a look at average vs. instantaneous speed before moving into the area of velocity. Velocity differs from speed by being the relationship of displacement/time, instead of speed's distance/time and by the fact it must have a reported direction. Velocity, like displacement and tomorrow's topic - acceleration, are vector quantities. Vectors have both a magnitude and direction and, therefore, can be added and subtracted. Scalars have a magnitude, but lack direction (distance, speed, mass, temperature). They cannot be added and subtracted. We looked at how to add and subtract vectors and there will be a lot of practice with this as we work with vector quantities throughout the year.
9/20/12
Surrounded on All Sides by Motion
Honors Physics and Introductory Physics enjoyed their chance to demonstrate their knowledge and skills while Physics A and B soldiered on through accelerated motion. We'd already covered motion with constant velocity and added a new twist today - what happens if the velocity changes? Remember that acceleration is not the magnitude of the velocity change, it is the rate of the velocity change. If two objects have the same velocity change, but it occurs faster for one of the objects, that object has a higher acceleration. Acceleration is also direction-dependent. Unlike displacement and velocity, which would share the same direction, acceleration is independent of the two and can share the same direction of have one that is completely different. Be very careful assigning signs to velocity and acceleration when working problems and pay attention to the sign when you solve for one of these variables. The homework problems will let you practice solving motion problems, using a variety of formulas. Sometimes one formula is required, sometimes it may require more than one. And, you might take a route to a solution that is not the same as the person sitting next to you. All of that is perfectly fine - do what it takes to appropriately use the tools at hand to get the answer.
Tomorrow, Honors Physics takes off into 2-dimensional motion with a look at vectors, Introductory Physics starts their own study of 1-dimensional motion, Physics B takes on a lab that lets people analyze the motion of a cart along a ramp and Physics A will examine properties of objects in free fall.
Tomorrow, Honors Physics takes off into 2-dimensional motion with a look at vectors, Introductory Physics starts their own study of 1-dimensional motion, Physics B takes on a lab that lets people analyze the motion of a cart along a ramp and Physics A will examine properties of objects in free fall.
9/19/12
More Motion
Physics A and B went into more detail with the idea of graphing motion and looked at several examples of position/time graphs for motion with constant velocity and accelerated motion. Constant velocity will be represented by a straight line on a position/time graph and the slope will equal the value for the velocity. Pay attention to positive and negative slopes - that indicates the direction of motion. Accelerated motion is represented by a curve on a position/time graph. We could assess instantaneous velocity from this graph (or by using a speedometer), but we'll concern ourselves mathematically only with constant-velocity motion when confronted with a position/time graph. Tomorrow, we'll add acceleration to our list of descriptors of motion and look at how acceleration is presented in a velocity/time graph.
Introductory Physics and Honors Physics reviewed for tomorrow's exam and folks were reminded that I am available before school tomorrow for any last-minute assistance. Remember to bring with you any review work that I let you hold onto as a study tool so it can be handed in tomorrow. On Friday, Introductory Physics begins the journey through motion and Honors Physics continues their motion journey with a look at 2-dimensional motion.
Introductory Physics and Honors Physics reviewed for tomorrow's exam and folks were reminded that I am available before school tomorrow for any last-minute assistance. Remember to bring with you any review work that I let you hold onto as a study tool so it can be handed in tomorrow. On Friday, Introductory Physics begins the journey through motion and Honors Physics continues their motion journey with a look at 2-dimensional motion.
9/18/12
Woe Is Me
I would have so much preferred to be at school today that the strength of the emotion is nearly rendering me incapable of breathing. Let's just say that having to deal with a major plumbing emergency that required big industrial equipment to rectify is not something I would wish on my worst enemy. Ok... that's not true. It is EXACTLY what I would wish on my worst enemy, hence my own personal distress.
I'm sure everyone got on fine without me and we'll pick up where we left off during our next class session. See you tomorrow!
I'm sure everyone got on fine without me and we'll pick up where we left off during our next class session. See you tomorrow!
9/17/12
Motion and More Motion
Introductory Physics is the only class not currently working through motion, but they'll be there on Friday. This crew reviewed their graphing homework before taking on the concepts of scientific notation and significant figures. As we practiced in class, you should be able to quickly and efficiently work with scientific notation on your calculator and correctly use significant figures for answers to calculations or for reporting data. You'll get plenty of practice with this tomorrow and we''ll go over this practice and all of Chapter 1 as part of our review on Wednesday. Thursday's exam will end our introductory unit, then we'll march in to Physics proper with a look at one-dimensional motion.
Honors Physics took their ideas about one-dimensional motion and looked at the special case of vertical motion and free fall. If gravity is the only force accelerating an object (no air resistance, friction, thrusters, wings or parachutes), the motion is termed "free fall," and we know two things about the motion - the acceleration is constant and the acceleration is the value for acceleration due to gravity (accepted average = -9.81 m/s2). The negative sign for g indicates the direction, which is always downwards towards the Earth. Beyond that, every concept and formula you worked with for horizontal motion fully applies. Make sure you understand the relationship between signs for velocity and acceleration, in terms of how they affect motion, and how to work problems when motion is along the y-axis. You'll get practice with this tonight and more tomorrow in class. Big things to remember: you know the value for acceleration in free-fall, pay close attention to signs and motion can have several components such as a rocket that is launched with thrusters that turn off at some point. Keep those thinking caps on!
Physics A and B started their work on motion today with a look at how motion is defined and the importance of a frame of reference for that definition. We looked at many examples of how changing the frame of reference changed how a single instance of motion was described. We took time to disentangle distance/displacement (two ways to describe the magnitude of the motion) and speed/velocity (two ways to describe the rate of the motion). This will become more clear when we tackle vector vs. scalar quantities and you'll get a better understanding of why we tend to use displacement/velocity far more often in Physics than distance/speed. Our feet were just getting wet in the area of graphing motion before the bell, so that's where we'll pick up next.
Honors Physics took their ideas about one-dimensional motion and looked at the special case of vertical motion and free fall. If gravity is the only force accelerating an object (no air resistance, friction, thrusters, wings or parachutes), the motion is termed "free fall," and we know two things about the motion - the acceleration is constant and the acceleration is the value for acceleration due to gravity (accepted average = -9.81 m/s2). The negative sign for g indicates the direction, which is always downwards towards the Earth. Beyond that, every concept and formula you worked with for horizontal motion fully applies. Make sure you understand the relationship between signs for velocity and acceleration, in terms of how they affect motion, and how to work problems when motion is along the y-axis. You'll get practice with this tonight and more tomorrow in class. Big things to remember: you know the value for acceleration in free-fall, pay close attention to signs and motion can have several components such as a rocket that is launched with thrusters that turn off at some point. Keep those thinking caps on!
Physics A and B started their work on motion today with a look at how motion is defined and the importance of a frame of reference for that definition. We looked at many examples of how changing the frame of reference changed how a single instance of motion was described. We took time to disentangle distance/displacement (two ways to describe the magnitude of the motion) and speed/velocity (two ways to describe the rate of the motion). This will become more clear when we tackle vector vs. scalar quantities and you'll get a better understanding of why we tend to use displacement/velocity far more often in Physics than distance/speed. Our feet were just getting wet in the area of graphing motion before the bell, so that's where we'll pick up next.
9/14/12
Motion and Graphing
Physics A and B enjoyed their graded learning experience and we'll pick up with Chapter 2 (One-Dimensional Motion) on Monday. Don't forget to have the homework question from the board answered (A Block also has their Making Cents of Math lab due), since we'll use that to introduce some ideas about motion.
Honors Physics worked on their Cart on a Ramp lab, which let folks analyze position-time, velocity-time and acceleration-time graphs for a cart moving up and down a ramp. Graphs of motion are incredibly useful, but you do have to make sure how to properly interpret the plots. Always make sure to check the axes so that you know what type of data is being plotted, then think carefully about what the various shapes of the lines mean in terms of the variables being plotted. We'll go over the lab on Tuesday, but don't forget the homework problems that are due on Monday.
Introductory Physics worked on their graphing skills today. We went over their graphing activity that was assigned for homework, then turned attention to bar graphs and pie charts. Those aren't as appropriate for a lot of physics work, but it pays to understand the variety of ways that data can be presented and how it is properly interpreted. On Monday, we start to take a look at significant figures and scientific notation and how those are properly used for experiments and problem solving.
Honors Physics worked on their Cart on a Ramp lab, which let folks analyze position-time, velocity-time and acceleration-time graphs for a cart moving up and down a ramp. Graphs of motion are incredibly useful, but you do have to make sure how to properly interpret the plots. Always make sure to check the axes so that you know what type of data is being plotted, then think carefully about what the various shapes of the lines mean in terms of the variables being plotted. We'll go over the lab on Tuesday, but don't forget the homework problems that are due on Monday.
Introductory Physics worked on their graphing skills today. We went over their graphing activity that was assigned for homework, then turned attention to bar graphs and pie charts. Those aren't as appropriate for a lot of physics work, but it pays to understand the variety of ways that data can be presented and how it is properly interpreted. On Monday, we start to take a look at significant figures and scientific notation and how those are properly used for experiments and problem solving.
9/13/12
Graphing
Introductory Physics reviewed the features of a quality line graph and how to use that graph to extract important information. All graphs should have a full-phrase title, correctly labeled axes (with appropriate units), be clean and easy to read and have the best-fit line drawn through the points. Don't connect the points, label each data point or force the line through the origin if that's not where it is actually headed. You should be able to quickly sketch a graph, calculate the slope, identify the nature and units of the slope(does it represent speed in m/s or mass in kg), write an equation of the line and use that equation to make predictions about unmeasured values. Your homework problem has you practice all of that, so do your best.
Physics B reviewed their labs and then moved on to the review for the Chapter 1 exam. Physics A had that review yesterday and worked today on their Making Cents of Math lab. That lab is not due until Monday, so read back through previous blog entries for hints and tips for doing a good job on the write up.
Honors Physics moved into the area of acceleration today (rate of change of velocity) and realized that accelerations means rate of change of direction as much as it means rate of change of speed of the motion. You were introduced to the basic kinematics equations that are very helpful in analyzing motion, since they permit you to solve for displacement, time of travel, initial velocity, final velocity or acceleration for any motion. The homework problems are due on Monday and the lab on which you will work tomorrow, which is an intense analysis of motion graphs for a cart moving up and down an incline, won't be due until Tuesday.
Physics B reviewed their labs and then moved on to the review for the Chapter 1 exam. Physics A had that review yesterday and worked today on their Making Cents of Math lab. That lab is not due until Monday, so read back through previous blog entries for hints and tips for doing a good job on the write up.
Honors Physics moved into the area of acceleration today (rate of change of velocity) and realized that accelerations means rate of change of direction as much as it means rate of change of speed of the motion. You were introduced to the basic kinematics equations that are very helpful in analyzing motion, since they permit you to solve for displacement, time of travel, initial velocity, final velocity or acceleration for any motion. The homework problems are due on Monday and the lab on which you will work tomorrow, which is an intense analysis of motion graphs for a cart moving up and down an incline, won't be due until Tuesday.
9/12/12
Crossing the Midline
Wednesdays - only good things come after Wednesdays...like the end of the week...
Honors Physics started their unit on motion today with an examination of the nature and importance of frame of reference when when reporting motion. Without a point of comparison, it is not possible to give rate or direction of motion to an object. Once we establish a frame of reference, we can then determine how much motion has occurred (distance/displacement) and rate of motion (speed/velocity). The length and rate measurements could be scalar or vector, depending on the nature of our question and we have to determine whether we want distance/speed or displacement/velocity. It makes a difference which type of value we choose and we'll work with both scalar and vector quantities as the year goes forth.
Introductory Physics reviewed and had more practice with unit conversion. It is critical that you can convert both base-10 and non-base-10 units and work with both single and multi-step conversions because they will crop up frequently in problem-solving. If you need more practice, see me for help or additional items to work. Class ended with an overview of people's work on the Making Cents of Math lab. Take note of any annotations that were added to your lab sheet or lab write up and make sure to heed those recommendations when you conduct your next investigation.
Physics A took time to review their graphing and dimensional analysis homework and then moved on to a review for Friday's exam. As I said in class, expect a graphing item to be one of the short-answer problems and I wouldn't be surprised if some unit conversion and dimensional analysis cropped up, as well. Physics B conducted their Making Cents of Math investigation (Physics A's work tomorrow) and will have their exam review tomorrow. Don't forget to follow the syllabus guidelines for your lab write-up and to hand in both your completed lab sheet and your write up tomorrow in class.
Honors Physics started their unit on motion today with an examination of the nature and importance of frame of reference when when reporting motion. Without a point of comparison, it is not possible to give rate or direction of motion to an object. Once we establish a frame of reference, we can then determine how much motion has occurred (distance/displacement) and rate of motion (speed/velocity). The length and rate measurements could be scalar or vector, depending on the nature of our question and we have to determine whether we want distance/speed or displacement/velocity. It makes a difference which type of value we choose and we'll work with both scalar and vector quantities as the year goes forth.
Introductory Physics reviewed and had more practice with unit conversion. It is critical that you can convert both base-10 and non-base-10 units and work with both single and multi-step conversions because they will crop up frequently in problem-solving. If you need more practice, see me for help or additional items to work. Class ended with an overview of people's work on the Making Cents of Math lab. Take note of any annotations that were added to your lab sheet or lab write up and make sure to heed those recommendations when you conduct your next investigation.
Physics A took time to review their graphing and dimensional analysis homework and then moved on to a review for Friday's exam. As I said in class, expect a graphing item to be one of the short-answer problems and I wouldn't be surprised if some unit conversion and dimensional analysis cropped up, as well. Physics B conducted their Making Cents of Math investigation (Physics A's work tomorrow) and will have their exam review tomorrow. Don't forget to follow the syllabus guidelines for your lab write-up and to hand in both your completed lab sheet and your write up tomorrow in class.
9/11/12
Data and Measurements
Folks worked on different aspects of data collection and presentation today, building towards using these techniques to process information about motion (our next unit of study).
Introductory Physics reviewed their homework on the scientific method, then hurled themselves into the area of unit conversion. The process of dimensional analysis can be used in a variety of ways, only one of which is unit conversion. Whereas some people might find it time consuming, when moving a decimal place can quickly be used to convert, let's say, meters into kilometers, the technique allows for opportunities to self-check and is applicable for values that are not rooted in a base-10 relationship. We looked at one- and two-step conversions in class and people having difficulty should check out the video from a couple of days ago for more instruction and examples. Everyone needs to be very, very good at making unit conversions since information in problems is often given in units that can't be used directly in solving the problems. For instance, you can't use a mass in grams to perform a force calculation if you want your answer in Newtons (the SI unit for force). If you find you have continued problems in this area, see me for extra help or additional practice problems to work. Tomorrow, we'll start to look at graphs and how they are used to display and evaluate data.
Physics and Honors Physics worked through the use of tables and graphs to present and analyze data. Depending on the nature of the information, one tool may be more or less relevant than the other, and it is common that both are used when working with data. We'll use graphs and their corresponding equations frequently in class and lab to look at physical relationships, so nail down how to interpret graphs and work with equations from graphs to better understand physical systems. As a reminder, those slopes and proportionality constants have units that identify them, so pay attention to these when working with graphs and equations. Frequently, there is valuable information to be determined and you don't want to miss it...
Introductory Physics reviewed their homework on the scientific method, then hurled themselves into the area of unit conversion. The process of dimensional analysis can be used in a variety of ways, only one of which is unit conversion. Whereas some people might find it time consuming, when moving a decimal place can quickly be used to convert, let's say, meters into kilometers, the technique allows for opportunities to self-check and is applicable for values that are not rooted in a base-10 relationship. We looked at one- and two-step conversions in class and people having difficulty should check out the video from a couple of days ago for more instruction and examples. Everyone needs to be very, very good at making unit conversions since information in problems is often given in units that can't be used directly in solving the problems. For instance, you can't use a mass in grams to perform a force calculation if you want your answer in Newtons (the SI unit for force). If you find you have continued problems in this area, see me for extra help or additional practice problems to work. Tomorrow, we'll start to look at graphs and how they are used to display and evaluate data.
Physics and Honors Physics worked through the use of tables and graphs to present and analyze data. Depending on the nature of the information, one tool may be more or less relevant than the other, and it is common that both are used when working with data. We'll use graphs and their corresponding equations frequently in class and lab to look at physical relationships, so nail down how to interpret graphs and work with equations from graphs to better understand physical systems. As a reminder, those slopes and proportionality constants have units that identify them, so pay attention to these when working with graphs and equations. Frequently, there is valuable information to be determined and you don't want to miss it...
9/10/12
Doin' Science
Chapter 1 of every book is a quick taste of techniques and tools to do the work in that field. Today, Introductory Physics wandered through the scientific method and the Physics/Honors Physics folks looked at measurements.
Intro Physics started class off by going over their Making Cents of Math lab. We looked at the importance of linear relationships and the meaning of slopes and then spent time thinking about information that would be relevant for the conclusion section of the lab. If, when we go over a lab in class, you find that you want to add information or re-write a section, just let me know before you hand it in and the deadline can be extended to accommodate the extra work. Then it was our old friend, the scientific method. The steps of the scientific method were reviewed and linked to how science is conducted in the real world. Tomorrow, we'll start our walk through making and evaluating measurements, with emphasis on the metric system and converting metric units. Have those calculators ready!
Physics and Honors Physics took on the task of contrasting accuracy and precision and describing how significant figures provide information about the precision of a measurement. Be clear about the definitions of accuracy and precision and that precision is limited by the construction of the measuring took, whereas accuracy suffers from limitations that can often be remedied such as problems with the measuring device and human error. We also took time to detail how to assess the number of significant figures in a reported value, how to ascribe the correct number of SF's to a measurement and how to report answers from calculations using the appropriate number of significant figures. The homework tonight will allow you a bit more practice with his and will let you also get your hands a little dirtier with unit conversions. Hint - think very carefully about how to go from cm3 to m3. It is not quite as straightforward as you think...
Intro Physics started class off by going over their Making Cents of Math lab. We looked at the importance of linear relationships and the meaning of slopes and then spent time thinking about information that would be relevant for the conclusion section of the lab. If, when we go over a lab in class, you find that you want to add information or re-write a section, just let me know before you hand it in and the deadline can be extended to accommodate the extra work. Then it was our old friend, the scientific method. The steps of the scientific method were reviewed and linked to how science is conducted in the real world. Tomorrow, we'll start our walk through making and evaluating measurements, with emphasis on the metric system and converting metric units. Have those calculators ready!
Physics and Honors Physics took on the task of contrasting accuracy and precision and describing how significant figures provide information about the precision of a measurement. Be clear about the definitions of accuracy and precision and that precision is limited by the construction of the measuring took, whereas accuracy suffers from limitations that can often be remedied such as problems with the measuring device and human error. We also took time to detail how to assess the number of significant figures in a reported value, how to ascribe the correct number of SF's to a measurement and how to report answers from calculations using the appropriate number of significant figures. The homework tonight will allow you a bit more practice with his and will let you also get your hands a little dirtier with unit conversions. Hint - think very carefully about how to go from cm3 to m3. It is not quite as straightforward as you think...
9/7/12
For Introductory Physics
Lab ran to the wire, so I thought I'd post the little bit of information I had on the board for those who needed more time to look at it. These are just some ideas for working on your lab write up. On Monday, have your completed lab packet and the lab write up completed and ready to go over. The format for the lab write-up is on the back of the first page of your syllabus packet.
Board Information:
Summary of Results
Conclusions
Board Information:
Summary of Results
- Linear? Quadratic? - Type of plot for your data
- Increasing? Decreasing?
- Weight/penny?
Conclusions
- Importance of relationship between weight and penny number - what does it indicate about pennies?
- Why would this be important or how could it be used?
- Sources of error - any problems/limitations to influence results?
- Pre-1982/post-1982 values - What does this indicate about pennies from different eras and why might this be the case?
Gotta Love Those Short Weeks
Next week will be the true test of inner strength - we have to suffer through five full days of school. Eat your Wheaties...
Physics sections spent time looking at measurements and unit conversion. We use the metric system exclusively in this course, as is appropriate for any science course, and you will become very familiar with the units and measurements represented in the SI system. Don't forget the importance of units and never take them for granted. Units document the identity of information in a problem, they label values reported as answers to questions, they can be very useful in helping establish a method for solving a problem and can be used to self check an answer when a problem is completed. I'll harp on units all year long and will deduct points on tests if units are not used when reporting answers. We took time to look at SI prefixes for announcing large and small measurements and established that there are only three that you have to commit to memory: milli (10-3), centi (10-2) and kilo (103). The rest would be given to you if you needed them for problem solving. Since information is often given in units that must be converted before a problem can be worked, we took time to go over methods of unit conversion. This will be a frequently-practiced skill in this course, so make sure you are very efficient in converting your units. A little mention was made of accuracy and precision for measurements, but we'll hit that in more detail on Monday.
Introductory Physics ran a lab that introduced folks to the workings of the Vernier probeware system. We'll use this system extensively for our lab component of the course and the investigation conducted today, which centered on the relationship between penny weight and quantity, was a good way to explore the equipment and see how the LoggerPro software handled data collection and presentation. We reviewed the necessary components for the lab write up and we'll take a look at people's work on Monday.
Honors Physics worked through the scope of physics and its subdisciplines, the use of the scientific method and models and the value of thought experiments in conducting research. Time was also taken to look over the metric system and review the basics of unit conversion - a skill that you will employ over and over again in problem solving. On Monday, we'll hit the concept of precision vs. accuracy and the use of significant figures in reporting results.
Physics sections spent time looking at measurements and unit conversion. We use the metric system exclusively in this course, as is appropriate for any science course, and you will become very familiar with the units and measurements represented in the SI system. Don't forget the importance of units and never take them for granted. Units document the identity of information in a problem, they label values reported as answers to questions, they can be very useful in helping establish a method for solving a problem and can be used to self check an answer when a problem is completed. I'll harp on units all year long and will deduct points on tests if units are not used when reporting answers. We took time to look at SI prefixes for announcing large and small measurements and established that there are only three that you have to commit to memory: milli (10-3), centi (10-2) and kilo (103). The rest would be given to you if you needed them for problem solving. Since information is often given in units that must be converted before a problem can be worked, we took time to go over methods of unit conversion. This will be a frequently-practiced skill in this course, so make sure you are very efficient in converting your units. A little mention was made of accuracy and precision for measurements, but we'll hit that in more detail on Monday.
Introductory Physics ran a lab that introduced folks to the workings of the Vernier probeware system. We'll use this system extensively for our lab component of the course and the investigation conducted today, which centered on the relationship between penny weight and quantity, was a good way to explore the equipment and see how the LoggerPro software handled data collection and presentation. We reviewed the necessary components for the lab write up and we'll take a look at people's work on Monday.
Honors Physics worked through the scope of physics and its subdisciplines, the use of the scientific method and models and the value of thought experiments in conducting research. Time was also taken to look over the metric system and review the basics of unit conversion - a skill that you will employ over and over again in problem solving. On Monday, we'll hit the concept of precision vs. accuracy and the use of significant figures in reporting results.
9/6/12
Getting Started
Both Physics sections took a look at the scope of the field of physics, in terms of what types of topics fall under that umbrella. We examined areas of both classical and modern physics and how examples of these areas could be found in daily life. Time was taken to review the scientific method and how it applies to the growth of scientific knowledge over time and how the use of models assists in the formation of hypotheses and controlled experiments. Tomorrow, we take a look at the metric system and how measurements are made and reported to maximize information about precision.
Honors Physics started the class off by going over yesterday's lab on the weights of pennies. Both pre- and post-1982 pennies had very clean direct linear relationships to weight, but the slopes of the lines were different. At different points in history, the composition of pennies has changed, giving pennies different weights. The lab itself acted as an introduction to the Vernier system, which we will use extensively in this year's lab investigations. After the lab wrap-up, attention was turned to the introductory housekeeping tasks of reviewing course expectations and getting textbooks assigned. Tomorrow, we start in on Chapter 1!
Physical Science worked through the first section of Chapter 1 material in class today. The first chapter of any science textbook is designed to orient students as to the scope of the course topics and introduce basic tools and techniques necessary to succeed in the class. We looked at the different branches of science and specific areas of study that fall into each branch, contrasted pure and applied science, as well as laws and theories, and discussed the use of models in scientific studies. Tomorrow, we'll be working on a lab investigation that will allow folks to explore the use of the Vernier probeware system, which will be the backbone of this year's lab program.
Honors Physics started the class off by going over yesterday's lab on the weights of pennies. Both pre- and post-1982 pennies had very clean direct linear relationships to weight, but the slopes of the lines were different. At different points in history, the composition of pennies has changed, giving pennies different weights. The lab itself acted as an introduction to the Vernier system, which we will use extensively in this year's lab investigations. After the lab wrap-up, attention was turned to the introductory housekeeping tasks of reviewing course expectations and getting textbooks assigned. Tomorrow, we start in on Chapter 1!
Physical Science worked through the first section of Chapter 1 material in class today. The first chapter of any science textbook is designed to orient students as to the scope of the course topics and introduce basic tools and techniques necessary to succeed in the class. We looked at the different branches of science and specific areas of study that fall into each branch, contrasted pure and applied science, as well as laws and theories, and discussed the use of models in scientific studies. Tomorrow, we'll be working on a lab investigation that will allow folks to explore the use of the Vernier probeware system, which will be the backbone of this year's lab program.
9/5/12
And....We're Off
Day 1 is officially here and folks got a good look at what's in store for them this year. Honors Physics was introduced to the lab program by running an investigation with the Vernier system to determine the relationship between the weight and number of pennies. Students had time to work with the equipment and see how data will be managed for these labs. CP Physics and Introductory Physics people got a look at the syllabus and course expectations for their classes and the resources that are available to them throughout the year. Tomorrow, Honors Physics will get this talk and the remainder of folks will embark on reviewing the scope of physics, the metric system and scientific method, precision/accuracy, significant figures, scientific notation and use of models. Basically, we'll start Chapter 1.
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