One more day until break and I do believe everyone is very happy for it...
Physics A and B worked on a quick investigation of pressure with depth. Folks used a gas pressure sensor to measure pressure at different depths in a fluid column and found that pressure increased with descent and the relationship was strikingly linear. We then looked at a variation of Bernoulli's equation for still fluids (P = P0 + ρgh) and how that matched with the equation of the line generated in lab. When we get back from break, this will be where we pick up with our work on forces in fluids.
Intro Physics reviewed their work with gravitational potential energy before moving into the area of kinetic energy. Kinetic energy is associated with objects in motion and the more motion, the more kinetic energy. We looked at the formula and the different importance of mass and velocity for changing kinetic energy. We also related work to changes in an object's kinetic energy, just as we did for the potential energies. Time was taken to practice solving problems for kinetic energy and the work-kinetic energy theorem. We'll review this tomorrow and tie up loose ends before we return from break and dive into conservation of energy.
Honors Physics enjoyed their Chapter 9 - Heat exam. Next, we're moving on to Thermodynamics!
12/20/12
12/19/12
A Very Wet Day
Not the weather, but the lab work...
Honors Physics conducted a lab on Newton's law of cooling, which examined the exponential relationship associated with the cooling process. The tested water sample showed a definite exponential curve for the cooling process and we looked at the specific equation to describe that curve. The lab is not due until Friday, so you have some time to ask me any questions about the write up before you hand it in. Remember though - test tomorrow!
Physics A conducted a lab investigation for buoyant forces. We incrementally submerged a mass and saw how the buoyant force increased with additional submerged volume until the entire volume was beneath the surface. Then, we changed the density of the water (again, incrementally) and saw how buoyant force increased, also. Things to consider for your write up:
Physics B took time to review their circular motion and gravitation tests and their buoyant force lab before taking a look at pressure. We contrasted pressure and force and began to look at how Pascal's principle was responsible for the function of hydraulic devices. We'll pick up with that tomorrow and then begin to look at pressure changes with position in a fluid column.
Honors Physics conducted a lab on Newton's law of cooling, which examined the exponential relationship associated with the cooling process. The tested water sample showed a definite exponential curve for the cooling process and we looked at the specific equation to describe that curve. The lab is not due until Friday, so you have some time to ask me any questions about the write up before you hand it in. Remember though - test tomorrow!
Physics A conducted a lab investigation for buoyant forces. We incrementally submerged a mass and saw how the buoyant force increased with additional submerged volume until the entire volume was beneath the surface. Then, we changed the density of the water (again, incrementally) and saw how buoyant force increased, also. Things to consider for your write up:
- What is buoyant force? Equation?
- Why did buoyant force increase as the mass was lowered?
- Why did the buoyant force remain the same once the mass was completely submerged?
- Why did the measured density of water differ from the accepted value? Sources of error?
- How did buoyant force change with density for the extension?
- Why did buoyant force change with density for the extension?
Physics B took time to review their circular motion and gravitation tests and their buoyant force lab before taking a look at pressure. We contrasted pressure and force and began to look at how Pascal's principle was responsible for the function of hydraulic devices. We'll pick up with that tomorrow and then begin to look at pressure changes with position in a fluid column.
12/18/12
Have You Ever Seen the Rain?
Great song by CCR... and appropriate for today's drizzly weather...
Physics A reviewed their circular motion and gravitation tests and then their homework for buoyant forces and density. Attention then turned towards the area of pressure. Remember that pressure is as much influenced by force as it is area, so a tremendous force may correspond to a small pressure if the area is also large. We then talked about Pascal's principle and how it applied to the area of hydraulics. In a closed container of fluid, a pressure change is experienced everywhere in all directions of a fluid. This can, with the proper equipment, be used to design a machine to give us mechanical advantage. We looked at an example problem involving a hydraulic device and you have another with your homework. Tomorrow - how pressure varies with depth in a fluid column.
Physics B worked on a lab targeting buoyant forces. A mass was incrementally submerged and it was clear that with more submerged mass, the greater the volume of displaced fluid and the greater the weight of that displaced fluid. Since weight of displaced fluid equals buoyant force (Archimedes principle), the more the mass was submerged the greater the buoyant force to which it was exposed. When the mass was fully submerged, there was no further change in buoyant force, since there was no say to increased the volume or weight of the displaced fluid. We then added salt to the water and saw that, as expected, the greater density of fluid provided a greater buoyant force. We'll go over the lab tomorrow before taking on the idea of pressure.
Intro Physics discussed their two in-class questions from yesterday and then turned attention to energy. We defined energy as the ability to do work and then contrasted energy doing work (kinetic energy) with energy waiting to do work (potential energy). We further categorized energy into mechanical and non-mechanical and discussed examples of each. Lastly, we looked at the work-energy connection. A change of energy implies work done on or by an object and work done on or by an object will produce a change in the object's energy. Tomorrow, we start to look at specific energy types starting with gravitational potential energy.
Honors Physics reviewed their latent heat homework problems before reviewing for their Chapter 10 exam which is Thursday. Tomorrow, folks will get to do a quick activity for Newton's Law of Cooling and may use the downtime during the data collection to further prepare for Thursday's test.
Physics A reviewed their circular motion and gravitation tests and then their homework for buoyant forces and density. Attention then turned towards the area of pressure. Remember that pressure is as much influenced by force as it is area, so a tremendous force may correspond to a small pressure if the area is also large. We then talked about Pascal's principle and how it applied to the area of hydraulics. In a closed container of fluid, a pressure change is experienced everywhere in all directions of a fluid. This can, with the proper equipment, be used to design a machine to give us mechanical advantage. We looked at an example problem involving a hydraulic device and you have another with your homework. Tomorrow - how pressure varies with depth in a fluid column.
Physics B worked on a lab targeting buoyant forces. A mass was incrementally submerged and it was clear that with more submerged mass, the greater the volume of displaced fluid and the greater the weight of that displaced fluid. Since weight of displaced fluid equals buoyant force (Archimedes principle), the more the mass was submerged the greater the buoyant force to which it was exposed. When the mass was fully submerged, there was no further change in buoyant force, since there was no say to increased the volume or weight of the displaced fluid. We then added salt to the water and saw that, as expected, the greater density of fluid provided a greater buoyant force. We'll go over the lab tomorrow before taking on the idea of pressure.
Intro Physics discussed their two in-class questions from yesterday and then turned attention to energy. We defined energy as the ability to do work and then contrasted energy doing work (kinetic energy) with energy waiting to do work (potential energy). We further categorized energy into mechanical and non-mechanical and discussed examples of each. Lastly, we looked at the work-energy connection. A change of energy implies work done on or by an object and work done on or by an object will produce a change in the object's energy. Tomorrow, we start to look at specific energy types starting with gravitational potential energy.
Honors Physics reviewed their latent heat homework problems before reviewing for their Chapter 10 exam which is Thursday. Tomorrow, folks will get to do a quick activity for Newton's Law of Cooling and may use the downtime during the data collection to further prepare for Thursday's test.
12/17/12
Countdown!
Vacation starts next week, but this week is still a full five days of learning!
Physics A and B reviewed their Archimedes Principle activity from Friday before turning closer attention to the topics of density and buoyant forces. We looked at how a fluid's density determines (along with the object's volume) the magnitude of the buoyant force acting on the object and how that, along with the object's weight, determines whether the object floats or sinks in the fluid. Remember the formulas we highlighted in class, since they are rather ignored in your textbook, for tonight's problems and make sure you can find them on the formula sheet for your future assessment (not this week). Tomorrow, B Block works on a more detailed lab for buoyancy and A Block turns attention to fluid pressure.
Intro Physics reviewed their forces in fluids test and the work with simple machines. We then turned attention to a start on reviewing the ideas of work and power with two questions on the board that folks worked on individually and then in groups. We'll go over those questions tomorrow and then take a look at how those questions relate to the concept of energy.
Honors Physics reviewed their work with specific heat and then turned an eye to latent heat. Specific heat relates to temperature change through the input or output of heat energy and latent heat takes on phase change. When a substance at a phase-change point gains or loses energy, the temperature doesn't change because the particles kinetic energy does not change. What is changing is the potential energy of the system and that does not relate to temperature. The latent heat of fusion concerns the liquid/solid phase change and the heat of vaporization concerns the liquid/gas phase change. We'll go over the homework problems in class tomorrow before starting some review work for heat and temperature.
Physics A and B reviewed their Archimedes Principle activity from Friday before turning closer attention to the topics of density and buoyant forces. We looked at how a fluid's density determines (along with the object's volume) the magnitude of the buoyant force acting on the object and how that, along with the object's weight, determines whether the object floats or sinks in the fluid. Remember the formulas we highlighted in class, since they are rather ignored in your textbook, for tonight's problems and make sure you can find them on the formula sheet for your future assessment (not this week). Tomorrow, B Block works on a more detailed lab for buoyancy and A Block turns attention to fluid pressure.
Intro Physics reviewed their forces in fluids test and the work with simple machines. We then turned attention to a start on reviewing the ideas of work and power with two questions on the board that folks worked on individually and then in groups. We'll go over those questions tomorrow and then take a look at how those questions relate to the concept of energy.
Honors Physics reviewed their work with specific heat and then turned an eye to latent heat. Specific heat relates to temperature change through the input or output of heat energy and latent heat takes on phase change. When a substance at a phase-change point gains or loses energy, the temperature doesn't change because the particles kinetic energy does not change. What is changing is the potential energy of the system and that does not relate to temperature. The latent heat of fusion concerns the liquid/solid phase change and the heat of vaporization concerns the liquid/gas phase change. We'll go over the homework problems in class tomorrow before starting some review work for heat and temperature.
12/14/12
Phryday!
Finally, we reach the end of the week! And only one more until break!!!
Physics A and B conducted an investigation that looked at Archimedes Principle and Buoyant forces. We measured weights of objects in air, their apparent weights in water, the weigh of the fluid displaced by the object and found that the apparent loss of weight by the objects indicated the weight of the displaced water and whether the object floated or sank depended on who was larger - the weight of the displaced fluid (buoyant force) or the object's weight. We'll put more flesh on this bone Monday when we look further at density and buoyancy.
Introductory Physics reviewed their labs on levers and pulleys before looking at the remaining simple machines. All machines modify force or distance and we looked at how that idea applied to the simple machines and their real-world representatives. On Monday, we'll review the machines before starting to take on energy.
Honors Physics tied work to internal energy today before looking at the property of specific heat, the amount of heat energy required to be gained or lost to change the temperature of 1 kg of substance by 1° C. With this concept, we can calculate how much heat energy a substance gained or lost to show a particular temperature change. We'll review this on Monday before taking a look at latent heat - how much energy do we need gain or lose to promote a phase change.
Physics A and B conducted an investigation that looked at Archimedes Principle and Buoyant forces. We measured weights of objects in air, their apparent weights in water, the weigh of the fluid displaced by the object and found that the apparent loss of weight by the objects indicated the weight of the displaced water and whether the object floated or sank depended on who was larger - the weight of the displaced fluid (buoyant force) or the object's weight. We'll put more flesh on this bone Monday when we look further at density and buoyancy.
Introductory Physics reviewed their labs on levers and pulleys before looking at the remaining simple machines. All machines modify force or distance and we looked at how that idea applied to the simple machines and their real-world representatives. On Monday, we'll review the machines before starting to take on energy.
Honors Physics tied work to internal energy today before looking at the property of specific heat, the amount of heat energy required to be gained or lost to change the temperature of 1 kg of substance by 1° C. With this concept, we can calculate how much heat energy a substance gained or lost to show a particular temperature change. We'll review this on Monday before taking a look at latent heat - how much energy do we need gain or lose to promote a phase change.
12/13/12
With Density in the Mix
Physics A and B worked on an activity centered around density, the relationship between mass and volume for a substance. For each material, the individual samples (despite their size) had the same density, as born out by the direct linear relationship of your graphs. The slope of the lines is the material's density in kg/m3. We'll go over the labs in class tomorrow as part of our start with forces in fluids.
Intro Physics worked on a lab investigation targeting simple machines. Levers and pulleys were created and tested for the mechanical advantage they provided. Remember that a machine with an MA < 1 is not a bad machine, it is simply designed to reduce effort force or increase distance. We'll discuss the lab tomorrow as part of our discussion of simple machines, but the lab itself is not due until Monday.
Honors Physics continued their review of temperature before taking some steps into heat energy. Heat is energy transferred between substances at different temperatures. It is not stored energy. As heat energy leaves a substance, the internal energy reduces and temperature declines. As heat energy enters a substance, the internal energy increases and temperature rises. We'll add the influence of work in class tomorrow before taking a look at specific heat.
Intro Physics worked on a lab investigation targeting simple machines. Levers and pulleys were created and tested for the mechanical advantage they provided. Remember that a machine with an MA < 1 is not a bad machine, it is simply designed to reduce effort force or increase distance. We'll discuss the lab tomorrow as part of our discussion of simple machines, but the lab itself is not due until Monday.
Honors Physics continued their review of temperature before taking some steps into heat energy. Heat is energy transferred between substances at different temperatures. It is not stored energy. As heat energy leaves a substance, the internal energy reduces and temperature declines. As heat energy enters a substance, the internal energy increases and temperature rises. We'll add the influence of work in class tomorrow before taking a look at specific heat.
12/12/12
Test Day Plus Heat and Machines
Physics A and B tackled their circular motion exams and turn their attention tomorrow to forces in fluids. We'll look at buoyancy, pressure with depth and the relationship between speed and fluid pressure among other things.
Intro Physics springboarded from work and power into the topic of machines. We looked at the basic function of all machines (make work easier) and discussed the force-distance tradeoff that comes with using a machine. We used real-world examples to highlight this idea and those same examples came into play when discussing mechanical advantage. Make sure you are aware of the difference between actual and ideal mechanical advantage and can use the appropriate formula to calculate this value for a machine. Tomorrow's lab will focus on levers and pulleys as examples of machines and we'll talk about the other four classic simple machines on Friday.
Honors Physics moved into the area of heat and temperature today. We connected temperature with the average kinetic energy of particles in a system and looked at the blanket topic of internal energy, which envelops both kinetic and potential energy. The potential energy piece we'll get to when we talk about phase change, but you got a hint of that in yesterday's lab. We ended the period by beginning a discussion about temperature scales and that is where tomorrow's work will commence.
Intro Physics springboarded from work and power into the topic of machines. We looked at the basic function of all machines (make work easier) and discussed the force-distance tradeoff that comes with using a machine. We used real-world examples to highlight this idea and those same examples came into play when discussing mechanical advantage. Make sure you are aware of the difference between actual and ideal mechanical advantage and can use the appropriate formula to calculate this value for a machine. Tomorrow's lab will focus on levers and pulleys as examples of machines and we'll talk about the other four classic simple machines on Friday.
Honors Physics moved into the area of heat and temperature today. We connected temperature with the average kinetic energy of particles in a system and looked at the blanket topic of internal energy, which envelops both kinetic and potential energy. The potential energy piece we'll get to when we talk about phase change, but you got a hint of that in yesterday's lab. We ended the period by beginning a discussion about temperature scales and that is where tomorrow's work will commence.
12/11/12
Tantalizing Tuesday
Physics A and B reviewed for their Chapter 7 exam in class today. Make sure you are clear on both the conceptual and mathematical aspects of circular motion, gravity, torque and simple machines. Two requests for videos this morning, so here's one on torque and a second on gravity and centripetal force:
Intro Physics reviewed their homework for work and power and received another practice problem set for those topics. Some folks seem to have a little difficulty deciperhing word problems, so practice makes perfect! Tomorrow, we begin looking at the classic six simple machines.
Honors Physics engaged in two lab investigations during long block. The first was on the melting/freezing of water and the other targeted the heat of fusion of water. From chemistry, you probably remember that temperature change is related to a change in the average kinetic energy of the particles in a substance and phase change references a change in the potential energy of the system. The heat of fusion indicates how much that potential energy has to change per unit mass or mole for the phase change to occur and that value is the same whether we are adding energy or removing it from a substance. We'll start on heat energy in class tomorrow and the labs aren't due until Thursday, so make sure to bring any questions with you for your write up.
Intro Physics reviewed their homework for work and power and received another practice problem set for those topics. Some folks seem to have a little difficulty deciperhing word problems, so practice makes perfect! Tomorrow, we begin looking at the classic six simple machines.
Honors Physics engaged in two lab investigations during long block. The first was on the melting/freezing of water and the other targeted the heat of fusion of water. From chemistry, you probably remember that temperature change is related to a change in the average kinetic energy of the particles in a substance and phase change references a change in the potential energy of the system. The heat of fusion indicates how much that potential energy has to change per unit mass or mole for the phase change to occur and that value is the same whether we are adding energy or removing it from a substance. We'll start on heat energy in class tomorrow and the labs aren't due until Thursday, so make sure to bring any questions with you for your write up.
12/10/12
All Over the Map
Honors Physics enjoyed their Fluid Mechanics exam in class today and will start on heat and heat transfer tomorrow with some lab investigations that will focus on applying conservation of energy to the concept of heat.
Intro Physics began their unit on work and energy. We defined both work and power from the perspective of physics and looked at the formulas to calculate each. Time was taken to handle misconceptions about these topics such as any force does work on an object (have to be in plane of motion) and that two machines with different power ratings do different amounts of work (do same work, just in different amounts of time). We took a look at positive and negative work and how to calculate net work on an object. We'll tie both work and power into energy as we move through the chapter, but we'll take time to explore how work and power physically play out in daily life by examining the six simple machines, which is where we take up tomorrow.
Physics A worked on their centripetal force lab during today's long block. Folks studied the relationship between centripetal force, orbital radius and speed and should be able to link their lab results to the formula we used in class for centripetal force (Fc = (mvt)r). We'll go over the lab tomorrow in class and look at your simple machines homework before reviewing for Wednesday's exam.
Physics B examined the six simple machines and how they manipulated force and distance to make work easier. We linked the concepts of mechanical advantage (both ideal and actual) and efficiency to machine function and used the law of conservation of energy to explain the force-distance trade off when using a machine and why machines can never exceed 100% efficiency. We'll go over tonight's homework in class tomorrow before starting our review for Wednesday's exam.
Intro Physics began their unit on work and energy. We defined both work and power from the perspective of physics and looked at the formulas to calculate each. Time was taken to handle misconceptions about these topics such as any force does work on an object (have to be in plane of motion) and that two machines with different power ratings do different amounts of work (do same work, just in different amounts of time). We took a look at positive and negative work and how to calculate net work on an object. We'll tie both work and power into energy as we move through the chapter, but we'll take time to explore how work and power physically play out in daily life by examining the six simple machines, which is where we take up tomorrow.
Physics A worked on their centripetal force lab during today's long block. Folks studied the relationship between centripetal force, orbital radius and speed and should be able to link their lab results to the formula we used in class for centripetal force (Fc = (mvt)r). We'll go over the lab tomorrow in class and look at your simple machines homework before reviewing for Wednesday's exam.
Physics B examined the six simple machines and how they manipulated force and distance to make work easier. We linked the concepts of mechanical advantage (both ideal and actual) and efficiency to machine function and used the law of conservation of energy to explain the force-distance trade off when using a machine and why machines can never exceed 100% efficiency. We'll go over tonight's homework in class tomorrow before starting our review for Wednesday's exam.
12/7/12
Now We Can Relax
Physics A reviewed their torque homework then moved onto the area of simple machines. We listed and described each, concentrating on how they manipulated force and distance to make work easier. Remember that whatever you get from a machine (more force or distance) you lost in the other variable. Machines cannot multiply both force and distance simultaneously as that would violate the law of conservation of energy. We took a look at mechanical advantage (both ideal and actual) and efficiency as ways to describe machines and why efficiency can never be more than 100% (that pesky conservation of energy thing). Monday, you'll be working on a lab focusing on centripetal force.
Which is what Physics B did during long block. This lab has you examine variables relating to circular motion - centripetal force, speed and distance - and how how they relate to each other. We'll go over the lab on Monday before hopping into the topic of simple machines.
Intro Physics worked on their forces in fluids exam and are going to start work & energy on Monday. Honors Physic reviewed for their fluid forces exam and start of heat energy on Tuesday.
Have a good weekend!
Which is what Physics B did during long block. This lab has you examine variables relating to circular motion - centripetal force, speed and distance - and how how they relate to each other. We'll go over the lab on Monday before hopping into the topic of simple machines.
Intro Physics worked on their forces in fluids exam and are going to start work & energy on Monday. Honors Physic reviewed for their fluid forces exam and start of heat energy on Tuesday.
Have a good weekend!
12/6/12
Fluids Abound
Honors Physics and Intro Physics are both working on forces in fluids, albeit at different levels of complexity. Intro Physics reviewed the basics of pressure, pressure with depth, buoyancy and density in preparation for tomorrow's exam. Honors Physics took on Bernoulli's equation, which is a statement of conservation of energy in fluid systems. Using Bernoulli's equation is like using a normal ol' conservation of energy statement - assess the physical reality of the problem (horizontal pipes, still fluids, systems open to the atmosphere at one or both ends, etc), then work the basic equation to fit the situation. The continuity equation sneaks in there, too so remember that Av = flow rate to help you out for some of the problems. We'll go over the homework in class tomorrow before embarking on a review for Monday's exam. The answers to your homework sheet:
Practice 9D
Section Review
Physics A and B took on the nature of torque as the ability of a force to produce rotation. We examined how the size of the lever arm and angle of the applied force impacted the value for torque and discussed how to ascribe signs to the torque values to help calculate net torque. Tomorrow, A Block will review their work on torque and move on to simple machines. B Block will work on a lab focusing on centripetal force and hit simple machines on Monday, when A Block gets their lab period.
Practice 9D
- 18 m/s, 1.7 x 10-3 m
- 11 m/s, 2.7 x 104 Pa
- 4.4 x 10-2 Pa decrease
Section Review
- 30 s
- 16 m/s, 1.72 x 105 Pa
- 2.7 m/s, 2.32 x 104 Pa
Physics A and B took on the nature of torque as the ability of a force to produce rotation. We examined how the size of the lever arm and angle of the applied force impacted the value for torque and discussed how to ascribe signs to the torque values to help calculate net torque. Tomorrow, A Block will review their work on torque and move on to simple machines. B Block will work on a lab focusing on centripetal force and hit simple machines on Monday, when A Block gets their lab period.
12/5/12
Mondays are So Bad
That I couldn't even post yesterday due to the trauma...
Physics A and B have been working on gravity and Newton's Law of Universal Gravitation. We looked at gravity as a centripetal force, the nature of gravitational fields and the deeper meaning of "g," the acceleration due to gravity and measure of gravitational field strength, and how we can use that identify and NLUG to calculate the weight of an object on any planet or moon. The practice you're working tonight will help you manipulate those relationships and tomorrow, we'll change gears a little and focus on torque - the ability for a force to product rotation.
Honors Physics reviewed their work from yesterday on fluid pressure (Pascal's principle, hydraulics and pressure with depth) and took a look at fluids in motion during today's class. The ideal fluid model was discussed, as was conservation of mass in fluid systems, as described by the continuity equation. We ended the period by looking at Bernoulli's principle, which related fluid speed to pressure and discussed some examples of how this played out in real life.
This was also Introductory Physics area of work. We reviewed our work with buoyant forces, then turned our attention to Bernoulli's principle. As with Honors Physics, we looked at some demonstrations showing that faster-moving fluids exhibited less pressure than slower-moving fluids and how the forces involved generated changes in the motion of the fluid. We also discussed common day examples of Bernoulli's principle such as smoke rising up a chimney or function of perfume atomizers. We also mentioned the relationship to lift in flight, but emphasized that it was not the sole reasons planes stayed in the air. If you check your Edline page under the news section, you'll find a link to an episode of the BBC radio program Cabin Pressure that touches on this issue. The program revolves around the crew of a charter plane and their shenanigans. I'll leave the link up for a while if you'd like to give it a listen. Great if you like British Humor...
Physics A and B have been working on gravity and Newton's Law of Universal Gravitation. We looked at gravity as a centripetal force, the nature of gravitational fields and the deeper meaning of "g," the acceleration due to gravity and measure of gravitational field strength, and how we can use that identify and NLUG to calculate the weight of an object on any planet or moon. The practice you're working tonight will help you manipulate those relationships and tomorrow, we'll change gears a little and focus on torque - the ability for a force to product rotation.
Honors Physics reviewed their work from yesterday on fluid pressure (Pascal's principle, hydraulics and pressure with depth) and took a look at fluids in motion during today's class. The ideal fluid model was discussed, as was conservation of mass in fluid systems, as described by the continuity equation. We ended the period by looking at Bernoulli's principle, which related fluid speed to pressure and discussed some examples of how this played out in real life.
This was also Introductory Physics area of work. We reviewed our work with buoyant forces, then turned our attention to Bernoulli's principle. As with Honors Physics, we looked at some demonstrations showing that faster-moving fluids exhibited less pressure than slower-moving fluids and how the forces involved generated changes in the motion of the fluid. We also discussed common day examples of Bernoulli's principle such as smoke rising up a chimney or function of perfume atomizers. We also mentioned the relationship to lift in flight, but emphasized that it was not the sole reasons planes stayed in the air. If you check your Edline page under the news section, you'll find a link to an episode of the BBC radio program Cabin Pressure that touches on this issue. The program revolves around the crew of a charter plane and their shenanigans. I'll leave the link up for a while if you'd like to give it a listen. Great if you like British Humor...
12/3/12
Does Anyone Like Mondays?
If so, put them in a sack. That's it, just shame them by putting them in a sack...
Physics A and B discussed their lab work on pulleys from Friday before taking on circular motion in more depth. We looked at the two velocities involved in circular motion (angular and tangential) and then looked at the acceleration that reported the rate of change of these velocities (angular and tangential). Those accelerations only reflect the speed portion of those velocities, however. The direction portion of the velocities is measured by centripetal acceleration. And, since accelerations are produced by forces, we took time to look at centripetal force and will hit torque a bit later on. Centripetal force and acceleration point towards the center of a circle (regardless of orientation of the circle) and the role of centripetal force can be assumed by any force (gravity, friction, normal force, etc.). We'll go over our homework problems for centripetal force and acceleration tomorrow before looking at one force that can act as centripetal force - gravity.
Intro Physics took time to do some peer editing of their buoyancy questions before diving into a couple of challenge problems involving buoyant forces. We'll look over those on Wednesday, as well as go over tomorrow's lab dealing with buoyant forces.
Honors Physics also worked with buoyant forces today. We defined the terms 'fluid' and 'density,' then turned attention to how Archimedes used information from observations on displacement and apparent weight to form what we today call Archimedes Principle. We looked at some helpful formulas for dealing with buoyant force and related the interplay of an object's weight and the buoyant force provided by a fluid to the concept of floating and sinking. We'll go over the homework problems tomorrow before starting to take a look at fluid pressure.
Physics A and B discussed their lab work on pulleys from Friday before taking on circular motion in more depth. We looked at the two velocities involved in circular motion (angular and tangential) and then looked at the acceleration that reported the rate of change of these velocities (angular and tangential). Those accelerations only reflect the speed portion of those velocities, however. The direction portion of the velocities is measured by centripetal acceleration. And, since accelerations are produced by forces, we took time to look at centripetal force and will hit torque a bit later on. Centripetal force and acceleration point towards the center of a circle (regardless of orientation of the circle) and the role of centripetal force can be assumed by any force (gravity, friction, normal force, etc.). We'll go over our homework problems for centripetal force and acceleration tomorrow before looking at one force that can act as centripetal force - gravity.
Intro Physics took time to do some peer editing of their buoyancy questions before diving into a couple of challenge problems involving buoyant forces. We'll look over those on Wednesday, as well as go over tomorrow's lab dealing with buoyant forces.
Honors Physics also worked with buoyant forces today. We defined the terms 'fluid' and 'density,' then turned attention to how Archimedes used information from observations on displacement and apparent weight to form what we today call Archimedes Principle. We looked at some helpful formulas for dealing with buoyant force and related the interplay of an object's weight and the buoyant force provided by a fluid to the concept of floating and sinking. We'll go over the homework problems tomorrow before starting to take a look at fluid pressure.
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