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.
12/13/12
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.
11/30/12
So Many Labs
Physics A and B block worked on a lab investigation involving pulleys. Folks tested simple fixed and movable pulleys, as well as pulley systems, for the mechanical advantage they produced. For pulleys, the mechanical advantage (resistance force/effort force) can be determined by experimentation or by the number of supporting ropes. The simple fixed pulley had one supporting rope and an MA of 1. The simple movable pulley had two supporting ropes and an MA of 2. And so forth and so on... On Monday, we'll start our discussion of circular motion, torque and simple machines, so have those lab sheets completed.
Honors Physics conducted a lab investigation targeting buoyant forces. When an object is placed in a fluid an upward force acts on the object equal to ρfluidVfluidg. Since the product of density and volume equals mass, that formula is another way to calculate weight. To determine floating or sinking, compare the forces acting on an object (weight and the buoyant force) and see who is larger. We'll discuss buoyant forces in more detail on Monday and you can use that discussion to help with your lab write-up which is due on Tuesday.
Intro Physics went over their buoyant forces problems and then worked on some questions dealing with buoyancy. We'll read these over on Monday before moving on to fluids moving due to pressure gradients and Pascal's Principle.
Honors Physics conducted a lab investigation targeting buoyant forces. When an object is placed in a fluid an upward force acts on the object equal to ρfluidVfluidg. Since the product of density and volume equals mass, that formula is another way to calculate weight. To determine floating or sinking, compare the forces acting on an object (weight and the buoyant force) and see who is larger. We'll discuss buoyant forces in more detail on Monday and you can use that discussion to help with your lab write-up which is due on Tuesday.
Intro Physics went over their buoyant forces problems and then worked on some questions dealing with buoyancy. We'll read these over on Monday before moving on to fluids moving due to pressure gradients and Pascal's Principle.
11/29/12
Test Day!
Lots of tests on deck and now that those are over, we can get back to work...
Physics A and B worked on their Chapter 6 exams. Physics A also conducted a lab investigation that centered on levers. This coming chapter looks at torque, circular motion and simple machines (along with other things), so this activity was a nice introduction to that material. Three classes of levers were designed and tested for the mechanical advantage they produced. Even within a class of levers, it could be seen that the distance between the effort force and the fulcrum, compared to the resistance distance to fulcrum, made a difference in mechanical advantage. We'll relate those distances to the idea of lever arm and bring in the concept of balanced torque to fully explain your results. Remember, no formal write-up, but do have the questions answered, including the Going Further for tomorrow.
Honors Physics had their Chapter 7 exam to enjoy and tomorrow will have folks conducting an investigation on buoyant force to start our unit of forces in fluids.
Intro Physics reviewed their work on pressure with depth before moving on to buoyant force. We discussed Archimedes work to gain knowledge about buoyant force and let Archimedes Principle explain why objects float or sink in different fluids. Floating and sinking is based on the net force acting on an object placed in a fluid and Archimedes Principle lets us establish the size of the buoyant force to add to the object's weight to get the net force. We analyzed how density plays into the calculation of buoyant force and ended the class with a series of problems on buoyant forces. We'll go over these tomorrow, before looking at some questions about buoyant forces.
Physics A and B worked on their Chapter 6 exams. Physics A also conducted a lab investigation that centered on levers. This coming chapter looks at torque, circular motion and simple machines (along with other things), so this activity was a nice introduction to that material. Three classes of levers were designed and tested for the mechanical advantage they produced. Even within a class of levers, it could be seen that the distance between the effort force and the fulcrum, compared to the resistance distance to fulcrum, made a difference in mechanical advantage. We'll relate those distances to the idea of lever arm and bring in the concept of balanced torque to fully explain your results. Remember, no formal write-up, but do have the questions answered, including the Going Further for tomorrow.
Honors Physics had their Chapter 7 exam to enjoy and tomorrow will have folks conducting an investigation on buoyant force to start our unit of forces in fluids.
Intro Physics reviewed their work on pressure with depth before moving on to buoyant force. We discussed Archimedes work to gain knowledge about buoyant force and let Archimedes Principle explain why objects float or sink in different fluids. Floating and sinking is based on the net force acting on an object placed in a fluid and Archimedes Principle lets us establish the size of the buoyant force to add to the object's weight to get the net force. We analyzed how density plays into the calculation of buoyant force and ended the class with a series of problems on buoyant forces. We'll go over these tomorrow, before looking at some questions about buoyant forces.
11/28/12
Conference Day
We had an abbreviated day due to parent-teacher conferences, but some work did get done regardless.
Physics A and B reviewed for their Chapter 6 exam, with Physics B (having a modified long block), having some time to explore conservation of momentum for rotating systems. Angular momentum is another conserved value, like linear momentum, but depends on different variables. For linear speed, we have angular speed - the speed at which the object rotates. For mass, we have moment of inertia - the resistance of an object to changes in its rotation. Moment of inertia does depend on the quantity of mass present, but also on how that mass is distributed around the rotational axis. Then your hands were away from your body, your rotational speed was lower than when your hands were drawn in close. With more of your mass distributed away from the axis of rotation, the harder you were to rotate (greater moment of inertia) and with your arms drawn in, you had more mass clustered near the axis of rotation (lower moment of inertia). Low moment of inertia, higher rotational speed; high moment of inertia, lower rotational speed. The product of the two, however, would remain constant since angular momentum had to be conserved. For both blocks, after tomorrow's test, we move on to circular motion and gravitation.
Honors Physics reviewed for their Chapter 7 exam and on Friday, we take on forces in fluids.
Physics A and B reviewed for their Chapter 6 exam, with Physics B (having a modified long block), having some time to explore conservation of momentum for rotating systems. Angular momentum is another conserved value, like linear momentum, but depends on different variables. For linear speed, we have angular speed - the speed at which the object rotates. For mass, we have moment of inertia - the resistance of an object to changes in its rotation. Moment of inertia does depend on the quantity of mass present, but also on how that mass is distributed around the rotational axis. Then your hands were away from your body, your rotational speed was lower than when your hands were drawn in close. With more of your mass distributed away from the axis of rotation, the harder you were to rotate (greater moment of inertia) and with your arms drawn in, you had more mass clustered near the axis of rotation (lower moment of inertia). Low moment of inertia, higher rotational speed; high moment of inertia, lower rotational speed. The product of the two, however, would remain constant since angular momentum had to be conserved. For both blocks, after tomorrow's test, we move on to circular motion and gravitation.
Honors Physics reviewed for their Chapter 7 exam and on Friday, we take on forces in fluids.
11/27/12
A Full Week! Almost...
We have a half-day tomorrow due to parent-teacher conferences, but this is more instructional time in a week than we've had lately, so yeah!
Physics A and B worked on the idea of elastic collisions, building on yesterday's work with perfectly inelastic collisions. Elastic collisions conserve both momentum and kinetic energy and we worked some problems putting those ideas to use. Tomorrow we'll have some review time in preparation for Thursday's exam. Then it's on to circular motion.
Intro Physics spent time discussing yesterday's density investigation and used that to springboard into the concept of pressure variations with depth in a column of fluid. As we descend in a fluid, pressure increases and as we ascend, pressure decreases. We contrasted gauge and absolute pressure and ended the class by starting on some problem-solving practice with these ideas. We'll go over the homework at the start of class tomorrow before looking at buoyancy and buoyant forces.
Honors Physics worked on an activity to demonstrate the action of simple machines to multiply effort force of distance. Three classes of levers were tested for the mechanical advantage they produced and how they make work easier. We'll go over this activity tomorrow before reviewing the simple machine homework and reviewing for Thursday's exam. Then - forces in fluids!
Physics A and B worked on the idea of elastic collisions, building on yesterday's work with perfectly inelastic collisions. Elastic collisions conserve both momentum and kinetic energy and we worked some problems putting those ideas to use. Tomorrow we'll have some review time in preparation for Thursday's exam. Then it's on to circular motion.
Intro Physics spent time discussing yesterday's density investigation and used that to springboard into the concept of pressure variations with depth in a column of fluid. As we descend in a fluid, pressure increases and as we ascend, pressure decreases. We contrasted gauge and absolute pressure and ended the class by starting on some problem-solving practice with these ideas. We'll go over the homework at the start of class tomorrow before looking at buoyancy and buoyant forces.
Honors Physics worked on an activity to demonstrate the action of simple machines to multiply effort force of distance. Three classes of levers were tested for the mechanical advantage they produced and how they make work easier. We'll go over this activity tomorrow before reviewing the simple machine homework and reviewing for Thursday's exam. Then - forces in fluids!
11/21/12
Meeting the Challenge
Physics A and B reviewed their conservation of momentum homework and were then challenged to solve a conservation of momentum problem involving 2-dimensional motion. Groups worked hard, with the first ones to solve the problem winning a valuable prize. Kudos to those groups who tackled this successfully! On Monday, we'll review conservation of momentum, then turn our eyes to applying this concept to specific types of collisions.
Intro Physics had about 47 seconds in class before they were called down to the pep rally. On Monday, we'll start the density investigation that was introduced in these paltry 47 seconds of class time.
Honors Physics didn't meet because of the half-day. On Monday, we'll review the concept of torque and then begin to look at the simple machines.
Have a great Thanksgiving!
Intro Physics had about 47 seconds in class before they were called down to the pep rally. On Monday, we'll start the density investigation that was introduced in these paltry 47 seconds of class time.
Honors Physics didn't meet because of the half-day. On Monday, we'll review the concept of torque and then begin to look at the simple machines.
Have a great Thanksgiving!
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