Meese 12/12

Today was a glorious day in the world of Honors Physics. There was no homework due today, because of the test on Friday, so the class began with various tables dicussing some strange results that they had recieved on their lab reports. I, however, could not contribute to the conversation, because I am not an overachiever. Nonetheless, the class then started with Coats-Haan reminding everyone of the lab report that was due tommorrow and she stated that page 99 of the lab manual was due on Wednesday. After this, all of the table partners paired up to do a small project, except poor Katie Schwab because of the absent Michaela Wandersee (hope you feel better, or something). The project was title Saturn's Moons and the idea behind this project was to observe different moons and their distance from Saturn, radius, orbital speed, time of orbit, gravitational pull and mass. After all of these results were typed into an Excel chart, the groups then had to make two graphs showing a high correlation between the tested variables. After these time consuming and tedious processes, each group must state six sentences explaining positive or negative relationships in the data. After this had been completed, the groups then proceeded to define the X and Y variables in the experiment and write out two equations that explain the relationships in mathematical terms. It was not a challenging lab, although I am speaking for myself when saying this because of my genious lab partner Chrissy Clyde, but it was time consuming. Some groups got finished in class, but many need to out the finishing touches on their projects tommorrow. All in all, the class wasnt as exciting as it normally is when we take notes, but instead of being humorous, Coats-Haan decided to wear an outfit of the utmost elegance to make up for the lack of opportunities for humor. Despite few funny moments, it was still a great day in Coats-Haan Honors Physics and if we ever need cheering up, Zach Sieber is always there tobe made fun of.
P.S. Scott and I will sit behind you again when Kevin Cleaves gets his Eagle Scout so that we can make fun of him (but mostly Zach) then as well.

12/01 Alaimo

Today we started off class by turning in our Friction questions worksheet that was homework last night.  We then talked about our test averages.  After, we watched a Simpsons' clip that showed the school floor being replaced by an ice rink and had no friction.  We then proceeded by taking notes over friction.  Our conversation strayed away from our friction notes for a moment when Lauren shared a story about a teacher putting a folder on a student's head and using a rubber band to hold it in place so that the student could not cheat during a test.  We then did an example on our example sheet together and then completed a pair check with our lab partner.  Our homework tonight is pg. 128 (#34, 35, 37, 39-44).

Question of the Day: What things affect the coefficient of friction?
Answer: Smoothness, whether or not they're lubricated, magnitude of the normal force, and type of materials in contact.

12/1 qod

What things affect the coefficient of friction?

-ch

11/30 Zimmerman

We turned in our Newtons Law Test Review. Hewitt Reading questions on friction was assigned for homework. Class activities consisted of working hard on the Newtons Law Test. It was fun. Something crazy that happened today is that there is a new memory deletion for our calculator for todays test. This crazy thing happened because we used matrices. We didnt really learn or cover any new material in class. We just slave over our test. But one thing I learned is that if you need help, you should wake up extra early and get help! Team I ♥ Life was about to protest the test because a team member was missing (Nathan Turner I) but then he pulled through and showed up, so all was good.

Question of the day:

If your tires lock up when you travel at a high rate of speed on an icy road, what kind of friction exists between the tires and the icy road?

Highly Intelligent answer:

Great question ch. Thanks for asking. The answer is that the friction would be called sliding friction. When the tire is rotating, its surface does not slide along the road surface, and friction is static friction. But when your breaks lock up the tires are not rotating thus resulting in sliding friction.

11/30 qod

If your tires lock up when you travel at a high rate of speed on an icy road, what kind of friction exists between the tires and the icy road?

--ch

11/29 qod

What is my policy about conversion factors on tests?

--ch

11/28 Wandersee

WELCOME BACK!!

I hope everyone had a great break and is ready to jump back into things! Today in class, we did the Inertial Pendulum Lab. In this lab we explored a device called an intertial pendulum. Note: this device is DANGEROUS! Make sure to tape the "hazardous projectiles" (as described by Coats-Haan) in place before letting the pendulum swing. The point was, to see if the weight of an object has an effect on the period of the device. See, the gravittional force of the mass is removed because the two pieces of spring steel on the device move the mass to a point of equilibrium. After completing the lab, we worked with our teams to correct our diagnostic tests. We took these at the beginnning of the unit. These were turned in at the end of the class. For homework, we were assigned a worksheet of force law practive problems. In addition, a lab report for the Inertial Pendulum lab is due next Tuesday. Oh, and don't forget! We have a test coming up on Wednesday. If you didnt pick up the review before break, make sure to do that.

Question of the day: If you were on a space shuttle, what is one way that you could determine the mass of an object?

Answer: If you wanted to determine the mass of an object in space, you could use the inertial pendulum to time how long it takes for the pendulum to make 20 cycles and then compare with previous findings. I think that the pendulum works nearly the same in space.



11/28 qod

If you were on the space shuttle, what is one way that you could determine the mass of an object?

--ch

11/22 Vidas

Today was a fantastic day in Honors Physics.  We started the day with our Toys in Space presentations, in which we compared the behavior of the toys on Earth and in space.  Each group presented, we made predictions, and then we watched a demonstration video.  Johnny was the wonderful person in charge of lights, but sometimes he slacked a little.  After the presentations were finished, we turned in our predictions papers, and Hunter gave us a great story about never giving up that actually didn’t have that meaning at all.  Instead, it just said not to waste your money trying to get a big Scooby-Doo at King’s Island.  Coats-Haan reminded us that the Newton’s Law Test Review was just sitting on the counter if anyone had the urge to work on it over Thanksgiving break.  The key is online, and it is due Wednesday, Nov. 30, the day of the test.  At the very end of class, we were so honored to pass around Coats-Haan’s prized possession- a piece of a space shuttle.  Happy Thanksgiving:)

QOD: Which toy was your favorite? How was its behavior different when it was in orbit than when it was on the Earth's surface?

My favorite toy was obviously the ball and cup because that was our group’s toy, and it made Hunter feel like a Mexican child.  On earth, you were able to get the ball into the cup, and it would stay there.  In orbit, the demonstrator showed that while he was able to get the ball into the cup, it wouldn’t stay there. Instead, the ball hit the cup but then pushed away. 

11/22 qod

Which toy was your favorite?  How was its behavior different when it was in orbit than when it was on the Earth's surface?

--ch

11/21 Turner

Tears of joy were streaming down my face as I entered room number 266. I gazed with wonder upon my instructor, her presence seemed to fill the room to a point of suffocation. After diligently checking the board the majority of the class produced their Spring Problems worksheet, and then compared it to the key. The trickiest problems by far were number 5 and 6, which involved the spring actually being released. Next, we watched as our lovely teacher demostrated microgravity through the following: A wonderous picture on the board of a no-doubt scale model of the earth depicting what would happen if someone threw a baseball at 8000 m/s, next we watched a video correcting the false assumption that bodies float in space because of a lack of gravity, after this Coatshaan demostrated why objects were weightless in free fall by dropping a cup with 2 holes in it that was filled with water, and then finally we played with toys. I thought the most interesting thing we learned today was that microgravity is really just the fact that an object is accelerating at the same rate as gravity therefore giving the illusion of a lack of gravity.

QOD- What is microgravity?  Where can we experience it?  Why do we experience it there?

Microgravity is the illusion of a lack of gravity, we can experience it while in free fall or when in orbit. We experience it there because we are accelerating at the same rate as gravity.

11/21 qod

What is microgravity?  Where can we experience it?  Why do we experience it there?

--ch

11/18 Tesmer

Today, in 3rd period Honors Physics we had a wonderful time. First, we turned in Hooke's Law lab from the previous day, if we hadn't turned it in already. Then, the Newton's Law practice problems worksheet was checked. We compared our answers with the key and went over a few of the tricky problems on the board. Next, we took notes on springs and Hooke's Law. We learned some exciting information. All of the intelligent honors physics students now know that a force exerted by a spring is a contact force. It also is a variable force. This means that the force depends on the amount that the spring is extended or compressed. Also, we were informed that an ideal spring is directly proportional to the amount that it is compressed or extended. The spring from the Hooke's Law lab that we did the previous day was pretty darn close to being an ideal spring. The next notes were learning the Hooke's Law is F=-kx, where F is the spring force, k is the spring constant, and x is the position of the spring. The negative sign indicates that the force of the spring is always in the opposite direction of x. When x is equal to zero, the spring is at equilibrium. When x is greater than zero, the spring is stretched and vice versa. Moreover, the units of the constant, k, are usually Newtons per meter. After the notes, we were instructed to complete a spring pair check, which I had to do on my own because, unfortunately, my highly intelligent partner, Liz Alaimo, was absent. Even so, the pair check was quickly completed by most. We then were given the opportunity to start on our homework which was a spring worksheet. This worksheet is due on Monday. While we were finishing our pair check and beginning our homework assignment, Coats-Haan told us that she will not be assigning any more homework, after this spring worksheet of course, until after Thanksgiving break. There were many cheers around the room. Also, she said that we will not be taking very many notes after Thanksgiving break. Much thanks goes out to Coats-Haan for this wonderful gift!

QOD:
What is the first thing you should do when you solve a spring problem and how does this help you determine the sign of the spring force?
The first thing you should do when solving a spring problem is to determine whether the spring is being extended or compressed. This will tell you whether x is positive or negative. Then, after multiplying x and k together, you will be able to determine whether the force of the spring is positive or negative.

11/18 qod

What is the first thing you should do when you solve a spring problem and how does this help you determine the sign of the spring force?

--ch

11/17 Schwab

Today we started off by checking out homework, the tension worksheet. Coats-Haan talked about 28, then went through 30,33, and 34 step by step on the board. She explained that if you don’t want to worry out which to cos’ or sins to make negative when setting up the equations that you could just figure out the angles in relation to the positive x axis, and just add them all together.

At this point the room was strangely silent and Coats-Haan said, “ Lets move on, cause it’s so quiet I’m getting creeped out” It was interesting because all members of “Team I <3 Life” were here today.

We then started the Hooke’s law lab, in which we added weight to a string and measured the distance the spring stretched.  We also had to change the weight in g to kg, then to N. Then we made a graph, force vs.  distance measurement. We then used linear regression, and drew the line of best fit.

Our homework was passed out to us, Newton’s Law Practice Problems.

QOD-  Is the spring force constant or does it depend on how far it is stretched or compressed?  Support your answer with evidence.

A-    The spring stretched proportionally to the force exerted on it. You can tell this because when you plot the points from the lab you get a pretty close to perfect diagonal line. 

11/17 QOD

Is the spring force constant or does it depend on how far it is stretched or compressed?  Support your answer with evidence.

--ch

11/16 qod

What are the 4 different ways we could solve the simultaneous equations in tension problems and why are matrices the best way?

--ch

11/15 Miley

First thing we did in physics today was check over homework, which was pg. 75-76 of our lab manual. Most of the problems occurred on the back of our homework. Most of us believed that since N was equal and opposite to W, that N and W were an action-reaction pair. But since both N and W were acting on the apple, an action-reaction pair was impossible. An action-reaction pair only occurs when the action and reaction after on different objects. We also later had to clarify that that hand and apple were an action-reaction pair because both forces were acting on different objects (the apple pushes on the hand and the hand pushes on the apple). Also, when the N force was increased to 2 Newtons, the apple accelerated upward and the magnitude in comparison to W was twice as much. The last question also needed some clarification. Since the apple left the hand, N force would be zero causing the net force only to be the value of W since it's the only force acting upon the object. After reviewing the homework, Mrs. Coats-Haan handed out our homework for the evening, Newton's Law. We then had time to work on our lab "Rocket Power" which was from pages 85-86 of our lab manual. Our team struggled with this lab at first because we didn’t tape the balloon on correctly, but also because Nathan and Clay were lost without their other “I <3 Team Life” members Michael and Johnny. On top of the heart break of doing his first lab without “I <3 Team Life”, Mrs. Coats-Haan abused Nathan by throwing tape at him. But as we continued, the lab became easier. We first had to hold a string across the room with a half of a straw on it. We then had to blow up a balloon and tape the balloon onto the piece of straw as we held the neck of the balloon to make sure the air wasn’t released. Then we let the balloon go and watched it goes across the string. We did this procedure several times, but with a different independent variable by changing the degree the balloon was released at. We then built a rocket using two balloons and a bottom-less cup. Nathan at first had some trouble creating the rocket, but with some words of wisdom from Johnny he was able to build the rocket and we were able to finish the lab. The idea behind the rocket is that the second balloon would lose its air as the cup was released from rocket. Since the cup and balloon were gone, the other balloon lost mass allowing it to accelerate faster. This lab was able to demonstrate Newton’s Second Law of Motion stating the idea that mass and acceleration are inversely proportional. Through this lab, we can also answer the question of why rockets have stages. Just as our rocket needed to lose mass, the stages of a rocket help it to lose mass through the release of fuel. The smaller mass gives the rocket a larger acceleration giving the rocket the energy it needs to leave the Earth. All in all, today’s physics class was very entertaining and knowledgeable.

11/15 qod

Why do rockets have stages?

--ch

11/14 Meese

Today in 3rd period Honors Physics was a great one indeed. We started off the class by turning in our POGIL from class on Friday and checking ourhomework from the weekend, lab manual pages 80.5 and 80.6, which are also known as the free-body diagram. After quickly going through a worksheet that was easy, we proceeded on to the next task on the board, which was an activity in which Newton's 3rd Law was explained with a balloon, a pin, a pencil, a string and a straw. I am sure the Lakota is happy that Mrs. Coats-Haan is intelligent enough to explain such an important concept with such cheap equipment, I applaud you for this effort. But, back to what happened, After the balloon was blown up (despite being in Symphonic Winds, I sadly did not get past this step) we would blow up the balloon through a straw contraption and when released the air would propel it around. Although this was fascinating experiment, I was quite discouraged at my inability to blow up the balloon and thus began to move onto the next aspect of class, note taking. In the notes we covered Newton's 3rd Law of Motion (Also know as the Law of Conservation of Momentum) that states that for every force there is an equal, opposite force. for example, as I sit in this chair and type this blog, the chair, although not moving, is pushing down on the ground as the ground pushes up on it. Now if that isn't fun, I don't know what is. Then we watched Julius Sumner Miller's rendition of Newton's 3rd Law of Motion, where did crazy examples and bored the class with Latin to start off the video. After filling out lab manual page 69, which went along with the video, and we turned that in immdiately after the video. After this we resumed note taking by going over problems on the example sheet, which was where our time unfortunately ran out for the day.  The homework for tonight was lab manual page 73 and 74, which I was able to finish in next period's class. I am purposefully trying to lengthen my blog and use a more expanded vocabulary because of my aspiration of writing a physics blog comparable to that of Dwight Hu. Kevin Cleaves sent me a blog that Dwight had perviously written (I think in AP, possibly in Honors) and it was the most beautiful thing that I have ever read in my life. The sentence structure and the vocabulary were unmatched, rendering Dwight as the official physics blogmaster of the world. My hopes and dreams are to one day be able to write a Dwight Hu-like blog, although this is an enormous task, with diligence and perserverance I hope to eventually obtain this skill. All of Dwight's blogs put my feeble attempts to shame, but this is meerly the starting point of the long road that is to write a blog comparable to that of the great Dwight Hu.

QOD: Newton's 3rd Law of Motion pertains to the balloon activity because the air being pushed out of the balloon must have an equal and opposite force to counteract it and thus the balloon was able to move in a circular motion.

11/14 qod

How does Newton's 3rd law apply to your balloon helicopter?

--ch

11/11 qod

How is the normal force oriented to surfaces?

--ch

11/10 Lee

At the beginning of class, we turned in pages 73-74 of our handbook which was our homework the night before.  Then, we checked our answers for page 127 numbers 1-9.  We worked through some problems in class.  Next, we were instructed to get out our Presentation Problems sheet to work through examples using Newton’s second law.  This included FOXY! Then, Coats-Haan gave the delightful news that numbers 37 and 40 on our quarter exam were graded wrong and that if we initially got the correct answers she would add two bonus points to our second quarter test.  Then ,we got our quarter tests back to look at grades and ask questions.  She recollected the tests as we started to work diligently on our pairs check.  Most groups finished with enough time to start the additional homework which is page 127 numbers 10-17. 

Qod answer:

To find the acceleration of the object when you know the multiple forces acting on it, you use FOXY to fins the force and direction.  Then, you divide the force by the mass of the object and you have the acceleration.  The acceleration is in the same direction as the force. 

11/10 qod

If you have several forces acting in multiple directions on an object, how do you determine the object's acceleration?

--ch

11/9 qod

How are mass and weight different?

--ch

11/4 qod

Explain how Newton's first law applies to one of the many demonstrations today.

-ch

11/3 qod

When did you have to apply a force to keep the bowling ball on the inertia ball track?

--ch

10/28 Gaitan

Today, we had both the non-linear motion test review due and the first quarter exam review packet.  After we turned those in, we took the test, several people worked up to the bell, but Coats Haan said that the tests were going well before class ended.  We had no homework, due to the fact that the next week we have exams, and we just took a test.  The concept that I feel least comfortable about is writing operational definitions completely accurate. 

10/28 qod

What part of 1st quarter do you feel like you need to review the most for next week's exams?

--ch

Clyde 10/27

Today we turned in the HAC check and the blue sheet, which was worth 10 extra credit points if it hadn't been used to extend any assignments. We checked the homework from last night and then Coats-Haan went over a few of the tougher homework problems on the board. We got some time to finish our pair check from yesterday and turn it in, and then we used the rest of the time to work on the reviews due tomorrow. The two reviews are our only homework for tonight.

Also! Coats-Haan is having a review session after school tomorrow, so if you need some help before the exam, it is highly recommended that you attend. No material will be prepared specifically for the review session, but Coats-Haan is prepared to help people individually and answer any and all questions you may have about the material. You can also visit her at the beginning of the day to ask questions; the earlier you come, the more time you will have to get individual help.

QOD: In relative motion problems, we have to add vectors.  How do you know when to use ROXY?
Vectors that are going in the same direction or opposite directions can be added together by simple addition and subtraction. Vectors that, together, form a right angle can be added together by using the Pythagorean Theorem to find the resultant, which is the hypotenuse of the right triangle that the vectors form. I would say that with any combination of vectors besides these special scenarios, it would be best to use ROXY.

10/27 qod

In relative motion problems, we have to add vectors.  How do you know when to use ROXY?

--ch

10/26 qod

According to the compass on a plane, it is flying due north with an airspeed of 300 mph.  A wind is blowing due east at 85 mph.  Is the magnitude of the ground speed greater than, equal to, or the same as the air speed.  Explain your answer.
--ch

10/25 Bloomberg

Today in 3rd period physics everyone in class turned in their Dart Gun lab reports. Then we took notes on uniform circular motion which is when an object is moving around in a circle at a constant speed. We learned that an object moving in a circular motion is constantly accelerating because it is constantly changing direction. We also learned that frequency, f, is how many times the object goes around in a given time period. A period is the inverse of frequency and is how long it takes the object to move around the circle. Today Mrs. Coats- Haan and Hunter Miller had a lively discussion about Georgia Tech and Hunter's Georgia Bulldogs shirt, which lead to many other anecdotes about the intelligence of people in Georgia and Mrs. Coats- Haan's brief stint at Macy's. Once we got back on task everyone got out of their chairs and swung their arms in a circular motion. Mrs. Coats- Haan told everyone except for Michael Zimmerman to sit down. Using the length of his arm we did one of the example problems on the examples sheet. After we were done learning the lesson we did a pairs check about uniform circular motion with our lab partners. The homework for tonight was to read The Case of the Scientific Aristocrat and to do the worksheet that went along with it and  to do pg 155 numbers 1-10 in our physics book. Also later in this week we have to turn in the HAC Check, our quarter review packet, test review and if we return our three test that we took this quarter we can earn extra points.



QOD: What does it mean when we talk about the number of g's?
Answer: The number of g's is an acceleration of an object divided by the acceleration due to gravity (9.8m/s^2). For example on our example sheet we found that the centripetal acceleration of Michael Zimmerman's arm when he swung it circularly was 112m/s^2. When 112m/s^2 is divided by 9.8m/s^2 we get -11.4 g's.

10/25 qod

What does it mean we talk about the number of g's?

--ch

10/24 Alaimo

Today in physics we started the class off by having each group make final adjustments to their presentations about Barbie Einstein.  We then proceeded by having each group present their story on how Barbie Einstein died.  There were a wide variety of theories to how Barbie died, but Hunter's Scooby-Doo story was by far the most creative.  We found out that the time was 2.1 sec and the horizontal velocity was 7.3m/s.  After the presentations, Coats-Haan shared the truth about Barbie Einstein's death.  Coats-Haan then gave us two follow-up questions about Barbie Einstein which we were told to write on a piece of notebook paper.  The first was about what questions the Grand Jury should ask and about our assumptions, and the second was how high Barbie would have had to have started in order to land in the pool.   If we finished we could turn the questions in.  Three worksheets were handed out at the beginning of class: The Case of the Scientific Aristocrat, the HAC check, and The Non-Linear Motion Test Review.  The Case of the Scientific Aristocrat goes along with page 53 in the lab manual and is due Wednesday.  The HAC check is due Thursday, and the Non-Linear Motion Test Review is due Friday.  The Dart Gun Lab Reports are due tomorrow.

QOD:  The fastest person in the world has ran about 23mph.  8m/s converts to 17.89mph, so a person can run 8m/s. It is not a walking speed because a walking speed would not be as fast as 8m/s. The average walking speed for a woman is 3mph which is not nearly as fast as 17.89mph.

10/24 qod

Is 8 m/s an achievable speed for a person without mechanical aid?  If so, is it a running or walking speed.  Justify your answer.

--ch

10/21 qod

How did you calculate Barbie's horizontal velocity when she left the hotel window?

--ch

10/20 Williams

           42 - The answer to life, the universe and everything

We started class by checking last nights homework, which was p. 82 problems 14-23 from the book. Then we got the 1st Quarter Review Packet which will be due next Friday. We then discussed the answer to life the universe and everything, which it turned out only Chrissy and I actually knew what was going on, but it was all cool. (If you're curious, look into The Hitchhikers Guide To The Galaxy.) Then for the rest of class we worked on a detailed analysis about two girls throwing balls off balconies, and found that one could throw well enough to be a professional baseball player. The only homework was to finish the detailed analysis if it wasn't already completed.

Question of the Day - Well, unless I did the whole analysis wrong, which I didn't because I checked it as I went, the balls never actually collided. BUT, if they were to have collided, then the x and y coordinates would have needed to be the same at the same time. Also, the real answer is, and always will be, 42.

10/20 qod

In the problem that we worked on today, what do you know about the x and y coordinates of the two balls when they collide?

--ch

10/19 Wandersee

FIRE AWAY!!

In class- At the start of class Coats-Haan checked our detailed analysis packets for completion. We were given the key to correct any mistakes. The rest of the class period was spent doing the dart gun lab (page 51 of our lab manual). This lab demonstrates horizontal range at different angles. We were supposed to find out whether or not the equations for projectile motion predict the actual distance covered by the dart. Oh and if you were wondering, my group found out, after several failed attempts, that the dart doesn't actually suction on to the wall.

Homework -page 82 #14-23 (more projectile motion practice)
                   -lab report (due Tuesday)

Question of the day-Use the range equation to explain mathematically, why complementary launch angles produce the same horizontal range.
Answer of the day- The range equation is Range = velocity squared*sin2theta/gravity. While I was experimenting with this equation I found out that when solving for complementary angles the result is the same because the sin2theta of any two complementary angles gives the same result. For example, sin2(20 degrees) and sin2(70 degrees) both equal .6428. Thus the results are the same because the rest of the variables in the equaiton are the same as well.

10/19 qod

Use the range equation to explain mathematically, why complementary launch angles produce the same horizontal range.

--ch

10/18 Vidas

Today in Honors Physics, we started class by going over our detailed analysis #1-16.  We also found out what really happened to Stonehenge! After this, we worked on the rest of the detailed analysis, using the key to help us.  When we got to #38 in the detailed analysis, Coats-Haan gave us notes on the horizontal range equation.  Then we continued working on the rest of detailed analysis packet.  If we did not finish this in class, we needed to finish it for homework. 

QOD:  To determine if the ball in today’s problem reaches its maximum height before or after it reaches the edge of the cliff, you first had to calculate the time required to reach the top of the ball’s trajectory, which was calculated using the first equation.  This turned out to be 0.587 seconds.  Next, you needed to calculate the horizontal distance the ball travels during the time it takes to reach the peak. Because the horizontal component is uniform motion, you can use the equation x = vt. The resulting horizontal distance is 5.84 m.  The horizontal distance from the initial x position to the edge of the cliff is 5.00 m.  So, the ball reached maximum height 0.84 m past the edge of the cliff.

10/18 qod

What are the steps to determine if the ball in today's problem reaches its maximum height before or after it reaches the edge of the cliff?

--ch

10/17 Turner

Today in Honors Physics the students streamed into a classroom that was brightly lit with the beautiful personality of ouToday in Honors Physics the students streamed into a classroom that was brightly lit with the beautiful personality of our teacher, Coats-Haan. After laboriously turning in our weekend Hewitt packets, we then proceeded to take notes over projectile motion. These notes took the majority of the class, most likely due to intermittent banter in which Coats-Haan expressed her dislike at animal cruelly but grudging admitted that Michael Vick is still a prime athletic. After Clay gave her the cold shoulder, the period seemed to decline from there. We learned some unimportant facts such as the vertical component of a projectile is independent of the horizontal component blah blah, horizontal component is in uniform motion etc. etc. More importantly we deduced that Coats-Haan’s favorite student of the day was Hunter, why this is no one knows...Also the homework was not nearly as complicated as it first appears. Half of the questions had the same answer, or so I thought? At least there were only two answers..50% chance right? 



 qod - Which component velocity of is going to affect time more, vertical or horizontal? The vertical component will affect time more since the horizontal component is in uniform motion I.E. the time is equal to the distance traveled.
qod - Also the penny and ruler experiment demonstrated that the horizontal compontents are independent of vertical components because they hit at the same time.

10/14 qod

Which component velocity of is going to affect time more, vertical or horizontal?

--ch

10/14 qod

What was the point of the experiment with the penny and the ruler?

--ch

10/13 Schwab

Today in 3rd period physics we turned in our graph packet and our test review packet. Probably about half the class was still turning stuff in a minute or so after the bell and Coats-Haan had to tell us to huring up cause we were wasting our test taking time. Then we took our Linear motion test. Tomorrow our lab report is due for the acceleration due to gravity lab.
qod- If you fire a rifle from an elevation of 1 m and drop a bullet at the same time from the same elevation, which bullet will hit the ground first, neglecting air resistance? I'm not quite sure how to answer this. If the rifle was fired down then that bullet would hit first because it would have a initial velocity much higher than 0, and so its acceleration would be high. Or if you mean shoot the bullet straight forward while dropping the other i would need to know the initial velocity, then we could use our equations to find the time. 

10/13 qod

If you fire a rifle from an elevation of 1 m and drop a bullet at the same time from the same elevation, which bullet will hit the ground first, neglecting air resistance?

--ch

Miller 10/12

Hey, We had the PSAT! Have a Great Day!

10/11Miley

We first checked problems from Pg. 54 57-62 and answered any questions people had. One of the problems we went over was #62.The question was a helicopter is lifting off the ground and is moving vertically upward. The graph is shown vertically velocity v,y versus time. How high is the helicopter after 12.0 s hasve elapsed? Mrs. Coats-Haan saids the easiest way to solve this problem was to find the velocity and time of each vector. Then you mulitply the velocity and time to figure out the distance. Then you add the 3 quanities together to get your total distance. We also could have started our linear motion review packet and our acceleration vs. time graph for homework as well. During class, we had the option to either redo last night's homework problems, start/finish our review guide, and/or start/finish our acceleration vs. time graph packet. When acceleration and velocity are the same, it means that the direction will be left or right(depending on if it's positive or negative) and it will speed up. If acceleration and velocity aren't the same, the direction will be either right or left(depending on the velocity sign) and it will slow down.

10/11 qod

What does it mean when the sign of acceleration and velocity are the same?  What does it mean when they are different?

--ch

Meese - 10/10

Today in 3rd period Honors Physics class, Mrs. Coats Haan started the class off by checking our homework from the weekend, which was page 54, #'s 30, 31, 33, 47, 49, 51, 77, and 78, and worked out a few of those problems on the board to make sure that we are prepared for our test on Thursday. Mrs. Coats-Haan then passed out a hard copy of the notes we were going over in class, a packet on the differences between position v. time, velocity v. time and acceleration v. time graphs, and a test review packet. After calming down from the overwhelming amount of paper that we had just recieved, the class was able to focus well on the notes. The notes were showing the class how to write out an acceleration v. time and how it relates to position v. time and velocity v. time. After quickly and efficently going over the notes, Mrs. Coats-Haan informed the class that we would have the rest of this class and all of class tommorrow to work on the graphing packet, the test review and tonight's homework, which was page 55, #'s 57-62. Then all groups proceeded to do whatever they felt important at the time and while Mrs. Coats-Haan answered questions as asked. Everyone was tired because it was Monday, so there wasn't a whole lot of interesting conversation today, but I will point out that I thought immediately of Honors Physics and Mrs. Coats-Haan when I saw the Fiat commercial with Jennifer Lopez on Monday Night Football. That will forever be imbedded into my brain and now I will always think of physics and Mrs. Coats-Haan when I see a Fiat or Jennifer Lopez, thanks guys! Also, to answer the question of the day, to find acceleration on a graph of velocity v. time, you need to find the slope of the line. This is justified in calculus, because in calculus you have to find the derivative of acceleration, which is velocity with respect to time and therefore are finding the slope of a velocity v. time graph, resulting in acceleration.

10/10 qod

How can you determine acceleration from a plot of velocity vs. time?

--ch

10/7 qod

How can you tell when the weight was moving the fastest by looking at the ticker tape timer?  How are you going to calculate acceleration in this lab?

--ch

10/6 Lee

When we entered Mrs. Coast-Haan’s 3^rd period Honors Physics class today, we turned in our bleacher lab write ups from Wednesday.  Mrs. Coats-Haan urged us to begin the POGIL for the day because we had a lot to get done.  She did not want us to have too much homework because she is so sweet.  The groups passed out the role sheets to each other while Mrs. Coats-Haan passed out the homework for the night.  The homework was titled 1st Quarter Honors Physics Review Problems, so it was nothing new.  For the POGIL, we had to find a pattern between the height and time and velocity and time by using the 1^st and 3^rd velocity equations.  Next, we had to graph the measurements.  Soon the bell rang, and so another wonderful physics class ended. 

qod answer:  The pattern of the velocity is that it starts a 39.2 and descends by 5 and the decimal point increases by 1.  So the next number is 34.3, then 29.4 until you reach zero and then the values increase by the same pattern but are all negative values.  The values, when graphed, create a straight line.  The pattern of height is that is starts at 1.6 and increases to 80 and then descends symmetrically.  For example, 78.8 to 80 then down to 78.8.  When graphed, the values create a parabola.   

Lee 10/6

When we entered Mrs. Coast-Haan’s 3^rd period Honors Physics class today, we turned in our bleacher lab write ups from Wednesday.  Mrs. Coats-Haan urged us to begin the POGIL for the day because we had a lot to get done.  She did not want us to have too much homework because she is so sweet.  The groups passed out the role sheets to each other while Mrs. Coats-Haan passed out the homework for the night.  The homework was titled 1st Quarter Honors Physics Review Problems, so it was nothing new.  For the POGIL, we had to find a pattern between the height and time and velocity and time by using the 1^st and 3^rd velocity equations.  Next, we had to graph the measurements.  Soon the bell rang, and so another wonderful physics class ended. 

qod answer:  The pattern of the velocity is that it starts a 39.2 and descends by 5 and the decimal point increases by 1.  So the next number is 34.3, then 29.4 until you reach zero and then the values increase by the same pattern but are all negative values.  The values, when graphed, create a straight line.  The pattern of height is that is starts at 1.6 and increases to 80 and then descends symmetrically.  For example, 78.8 to 80 then down to 78.8.  When graphed, the values create a parabola.   

10/6 qod

What are the patterns in free fall that you discovered today?

--ch

10/5 qod

What is the point of linear regression?

--ch

10/4 qod

Suppose you were standing at the top of a 10 meter high ladder and you were going to jump to a mattress below (this is a really bad idea!).  Give three possible combinations of initial and final heights for your jump.

-ch

10/3 Han

Today marked another memorable day in the Mrs. Coats-Haan third period Honors Physics class. We began the class by turning in the the 2.3 Reading Guide which was assigned to us over this wonderful Homecoming weekend. We then went right into the POGIL work which we had started on Friday. One person from each table was also told to get up and go to the back table, where the folders containing the roles of each member were located. After each table had handed out the roles and begun working on their POGIL, we were to complete them, checking our work with Coats-Haan as we approached each stop sign.  Upon completing the POGIL, each table checked their answers to the kinematic problems on the POGIL to that which Coats-Haan had placed on the board for us (she is just an absolute angel). Each table turned in one of the member's POGIL and were instructed to grade each members performance on a sheet that she gave to us. One member of the group also collected the grade sheets and turned them in. Once all the groups had successfully finished their POGILs, we then continued on to the notes that Coats-Haan had passed out while we were working. The first slide checked to make sure that we had all copied and pasted the correct kinematic formulas to our notecards which she gave us last week. The next four slides were problems based on the formulas. One of the problems included a rattlesnake, and we ended up going off track for a second on the topic of the fear of snakes. These notes took us up all the way to that dreaded bell. We collected our homework for the night which was another reading guide for sections 2.4 and 2.5 and additional book work.

QOD:  

The kinematic equation that would be most useful in this case would be:

v(final)= v(initial)+at

10/3 qod

Suppose you were using crutches and you wanted to calculate your final speed.  Let's suppose you started at 0 m/s and accelerated to 5 m/s (which is pretty darn fast for crutches).  Which kinematics equation would be the most useful for calculating your acceleration?

-ch

9/30 Gaitan

Due to the fact that we had just taken a test on Thursday, we had no homework to turn in.  Three students were late to class, and it upset Coats-Haan that we were starting late.  Once we had actually started class, we continued to add our new kinematics chapter onto previous concepts we have learned.  Consequently, Coats-Haan took Clay’s Spanish notebook away while he was working on it, because he was not fully paying attention to the lesson.  After we started to make equations from distance, time, and velocity on our kinematics POGIL, we got to choose from a variety of colors of kinematics cards.  Once we had gotten to our first checkpoint, Coats-Haan would shout out a certain phrase that we would ask her to say, but our group didn’t know what to say, so she just shouted, “I DON’T KNOW!”  We were the second group to complete the first checkpoint accurately, so we were not as jumpy as the surprise when she first shouted for another group.  Coats-Haan mentioned how we would keep our kinematic cards for a very long time, and how some siblings of students in our class had or probably still had theirs.  By the end of the day, we had already written 3 equations that we made onto our kinematics card.  We needed to learn now to accurately derive kinematics equations and apply them properly. 

In order to find the final velocity of Isaac as he is making a touchdown at a constant acceleration, one would have to know his initial velocity and add that to his acceleration multiplied by time.

9/30 qod

Describe how the first equation on your card could be used to calculate the final velocity as Isaac Cosculluela enters the endzone with a touchdown reception.
-ch

9/29 Clyde

Today, we turned in our answers to the Kinematics Test Review. We didn't have to turn in the question sheets if we didn't write on them, but we did have to remember to staple the graph descriptions to our review packets.

Then...

We took a test.

And that's it.

I'm not allowed to talk about the test, because the information on it is super-duper top secret, but I'd say that as long as you studied and did the review worksheet, you should probably be fine on the test. There was no homework assigned for tonight.

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

To my understanding, these units of meters per second squared mean that the object in motion speeds up or slows down a certain number of meters per second, per second. That is to say, the number of meters per second squared represents the change in velocity (m/s) per second, a positive number of units showing that the object is speeding up, and a negative number showing that the object is slowing down.

9/29 qod

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


--ch

9/28 Buck

We didn't turn anything in today, but we checked the bookwork from last night, pg 53 #7-10.  She went over #8 on the board since people seemed to struggle with it.  For the rest of the class period we worked individually on our test review.  WE HAVE A TEST TOMORROW. In case you didn't know :) The internet wasn't working, so we couldn't check our answers... speaking of which, I need to go do that now. I had completely forgotten.  Yayyy, physics blog really is helpful! Fun Fact: a muscle in my arms was twitching for the whole class period, it was annoying.  Ask my table about it, it was pretty intense.  The test review is due tomorrow at the beginning of class.
QOD: What do you think will be on the test?
That's easy, there will be physics:)  There will probably be questions regarding interpretting graphs because we did like 27 billion of those on the review assignment and in labs throughout the unit.  There will probably be calculations involving speed, time, and distance and maybe a little ROXY.

9/28 qod

What do you think will be on the test?

--ch

09/27 Bloomberg

Today in class we were given the Kinematics Test Review sheet, which we were shown the key to online by Mrs. Coats- Haan. We were told that the test review will be collected on the day of the test, which is Thursday 9/29, although it was recommended that students should try to do the test review tonight so they can ask Mrs. Coats- Haan questions about it on Wednesday. Next, the class took notes over velocity, including displacement, and average velocity, during which Mrs. Coats- Haan managed to make a few puns about people's names (especially mine). The class also enjoyed a lively debate about what color and pattern to make the rectangle on the velocity notes PowerPoint. Following that we discussed assorted Adam Sandler movies, because of a Happy Gilmore reference on Mrs. Coats- Haan's PowerPoint. After that Mrs. Coats- Haan wrote Hunters name in smiles and mine (Sunny) in rainbow. Also we learned that Physics makes Mrs. Coats- Haan happy. The class was then told to finish the pairs check that we had been given in class a previous day. For the pairs check we used what we learned in class to finish the last three problems. Some specific things we learned in class were how to use ROXY to find displacement. We also learned that average velocity is the displacement vector divided by the corresponding change in time, which will be used on the homework for tonight which is page 53 numbers 7 through 10 in our physics book.

Question of the Day: Why did vectors come up again today?
Answer: Vectors were once again mentioned today because today we discussed displacement and displacement is just the difference in two position vectors. Also, velocity is a vector quantity and average velocity is the displacement vector divided by the change in time.

Want to hear a joke?
A poultry farmer was distressed because his chickens stopped laying eggs. He didn't know what to do about it, but one of his friends, a physicist, offered to help. The physicist came out to the farm, took a bunch of measurements, and went back home to analyze the data. The physicist called the farmer on the phone and said: "Okay, I have a solution for your problem, but it only works with spherical chickens in a vacuum." -Physics joke from The Big Bang Theory

9/27 qod

Why did vectors come up again today?

--ch

9/26 Alaimo

Today we started off class by going over our Kinematics Problems 3 homework that was assigned over the weekend.  After checking the homework, Coats-Haan showed our class a cartoon about Neutrinos that had some of us laughing.  We then proceeded by flying our model airplanes, that we had so carefully built in class on Friday, and recorded our results on page 33 of the lab manuals.  Some airplane flights were successful, while others resulted in broken planes.  Katie proved that the damaged planes could indeed be fixed with careful taping, and in the end they once again took flight.  After flying the planes, our groups met back up in Coats-Haan's room and turned in our completed labs.  There was no homework assigned for tonight!

Question of the Day: Which control surface controls which axis of motion on your plane? The rudder controls the yaw, the ailerons control the roll, and the elevators control the pitch.

9/26 qod

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

--ch

09/23 Zimmerman

We started class by Coats-Haan rushing us to sit down saying we dont have a lot of time. Which is a normal daily occurence. Then Coats-Haan checked for completion for the previous nights homework, Pg. 52 #1-6,  and then proceeded to pass out the key to the homework. Today i learned that i did surprising well on last nights homework. After quickly checking the homework, Coats-Haan explained that we are going to make air planes! She instructed that one person from each table acquire a plane frame, the cut outs, and instructions for each person at their table. In the center of the table was four sheets of news paper, and four bottles of glue (glue = bad). Some of the glue was brand new, and some of the glue was old. My glue, for example, was new, so I thought this to be a good thing, No. It was really dry at first, coming out very slowly. So I squeezed harder, still coming out slowly. Then SPLAT! all over my desk. Then once we built the beautiful planes Coats-Haan crushed our dreams and said we couldnt fly them until monday! Instead, we colored our air planes. And at the end of class we sang the clean up song.

Question of the Day: Why are we building planes?
Answer:
My best guess as to why we are building planes, other than the fact that it is fun and they make great christmas presents, is so we can record their flight distances and times and find their average speeds and velocitys.

9/23 qod

Why are we building planes?
--ch

9/22 Williams

At the start of class, Johnny and Coats-Haan once again competed for best paper passer outer, and today Johnny showed clear improvement. We then checked the "Kinematics Problems II" worksheet, and turned in any work from yesterday as needed. We then went over a work sheet reviewing graph shapes, after which Coats-Haan told us a story/joke, about a physicist, a psychologist and an engineer giving an advice to a struggling cow farmer. Though it was a valiant effort, the class did not understand the joke, and thus did not actually find it funny. But it did teach the lesson that physicists like to simplify things. Also, we got a little off topic and discussed popcorn reading, and Coats-Haan told an interesting story about not being able to pronounce Pseudopod correctly, which has clearly scarred her for life. To end the class, we did 3 problems from a pair check on speed and velocity, and were assigned problems 1-6 from p. 52 in the book for homework. 

Question of the Day Answer:

As was somewhat previously mentioned, the physicist wants to assume the cow is a sphere to simplify things, as physicists have a tendency to do. This was the punchline of the joke, which no one understood, and thus was not funny to the class.