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.