Wednesday, October 31, 2007
October 31, 2007
Today in class we went over the centripetal force sheet answers can be found on today's slides. We were also given three new sheets: Chapter 10 study guide, Concept-Development Practice Page and Circular Motion fill in the blanks sheet. We got our circular motion labs back as well.
Tomorrows scribe is Bryan.
There is nothing else i could possibly write about so I should get full marks and EVERYONE should post a comment agreeing with me so Ms.K doesn't give me a bad mark for this.
Tomorrows scribe is Bryan.
There is nothing else i could possibly write about so I should get full marks and EVERYONE should post a comment agreeing with me so Ms.K doesn't give me a bad mark for this.
Tuesday, October 30, 2007
Hallow's Eve Scribe
Hello to all of you fellow physics blog members and classmates...
I have chosen to display my scribe post as a slide show.
Please advance to the next slides to view the whole thing.
Also it may be better to view it in a full screen presentation.
I have chosen to display my scribe post as a slide show.
Please advance to the next slides to view the whole thing.
Also it may be better to view it in a full screen presentation.
SERGIO to scribe for tomorrow!!!!!
Scribe^2
Well, sorry class and sorry Ms. K for not posting yesterday, I rarely have access to the computer so it's difficult to scribe or sometimes to check the blog at all. Well, on with the scribe for monday, October 29, 2007.
Class began as Ms. K was setting up a movie on the television screened parked somewhat diagonal from the front desk. She also notified the class that the labs were to be handed in by the end of class, and to make sure that we all hand our labs in successfully. We then diverted our attention back towards the television set as Ms. K handed out a sheet containing several questions pertaining to the imminent movie. These questions were as follows:
1. Can an object move with constant sped and accelerate at the same time?
2. What is special about a vector originating from the center of a circle to a point on the circle?
3. State the two ways of finding the position of a point on a circle.
4. Briefly describe the Copernican universe.
5. Who revealed how the Copernican system worked?
6. Using the circle below, draw the acceleration and force vectors. Are both vectors in the same direction?
7. How is acceleration defined?
8. What is speed?
9. Can a body accelerate if speed is constant?
10. What does the rate of change of a vector mean?
11. Give three ways a vector can change.
12. Using the circles below, draw the radius and velocity vectors on circle 1, and then draw the velocity and acceleration vectors on circle 2. What is the relationship between both pairs?
13. What equation gives the relationship between acceleration, velocity, and radius?
14. If you superimpose vectors from circle 2 on the vectors from circle 1, what is the direction of the acceleration vector?
15. Is a force needed to accelerate a body in circular motion? What is the name of this force? What direction does it take?
16. If the moon is in orbit around the earth, what force is causing the moon to maintain its uniform circular motion? State the mathematical equation for this constant speed.
And then we continued on with the movie!
The movie was extremely fast paced in terms of the conveyed knowledge within each segment. When watching the movie many people in the class scrambled to assemble their answers to the questions she handed to us, and ipso facto Ms. K gave us an excess of 10 minutes to confer our results amongst our peers prior to reviewing the answers. The answers are as follows:
1. An object can in fact be constant in speed and accelerate simultaneously.
2. A vector inscribed within a circle drawn from the center to any point along the circle will always be equal in length as the point on the circle is altered. This is due to the fact that such vectors would be the radius of the circle.
3. They can be found by either:
- Cartesian co-ordinates (x,y)
- It's distance from the center of the cirlce and the angle from which this measurement is taken relative to the horizontal. (In other words, the position can be found by using trigonometry)
4. The coperinican theorem of planetary revolution consisted of the planets revolving the sun in a nearly uniform circular motion (each planet's moons, particularly Earth's, are described to have the same motion).
5. Nicolaus Copernicus' theory of planetary revolution was further explained by Sir Isaac Newton.
6.
Class began as Ms. K was setting up a movie on the television screened parked somewhat diagonal from the front desk. She also notified the class that the labs were to be handed in by the end of class, and to make sure that we all hand our labs in successfully. We then diverted our attention back towards the television set as Ms. K handed out a sheet containing several questions pertaining to the imminent movie. These questions were as follows:
1. Can an object move with constant sped and accelerate at the same time?
2. What is special about a vector originating from the center of a circle to a point on the circle?
3. State the two ways of finding the position of a point on a circle.
4. Briefly describe the Copernican universe.
5. Who revealed how the Copernican system worked?
6. Using the circle below, draw the acceleration and force vectors. Are both vectors in the same direction?
7. How is acceleration defined?
8. What is speed?
9. Can a body accelerate if speed is constant?
10. What does the rate of change of a vector mean?
11. Give three ways a vector can change.
12. Using the circles below, draw the radius and velocity vectors on circle 1, and then draw the velocity and acceleration vectors on circle 2. What is the relationship between both pairs?
13. What equation gives the relationship between acceleration, velocity, and radius?
14. If you superimpose vectors from circle 2 on the vectors from circle 1, what is the direction of the acceleration vector?
15. Is a force needed to accelerate a body in circular motion? What is the name of this force? What direction does it take?
16. If the moon is in orbit around the earth, what force is causing the moon to maintain its uniform circular motion? State the mathematical equation for this constant speed.
And then we continued on with the movie!
The movie was extremely fast paced in terms of the conveyed knowledge within each segment. When watching the movie many people in the class scrambled to assemble their answers to the questions she handed to us, and ipso facto Ms. K gave us an excess of 10 minutes to confer our results amongst our peers prior to reviewing the answers. The answers are as follows:
1. An object can in fact be constant in speed and accelerate simultaneously.
2. A vector inscribed within a circle drawn from the center to any point along the circle will always be equal in length as the point on the circle is altered. This is due to the fact that such vectors would be the radius of the circle.
3. They can be found by either:
- Cartesian co-ordinates (x,y)
- It's distance from the center of the cirlce and the angle from which this measurement is taken relative to the horizontal. (In other words, the position can be found by using trigonometry)
4. The coperinican theorem of planetary revolution consisted of the planets revolving the sun in a nearly uniform circular motion (each planet's moons, particularly Earth's, are described to have the same motion).
5. Nicolaus Copernicus' theory of planetary revolution was further explained by Sir Isaac Newton.
6.
The vectors are both directed towards the center of the circle ergo they share the same direction.
7. Acceleration is simply described as the change in speed or velocity.
8. Speed is the length or the magnitude of the velocity vector.
9. A body can indeed accelerate if it's speed is constant (as in the case of circular motion).
10. The rate of change of a vector indicates how fast a vector is changing.
11. Three ways that a vector can be altered are as follows:
- The size or magnitude of the vector.
- The direction of the vector.
- Both of the aforementioned methods.
12. 
The relationship between both pairs is that they are perpendicular to their respective vector quantities.
13. a = v2 / R
14. The acceleration vector would be opposite the radius ,or rather towards the center of the circle.
15. Yes there is a force accompanying bodies in circular motion, i.e. Centripetal force, and this force acts towards the center of the circle.
16. The force responsible for such phenomena is known as gravity. The mathematical equation interrelating circular motion and gravity (though we are not required to know this formula quite yet) is given by:
V = √(Gme/R)
Once we concluded this portion of the class, Ms. K then showed some more short clips that pertained to circular motion, the first of which relied on a professor indicating that the magnitude of displacement is the radius of the circle, and a velocty vector consistent in magnitude is perpendicular to the displacement vector. He then projected the fact that acceleration is also constant in magnitude, but is directed towards the center of the circle. Then we watched some cool videos of children that were playing on a merry-go-round, displaying some of the indefinitely entertaining properties of circular motion. Once the movie sessions were done with for the class, Ms. K let us work amongst our peers on whatever we had to finish.
Some questions that we were given time to work on if not already finished over the weekend were the questions found on Centripetal Acceleration and Centripetal Force. And that concluded our class for monday. The scribe has already been determined for today, and that scribe is:
AICHELLE
dixi
Monday, October 29, 2007
Scribe of Friday
Hello, I'm Tim-math-y, Friday's physics scribe. On Friday, we conducted a lab which involved the observations, analysis and conclusions of circular motion.
It involved a plastic tube which is held, that contained a string that ran through its hollow tube. On the bottom of the string was attached a number of washers that represented the force acting upon the system. On the other end of the string was attached a rubber stopper that contributed the weight needed to swing the string and form a circular motion.
We added additional washers to increase the force and recorded the time it took to complete 30 full revolutions. From this data, we found the rate at which it was moving (time/30) and thus velocity (radius remained constant). We also found speed squared. Then we graphed the data onto two separate graphs and answered questions involving the relationship between speed and force, and speed squared and force.
That was Friday's class in a brief summary. Monday's scribe is.. MrSiwwy
Have a nice day.
It involved a plastic tube which is held, that contained a string that ran through its hollow tube. On the bottom of the string was attached a number of washers that represented the force acting upon the system. On the other end of the string was attached a rubber stopper that contributed the weight needed to swing the string and form a circular motion.
We added additional washers to increase the force and recorded the time it took to complete 30 full revolutions. From this data, we found the rate at which it was moving (time/30) and thus velocity (radius remained constant). We also found speed squared. Then we graphed the data onto two separate graphs and answered questions involving the relationship between speed and force, and speed squared and force.
That was Friday's class in a brief summary. Monday's scribe is.. MrSiwwy
Have a nice day.
Thursday, October 25, 2007
October 24. post, very late October 25 scribe as well
Okie dokes on the 24th of October we had a test on Projectile motion and that was hmm, not so good for me, but then it felt easy, however I did a lot of mistakes sad to say. That's all that happened on that day.
Okay, as for October the 25th,Ms. K handed back the tests, and geebus it makes me want to have a re-test, but I don't know if we're allowed to. After that we just did a study guide on Periodic motion, and we did the first part called Circular motion. We then were told to do some questions in the green book questions 9 to 11 and then we were supposed to do this worksheet that was on the table for homework, to practice some of the equations given to us. We were doing the worksheets on Centripetal Motion. That's it, that's all, have a good night everybody, sorry this was up late, I came from basketball conditioning and a bunch of other stuff, the next scribe will be Tim_MATH_y !! sorry dooodes, ahah.
Okay, as for October the 25th,Ms. K handed back the tests, and geebus it makes me want to have a re-test, but I don't know if we're allowed to. After that we just did a study guide on Periodic motion, and we did the first part called Circular motion. We then were told to do some questions in the green book questions 9 to 11 and then we were supposed to do this worksheet that was on the table for homework, to practice some of the equations given to us. We were doing the worksheets on Centripetal Motion. That's it, that's all, have a good night everybody, sorry this was up late, I came from basketball conditioning and a bunch of other stuff, the next scribe will be Tim_MATH_y !! sorry dooodes, ahah.
Tuesday, October 23, 2007
Kasia's Scribe II
Hey there blogger buddies! So anywho I just got back from a concert so I'm sorry if this isn't the worlds best scribe post (don't expect much).
So today in class we handed in our finished calculations of our catapult project to Mrs. K. We then went over the questions that she had assigned from the duck book on the board, but as no one appeared to have done them or was paying much attention she assigned questions 29 a, b, and c as well as question 31 on page 115 to us for hand in at the end of class. 29 was fairly easy but 31 gave the whole class trouble so I'm guessing she will have some sort of explanation for us tomorrow. And BTW our TEST is TOMORROW, or today, depends on how you look at it. SO well I guess that is pretty much it. So goodnight and good luck!
And the next scribe is.................Oliver.
So today in class we handed in our finished calculations of our catapult project to Mrs. K. We then went over the questions that she had assigned from the duck book on the board, but as no one appeared to have done them or was paying much attention she assigned questions 29 a, b, and c as well as question 31 on page 115 to us for hand in at the end of class. 29 was fairly easy but 31 gave the whole class trouble so I'm guessing she will have some sort of explanation for us tomorrow. And BTW our TEST is TOMORROW, or today, depends on how you look at it. SO well I guess that is pretty much it. So goodnight and good luck!
And the next scribe is.................Oliver.
Monday, October 22, 2007
late scribe post
Hey sorry guys that I was so late to post my scribe I completely forgot. Well today we didn't do to much anyways just launched all of our catapults. Although many were like sling-shots that worked really well so good job everyone on the really neat looking catapults etc. Besides launching them we then worked on the questions to go with it to hand in and that was our class today. The next scribe is.... KASIA!!
Friday, October 19, 2007
Physics
Today in Physics class we went to the worksheet review chapter 7 and projectile motion II.we checked and answered the questions.and after that we did the question's 3 and 4 from chapter 7 and the 4 and 5 from projectile motion II, and also we discuss the Tossed ball. well i guess thats all folks.
Next Scribe: nee-cole
Next Scribe: nee-cole
Thursday, October 18, 2007
Thursday Scribe
Today in physics class we finished up the lab for The Analysis Of The Path Of A Projectile, to later hand it in. We were also given a ch.7 review and do ques #1 to 4. We also got a 2nd work sheet titled "Tossed Ball" with a diagram of a ball being tossed where we had to fill in the boxes, writing in the values of velocity components ascending, and your calculated resultant velocities descending.
REMINDER:- catapults due monday for the lanuch.
- Test on Wednesday oct.24th
Hall of fame-you're the scribe for Friday
REMINDER:- catapults due monday for the lanuch.
- Test on Wednesday oct.24th
Hall of fame-you're the scribe for Friday
Wednesday Scribe
We did a lab on Analysis of the path of a projectile. Test on October 24th. Next scribe = Victor. Awesome scribe by Van. Muhahahaha.
Tuesday, October 16, 2007
Projectile
Today in class we went over the Chapter 7 Study Guide Section 7.1: Projectile Motion, in which the answers can be found at the green book p. 123.
Ms. K gave us 3 worksheets:
1.) Time Elapsed graph
2.) The Trajectory of a Projectile Worksheet
3.) Projectile Motion I Problems ( 1-5 )
We finished Time Elapsed graph and The Trajectory of a Projectile Worksheet, through the answers given to us by Ms. K. The 1-5 problems (Projectile Motion I Problems Worksheet) can be solve using the formulas that Kristin posted on the blogs before me (^_^), and it will be corrected tomorrow.
Take note: Ms. K told us that the “catapult project” should be in 45 degree angle in order to make the range longer...
The next scribe will be Victor...
Monday, October 15, 2007
Today in Physics...
We went over the Momentum/Football worksheet, the Conservation of Momentum worksheet, and corrected questions 51 and 52 from pages 308 and 309 in the duck book(not the green text book).
We then started learning about projectile motion...
We studied an example involving a projectile falling off a cliff. The path that the projectile travels is called the trajectory. The horizontal distance the projectile travels is the range. The X(horizontal) component is moving at a constant velocity, while the Y(vertical) component changes it's velocity due to gravity. We use these equations:
Velocity of the X component : v=d/t
Velocity of the Y component: a=v/t or v2=v1=at or d=v1t+1/2at2 or d=(v2-v1/2)t or v22=v12+2ad
.....but, in this case the acceleration is due to gravity, so you can replace the "a" with a "g", and we all know that g=9.8 m/s2
Then we worked on a short lab involving the pushing of coins off a table with a ruler. Those labs were due today.
We also got a study guide that we will have time to work on tomorrow in class.
The Scribe for Tuesday's class is.......victor!
We then started learning about projectile motion...
We studied an example involving a projectile falling off a cliff. The path that the projectile travels is called the trajectory. The horizontal distance the projectile travels is the range. The X(horizontal) component is moving at a constant velocity, while the Y(vertical) component changes it's velocity due to gravity. We use these equations:
Velocity of the X component : v=d/t
Velocity of the Y component: a=v/t or v2=v1=at or d=v1t+1/2at2 or d=(v2-v1/2)t or v22=v12+2ad
.....but, in this case the acceleration is due to gravity, so you can replace the "a" with a "g", and we all know that g=9.8 m/s2
Then we worked on a short lab involving the pushing of coins off a table with a ruler. Those labs were due today.
We also got a study guide that we will have time to work on tomorrow in class.
The Scribe for Tuesday's class is.......victor!
Friday, October 12, 2007
1 - Scribe - October 10, 07?
Sorry for the late post. Well, we watched a movie on momentum by the S.S. guy. (SAME SAME!) We were instructed to right down 10 points on what we learned through the instructional movie.
Some 10 points include:
*Momentum: is not mass or inertia; it is (M)(V); how fast something is moving.
*acceleration = (force)/(mass); newtons second law.
*a=(ΔV)/(Δt)
*FΔt=Δmv
*Δ = change in (delta)
*(F)(T)= impulse (Δ momentum)
*if you want momentum to change you change the force.
*3xForce = 3x Momentum
*Reason for pulling elastic band out? Creates a bigger force and longer force making the object travel farther.
*Which canon is more effiecient? The canon that is longer, it has more time, so it goes farther.
*riding w/ the punch both same in dir moes with less spd. is wrong.
*when you pull back ti increases time, so the time of impact is longer.
*bouncing gives alot more momentum.
That is it for now.
Some 10 points include:
*Momentum: is not mass or inertia; it is (M)(V); how fast something is moving.
*acceleration = (force)/(mass); newtons second law.
*a=(ΔV)/(Δt)
*FΔt=Δmv
*Δ = change in (delta)
*(F)(T)= impulse (Δ momentum)
*if you want momentum to change you change the force.
*3xForce = 3x Momentum
*Reason for pulling elastic band out? Creates a bigger force and longer force making the object travel farther.
*Which canon is more effiecient? The canon that is longer, it has more time, so it goes farther.
*riding w/ the punch both same in dir moes with less spd. is wrong.
*when you pull back ti increases time, so the time of impact is longer.
*bouncing gives alot more momentum.
That is it for now.
Thursday, October 11, 2007
Momentum Questions
We covered Ch.9 Review on momentum. We also went over the problems on the Impulse & Momentum worksheet. Two additional worksheets were handed out-these are due for Monday.
Remember to do the catapult project for Monday, Oct.22.
Have a nice weekend. Thanks to Ms K for wordprocessing this. (you're welcome)
Kristin's the next scribe for Monday.
Remember to do the catapult project for Monday, Oct.22.
Have a nice weekend. Thanks to Ms K for wordprocessing this. (you're welcome)
Kristin's the next scribe for Monday.
Tuesday, October 9, 2007
Scribe Post For Friday...
woww.. sorry for the super-delayed scribe post. should've figured I was scribe after Sergio was on Thursday. Well, this is going to be the most strain I've put on my memory since a long time. On Fridayy.... we worked on our lab; CONSERVATION OF MOMENTUM: A COLLISION IN TWO DIMENSIONS. On the side of our tables, we clamped little ramps that consisted of a ruler-measured ramp, a set-screw and a plumb line (a string with a weighted tip). We used the plumb line to determine Point Zero on four sheets of paper & carbon paper that we taped together and layed on the floor.We then rolled the steel spheres off the ramp at 25 cm from the edge of the ramp several times to determine the Original Momentum (simply rolling the sphere off the ramp several times, no collisions) and circled the area where the most dots resulted by the sphere landing on carbon paper. Then we placed a second steel sphere on a set-screw, and after making sure the two spheres will be at the same height when they collided, we rolled the incident sphere down the ramp another several times. We then circled the bunch of dots the same way we did when we figured out the Original Momentum of the sphere. Afterwards, we drew lines that connected the three circles (around the original momentum marks, incident sphere and target sphere marks) to Point Zero. We added the vectors of the incident sphere and target sphere momentums to get the total momentum after collision. Then we (or some of us) repeated everything (besides finding out the Original Momentum) all over again after we relocated the set-screw to a different spot. Lastly, we answered a few questions in the Interpretation section at the end of the second page. Oh.. and everything was done under the observing-eyes of three guys from Germany, Australia and University of Winnipeg, I thinkkkk it was. They observed and helped us with our lab, for example; giving us nickles and dimes to trace perfect circles. That was everything I (surprisingly) remembered. If I missed anything, I'm sorry (not), but I tried hard to recall what happened.
&&the next scribe post was already chosen, evidently. cuz he posted his before mine! haha
p.s. we might've had a hand-out at the end of class????? no clue
&&the next scribe post was already chosen, evidently. cuz he posted his before mine! haha
p.s. we might've had a hand-out at the end of class????? no clue
Momentum Continued
Today in class we went over the the Chapter 9 Study Guide Section 9.2: The Conservation of Momentum. Here is an example from the sheet:
Two balls of unequal mass traveling at different speeds collide head-on and rebound in opposite directions.
Q: How does the force that ball A exerts on ball B compare to the force that ball B exerts on ball A?
A: equal but opposite
Ms. K also mentioned having multiple choice on the exam, or something similiar, I can't really remember. She also gave us an assignment called Impulse and Momemtum which we will probably go over tomorrow. The rest of the class was just to finish up the labs and work but apparently Chris had all the work from our group and we couldn't finish it. Well that pretty much sums it all up. The next scribe will Andrew! If anybody is reading this, have a good night.
Two balls of unequal mass traveling at different speeds collide head-on and rebound in opposite directions.
Q: How does the force that ball A exerts on ball B compare to the force that ball B exerts on ball A?
A: equal but opposite
Ms. K also mentioned having multiple choice on the exam, or something similiar, I can't really remember. She also gave us an assignment called Impulse and Momemtum which we will probably go over tomorrow. The rest of the class was just to finish up the labs and work but apparently Chris had all the work from our group and we couldn't finish it. Well that pretty much sums it all up. The next scribe will Andrew! If anybody is reading this, have a good night.
Thursday, October 4, 2007
Momentum
Today in class we were assigned to make a catapult that will sucessfully launch a tennis ball twenty meters and it is due October 22, 2007. We also went over the answers to the Chapter 9 Study Guide, 9.1 Impulse and Change in Momentum. We also have to read Chapter 8 pages 276-301 and told to look at the key terms: momentum, impulse, F vs T graphs, conservation law and glancing collisions. We have a lab tomorrow. Do stapled Chapter 9 Study Guide.
We have three people coming in to our class to observe us. From Deutschland, The Outback and The University of spirit.
The next scribe is Bryan.
We have three people coming in to our class to observe us. From Deutschland, The Outback and The University of spirit.
The next scribe is Bryan.
Wednesday, October 3, 2007
Momentum Lab
Hey everybody!
Today in class we started our first lab for the new unit Momentum that involved the collisions of two carts. We had to record the distance the carts traveled, the time they traveled, and the mass for each cart. We were given a question sheet for the lab that we were to complete for tomorrow. Ms. K also gave us two works to do for homework; Chapter 9 Study Guide and Chapter 7 : Momentum. So those who have missed school today should get them tomorrow.
The next scribe will be ... Sergio
Today in class we started our first lab for the new unit Momentum that involved the collisions of two carts. We had to record the distance the carts traveled, the time they traveled, and the mass for each cart. We were given a question sheet for the lab that we were to complete for tomorrow. Ms. K also gave us two works to do for homework; Chapter 9 Study Guide and Chapter 7 : Momentum. So those who have missed school today should get them tomorrow.
The next scribe will be ... Sergio
Tuesday, October 2, 2007
Momentum
Hello everyone!
Today Ms. K handed our labs and tests back. I think that most people in the class did better on this test than the previous test. If you didn't get the answers for the test, Ms. K has posted them up on the blog.
After going over the test, we were given the chapter 9 study guide. We went over the first paragraph, momentum and impulse.
something to remember:
The impulse given to an object is equal to the change in the object's momentum.
Well that's all we did today. We will have a lab tomorrow.
If you want to visit that site Ms. K was on, here it is:
http://www.walter-fendt.de/ph11e/collision.htm
Today Ms. K handed our labs and tests back. I think that most people in the class did better on this test than the previous test. If you didn't get the answers for the test, Ms. K has posted them up on the blog.
After going over the test, we were given the chapter 9 study guide. We went over the first paragraph, momentum and impulse.
something to remember:
The impulse given to an object is equal to the change in the object's momentum.
Well that's all we did today. We will have a lab tomorrow.
If you want to visit that site Ms. K was on, here it is:
http://www.walter-fendt.de/ph11e/collision.htm
The next scribe is Jessicca I.
Monday, October 1, 2007
Test Scribe
Hey guys! Sorry for the late post. In today's class we just spent the whole period writing the Dynamic Test. And that's it. Have a good night everyone!
Next scribe is RoselS.
Next scribe is RoselS.
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