Unit 3 Blog Reflection -- Dec.

Part A: What We Learned 

1.) What is Newton's 3rd Law? Action/Reaction Pairs

2.) Tug of War; Horse and Buggy Problems

3.) Adding Forces/Vectors with Angles

4.) Gravity and Tides

5.) What is Momentum? Relationship with Impulse

6.) Conservation of Momentum

A1.) N's 3rd Law; Action/Reaction Pairs                                                                                                                    

Newton's 3rd Law states that "every action and has an equal and opposite reaction." 

Here are some examples:

• Road pushes tire forward, tire pushes road backward.
• Rocket pushes gas backward, gas pushes rocket forward
• Girl pushes water backward, water pushes girl forward.

Now-- to make a correct pair, we must keep the action the same, and also the subjects; the direction is the opposite!

Action/Reaction with Different MASSES:

• Cannonball shot out of cannon
• Cannonball: F = m*a
• Cannon:       F = m*a

A2.) Horse and Buggy & Tug of War!                                                             

So if the forces are equal and opposite, why don't the forces cancel to zero? Well....you have to look at the entire system involved in the situation. The horse and buggy provide a great example for understanding the concept of a system of forces:

http://www.batesville.k12.in.us/physics/phynet/mechanics/newton3/Images/HorseCart0.GIF

The image shows a horse pulling a buggy. Both are on top of the road. If Newton's 3rd Law is true, why do they move forward?

• Label the action/reaction pairs first.
• Horse pulls buggy forward, buggy pulls horse backward.
• Horse pushes ground backward, ground pushes horse forward.
• Buggy pushes ground backward, ground pushes buggy backward.
• The arrows representing the forces of the horse/ground should be longer than those of the buggy/ground. This is because the horse exerts more force.
• Summing it up,  the horse pushes harder on the ground, moving itself forward, than the buggy does. Therefore, the system moves.

Tug of War is the same concept of Newton's 3rd Law. Whichever person pushes harder (exerts more force) against the ground wins in this case:

http://www.bbc.co.uk/bitesize/standard/physics/images/tug_of_war.gif

A3.) Adding Forces/Vectors with Angles                                                         

Before going over this sub-topic, let's watch the podcast to get a view of things:




I used Powerpoint (screenshots of slides) and iMovie to create this review.

The main uses/functions of adding vectors are:

• Box and ramp (or snowboarder and slopes)
• Boats and current (or airplane and wind)
• Rope tension and ball
• Pool balls

A4.) Gravity and Tides!                                                                         

[Everything with mass attracts all other things with mass]

What does the force of gravity depend on?
-- mass of objects (F_g ~ m) 
-- distance between objects (F_g ~  d²)

The "Universal Gravitational Formula" is what we use to find the Force of Gravity:

F = G*m1m2
           d²

Tides are those wave-things you see on the ocean's shore when you go on vacation. 
 *Correction: they are caused because of the difference in force felt by opposite sides of the Earth.

There are 2 high tides and 2 low tides during an entire day or 24 hour period. (6 hours apart).

http://4.bp.blogspot.com/-0OCrG-5Cv-0/UGtb75p3BNI/AAAAAAAAABs/N85TYJ4l-yo/s1600/SpringNeap-Tides-color.gif

Spring Tides: highest of high tides/lowest of low tides; just after new or full moon

Neap Tides: moderate; least difference between high and low tides; just after 1st/3rd quarters

~ Practice problems:

• When the distance between 2 objects is doubled, what is the resulting force?
• When the distance between 2 objects is halved, what is the resulting force?
• When the distance between 2 objects is quadrupled, what is the resulting force?
• When the distance between 2 objects is cut in 1/3, what is the resulting force?

*Answers:

• F = cut in 1/4
• F = quadrupled
• F = cut in 1/16
• F = tripled

A5.) What is Momentum? Relationship w/ Impulse                                         

Momentum is "inertia in motion" or the (mass*velocity) of an object.

P = mv [units: kg*m/s]

EX: A 10kg ball is moving at a speed of 5m/s. What is its momentum?

       P = mv

       P = (10)(5)

       P = 50 kg*m/s

Impulse is "force on a time interval" or the (force*change in time) of an object.

J = FΔt [units: N*s]

J = ΔP, therefore

ΔP = FΔt 

• Increasing momentum -- greatest force for as long as possible
• Decreasing momentum -- stopping a moving object by way of haystack or wall
• Decreasing momentum over a short period of time -- punching someone; the amount of time determines the force.
• J = F*t
• J = F*t

How does an airbag keep you safe?

• No matter how the person is stopped, he/she is going from moving to not-moving.
• P=mv
• The change in momentum is the same regardless of how the person is stopped.
• ΔP = Pfinal - Pinitial
• Because the ΔP is zero, (Pfinal is always zero), Impulse must also be zero.
• J = ΔP
• The airbag stops the person over a longer period of time. This causes the force on the person to be smaller. 
• J = F*t
• J = f*T
• The smaller force results in the person not being injured. 

A6.) Conservation of Momentum                                                            

mV = Mv (inversely proportional)

"In the absence of an external force, the momentum of a system remains unchanged."

Elastic Collision: objects bounce off each other

Inelastic Collision: objects stick to each other

~ There are 2 formulas we learned in class: one for each type of collision...

• m_av_a + m_bv_b = m_av_a + m_bv_b 
• m_av_a + m_bv_b = m_av_a (V_ab)

~ We plug in the velocities before and after to find the final velocity!

OPPOSITE MEANS NEGATIVE DIRECTION;

ONE VELOCITY WILL ALWAYS BE NEGATIVE IN THESE PROBLEMS!

Which exerts more force: an ball that bounces off a person's head, or a ball that sticks to a person's head? Which will hurt more? Why?

-- When the ball bounces, it changes momentum twice. Once to stop, and once to start moving again.

-- Therefore, its impulse is double, and it exerts twice the force. 

-- The bouncing ball will injure the person more. Sorry!

Difficulties and How I Overcame Them                                                     

I thought the tides were hardest to understand because it is confusing to know why and how the water level of the ocean changes and when. The gravitation force was alright, but I wish we'd had some tides review going into making this reflection.

Also, labeling the Fnet, Fsupport, and Fweight on each vector diagram lost me points on quizzes. I hope to practice this before the test.

I overcame these difficulties by doing textbook practice problems for help and homework. I got more and more familiar with the topics and feel good about the problem-solving! That's what made the lightbulb click!

Problem Solving Skills, Effort, and Learning                                              

My ability to solve and work on mathematical problems and critical thinking in this class has improved as the semester has progressed. I usually enjoy contributing to class discussions and helping my table-classmates with the warm-ups. 

My effort has been guided by my desire to do well and master the material. 

My goals for the next unit are to be more of a presence in class even if I am not fully engaged. I will do this by entering the room prepared and ready to learn. Also, I want to have a great time with my 5th form friends.

Part B: Connections                                                              

On my Thanksgiving Break, I noticed the tides each day. On the airplane, I thought of the gas pushing plane forward and plane pushing gas backward. I thought of the gravitational pull on me at sea-level. 

The current and boats problem, tug-of-war (I played on the beach and won!), and airbag problem are influential to my life and anyone's life.

I look forward to learning more physics that is applicable to my life.

CHEERS.

Tides -- Newton's 3rd Law Resource

WHO LIKES THE BEACH? I PREFER THE LAKE, BUT IT'S MY OPINION.

So I'm sure many of you have used this video as a resource. Well, while we're talking about tides, let's mention some of the good stuff.

First off: "Everything with mass attracts all others things that have mass."

What we know is that the Force of gravity is inversely proportional to the distance between the objects. As they get further apart, the force is less, as the distance decreases, the force increases.

Tides - definition: Tides are caused because of the difference in force felt by opposite sides of the Earth.

There are 2 high tides and 2 low tides a day (every 24 hours). Each is 6 hours apart.

• Spring tides are when the sun, Earth, and moon line up. The highest and lowest tides (more/less than usual) occur. *Full & new moon*
• Neap ties are just after the first or third quarters of the moon occur. *Such as a gibbous moon or crescent*

VIDEO~ by minutephysics



He draws the forces acting on the moon with arrows, which helps! At 0:18 seconds, he draws both sides of the pull. Newton's 3rd Law proves that "the close side of the Earth gets pulled away from the middle, which in turn gets pulled away form the far side."
Ex:  <--- O --->

Gravity is weaker at a greater distance, and in the video, he draws a hose and sheep. I like this image a lot!

His last [proposal/theory/awesomeness] is that by the year 270000000000, "a day and a lunar month will each have the same length: about 50 of our current days."

TALK ABOUT A LONG DAY.

CHEERS.

Unit 2 Blog Reflection -- Oct.

Part 1A: What we learned

1. Newton's 2nd Law of Motion
2. Newton's 2nd Law Lab
3. Skydiving
4. Free Fall - General
5. Free Fall - Throwing things straight up
6. Free Fall - Throwing things straight down
7. Free Fall - Falling at an angle
8. Free Fall - Throwing things up at an angle

#1.)

Newton's 2nd Law in words is "Force is directly proportional to acceleration and inversely proportional to mass. (F~a), (F~1/m).

Weight is the force of gravity on an object's mass. 

Mass is the amount of matter in an object / also a measure of inertia. 

Formula: Weight = Mass * Gravity (W=mg)

Gravity is always 9.8m/s² unless we are solving problems, which is when we simplify it to 10m/s². 

EX: A box is pushed to the left 30N and to the right 10N. The force of gravity on the box's mass, (weight) is 200N downward. What is the box's mass and acceleration?

w=mass*gravity            a=net force/mass

200=m(10)                    a= 20/20

m= 20kg                        a= 1 m/s²

We solved for the mass first, then plugged the 20kg into the other equation to find the acceleration!

EX: If the mass of a system is kept constant and the force of the system is doubled, what happens to the acceleration? Let's use some numbers:

• f=ma
• 6=2*3
• 12=2*?
• a=6, it doubled.

#2.)

Newton's 2nd Law Lab: cart, hanging weight, pulley/string, discs (extra mass).

Experiment A...

-- We kept the force of the system constant throughout this part of the lab. By adding masses to the cart each time by 0.1kg, we used the computer to see how the acceleration varied.

-- The acceleration decreased because as more mass added to the system, less force acts on it. (Inversely proportional).

As the mass increased, the acceleration decreased.

The force of the system remained constant.

-- To calculate the force on the system, use w=mg and plug in "mass of system" and "gravity."

Experiment B...

-- We kept the mass of the system constant throughout this part of the lab. By removing masses from the cart to the hanging weight each time by 0.1kg increments, we used the computer to see how the acceleration varied.

-- The acceleration increased because the more mass added tot he hanging part, the more weight, (force of gravity on the object's mass). Which means more force!

As the force of the cart increased, the acceleration increased.

The mass of the system remained constant.

Using y=mx+b:

Newton's 2nd Law: a = Fnet * 1/Mass

                                y = m     * x

The equations line up! Whatever variable is kept constant is the slope (m). The "y" is usually acceleration, as we observed this after changing the force and mass of the system. The "x" is either the force or 1/mass depending on the experiment.

To confirm N's 2nd Law, we can use the slope (a number) and compare it to what the calculated/predicted number was. If they differ by less than 10%, it is verified. If not, there is an issue.

#3.)

Skydiving: we spent a good chunk of time looking at and understanding what goes on in skydiving and how it relates to N's 2nd Law. Here are some things that we need to know at the start:

• Terminal velocity is when the force of air resistance (Fair) equals the force of gravity on the diver's mass (Fweight).
• At terminal velocity, because the net force is 0Newtons, the acceleration must be 0m/s². It's in equilibrium.
• At terminal velocity, the diver is at his/her maximum speed, which is constant.

Speed and Surface Area are directly proportional to the Fair. So, the more speed an object gains, the more air resistance. Same with the surface area of something such as a parachute.

Paul G. Hewitt's drawings (practice page handout) are a good visual of the entire motion. 

- Bronco, the diver, falls out of a helicopter at a time of 0 seconds, with no Fair, and his velocity is least here, which shows us that his acceleration is most. 

- Next, as Bronco continues to fall (1000N Fweight) the Fair gradually gets bigger because he gains speed over time. His acceleration decreases because the net force decreases. 

- As he reaches terminal velocity, his net force and acceleration are 0. The velocity is constant.

- When Bronco pulls the parachute, his Fair gets big because of the increased surface area. His net force, (now negative and upward), makes the acceleration both negative and upward. His velocity is still downward though!

- After the parachute is pulled, Bronco's Fair is most. His net force is least, and his acceleration is least.

- Once he regains terminal velocity by slowing down (the whole purpose of a parachute), his net force and acceleration are 0. The velocity is now constant.

The terminal velocity before the parachute is opened is much higher than after, because of the slower speed due to the increased surface area and more Fair.

#4.)

Free Fall - General explanations.

Free fall is when the only force acting on a falling object is the force of gravity.

The formulas for vertical distance, time, and velocity are as follows:

• d=1/2at²
• v=at

Because the only force is gravity (10m/s), the ball (object) accelerates at 10m/s² each second.

When it falls, the ball is at t=0seconds and velocity=2m/s.

At 1 second, the ball's velocity is 10m/s and its acceleration is 10m/s² still.

At 2 seconds, the ball's velocity is 20m/s and its acceleration is 10m/s² still.

At 3 second, the ball's velocity is 30m/s and its acceleration is 10m/s² still.

After 3 seconds, it lands. How do we calculate the vertical distance from the ground at each second?

d=1/2(a)(t²)

d=1/2(10)(3²)

d=45 meters high / total!

After 1 second, the ball is 

d=1/2(a)(t²)

d=1/2(10)(1²)

d=5 meters high off the ground.

We can use what we know for each second.

#5.)

Free Fall - Throwing things straight up.

When thrown up, the ball must have an initial velocity (not 0m/s). No Fair.

The time starts at 0 seconds.

It is the same concept as being thrown down, but in the opposite direction.

After each second, the velocity decreases by 10m/s, even though the acceleration is 10m/s² still.

At the top of its path, the ball's velocity is 0m/s. 

We can look at a picture and see the time it takes to go up, down, and add them to get the total time in the air.

To use d=1/2(a)(t²), we must plug in the time it takes to go up. We can get the vertical distance. 

We can also use v=at to find the velocity/time depending on what we are given!

If the question asks "how far from the ground is the ball after 5 seconds," we must find the distance from the top of the ball's path to that second, and subtract it from the total vertical distance.

#6.)

Free Fall - Throwing things straight down

When thrown down, the ball's initial velocity is not 0m/s. The acceleration is 10m/s² still.

The time starts at 0 seconds.

It is the same concept as being thrown up, but in the opposite direction.

After each second, the velocity increases by 10m/s.

This is the same concept as throwing things straight up, but the velocity increases.

We can use d=1/2(a)(t²) to find the distances.

THE ONLY THINGS THAT DETERMINES HOW LONG AN OBJECT IS THE IN THE AIR IS THE VERTICAL DISTANCE.

#7.)

Free Fall - Falling at an angle

EX:  Let's say that a plane 125 meters high drops a box while it is moving at a constant horizontal velocity of 90m/s. 

• Everything is the same in Free Fall with the time at 0 seconds, no Fair, and The acceleration is 10m/s² still.
• We can plug 125m into the equation d=1/2(a)(t²) to find the time. 5 seconds.
• Drawing a picture for help, we want to find the horizontal distance now. Using v=d/t, we plug in 90m/s and 5 seconds to get out 450meters.
• The horizontal velocity,time, and gravity NEVER change.

Sometimes we want to find the actual velocity of the box at a certain point. After 2 seconds, the box should be at a vertical distance (from the top) of 10 meters and a horizontal distance of 180 meters. 

-- Even though the numbers are not the same, we use a² + b² = c². Then we get the actual velocity looking at the right triangle.

Here is my podcast!

#8.)

Free Fall - Throwing things up at an angle

EX: Let's say that an object is thrown up at a 45-degree angle and has a velocity of 20m/s in the horizontal direction, and 40m/s in the vertical direction. Look below.

a. How long will it be in the air total?

b. How fast will it be moving at the top of its path?

c. How far downfield will it go?

a~ It starts with 40m/s in the vertical direction, so after 4 seconds, it'll be at the top (and 4 seconds to go down) = 8 seconds total.

b~ The horizontal velocity never changes = 20m/s.

c~ v=d/t

  20=d/8

   d=160 meters

#BONUS.) Extras!!!!

• A high-speed jet flies really high in the air. When it flies exactly over you, it drops an object. If you don't move, will it hit you? Why or why not?
• What is the square root of 2? How does this help us?
• We know that force is directly proportional to acceleration and inversely proportional to mass, but why? It'll be nice if you know this.
• If you drop a lead ball and a ping pong ball for the same height at the same time? Which one will hit first and why? What if they are at a super high distance form the ground? 
• In the absence of air resistance, why do a feather and a penny hit the ground at the same time if dropped fro equal heights at the same time?

Part 2A: Difficulties, help, effort, skills, etc.

The most difficult idea that I had issues with was the idea that "what happens to an object's velocity if it is traveling with a decreasing acceleration?" This question was on the quiz, and I missed it. I understand it now though!
Also, the Newton's 2nd Law Lab was scattered. The 2 different experiments were separate, but the analysis after, which confused me tons.

I overcame these difficulties by asking about them in class. Drawing pictures and memorizing the formulas/constants really helped.

My effort has been consistent, and I am glad that the class has been going well for me thus far. I like the other students in the class and we help each other. The dynamic is great until someone goofs off and I can't focus. My problem solving has improved! 

My goals for the next unit are to:
- Stay attentive in class and be active when learning about new topics.
- Keep up my grade and try hard, even if it leads to failure.
- Persevere and stay positive no matter the consequences, because a good attitude is necessary.
- Attempt not to breeze through, but to challenge myself more.

Part B: Connections

Newton's 2nd Law of Motion can be found everywhere. Anything that is thrown, dropped, rolled, pushed, forced, or acted upon...will move. We can visualize the relevance to our topic - acceleration, force, and mass.

Just the other day, I threw a water bottle upward at an angle (to a friend during swim practice), and he caught it. I thought about the gravity and the velocity and how they worked together.

Looking forward to the next unit--

CHEERS.

Free Fall -- Resource

This video is about free fall; it includes a song and footage of falling to demonstrate the concept in real life. Free fall is when the only force acting on the falling object is the force of gravity, or 9.8m/s^2. No air resistance!

The pictures in the video are helpful to me. :)

Yeah I'm Freeeeeee, Free Faaaaallin'.

Okay, so this topic is a bit difficult. I've found it easy to imitate what a ball would do in my head. This resource video is just like what I imagine.

~ The ball goes up/down, and falls with a constant acceleration of approximately 10m/s^2. Don't forget to square the seconds in your answers for acceleration!
~ Each second, it's velocity gets bigger (down) or smaller (up) by 10m/s.
~ No air resistance, only the force of gravity!

(Using the formulas for vertical distance [d=1/2at^2] and [v=at]...and the formula for horizontal distance, [v=d/t], we can solve for any variable with enough information).

PROJECTILE MOTION IS THE SAME IDEA.
But....the object is now thrown up or horizontally instead of simply dropped. The initial velocity is not 0m/s anymore. Also, the time starts at 0s, not 1s.



I made up a (maxim, proverb, adage, etc.) today. It's like this: Each dime is 10 pennies. What would it look like to have a penny dropped from a cliff, with an initial velocity of 0m/s? Think of its motion in your head. Would it get faster? How long does it fall if the cliff is 80 meters high? Hmm....

CHEERS.

Newton's 2nd Law -- Resource

The resource I've chosen is a great example of Newton's 2nd Law of Motion. Though it's silly, the concept is simple and helpful. What we'll see in the video is an example of the force required to accelerate an object with more (and much more) mass.

The interactive video allows for a visual representation of Newton's 2nd Law rather than just projecting words on a screen.



This news report is interesting because it uses a soccer as the example. He says that the more mass an object has, a bigger force must be exerted to accelerate the ball.

The second ball he used was bigger. He said to the man that he should "accelerate [his] leg and create a bigger force."
The third ball was huge. "We don't know if [he] can create the force needed to move this much mass." (Mike). It was difficult to accelerate the ball with the bigger mass.

I hope this helps and gets you thinking and understanding Newton's 2nd Law of Motion!

CHEERS.

Unit 1 Blog Reflection -- Sept.

Part A: 

I learned about *Newton's 1st Law of Motion (Inertia), *Net force and Equilibrium, and *Speed, Velocity, & Acceleration. The three topics cover a lot of material. 


Newtons' 1st Law states: An object at rest or in constant motion in a straight line will remain at its current state unless a nonzero outside force acts on it. To put it simply, an object will continue to do what it's doing unless something acts on it.

Inertia is not the reason why things keep doing what they're doing; it is not the reason why an object moves or stays at rest. (These objects just do what they do until a force acts on them).

For example: I learned more in depth about why a coffee cup will fall straight down on the ground when the truck bed that it's on quickly moves. The cup is at rest on the truck bed; the truck moves; the cup is still at rest when the truck moves; the cup falls straight down because the force acting on the cup is not big enough to move it. Friction and time are minimal. The outside forces in this case are the truck moving and the friction between the cup and truck bed.

Net force and Equilibrium: Force is measured n Newtons. A net force is when more than one force acts on an object. Equilibrium is when the net force is equal to 0N, or no net force.

If a box is being pushed 5N to the right while at the same time being pushed 10N to the left, the net force is simply 10 - 5 = 5N.
If a box is being pushed 100N to the right while at the same time being pushed 100N to the left, the net force is 100 - 100 = 0N. (Equilibrium).

An can be in equilibrium in two circumstances: The first is when an object is at rest with no forces acting on it and the net force is zero. The second is when the object is moving at a constant speed while the forces acting on it (from both the left and right) cancel to zero Newtons.


Speed, Velocity, and Acceleration: Speed is the amount of distance a moving object covers over a certain time interval. Velocity is the amount of distance [with direction] a moving object covers over a certain time interval. Acceleration is a bit different. Acceleration is when a moving object covers the same change in distance [with direction] over a certain time interval. ~ Here are the equations!

Speed = distance/time
S = d/t

Velocity = distance with direction/time
V = d/t

Acceleration = change in velocity/time
A = ∆v/t

Speed is not interchangeable with velocity. Velocity must have a direction. If an object is moving at constant speed, it might not be going in a set direction. If an object is moving at constant velocity, the object must be going at an unchanging speed in an unchanging direction.

Constant velocity vs. Constant acceleration --
*Constant velocity* is when an object is moving at an unchanging speed in an unchanging direction.
*Constant acceleration* is when an object covers the same change in distance [with direction] over a certain time interval. The amount of distance covered increases or decreases by the same number of m/s^2.

The definition of acceleration is ∆v/t. An object cannot be moving at constant velocity and constant acceleration at the same time! The velocity must be changing for there to be an acceleration at all.

If the velocity is changing: the object may be speeding up, slowing down, or changing direction.
If the acceleration is changing, the rate of change of m/s^2 will not be regular,

EX: After 1 second, an ball's speed is 5m/s. After 2 seconds, its speed is 10m/s. After 3 seconds, its speed is 15m/s. What is the object's acceleration? (Hint: A = ∆v/t). A = 5m/s²

The "how far" equation helps calculate how far an object has gone when it is moving at constant acceleration.
D = ½at²

The "how fast" equation helps calculate how fast an object is moving when its acceleration is constant.
V = at

In the example above, how far will the ball have gone after 5 seconds? How fast is it moving after 5 seconds? To do this problem correctly, we must write out the equations first. We use the 2 equations above. Make sure to write the problem neatly and with the correct units!

V = at
V = (5)(5)
V = 25m/s

D = ½at^{2
D =} ½(5)(5)^{2
D = 62.5m}

Graphs and Lines: When we have many distances and times, we can create a table to organize the data. The time goes on the x-axis and the distance on the y-axis. In excel, a graph shows the speed, velocity, or acceleration of an object depending on the lab experiment. 
Once a trendline is added, the equation of the line is shown. We can see that the number multiplied by the "x" [or just the "m"] in the equation is the slope. *(Y = mx + b)*. 

The equation D = ½at² is applicable to this concept...D is the "Y", ½a is the "m", and t² is the "x". 


~ What I've found difficult about each of these topics is how confusing it can sometimes when the equations and terms get mixed up in my head. Also, I ask myself relevant questions about the material but end up going too far off the course of our study. What can I say...I'm curious! I believe I missed some content in my post, but it's hard to add it all in!

~ I overcame these difficulties by asking my peers and teacher about how I can better understand an grasp the concept of this unit's material. My lightbulb clicked when I realized how knowing real-world situations involving physics can help me see it in a new light. 

~ My problem solving skills are top-notch; I am in AB/AP Calculus this year and have a ton of practice with equations, graphs, and math-related things. I attack physics calculations with positivity, thoroughness, and perseverance. 

~ My effort towards this class from my point of view is strong. I enjoy learning and helping others even when I feel hopeless. At times, because I've taken a physics course before, I zone out in class when we are learning things that I have previously mastered. I do my homework when I can, fully and carefully. Honestly, at first, the thought of blogs was terrifying and silly, but now I kind of like being able to share my thoughts and study at the same time on my awesome blog. 

~ I try to be creative on my blog so readers/viewers are engaged. Answering the questions for this review post reminds me of my confidence in learning physics. As mentioned before, I have taken a physics course before, but now I am somewhat skeptical about the material such as electricity and magnetism that I have no clue about. But my peers are also nervous too, so that's okay. My communication seems to be fine - I ask questions in class and discuss problems with my peers. So far, the Juniors in A-block are welcoming and don't act weird around me because I'm a 6th former. Yay!

~ My goal for this next unit is to deepen my thinking and participating in and outside class. I want to continue to do the things I do and be successful. If I have time, I want to make use of Conference Periods. Hopefully Ms. Lawrence will be lenient if I am a little late or do not have my homework completely finished. I intend for this not to happen though.


Part B: 

The connections between physics and the real world are completely parallel. Because physics is a branch of science dealing with how things work, I see everyday examples outside of class. The coffee cup and truck bed, the hovercraft, riding in a car, equilibrium at rest, and more!

Here is the video podcast my group made for this unit. We were assigned to Inertia. 





I'm excited for the next unit,

CHEERS.