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.