Constant Velocity vs. Constant Acceleration -- Lab

The purpose of the Constant Velocity vs. Constant Acceleration Lab was to understand and see the physics concepts in real-life and to experience what we're learning first-hand. I have done this lab many times before, but it was still really fun again this time!

Constant velocity is the same distance covered in a certain amount of time. The speed is unchanging. Constant acceleration is the same change in a distance covered over a certain amount of time. The two terms are not interchangeable.

My partner and I set up the lab with a long table, a piece of chalk, and a metal ball. We set a metronome  for 0.5 second intervals. Next, while my partner rolled the ball, I quickly drew chalk lines every 0.5 of a second wherever the ball was on the table. Once we measured the distances, we filled in a data table to record our findings. The second task was to do the same experiment with the table on an incline. Using two books, two table legs were supported and raised. The data was recorded.

*Constant velocity is when an object remains at an unchanging speed. In the lab, the chalk marks were equally spaced apart, meaning that the ball was rolling at a constant velocity.
*Constant acceleration is when an object speeds up or slows down at the same rate for each time interval. In the lab, the chalk marks were spaced further from the mark before it, meaning that the ball was rolling at a constant acceleration.

Constant velocity is the same distance covered per amount of time. (V = d/t)
Constant acceleration is the same change in velocity per amount of time. (A = Δv/t)

The graphs of constant velocity looks like a straight line with each point equal in distance from the rest, whereas the graph of constant acceleration looks like an upwards curve with each point further from the previous one.

The graph's equation was given on Word when adding a trendline. Y=mx+b is the equation of a line. "Y" is the meters, "X" is the seconds. "M" is the slope. The how far equation, d=1/2a(t*t), parallels this concept. 1/2a is equal to the slope. To find "a" one must multiply "M" by 2 or divide it by 1/2. 


I LEARNED:
1.) What units to put in each axis and how to plot a scatter graph.
2.) How 1/2a is the same as the slope "M."
3.) How to think about mathematical physics in real life, mainly how it changed my perspective.

CHEERS.

Vel vs. Acc -- Resource

This youtube video is about distance, velocity, and acceleration. It is short...about 3.5 minutes, and easy to understand.

First, the guy who explains these concepts includes almost every simple description of each term, and provides a real-world example. Graphs are shown to help see what "constant" really means.

What I think are helpful, are the equations that we'll use when determining the constant velocity or constant acceleration of an object. 

Velocity is the distance/change of position per amount of time.

V = d/t

Acceleration is the change in velocity per amount of time.

A = Δv/t

*The terms are NOT interchangeable! 

*The definition of constant acceleration states that it is the same change in velocity over a specific time interval. The definition of constant velocity states that there is no change in velocity over a specific time interval.

*A constant velocity cannot also be constant acceleration, because the velocity cannot be both changing and un-changing at once. 

CHEERS.

Hovercraft Post -- Descriptions & Ideas

A.) Riding the hovercraft feels like sitting on a rolling skateboard that is above the ground. I would say to others to definitely expect somewhat out-of-control. The hovercraft won't stop unless unplugged or someone holds it stationary. Riding a skateboard, bike, etc. is different in the fact that friction is absent when the hovercraft glides, whereas a skateboard slows because of the road it rolls on.

B.) I learned that (besides the definition of Newton's 1st Law) that something can be moving and not have any forces acting on it. Also, the more/less weight, the more/less inertia. Equilibrium is when an object's net force is zero.

C.) Acceleration depends on the weight of the object and how difficult it is to exert a force on the object. When being pushed or pulled, an object is accelerating, but as the hovercraft reaches its maximum speed (constant), it does not accelerate.

D.) Based on the hovercraft, constant velocity is attained when the object is moving, but in equilibrium as well. The net force is zero, which means the hovercraft is no longer moved by a force, but by inertia and the continuation of its current state.

E.) Some classmates were harder to stop than others because of their mass. When an object (or person) has more mass, more force must be exerted to start/accelerate, and to stop. This is part of Newton's 2nd Law I think.

CHEERS

Newton's 1st Law -- Inertia Resource

"Every object continues in a state of rest or of uniform speed in a straight line unless acted upon by a  nonzero net force."

Newton's First Law of Motion is Inertia. This resource diagram helps explain how Inertia can be seen in everyday life. The tablecloth trick is well known. One must pull the cloth off the table without the dishes falling.
Because the cloth is pulled quickly, the force of friction only exerted for a short amount of time, allowing Inertia to do it's thing: remain unchanging. (If done successfully), the dishes will remain on the table as they are.

I love this example.

http://www.wired.com/wiredscience/2010/10/mythbusters-inertia-and-friction/

The source is a mythbusters article that explains the difference between Inertia & Friction. It cleared up a bit of confusion for me. One thing that I specifically like is the correct diagram. It is relevant to what we are learning:





I apologize for not having a happy video, but this article could not be "embedded" so I have a lousy URL instead.

CHEERS

Introduction Post -- Day 1

STARTING OFF: I am excited to be in a class section with 10+/- other Juniors. A class of people not in my form is refreshing, and I'd love to be an honorary Junior, if you'll have me.

Learning Expectations: I have previously taken "physical science," (8th grade) which gave me an overview of what I expect to learn and understand in this class. I'm super ready to dive in to the material; I'm a bit of a science freak. 
A few things that I really want to cover this year: Newton's Laws; Light/sound waves; Thermodynamics. I like the concept of force and its relationship to objects. Light waves, sound waves, and color are other topics that I would like to study. Thermodynamics is my absolute favorite part of learning physical science.

Importance: Physics is the study of the surrounding world; it concerns matter and energy within almost everything. I think, (my opinion) that studying this branch of science can help an individual understand and apply real world situations to their life. Knowing how and why things work/act the way they do is beneficial to anyone, even if they're not interested in the subject.

Questions: Will we be doing experiments, and will these experiments/projects be heavily weighted on our grade? If my experiments don't work or function properly, will I be penalized? Will we be learning about Thermodynamics in this course? What is your (Ms. Lawrence) favorite chapter/topic to teach? Will our entire course be "online"?

Goals for Physics this year: To live and learn alongside each friend/peer in my class; To leave AS feeling fulfilled and content with how I mastered the material; To take in each topic separately but cohesively and with a positive attitude; To enjoy Physics.

-- Physics Friends: If you feel the need to comment, do so in style.

CHEERS