reflection

This unit has been a crazy learning experience for us physics students. We have learned and come to understand many things about our natural world. We began our journey learning about Newton's Third Law. This law states that for every action their is an equal and opposite reaction. For instance, in sports the tennis raquet hits the ball, but, according to Newton's Third law, the ball, also, hits the tennis raquet. One of the main examples we reviewed with Newton's Third Law was the horse and the buggy. With the example of the horse and buggy, we learned that it was impossible for the horse to exert more force than the buggy according to newton's third law. Instead, the horse pushes the ground backwards so the ground will push the horse forwards. The buggy also pushes the ground backwards and the ground pushes the buggy forwards, but the horse has greater friction and is able to pull the buggy because it exerts a greater force on the ground.

Next, we learned about vectors. Vectors can be defined as a quantity having direction as well as magnitude. The main example we used to explain vectors is how an object slides down a hill. We were required to draw a picture. This picture would show the gravitational force as well as the support force of the object. In the end, the vector showing the objects movement is parrallel to slope which the object is on.

We, then, learned about the Universal Gravitational Force. It states that the greater the mass between two objects, the greater the gravitational force is. Thus, mass is directly porportional to the force. However, the greater the distance is between to objects the less force they have. This is represented by the formula, F(g)=G(m(1) * m(2))/d^2). G= 6.67 *10^-11 N m^2/kg^2. G is the gravitational force upon an object.

Following the Universal Gravitational Force lesson, we learned about tides. Because the Earth is closest to the moon, as compared to the sun, the universal gravitational force affects the Earth's oceans. As the both the moon and the Earth move, the Earth's side closest to the moon will experience high tides as well as its opposite side. The moon's pull upon the earth creates a tidal bulge which explains the two high tides and two low tides on the Earth. Each high or low tide will happen twice a day between a six hour period. However, high tides and low tides do not happen the same time each day as the moon is constantly revolving around the Earth. Two types of tides are special. They are called neap and spring tides. Spring tides occur when the moon and the sun are in line on opposite sides of the Earth. During a Sprig tide, tides are higher than usual or lower than usual. Likewise, during neap tides, the tides won't be as high or as low as usual.

Next, we learned about momentum. Momentum is most easily described as inertia in motion or mass in motion. To calculate an objects momentum you use the formula mass times velocity. To calculate the change in momentum you subtract final momentum from initial momentum. Change in momentum can also be called as impulse. To calculate impulse of an object you use the formula j=FT. Finally, we learned about the conservation of momentum which states that if two objects collide the final momentum will be equal and opposite of the initial momentum. This can be easily explained through the formula M(1a)+M(1b)*V(1a)+V(2b)=M(2a)+M(2b)*V(2a)+V(2b). We also learned that the Conservation of Momentum is derived from Newton's third law.

All in all, I am certain I am growing in my ability to comprehend physics. I am becoming more relaxed when solving problems as well as becoming more and more excited when I come across "eureka" moments. With this physics class, I am able to grasp a greater understanding of physics through projects such as podcasts and photo voice threads as I can understand my peers point of view better too. I still struggle with some of the formulas and following step-by-step answers to receive full credit but I think I am improving.

For finishing the semester my goal is to keep calm and on top of it. With the exams coming up I know it is definitely stressful especially as I came into the class later. Yet, I know if I keep my cool I should do fine on the exam.

Tides

This picture shows the ocean in Puerto Rico at low tide, at high tide the water about reaches the hotels. Tides are caused by the differences between the gravitational force between the Moon and the Earth. High tides are the result of the moon pulling the earth. The Earth's side closest to the moon has a greater gravitational pull acting upon it. When the moon pulls the Earth, it creates these tidal buldges that create high and low tides. High tides would be the side closest to the moon and its opposite side. Tides happen twice a day every six hours.

Physics Lab- Momentum and Impulse- Egg Baseball

This video is very similiar to the experiment we performed in class. It provides a slow motion view as well as a clear explanation and step by step process of the experiment. The video justifies that because P=MV and therefore both eggs go from moving to not moving when the eggs impact their different barriers, the change in momentum is the same whether it hits the plate, blanket, or fence. Furthermore if change in P is the same, then so is J or the impulse as J=P. However, since the impulse formual is J=FT, If the time increases the force therefore must decrease to retain J=P.  

Hewitt-Drew-it! PHYSICS 48.Ocean Tides

This resource helps me to understand the physics of tides using techniques such as clarity, pictures, and uncomplicated explanations. It explains both the moon and the sun's role as well as why there is two high and low tides. The video also explains spring and neap tides. All in all, it summarizes the basic and essential understanding of tides for any physics student

Newtons Second Law

Newton's second law podcast

Unit 2 reflection

In this unit I learned about the physics of motion. Some of the key topics discussed during this unit were free fall, Newton’s second law of motion, projectile motion, and air resistance. We began the unit with Newton’s second law which states that forces is directly proportional to acceleration and mass is inversely proportional to acceleration. This definition is explained through the formula a=f/m. Furthermore, we learned about free fall. We learned that in free fall gravity is the only force acting upon a falling object. Therefore, all objects fall at the same acceleration of 9.8 m/s^2 . To calculate free fall, we were taught the equation, d=1/2gt^2. Transitioning from free fall, we learned about projectile motion. Projectile motion introduces both horizontal and vertical motion. Horizontal motion has a constant velocity and uses the equation, V=D/T. Vertical motion has constant acceleration and uses the formula d=1/2gt^2. The horizontal and vertical motions of a falling object create a parabolic path.  Finally, we learned about air resistance. With air resistance, we learned that as an object falls, air resistance increases with speed and decreases with acceleration until the object reaches terminal velocity. To calculate air resistance, you use the formula Fnet/M=A. Also, both weight and surface are affect air resistance. The more weight, the more air resistance is required since it has a greater downward force. The more surface area, the more air resistance because more air molecules are hitting the falling object and therefore a greater upward force is being applied to the object.  As a conclusion to the unit, we learned important applications of these physics resources. For instance, we learned about the fundamentals of air resistance through sky diving. As an example, a sky diver increases air resistance and speed until he reaches terminal velocity. When he pulls his parachute, he gains more surface area and thus a higher air resistance. Because there is more upward force acting upon the object, the sky diver slows down. Another example of physics in real life is baseball. Baseball shows us the application of projectile motion. When the ball is hit it forms a parabolic path. The horizontal velocity of ball remains the same as what the batter hit the ball with. The vertical velocity changes as decreases in velocity when it rises and then increases in velocity when it falls. To calculate the actual velocity which the ball is initially traveling you can use the formula a^2+b^2=c^2.

The most difficult challenge I faced this unit was retaining the information from the previous lessons and building on those previous lessons to learn new principles about physics. Specifically, the application of the formulas and the wording of my answers proved to be difficult for me.

I overcame these difficulties by practicing with the application and understanding the process of the formulas.  I will also force myself to be very specific when answering discussion questions as well as be very careful in my word choice.

Free Fall in tennis

In this picture, you see a girl setting up her serve by throwing the ball in to the air. This picture shows the real life application of free fall. When the ball leaves her hand, it gradually decreases from the starting velocity which she threw it by ten meters per second until it reaches V=0 m/s or the highest point of its path. It retains a constant acceleration since gravity is the only force acting upon the object. Thus, when it reaches its highest point, the tennis player then hits the ball into the opposing court. This picture shows a tennis ball that has reached its highest point. If the tennis players wishes to calculate how high the ball will travel, she could use the distance formula, d=.5gt^2. If the tennis player allows the ball to fall naturally, it would increase 10 miles per second until it reaches the ground, following the same path which it was thrown.

Brainiac - Do heavy objects fall faster than light objects ? Aristotle ...

This physics video is really helpful in understanding free fall in the absence of gravity. They perform some really cool experiments and clearly show the process of their results.

Brainiac - Do heavy objects fall faster than light objects ? Aristotle ...

This physics video is really helpful in understanding free fall in the absence of gravity. They perform some really cool experiments and clearly show the process of their results.

Brainiac - Do heavy objects fall faster than light objects ? Aristotle ...

This physics video is really helpful in understanding free fall in the absence of gravity. They perform some really cool experiments and clearly show the process of their results.

Brainiac - Do heavy objects fall faster than light objects ? Aristotle ...

This physics video is really helpful in understanding free fall in the absence of gravity. They perform some really cool experiments and clearly show the process of their results.

Brainiac - Do heavy objects fall faster than light objects ? Aristotle ...

This physics video is really helpful in understanding free fall in the absence of gravity. They perform some really cool experiments and clearly show the process of their results.

Brainiac - Do heavy objects fall faster than light objects ? Aristotle ...

This physics video is really helpful in understanding free fall in the absence of gravity. They perform some really cool experiments and clearly show the process of their results.

Brainiac - Do heavy objects fall faster than light objects ? Aristotle ...

This physics video is really helpful in understanding free fall in the absence of gravity. They perform some really cool experiments and clearly show the process of their results.

Brainiac - Do heavy objects fall faster than light objects ? Aristotle ...

This physics video is really helpful in understanding free fall in the absence of gravity. They perform some really cool experiments and clearly show the process of their results.

Newton's Second Law of Motion

Here is a cool little video to show Newton's second law in action which so much better than learning Newton's second law without action, otherwise known as simply reading about it!