Journal 12/18

1. Why does Jon draw two force diagrams? Does he need two force diagrams to answer this question?

Jon does need to force diagrams to figure out this problem because he must figure out the force of Chris on the ball with the ball as the object of interest so that he could figure out the force of the ball on chris when chris is the object of interest.

2. Will the calculation in the box produce the correct answer for the mass of Chris? How do you know?

When I calculated out the mass of Chris, I dot 173.5 kg, not 196 kg.

3. What mistake (or mistakes) can you find in this work? What effect does each mistake have on the solution, if any? What does Jon need to understand in order to fix the mistake?

I found Chris to weigh 173.5 kg because Jon divided by the force of the gravitational pull, not taking into account that acceleration is equal to Fnet over mass. In order to find the mass, you have to subrract the 8 kg of the ball from the mass and set the mass equal to x and solve it out that way.

Journal 12/11

1. How do we know that the force of the string on the bob does not become zero when it is moving?

Ryan makes four force diagrams because there are four instances in which forces are being exerted. Both when the cart is held and let go and when the bob is moving and at rest. The differences between Ryan's diagrams and mine were that his arrow lengths were different then mine, because when i did this on my own, i thought the force of the string on the bob while it was moving would be at zero, now however, i know that this is not true because if there is a force being exerted on an object, it will always exert a force on that object. Meaning that because in a previous diagram the string and the bob had a force diagram, then the would still have it while the bob was moving.

4. Explain how you know the force of the string on the bob has decreased but is not zero. Your answer is not convincing. A good explanation will involve the cart.
Started late and not yet complete. Follow instructions to complete the assignment and earn 3/4 credit. Grade = 1/4

You know the the force of the string on the bob has decreased, but is not 0 because the cart is being pulled by the string connected to the bob and we know that because of Newton's second law objects will always exert the same amount of force on one another so long as they are touching.

Journal 12/18

1. Why does Jon draw two force diagrams? Does he need two force diagrams to answer this question?

Jon draws two force diagrams because he is solving for Chris' mass. However, he could have only drawn one diagram using Chris as the object of interest because he did nothing with the information found when the ball was the object of interest.

2. Will the calculation in the box produce the correct answer for the mass of Chris? How do you know?

If Chris' mass is 196 kg then yes it works out. The answer sounds reasonable and the reason i know this is because i checked math out with a calculator.

3. What mistake (or mistakes) can you find in this work? What effect does each mistake have on the solution, if any? What does Jon need to understand in order to fix the mistake?

I'm pretty sure that there are not any mistakes on Jon's work.

1. How do we know that the force of the string on the bob does not become zero when it is moving?

Ryan makes four force diagrams because there are four instances in which forces are being exerted. Both when the cart is held and let go and when the bob is moving and at rest. The differences between Ryan's diagrams and mine were that his arrow lengths were different then mine, because when i did this on my own, i thought the force of the string on the bob while it was moving would be at zero, now however, i know that this is not true because if there is a force being exerted on an object, it will always exert a force on that object. Meaning that because in a previous diagram the string and the bob had a force diagram, then the would still have it while the bob was moving.

4. Explain how you know the force of the string on the bob has decreased but is not zero. Your answer is not convincing. A good explanation will involve the cart.
Started late and not yet complete. Follow instructions to complete the assignment and earn 3/4 credit. Grade = 1/4

You know the the force of the string on the bob has decreased, but is not 0 because the cart is being pulled by the string connected to the bob and we know that because of Newton's second law objects will always exert the same amount of force on one another so long as they are touching.

Homework 12/17

How does exerting a force which is not perfectly horizontal and not perfectly vertical on an object change the way you need to approach a problem like this? What extra steps/precautions do you need to make when solving this problem?

The fact that force is on an angle changes the way that you calculate the Fnet forces. You have to make sure that you calculate the Fnet in the x direction and in the y direction using sine and cosine. You have to be sure that you pay attention to your numbers and the directions and magnitudes of each of the forces in the correct axis.

Journal 11/20

Please explain what is not correct about your answer to 6E.
Started late and not yet complete. Follow instructions to complete the assignment and earn 3/4 credit. Grade = 1/4

6E. Explain the relationship between the direction of the total force exerted on the object of interest and what is happening to the motion of the object of interest.

If there are balanced forces, then there is no movement, however the addition of an unbalanced force means that it is moving.

I know that this is wrong because balanced forces just mean that the object is equilibrium, meaning it could be moving or not. However, if there is and unbalanced force, that means that the object is accelerating in whatever direction the unbalanced force is.

Journal 12/11

1. Why does Ryan make four force diagrams?
2. Describe differences between Ryan's solution and yours. How did your understanding of this problem change after seeing this video?
3. Why did Ryan change the length of the arrow representing the force of the string on the cart?
4. How do we know that the force of the string on the bob does not become zero when it is moving?

Ryan makes four force diagrams because there are four instances in which forces are being exerted. Both when the cart is held and let go and when the bob is moving and at rest. The differences between Ryan's diagrams and mine were that his arrow lengths were different then mine, because when i did this on my own, i thought the force of the string on the bob while it was moving would be at zero, now however, i know that this is not true because if there is a force being exerted on an object, it will always exert a force on that object. Meaning that because in a previous diagram the string and the bob had a force diagram, then the would still have it while the bob was moving.

Journal 11/20

6A. Explain why you don't know whether the ball is moving in the +x or -x direction, or not moving at all.

You can tell what direction the ball is moving. The +x axis is labeled in the direction of the unbalanced force. Therefore you know what direction the ball is moving in.

6B. Explain what would be happening to the motion of this ball if it were moving in the +x direction, with forces exerted on it by other objects as shown.

The stick is pushing the ball in the positive direction.

6C. Explain what would be happening to the motion of this ball if it were NOT moving yet, with forces exerted on it by other objects as shown.

It has to be moving because there is an unbalanced force shown.

6D. Explain what would be happening to the motion of this ball if it were moving in the -x direction with forces exerted on it by other objects as shown.

The stick would have to be pushing the ball in the opposite direction for it to move in the -x direction.

6E. Explain the relationship between the direction of the total force exerted on the object of interest and what is happening to the motion of the object of interest.

If there are balanced forces, then there is no movement, however the addition of an unbalanced force means that it is moving.

Journal 12/4

1. Explain what part of your original work made me think that you did NOT show understanding of Newton's second law: acceleration of an object is proportional to the net force exerted on the object by other objects, and inversely proportional to the mass of the object. the reason you thought i did not show understanding of newton's second law is because, i originally thought that if you doubled the mass you would also double the speed at which it falls. Which is doesn't.

1. Write a mathematical expression for the force that the earth exerts on an object of mass m. Remember that when an object is falling freely Fnet = Fearth on obj

Fnet= mass (9.8 m/s/s)

2. Your friend Abe says "If you drop a marble and a bowling ball from the top of the school, being careful to let go of them both at the same time, they will both hit the ground at the same instant. This means the force of the earth is the same on both objects." Do you agree with Abe? Why or why not? If you disagree, how would you try to convince him using a real-world example that he could try himself?

The force of the earth is not the same on both of the objects. A marble has a different mass than a bowling ball. While both will hit the ground at the same time, the force of the earth on the bowling ball is greater than the force of the earth on the marble. This is due to the fact that the force of the Earth on any object is equal to the mass times the 9.8 constant. If you drop two weights, they fall at the same time, and land together, but the force is much greater on the one weight with more mass. The more mass an object has, the more force the earth exerts on it.

3. Your friend Ben says "If I duct-tape two bricks together the earth pulls on them twice as hard as a single brick. Therefore, the double brick will fall twice as fast." Do you agree with Ben? Why or why not? If you disagree, how would you try to convince him using a real-world example that he could try himself?

Ben is partially true. If you tape two bricks together, then they the earth will pull on them twice as much because you are doubling the mass of the object. However it will not fall any faster because all things fall at the same speed. You can see this because when you drop two objects with two different masses, they land at the same time.

2. Answer the original questions carefully now that you understand the lesson.

3. What activity, experiment, or lesson helped you to understand this lesson better? The video really helped me to understand the lesson.

Homework 12/7

a) When the Earth exerts a force on the book, the book exerts a force on the earth

b) When a table exerts a force on the book, the book exerts a force on the table.

c) When a tennis racket exerts a force on the ball, the ball exerts a force on the tennis racket

d) When car tires push back on the Earth’s surface, the Earth’s surface pushes back on the car tires.

Journal 12/4

We also know that if we study the motion of any object that is freely falling near the surface of the earth we find that it moves with an acceleration of 9.8 m/s/s (if its interaction with the air is small enough to ignore.)

Make a new post on your blog titled "Journal 12/4" and address the following questions:

1. Write a mathematical expression for the force that the earth exerts on an object of mass m. Remember that when an object is falling freely Fnet = Fearth on obj

Fnet= mass (9.8 m/s/s)

2. Your friend Abe says "If you drop a marble and a bowling ball from the top of the school, being careful to let go of them both at the same time, they will both hit the ground at the same instant. This means the force of the earth is the same on both objects." Do you agree with Abe? Why or why not? If you disagree, how would you try to convince him using a real-world example that he could try himself?

Here's the thing, the force is not the same. The equation to find the earth's Force is mass x 9.8 m/s/s. So the bowling ball has a greater force pull than the marble because the marble has less mass. A feather and a pair of glasses have two different masses so their forces would not be the same.

3. Your friend Ben says "If I duct-tape two bricks together the earth pulls on them twice as hard as a single brick. Therefore, the double brick will fall twice as fast." Do you agree with Ben? Why or why not? If you disagree, how would you try to convince him using a real-world example that he could try himself?

Ben's right, the mass is increased by two, so the force will be twice as much as if it was just one. Therefore the mass will be greater and it will fall faster.

Homework 12/1

(1) The acceleration is equal to the net forces over mass. This means that you would put 30 N over 20 kg of the sled. the acceleration would then equal 1.5 m/s.

(2) in 3 seconds the speed is the net force at 3 seconds which is about 1/3 of the 30 which is equal to 10N over the mass which is 20 kg. this would equal .5 m/s.

(3) You need to exert a constant force on the sled to keep it moving at constant speed. This means that you have to keep applying 30 N onto the sleigh in order for it to move at a constant velocity.

Force diagrams:

the sled is the object of interest. The sled is the center dot. There is an arrow drawn in the negative direction (vertically) that is equal to one drawn from the dot in a positive direction (vertically) they are labeled F(Earth on sled) and F(ground on sled) respectively. Then there is an unbalanced force from the right of the object labeled F(pulling on sled) and 30N.

Homework 11/25

1. What pattern did you observe between the unbalanced force exerted on an object of interest and the acceleration of the object of interest?

2. Can you provide a real life example where you can see this phenomenon? (not student A pushing on student B)

1. If an unbalanced force acts upon an object of interest, the acceleration of the object of interest increases.

2. A real life example would be if im sledding down a hill with my friends and instead of us just "riding" out the snow, if we get a push our sled ride would be much faster and much more enjoyable.

Journal 11/20

the object of interest is drawn as a dot to show where and how and what forces are acting on the object of interest. You know how long to draw the arrows by reflecting for a moment and figuring out balanced and unbalanced forces. The man is not touching the crate, therefore he exerts no force onto the crate. By viewing a complete force diagram, you can see which way the object of motion is moving and how much force is being exerted on it. You cannot tell the velocity of the moving object of interest, initial position or acceleration. You know that the bowling ball is moving in the right (positive) direction. You know that the stick is pushing the bowling ball. However, you cannot tell how fast the bowling ball is moving where it started or how much force is being exerted on it.

6. What do you know (and what do you NOT know) about the MOTION of the object shown in the force diagram below?

Journal 10/29

What do you know about the area between the line and the horizontal axis in a velocity versus time graph?

The area between the line and the horizontal axis in a velocity versus time graph is the displacement.

Which car has the greatest change in position from 3-5 seconds?

the pink car has the greatest change in position from 3-5 seconds.

Journal 10/29

So, Jimmy believes that the green car is going faster because to the eye the green car looks as though it covered more ground at a faster pace, however, both the blue and the pink car were going faster. This is due to the fact that the blue and the pink car accelerate faster and actually get to their constant pace faster than the green car. While the green car covers more ground, he is actually slower in getting there then both the pink and blue cars. I agree with Brutus.

The graphs stop at seventeen seconds or so they appear to. What actually happened though is that the cars have reached a constant velocity. This graph is a velocity vs. time graph meaning that straight horizontal lines only add up to a constant velocity, not a stopping point. Had the graph been a position vs. time graph it would have been a stopping point.

journal 10/29

Journal 10/22

Richard generally did a good job on his graphs and both of them work as matching the motion of the car, the reasons his differs from all the others is that he is just observing from a different angle. Eva's graph works just as well as Richard's did she was just observing it from a different angle. Dorothy's graph was from yet another point of view making her's also correct, just from a different standpoint. No one graph was better than the others because there's a difference in the viewpoint from all of them.

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Journal 10/16

1. Some observers could use the scope test to see that Ryan is moving west. Describe where these observers are and what they would be doing.
2. Some observers could use the scope test to see that Ryan is moving east. Describe where these observers are and what they would be doing.
3. Some observers could use the scope test to see that Ryan is NOT MOVING. Describe where these observers are and what they would be doing.
4. If Ryan looks up from his phone while he's walking, does he see anyone moving east? Explain how he knows.

1. These obeservers will be sitting east of Ryan in the front part of the train looking back at him.

2. These observers will be sitting behind Ryan looking forward at him.

3. These observers would be ontop of Ryan of on his phone.

4. The people he's moving past on his left will appear to be moving east.

Journal 10/16

Ryan is walking westwardly down the aisle of the train that is moving towards the easy. So, actually, both Meagan and Beccy were right, but in different ways. He's moving east from the train underneath him, but west in the direction that he is walking. Megan is right because he is walking west, but Beccy is right because he's moving east.

Lab Activity: Bending Light

So my group got together to disprove Snell's law, or at least we wanted to see if what Shelia believed was credible at all. So, We were trying to test that if we shone a laser beam into the tank of water if the refracted ray would be equal to the refracted ray we would calculate later in the experiment.

We decided to take a fish tank filled with water and a little bit of flour, and a laser beam and a little bit of chalk. The first thing we did was calculate the the refracted ray under snell's law: sin^-1(1*sin(50)/1.33) which measured out to 36.17 degrees. We drew our reflected ray, our normal and our incident ray. After that we drew our projected refracted ray. We then placed the tank against the tank and shown the laser beam into the water to see if it would refract the predicted way. And by the end of the experiment, our prediction that they would line up was correct. We actually proved Snell's law again... i guess that is why it is Snell's law not Snell's theory

Journal 9/25

Andrew:

Andrew has draw the normal for the first reflected/incident ray pair correctly. The normal is at a 90 degree angle from the surface. However, from the reflected ray from mirror A to the the reflected ray on Mirror B, the normal is incorrect because it is not on a 90 degree angle from the surface of the mirror. What Andrew needs to understand is that the normal is not the middle of the angle, but that it is perpendicular to the surface of the mirror.

Brad:

Brad's normal for mirror A and mirror B are correct because they are both perpendicular to the surface on the mirror. However, Brad's angle off of mirror B is incorrect because the angle of the incident ray to the normal ray is not congruent to the angle of the ray between the normal and reflected ray. Brad needs to understand the rule that the angle of the incident and normal is equal to the angle of the reflected and normal.

Christine:

What Christine has draw is correct except that her normal for the angle on mirror B is not perpendicular to the surface of the mirror. She needs to understand (like Andrew) that the normal is not the middle of the angle, but perpendicular to the mirror's surface.

I believe that Brad did the best work overall because although his angles were off, he still remembered where the normal was supposed to be placed. His angles were only slightly off, so overall he did the best work.

Journal Entry 9/18

In class, I figured something out without a book or a straight, boring, conceptual lecture. Instead, I learned by doing, by disscussing and by thinking. I learned a lot in class today. I learned that when a light bulb emits light, its light rays do not emit in straight, direct lines with each spot on the light bulb emitting one straight ray, in fact, these bulbs produce rays that shoot out in many different directions that have rays within them that shoot out in all different directions productiong a "glow" affect as opposed to many concentrated dots. I believe that this is true because of two reasons. One, when we view light bulbs we do not veiw many overlapping concentrated dots like one would see with a laser. Instead we veiw light bulbs as an overall glow, that produces a consistent light. The second reason that I believe that what I learned was right is because in the experiment, when we poked a hole into the tinfoil, there was not a concentrated light "dot" on the celing on the otherside of the hole. Instead there was a vast glow of the light that covered much more area that even the whole.