Search Results Archives: August 2010
1. Graphing yesterday’s measurements. Graph the measurements for the fastest car, the slowest car, and the car that sped up the most. Label your axes, the units for the axes, identify which graph goes to which car, and title the graph
2. Cover books and put away.
3. Speed video if there’s time.
Lecture: Position-where you are in space, distance = final position – initial position, average speed = distance/time.
Today we are going down to Bancroft Ave. to measure the average speed of some of the cars driving down the street. I will be at position zero, half the class will be 50 meters away from me, and the other half 100 meters away. A few in each group will have stopwatches and their job is to time how long it takes for the car to travel from me to their position. The rest of you will write down the times you get from the stopwatches along with a description of the car.
When we get back to class, we will be calculating the average speed of the cars.
Questions:
1. Which car was going the fastest? Which car was going the slowest?
2. Compare the speed between position zero and 50 meters and the speed between 50 and 100 meters, which car changed its speed the most?
Here are some links you can watch at home if you want to understand this all a bit better:
Mike’s Physics video of position, distance, velocity, and acceleration
Objective of the day:
| PHIE1. f. | Distinguish between hypothesis and theory as scientific terms. |
Quiz Day!
1. Measurement Review
2. Precision vs. Accuracy review.
Work together to come up with an original example of accuracy but not precision, precision but not accurate, and precise and accurate. Write them down in your notes and be prepared to read them when called on.
2. Scientific Method: measurement, fact, hypothesis, theory
3. Quiz
1. Label your homework clearly. Chapter 1 statement is a good thing to call it, and include the date 8/26.
Homework check: when called on, read your chapter 1 statement about what you learned.
2. Measuring: measure the width of your table top, write down your measurement. Be sure to write the title of what we are doing.
3. When called on, tell me your measurement.
4. Precision, accuracy, and units.
5. Measure the height, width, and length of your lab table. Write your measurements in your notes with the proper precision and units.
6. Work together to come up with an original example of accuracy but not precision, precision but not accurate, and precise and accurate. Write them down in your notes and be prepared to read them when called on.
Homework, read pages 2-4 and answer Review questions 3-6 on page 8.
1. Welcome to the class, tour of the website, and what you need for the class.
2. Get books at 12:25 5th, 1:35 6th, and 2:35 7th.
3. Put your name in the book.
Homework or classwork, due tomorrow at the beginning of class:
Look through chapter 1 in the book and come to class tomorrow with one thing you learned from it. Write it down as a statement in your notes and be prepared to read it tomorrow. Do not copy a sentence. Use your own words, summarize, or paraphrase.
And Physics at San Leandro High did great! We had 59% either proficient or advanced. And 92% Basic or above! We had three great teachers last year in physics and we worked really well together to make sure our kids knew the material they would be tested on and we threw out stuff they would not be tested on. I was hoping our efforts would pay off in good scores and it’s great to see the results.
A good comparison is to look at the combined scores for the whole State. Physics in the State of California is one of the highest scoring subject areas. We beat the state score!
Here are the State physics scores:
In the first 4 months of its operation, the LHC in Geneva Switzerland has found all the particles in the Standard Model. That includes the Top quark found in ’95. That means that the LHC has done in four months what the rest of the accelerators in the world took a hundred years to do. Is there a Moore’s Law for accelerators? I don’t think accelerators go at the pace of computer technology, there are no market forces pushing it forward. However, basic scientific research requires shared vision among governments and people. Vision and cooperation does not move at a steady pace, so with accelerators and other Big Science ventures, the pace jumps in 10^6 power steps every 30 years or so. Call it Faley’s Law.
Here is a good story about what the LHC has done:
http://news.cnet.com/8301-30685_3-20011612-264.html
Yes, I like putting my name on things that I come up with. That reminds me of The Farley Effect. This is a way to find the internal resistance of a power source by adding more and more resisters in parallel until you have a short circuit (or almost). You can graph voltage and current to find a line that does not intercept the origin. Where it intercepts, gives you your internal resistance. Yes, it’s called the Farley Effect because I came up with it.
Here is a paper (page 27) where you can see it quoted as being The Farley Effect:
Hello everyone and welcome to my new Physics website! This is where I will be posting my physics daily agendas for my physics classes as well as many other cool physics things for everyone to see.
If you are a student, bookmark this page right now so you can get back to it quickly. Also, go down to the bottom left corner where it says “Welcome” and register for an account. This way, I’ll be able to inform you of any important changes to an assignment or just to inform you of something important to the class. You will also be able to get in touch with me if you need some help.
If you are not a student, you can register also and stay informed about the awesome world of physics!
Hey, this is my first post! Many more to come.
Mr. Farley