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  1. Commonly pondered question:

    How much does all the air on the Earth weigh?

    Make your predictions now: a) more than the Earth itself  B) 0 kg, air weighs nothing, duh c) More than all the birds on Earth  d) 7.89 kg

     

    One cubic meter (1000 liters) of air weighs 1.292 kg (so if you chose d you are probably already wrong)

    But that doesn't help us much, because as you go further up in the atmosphere, the density changes. The mass of the air is the same, but there is just less of it per cubic meter.

    Calculations:

    Another way to approach this problem: the air pressure at sea level is 14.7 psi, in other words, all the air in a 1in x 1in area all the way up to the top of the atmosphere would weigh 14.7 lbs

    ***we'll convert to more physics like units later***

    Now we need to find out the surface area of the Earth: 

    Earth's radius: 2.5E8 in (again we'll convert later)

    Surface area of a sphere: A = 4*pi*r2 = 7.854E17 in2 

    Now multiply: 7.854E17 in2 x 14.7 lbs/in2 = 1.155E19 lbs

    All the air in the Earth's atmosphere weighs approximately: 5.3E14 kg

    Compared to:

    All the birds on the Earth: net weight(very approximately) = 3.6E12 kg (if you chose c at the beginning, you win *suggest prizes in the comments*)

    The Empire State Building(approximately) = 3.3E8 kg

    500 really big boulders(exactly) = 3.4E4 kg

    Image result for duck

  2. HegelBot153
    Latest Entry

    The colloquialism "quantum leap" has uses beyond conversation. It describes atomic orbital transitions as electrons "leap" from energy level to another and in the process they either absorb or energy in the form of photons. "Quantum leap" is also used as a figure of speech, a short hand metaphor in language. The idiom may connote a change in something's character, a greater change in energy or excitement or even a "leap of faith" or "jump to conclusions". In my chemistry class, the notes had contained this phase when describing the phenomenon and because the notes somethings took on a conversational tone, I could not confidently differentiate between the two cases. Perhaps this is proof that science is becoming more mainstream, maybe I'm lunatic but believe that understanding many things enriches our involvement with study, that nothing is truly separate. In this way it may be important to know this trivial details.

  3. Over the weekend, the movie the Wizard of Oz was playing on TV and my mother was reminiscing about how she was so mesmerized by the colorful movie when she first saw it. This inspired me to do some more research on what is commonly (but mistakenly) thought of as the first movie made in color and how it was filmed.

    Image result for the wizard of oz

    The Wizard of Oz was filmed in Technicolor, which was also the name of a corporation developed by two physics professors from MIT. An article from the MIT Technology Review titled The Advent of Technicolor says that in the initial model of the Technicolor camera, it "split the light from a scene to simultaneously expose two adjacent frames on the negative, one behind a red filter and the other behind a green filter. As the film ran through a projector, separate beams of light passed through the identical frames; focused by a prism, they combined into a single color image on the screen." This method ended up being pretty difficult to perfect and inefficient, however it touches on the spectrum of light and the effect on light after passing through a prism.

    Technicolor.png.177967de920387a2f2579c535fd2320c.png

    I enjoyed learning about this in physics last year and I hope to learn more about this process in the future. I also included a video that touches on how a modern digital camera works as well as how the human eye works. I can't believe how much I learned and I can't wait to learn more!

     

     

    Wizard-of-Oz-RSC-and-MUNI1-541x346.jpg

  4. rednytewign
    Latest Entry

    There's a common myth that bumble bees shouldn't be able to fly because of the size of their bodies. It's not entirely certain where this myth comes from, but mostly it's because, for whatever reason, someone making these calculations didn't take into account all factors.

    The wings of a bumble bee bend and move back and forth in addition to up and down. This is meant to create vortices above the wing such that the "eye" of the vortices have low pressure compared to the surrounding air, which allows the bee to fly. This concept is similar to how a plane flies in that the low pressure above the wings creates a force called lift; when air moves faster, the pressure of the air decreases. The actual way bees and planes produce those low pressure areas are different, of course; planes don't create vortices but are shaped so that the air above the wing travels faster than the air under it.

    Related image

    So in conclusion, there's a physics explanation for everything--including the flight of a bumble bee.

  5. Did you know that if you run really fast, you gain weight? Don't freak out, it's not permanent nor a noticeable amount. But say you ran as fast as the speed of light, the speed limit of the universe, and someone gave you a push. You wouldn't be able to go any faster, but you gain extra energy, and it's got to go somewhere. Where else but mass? Due to relativity, mass and energy are equivalent. This is highlighted by the universal equation of E=mc2. The more energy you put in, the greater the mass becomes. Unfortunately, this is basically negligible at human speeds, so Usain Bolt isn't noticeable heavier when running than when still. However, once you reach a decent chunk as a fraction of the speed of light, your mass will start to increase rapidly. Thanks, Einstein!

    Gotta go feast

    I'm not sure if you will get this meme but it's sonic the hedgehog, notorious for being fast, clearly enthralled by this knowledge. I found it pretty amusing.

    And thank you, for tuning in. 

  6. On Friday, we had a little discussion in English regarding terminal velocity.  Thank goodness honestly, otherwise I probably would have fallen asleep.  That's what happens when you put a bunch of physics students together in an English class.  We will take over.  Anyway, it began by talking about the terminal velocity of cats and how they can survive very high jumps.  We then had to explain this concept of terminal velocity to our English teacher.  We told him that eventually, due to air resistance, an object will stop accelerating and will continue to fall at a constant velocity.  We also explained to him that the terminal velocity of a human is much greater than that of a cat, which is why we don't survive long falls when they do.  This led him to think about the show he's currently directing, The Triangle Factory Fire Project (inserts self promotion where I tell you that I am in the show and you all should come see it!).  He said, "oh yes, like in the play, and the actual event, all those girls jumped from the eighth and ninth floors and not one of them survived".  Sorry for making this so sad.  Though he was on the right track with his thinking, they would not yet have reached terminal velocity from that height,  but it would have only been worse if they did.  However, the point of this was not to make everyone sad by reminding them of this tragedy, but to show you how we can even talk about physics in English and tie it into theater and history.  And of course it was also to give our show a little shout out! ;)

  7. Micheal Jordan didn't get the nickname "Air Jordan" for nothing. He is known for his ability to jump really high in order to perform epic slam dunks. How does he do this?

    Micheal Jordan stands 1.98 m tall and has a wingspan of 2.13 m. A basketball hoop is 3.05 m high; therefore, he has to jump about .16 m above the ground for his hand to reach the rim. Jordan is most famous for his dunk from the foul line which is 4.57 m from the basket. In order for him to successfully complete this projectile, he must jump with an initial velocity of 25.31 m/s from the ground; 1.77 m/s in the vertical direction and 25.25 m/s in the horizontal direction. 

    In order to produce this velocity he must push of from the floor with a force of 1454 N if he pushes off of the ground for .2 seconds. 

     

  8. http___makeagif.com__media_5-20-2014_6QyxVP.gif.a914fd88e9aa0a3b194bb7cb9f8c97a8.gif

    A dog trying to catch a ball in its mouth is like a person trying to catch a football, a lot of coordination and timing. Kinematics could be involved to find the distance, but there is not enough time for a dog or person to calculate that since it only takes a couple seconds for the ball to reach the dog. However, if you ever did want to find the distance, you would need both the x and y components of the initial velocity, acceleration in the y which is equal to 9.8 m/s2, and the time it takes for the ball to reach the dog. It would be a little more complicated than a simple kinematics problem since there is the height of both the person and the dog to take into account.

    When I was in Target the other day, I saw a new toy called the Chuckit which is basically just an extension of someone's arm that you can put a tennis ball in in order to throw it farther.

    506300-1_m.png.1aa76b16b5a64a89fa88a5b20aa1d262.png

    Using the equation torque=Force*radius, the Chuckit increases the length of someone's arm and therefore the radius. By applying the same amount of force, the person can throw the ball much farther by using the Chuckit because of the increase in torque. So, if your dog isn't getting enough exercise from you just throwing the ball, add more length to your arm to throw it farther!

  9. Bogart
    Latest Entry

    Guns have vastly improved since their invention, but typically still use a chemical reaction to produce a rapidly expanding gas that shoot a projectile wherever it's pointed. What's the issue with this? Currently, nothing. They're still some of the best weapons in our arsenal. But in the near future, there could be better alternatives: railguns.

    A railgun is, as it's called, a gun. The main difference with it is that the force it uses to fire projectiles comes entirely from electricity rather than a chemical such as gunpowder. How does it work, you ask? Simple: Electromagnets.

    A railgun consists of 2 parallel rails that connect to opposite ends of a power supply, so one is positive and the other is negative. When a projectile is inserted, it completes the circuit, which generates a magnetic field. When using a large enough power supply, this magnetic field can easily launch projectiles to incredibly high velocities. A turret mounted on the top of some tanks can fire a projectile at over 1.5 km/s, while a railgun could fire a projectile at over 2.5 km/s, giving it a much farther range and a much quicker travel time.

    What other advantages do railguns have? Since ammunition in a railgun doesn't require any chemicals to propel it, the manufacturing could be much easier, and ammunition for a railgun could be much smaller than a normal bullet. They'd also be safer to transport because of the lack of explosives and easier to transport due to their reduced weight and size. 

    Am I trying to convince you that railguns are superior in every way? No. I haven't done too much research, I just think that they're really freaking cool. Especially since the US Navy currently has an experimental railgun prototype.

    There's just something about explosions that make me happy.

    Now if you watched the video, you'd notice that the ammunition in the railgun were definitely NOT small. That's because this is a US Navy prototype. This is designed to be shot at big, tough objects, such as a building or a battleship. And from the looks of it, the railgun would win.

    A handheld prototype would definitely be much less powerful, and would probably require many technological advancements before they're practical enough to replace modern firearms. Still, they're pretty cool.

  10. In my previous post, I discussed the physics behind hurricanes and their formation. After the crazy lightning storm we had last night, I think writing about lightning and how it connects to physics is a good topic for this next blog post. Image result for lightning

    Lightning storms are an example of the electrostatic that occurs in nature. The result of the build up of the electrostatic charge in the clouds are those terrifying strikes. The lightning wants to take the path of least resistance where it branches out and grows. The negative particles in the clouds want to reach the ground which leaves the strikes coming down. Just like hurricanes, lightning is quite dangerous and everyone should avoid being outside during lightning storms. Everyone should also avoid standing outside with a large metal pole during one of these lightning storms unless you the desire to get struck by said lightning. :angel:

    Until next time, 

    RK

  11. Yankees catcher,  Gary Sanchez, takes some abuse at his position. Not only from public criticism of his struggles blocking pass balls, but also the constant force of catching baseballs for 9 innings of play. In this blog I will examine the force that Sanchez has felt while catching Chapman.

    First, Aroldis Chapman can throw 105 mph (47 m/s) fastballs at Sanchez.

    p=mv

    p= (.145 kg)(47m/s)

    p= 6.8 kg*m/s

    Say the time it takes for Sanchez to stop the ball is .1s

    F= p/t

    F = (6.8kg*m/s)/(.1s)

    F= 6.8 N 

     

  12. This blog post was inspired by MyloXyloto's post: "Frisbee Fysics," Check it out!

    In football, throwing the ball with spin is called throwing a spiral. The better the spiral, generally the better the pass and the easier it is to catch. But why in football does spin make the ball easier to catch while in baseball spin makes the ball harder to hit? Well, in baseball, spin makes the ball curve. Different amounts of spin will make the ball curve at certain times or certain speeds, making the baseball harder to hit with bat. However, in football, the spin on the ball does not do that.

    When the football is thrown it immediately has angular momentum, and if thrown without being tipped or hit somehow, the football will remain in the same orientation. This is valuable because it makes the ball land in the receiver's hands quite easily because it will generally be caught the same way every time. In addition, because the football is in the same orientation throughout its entire flight, the ball will experience the same amount of air resistance and will therefore keep a straighter path. Imagine a football flying at you in a random pattern, and it is moving side to side slightly in the air. It will be hard for you to predict how and where to catch it compared to if the football was on a straight path right to you.

    In all, the importance of the spiral when throwing a football is accuracy! Tight spiral = quality pass.

  13. image.png.b90df4ad99d3967884d49a62fd23338e.png

    I was a fan of Pokémon for a very brief time as a kid, but it stopped the same summer it started.  So, when a recent post went around about an Onix’s size compared to a Pokéball, courtesy of etracey99, I was a little interested in the subject.  I began wondering, what exactly is this rock monster made out of?

    The answer shocked me.

    In order to do this, we need the density of the Pokémon. The first step is to find the volume of this behemoth.  To do this, I gathered information such as that it is 28’ 1’’ in length.  Now this is nice, but since it is made up of a series of boulders, I can’t easily calculate the volume like a cylinder. Instead, I made the assumption each part of the Pokémon was a uniform sphere. I know it is an estimate, but just remember it is an animated monster so please just relax.

    Anyways, from the picture above, some string, and some guess work, I calculated the diameter of a single bolder to be the length of Brock’s leg. His height is never given, so, knowing that the average height for a 15 year old is 5’ 7’’, it can be estimated that the diameter of a single rock is 33.5 inches.

    From there the length of the Onix at 28’ 1’’ can be converted to 337’’, and divided by 33.5’ to give us a rounded 10 whole boulders which make up the body. The volume of a single boulder is 19,684.89 in^3, so, multiplying by ten for each bolder results in a total volume of 196,848.9 in^3. This seems like a lot, but when translated to metric it results in 3.22577 m^3.

    Now, as for the mass, we can get this information from the official Bulbapedia which etracey99 used to gain his information. The mass is 210kg, which seems very low, but I used it in my calculations anyways.

    The calculation for density is mass/volume so plugging in (210kg)/(3.22577m^3) resulted in a density of 65.1 kg/m^3 . Now came the time to look it up, and the results shocked me. The closest values it came to were sawdust (64.1 kg/m^3), carbon black powder (64.1 kg/m^3), peanut shell refuse (64.1 kg/m^3), and talcum powder (64.1 kg/m^3).

    image.png.e79cb70c0079a28b109b5b487d77be3f.png

     So there you have it, the rock Pokémon made out of BABY POWDER!!! The science doesn’t really give any closure here. It just proves that things are not always what they seem, but then again, I’m a student trying to rationalize a rock monster.

     

    As always, thanks for reading! –ThePeculiarParticle

  14. A partial derivative uses this nice formula. (f)/(x), where f:R^2->R is lim h->0 (f(x+h,y)-f(x,y))/h. Physics is everywhere, waiting, watching. 

  15. Hey y'all,

    Chris, a student at Cornell, wakes up at 8:59am for his 9:05 class. If the class is 1.5 km away, at what constant velocity does he need to travel in order to make it to class at 9:05? Neglect air resistance.

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    Recently in an MLB game a fan was struck by a foul ball. This person was severely injured from the baseball. My initial question was why didn't this person just move out of the way. Well, easier said than done. An official league baseball has a mass of .145 kg, and the average velocity of a major league fastball is 40.3 m/s. this means that when the ball hits the bat, if the batter perfectly squares up the baseball, the ball can leave the bat at approximately 49 m/s which is equivalent to 110 mph. The individual that was hit by the ball was on the third base side, first row. This means that there was a distance of 50 meters between the batter and the person hit. The time it took for the ball to reach the fan was 0.92 seconds. Would you be able to react that fast?

     

  16. madyrice419
    Latest Entry

    I was scrolling through Instagram and found this hilarious meme of someone's Tinder profile. It reminded me of earlier this week when Mr. Fullerton said that if a girl had the quadratic formula tattooed on her forehead, she wouldn't get a date. I guess nerds don't need love. Anyways, I entitled this blog "Dying" because, first of all, that meme made me die of laughter and, second of all, the first AP Physics C test killed me. With reflection I realized that this year is going to be a lot harder than I even first anticipated. I am not the smartest student on Earth, but I have an ambition and unwavering optimism in everything I do. Seeing that I "failed" a test really killed my spirits, and I am hoping that this class will not be the death of me. But deep down I know I can do it. AND YOU CAN TOO. We've just got to keep up with the work and keep trying. I learned that if I get slapped in the face by physics problems, I need to slap them back twice as hard. 

    meme.png

  17. So, in economics, we read this thing about someone who took all  the mints from a restaurant cashier. He was subtle at first, but eventually he just shoved them all in his pocket and left. So that was pretty funny, I'd like to dare one of my friends to try it some time.

    So I just finished that, and then I remembered I had to do a blog post (whoa, bye fourth wall), and it got me thinking about something I learned not to long ago. It's about napkin rings - more technically, spherical rings. I thought about them because, well, mints are toruses, as are napkin rings. That's about it.

    A napkin ring is an object that's the result of taking a solid sphere, and cutting out a cylinder from the center of it, all the way through the sphere. They look like, well, napkin rings. Now, there's a pretty interesting property of napkin rings, that is kinda physics-y, but it's more just mathematical. Although I'm sure there's some interesting physics going along with these, maybe some cool rotational inertia properties. Anyway, the property I'm talking about has to do with the volume of the ring. You see, if you have two napkin rings that are the same height - that being measure one the same axis along which the cylindrical hole was cut - they will always have the exact same volume. Isn't that kinda cool? You could take an orange (well, a spherically perfect orange, in the shape of a perfect sphere), and the Earth (again, a spherically perfect Earth - ours is actually fairly eccentric) and you cut them into napkin rings of the same exact height, they will have the same exact volume.

    Here's a video Vsauce made on the topic (I'll admit, it's not a very exciting video, it's just him going through some basic algebra, and proving this equal-volume property):

    So yeah, there. Something kinda (probably not really for most people, but whatever, I think it's cool) cool about a physical object. See what I did there? It's totally physics related.

    Hey! The first legitimate post, on what's sure to become a pretty cringey blog. See you next week!

  18. Dr. Chew was very helpful in giving me strategies for studying. I have turned in my questions to the videos on a separate sheet of paper in class. 

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    baseball00
    Latest Entry

    I am a student at IHS. As I dive into my senior year I hope to discover new opportunities and interests. I play baseball in the spring and summer. During my free time I like to watch sports or read; however, one of my greatest interests has always been science. I am taking AP physics C this year to further my understanding of the universe. I always knew I liked science, but taking AP physics 1 last year helped me find out that I have a specific passion for physics. In the future I would like to continue my interest in physics by taking it in college and having a career in the engineering field. This year in physics I would like to become more skillful in becoming self taught. This will give me opportunities to become a more innovative person. This year I am most excited about the independence that comes with being a senior. I am anxious for my college research process to come to an end so I can finally apply to the schools and decide where I want to go.

  19. So, it’s been a few years since I’ve detailed how I make my screencasts, and my workflow and equipment have evolved as I’ve added a few bells and whistles in an attempt to make the screencasts look a touch more professional (and more fun).  Some things have stayed the same, and others, well, not so much.  Here’s the basic workflow.

    The Computer

    27" iMac27″ iMac

    I’m still working on a Mac platform, doing most of my work on a 27-inch 2013-vintage iMac.  I try to keep up to date with the latest version of the operating system, which is currently OS X Sierra.  The iMac includes the higher-end graphics card (NVIDIA GeForce GTX 780M 4096 MB), has an i7 processor, and I’ve installed 32 GB of RAM.  Typically when I purchase a computer I shoot for a five to six year productive life span, at which point I’ll upgrade to a newer model.  This has worked pretty well for me with respect to my Mac laptops (a MacBook Pro), as the last one was in service for about six years, but I’m anticipating this iMac may continue well past that mark.  It still looks beautiful, runs quickly, and with the amount of RAM and the built-in Fusion Drive, its performance doesn’t appear to be in any danger of slowing down in the near future.

    Pen Displays

    Wacom Cintiq 22HDWacom Cintiq 22HD

    Attached to the iMac I have a Wacom Cintiq 22HD pen display unit, which is basically an external monitor that I can “write on” with a special pen, allowing me to annotate the screen as I talk through the video.  I’ve previously used a Wacom DTU-1631, and am looking forward to trying out the newly-released Wacom Cintiq Pro 16 with a USB-C enabled MacBook Pro.  Though the Wacom pen displays are a very significant investment, I’ve been very impressed with their quality and longevity.  The DTU-1631 has lasted five years in the classroom with heavy daily use, and the Cintiq 22HD is just shy of five years of service (though a much lighter workload) and could easily pass for brand new.  These monitors also hold their value extremely well over time.

    Audio & Video

    Blue Yeti MicrophoneBlue Yeti Microphone

    I’ve gotten a ton of mileage out of my Blue Yeti USB microphone… I’ve tried a number of other mics, including lapel mics, and microphones that cost more than three or four Blue Yeti’s, but I haven’t found anything that compares to the quality of the Blue Yeti, especially at its very reasonable price point.  If you want to upgrade your audio from the built-in microphones, this is a very solid choice, and another piece of electronics that has held up well for more than five years of service.

    Canon Vixia HF G20Canon Vixia HF G20

    I’ve put together a small office in my basement to allow for a fairly quick and seamless transition to video creation mode, which includes a foam green screen (and stand).  Especially if you’re just getting started, something as simple as a green flannel blanket can work, though I have to admit, the foam green screen has held up extremely well these past few years (even with the dog sleeping on the portion that sits on the floor at least daily).  They sell rather expensive lighting clips to hold the green screen to the stand, but I found quality clips at a much more reasonable price at the local hardware store.

    Genaray SpectroLEDGenaray SpectroLED

    For illumination, I use a couple of super-cheap reflector work lights coupled with a Utilitech Pro floor LED and a Genaray SpectroLED SP-E-240D mounted on the ceiling.  With a little bit of playing, I can obtain pretty reasonable uniform green screen illumination.  I also use a couple of desktop clip-on lamps to illuminate the foreground (i.e. — my face) in the videos.

    To record my face in the videos, I’m using a Canon Vixia HF G20, saving the digital video file onto an SD card.  Most any digital camcorder or webcam can do the job, however.  While the Canon is recording my face, I’m separately using the iMac and Telestream’s Screenflow 6 (Telestream JUST released Screenflow 7, but I haven’t tried it out yet) to record the Wacom Cintiq screen, as well as recording the input from the Blue Yeti microphone.

    Recording

    Prior to any recording, however, I create my “slides” for the screencasts using Apple’s Keynote software, and export those slides as a PDF.  I then open the PDF using Zengobi’s Curio software, which is the software actively running on the Wacom screen that I use to annotate the slides.  If you haven’t tried it out, Curio is a pretty amazing piece of software that allows you to do so much more than just write on PDF slides…  if you have a Mac, it’s worth checking out for a variety of purposes!

    So, the workflow.  With everything set up, I have Screenflow 6 start recording the Wacom screen while recording the Blue Yeti mic, and simultaneously I start up the Canon video camera.  Once I’ve gone through the lesson, I stop Screenflow from recording and stop the Canon video camera.  I should now have an SD card that contains the digital video file of my face (with sound recorded from the Canon’s rather poor microphone), and a Screenflow 6 file that has video from the Wacom screen coupled with the Blue Yeti-recorded sound.

    Now it’s time to put the video all together.  First I export the digital video file from Screenflow 6, taking care to export at 29.97 fps and not 30 fps so that it will match up to the Canon digital video file.  Then, using Final Cut Pro on the Mac (coupled with the Motion and Compressor add-ons), I create a project and import both the recorded screen video file and the video camera file.  Using Final Cut, I create a combined clip from these two files and have Final Cut Pro sync them up based on the audio (although the sound from the Canon camera is poor, it’s good enough to sync the clips together).  Next, I mute the sound from the Canon camera, so that I now have my recorded screen video below my “live action” video, but using only the sound from the recorded video screen, which was recorded with the Blue Yeti mic.

    Editing

    Chroma Key EffectChroma Key Effect

    Next it’s time to edit.  First step is to take care of the green screen effect (formally known as chroma key), which Final Cut Pro does quite easily.  I remove the green color from the “live action” file using the “Keyer” effect, and tweak it as needed to get the desired result.  I then shrink the clip down and position it where I want, so that I have the live video taking up just a small portion of the screen, the background green from the video shows as transparent, and what shows through from underneath is the recorded video from the Wacom screen.

    The hard part’s done.  Final steps now involve fixing any audio issues, clip editing if necessary, adding any titles, and appending on the opening and closing video sequences, which were created using Adobe Premiere Pro, After Effects, and Audition from Adobe Creative Cloud.  Once I have the video looking the way I want in Final Cut Pro, I use Compressor to export it in multiple formats — high definition video for YouTube, and an APlusPhysics-specific size and quality for viewing directly from the APlusPhysics site.

    Next Steps

    Moving forward, I would really like to spend some time working with my old iPad to see if I can re-purpose it for use as a teleprompter.  I tend to spend a lot of time up front planning my videos, but still have yet to come up with a slick, efficient way of presenting notes to myself while I’m making a video.  I have to believe there’s a reasonable way to have my notes show up on my iPad and use some sort of remote (perhaps my phone?) to scroll through PDF notes on my iPad as necessary.  Currently I tend to tape my paper notes to the bottom of the camera, which is chock-full of problems, messiness, and opportunity for improvement.

    Back to Reality

    If it sounds like there’s quite a bit of work involved, you’re not wrong, but don’t think you have to go to anywhere near this level of complexity or expense to make quality screencasts.  My workflow has evolved over the years as I’ve tinkered and gone through a length set of try/fail sequences to learn what works for me and provides the level of quality I’m after.  Much of what I do can be accomplished in a similar manner using fairly basic tools — Techsmith’s Camtasia software coupled with a Webcam, a USB lapel mic, and most any digitizing tablet will get you pretty solid results without a huge investment.

    Even though this article is a technical how-to / what do I use, I’d still like to end with two bits of advice I’ve learned from doing things the hard way more times than I can count.

    • First, and foremost, a flipped classroom is NOT about the videos, it is about building more in-class time for active learning strategies such as hands-on activities, group problem solving, deep-dives into a topic, discussions, etc.  The videos themselves are such a tiny part of the whole equation, and are primarily a means to create more available class time.
    • Second, though it can be fun to doctor-up your videos and add all sorts of bells and whistles, realize that these embellishments and investments of time and resources have extremely minimal payback in the form of student learning and performance.  If you’re interested in doing these things, make sure you’re doing them because you want to and think it’s going to be fun, but don’t expect to see any sort of substantial learning improvement with higher quality videos (which brings me back to item one… it’s not about the videos!)

    Useful References

    The post Creating Screencasts (Mac) – 2017 Update #edtech #flipclass appeared first on Physics In Flux.

    LQzT412Hips

  20. Hey Mr. Fullerton and anyone whos reading this, its been a pleasure grinding this year. Hope you enjoy this great video and maybe even chuckle a bit. 

     

  21. Launch Time: 10:37 am

    Team Members Present: Jason Stack, Marcus Nicholas and Michael Kennedy were all present for this launch.

    Play-by-Play: Initially the rocket was created using the parts listed in the pre-flight briefing. The rocket was launched from Kerbin and angled in order to successfully travel outside of Kerbin's atmosphere. The rocket was then directed into orbit around Kerbin. Kerbin was orbited a few times. The rocket was then returned back to Kerbin by using a maneuver that brought the rocket back into Kerbin's atmosphere. The bottom engines were released, then the second engines, leaving only the pod left. The pod descended to 1,000 meters above Kerbin and then the parachute was deployed. The pod landed safely on Kerbin. 
     

    Photographs: dsd.pngdsds.pngscreenshot0.pngscreenshot11.pngscreenshot12.pngscreenshot2.pngscreenshot3.pngscreenshot4.pngscreenshot5.pngscreenshot6.pngscreenshot8.pngscreenshot9.png

    Time-of-Flight: 4 hours and 5 minutes

    Summary: Our flight was a great success. We planned to accomplish all initial milestones, including a successful manned orbit and a successful Kerbal EVA. All of these desired milestones were accomplished. Our spaceship and Kerbal manning the ship returned safely to Kerbin after successfully reaching orbit around Kerbin. By reaching a manned orbit around Kerbin, all the initial milestones were accomplished by this launch. 

    Opportunities / Learnings: Establishing what the launch goals are and designing the rocket accordingly is very important. Failure to do so will result in an inability to accomplish any milestones.

    Strategies / Project Timeline: After this accomplishment, our next goal is to reach orbit around the moon and land on the moon. 

    Milestone Awards Presented: 

    • Launch to 10 km - $10,000
    • Manned launch to 10 km - $20,000
    • Manned launch to 50 km - $30,000
    • Achieving stable orbit - $40,000
    • Achieving stable manned orbit - $50,000
    • First Kerbal EVA - $60,000

    Available Funds: $257,818

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