The first point of sectional finals, we have serve. Ace. A couple more aces and a big serving run and we are now up 18-3. We end up winning the first set 25-6. 25-6. 25-6, in sectional finals, against Pittsford Sutherland. It is clear now who has the momentum moving forward.
The momentum from the first set carried us in the next two sets and we end up winning the match and sectional finals.
In a sport, when a team has the "momentum" in the game, it means that they are the ones on the move and will be hard to slow down and stop.
In physics, momentum is the product of mass and velocity, and the equation is p=mv. Therefore, as mass or velocity increases, so does momentum. Momentum is also a vector quantity, so it has a direction to go along with the magnitude. A change in momentum is the impulse which uses the equation J=Ft. It would take a large amount of force in a large time to create a big impulse or change in momentum. Last night, Sutherland started to create an impulse in the second and third set, but it wasn't enough to sway the momentum in their direction.
Here's a video of the final point of the match last night!
Most people have made oobleck at some point in their school career, whether it was in elementary school as a fun project or in high school to demonstrate physical properties.
How did oobleck get its name? From the Dr. Seuss book Bartholomew and the Oobleck.
This simple, non-Newtonian fluid made from a mix of cornstarch and water defies Newton's Law of Viscosity. Oobleck magically transforms (well, not magically, but it seems like it!) from a liquid to a solid with the slap of a hand, punch of a fist, or kick of a foot. Because of the shear-thickening behavior of oobleck, a greater applied force leads to a greater resisting force from the fluid and it behaving like a solid. Without an applied force, the oobleck will behave like a liquid. The behaviors of these shear-thickening fluids allow them to be used as body armor since they offer great flexibility and ease of movement, but would resist a sudden force such as a bullet or knife.
Watch this video if you've ever wondered how to walk on a liquid:
Anyone who knows me well knows that I’m a very competitive person and I love to play ping pong. I have a ping pong table in my basement and my friends and I used to have tournaments and we even had a rule where if one person got a shutout against someone else, the person that lost would have to pay them $5 (this never actually happened because we would never go along with the rule if it did, it was just a joke we had). It also amazes me to watch table tennis on TV during the Olympics because they hit the ball so hard that I never knew how the person returning it doesn’t hit it off the table every time.
Well, it turns out that this has to do with Newton’s first law, an object in motion will remain in motion unless acted on by an external force, and Newton’s third law, for every action there is an equal and opposite reaction. When the person serving hits the ball, the applied force is so great that the returner doesn’t have to add any force to the ball (neglecting air resistance) since the ball hits the paddle with the same force it started with and the action of the ball hitting the paddle causes the ball to change direction. However, air resistance is an external force acting on the ball causing it to slow down, so the player should plan to hit the ball with a small amount of force each time. The force of gravity causes the ball to hit the table on the opposing player’s side, therefore keeping the game in play until one player adds too much force, too little force, or misdirects the ball so that the ball goes off the table or into the net.
Here's a cool video of the best table tennis point ever:
a. 4 beliefs that make people stupid:
· Learning is fast
· Knowledge is composed of isolated facts
· Being good at a subject is inborn talent
· I’m good at multitasking
b. I tend to try to multitask while doing homework by checking my phone every once and a while, but then I have to go back and reread so in the end it actually takes longer
c. Metacognition: A student’s awareness of their level of understanding of a topic
a. Most important factor in successful learning: what you think about while studying
b. Deep processing: matching new information with already learned information and comparing and contrasting the two
c. 4 items that help learning:
· minimizing distractions – don’t have my phone right next to me while trying to do homework
· developing accurate metacognition – don’t overestimate the amount of material that I actually know and instead take the time to learn what I don’t know
· deep processing of critical concepts – don’t just skim through something just to get it done and instead relate it to something I already know
· practicing retrieval and application – quiz myself on the new material after I have finished learning it
a. 6 aspects of optimizing learning:
· elaboration – relate this concept to other concepts not only taking notes on the one video but relating it to things learned in other videos
· distinctiveness – prove how this concept is different from other concepts by knowing the difference between integrals and derivatives
· personal – relate this concept to personal experiences by forming the weekly blog posts on something I find interesting
· retrieval and application – use and apply this concept within the weekly blog posts and webassign
· automaticity – practice information so it occurs without conscious effort by writing equations without having to look at the reference table
· overlearning – study beyond just knowing information so it can be recalled quickly by looking over notes again before answering questions so I don’t have to constantly look back at them
a. 6 questions from the video:
· What is metacognition?
A student’s awareness of their understanding of a topic
· How did the teacher test for metacognition?
The teacher created a graph of the grades the students thought they would get vs. the grade they actually received and it showed that most students have poor metacognition
· How does poor metacognition hurt academic success?
You might overestimate how well you know something and then get a bad grade
· Why would metacognition that was good in high school be bad in college?
In college you have to apply knowledge to situations, whereas in high school you are mostly memorizing facts
· What are the central differences between deep and shallow processing?
Deep processing is applying and relating information to something already learned, shallow processing is merely memorization
· Name a task you already do where you automatically use deep processing?
Reading and annotating a book
b. In video lessons, it is hard to write down everything the instructor is saying word for word, so instead it is better to listen and then summarize what was said with an example to recall for later use. Taking notes on the video engages you by intently listening and processing what is being said in order to fully understand the content. It is also important to create sections and title the notes so that you know exactly where to go back and look for a certain topic.
c. A study group would obviously be of use in this class and most classes because others can help you learn information you don’t know and sometimes teaching is one of the best ways to learn!
a. What to avoid if an exam goes poorly: panicking and going into denial
b. What to do if an exam goes poorly: examine how you prepared, review the exam, talk with the teacher, examine your study habits and if they are effective, and develop a plan for the next exam
c. Helpful strategies to raise your grade: commit time and effort, minimize distractions, attend class, set realistic goals, don’t begin to slide or slack off, and don’t give away points
Other than being a student at IHS, most of my free time is consumed by playing volleyball. I also make time somewhere in my busy day to do homework and sleep. I don't know where I want to go to college yet, however I am planning on a major involving cybersecurity/digital forensics and I'm also interested in engineering, which is one of the reasons why I decided to take AP Physics C this year. I also wanted to take physics again because I like both science and math and this class involves both of them. This year, I am excited to continue learning about physics and applying it to real life situations because this is one of the only classes where that applies. However, I'm nervous about trying to wrap my head around some of the theories again this year because I had trouble with that last year. I'm hoping to have a great year with a challenging but intriguing physics class!
The pages of APlusPhysics.com, Physics in Action podcasts, and other online media at this site are made available as a service to physics students, instructors, and others. Their use is encouraged and is free of charge. Teachers who wish to use materials either in a classroom demonstration format or as part of an interactive activity/lesson are granted permission (and encouraged) to do so. Linking to information on this site is allowed and encouraged, but content from APlusPhysics may not be made available elsewhere on the Internet without the author's written permission.
APlusPhysics.com, Silly Beagle Productions and Physics In Action materials are copyright protected and the author restricts their use to online usage through a live internet connection. Any downloading of files to other storage devices (hard drives, web servers, school servers, CDs, etc.) with the exception of Physics In Action podcast episodes is prohibited. The use of images, text and animations in other projects (including non-profit endeavors) is also prohibited. Requests for permission to use such material on other projects may be submitted in writing to firstname.lastname@example.org. Licensing of the content of APlusPhysics.com for other uses may be considered in the future.