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About etracey99

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  1. It has all happened to us, even the professionals face this problem: The 7-10 split. When we are faced with the 7-10 split situation, the most common action to take is to aim for one pin and accept that you will only score 9 in that frame. After all, one pin is better than no pin! But what if you want to get both of the pins? The feeling would be extremely awesome! If you do not feel extremely awesome after you successfully get a spare in that situation, then you must be an extremely humble person because even among the professionals, there is only a 0.7% chance that a bowler will achieve a spare in the 7-10 split situation. However! The 7-10 split is not the hardest situation that could be presented to even professional bowlers. There are actually two more pin configurations that provide an even smaller success rate than the 7-10 split: Clearly, the "Greek Church" and the 4-6-7 split are harder shots, with a 0.3% and a 0.6% spare rate respectively. Chances are, however, that somebody who does not bowl very often will most likely never get a spare on nearly any of the configurations in the picture. How does this relate to physics? Well, bowling has many variables in it that relate to physics. These include the type of ball that one uses, the speed of the ball by the time it strikes the pins, the amount of spin put on the ball as it is thrown, and the list goes on. It is simply interesting to see that due to the variables in the physics of bowling, that some spares are harder to make than others even when it would seem otherwise. Generally, somebody may assume that because the two pins are lined up on exact opposite corners of the lane that it is the hardest shot, but that is not true. In reality, there shots with which the physics of bowling provides an even greater challenge than that of the 7-10 split that do not seem like they would be harder. It is all up to chance... and maybe a little bit of skill. If you would like to read more about the hardest shots in bowling: http://www.slate.com/articles/sports/sports_nut/2015/02/hardest_shot_in_bowling_it_s_not_the_7_10_split_it_s_the_greek_church.html
  2. Video 1: 1) a: Thinking that learning is fast. b: Believing knowledge is composed of isolated facts. c) Being convinced that being good at a single subject is a matter of inborn talent. d) Thinking: "I'm really good at multi-tasking." 2) I often think that learning is fast because some of my peers in school learn faster than me; it is an irritating situation so I convince myself that I need to learn faster and it is difficult for me to do so. Also, I think that multi-tasking is not as awful as it really is. To fix these problems, I need to slow down and learn at my own pace and shut my phone off when I am working. 3) Metacognition is the awareness of understanding of a topic; in other words, it is how well a student thinks that they know the material. Video 2: 1) The most important factor in successful learning is what the student thinks about while they are studying. 2) Deep processing is taking subjects and comparing them to others in order to further boost the learning process. 3) a: If I minimize distractions, such as eliminating my phone from the workplace, I can focus more on my school work and retain the information at a higher level. b: Developing my metacognition will help me make sure that I actually know the information instead of assuming that I know the material. c: Relating topics to one another will help teach me how the topics are interacting, and why certain things work the way they do. d: Actually thinking really hard and focusing only on the work that I am doing will help me retain information and remember it later on. Video 3: 1) a: Elaboration; In the classroom, I can analyze how different topics within physics relate to each other and why. b: Distinctiveness; Discover the difference between different topics and even smaller differences between similar problems. c: Personal; Ask myself if I have seen the physics in action before, or have seen a similar question last year. d: Appropriate to Retrieval and Application; Ask questions such as: Can I recall the information? Have I reviewed the practice questions? If I have not, I'd better take a look at them! e: Automaticity; Practice topics until they become so easy to complete that it is like riding a bike. f: Overlearning; Study the extra five minutes necessary to be able to recognize the situation five seconds faster in an exam or lab. Video 4: 1) a: What is question generation? b: How could question generation be applied? c: What are ways you could practice retrieving information in a way that a teacher would expect? d: What are the three functions of note taking? e: What is the purpose of checking yourself vs the textbook or your notes? f: What was a time that you used question generation to solve a problem? 2) Taking notes will engage the note taker in the video and is requires a lot of effort. The full concentration will set the mind directly onto the video. Taking notes of a video, like in class, encourages the note taker to learn and pay attention because the note taker has to want to pay attention and want to learn the information. 3) I believe that organizing a study group that meets often will not benefit me very well. This is simply because people do not often want to go to a study group to study, they want to go to a study group so they do not need to study or to get the answers out of somebody else in the group. I get lots of group time in school every day and if I really need help, I have many resources and the means necessary to contact somebody I know to help me. In addition, I learn at a different pace than other people, so I will stick to the time in school I have to work with others, and get work done by myself at home, only to get help through Mr. Fullerton's videos or messaging a friend if need be. Video 5: 1) a: Avoid panicking! b: Do not go into denial! c: Do not study the same way if it did not work the first time around. d: Do not wait until the end of the semester to try to improve my grade. e: Do not skip class to focus on another class; go to all classes I can! f: Do not fall behind while waiting to find time to catch up; just catch up and do not suffer! g: Do not cram at the last minute, studying and work is made to be done over time! 2) a: Examine how I prepared and be honest with myself. b: Review the exam and compare my errors with notes already taken. c: Communicate with my professor. d: Examine my study habits and react appropriately if my habits are not habits that will benefit me. e: Develop a plan for my school work and studying that will benefit me in the future. 3) a: Commit time and quality effort into my work. b: Minimize distractions in the workplace. c: Attend class; class is where we learn! d: Do not begin to slide; 'pain is temporary', as Mr. Tytler always says. Fight through it, and it will benefit us in the long run. e: Set realistic goals for myself; do what I know I can do!
  3. Everybody has things that they do and carry with them that make them unique. Some swim, some like plane rides, some people sky dive and some people learn faster than others. Me? I run, hate riding a plane, despise heights and I try my best to learn thoroughly and thoughtfully -- which is not often the fastest process. Since seventh grade, I have been running track because I always felt that I was able to move myself towards the finish line a little bit faster than most. I have, from my experience in seventh grade, developed a thirst to run faster and faster. Now, in senior year, I have the opportunity to win sectionals with three of my friends in a 400 meter dash relay; a sectionals victory has been a great goal of mine for a very long time now, and my hard work and persistence have now paid off. The very same hard work and persistence have contributed towards success in school and in Boy Scouts. I have learned to enjoy learning, and I am only weeks away from achieving Eagle Scout just as my Grandfather and older brother have before me. I enjoy challenges, so for my senior year of high school, I have figured that I should try my hardest to conquer yet another challenge: AP Physics C! This is only one of the reasons which I chose to take this class, I also chose to take this class because I enjoyed taking Physics last year and I plan on majoring in a field of engineering in my future. This year, I am excited to learn alongside some of my favorite peers and understand a topic not many high school students get the chance to take advantage of. However, this also introduces some anxiousness along with the difficulty; I am concerned that all of the work I am taking on this year will be whelming but, at the same time, I also believe that with this hard work, I will put myself in a great position for my upcoming years of college. I am hoping to have a great year in AP Physics C, and I wish the same for my friends, too!
  4. About Me

    With your soccer background, I would be interested in seeing the research of the physics behind kicking the soccer ball and how to "Bend it Like Beckham"

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