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Everything posted by FizziksGuy

  1. You'll want to put it in your own words, but the basic procedure on the lab handout should be quite similar! Other lab report format details can be found at: http://www.aplusphysics.com/courses/regents/labreport.html
  2. FizziksGuy


    Can you elaborate on why you think you should go higher? What factors play into the height of your jump? How could you analyze these factors using what you know about kinematics, dynamics, momentum, impulse, and conservation of energy?
  3. I'm glad you enjoyed the unit... is it something you'd like to do again later in the year?
  4. Would love to hear about physics of Jai-Alai!!! :labmate)
  5. THAT'S what I'm doing wrong when I go golfing... more plaid!
  6. FizziksGuy

    Jimpulse and Rhomentum

    Easy enough to fix up... to embed a movie, all you have to do is copy the regular youtube link (not the embed link). Then, in the APlusPhysics editor, click the movie icon and paste your youtube link in there. The editor will take care of the rest! (http://www.aplusphysics.com/forums/showthread.php?16-Embedding-videos-into-your-posts) (To make your equations work, I just added the tex and /tex tags around either side of your code. Details available here: http://www.aplusphysics.com/forums/showthread.php?15-Embedding-formulas-into-your-posts)
  7. The path to solving the problem is already posted... If you are still stuck, can you tell/show us what you've done so far and where you're stuck
  8. Net force F causes mass m1 to accelerate at rate a. A net force of 3F causes mass m2 to accelerate at rate 2a. What is the ratio of mass m1 to mass m2? Hints: 1. First, set F=m1*a 2. Then, set 3F=m2*2a 3. Solve each of these equations for m1 and m2, respectively. 4. Then, to get the ratio of m1 to m2, just take m1/m2, and replace m1 and m2 with your answers to step #3.
  9. But if then Harry and Dumbledore would be traveling, but at a very high velocity?
  10. Didn't get nearly the progress made this weekend that I had hoped, as I'm definitely bogging down in the Regents Kinematics Content section of the website... taking some time to organize how best to deliver the material over an online medium. What seems so straightforward to teach in person, where you can fairly easily "hop around" to various topics to pull it all together, can get quite dicey when putting it in writing. :banghead) I also want to make sure I include plenty of sample problems, as I believe what will set APlusPhysics apart is its worked out problems. And of course, as you move into acceleration and then into d-t, v-t, and a-t graphs, graphics and animations can make all the difference. Guess I'm gonna have to brush up on these in the next couple weeks. In the meantime, though, as I have had a few 20 and 30-minute free spells over the weekend, I've cleaned up some of the Forum settings, fixed up the Physics In Action Podcast content page, added the Projects --> Speaker competition page, and converted my old Momentum WebQuest into the APlusPhysics template and added that under Educators --> Activities. Next Steps: Continue Regents content development Create a formal lab report guidelines page (not sure where best to place this yet...) Get the "About" pages started Add rating system to the APlusPhysics Forums Test out the Blogging System for use as a simple course management system
  11. [ATTACH=CONFIG]45[/ATTACH]From NPR: Link Here A few years ago, physicist Jeff Harvey invited Eduard Antonyan to a game of poker at a friend's house. Antonyan was a graduate student of Harvey's at the time, in the physics department at the University of Chicago. "I invited Eduard to play because we're always looking for new victims," Harvey tells NPR's Guy Raz. "But it didn't exactly work out that well." It turned out Antonyan was pretty good. "He took my money," Harvey says. "We didn't invite him back after that." Antonyan would eventually find other ways to play. Today he plays online, where he says he hauled in $10,000 on his best night. But what's interesting about Antonyan and Harvey is not how much they win — but why. Big Game Theory Science writer Jennifer Ouellette (who was interviewed last year for the Physics In Action Podcast!) is married to a physicist herself. Like Harvey and Antonyan, her husband also plays poker — a connection that piqued her interest. "At first I thought it was just a fluke," she tells Raz. But a little research revealed there are a lot of poker-playing physicists, some of whom are pretty serious about the game. Physicist Michael Binger placed third in the 2006 World Series of Poker, winning $4 million. Two others, Michael Piper and Liv Boeree, competed last spring in a tournament in San Remo, Italy. Piper placed fourth, and Boeree won, racking up $1.6 million. Ouelette's husband, CalTech cosmologist Sean Carroll, entered a Chicago tournament in 2004 and, to his surprise, met three other poker-playing physicists, including Harvey. In a recent article for Discover Magazine, Ouellette says one reason so many physicists are playing poker — and playing well — is that their brains are particularly attuned to thinking about probability, statistics and modeling. In physics, those things are crucial. And in poker, they just might give you a leg up. "I mean — when you think about it — they build models of the world," Ouellette says of physicists. When her husband plays, she says, he's trying to model his opponents based on their style of play — from betting patterns to "tells." "He's using that to build a model — to predict them a little bit better." That model, Ouellette says, can help physicists make better decisions about their own play. Not Just Counting Cards Ouellette says that one reason poker is so intensely complicated — and thus suited for physicists — is that it's largely a game of probability. "If you think about throwing one die, for example, you've got six possible outcomes," she says. But add a second die? Suddenly your probabilities are a lot more varied: 36 possible outcomes to be exact. Now take your model 52 cards, Ouellette says, and you've got more than 2.5 million possible five-card combinations. And if you're playing Texas Hold 'Em — which uses seven cards? Around 133 million combinations. "The numbers get really big really fast," Ouellette says. Of course, there's no human brain capable of crunching those numbers mentally. But Ouellette says training in physics does help a player think about complex probability models in a deeper and more realistic way. Harvey, whose specialty is string theory, says there's another advantage that physicists might hold over their opponents. It's called "tilt" and refers to the way players let emotions get the better of them when things are going badly. "In physics, you have to be able to sit down and work on a long complicated calculation that may often take you weeks or even a month," he says. And sometimes, physicists have to throw that work out and start again when they realize their calculations are incorrect. "Being able to deal with extended periods of bad luck or things not going well is something that's also required to be a physicist," Harvey says. "I think there is an element of emotional control that perhaps physicists learn." Math Folds, Physics Holds It's been mathematicians, historically, who've held sway at the poker table, Ouellette says. John von Neumann, the famous Hungarian mathematician and founder of game theory, based his work on two-handed poker. "He was fascinated by the art of the bluff," Ouellette says. "And he founded game theory based on 'What do I think the other man thinks that I'm going to do?' " When it comes to physics, she says, mathematicians have done a lot of the groundwork. "Physicists are kind of catching up, and realizing that there's a lot of interesting theory at play here." And even though you may not have heard of most of the physicists playing poker today — there's one you probably have. "Einstein actually enjoyed gambling," Ouellette says. As legend as it, the father of relativity loved to play craps and blackjack in Las Vegas, where he once met Nick the Greek, one of the greatest poker players of all time. "Nick introduced him to all his gambling buddies — knowing that they wouldn't know who Einstein was — as 'Little Al from Princeton, controls a lot of the action around Jersey.' "
  12. Some thoughts: Start off with conservation of energy to relate the velocities, so that: Note that this is a Pythagorean Theorem relationship, therefore they must form a right triangle, and the angles between and must be 90°. You can use this to determine your angles after the collision. A diagram here is helpful. Next, use conservation of momentum in the x-direction to relate all x-component velocities before and after the collision: You can also use conservation of momentum in the y-direction in the same way: Solve these equations simultaneously to obtain and . Reminder: Your calculator must be in degree mode! :egg)
  13. Hi Folks, If you don't get an option to upload an image file from your computer when you attempt to insert an image into your posts, you can enable this in the following way: Go to Settings > General Settings and set Message Editor Interface to "Show Enhanced (WYSIWYG) Editor." Next time you attempt to upload an image by clicking on the "Insert Image" button ([ATTACH=CONFIG]41[/ATTACH]), you should be given the option of uploading a file directly!
  14. After several weeks of design as well as months of self-training courses, I have the first pass at an entire page for the content section complete! It took some work in Flash Catalyst, Illustrator, Dreamweaver, and MathType to put it all together, but I think it's looking swell for attempt #1. Check it out: http://www.aplusphysics.com/courses/regents/mathreview/reg_mathreview.html. :wave)
  15. FizziksGuy

    Newton's Laws

    Awesome! Were they impressed? :einstein)
  16. Work continues jointly on three fronts of APlusPhysics... I progressed through several more chapters of Adobe Illustrator CS5 Classroom in a Book (CIB), as it hasn't taken long to realize I need to greatly improve my illustration skills in order to adequately convey the message I want in the courses section of APlusPhysics. On off-CIB nights, I've been working through the text for the kinematics unit. More and more I'm realizing that I need to quit worrying about perfection in each section, and plow forward with the understanding that of course I'll have to come back and clean up, augment, edit, splice, etc. Finally, as we finished up our in-class unit on projectile motion, I took some time out to document our Forensics Day work... I believe the activity really stretched the students and gave them a new and unique challenge that is worth sharing with others. Toward that end, I wrote up a brief article and after giving it a few days and a few other pairs of eyes looking over it, may consider submitting to "The Physics Teacher" to share with others. Onward and upward!
  17. One of the goals of APlusPhysics.com is to provide students with the resources they need to be successful. As I'm sure you can all imagine, as educators we struggle with finding ways to set our kids up for success. And today's students face a wide variety of challenges that hamper their ability to learn through traditional means. Students who aren't in attendance, for reasons that may range from illness to family issues to special needs, are immediately at a disadvantage in technical classes in which content continues to build throughout the year on an ever-expanding foundation. Throw in the challenges of large class sizes (I'm outnumbered by students by more than 100:1), and regardless of how much time I'd like to devote to each of my kids, there's no way to meet everyone's needs all the time. Toward this end, APlusPhysics is designed to provide a "home base," of sorts, for all students to begin to learn to teach themselves. The forums provide an opportunity for discourse and an online student-supported "help desk," of sorts. Plus, any time you can get a student writing about what they know, they're solidifying their understanding and building critical thinking skills. If you can get them to teach others while they're at it, you've really built something special. The blog portion of the website is a great way to get students to develop their metacognition, writing about what they do and don't understand, creating an ongoing journal of their learning. It's also a great way to get them to really think about the essential questions in physics, organizing their thoughts to develop "big picture" conceptual understanding of what they're learning, and why. The main website, still under construction, will house key material central to each of the supported physics courses. I'm starting my work with the NY Regents Physics Curriculum, first, because I currently teach four sections of that course and the material I develop is directly useful to the majority of my students, and secondly, it's the simplest of the physics courses I teach, which provides a terrific sandbox for me to grow my web development skills, hopefully limiting my struggles to the technical side of web building, so that by the time I build the AP-C section out, I can balance content / pedagogical challenges with the (hopefully) less daunting technical challenges. I also see APlusPhysics as a great resource for the upcoming introduction of the AP-1 and AP-2 courses, being expanded out of the current AP-B curriculum. Currently it appears many of us AP physics teachers are holding in a quasi-limbo state waiting to understand exactly what will be included in each course, to what level, and how we can best integrate it into our school's offerings to provide the best possible learning experiences that will most benefit our students. But the College Board has been slow to disseminate information, updates promised in the fall have not been received, and the teachers continue to wait, as patiently as we can. My goal is to build up the AP-1 and AP-2 sections of the website so that when final announcements are made, we all have a resource we can turn to and utilize as we re-tool our physics programs. Finally, I want APlusPhysics to be a repository of materials for educators to share the best of our ideas, activities, challenges and successes. The Forum already has an Educators Only section, but I also want to populate the website with activities we can use to bring physics to life for our students, encompassing everything from projects and challenges to mini-programs such as the Semiconductor Technology Enrichment Program (STEP), providing students an introduction into the world of semiconductors, a discipline quite regularly neglected in educational communities despite its profound influence on our daily lives. So with that, allow me to welcome you to APlusPhysics. I'm hoping to continue utilizing this blog to document my progress in building this resource, both so you as customers / consumers / contributors can see what progress is being made and perhaps even help guide my work to make this a better resource for us all, to allow you to learn from my mistakes, and to organize my own thoughts around what I want to accomplish, and how I can make the vision I have for APlusPhysics a reality. Make it a great day everyone! --df
  18. IRONDEQUOIT, Nov. 1, 2010 -- Students in physics classes taught by Dan Fullerton and Mike Powlin at Irondequoit High School were outside most of the day Friday, Oct. 29, testing the catapults they built by applying physics principles and concepts. Teams of students launched softballs from their catapults on the school's track, then measured their projectiles' range and time in the air. Based on those measurements, students will then apply their physics principles to calculate maximum projectile height, launch velocity and launch angle. The event was the first of a series of four "championship of physics" competitions during the current school year. [ATTACH=CONFIG]40[/ATTACH] Article available here.
  19. 2. Captain Jack Sparrow launches a cannonball from the deck of “The Black Pearl” (assume ground level) toward Davey Jones, sitting on a beach exactly 1 km away drinking his bottle of rum completely unaware of the impending attack. If the cannon ball is launched at an angle of 33 degrees with the horizontal at a velocity of 103 m/s, how close will it get to hitting Davey Jones? How long will it stay in the air? What is the cannonball’s maximum height? [ATTACH=CONFIG]39[/ATTACH] First you must break up the initial velocity of 103 m/s at an angle of 33 degrees into its components: Next, we can set up our horizontal and vertical tables for motion. Horz:Vert: vi = 86.4 m/s vf = 86.4 m/s d = ? a = 0 t = ? Vert: vi = 56.1 m/s vf = ? d = ? a = -9.81 m/s^2 t = ? To solve this, I need to know one more variable in the vertical direction. Let's say I cut the motion of the cannonball in half. At its highest point, halfway through its motion, it's vertical velocity is 0. Now, my vertical table (for half the motion) looks like this: Vert: vi = 56.1 m/s vf = 0 d = ? a = -9.81 m/s^2 t = ? From here, I can solve my vertical table for the time that the cannonball is in the air on the way up. To get the total time in the air, I just double my answer. To get the Cannonball's maximum height, solve for d in the vertical direction. To get the Cannonball's range, take the TOTAL time in the air and solve for the horizontal displacement. Use this to tell you how close the cannonball gets to hitting Davey Jones. Good luck!
  20. What would you expect to be "off" if the video were faked? How could you measure / confirm this? Helpful Links: http://access.aasd.k12.wi.us/wp/baslerdale/2009/09/20/using-loggerpro-for-video-analysis/ http://access.aasd.k12.wi.us/wp/baslerdale/2010/09/16/video-analysis-on-your-ipod/
  21. FizziksGuy


    We lost the text formatting when we upgraded the forum software. Anything other than plain text was transferred with funky symbols. It should look better on the new stuff.
  22. From Youtube: Kobe Bryant Jumps Over a Pool of Snakes!!!
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