AlphaGeek

Recently, a friend has confessed to me that he has been diagnosed with stage one senioritis. We've all heard of this virus: common symptoms include drowsiness, in-class headaches, increased social tendencies, and worst of all, characteristic decreases in effort and GPA. Though some have better immune systems than others, this sickness is in fact contagious and most seniors contract a mild case. Because knowledge is the number one prevention factor, I intend to explain--using science and graphical representation-- what is known about this common yet dangerous disease. For those of you who seek protection (at least until the end of AP week), please read on. Diagnosis: How do I know if I have Senioritis? Illnesses ending in -itis indicate irritation and inflammation. Senioritis specifically refers to inflammation of the "give-a-care" gland, and inflammation seems to increase as the temperature rises outdoors. Senioritis is most common in ages 16-18, however some people are simply born with it. In this case, the illness is refered to as "chronic procrastination," an entirely different animal. Though little is known about the causes of Senioritis, there are key variables that contribute to the intensity of the illness. Inflammation level of the GAC gland (I) is directly proportional to t, the amount of time (in hours) left until the end of the year. It can be represented by the equation I = (2 π t2 P h) /f3 where P= the constant of procrastination. This constant varies, dependent upon personality type. t = time (in hours) left until graduation f= the number of friends infected h= the amount of homework (in kg) the student is assigned each night. For a student with a moderate course load and average amount of friends, the constant of procrastination tends to triple after AP week due to a weaker mentality. Observe the below graph exhibiting the relationship between academic wellness over time. The decreasing trends are due to GAC flareups, a common side-effect of senioritis. Students with a high P constant are especially susceptible to the virus. Note how in students with relatively high tendencies of procrastination, the AP period provides a brief spike of academic rigorousness, followed by a devastating relapse. We call this spike of functionality "cramming." [ATTACH=CONFIG]618[/ATTACH] Cures and Coping Techniques: ​1.) Senioritis is highly contagious, like influenza or ring worm. Try surrounding yourself by people with relatively low P constants to avoid infection. 2.) Create mini-deadlines for assignments as well as allotted time to study. Handling work in small bits reduces the chance of GAC flareups 3.) Wash your hands before eating finger food. 4.) Try self-medication: remind yourself that senior year is almost over, and in order to do well on APs you'll only have to fight the -itis a little longer. Stay strong, it's the final stretch! Bueno suerte! --Alpha Geek

...Or in coloquial terms, "My stars, is that ctenophore exhibiting bioluminescence?" You might think that's all glow, but there's more to this jelly's luster. Bioluminescence occurs when a living organism's cells emit light. Common examples include fireflies and angler fish, who use light to find mates and attract prey respectively. These organisms convert chemical energy into light energy, just as a human body would convert chemical energy (like glucose) into mechanical or heat energy. The above jelly fish Mertensia ovum, also known as the Arctic Comb Jelly or Sea Nut, does emit a small amount of blue and purple light. However, those fancy-dancey rainbow colored adornments on its side are actually caused by-- yep, you guessed it-- thin film interference. Sound familiar (think AP-? Like light being "bent" into it's different rays of color on an oil spill or in a rainbow, the jelly fish has eight columns of cilia that have a similar effect. Besides their fashionable apearence, the cilia columns or "comb rows" also allow the jellyfish to move as well as sense changes in it's surroundings as would a bug's antenna. ...On a less-sciencey note, I found this bubble very enjoyable. --AlphaGeek :tyrannosaurus:

Repeatedly suggested, you say? Naw That closing sentence made you sound like Lewin. Maybe that's what he's doing with his retirement, scouring the globe for a monopole...

After watching all of Walter Lewin's videos as well as Mr. Fullerton's, I've come to the conclusion that Mr. Fullerton's videos are more straightforward and earlier to understand that Lewin's. For those of you who swear Lewin isn't speaking English, here's a summary of the video content. I will be listing content in order of the A Plus Phys. video titles, so that if anyone needs elaboration they can refer to the corresponding video. :star: If even that doesn't work, the textbook & practice problems for each chapter might help, too. Note: There are some concepts that I can't put in, like RHR and other exercises that require visuals. For these, please reference the vids! Magnetism Moving Charges in Magnetic Fields Forces on Current-Carrying Wires Fields due to Current-Carrying Wires PSSC Magnet Laboratory [*]Biot-Savart Law [*]Ampere's Law Moving Charges in Magnetic Fields -Magnetism= force caused by moving charges -Magnets= dipoles (always both N & S; no dipole discovered) -like poles repel, opposites attract -mag. domains = clusters of atoms ~Random domains = no net B (mag. field) ~Organized domains = had net B -1 tesla (T) = N*s/C*m -non-SI unit = 1 Gauss = 10-4 Tesla *Bearth = 1/2 Gauss -Mag. field lines point noth to south -Density B= mag. flux -FB= q(vXB) -lFBl - qvBsinθ For a particle affected by a FB, the radius of its circular path r = mv/qB Lorentz Force:Ftot= Fe + FB = q(E + v x For a particle traveling perpendicular to the E field, v = E/B Current Carrying Wires in Mag. Field FB= ∫I dl x B **watch video for RHR, elec. motor and examples. Mag. field for current carrying wire B = μ0 I / 2πr μ0 =4π x10-7 Max's 2nd Eqn AKA Gauss's Law for magnetism: Φ (mag flux) ∫ B • dA = 0 ***note: integral over the CLOSED SURFACE The Biot- Savart Law dB = / 2πr (dl x r) ...This one is hard to understand without the vid, because it involves derivation with examples, and the solution changes with each situation. Amphere's Law You can skip this video if you've seen Walter's video lecture 15, as it's content is the same in both Fullerton & Lewin's versions. ∫ B • dl = μ0 Ipenetrating Watch the video for elaboration with examples. Also see the either video for information on a solenoid (slinky). ...I hope that was moderately helpful. If not, maybe I've at least convinced you to watch the videos. Good luck on the independent unit, everyone! Stay on top of things! --AlphaGeek

...With all of this electricity and magnetism boggling our minds, it's nice to be reminded of the importance of mechanics once in a while. And by that I mean the force of friction: Ff = (normal force)(mu). Believe it or not, this commonly viewed as weak force can add up. Take the above myth busters clip for example, when the friction in between the sheets of a phone book in between the pages of a second phone book make them extremely difficult to separate. Try 8,000lb of force and two tank's worth of difficult! One of the tricks that creates so much of the friction is that each individual page is interlocked, increasing the surfaces that oppose each other as well as the weight of each page upon the next. Enjoy the clip :3

Hi everyone! I thought this would be applicable since we're in the electricity and magnetism portion of the year In electric fish, such as an eel or a ray, there is a body part called an "electric organ." This mass of muscle and/or nerve cells produce an electric current when the fish sees fit. It is used for protection, navigation, communication and sometimes (but not often) against prey. The organ itself consists of a group of connected electrocytes, through which the current passes through. An electric catfish AKA a strongly electric fish. He might look like he wants a kiss but believe me, he doesn't. In weakly electric fish, the organ is used for navigation as the electricity produced is too little to do harm. However, in strongly electric fish, a discharge of electricity is strong enough to be used for defense. Something interesting to note is the difference in the structures of freshwater electric fish and saltwater electric fish (this difference is also mentioned in pg. 795 of the text). Freshwater has a higher resistivity than salt water, and as a result freshwater fish release a higher amount of voltage than salt water fish in order to be effective. Another cool fact: in order to achieve this difference, the fresh water fish's electrocytes are connected in series, while the saltwater fish's electrocytes are connected in parallel. Awesome, no? 'Geek out!

Haha, that looks like Liz's hand when she's trying to do the right hand rule ;P

0.o That looks like it hurt...

Very cool! I had no idea. Maybe the bunny was just making discoveries in the name of science!.. Or he was just hungry. *shrug*. Chords are low in fat, you know.

Thanks a million! Very helpful review. Good luck on the test tomorrow

Hi everyone, just figured that I'd post an accumulation of what I've been studying for the test tomorrow morning. It goes in video order because that's the order that I learned the material in. If something is too vague, I reccomed looking at the video for elaboration Circuits Current and Current Density Resistors and Resistance Circuits Voltmeters and Ammeters Ideal and Real Batteries RC Circuits: Steady State RC Circuits: Transient Analysis (Charging) Current and Current Density: Current measured in Amps, or charge per sec. An electric field is applied to a conductor and a small field is created that opposes it Avg. Velocity of electrons in that field= drift velocity (Vd) Vol= Bh = Vd * change in time * Area # electrons = Volume * volume density(AKA "N")= N *change in time* Vd * Area I= N*q*Vd *A Current density = J* N*q*Vd I= integral (J * dA) J= I/A Resistance ("Howdy, Y'all!" made my day in that vid, btw) R=V/I p = row =resistivity R= pL/A V= IpL/A E=energy=V/L = p (I/A) = pJ W=qV I= dQ/dt P=IV=I2R=V2/R Circuits: Series: Req= R1 +R2... Parallel: 1/Req= 1/R1 +1/R2.... Kirchhoff's Current Law= sum all current entering = sum all current exiting (conserv. charge) Kirchhoff's Voltage Law= sum of all potential drops in a closed loop of a circuit = 0 (conserv. energy) Voltmeters and Ammeters: Voltmeters: measures v between two points, high resistance, connected in parallel Ammeters: measures current, low resistance, connected in series Ideal and Real Batteries: Ideal: no internal resistance V battery = Emf = change in V Real: has internal resistance V battery = change in V = IR = Emf- (I)®, where r = internal resistance For battery: W= change in Q * Emf P= W/change in time = (change in Q)(Emf)/(change in time) P resistor (works for both external and internal) = I2R RC Steady State: series: 1/Ceq= 1/C1 + 1/C2 ... Parallel: Ceq = C1+C2... RC Charging: W= I2R U=1/2 C V2 Time constant Tao=RC, occurs when quantity is 63% of its final value. 5 Tao= 99% final value (practically final value) Note: an uncharged capacitor acts like a wire, a charged capacitor acts like a gap in the circuit (AKA no current) ...Okay, bed time. Good luck tomorrow, everyone!

Thank you SO much for posting these. I caught at least 5 silly mistakes in my packet. If we didn't match, I'd do the problem again. There are still a few that I got different answers for, if you have no idea where I'm coming from I can post the work up.. Missing: pg. 1 #1, on the left (I got D) Differing answers: pg. 15 # 17: I know for sure this one is B. If you break the system into momentum in the Y direction and momentum in the X direction, the Py cancels out and Px becomes Vo/2. The reason why it doesn't work when you just use the original vectors is because one is going partly in the negative y direction and the other in the positive y direction, while both are going in the positive X direction. Posted the soln. here because the pic wouldn't upload: http://riverstreak.deviantart.com/art/0123132047-350197212?ga_submit_new=10%253A1358992645 pg. 20 # 14 I remember you explaining 14 and 15, but I can't think of how you got 14 for the life of me! I got C... pg. 24 # 32 I got B.. Iw1 = Iw2 w1=w2 V1/ R1 = V2 / R2 V2 = V1 (R2/R1​) And if anyone knows how to do the center of mass by picture, I would totally LOVE an explanation! (pg. 16 # 29)

It snowed a little again today, which put me in the mood for some winter-related physics. :snowman: Some of you may be familiar with the movie "National Lampoons Christmas Vacation," a very silly yet amusing film about the holiday antics of the Griswold family. During one scene, Clark Griswold takes his brother and the children to go sledding. He decided to spray the bottom of his sled with a kitchen lubricant, significantly decreasing the friction between his sled and the snow. For those of you that have never seen this clip before, skip to 1:20 for the sled action (before that is all the brother talking, he's kind of loopy). So how much does greasing up an object truly effect friction? Between two metals (lets use two hunks of aluminum for example), the coefficient of friction is roughly 1.05 to 1.35. When greased however, mu drops down to .3, which is anywhere from a third to a fourth of the original coefficient. The same goes for the coefficient of friction between snow and Clark's steel sled. The coefficient of friction between snow and steel is roughly .1. The Griswolds were sledding at night, so if the snow turned to ice the coefficient would be remarkably lower: 0.015. Add some canola or olive oil spray to the mix, and friction would be extremely small. In other words, next time you break out the toboggan for some serious sled races, make sure to pack the pam! P.S. I didn't pull those numbers out of a hat, my main source is http://www.engineeringtoolbox.com/friction-coefficients-d_778.html. Thanks, google!

Lol, great find! When I find myself "enjoying" the Rochester weather this spring, I'll be sure to do so while on the run. :frog:

OMG, this is awesome! Definitely using this later. Not only have you made me more confident, but potentially more decisive ;P I give you credit, my preference velocity has been remarkably low for econ lately... Like, if I drove at the same speed as my preference velocity, I would be passed by pedestrians. Really old, sluggish ones in wheel chairs.

Family Guy isn't exactly school appropriate in most cases, but it is, however, physics appropriate. In one episode, Brian (the dog) educates Peter (the tubby man) on his weight issue. Brian claims that Peter has his own gravitational pull, and continues to demonstrate this by placing an apple nearby his stomach. The fruit then assumes orbit directed around Peter's abdomen. ...For those of you who are not familliar with the episode, here is a not-so-legally posted, poor quality youtube video featuring our obese friend. :apple: http://www.youtube.com/watch?v=MHW8ZwxOiKY Lets take a closer look at the physics of this cartoon. Assuming that a feasible weight for roughly 44 year old Peter is 100 kg (220 pounds) and the average apple weights .15 kg, as well as the radius of the orbit being roughly 1 meter from Peter's center, here are the technicalities of the situation. The force of gravity on the apple = (GmM)/r2 = ((6.67E-11)(100*.15)/12 = 1E-9 N The acceleration due to gravity on planet Peter is = ((6.67E-11)(100))/12 = 6.67E-9 m/s2 And finally, for the apple to escape its orbit around Peter, it would have to be going a grand total of [(2GM)/r]1/2 , or 1.15E-4 m/s. Note how these values are extremely small. For one thing, this situation is impossible in the first place. To emphasize this, the gravitational force is so small that it likely could not even pick up the apple. Even if it were magically strong enough to do so, the speed of the apple was far greater in the video than its small escape velocity, and would fling out of orbit before Brian even turned on the Three Stooges. Sorry, Seth McFarlane. Physics disagrees with you. Guess Family Guy isn't such intelligent programming after all... --Alpha Geek

Yay! Comics are very educational! ...Robin's a nice guy, but he looks like he stole his shoes from an elf

Yay! Thanks, it's nice to have a second list to check with.

Just thought we could benefit from some review on moment of inertia, because it was a pretty extensive topic and wasn't really mentioned in physics B. Not to mention that the variable is a different expression for each object. The general form of the equation is I = ∑i miri² = ∫r² dm . Below are the moment of inertia equations for a few different objects. If you have another object in mind to share, please do add it in the comments! Isolid disc = 1/2 mr2 Icylinder about its axis = 1/2 mr2 Ihollow disk/hoop = mr2 Isolid sphere= 2/5 mr2 Ihollow sphere= 2/3 mr2 Irod about it's center= 1/12 ml2 Irod about it's end= 1/3 ml2 Though these shortcuts are great, make sure to know how do derive the moment of inertia of an object. For review, here's how to calculate the moment of inertia of a rod from it's end (Also in the textbook p 273 as well as in the notes packets). The linear mass density (λ) = M/L, where M is the mass of the uniform rod with length L. dm = M/L dx, or the mass density times the little wee bit of rod. Using the general equation, we know I = ∫oLx2 dm, where x is the length of the rod from x=0 to x=L. By substituting for dm, we then know I = ∫oLx2 (M/L) dx. The constant comes out, leaving I = (M/L) ∫oLx2 dx. And using calculus, we get I = (M/L) (1/3)x3 evaluated from L to 0, which leaves us with I = (1/3) (M/L) (L3) I= (1/3) ML​2 Note: If you need further assistance on this topic, the unit packet for Rotation (with the frog on a unicycle in it) and the packet titled "Chapter 6: Rotation" are useful. However, for visuals and more elaborate derivations, I recommend reading Tipler p. 272 and the pages following and/or watching this video again: http://www.aplusphysics.com/courses/ap-c/videos/MomentOfInertia/MomentOfInertia.html ...Which I always find extremely helpful. I'll probably post another unit summary again, since our midterm is looming in the near future. Best of luck, all!

Haha, 220 lbs from the equipment or a secret sweet tooth? I hear Alfred serves a mean pie... Nice job on this one!

Wow, that's one powerful batarang... Is there candy inside the buglar-pinata? *hopeful face*

*nods.* Those tables are dinky. Mine is BIG. Lol, and the hotdog statistic: The average person eats 70 a year. If I don't eat any, that means you have 140 to make up for me Poor, poor little hammies.

Hm... This is either an amazing discovery or like the "faster than light" traveling particle from last year. Either way, if below absolute zero is feasible, West Irondequoit still wouldn't give us a snow day Great find Charlie!

Often times, values in physics are abbreviated using metric prefixes, or SI prefixes. I found this table the other night and thought it would be helpful to post, in that I'm sure I'm not the only one who gets these mixed up sometimes. Thanks to wiki for this table: [TABLE="class: wikitable, width: 0"] [TR] [TH="bgcolor: #CCCCFF, colspan: 2"]Metric prefixes[/TH] [/TR] [TR] [TD][TABLE] [TR] [TH="bgcolor: #EEDDFF"]Prefix[/TH] [TH="bgcolor: #EEDDFF"]Symbol[/TH] [TH="bgcolor: #EEDDFF"]1000m[/TH] [TH="bgcolor: #EEDDFF"]10n[/TH] [TH="bgcolor: #EEDDFF"]Decimal[/TH] [TH="bgcolor: #EEDDFF"]Short scale[/TH] [TH="bgcolor: #EEDDFF"]Long scale[/TH] [TH="bgcolor: #EEDDFF"]Since[n 1][/TH] [/TR] [TR] [TD]yotta[/TD] [TD="align: center"]Y[/TD] [TD]10008[/TD] [TD]1024[/TD] [TD="align: right"]1000000000000000000000000[/TD] [TD]septillion[/TD] [TD]quadrillion[/TD] [TD]1991[/TD] [/TR] [TR] [TD]zetta[/TD] [TD="align: center"]Z[/TD] [TD]10007[/TD] [TD]1021[/TD] [TD="align: right"]1000000000000000000000[/TD] [TD]sextillion[/TD] [TD]trilliard[/TD] [TD]1991[/TD] [/TR] [TR] [TD]exa[/TD] [TD="align: center"]E[/TD] [TD]10006[/TD] [TD]1018[/TD] [TD="align: right"]1000000000000000000[/TD] [TD]quintillion[/TD] [TD]trillion[/TD] [TD]1975[/TD] [/TR] [TR] [TD]peta[/TD] [TD="align: center"]P[/TD] [TD]10005[/TD] [TD]1015[/TD] [TD="align: right"]1000000000000000[/TD] [TD]quadrillion[/TD] [TD]billiard[/TD] [TD]1975[/TD] [/TR] [TR] [TD]tera[/TD] [TD="align: center"]T[/TD] [TD]10004[/TD] [TD]1012[/TD] [TD="align: right"]1000000000000[/TD] [TD]trillion[/TD] [TD]billion[/TD] [TD]1960[/TD] [/TR] [TR] [TD]giga[/TD] [TD="align: center"]G[/TD] [TD]10003[/TD] [TD]109[/TD] [TD="align: right"]1000000000[/TD] [TD]billion[/TD] [TD]milliard[/TD] [TD]1960[/TD] [/TR] [TR] [TD]mega[/TD] [TD="align: center"]M[/TD] [TD]10002[/TD] [TD]106[/TD] [TD="align: right"]1000000[/TD] [TD="colspan: 2, align: center"]million[/TD] [TD]1960[/TD] [/TR] [TR] [TD]kilo[/TD] [TD="align: center"]k[/TD] [TD]10001[/TD] [TD]103[/TD] [TD="align: right"]1000[/TD] [TD="colspan: 2, align: center"]thousand[/TD] [TD]1795[/TD] [/TR] [TR] [TD]hecto[/TD] [TD="align: center"]h[/TD] [TD]10002/3[/TD] [TD]102[/TD] [TD="align: right"]100[/TD] [TD="colspan: 2, align: center"]hundred[/TD] [TD]1795[/TD] [/TR] [TR] [TD]deca[/TD] [TD="align: center"]da[/TD] [TD]10001/3[/TD] [TD]101[/TD] [TD="align: right"]10[/TD] [TD="colspan: 2, align: center"]ten[/TD] [TD]1795[/TD] [/TR] [TR="bgcolor: #EEEEEE"] [TD="colspan: 2"][/TD] [TD]10000[/TD] [TD]100[/TD] [TD="align: center"]1[/TD] [TD="colspan: 2, align: center"]one[/TD] [TD]–[/TD] [/TR] [TR] [TD]deci[/TD] [TD="align: center"]d[/TD] [TD]1000−1/3[/TD] [TD]10−1[/TD] [TD="align: left"]0.1[/TD] [TD="colspan: 2, align: center"]tenth[/TD] [TD]1795[/TD] [/TR] [TR] [TD]centi[/TD] [TD="align: center"]c[/TD] [TD]1000−2/3[/TD] [TD]10−2[/TD] [TD="align: left"]0.01[/TD] [TD="colspan: 2, align: center"]hundredth[/TD] [TD]1795[/TD] [/TR] [TR] [TD]milli[/TD] [TD="align: center"]m[/TD] [TD]1000−1[/TD] [TD]10−3[/TD] [TD="align: left"]0.001[/TD] [TD="colspan: 2, align: center"]thousandth[/TD] [TD]1795[/TD] [/TR] [TR] [TD]micro[/TD] [TD="align: center"]μ[/TD] [TD]1000−2[/TD] [TD]10−6[/TD] [TD="align: left"]0.000001[/TD] [TD="colspan: 2, align: center"]millionth[/TD] [TD]1960[/TD] [/TR] [TR] [TD]nano[/TD] [TD="align: center"]n[/TD] [TD]1000−3[/TD] [TD]10−9[/TD] [TD="align: left"]0.000000001[/TD] [TD]billionth[/TD] [TD]milliardth[/TD] [TD]1960[/TD] [/TR] [TR] [TD]pico[/TD] [TD="align: center"]p[/TD] [TD]1000−4[/TD] [TD]10−12[/TD] [TD="align: left"]0.000000000001[/TD] [TD]trillionth[/TD] [TD]billionth[/TD] [TD]1960[/TD] [/TR] [TR] [TD]femto[/TD] [TD="align: center"]f[/TD] [TD]1000−5[/TD] [TD]10−15[/TD] [TD="align: left"]0.000000000000001[/TD] [TD]quadrillionth[/TD] [TD]billiardth[/TD] [TD]1964[/TD] [/TR] [TR] [TD]atto[/TD] [TD="align: center"]a[/TD] [TD]1000−6[/TD] [TD]10−18[/TD] [TD="align: left"]0.000000000000000001[/TD] [TD]quintillionth[/TD] [TD]trillionth[/TD] [TD]1964[/TD] [/TR] [TR] [TD]zepto[/TD] [TD="align: center"]z[/TD] [TD]1000−7[/TD] [TD]10−21[/TD] [TD="align: left"]0.000000000000000000001[/TD] [TD]sextillionth[/TD] [TD]trilliardth[/TD] [TD]1991[/TD] [/TR] [TR] [TD]yocto[/TD] [TD="align: center"]y[/TD] [TD]1000−8[/TD] [TD]10−24[/TD] [TD="align: left"]0.000000000000000000000001[/TD] [TD]septillionth[/TD] [TD]quadrillionth[/TD] [TD]1991[/TD] [/TR] [TR] [TD="bgcolor: #EEEEEE, colspan: 8"] ^ The metric system was introduced in 1795 with six prefixes. The other dates relate to recognition by a resolution of the CGPM. [/TD] [/TR] [/TABLE] [/TD] [/TR] [/TABLE] These prefixes were developed to shorten extremely large or small values, such as the teeny tiny mass of an electron (9.11 E -31 kg, or .000911 yg) in contrast to the very large Avogadro's number (6.022E23 atoms, or .6022 yotta atoms in one mole). When tacked onto constants, sometimes we don't realize just how intense these prefixes really are. Here are a few examples to help grasp the largeness and smallness of these constants: 1. The Earth weighs 5,972 yotta grams, or 5.972E24 kg. It would take over 850 quintillion elephants to match this weight, or just over 81 moons. 2. The average mass of a human cell is 950 femto grams, or 9.5E-13 g. If you cut a penny into a trillion pieces of equal mass, the human cell would still have a lower mass than the penny bit. AND you would get arrested for defacing US currency. It's simply a lose-lose situation. 3. On earth, there are an estimated 7.059 G people (or 7.059 billion people). This is roughly 1000 times the number of pigeons in NYC. However, this is roughly 1/3 of the amount of hotdogs Americans consume in a year. (Yes really-- Americans chow down on an estimated 20 billion a year. That's about 70 hot dogs per person). Hope that was enlightening if not helpful! --Alpha Geek

Sounds like fun! I mean, of course I'll avoid trying that out... Another instance did involve an ER visit. Something about a snowball fight getting out of hand, falling from a two story window and fracturing a pelvis. *shrug*. Kids these days.