lshads

I find it really amusing that because of these posts, batman is the biggest word in the tag cloud

This is quite a good list of equations! I can't wait for the next equation dump with all of these new and easy to write equations

Natural disasters are always amazing! The fact that these events can at some times be stronger that some of the most powerful weapons available on the earth is truly stupefying.

This quarter was a roller coaster. With my grade in the tank at the beginning after one bad test, I have been climbing very slowly ever since. I enjoy the fact that we are actually having more independent units this quarter. The very first one was very effective, and although we took for granted the class time in these units, our grades showed significant prowess from these tests. I am both excited to buckle down and commence prep for the exams soon, but I am afraid of this new induction unit! I think I could do a lot better to stay on top of things in class. I can't wait to push forward through Physics C into the 4th quarter! Let's see how many more tricks Mr. Fullerton has up his sleeve!

While we use percent error to dictate how far we off in class, there are far more efficient ways of defining the error of the set. Standard deviation, for example, given a value, will give rise to numbers that fall within one S.D., two S.D. and so on. "One can find the standard deviation of an entire population in cases (such as standardized testing) where every member of a population is sampled. In cases where that cannot be done, the standard deviation σ is estimated by examining a random sample taken from the population. An estimator for σ used when sample size is very large is the standard deviation of the sample, denoted by sN and defined as follows:" This method is effective for creating intervals for which certain points would have to lie within and give us the ability to decide on percent error for an entire group of values. The closer the value of S.D. approaches 0, the less the error percent is.

Theoretical physicists develop "mathematical models that both agree with existing experiments and successfully predict future results", while experimentalists devise and perform experiments to test theoretical predictions and explore new phenomena. Although theory and experiment are developed separately, they are strongly dependent upon each other. Progress in physics frequently comes about when experimentalists make a discovery that existing theories cannot explain, or when new theories generate experimentally testable predictions, which inspire new experiments." Given this information, it is tough to decide which end of physics would fit me better. I would probably take more of a theoretical view on this, because I like proving theories true through logical proofs. Which one would you be?

1.) Gauss's Law/Ampere's Law - the AP writers love to give problems that ask to find the electric field or the magnetic field about an enclosed current or charge. Knowing how to use these equations will pick you up valueable points in the free response. 2.)Right Hand Rules- if you cannot use the right hand rules correctly, you might as well throw away a couple questions on the test and hurt your chances at a 5 on the AP test. 3.) Kinematics equations with angular translation- I can't even tell you how many times knowing these will get you out of a sticky situation in the mechanics section of the test.

Brace yourselves, pull up your britches, and put your thinking caps on, ladies and gentlemen, because here comes Induction! Last year, induction was one of the most difficult concepts to grasp. And as a result, we suffered a significant loss in points on our tests! Thankfully, this unit will not be independent like the last one, because I fear that with the addition of the tweaks and calculus incorporation, I am anticipating that I will need a copious amount of time spent staring at equations until they make sense!

And let's not forget about calligraphy, which is all based on pen pressure!

From a very young age, my dream was to become a scientist. I didn't know that I wanted to discover the god particle or find a cure for cancer or synthesize a new element. I had no idea how broad the term "scientist" was and how many denominations it had, either. The only thing I knew is that it would be pretty awesome to be the guy who mixed two chemicals in a beaker and watch it explode, just like in the cartoons. As soon as school became more serious than learning how to write, I already prioritized my focus on the basic math and science we were taught. This process stuck with me throughout Dake and so far in high school. I cherished every lab, where I could explore the topics through hands- on learning. Physics jumped out on me. It was love at first test. I loved every single concept of physics. They were all interesting, informative, and I breezed through the tests (at least in B, anyways). My teachers were both understanding and dedicated to teaching with passion and interest. It is because of these two classes that I have my major set wherever I go to college. I have only my two physics class to thank for showing me my own passion.

For those of you who don't have any musical knowledge, the perfect fifth is the best sounding sound interval to the common ear. It is the key ingredient in structuring chords based around the root. With a 3:2 ratio, it creates a nice and pleasing sound to the ear. The most common example of a perfect fifth is a C to a G. Kepler himself, founder of the planetary laws, researched the beat frequencies of the error bound for an imperfect fifth tuning. Just a slight slip-up in tuning can create an unpleasing sound for the human ear. Posted below is a link to the wikepedia page where you can learn more about this interval and also listen to it. http://en.wikipedia.org/wiki/Perfect_fifth#The_pitch_ratio_of_a_fifth

I remember the first time we saw the integral was in physics C. It was extremely intimidating because we struggled to make sense of the differential equations, let alone evaluating the integral itself. The very first problem we got, we were spoon-fed the fact that the integral of (du/u) was equal to ln(u)+C, and that made absolutely no sense to me. Now, into the third quarter and after attending the calculus school of hard knocks both 2nd and 3rd period every day, i think its is safe to say that questions that require differentiation and integration are among the easiest and sought after questions. We chomp at the bit when they ask us to differentiate velocity as a function and get acceleration because we are strong at evaluating them now! Props to our teachers and everyone's rigorous efforts to get this new addition to our math vocabulary down!

With all of the renowned technological advances made within the last few decades, many people have sought to create a jet pack for commercialized use. However, although prototypes have been seen, it has been met with relative failure. This is due to the materials required to reduce the weight. Gravity creates an acceleration downward, while the thrust of the jet pack would attempt to create a net force upwards large enough to counteract this force. Unfortunatley, the heavy mass of the person prevents the equivalent thrust to be achieved with materials inexpensive enough to mass produce them. Its too bad too; I always wanted to see a real-life Turbo Man.

I know all of us have a habit of just getting by in physics, especially on Wednesdays I mean, I'm not going to lie and say I dedicate the full time during these independent units, and sometimes it is honestly difficult to grasp the concept using strictly the materials given. One website that Mr. Fullerton gave us towards the beginning of the year that really helps me get quick and concise information. HyperPhysics allows you to search for specific topic and gives you the facts and diagrams you need without extra wording. It is really helpful, especially while in a jam. http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html

With out gravity, we'd be weightless. Limitless.... Free.... Why do we like gravity again?

However, one must avoid the mats on the gym walls, as they absorb some of the energy, thus reducing the rebounding force.

Don't blame the teacher, blame the test

The other day, my dad and I were moving a couch for my uncle. For arbitration, let's say the couch weighs 100 N. Because my dad stands 6 cm (.06 m) inches taller than me, it can be assumed that the couch will be offset as well. If the couch is about 4 meters, the angle is about arcsin(.06/4) = .015 degrees from the normal or 89.985 degrees from the x axis. Therefore, if each us lifted an equal amount, we would lift the couch with 50 N each. However, we would be generating a torque equal to the F*distance to center of mass*sin(theta) = (50 N)(2 m)(sin89.985)= 99.9999966 N*m. Although this is just a slight difference due to such a small difference in angle, but it still demonstrates the fact that torque only acknowledges the vertical component, known as a cross product.

It has come to my memory that equation dumps are a staple to our physics careers. So, as taken from an old sheet from last year, I figured I might as well start memorizing early! The better recall now the better recall later! (Please excuse the really poor table making) [TABLE="width: 749, align: center"] [TR] [TD][TABLE="width: 748"] [TR] [TD="width: 226"] [/TD] [TD="width: 290"]x = x 0 + v 0 t + 1/2at2[/TD] [TD="width: 185"]Vƒ = Vo + at[/TD] [/TR] [TR] [TD][/TD] [TD]f max = μ Ν[/TD] [TD]μk < μs alway[/TD] [/TR] [TR] [TD][/TD] [TD]Fc = mac = mv2 /r[/TD] [TD]ac= v2 /r[/TD] [/TR] [TR] [TD][/TD] [TD]I = F Δt = ΔM[/TD] [TD]M = mv[/TD] [/TR] [TR] [TD][/TD] [TD]W = F d cosθ[/TD] [TD]P = ΔW/Δt[/TD] [/TR] [TR] [TD][/TD] [TD]ET = Ek + Ep[/TD] [TD]E = mc2[/TD] [/TR] [TR] [TD][/TD] [TD]F = -kx[/TD] [TD]W = kx2 /2[/TD] [/TR] [TR] [TD][/TD] [TD]A v = const.[/TD] [TD]ρAv = const.[/TD] [/TR] [TR] [TD][/TD] [TD]I = Q/t[/TD] [TD]R = ρl/A[/TD] [/TR] [TR] [TD][/TD] [TD]Req = R1 + R2 . . .[/TD] [TD]1/ Req = 1/ R1 +1/ R2[/TD] [/TR] [TR] [TD][/TD] [TD]dB = 10 log 10 (I/I0 )[/TD] [TD]beats = Δ f[/TD] [/TR] [TR] [TD][/TD] [TD]Σi = 0 at a junction[/TD] [TD]ΣΔV = 0 in a loop[/TD] [/TR] [TR] [TD][/TD] [TD]Q = mc Δ T (MCAT !)[/TD] [TD]Q = mL[/TD] [/TR] [TR] [TD][/TD] [TD]L1 = F1× r1 (CCW + ve)[/TD] [TD]L2 = F2 × r2[/TD] [/TR] [TR] [TD][/TD] [TD]ΣFx = 0 and ΣFy = 0[/TD] [TD]ΣL = 0[/TD] [/TR] [TR] [TD][/TD] [TD]( sin θ1 )/(sin θ2 ) = v1 /v2 = n2 /n1 = λ1 /λ2[/TD] [TD]n = c/v[/TD] [/TR] [/TABLE] [/TD] [/TR] [TR] [TD][/TD] [/TR] [TR] [TD][TABLE="width: 748"] [TR] [TD="width: 227"]F = ma[/TD] [TD="width: 290"]F = qE[/TD] [TD="width: 193"]Similar Form[/TD] [/TR] [TR] [TD]F = KG ( m1 m2 / r2 )[/TD] [TD]F = k ( q1 q2 / r2 )[/TD] [TD][/TD] [/TR] [TR] [TD]V = IR[/TD] [TD]P = IV[/TD] [TD]Paired Use[/TD] [/TR] [TR] [TD]vav = Δ d / Δ t[/TD] [TD]aav = Δ v / Δ t[/TD] [TD](avg vel, acc)[/TD] [/TR] [TR] [TD]v = λ f[/TD] [TD]E = hf[/TD] [TD](f = 1/T)[/TD] [/TR] [TR] [TD]Ek = 1/2 mv2[/TD] [TD]Ep = mgh[/TD] [TD](kin, pot E)[/TD] [/TR] [TR] [TD]Ρ = F/A[/TD] [TD]Δ Ρ = ρgΔh[/TD] [TD](pressure Ρ)[/TD] [/TR] [TR] [TD]SG = ρ substance / ρ water[/TD] [TD]ρ = 1 g/cm3 = 103 kg/m3[/TD] [TD](Spec Grav)[/TD] [/TR] [TR] [TD]ρ = mass / volume[/TD] [TD]Fb = Vρg = mg[/TD] [TD](buoyant F)[/TD] [/TR] [TR] [TD]Irms = Imax / √2[/TD] [TD]Vrms = Vmax / √2[/TD] [TD]Root Mean Sq[/TD] [/TR] [TR] [TD]1/ i + 1/ o = 1/ f = 2/r = Power[/TD] [TD]M = magnification = - i/o[/TD] [TD]Optics[/TD] [/TR] [/TABLE] [/TD] [/TR] [/TABLE]

Wow has this semester flown by! We breezed through the mechanics course, almost with time to spare, it seems! I believe we have a powerful class of students who like to compete for grades, and in the process push themselves and others around them. As I expected in the beginning, I love the independent units and actually found success on the tests that we took following them. I loved the refresher courses on Mechanics as well as the new material that we have learned more toward the second half. To be honest, I am worried about this midterm, primarily on the free response because it seems like that is still a very challenging section for me. However, I believe that I have adequately prepared myself for this test, and I am ready for what it has in store for me.

Super Mario Bros defies many different forms of physics. Assuming his round belly carries some weight, I would be nice to give him a weight around 200 pounds. Since he can jump over 5 times his body weight, his legs would need to lift at least a tonne to come close to the approximate strength to perform such a feat. In addition, kicking the koopa shells would create an equal and opposite force back onto his feet. He would not be that agile if he were wearing steel-toed boots, so it should hurt a regular human. Then again, can you imagine how boring that would be? Thanks to the beauty of the internet, here is a small physics lecture from mario himself! http://www.newgrounds.com/portal/view/248844

In the early 1900's, name foreigners came to america, and they had bad english skills, espeicaly with tense and past tense. So, one day, a german who just entered the country lost track of the time, as he needed to catch a train , so he asked a physicists "What is time". The physics replied "You will have to ask a philosopher that question, I'm only a scientist". Your mother is so fat, men are actually attrracted to her, according to General Relativity Many people espouse the works of Renee DesCartes without reference to the pioneering works of the Dutch naturalist Evander DeHoorst. As such, they tend to put DesCartes before DeHoorst. Time flies like an arrow. Fruit flies like a banana. Einstein on Divorce: "All things are relative. All relatives are things. My relatives took all my things." Two archaeologists are standing before a gigantic, fallen statue in the desert (See: "Ozymandias" by Percy Bysshe Shelley). One archaeologist says to the other "A great civilization must've made this." His colleague replies "But what brought them down?" Suddenly, the statue comes to life, rises and replies "I got knocked over." "Ah," responds the first scientist, "it only stands to reason." As part of the standard curriculum in a pre-med college, the students had to take a difficult class in physics. One day, the professor was discussing a particularly complicated concept. Part way through the class, a student rudely interrupted to ask, "Why do we have to learn this stuff?" "To save lives," the professor responded quickly and continued the lecture. A few minutes later, the same student spoke up again. "So how does physics save lives?" he persisted. "It usually keeps idiots like you out of medical school," replied the professor.

3)MOMENTS OF INERTIA. These simple equations are a pain in the butt and stop you short of a point or two on a question if you don't know them. [ATTACH=CONFIG]584[/ATTACH] 2)DERIVATIVE RELATIONSHIPS. Enough said. These relationships come in handy on all graphing questions and can pick up points on the questions that are specific to derivatives. a = dv/dt v=dx/dt I = integra(mr^2) and so on... 1)KINEMATICS EQUATIONS. They are everywhere. EVERYWHERE. Those who know when to appropriately use any and all of these equations have control over a good portion of the test.

As simple as this equation seems, it is a staple in mechanics. It has many different applications. These uses vary from setting up equations to find tensions to simply finding the net force of an object in motion. It is 0 when an object is in constant velocity or when the system is in static equilibrium. Then, when we convert the quantities into rotational motion, and we get net Torque = I(alpha). For an equation that seems very simple and easy to apply, there exist tricky problems that require us to be very careful with our directions of motion. However, with as much practice with them as we've done, they are easy points for our class!

The other form of snowboarding is called Freeride. It focuses on going fast and carving your own trails out of a mountain. Although I upgraded my board to increase my rotational velocity, I sacrificed my ability to carve at speed. The edges of a snowboard are metal, and allow the snowboarder to apply a resistive force using their legs and friction to slow down their body. In this case, a longer snowboard would provide for a more stable ride because the force is applied over a larger area. This reduces the pressure on both the boarder and the ground. The increased friction with longer boards also makes ice easier to handle. This video features David Powell, who broke the snowboarding speed record with 202 km/h !