Golf Range!

Go to the website at http://www.sciencejoywagon.com/explrsci/media/range.htm and experiment to find the following. Follow each experiment with a diagram and a series of calculations that show your answers.


a) the launch velocity necessary to hit a ball at a 45 degree angle and score a hole-in-one. Based on the time for the parabola, calculate v(x) and v(y) initial.

b) the launch velocity necessary to hit a ball at a 30 degree angle and score a hole-in-one. Based on the time for the parabola, calculate the maximum height of the ball.

c) the launch velocity necessary to hit a ball at an angle of your choosing not mentioned above and score a hole-in-one. Based on your data, calculate v(f) before the ball hits the cut. Determine the maximum height of the ball and v(x).

Repeat a) b), and c) with AIR on and determine the percentage of error in your calculations in each case. Show all work.

Hand in your INDIVIDUAL work before leaving class.

Projectile Motion Simulation, 4/28

GO to PHET. 

You will be experimenting with the applet found there.  You will need to answer the following questions INDIVIDUALLY and hand in at the end of the hour.

Questions to Ponder and Answer
Using the projectile motion simulation, what variables can be tested that could affect projectile motion?
Predict which of these do affect projectile motion and provide reasoning for why you think a particular variable might affect or not affect projectile motion. Explain this for each variable.
Test your predictions by looking at changes in each variable. Remember to change only one variable at a time.
Use the tape measure to determine the height and distance a trajectory travels.
What angle might give you the greatest height? How could you test this with a simulation that does not go off the page?
What angle might give you the greatest distance? How could you test this with a simulation that does not go off the page?
What angle will give you minimum trajectory distance? Explain the reasoning behind this.
What is the change in x and the change in y for a tankshell with a cannon angle degree of 80 and an initial speed of 40?
Is this the same for a Buick at the same angle and speed? Explain why or why not?

Momentum and Force on a Box

1. Get a box from the teacher. Fill it with newspaper. Measure the mass of the box and the paper. Use a spring scale to figure the force of friction. Now, divide by the mass of the box to figure acceleration due to friction _______ m/s/s

Now, throw a ball into the box from a distance of around a meter. As soon as the ball leaves your hand, it should have a constant velocity. The box will move as a result of the ball hitting the box.

2. Draw a picture of the ball and the box before they interact, and after they interact using a momentum drawing.

3. Measure the distance the box traveled in meters. Since the only thing slowing the box down was friction, we can now find the initial speed of the ball and the box. d = _____ m

d = _____ m
v(f)= 0 m/s
a= a(friction) = ______ m/s/s
v(i) = ??


4. Can we say that v(i) is the speed of the ball before the collision? Why or why not? Explain to me, using the equation m(ball)v + m(box)*0 = m(ball)v(i) + m(box)v(i)




Turn this sheet in INDIVIDUALLY WHEN YOU ARE DONE.


========
THOUGHT LABS--EVERYONE HANDS IN THEIR OWN SHEET AT THE END OF THE HOUR

GENERAL DIRECTIONS:

For each of the following situations below, design a procedure to determine experimentally the unknown quantity specified in the problem. You may not damage or destroy any of the equipment you use, and your method must be feasible and practical.

In each case,

- List the equipment you would need, and include a labeled diagram.

- Write a brief but concise procedure, describing any measurements you

would make, assigning each measurement a symbol (e.g. time = t ) .

- Show explicitly using equations how the measured quantities would be

used to determine the unknown quantity.

- Indicate one possible source of experimental error and discuss how it

would affect your value for the unknown quantity you are ultimately

measuring.

A. Given a 10 g paintball, and a 2 kg target on wheels, determine the momentum of the paintball.

B. Given two protons, one traveling to the left, and another traveling to the right, at .99% of the speed of light, what will be the momentum on collision?

C. Given a ramp that is 10 cm high, with a marble at the bottom, and a second marble, determine the momentum of the first marble at the moment of collision.

D. Given two carts, one with a mass of 1 kg, and one with a mass of 2 kg, moving towards one another at a speed of 2 m/s, what will be the resulting motion if they stick together at the moment of collision?

E. Given a baseball, a bat, and a video camera, determine the change in velocity of the ball.

Impulse and Momentum

http://regentsprep.org/Regents/physics/phys01/accident/

Momentum and the Bumper--Friday and Monday

Today, you will start by experimenting with the applet found here that focuses on momentum of elastic and inelastic collisions.

Create three systems of inelastic momentum and three collisions of elastic momentum.  In each, please indicate the masses involved before the collision, the masses involved after the collision, and the relative velocities before and after.

Your data should look like this
                                BEFORE                             AFTER                Type of collision: elastic or inelastic
m(wagon1)
v (wagon 1)
m(wagon 2)
v (wagon 2)

Write your six trials down on a sheet of lined paper and hand into the teacher, along with your definitions of elastic and inelastic.

When you get done, set up a logger pro with a cart as indicated in the picture.   Remember, you must design a bumper that is SOFT, MID-RANGE, and HARD.  Test each bumper by pushing the car into the box.  Use the v-t graph and write the speed before collision, the speed after the collision, and the time it took to change direction.  Note the condition of the bumper after the collision, and document with a picture (camera should be on my desk, or take a pic on your cell phone)  Hand the three LoggerPro graphs into the teacher.

Finish Worksheet 1, Unit IX.

The world of Momentum and Impulse

I would suggest watching this as a class.

When you are done, begin Unit IX, Worksheet 1

Dream Vacation

You are headed on a dream vacation!  Start at Manchester, and zoom around the globe using Google Earth.  As you travel (on at least 10 stops), keep track of the latitude and longitude, write down observations (2-3 sentences/location), and print pictures or features from Google Earth.  Hand in this journal tomorrow.


===========

Day 2:   Plot the vectors that result from your travels on a Cartesian and Polar Coordinate graph. 

• When you are finished, determine the net displacement from Manchester to your last location.  Include a vector heading.  
•  
• Hand in EACH of the projections, as well as a poster detailing your trip, by the end of the day on Friday.

• Reflection questions that must be answered INDIVIDUALLY on the back of one of the graph sheets.
  

a)  which type of graph would be better for pilots?
b) which type of graph type would be better for detailing component vectors?  Break ONE vector on that graph into its components.
c)  based on the graph, could we easily determine a scale where 1cm = _____ miles.  Why or why not?
d)  how does a GPS use vector determinations as it calculates location? 
e)  Give three examples where a vector must be exact to the nearest mm.
f)  Give three examples  where a vector must be exact to the nearest m.
g)  Give three examples where a vector must be exact to the nearest km.
h)  Given what you have learned about vectors, where in your future career would you use vectors?  Explain in 2-3 sentences.

Vector Golf

Step 1: You, along with one or two other designers (NO GROUP BIGGER THAN 3), will be putting together a 9-hole golf course. The maximum area available for the golf course is a land area that is 1760 yds by 2650 yds. A lovely creek runs through the land, and there are trees on two edges, and a housing development on a third.

For the purpose of this activity, cost is no object, so trees and sand traps can be added at will.

Establish a scale: __________ yards = 1 cm

Draw a detailed sketch of your course using the paper by the meter stick and hand in. Make sure you have added a compass rose and have marked the scale on your paper. Color the course using colored pencils or crayons.

Provide a vector length and heading for the first leg of each hole.

Hints: Club houses are often 6000-15000 sq. ft. Houses are often 1800-4000 sq. ft., with the upper range representing a mansion-style home.

Hint: Google 'golf course design' if you need a sample to get ideas.

Step 2:

Each person in your group will make a scale drawing of one hole, using a scale of 3 cm = 120 yards, in Power Point. The scale drawing will be done digitally using Power Point, but three copies of the hole must be handed in. Label the drawing with a hole number, mark the tee with a T, and the hole in a flag. Make sure the compass rose on this drawing matches the orientation of the hole on t he master course. The master course must also be handed in.

Personal Analysis

IN this reflective post of 4 to 5 paragraphs, you need to consider the animation qualities of your cartoon and the animation qualities of the group as a whole.

Take a look at your own graphs.  How well did your data illustrate the principles of constant velocity, horizontal accleration, and vertical acceleration?  Would you say that your original hypotheses in the previous posts were confirmed or rejected?

Next, take a look at the class data as a whole.  Comment on the skill of the cel animators of the 1950s and use specific data to support your reasoning (statements like "Out of the 8 data sets in class for constant velocity, X were...."  )

Do you believe cel animators of the 1950s  were more, less, or equally as adept as the animations found in the 1960s and 1970s (Hanna-Barbera, or the Flinstones) or 21st century in shows like King of the Hill, the Simpsons, or the Power Puff girls?  Why?

How would a knowledge of physics help if you were to pursue a career in videography or animation?  Explain your rationale?

Finally, were there any instances in the cartoon you watched where the normal laws of physics, as you understand them, were suspended?  How can animators get away with that?

BM in Physics motion

Over the next three days, you will be creating a spreadsheet that details the use of motion in Cartoon Physics. Before you start, you must pick a video and identify where you feel constant velocity, uniform horizontal acceleration and uniform vertical acceleration is taking place. This must show up in the comments section of this post BEFORE YOU START analysis. You need a movie in .wma or .avi format.

ParticleAdventure.org

Today, we need to move beyond simple (?!) theory to the actual nuts and bolts of physics in the 21st century.  To do that, you are going to checkout ParticleAdventure.org, a site designed to teach modern physics in plain English.  The ideas are still complex, but they transition us from one force application (radioactivity) to an experience of the four main forces in physics today.   Use this site and the accompanying webquest to help you in your journey. 

Half-life (not the game)

The thing is, radioactivity is very much a game of probability. Something might decay, or, it might not. And no one can tell when exactly it will happen.

Here are some common half-life values. What types of questions do they raise for your table? Brainstorm on a whiteboard some of those ideas.


Thorium-229 7,340 years
Thorium-232 14,100,000,000 years
Lanthanium-137 60,000 years
Thorium-230 75,380 years
Oxygen-15 122.24 sec
Oxygen 19 26.464 sec
Carbon 14 3700 years