Unit Blog Reflection

      Throughout this unit I learned a wide range of things from inertia to constant velocity. The first thing in the unit we learned was Newton's 1st law of motion, which states, "An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an outside force." This was blended together with the concept of inertia when we did the hovercraft lab, which was very helpful in demonstrating both of these concepts.
      We also learned about net force and equilibrium during this unit, and net force is the total force acting on an object. Equilibrium is when all the forces acting on an object are balanced, and I discovered that the hovercraft was actually at equilibrium when it was moving. Another key part to net force and equilibrium is that the net force has to add up to 0N, or 0 newtons, in which force is measured in. This diagram was very helpful to me in understanding the concept of net force, in which the stronger force is greater than the weak force on the left, so the net force is to the left.
      The next thing we learned about was acceleration, which is defined as either a speed up or a slow down. The mathematical formula for acceleration is A=∆V/T, which means that acceleration is the change in velocity over the time. We also learned that speed is distance over time, which somewhat relates to acceleration. Speed is measured in m/s, and acceleration is measured in m/s^2.
      I haven't actually found too many things difficult during this unit, except at the beginning of the year, where I found it hard to remember the different units for velocity, acceleration, speed, force, and time. I overcame these difficulties by intensively studying the different units that corresponds with the terms.
      I found that doing the homework every night really helped me in understanding the concepts and also being on or ahead of time in the class. I also found that doing all of the blog posts well and very detailed helped me understand the topics better, because it is basically rewriting the information.
      My goal for next unit is to be more prepared for both open and closed note quizzes, because these small grades could greatly affect your overall grade in the long run. I haven't been doing that bad on the quizzes, but there is always room for improvement, especially for quizzes and also projects.
      One connection I have is to skateboarding, because it displays speed, acceleration, and velocity. I find that when I skate now, I think of all of the different information we have learned in physics so far. I found it interesting because I have never thought about skating in that way before.
      Lastly, this is a video that my group and I made demonstrating net force and equilibrium, and I find it very informative yet fun.

Constant Velocity vs. Constant Acceleration Lab

      The purpose of this lab was to distinguish the difference between constant velocity and constant acceleration by rolling a ball on a level surface first, and then on a slightly inclined surface. 

      Constant velocity is simply an object moving at a constant speed without changing direction or speed. On the other hand, constant acceleration is when an object's velocity changes by a constant rate each second.

      As I said earlier, we rolled balls on both a level and incline surface to demonstrate constant velocity and constant acceleration. More specifically, we used chalk to mark the table where the ball was rolling every half second, in order to fill out a chart of distance and times. We could then even use the data to estimate the distance the ball would roll in a certain amount of time. 

      After completing this lab, I found out that constant velocity will generally yield similar distance marks, since it is moving at a constant speed. On the contrary, I learned that constant acceleration yields marks that become further and further apart each mark.

      The only formula used for constant velocity is v=d/t, and there are two equations for constant acceleration. To find how far, you use d=1/2at^2, and to find how fast, you use v=at.

      The line for the graph of constant velocity is mostly straight, and the line for the graph of constant acceleration is slightly curved upward. This is because the distance gradually increases as the time stays the same. 

      I used the graphs and equations a lot in this lab, especially for supporting my data. First off, the graphs were a helpful visual in understanding how they are different. The equations also helped in finding the velocity with a given time. 

      One thing helpful I learned from this lab is to always double check my work, because one slight error could ruin all of your calculations. Second, I learned that being a helpful group member is very important in group work and labs. Lastly, I found that it is always best to be patient and not rush finding your data, because the slower calculations usually yield better data.  

Acceleration Resource

      This video shows the car called the Hennessey Venom GT, which may be one of the fastest accelerating cars in the world. Throughout the video, he describes the various parts of the car, and then later in the video demonstrates driving the car and how fast it really is.
      This demonstrates acceleration very well, because he shows how fast something (a car in this case) can go so fast in such a little amount of time. It is particularly helpful at 4:44, because it shows a great back angle of how fast the car accelerates in a matter of only a few mere seconds.

Hovercraft

      Even though I did not get to ride the hovercraft, the other students in my class said it was very fun, and it seemed to move faster while riding it compared to watching someone else ride it. Riding a hovercraft is different than riding a sled or skateboard because there is no surface friction acting upon the hovercraft, while there is friction acting on the sled or skateboard wheels.
      I learned a lot about inertia during this project, specifically when the hovercraft was gliding smoothly without any surface friction. I also learned a lot about net force, and that net force is the total force acting on an object. This was present in our demonstration when someone pushed and stopped the hovercraft, causing a force to act on it from one side. When the hovercraft was gliding with no friction, it was in equilibrium. I learned that equilibrium is when all the forces acting upon an object are balanced.
      Based on this lab, acceleration seems to depend on the power of the outside force, because the hovercraft will obviously move faster if it is pushed harder, and slower if pushed more softly.
      I would expect to have constant velocity in this lab because velocity is affected by friction in this demonstration, and since the hovercraft is not affected by surface friction, it will continue to glide until stopped by an outside force.
      Some members were harder to stop than others because there is a relationship between mass and velocity, in that the people with more mass will take longer/be harder to stop, and the people with less mass will be much easier to stop.

Inertia Resource

      In this video, the concept of Inertia is demonstrated through an experiment called the egg drop. They first fill a glass with water, then put a small pan on top of that. Then they put a toilet paper roll sideways with an egg on top, and the challenge is to see if you can knock the pan away and have the egg fall into the water without breaking.
      In this demonstration, there are many things that are helpful in understanding the term inertia. First of all, he clearly explains that an object will stay at rest until a force acts upon it. This is part of Isaac Newton's first law, and I find that this particular video shows it very precisely. I found the part towards the end of the video very helpful, because he uses five eggs at the same time, but inertia causes all of the eggs to stay where they are and fall into each of their cups.

Introduction

      During physics this year, I expect to learn many different and helpful things that will advance my knowledge in both the real world and in school. First, I expect to learn about gravity in regards to cars, sports, etc. Second, I would expect to learn about friction, and how that affects different forms of transportation throughout the world. Lastly, I expect to learn about momentum, specifically in sports like skating and biking. 
      I think studying physics is important for many different reasons. Generally speaking, I think that it is essential because it is how we understand how things act in the world. It also is important because it is a way in which we advance our knowledge and technology all around the world. Physics is also important for jobs like engineers, because they work extensively with technology. 
      Out of all the questions I have about physics, one of the most interesting to me is how the ocean's tides work. I have always been fascinated by the ocean, and I hope physics will help me understand this more in depth. Another question I have is how exactly gravity works, specifically dropping and throwing things. Lastly, I have always wondered how it is that credit cards work when you swipe them.
      During this year, my main goal is to always do my homework no matter what. Second, I hope to better prepare myself for tests and quizzes. My last goal in physics is to always help when doing group projects, and have my group members say I worked hard as well.