Better Understanding of Motion Maps

The issue revolving around motion maps on my last blog post and class discussion has been somewhat resolved. I add "somewhat" to that sentence because this is my interpretation of the meaning. My interpretation derives from the discussion done in class and could differ from another student present during our class conversation. What I took from the whole thing is that the dots represent where the object is at a specific time interval. My understanding of motion maps were clear until I stepped foot into Physics class that morning. People were bringing up questions I never even thought about. My understanding became blurred due to all the questions. It became confusing but I finally came up to a final definition for the dots on motion maps. Let's look back to the worksheet shown on the previous post and analyze some problems.

The two problems may have a similarity, which is that their lines are linear, but not on the same position on the velocity vs. time graph. Their motion maps are not at all similar. What Do They Mean on the Motion Maps? The first and second motion maps mean exactly what the explanation on top of the motion maps reads. Motion Map Meanings: 1) The object is moving away from the reference point in a positive direction at a constant/steady speed. 2)The object is standing still. What I've learned: Velocity vs. time graphs do not have slopes

Motion Maps????

  Motion maps was the hot topic in Battaglia's 1A class. We are still in the process of figuring out what the dots really represent.

Do the dots mean......
Position/distance
Direction
Duration/time

My thoughts- the dots mean.....
Duration/time
Direction
Speed

In the next class period I will be able to inform the bloggers reading this post what the class' concensus  on what the dots represent.
My only knowledge of motion maps is shown below.

Worksheet discussion

  Welcome back to Wonders of Physics!!! On my previous physics class we discussed a worksheet that was assigned a couple days before this class. Our discussion focused mainly on question D.

Question D) Are there velocities equal at any time? How do you know?

Original answer: their velocities are equal at the 5 second mark.

Correct Answer: their velocities are never equal. On the graph, it states that the two cyclists are passing each other on the 5 second mark, but they do not have the same velocity.

Steps to figuring  out the answer:

1) Define velocity.
Velocity: speed in a given/certain direction

2) Answer the first part of the question. Are their velocities equal at any time?
No, their velocities are never equal.   

3) Answer the second question. How do you know?
Since this is a position vs. time graph we can infer that the slope of this graph is velocity. The two lines on the graph do not have the same slope, so they do not have the same velocity.

What did I learn?

Position vs Time graph= velocity slope
Velocity: Speed in a certain direction.

Estimating Powers of 10

When Mr. Battaglia first brought up estimating the powers of 10 I was lost. I didn't get how to add the two items presented. So I asked Mr. Battaglia for a little more assistance. We brought up the scenario of How many fruit flies can fit one side of a school bus? STEPS 😁: 1) Estimate how big a fruit fly is. We estimated it to be 1mm which is 10 to the -3 power 2) Estimate how long a school bus is. We came up with 10 to the first power. 3) How many 10 to the -3 go into 10 to the first power. Answer: 10 to the 4th power (100,000) VIOLA! You just got your answer. It was much simpler than I thought! It was a good thing I asked Mr. Battaglia for extra help. I over thought the whole situation and was afraid to ask for help, but when I did I ended up understanding the lesson.

Start Fresh

In the previous class we changed our lab groups. You're probably wondering where I am going with this or what is the point of this blog post. To answer that, first you have to answer my question, have you ever thought of what it would be like if you were surrounded with different people? This is what I was thinking the whole time, so I had an open-mind to this switching. My previous group would be hard to forget, but I am sure that I will make new memories with my new lab group. The first lab we did together went along pretty well because I followed along with the group and understood the process. I asked questions when I was confused (which was most of the time) which made the experience a bit different. In my previous group I wasn't afraid to ask them, it was just that I didn't ask too many questions when I needed to. I know this will give me a new experience and challenge and I am willing to accept it with an open-mind.

A little break

Our last "fiesta" before actually doing hands on projects was taken on Thursday. This time I am feeling fairly good about this test. The last test surely pushed me to do better. It was a review on the last "fiesta" we did to see if we have a better grasp on the previous topics. Before taking fiesta #2 we were informed of a fundraiser to help our physics classes. For the fundraiser we are supposed to sell cookie dough. Hopefully I can contribute by selling at least three tubs of cookie dough. Wish me luck!!!!

Fiesta Testing in Physics

Welcome back to my blog!!! When you read the title you probably were a little confused and thats alright because being confused is always associated with physics. Fiesta is what we call our tests that measures are understanding on the topics we have learned so far. I am frustrated because of the fact that I realized my mistake after I have already turned in the "fiesta." I had just made a simple mistake that could cost me the whole test. I graphed the independent and dependent variables on the wrong axis. Switching the two could have also affected one of the parts of the last question. I am a bit disappointed. This will surely motivate me to try harder on the next "fiesta." Till next time fellow bloggers!!!!!!

Proportional Reasoning

 On Friday we discussed the packet we were assigned on Monday. The packet was on the topic of proportional reasoning. The last two pages were the most difficult to understand out of the whole packet. During class my group was assigned to do #12, we had to write down our work to show how we got the answer. My lab group does a good job working together, we talk out problems that we don't understand and also find an agreement to a disagreement.On the following Monday we will be presenting our whiteboards during a whiteboard discussion. The white board discussions haven't been very productive, but that's only because we are still adjusting. I haven't jumped into the discussions because I haven't found anything to contribute to the topics. Sometimes its also hard to follow the conversation, because the group jumps from one topic to the next very quickly. Hopefully on the upcoming whiteboard discussion I will be able to contribute.