Strength of 100 million billion zillion men

It has been soooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooooo long since I last blogged... I'm totally not sure if I even remember how to do this.  Anyway, today in 1A physics, we talked about the force diagram for a boy pushing against a wall.  We got onto the topic of why walls don't moves when they were being pushed.  Some said friction, others said the ground, and a few said it was their invisible friend Steve.  Then Btags dropped a book on the floor and kicked it and it went skidding across room.  I was thinking about it and the book has less mass then a wall.  So the reason I think a wall doesn't move is because a wall has too much mass for one person to exert enough force to move it.  And the more mass an object has the more anti-sliding force (a.k.a. friction) there is between the ground and the object.  So that is why it is hard to move big, heavy things, like furniture.  I told the class about my theory and for the most part, people agreed. 


Haha it's a yo mama joke, science style

How do I do this?

It has been a very very very VERY  long time since I last blogged.  Everything has been so crazy.  Anyway, today in the physics world, we discussed a wkst we got for hw after our midterm. We had to draw a physical diagram for problem #1.  My first time drawing it my car ending up looking like bugs.  Anyway, I had the left side of the line be negative and the right positive.  When the car applied the breaks, that was 0.  Next was a motion map.  The points are NOT supposed to at the same position for velocity and acceleration because the points/dots mean seconds and if acceleration and velocity have the same timing, then they are canceling each other out.  #3 is a position vs. time graph, a velocity vs. time graph, and an acceleration vs. time graph.  I don't know how to make graphs on computers (I am soooooooooo bad with computers in general) but I found this on google images
the bottom left corner is what my group had for the position graph, the upper right for the velocity graph, and a straight line for acceleration.  My table talked about whether we should draw a straight line or a stair step line for the velocity vs. time graph.  We concluded that we need a straight line because a stair step line shows it as he is going and stopping, going and stopping, going and stopping.  Not literally stop and go but its not a nice and smooth decrease that a car would make.  Mr. B asked us which would be faster, -3 or 2.  Well we know that 2 is bigger then -3 from 6th grade math, but -3 would be faster because we need to look at it in an absolute value kind of way.  3 is bigger then 2, the negative is just saying that it is in the negative quadrant of the graph.  I will talk about the rest of the problems next time when we have discussed them further.  Until next time,



 girlieblogger123









p.s. I didn't forget about the joke, I was just seeing if you guys were paying attention




















 

Lights! Camera! Action!

Today, we had a real life scenario for physics.    We had to recreate an action movie car crash scene.  My group got scenario #1.  We had one car going one way and another, faster car, going perpendicular do it so they would go boom! If they don't collide, then we fail.  Our slow car took 17:19secs to go 2meters.  The faster car was took 10:30secs per two meters.  One car always had to be on the table and we could only use on car at a time.  The only time we could have both cars going at the same time was when we were doing it for real.  My group had to start the slow car, which was positioned two meters away from the point of impact, and at 12seconds, we had to start the faster car.  Our group had the best crash!  Mr. Battaglia said that some babies died in that crash!


Where does the bad light goes?


To a prism!!!!!
 Have a nice break!

Gobble Globble, girlieblogger123

Title

Today we had a white board discussion.  Today is like the first time I got a chance to talk because of this new rule of raising our hands to talk.  I asked a question to this one kid who was talking about the flat lines on the graph.  He said maybe the first was traveling sideways.  Since velocity also involves direction, I asked what it would look like on a motion map and a velocity vs. time graph.  He didn't really answer but that's okay.  We had a quiz... I mean fiesta...today.  I'm not very confident in my answer.  When finding the slope, I counted like how if the y axis intervals went up by 5s, rise over run be a number divisable by  5 over what ever number.  So if the point was 3 points up and 2 points over, I would have gotten 15/2.  I don't know if it is right, now, but at the time it seemed like it.

Cartwheels for a Cause

Hola bloggers,
today we finished up a lab we started 5days ago.  We have to recreate numerous position and velocity graphs using our bodies, a motion detector, and Dora the Explorer.  Once we actually started using our equipment right, we saw that if the slope of the line was positive (moving away from the reference point (reference point was the motion detector)), it was above x axis line.  If it was a negative slope, then it was below the x axis line and moving towards the reference point. 
Last class I was wondering what it would look like if someone did a cartwheel.  Mr. B let us test it out since we finished the lab early.  He asked us to predict what it would look like on the graph.  I said that it would probably look like if someone was walking except a little more wavering (of the line) because I was the one doing the cartwheel and I can barely walk in a straight line let alone do a motion where I put my hands on the SLIPPERY floor and flip my legs over.  My prediction was right (YAY), and me and another girl at my table each did 2 cartwheels, one going towards the motion detector and one moving away from it.  The lines on the graph were really...wobbly I guess.  I don't have a smart phone (yet, I'm getting one soon!!!!) and wouldn't be able to take a picture to put on here, but I totally would if I could.  The lines all looked the same except the lines we spaced out...a lot.  It most likely has to do with I'm like...7inch taller and she was wearing jeans.  Anyway, we had to make motion graphs for the lab.  I didn't get it at first but after doing a few of them, I totally understood it.  I'm like the motion graph MASTER now!  Until next time,...wait I almost forgot the joke...that would have disappointed you, wouldn't it have?

http://www.huffingtonpost.com/2013/06/13/science-jokes-geeky-one-liners-nerds-love-slideshow_n_3417307.html      this is the web address. NOW until next time,  girlieblogger123

 

Blog Buddies

Heyyyyyyyyyyyyyyyyyyy, Today in 1A Physics, we got assigned two people to read our blogs and comment on them.  We also went over our hw from Monday.  My group did question #1.  I was happy to draw on the white boards because I'm a dork like that :).   Jessie and Marty demonstrated what the graph said.  I thought a possible situation for it could be two people left from their houses to go for a bike ride.  Ones house is farther away from the other which is why one started in the origin and the other was above it, closer to the final destination (as my group came up with).  We discussed whether speed=velocity.  We concluded it didn't because velocity also includes distance or direction. Question #2, was basically the same thing but there was another graph in addition to the first one.  Line A had a negative slope in the 2nd graph.  One person thought that it meant that the cyclist went out for a ride (graph 1) then they took a break.  In graph 2, A and B turned back home and B went back out for a better workout. I thought it meant the same except in graph 2, B kept going without turning back but their isn't really a way to determine that.
What does a subatomic duck say?
Quark!  
Happy Halloween,
       girlieblogger123

PANDIFLY

Bonjour mon amies,

Today in science, we took a quiz on conversions.  I got 1 or 2 wrong...plus the 4 @ the bottom that I didn't read the instructions and answered them wrong, so beware and ALWAYS read the instructions.  On the back we had to draw a panda mixed with a butterfly,  (I call it a Pandifly) I think it looked pretty good... :/...maybe.  I have a question for all you people out there reading this...( Mr.Battaglia and possibly Shirley), how many fruit flies would fill up a school bus? The closet estimation of an answer you can possibly get...

What did the receiver say to the radio wave? Ouch! That megahertz.

Now I'm going to work on some speeches for debate (Meet on Thursday @ Stevenson) and then write a letter for french.  Its like a rough draft of what we will be sending to our french pen pals.

girlieblogger123