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,



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