Motion Mapping

Learning Goal 4.1: I can describe motion (in particular, rates of change) in a variety of quantitative and qualitative ways.

This past week we learned to make make and analyze motion maps and graphs. We tooks videos of basketball shots and used the the path of the ball going into the air and coming back down to create a parabola. We then drew several velocity vs time graphs and motion maps. I understood the difference between the two for the most part, and the main concepts seemed to make sense to me.

Unit 3 Project

For my project for Unit 3, I chose to to the advanced problem solving worksheet for learning goals 3.2 and 3.3. I haven't done much of it yet, but from what I have done the work fits the description of advanced, as it has been pretty challenging so far. I think that this problem set should be helpful in preparing for the upcoming test. 

Momentum

3.2 I can apply momentum conservation to closed systems, and can reason about momentum transfer between systems.

This week we learned about momentum through different labs involving both elastic and inelastic collisions. I learned that in an elastic collision, kinetic energy is better conserved than momentum, and in an inelastic collision, momentum is better conserved than kinetic energy. It took me a while to understand the concepts that were presented through the labs, but after comparing the outcomes in each lab it was easier to understand. One thing I'm don't fully understand is the difference between velocity and momentum. 

Spring Forces and Pulley Systems

Learning Goal 3.1 I can apply energy conservation to closed systems, and can reason about energy transfer between systems.

So far in this unit we've learned about how force, gravity, energy, and work are all related. I understand most of the equations we've learned, but applying them had been a bit difficult for me, as it's not always clear when and which equation to use. Deepening my understanding of the concepts behind these equations will probably help me fix this issue. Both the pulley systems and spring forces activity helped me understand that work is the area on a graph bounded by a force times distance diagram. In the spring activity it was interesting to see how distance stretched varied among the springs depending on the force applied.

Unit 2 Project

Learning Goal 2.2: I can reason and make quantitative predictions about real and virtual images formed by lenses and mirrors.

For my Unit 2 project, I chose to make a poster. The poster will cover the differences between real and virtual images and the difference by converging/diverging lenses and mirrors. Another thing I hope to add is predicting the magnification, orientation, and position of the images formed through mirrors and lenses.

Real and Virtual Images

Learning Goal 2.2: I can reason and make quantitative predictions about real and virtual images formed by lenses and mirrors.

This week, we talked about convex and concave mirrors, along with real and virtual images. While I didn't fully understand the difference between real and virtual images, there were still some pretty cool things that I observed, like how a real image flips upside down beyond the focal point. We also did an activity involving a candle flame, lens, and paper board all placed on a meter stick. The flame of the candle projected an image of the flame onto the board. It was interesting to see how the clarity and size of the image changed as the lens was moved further and closer to the lens. The lens was later altered so that the flame was projected through a pinhole.

Refraction Angles

Learning Goal 2.1- I can describe the phenomena of reflection, refraction, and dispersion of light with the ray model of optics.

This week, we began a new unit: ray optics. Our first activity was the gold rush worksheet, where we tried to find the fastest route between 2 points. My group found that in this case, a straight line would not be the fastest way between the points because of the 2 different terrains. After finding the fastest time, we then applied the same concept with a real model of an acrylic and light ray. I've struggled a bit with understanding Snell's Law, but I think Friday's worksheet somewhat helped.