Physics Blogger

     Over the past few classes, we have discussed about speeding up graphs and the equations that go along with it. So far I can conclude(?)... 1. Speeding up graphs are quadratic graphs 2.   m=  m/s^2   s^2 +  m/s   s+  m      means... m= speeding up + average velocity? + starting position 3. m/s= m/s^2 s + m/s     means... m= speeding up + starting velocity     #3 EQUATION 1st TERM=                                                                                                                                               ACCELERATION RATE 4. P=0.365t^2-0.132t-0.127     V=0.740t-0.143     The 1st two terms match ( 0.365t^2 and  0.740t)      The two 2nd terms match ( -0.132t and  -0.143) 5. Speeding up= change of velocity/ time Questions: What does the second term of the speeding up equation mean? Is it average velocity? Is there a "maximum acceleration"? (a point where the object cannot accelerate any more) More: Magic Tria

       In physics class, my class and I whiteboard multiple topics. Including... Distance : the total amount of travel Position : where an object is in relation to the reference point Displacement : change in position from stating point Speed : the rate at which an object moves, ex. meters/second Velocity : the rate at which an object moves in addition with the direction (expressed by a + or -) X vs T Graph : shows the position of an object at a certain time (independent variable is time, dependent variable is position), velocity is derived from the slope V vs T Graph : shows the velocity of an object at a certain time, a horizontal line shows a constant velocity, unless it is zero then it has no velocity, a instantaneous change in velocity is shown by a vertical line connecting the line of the first velocity to the line of the second velocity, displacement can be found by multiplying the area of the "box" Average Speed : the total distance of an objects motion / tot

       In physics class, it felt refreshing to do the Buggy labs yet again this year. From the lab, my group and I learned the the Buggy travels at a constant velocity (but some may argue that it is speed). In my lab, for every second, the position increased by 9.3 inches. This meant that the velocity is 9.3 inches/second. Both velocity and speed can be found by slope (but the speed will always be a positive number since it does not show direction).        In relation to the graphs, different graphs represented different situations. A graph with two parallel linear lines with different y-intercepts indicate that the velocity is the same, but it is just that the starting positions are different.        On the other hand, a graph with two perpendicular lines that intersect show that the two buggies travel at the same speed but at different velocities (because one line is positive and the other is negative). Also, the intercept of the lines show that the buggies are at the same positi

       In science class, we collect data and show the relationship of the data by using a graph. Graphs range from linear to rational to all the others. So far, in my class, we have only gone over the linear graphs and the rational graphs.        Within linear graphs, there are graphs that show a relationship that is directly proportionate, directly linear and no relation. In a linear graph that is directly proportionate, the line is straight and crosses the y-axis at zero. This indicates that the rate of change is constant and that when the x value is zero, the y value is also zero. On the other hand, in a directly linear relationship, the line is straight but does not cross the y-axis at zero. This shows that the rate of change of the data is constant and that when x is zero, y is something other than zero. For example, when I did the Hex Nut lab in physics, the y was not zero, it was 16.4. This y intercept represents the total mass of the container and hex nuts when there is zero

       Sometimes, I ask myself, "What is the limit? What is the limit to learning? To gaining information? To understanding bodies of facts upon facts? Is there a boundary that will stop me? Will I learn so much information to the point where I am incapable of learning more?" Sometimes, I would like the answer to be yes. That way, I do not need to work so hard in school. But at the end, I always come to the conclusion of no. There is no limitation that keeps a person from learning. There is no limit nor will there ever be. However, there is one thing that is capable of detaining us though, and that is ourselves. There is no line that we cannot cross to learn more information. But, sometimes, we create that line for ourselves. That line that separates us from grasping knowledge.       The people who create that line are the ones who set it for themselves. They are the ones who think that what they know is what they know and anything more than that is impossible for them t