Thursday, December 15, 2016

A block -

Apologies for late practice problems.

1.  Calculate the acceleration due to gravity on Mars.  It's a is roughly 1.5 AU. It's mass is about 1/10 earth's and its radius is roughly half of earth.  Also find how long it takes to orbit the sun.

2.  Revisit the rocket problem.  Mass is .100 kg and the engine provides 12-N of thrust for 0.25 seconds. Find acceleration, max v and max height

Tuesday, December 13, 2016

Answers to recent HW

1. a.  11.86 years

b.  24.77 m/s/s

c.  approx 13,000 m/s

d.  4.2 x 10^23 N

e and f.  5.151 AU and 5.249 AU

2.  Assume that the net force is 75 N.  I'll let you know if this is the case otherwise on the test.

a.  a = 1875 m/s/s, so Vf = 188 m/s

b.  1794 m

c.  19 sec


Fun!

https://www.fourmilab.ch/solar/

https://www.fourmilab.ch/earthview/

http://www.theplanetstoday.com/

http://www.solarsystemscope.com/

https://in-the-sky.org/solarsystem.php


And for some size and scale perspective:


http://htwins.net/scale2/
you can choose your language

http://scaleofuniverse.com/
same as above

http://xkcd.com/482/

http://xkcd.com/1331/
This is just cool.

http://workshop.chromeexperiments.com/stars/
















Jack Horkheimer (R.I.P.), for your interest.  


Friday, December 9, 2016

Test practice

Some pre-test problems.  Test will be next Thursday (E block) and Friday (A block).

These will NOT be collected.


1.  Consider the planet Jupiter.  The semi-major axis of orbit is 5.2 AU and its mass is 318 times that of Earth.  The radius of Jupiter is about 11.2 times that of Earth.  Use that information to find the following:

a.  time for Jupiter to orbit the Sun once
b.  surface gravity on Jupiter * (A block hasn't covered this yet - see notes)
c.  approximate speed of Jupiter in orbit around the Sun (in m/s).  You can approximate the orbit as circular, or use the fact that the semi-minor axis is 5.1973 AU.
d.  the force of gravity (on average) between Jupiter and the Sun (m = 2 x 10^30 kg)

The following will not be on the upcoming test/quest.  Now, if you know that the eccentricity of Jupiter’s orbit is 0.049, you can find other things.  By the way, the easiest way to relate eccentricity (unlike the definition I gave you in class) is:

ecc = f/a

In this definition, f is the distance between the center of the ellipse and either focal point.  The semi-major axis is still a.  Find the following:

e.  the closest that Jupiter gets to the Sun (in AU)
f.  the furthest that Jupiter is from the Sun (in AU)


2.  Newton review

A spring-loaded ball (mass = 0.04 kg) is shot up into the air.  The ball and spring are in contact for 0.1 seconds  and during this time, the spring exerts an average force of 75 N on the ball.  Find:

a.  the maximum speed of the ball (“muzzle velocity”)
b.  how high the ball can travel
c.  how long it takes the ball to reach max height


The upcoming test will likely have 3 questions:  two like the above, and a third where you choose 1-2 things to write about (out of 3 or 4).  Other topics worth reviewing are:  the rocket lab (and all the discussion on drag that we had), Kepler's 3 laws, and Newton's 3 laws (the theory).




Thursday, December 8, 2016

Newton and the law of universal gravitation

Newton's take on orbits was quite different. For him, Kepler's laws were a manifestation of the bigger "truth" of universal gravitation. That is:

All bodies have gravity unto them. Not just the Earth and Sun and planets, but ALL bodies (including YOU). Of course, the gravity for all of these is not equal. Far from it. The force of gravity can be summarized in an equation:

F = G m1 m2 / d^2

or.... the force of gravitation is equal to a constant ("big G") times the product of the masses, divided by the distance between them (between their centers, to be precise) squared.

Big G = 6.67 x 10^-11, which is a tiny number - therefore, you need BIG masses to see appreciable gravitational forces.

This is an INVERSE SQUARE law, meaning that:

- if the distance between the bodies is doubled, the force becomes 1/4 of its original value
- if the distance is tripled, the force becomes 1/9 the original amount
- etc.

Weight

Weight is a result of local gravitation. Since F = G m1 m2 / d^2, and the force of gravity (weight) is equal to m g, we can come up with a simple expression for local gravity (g):

g = G m(planet) / d^2

Likewise, this is an inverse square law. The further you are from the surface of the Earth, the weaker the gravitational acceleration. With normal altitudes, the value for g goes down only slightly, but it's enough for the air to become thinner (and for you to notice it immediately!).

Note that d is the distance from the CENTER of the Earth - this is the Earth's radius, if you're standing on the surface.

If you were above the surface of the earth an amount equal to the radius of the Earth, thereby doubling your distance from the center of the Earth, the value of g would be 1/4 of 9.8 m/s/s. If you were 2 Earth radii above the surface, the value of g would be 1/9 of 9.8 m/s/s.

The value of g also depends on the mass of the planet. The Moon is 1/4 the diameter of the Earth and about 1/81 its mass. You can check this but, this gives the Moon a g value of around 1.7 m/s/s. For Jupiter, it's around 2.5 m/s/s.

Tuesday, December 6, 2016

Kepler's laws of planetary motion - revisited.

http://astro.unl.edu/naap/pos/animations/kepler.swf



Note that these laws apply equally well to all orbiting bodies (moons, satellites, comets, etc.)

1. Planets take elliptical orbits, with the Sun at one focus. (If we were talking about satellites, the central gravitating body, such as the Earth, would be at one focus.) Nothing is at the other focus. Recall that a circle is the special case of the ellipse, wherein the two focal points are coincident. Some bodies, such as the Moon, take nearly circular orbits - that is, the eccentricity is very small.



2. The Area Law. Planets "sweep out" equal areas in equal times. See the applets for pictorial clarification. This means that in any 30 day period, a planet will sweep out a sector of space - the area of this sector is the same, regardless of the 30 day period. A major result of this is that the planet travels fastest when near the Sun.




3. The Harmonic Law. Consider the semi-major axis of a planet's orbit around the Sun - that's half the longest diameter of its orbit. This distance (a) is proportional to the amount of time (P, for period) to go around the Sun in a very peculiar fashion:

a^3 = P^2

That is to say, the semi-major axis CUBED (to the third power) is equal to the period (time) SQUARED. This assumes that we choose convenient units:

- the unit of a is the Astronomical Unit (AU), equal to the semi-major axis of Earth's orbit (approximately the average distance between Earth and Sun). This is around 150 million km or around 93 million miles

- the unit of time is the (Earth) year

The image below calls period P:





Example problem:  Consider an asteroid with a semi-major axis of orbit of 4 AU. We can quickly calculate that its period (P) of orbit is 8 years (since 4 cubed equals 8 squared).

Likewise for Pluto: a = 40 AU. P works out to be around 250 years.

Note that for the equation to be an equality, the units MUST be AU and Earth years.


Cool, for fun:
http://galileo.phys.virginia.edu/classes/109N/more_stuff/flashlets/kepler6.htm

Friday, December 2, 2016

Kepler's laws "lab" - due next week (Tuesday A, Wednesday E)

Laboratory – Kepler’s Laws and Celestial Motion


In this lab, you will learn about the three laws determined by Johannes
Kepler in the early 17th Century.  Kepler was employed by Tycho Brahe,
a Danish nobleman often considered the last of the great pre-telescope
observers.  Brahe amassed thousands of pieces of data related to star
and planet positions.  After Brahe’s death in 1601, Kepler began a
long arduous process of piecing this data into universal laws – or at
least what he thought were universal laws (Einstein shed greater light
on these in the 20th century).  


Answer the questions below based on your observations and reading.

Questions – use diagrams where helpful.

1.  What is the shape of a planetary orbit?
2.  Where is the sun in this orbit?
3.  Where or what is aphelion?
4.  Where or what is perihelion?
5.  What is the relationship between a circle and an ellipse?  That is,
one is a special case of the other; explain.
6.  What is eccentricity?
7.  What is Kepler’s 1st Law?
8.  Kepler’s 2nd Law refers to an “area” swept out by a planet.  What does
this mean?
9.  What does Kepler’s 2nd Law predict for the speeds of planets as they
are nearer to and farther from the sun?
10.  When exactly is the Earth closest to the Sun?
11.  How is this related to the seasons?  That is, is this why we have
seasons?  If not, what causes seasons?
12.  What is Kepler’s 2nd Law?
13.  What is an Astronomical Unit (AU)?
14.  What is the period of Earth’s orbit?
15.  What is a semi-major axis of an elliptical orbit?  What does “semi”
mean in mathematics?
16.  What is Kepler’s 3rd Law?


17.  Give some general concluding remarks regarding Kepler’s laws.


Wednesday, November 30, 2016

Info about drag

If you're interested in a more accurate way to treat rocket drag, have a look through this technical report:

http://www.oldrocketplans.com/pubs/Estes/estTR-10/TR-10.pdf


Friday, November 18, 2016

Basic Trig

So, recall from class that we have 3 trig ratios:


sin (A) = opp/hyp

cos (A) = adj/hyp

tan (A) = opp/adj

(The reference angle is A in the picture below.)

This is most easily remembered as:

SOH CAH TOA

Or, 

sin (A) = opposite / hypotenuse

cos (A) = adjacent / hypotenuse

tan (A) = opposite / adjacent








So that for a 3-4-5 triangle, with a reference angle A between 4 and 5 (as above):

sin (A) = 3/5 = 0.6

cos (A) = 4/5 = 0.8

tan (A) = 3/4 = 0.75

You can use these sine, cosine, or tangent values to find the angle associated with them.  In the old days, you would look up the angle in a table - the angle that corresponds to a particular sine value, etc.  However, it is much easier to have your calculator do the work for you.  Simply use the 2ND key and either SIN, COS, or TAN, depending on which ratio you wish to use.

2ND SIN 0.6 = 36.7

Or,

2ND COS 0.8 = 36.7

Or, 

2ND TAN 0.75 = 36.7

>

It is probably more useful to use the trig functions to find unknown sides in a triangle.

So, imagine that you have a right triangle with other angles 30 and 60, and a hypotenuse of 12.  Let the reference angle be the 30 degree angle  You can solve for the OPP side using SIN, or the ADJ side using COS.  Let's do both.

cos 30 = ADJ / 12

0.866 = ADJ / 12

ADJ = 10.4


And for the other (OPP) side:

sin 30 = OPP / 12

0.5 = OPP / 12

OPP = 6

The beauty of all this is that we don't have to know all of the information in a triangle at the onset - we can calculate what we don't know, as long as we have angles and a side in between.  We use that powerful idea to find the distance to things we can't actually reach:  the Moon, the Sun, nearby stars, or local stuff like heights of buildings and widths of rivers.  It's awesomely powerful!

Sample problems:

1.  Find the 3 trig ratios associated with a 20-21-29 triangle.  Let the angle between 20 and 29 be the reference angle.  After you write down the trig ratios, find the angles.

2.  Repeat for a 95-168-193 triangle.

3.  You are standing 20-m from the base of a tree.  When you look to the top of it, your eyes make a 35 degree angle with the ground.  How tall is the tree?

4.  Consider an 8-15-17 right triangle.  If the hypotenuse is 10 cm long, how long are the other two sides?







Tuesday, November 15, 2016

Rocket part diagrams FYI


Homework (A) due Thursday and (E) due Friday -- TO BE TURNED IN

This will be collected IN CLASS.

1.  Consider a 50-g rocket with an engine that provides 5 N of force for 0.5 seconds.  Find the following:

a.  the weight of the rocket.  Recall that the mass needs to be in kg before you do any calculations.

b.  the net force acting on the rocket during thrust

c.  the acceleration of the rocket during thrust

d.  the velocity of the rocket once the engine is done burning (for 0.5 seconds)

e.  the height the rocket achieves in the first 0.5 seconds

f.  the total height the rocket will achieve

g.  the time to apogee (highest altitude)


2.  Two ropes are attached to a boulder.  The ropes are at right angles to each other.  One person pulls the first rope with a force of 100 lb, and another person pulls the second rope with a force of 150 lb.

a.  Draw this problem out

b.  What is the net force on the boulder?


3.  This is a problem that will NOT be graded - it is only to see how much trig you know.

Consider a 3-4-5 right triangle.  Determine the value of the 2 angles that are NOT 90 degrees.  Use SOH-CAH-TOA, if you know how it works.

Monday, November 7, 2016

HW (A and E)

1.  Consider everyone in the world walking in single-file around the equator of the Earth.

a.  How many times around the Earth would that wrap (if it were possible)?
b.  Is it reasonable to think that everyone walking (or running) at once could change the Earth's rotation?  Discuss.

2.  If you had a sailboat and the air was still that day, could you make the sailboat move by aiming an electric fan at the sail?  Discuss.

3.  Consider the demonstration from class - the 2 carts separated by a spring/plunger.  One car has 3 times the mass of the other.  What can you infer about their accelerations after the cars separate?


Thursday, November 3, 2016

HW for A and E blocks

1.  Imagine standing on a scale inside an elevator.  How do you think the scale reading would change (if at all) if the elevator were:

a.  moving upward with constant velocity
b.  moving downward with constant velocity
c.  moving upward with constant + acceleration (getting faster)
d.  moving upward with constant - acceleration (getting slower)
e.  freely falling (as if the cable snapped and the elevator just fell - yikes!)

2.  This is tricky.  See if you can apply Newton's 2nd law to the above problem.  Recall that F=ma.  If you call the force from the scale S, and your regular weight is W (which equals mg), try to write an equation that relates Newton's 2nd law to this situation.  Hint:  recall the the force (F) is actually the NET force on you (the mass in this problem).  If you get an equation, can you tell if it predicts what happens in the above problem?  (Again, this is a bit tricky, but try it so we can start our next conversation with this problem.)

3.  Think about amusement park rides that make you feel heavier or lighter (or some other way).  Briefly describe one (or more!) and point out the places that make you feel these ways.

4.  Think of some way to distinguish between weight (W) and mass (m).

5.  If you have time, re-watch the OK GO video, just for (physics) fun.  Note what weightlessness actually looks like.

https://www.youtube.com/watch?v=LWGJA9i18Co



Tuesday, November 1, 2016

Thursday, October 27, 2016

History of Science - 3


Newton and his laws of motion.


Isaac Newton, 1642-1727
  Principia Mathematica, 1687





Newton, Philosophiae naturalis principia mathematica (1687) Translated by Andrew Motte (1729)

Lex. I. Corpus omne perseverare in statu suo quiescendi vel movendi uniformiter in directum, nisi quatenus a viribus impressis cogitur statum illum mutare.


Every body perseveres in its state of rest, or of uniform motion in a right line, unless it is compelled to change that state by forces impressed thereon.

Projectiles persevere in their motions, so far as they are not retarded by the resistance of the air, or impelled downwards by the force of gravity. A top, whose parts by their cohesion are perpetually drawn aside from rectilinear motions, does not cease its rotation, otherwise than as it is retarded by the air. The greater bodies of the planets and comets, meeting with less resistance in more free spaces, preserve their motions both progressive and circular for a much longer time.


Lex. II. Mutationem motus proportionalem esse vi motrici impressae, & fieri secundum lineam rectam qua vis illa imprimitur.


The alteration of motion is ever proportional to the motive force impressed; and is made in the direction of the right line in which that force is impressed.


If any force generates a motion, a double force will generate double the motion, a triple force triple the motion, whether that force be impressed altogether and at once, or gradually and successively. And this motion (being always directed the same way with the generating force), if the body moved before, is added to or subtracted from the former motion, according as they directly conspire with or are directly contrary to each other; or obliquely joined, when they are oblique, so as to produce a new motion compounded from the determination of both.


Lex. III. Actioni contrariam semper & aequalem esse reactionent: sive corporum duorum actiones in se mutuo semper esse aequales & in partes contrarias dirigi.


To every action there is always opposed an equal reaction; or the mutual actions of two bodies upon each other are always equal, and directed to contrary parts.


Whatever draws or presses another is as much drawn or pressed by that other. If you press a stone with your finger, the finger is also pressed by the stone. If a horse draws a stone tied to a rope, the horse (if I  may so say) will be equally drawn back towards the stone: for the distended rope, by the same endeavour to relax or unbend itself, will draw the horse as much towards the stone as it does the stone towards the horse, and will obstruct the progress of the one as much as it advances that of the other.


>

And now, in more contemporary language:

1.  Newton's First Law (inertia)

An object will keep doing what it is doing, unless there is reason for it to do otherwise.

The means, it will stay at rest OR it will keep moving at a constant velocity, unless acted on by an unbalanced force.

2.  Newton's Second Law

An unbalanced force (F) causes an object to accelerate (a).

That means, if you apply a force to an object, and that force is unbalanced (greater than any resisting force), the object will accelerate.

Symbolically:

F = m a

That's a linear relationship.

Greater F means greater a.  However, if the force is constant, but the mass in increased, the resulting acceleration will be less:

a = F / m

That's an inverse relationship.

We have a NEW unit for force.  Since force = mass x acceleration, the units are:

kg m / s^2

which we define as a newton (N).  It's about 0.22 lb.

There is a special type of force that is important to mention now - the force due purely to gravity.  It is called Weight.  Since F = m a, and a is the acceleration due to gravity (or g):

W = m g

Note that this implies that:  weight can change, depending on the value of the gravitational acceleration.  That is, being near the surface of the Earth (where g is approximately 9.8 m/s/s) will give you a particular weight value, the one you are most used to.  However, at higher altitudes, your weight will be slightly less.  And on the Moon, where g is 1/6 that of the Earth's surface, your weight will be 1/6 that of Earth.  For example, if you weight 180 pounds on Earth, you'll weight 30 pounds on the Moon!


3.  Newton's Third Law

To every action, there is opposed an equal reaction.  Forces always exist in pairs.  Examples:

You move forward by pushing backward on the Earth - the Earth pushes YOU forward.  Strange, isn't it?

A rocket engine pushes hot gases out of one end - the gases push the rocket forward.

If you fire a rifle or pistol, the firearm "kicks" back on you.

Since the two objects (m and M, let's say) experience the same force:

m A = M a

That's a little trick to convey in letters but, the larger object (M) will experience the smaller acceleration (a), while the smaller object (M) experiences the larger acceleration (A).

History of Science - 2

Nicolaus Copernicus, 1473 - 1543





http://astro.unl.edu/naap/ssm/animations/configurationsSimulator.html


Galileo Galilei, 1564 - 1642




Galileo and his telescope:

moon craters
moons of Jupiter
phases of Venus
"rings" of Saturn
stars in the Milky Way
sunspots

Speaking of sunspots:


http://galileo.rice.edu/sci/observations/sunspot_drawings.html



Johannes Kepler, 1571-1630
- his laws (shown below) are based on the observations of Tycho Brahe



Kepler's laws of planetary motion

http://astro.unl.edu/naap/pos/animations/kepler.swf



Note that these laws apply equally well to all orbiting bodies (moons, satellites, comets, etc.)

1. Planets take elliptical orbits, with the Sun at one focus. (If we were talking about satellites, the central gravitating body, such as the Earth, would be at one focus.) Nothing is at the other focus. Recall that a circle is the special case of the ellipse, wherein the two focal points are coincident. Some bodies, such as the Moon, take nearly circular orbits - that is, the eccentricity is very small.



2. The Area Law. Planets "sweep out" equal areas in equal times. See the applets for pictorial clarification. This means that in any 30 day period, a planet will sweep out a sector of space - the area of this sector is the same, regardless of the 30 day period. A major result of this is that the planet travels fastest when near the Sun.




3. The Harmonic Law. Consider the semi-major axis of a planet's orbit around the Sun - that's half the longest diameter of its orbit. This distance (a) is proportional to the amount of time (P, for period) to go around the Sun in a very peculiar fashion:

a^3 = P^2

That is to say, the semi-major axis CUBED (to the third power) is equal to the period (time) SQUARED. This assumes that we choose convenient units:

- the unit of a is the Astronomical Unit (AU), equal to the semi-major axis of Earth's orbit (approximately the average distance between Earth and Sun). This is around 150 million km or around 93 million miles

- the unit of time is the (Earth) year

The image below calls period P:





Example problem:  Consider an asteroid with a semi-major axis of orbit of 4 AU. We can quickly calculate that its period (P) of orbit is 8 years (since 4 cubed equals 8 squared).

Likewise for Pluto: a = 40 AU. P works out to be around 250 years.

Note that for the equation to be an equality, the units MUST be AU and Earth years.


Cool, for fun:
http://galileo.phys.virginia.edu/classes/109N/more_stuff/flashlets/kepler6.htm

History of Science - 1

Ancient science highlights:








From class:

http://astro.unl.edu/naap/ssm/animations/ptolemaic.swf


The most important things to get out of this were:

- Epicycles were a very useful way to (wrongly) explain why retrograde motion happened with planets.

- Precession (the wobbling of the Earth) causes us to have different North Stars (or no North Star) at various points over the course of thousands of years.  Thus, star maps are not accurate after several hundred years.  However, this was not understood until the time of Newton and others.


2000 years later.....


Scientific Revolution

N. Copernicus, d. 1543
Next time:

Galileo Galilei, 1564-1642
  Siderius Nuncius
  Dialogue on Two World Systems

(J. Kepler, C. Huygens, R. Descartes, et. al.)

Isaac Newton, 1642-1727

  Principia Mathematica, 1687

Monday, October 24, 2016

pre-test practice

1.  A ball is dropped from rest from 28 m above the ground.  Find the time to fall and speed (before impact with ground).

2.  A runner accelerates for 10 seconds, then maintains that speed for 15 seconds, then slows to a stop in 5 seconds.  After this, they stand still for 20 seconds before accelerating for 5 seconds to get to a new speed.

Draw graphs of d vs. t, v vs. t, and a vs. t for this runner.

3.  A physics book is kicked horizontally off of a cliff at 10 m/s.  The cliff is 20 m high.  How long will it take to hit the ground, and how far from the base of the cliff does it land?

4.  Create a conversion factor to convert ft/sec to miles/millennium.


Tuesday, October 18, 2016

Due Dates

A block

10/20 - lab draft due
10/25 - test on all things motion (including unit conversions and Fermi questions
10/27 - Final lab due

E block

10/24 - lab draft due
10/26 - test on all things motion (including unit conversions and Fermi questions)
10/31 - final lab due

Monday, October 17, 2016

Some thoughts on g - notes for you to review if confused about gravity.

Don't forget about the challenge problems (earlier blog post, below this one).

Recently, we have discussed the acceleration due to gravity - technically, "local gravity". It has a symbol (g), and it is approximately equal to 9.8 m/s/s, near the surface of the Earth. At higher altitudes, it becomes lower - a related phenomenon is that the air pressure becomes less (since the air molecules are less tightly constrained), and it becomes harder to breathe at higher altitudes (unless you're used to it). Also, the boiling point of water becomes lower - if you've ever read the "high altitude" directions for cooking Mac n Cheese, you might remember that you have to cook the noodles longer (since the temperature of the boiling water is lower).

On the Moon, which is a smaller body (1/4 Earth radius, 1/81 Earth mass), the acceleration at the Moon's surface is roughly 1/6 of a g (or around 1.7 m/s/s). On Jupiter, which is substantially bigger than Earth, the acceleration due to gravity is around 2.2 times that of Earth. All of these things can be calculated without ever having to visit those bodies - isn't that neat?

Consider the meaning of g = 9.8 m/s/s. After 1 second of freefall (falling without resistance - which is not exactly the case here but...), a ball would achieve a speed of .....

9.8 m/s

After 2 seconds....

19.6 m/s

After 3 seconds....

29.4 m/s

We can calculate the speed by rearranging the acceleration equation:

vf = vi + at

In this case, vf is the speed at some time, a is 9.8 m/s/s, and t is the time in question. Note that the initial velocity is 0 m/s.  In fact, when initial velocity is 0, the expression is really simple:

vf = g t


Got it?

The distance is a bit trickier to figure. This formula is useful - it comes from combining the definitions of average speed and acceleration.

d = vi t + 0.5 at^2

Since the initial velocity is 0, this formula becomes a bit easier:

d = 0.5 at^2

Or....

d = 0.5 gt^2

Or.....

d = 4.9 t^2

(if you're near the surface of the Earth, where g = 9.8 m/s/s)

This is close enough to 10 to approximate, so:

d = 5 t^2

So, after 1 second, a freely falling body has fallen:

d = 5 m

After 2 seconds....

d = 20 m

After 3 seconds....

d = 45 m

After 4 seconds...

d = 80 m

This relationship is worth exploring. Look at the numbers for successive seconds of freefall:

0 m
5 m
20 m
45 m
80 m
125 m
180 m

If an object is accelerating down an inclined plane, the distances will follow a similar pattern - they will still be proportional to the time squared. Galileo noticed this. Being a musician, he placed bells at specific distances on an inclined plane - a ball would hit the bells. If the bells were equally spaced, he (and you) would hear successively quickly "dings" by the bells. However, if the bells were located at distances that were progressively greater (as predicted by the above equation, wherein the distance is proportional to the time squared), one would hear equally spaced 'dings."

Check this out:

Equally spaced bells:


Bells spaced according to the distance formula:



Furthermore, look at the numbers again:

0 m
5 m
20 m
45 m
80 m
125 m
180 m

Each number is divisible by 5:

0
1
4
9
16
25
36

All perfect squares, which Galileo noticed - this holds true on an inclined plane as well, and its easier to see with the naked eye (and time with a "water clock.")

Look at the differences between successive numbers:

1
3
5
7
9

All odd numbers. Neat, eh?

FYI:

Friday, October 14, 2016

Fun (and some challenging) motion problems for A block (Tuesday 10/18) and E (10/19)

There is no air resistance in any of these problems.

1.  Consider a ball kicked horizontally off a rooftop at 20 m/s.  The building is 40 m above the ground.

a.  How long does it take the ball to reach the ground?
b.  How far from the base of the building does the ball land?


2.  You are trying to cross a river that is 100 m wide.  Your boat normally travels at 15 m/s in still water and you head directly across the river.  However, the current of the river is 5 m/s.

a.   How long will it take you to cross the river?
b.  How far downstream will you be upon arriving at the opposite shore?

PS.  This problem does NOT require the use of equations of motion -- only v = d/t.


3-4 are tricky ones and may require a symbolic solution.

3.  The acceleration due to gravity on the Moon is 1/6 that of Earth.  How does the time to fall (from a certain height) on the Moon compare to that the time to fall on the Earth from the same height?

4.  If a ball falls from rest, and completes the second half of its path downward in 1 second, how high up was it when it was released.  (You can also solve for the total time to fall, if that is helpful.)



Tuesday, October 11, 2016

Lab Guidelines

Start thinking about the lab report for the gravitational acceleration lab.  Here are the things that you will need.  You will have time in class to work on parts of this.  The lab report is an INDIVIDUAL EFFORT, though you are certainly welcome to chat with your group about things.

This report will be due next week, probably around 10/19 or 10/20.


Basic structure of a lab report:

Title - this is up to you.  I never mind clever (or punny) titles, though others may not appreciate this.

Purpose of lab - the purpose of this experiment, in your own words

Procedure - the procedure you followed when conducting your version of the experiment

Data table - don't forget units (which you should put at the top of each column, rather than with each entry)

Sample of any calculation that needs to be done, which is g in this lab - your data table will have ALL of the calculated values, but there is only need for one calculation to be shown explicitly

Percent error - between your value of g and the accepted value (9.8 m/s/s).

Graph(s), where relevant - really, this will mostly pertain to the groups who used the ticker tape timers

Conclusion - probably the biggest, most detailed part of the lab.  This should feature:

- answers to any lab questions (unless you wish to have a separate section for those)
- sources of error
- mathematical analysis, where relevant
- ways to improve the experiment
- anything interesting you learned
- problems you faced in the lab, etc.
- summary comments

I don't want to say exactly how long the conclusion should be, as every lab is different, but I would anticipate that it is at least 1-2 pages.

Wednesday, September 28, 2016

Challenge problem for A and E blocks, post-quiz

Imagine that you are throwing a baseball off a cliff, but doing so straight up (while standing at the edge of the cliff).  The ball will go straight up and come straight back down alongside the cliff, landing at at the base of the cliff 30 m below.  The initial upward velocity of the baseball is 25 m/s.

a.  How long will it take the baseball to reach its maximum height?

b.  How high up will it travel?

c.  How long would it take to come right back to your hand (where it left)?

d.  How long (in total) would it take to leave your hand, go up and travel to the very bottom of the cliff?   There is a long way to solve this problem, but also a shorter (one equation) way:  Note that the shorter method will require the use of the quadratic formula.  If you don't like using the quadratic formula, you can find a solver online:

http://www.math.com/students/calculators/source/quadratic.htm

e.  Finally, what is the approximate shape of the graphs of d vs. t and v vs. t?




Monday, September 26, 2016

Practice problem for quiz (which is Wednesday A and Thursday E) - answers below

On the quiz (Wednesday for A, Thursday for E), you will answer questions related to:  unit conversions, Fermi approximation questions, equations of motion (which will be given) and graphs of motion.  Review the previous homework and your notes.

Practice problem:

This problem assumes that the acceleration is that of near-Earth surface gravity, 9.8 m/s/s.

Consider an ball dropped from rest, now in freefall with minimal air resistance  It is easiest to define DOWN as positive.

a.  What is the ball's speed after 2.5 seconds of fall?

b.  How far has the ball fallen in this time?

c.  Draw an approximate graph of motion for d vs. t.

d.  Draw an approximate graph of motion for v vs. t.

e.  If, after 2.5 seconds of fall. the ball hits a swimming pool that is 2-m deep with water.  Imagine that the ball slows down uniformly during its descent to the bottom finally hitting a speed of 4 m/s right before it hits bottom.  What is the ball's acceleration during this descent through water, and how long did it take to reach the bottom?

Answers:

a.  Vf = Vi + at = 0 + (9.8)2.5 = 24.5 m/s

b.  d = Vi t + 0.5 at^2 = 0 + (0.5)(9.8)(2.5^2) = 30.6 m

c.  basic parabola

d.  linear

e.  Use the 4th equation of motion for the easiest solution.

4^2 = 24.5^2 + 2 a (2)

a = -146 m/s/s

Yes, that's a pretty big deceleration, so maybe not totally realistic.

Using the first equation of motion:

Vf = Vi + at

4 = 24.5 + (-146)t

t = 0.14 sec