Week 7 Reflection

Over last weekend, we were challenged to create a mobile that would hang from the ceiling that would represent our life in multiple ways. The task was to use actual physical objects, construct four levels, and make sure each level was balanced. Needless to say, this was difficult and took some time as there were not set instructions or rules to follow. The hardest part was starting the project because absolutely nothing balanced at first. I found that creating a plan on paper didn't help me in balancing the objects; instead I just had to start experimenting with different objects and where they were placed on the wooden dowel. I found that even heavier objects could be balanced on the dowel with lighter objects by adjusting where the items where on the level. By creating some leverage, I could control the balance despite the weight of the object. This took a lot of time, but I struck with it and ended up having an awesome (and balanced!) project. I learned to focus on the process of creating it, not its finished product.

This week in physics we focused more on creating force diagrams, relating weight and mass, and doing labs to figure out these relationships. We completed the mass vs. weight lab buy measuring forces of different masses by using a spring scale. We came to the conclusion that generally the greater the mass, the greater the force it exerts. In addition to this lab, we also did a a spring lab, in which we measured the forces of different distances of the spring as it stretched. We had data that supported that the larger the stretch distance, the greater the force. It was also learned that the greater the slope, the greater the stench of the spring. All of these labs worked around forces and their relationships with different things.

Today (Friday) we took our first assessment on this unit and I thought it went pretty well for me. The most difficult part for me is the fact that not much studying can be done at home to prepare for them. They're based on the labs you completed in class and what you learned from them. Yes, I reviewed my notes, but you truly had to be present, both physically and mentally, to understand the tasks at hand. When you get to the assessment, you either know it or you don't. But even with this new type of assessment that I'm starting to get a bit more familiar with, I'm doing my best and it most definitely shows in the grade book.

Here's to achieving and striving to learn more.
#TmPhys12

Week 6 Reflection

This week in physics, we wrapped up unit 2 (velocity) and are now on to unit 6 (forces). On Monday we worked on the T-Bone Challenge, in which we had to position two cars and make them form a "T" when hitting. However, the most difficult part about the challenge was where to place the cars behind the specified tape lines. In order to figure this out, my group had to calculate the speed of both cars, as they had different velocities, measure the distance from the tape line to the tapped x, and figure out how the distance and speed correlated with each other. The first try we missed the target by barely an inch, but we nailed it the second time by repositioning our cars in order to create the "T" of the cars. This activity finished our first unit off.

On Tuesday, our class moved on to the forces unit and we began looking at the difference between mass, weight, and force. It was concluded that mass is when one object contains the total weight, such as muscle mass. Weight is the force exerted on an object. For example, your mass would be the weight of your total body mass, but your weight is the force you exert on the ground/chair/ect. In simplier terms, weight is the same thing as force. I had never really explored the difference between these terms and had no idea before learning it in this class. Everyone thinks they are synonymous, but they indeed are not.

Today (Friday), we began discovering the relation between mass and weight by measuring different masses and their forces using a "forceometer". It was concluded that the larger the mass used, the larger the force the object can exert. For example, a 500 gram mass can exert 5 newtons worth of force, and a 1000 gram mass can exert 10 newtons of force. Because of the delayed pep assembly, we weren't able to get much farther other than finding data, graphing, and equation, but I'm understanding the idea of the lab and the process of it. And as you know, it's all about the process, not the answer.

Signing out from TmPhys12

Week 5 Reflection

This week in physics, the focus was on velocity vs. time graphs, displacement, and matching different parts to explain the same situation. One activity completed in class was that each person received a piece of paper with either a word description, a motion map, position vs. time graph, or velocity vs. time graph. Groups of people held the same situation in their hands, but in different forms, and we were to find our group based upon our part of the equation. Although, there were a few mishaps with the groups, due to duplicates of one paper, the main idea was learned that you could take one part and create the others based upon the situation.

In addition, a lot of time was spent on completing a homework worksheet in class and reviewing/learning the information. We were challenged to try the worksheet, but it was difficult because he hadn't learned some of the information. This was a prime example of focusing on the process rather than the answer. Although I still have that intuition to panic when I don't understand something fully or am left alone to figure it out myself, I'm getting more comfortable that knowing my teacher will go over it and I will learn it. With the use of the Apple TV in class and documents at our disposal thanks to Google Drive, it's easier to learn because my teacher can actually show, rather than tell.

We had an assessment today (Friday) and I felt that it went really well. I feel as if everyone in my class spends more time complaining than trying to learn. Everyone seemed a bit discouraged after the assessment and found it difficult, but maybe if they stayed on task throughout the week, maybe they would understand the material, just maybe. Because of class issues, we weren't able to complete the T-Bone Challenge, which happened to play a role on one question of the assessment. Because I had thought about the challenge, even though it wasn't completed, I had an idea on what to do and I was able to think through the problem on paper for the assessment.

Overall, this class is going really well for me. By reviewing what we've done all week and going over my notes, cramming for assessments doesn't have to be done and I still feel prepared without studying late into the night. For my class, well... I think there should be a banner that says, "Sit down, shut up, and listen."

TmPhys12

Week 4 Reflection

This week in physics a lot of graphing work and discussion took place. Much time was taken to explain symbols for objects on our graph. For example, x represents position and the y-intercept represents the initial starting position. In addition, we also started looking at velocity and the difference between distance and displacement. Today in fact we started discovering the difference between distance and displacement and physically watching my teacher walk to describe displacement helped a ton with my understanding. It's one thing to look at it on a graph, but it's another to actually witness it in action. I've never felt that I've been a visual learner, although it never hurt, but in physics I feel that it clarifies many examples and clearly helps my understanding of the matter. I learn physics and aspects about myself. Cool, right?

On Wednesday we looked at a worksheet that discussed velocity verse time. In this particular problem the object's velocity was 2 meters for every 1 second. The object moving had a constant speed of 2m/1s for an overall time of 4 seconds. Therefore, on the graph it represented a horizontal line at a velocity of 2 meters and continued from 0 seconds to 4 seconds. I understood that the velocity was constant for all 4 seconds, but I didn't understand how the velocity was already at 2 meters when 0 seconds had passed. However, its was explained to me that it didn't represent position and meant that from 0 seconds to 1 second the object traveled 2 meters. Speed is very much different than position.

One of the primarly things I love about my physics class is that everything that we complete gets explained. And if we don't have time, we make time. We don't focus on rushing through topics just to get through them; our main focus is to understand the material, even if that means we spend more time on them than planned. For example, my teacher planned for us to have a practice assessment today, but because our discussion needed additional time, the assessment would have to wait. He didn't try to cut our time to understand as a group, which would ultimately result in lower scores on the assessment. It's nice to know that my teacher actually cares about your learning and not just the grade.

It's not about the answer; it's about the process.
TmPhys12