Day 26: Reflection

Physics is a science that involves matter and energy! It has to do with motion, forces, momentum, and different types of waves. Just as Biology and Chemistry are big branches of science, Physics is one as well. I feel that these three big sciences are the three that play a big part of our life. So in other words, Physics is a science of life! :)

I really enjoyed this class! It was very eye opening class that helped me view the world differently! The labs were very entertaining, Mr. Blake explained things in ways we were able to understand it, and it was in general very fun!

I felt that the most important thing I learned in this class is how Physics is present in our daily lives. It never occurred to me how important physics is and how many things are able to function because of it.

I liked how our activities in the class were very "hands on" kind of activities. In Chemistry, you'd see different reaction of concepts you learn in class, but you don't always see why they react like that because it's more microscopic. In Physics, we are able to see and learn from the different demonstrations! It made learning the material easier to understand!

I felt that this class is awesome the way it is! It's hard learning about science during the summer with such limited time. But I felt that this class did a very good job of teaching it to us!

Mr. Blake,
Thanks for being such an awesome teacher! We will definitely miss you and look forward to seeing you sometime in the future! :)
From, Jess Wu 

Day Something: Unit 10- Electromagnetic Waves and Color

Lights, Camera, Action!!

Taking a picture involves a lot more physics than you would think! First off, in order to take a picture of something, the light reflection from an object needs to reach the camera! If the light is dim, the camera needs to open up its lens just as the pupil in an eye widens. This allows more light to come in!

I took this picture while looking in a mirror, which involves physics as well! This mirror is a regular mirror. So if you were to bounce a beam of light perpendicular to it, it would reflect off the mirror and bounce straight back. If you had a concave or convex mirror, when standing in it, you would look differently because the light reflecting off is curved and reflected in different ways.

If I took this picture 0.5 meter away from the mirror, you would think that my reflection is 0.5 meters from me. But because the distance from and object to the mirror equals the distance from the mirror to the image, the actual distance between me and my reflection is 1 meter!

Day 25: Unit 10- Electromagnetic Waves and Color Day 2

"And At Last I See The Light!!!!!"

Although I've used this picture before, I feel like this is related to our unit on electromagnetic waves and color. To make a picture like this, you have to be in a dark room and use a flashlight and a DSLR camera. After turning the camera setting to "bulb", angle the flashlight towards the camera, press and hold the button, and then draw or write!

This demonstrates physics concepts in different ways! The flashlight is an example of a light emitter, (which is something that gives off light) and it travels in lines. In order for the light drawing to show up, the light from the flashlight needs to go to the lens. When the light is angled towards me and the camera, it creates a shadow, which is the absence of light, in the back of me. The light from the flashlight was a white light, which means that it has all the frequency of light (Red, Orange, Yellow, Green, Blue, Indigo, and Violet).

Day 24: Unit 10- Electromagnetic Waves and Color

Although this seems like an irrelevant and random picture, it exemplifies what we have learned about electromagnetic waves so far! Electromagnetic waves travel at the speed of light, which is 3 x 10^8 meters/second. So that means as I took this picture in a chocolate shop in Las Vegas, the light traveled to my eyes at the speed of 3 x 10^8 meters/second. 

As you can see, there are things in this picture that allow the light waves on the ceiling to pass through and things that don't allow light waves to pass. For example, the flowers that are solid are opaque, which means they don't allow the light waves to pass though it. Something that is transparent in the picture, which means they allow the light waves to pass, is the glass like things on the ceiling. If all the lights on the ceiling were covered by an opaque object, it would prevent me from seeing anything because light waves have to travel to your eyes in order for you to see something. That's the reason why it's easier to see things in lit areas! Its interesting how you can take any picture and connect it to waves!

Day 23: Unit 9- Waves Day 2

"Can you hear me now?... Good!"

Piano has been a part of my life since I was four years old. Who knew that waves and piano were so connected! Anything that involves sound travels waves! As I play piano I press the keys, which cause a small hammer inside of the piano to fall on a string and its vibrations give off sound waves. The vibrations travel to your ear and vibrate your ear drum. So as you listen to me play the piano, the sound waves are vibrating in your ear!!

Each note on the piano has a different frequency. That's the reason why it sounds different. However, the reason you are able to play chords is because all notes on the piano travel at the same speed. Piano ties in with physics more than I thought it would!

Day 22: Unit 9- Waves

Unit 9!


Waves are actually a part of our lives a lot more than people think! Waves in water, microwave waves used in microwaves, radio waves that are used to operate radios, the ultra violet waves my mom wants me protected from the sun, sound waves from Mr. Blake yelling, "Its Physics, Babyyyyyyy" , and x-ray waves used for x-rays are examples of ways Physics is present in our lives. Another way waves are present is through slinkies!!


A slinky, which is the medium (or material the wave is going through) can help to demonstrate how waves work. Wave is a transfer of energy. So in the slinky, when someone moves one end, the ripples show the energy a person exerts on the slinky to get it to move. 

The wave has a number of parts. The crest is the top of the wave, the trough is the bottom of the wave, the equilibrium point is the point where the wave would rest without any interferences, and the amplitude is the distance from the equilibrium point to its highest point. The wave also has a wave length (which is the length of the wave), wave speed (which is the speed of the wave), and frequency (which is the number of waves per unit of time). An easy way to measure the wave length is from trough to trough and crest to crest. Wave speed can be solved using the equation Velocity = Frequency x Wave Length and Frequency = Cycle / Second (Hertz).


A slinky causes a transverse wave which is a wave energy that moves perpendicular to the waves motion. When moving the slinky, if you move it at a constant speed, when it bounces back, it becomes inverse by equal. Because the waves cause both constructive (waves that add up to each other as they interfere) and destructive (waves that cancel each other as they interfere), they would make standing waves. Standing waves have nodes (not moving parts) and antinodes (moving parts). In a slinky, if standing waves are created, there has to be at least three nodes (one at both ends and one in the middle) and two antinodes (in between the middle node).


Slinkies aren't only fun to play with, but is also a good example of waves in Physics! :)

Day 21: Water Bottle Rocket Day 3

Steps to making a water bottle rocket!!!
1- Take two 2 Liter bottles
      -Bottle one- Use duct tape to tape the outsides of the bottle to make it sturdy.
      -Bottle two- Cut the bottle into three pieces and duct tape the middle piece to bottle one to increase the length of the rocket to increase stability. 


2- Cut a folder into three equal triangles and fold them at the middle to form two right triangles each. Tape them to the bottle to make the fins. Fins help to increase stability!


3- Use a handful of marbles, stick them in a Ziploc bag, and place it in the opening of bottle two. Use the top of bottle two and stick it on top of the opening of bottle two to make it look like a dome on top of the marbles. Tape it to the inside of the rocket! The marbles help to distribute the weight on both ends to increase stability and the dome like bottle part helps to keep the marbles attached to the rocket.


4- To make the parachute, take a small garbage bag and cut it into a square. Tape the corners of the square and the middle of the sides so you have 8 pieces of tape. Repeat so that the tape is on the other side of the bag as well. Use a hole puncher to hole punch the taped area and tie pieces of string to through the hole. The parachute slows down the rocket as it falls and increases the time. Use the ends of the string and tape it to the inside of the rocket.


5- Take a cone and stick model magic clay into the tip of the cone to make a nose cone. The nosecone helps with the stability when it flies!


6- Add water, pump it, and you're set!

(Our diagram!)


Our rocket didn't fly as well as I hoped it was. After we released it, the rocket released water and flew straight into the sky. We wanted the nosecone to fall off as the rocket began to slow down in the air, however the nosecone would usually come off as it was going up. Because it came off earlier, the parachute was released too early, decreasing the amount of time the rocket was in the air. After adjustments such as taking out some marbles, readjusting our parachutes, and adding a little tape to our cone, our longest launch lasted for about 7 seconds. 

After so many trials, I felt disappointed in myself that our rocket wasn't staying up for 10 seconds. I felt that we could've done it and it irked me that it wasn't working. After stopping for a few minutes, we decided to try one last time. The last launch gave us 9 seconds!!!!! This lab not only taught me how to make a rocket bottle rocket and what makes it fly so well, but it also taught me to never give up and to just keep on trying. You never know if your next trial can bring you one step closer to your goal. Even though we didn't reach the 10 second mark, it was pretty fun and was a good experience!

Our final product! :)

Day 20: Water Bottle Rockets Day 2

Rocket Man Women!!

Aleina, my water bottle rocket lab partner, and I built the body of our water bottle rocket from two 2 Liter bottles. We used duct tape to take the outside of one of the bottles to keep the plastic sturdy and we cut up the other one before taping it to the first bottle. The second bottle is where we stored a roll of duct tape, a bag of Goldfish snacks, and a number of quarters to add mass and balance the amount of weight we towards the end of our bottle rocket. We attached a parachute (which was made of a plastic bag, duct tape and string) to the second rocket so when the rocket reaches its peak in height, air resistance will help to keep it in the air longer as it falls back down. The nose cone stores the parachute and was made of a sports drilling cone. The nose cone ensures that as the cone is in the air, the parachute won't come out until it starts to fall. There is play doh to help increase the amount of mass on the end of the bottle rocket to even out amount of mass on both sides. We also attached fins to our rocket to ensure the rocket will be steady.


Our attempt for day 2 wasn't too bad! After every launch, my partner and I tweaked it a bit. Surprisingly, our tweaking actually increased the amount of time every time! We reached our 5 second goal with 5.1 seconds, which might not be a long time for other groups, but gave us hope to continue modifying our project and to trust in Physics!

Day 19: Unit 8- Work and Energy

 Unit 8!

Today's lesson was still on work and energy!

This is a picture of my little cousin playing with a stuffed animal. She was tossing it up in the air and catching it! This simple act of tossing the stuffed animal into the air is actually an example of how physics is in the world around me! When tossing the Piglet doll in the air, my little cousin is putting kinetic energy into the doll and the doll is gaining potential energy. Potential energy is the energy an object COULD have and it increases as the height increases. When Piglet reaches the top of its path, he loses kinetic energy and has the most potential energy. But because of gravity, what goes up must come down. As Piglet falls, he begins to gain kinetic energy and lose potential. During the whole toss, the amount of energy there is stays consistent. However, it is either in kinetic or potential energy.  

Day 18: Unit 8- Energy and Work

Watts up? (Unit 8)

Unit 8 focuses on Work and Energy. The equation to solve for work is Work = Force x Change in Distance. So for example, if Jon had a mass of 60 kilograms and Aleina pushed him 5 meters at the acceleration of 0.5 meter/second/second in 20 seconds, we can calculate how much work is done. By using the F = ma equation, we can solve for the force first. (60 kg x 0.5 m/s/s = 30 N). After solving for the force, we can use it to solve for work! (30 N x 5 meters = 150 joules).

We can also solve for the amount of power by using the equation Power = Work/Time.
Since we know work = 150 joules and 20 seconds was our given amount of time, we can use that to solve for power. (150 joules/ 20 seconds = 7.5 watts).

Day 17: Unit 7- Egg Drop Lab

Egg Drop Lab!

Today, everyone was really EGGcited to conduct our Egg Drop Lab! For my capsule, my partner and I had a small container (that we completely padded with bubble wrap and cotton balls to cushion it) placed inside a cardboard box. In the cardboard box, we had two foam like cushions, two toilet paper rolls, and one large paper roll on the bottom of the box. The paper rolls were used to take the impact because it crumples when it lands. We filled the rest of the box with crumpled newspaper, bubble wrap, yarn, and plastic bags and used them as a cushion to increase the time. In the equation Change in momentum = Force x Change in time, if you increase the time, it decreases the amount of force on the capsule.

The forces that were exerted on the capsule are weight force from the gravity. However, when it hits the ground, there is normal force as well.


Something that went wrong with our project was that it bounced after hitting the ground and landed on the top (bottom picture) instead of how it was supposed to (top picture). Bouncing increases the amount of force on the capsule. However, we were lucky and the bouncing didn't cause too much damage. Something that I would've done was add something that would crumple to take the impact and weights so the capsule would fall straight and hopefully not bounce.

Day 16: Unit 7- Momentum

Baby you're a FIREWORK! (Unit 7)

Law of conservation of momentum states that in a controlled situation, momentum will be conserved, which means that momentum cannot be created nor destroyed. Fireworks are a good example of this law! In a "perfect physics world", fireworks follow a parabola shaped route. And when reaching the top of their route, they explode into a million pieces!! According to the law, if you take the initial momentum of the firework and the total momentum of each piece of the explosion, their momenta will equal each other!

I took this picture while watching the fireworks from last year's Fourth of July event. 
 

Day 15: Unit 7- Momentum

Unit 7!

Unit 7 focuses on momentum. Momentum is the force or speed of movement and is the product of an object's mass and velocity. Something important about momentum is that it must be conserved.  Important equations we learned are...

Momentum = mass x velocity

Change in momentum (Impulse) = average force x change in time

Momentum (in) = Momentum (out)

(Mass1 x initial velocity1) + (Mass2 x initial velocity2) = (Mass1 x final velocity1) + (Mass2 x final velocity2 )


Some of these equations are helpful in explaining how to successfully toss water balloons without popping them. The picture above is a picture of me and my friend about to conduct a water balloon toss at her birthday party! When tossing a balloon, the balloon can only take a certain amount of force before popping. So in order to decrease the force, we can  increase the time. I noticed that the people who stayed in for a while move their hands with the balloon as it fell into their hands. By doing that, they increase the contact time, decreasing the amount of force being exerted onto the water balloon!

Day 13: Unit 4 - Unit 6 Summary

Quarter 2... Done!

Oh how time flies when you're having fun! We're half way done with Physics! This past quarter feels even more fast paced than the last!

In Unit 4, we learned more about kinematics and projectile motion. Projectile motion is when an object moves vertically and horizontally.  As it moves vertically, it accelerates and is only affected by gravity, and as it moves horizontally, it moves at a constant velocity. For example, tossing a volleyball is projectile motion. Something important to remember about projectile motion is that it's axes are independent!

Unit 5 and Unit 6 both focused on forces and Newton's laws of motion. However, Unit 5 dealt with objects that were in static equilibrium, which are objects that stay the same, while Unit 6 dealt with objects that accelerated or were in dynamic equilibrium.  In unit 5, we learned about the different forces and how to draw free body diagrams. To me, free body diagrams really helped me understand forces a lot better!! In Unit 6, we learned more about objects in acceleration, such as a car accelerating or a pulley pulling an object down. It was pretty much Unit 5 + accelerating objects


Phewwww... Almost there! Another semester to go! :)

Day 12: Unit 6- Forces That Accelerate

Unit 6!

Unit 6, like Unit 5 dealt with forces. Unlike Unit 5, Unit 6 focused more on accelerating objects. We did more reviewing of the different concepts of Newton's laws of motion, pulley problems, and free body diagrams.  Pulley problems are a very good example of forces that accelerate because as time passes, the mass on the bottom will pull down the mass on the top faster and faster no matter how light the bottom mass may be.

My picture is of Aleina and Lizzie at Ice Palace!! (You should know who they are by now.) Because ice is a good example of something that doesn't have too much friction, if I pushed Lizzie or Aleina, they would travel at a constant velocity until they are affected by an unbalanced outside force. We know this because Newton's First law states that objects in motion will tend to stay in motion unless affected by an unbalanced outside force!
If Aleina happened to run into Lizzie while skating, the amount of force Aleina had when bumping into Lizzie would be the same amount of force Lizzie would be exerting on Aleina due to Newton's Third law.

Day 11: Unit 5- Forces in Equilibrium

Unit 5!

Today, we reviewed Newton's three laws of motion, applied them to problems, and went over the different types of forces again. Newton's first law stated that objects in motion or at rest will tend to stay in motion or at rest unless acted upon and outside unbalanced force. Newton's second law said that Force = Mass x Acceleration and Newton's third law said that to every action, there's an equal and opposite reaction. The four forces we learned about were weight force, normal force, tension force, and friction force. Weight force is the force on Earth, also known as gravity, normal force is force that is directly in contact with the object, tension force is force applied on a string, and friction force is force that opposes motion or impending motion.

We also learned how to draw free body diagrams, which was a way to show forces on an object. For me, drawing free body diagrams help me to understand what kind of forces are applied on an object and its affect. For example, in the picture above, there are two different forces affecting the phone. Weight force from gravity pulls it down while normal force from the table pushes it up. Because these forces are the same in magnitude, the object doesn't move. However, if I pushed the phone to the right, I am not only the unbalanced outside force, but I am also the normal force. Because the table has friction, the friction force pushes against the normal force. But my force is stronger than the friction, so I am able to move the phone. If the table's friction was even compared to mine, the phone would stay in place.

Day 10: Unit 5- Forces in Equilibrium

Unit 5!

Today, we learned about three of Newton's three laws of motion!

Newton's First Law- Objects in motion (or rest) will tend to stay in motion (or rest) unless acted upon an outside, unbalanced force.
-In other words, a moving (or still) object will NOT change velocity or accelerate unless something affects it. For example, if an unmoving soccer ball was on a field, it will never move unless a person kicks it (a.k.a. the outside, unbalanced force).


Newton's Second Law- Force = Mass x Acceleration ( F = ma )
-There really is no easier way of saying this! But another important equation we learned today is Weight = Mass x Gravity.


Newton's Third Law- To every action, there is an equal and opposite reaction.
-This law was the most confusing to understand, but law itself seems to be pretty self explanatory.

The picture I took above was at my cousin's birthday party! One of her friends hitting the piñata clearly demonstrates Newton's First Law. When the piñata is at rest, it will forever stay unmoving. However, if a little kid with a bat hits the piñata (a.k.a. the outside, unbalanced force), it will move.

Day 9: Unit 4- 2D Kinematics: Projectile Motion Part 2

Unit 4!

On the second day of our unit in 2D Kinematics, we did a bit of reviewing and spent a lot of our time working on our Air Rocket Lab. First, we tested different caps that would change the time of flight. We decided to chose the super cap that had the highest time in the air, and from there we used that time to calculate our velocity, picked an angle, and solved for our initial horizontal velocity using the velocity and angle. From there, we used d=1/2at^2 +Vot to calculate the horizontal distance. Our calculations were accurate, but because of air resistance and wind, our rocket fell short of our target.

This picture is similar to my previous picture of my cousins throwing rocks into the ocean, but instead, it's my uncle throwing a ball! This is an example of projectile motion because it not only goes horizontally, but goes vertically as well! It changes velocity going up and down, but has a constant velocity going horizontally.

Day 8: Unit 4- 2D Kinematics: Projectile Motion

Unit 4!

Unit 4 was about 2D kinematics! One of our main focuses in this unit was projectile motion is when an object moves up and down AND side to side and the SAME time. For example, when you toss a volleyball to someone else, the ball not only goes up and back down, but it also moves horizontally. In projectile motion, we learned that the "x" axis and the "y" axis do not depend on each other. Because they are independent, when we are given numbers and values in a question, we have to be able to know if it is an "x" or "y" value. At first, it was a hard idea to understand. But after we looked at the moving cannon demonstration and the lab, it became easier! 

Besides projectile motion, we also learned more about vectors and how they are related to triangles and other geometry concepts. We can use vectors to solve for the velocities of the horizontal and vertical object.


The picture above is an example of projectile motion. My family went to the beach a few years ago and took a picture of my cousins throwing rocks into the ocean. This is an example of a projectile motion because it forms a parabola and it moves horizontally AND vertically! As the rock is released, it moves towards the ocean at a constant velocity. However, its movement vertically is different due to gravity!

Day 7: Uni 1- Unit 3 Summary

Quarter 1.... Done!
 
It's hard to believe that we're already 1/4th of the way there! Out of everything we've learned these past three units, the biggest lesson I learned was how big of an impact physics has on the world we live in.

But more specifically, in unit 1, we reviewed the differences between qualitative vs. quantitative and accuracy vs. precision. However, something that I learned more about were pendulums and their relationship to mass, length, and angle and how to read graphs and their relationships.
 
Unit 2 focused on kinematics and the study of motion. This unit was completely new to me! It was kind of hard at first, but after being able to understand the difference between the new vocabulary and how to read the graphs, it became a lot easier. I learned about the difference between the scalar and vector values, the difference between the slope of a position vs. time graph and the slope of a velocity vs. time graph, and how to solve problems with the distance equation.
 
If I thought unit 2 was confusing, unit 3 was extremely confusing. At first, I had a hard time reading the graphs and understanding how they related to each other. But after practice, I was able to tell how the position vs. time graph, velocity vs. time graph, and acceleration vs. time graph corresponded to each other. Something else I learned in unit 3 were how to use the equations to solve for certain values in a problem. Problem solving has always been a weakness for me, but after practice, I feel like I got better!

Quarter 2! BRING IT ON! :)

Day 6: Unit 3- Uniform Acceleration Day 2

Unit 3!

Unit 3 focuses mainly on acceleration. But because acceleration is affected by velocity, distance, and time, unit 3 also focuses on that as well. On day 2 of this unit, we learned more about how an object's movement looks on a position vs. time graph, velocity vs. time graph, and acceleration vs. time graph. Through our two labs, we learned about Galileo, his idea of uniform acceleration, and how objects in free fall look on the three graphs. We also reviewed our different equations and how to use them to solve problem one step and multiple step problems.

I used the picture above to represent acceleration because hitting a volleyball demonstrates changes in velocity. When you throw the ball up in the air, it accelerates quickly as you release it. But as it continues to to go up, gravity starts to slow down its acceleration. Then when you hit the ball, the impact causes the acceleration to change once again!

Day 5: Unit 3- Uniform Acceleration

Unit 3!
In unit 2, we briefly learned about acceleration in position vs. time graphs and velocity vs. time graphs. However, in unit 3, we learned more about acceleration, its impact on speed and velocity, and the equations that are involved with it. We also did a lab and word problems about acceleration and its equations.


Acceleration is the rate at which velocity changes and it's units are meters/second/second or meters/second^2. Because acceleration is impacted by changes in speed or velocity, acceleration can occur in the positive and negative direction. Some equations we learned about were:

Distance = 1/2 (acceleration)(time)^2 + (Initial velocity)(time)
d = 1/2at^2 + vot

Final velocity = initial velocity + (acceleration)(time)
v= vo + at

(Final velocity)^2 = (initial velocity)^2 + 2(acceleration)(distance)
v^2=  vo^2+ 2ad

I took a picture of a little structure I made with three books, a few DVDs, a very low chair, a container, and a golf ball. The books were used as the slope and the DVDs, chair, and container were used to make the slope steady. I dropped the golf ball at the top and watched as it rolled down the slope. This is like our lab with the board, but on a smaller scale! :)

Day 4: Unit 2- Kinematics: The Study of Motion Part 2

Unit 2 Day 2!
On day 2 of learning about Kinematics, we reviewed some of the vocabulary and concepts we learned the day before. However, we mainly focused on reading and knowing the difference between the position vs. time graph and the velocity vs. time graph.

I feel like this picture represents what we learned on the second day of this unit because we were talking about acceleration. As a car accelerates, the dial increases. This connects to day 2 because we learned how acceleration looks like on both position vs. time graph and velocity vs. time graph. When we learned about acceleration, this feature on a car helped me visualize and understand the material better. (I took this picture in my mom's car!)

Day 3: Unit 2- Kinematics: The Study of Motion

Unit Two!
Unit two was about Kinematics, which is the study of motion. We learned that all motion is relative to an object, a bunch of vocabulary such as scalar and vector, the distance equation, how the slope of a line on a distance vs. time graph relates to velocity, graphing distance vs. time graphs and velocity vs. time graphs, and how to calculate average speeds.

Scalar is a quantity that has magnitude (or as we put it, muchness).  An example of scalar would be distance (which is how far) and speed (how fast or slow. Vector is a value that has both direction and magnitude (OHHH YEAAAAAAAH).  An example of vector would be displacement (how far with direction) and velocity (speed with direction). The distance equation is distance = any speed (time). We also learned that the slope of a line on a distance vs. time graph equals the velocity, the slope of a velocity vs. time graph equals the acceleration, and that the area under the curve of a velocity vs. time graph is the distance traveled or displacement. When calculating the average speed, we take the total distance traveled and divide it by the total time.

The picture above is a picture I took on the bridge on Punahou Street while walking home. I chose this picture to represent Unit 2 because we talked about how all motion is relative to an object.  If one car on one side of the freeway and one car on the other side of the freeway are moving at the same speed but in different directions, from one car, it appears that the other car is moving at a faster speed and vice versa.

Day 2: Unit 1- Intro to Physics

Unit One? Done!
This unit, we spent our time learning about the accuracy vs. precision, the different types of graphs and their relationships, scientific notation, dimensional analysis and the metric system, and period of a pendulum.
The difference between accuracy and precision is accuracy is how close a measured value is to the actual value and precision is how close the measured values are to each other.  Accuracy is based on correctness while precision is based on how it can be repeated.
We also learned about sets of data that have no relationship, proportionally direct, inverse, exponential, and square rooted.  Scientific notation is an easier way to write numbers that are either too big or too small.  For example, if we had to write 1,230,000,000, the scientific notation of writing it would be 1.23 x 10^9.  Dimensional analysis is used to convert one unit to another, such as from grams to megagrams. In a way, it's like stoichiometry! Last but not least, we learned about the period of a pendulum.
I chose to use the picture above because this was one of the experiments in our pendulum lab.  I felt its significant to use this picture because we spent majority of our time in this unit on the lab.  Because of the lab, we were able to understand the relationship between the period and mass, period and length, and period and angle of a pendulum.
 

Day 1: Introducing Me!

 

 Hi my name is Jessica Wu! I'm an incoming junior at Punahou School and I've been there since freshmen year. So far, I've taken Biology and Chemistry Honors, and I plan on taking AP Chemistry next year. For math, I've taken Algebra and Geometry, and I'm planning on taking Algebra 2/Trigonometry next year. I hope that this physics course would help give me a better understanding of the world and how it works around me.
This picture represents who I am because I'm very friendly! I took this picture last summer with my cousins when we were playing around with my sister's new camera. It means a lot to me because my cousins who don't live here were able to come and spend time with us.