This week we will be talking about momentum, gravitational motion and projectile motion. Please read chapters 3 and 4 and begin to work on your reading guide. We will talk about midterm projects due March 16,18 and construct a rubric together on Thursday. Next week you have an online assignment for Tuesday. Class on Tuesday only will be ONLINE. Thursday we will meet face to face.
This week's blog question is: How are impulse and momentum related? Be Specific and give examples.
Have a great week!
Dr. E.
Shari Fischbach
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Tuesday
Today we talked about projectile motion. We first observed how projectile motion causes objects to arc in a parabola. One of the students demonstrated this by walking very fast, throwing a ball into the air, and then catching it again. From her point of view the ball seemed to be going straight up and down, but the rest of the class could observe how the ball was actually arcing because of its motion. Dr. E noted that the arc becomes even more defined the faster the person is walking.
We also did a computer-simulation project about projectile motion. We tested the movement of three different objects, being shot from a cannon at three different speeds and angles. We tested a pumpkin first at an initial speed of 18 m/s with a mass of 5 kg and a diameter of .37 m. The angle we shot it at was 80 degrees and the result was a steep parabola with a range of 11.5 m, a height of -1.2 m and a time of 3.7 sec. The next object we tested was a human with a mass of 70 kg, a diameter of .5 m, an angle of 70 degrees, and an initial speed of 15m/s. We found that this object’s range was 15.2m; the height was -1.2 m and the time was 3 sec. Our final object was a piano shot from a 55 degree angle with an initial speed of 20 m/s. The piano’s mass was 400 kg and its diameter was 2 m. The piano traveled the farthest, 39.2 m, which was off the screen. It’s height was -1.2 m, and the time was 3 sec.
Thursday
Today we spent the majority of the class period discussing our midterm project. We created a rubric for the project using a model that Dr. E. provided. We eliminated some aspects of the rubric that were not relevant to our project and added things that we thought were important parts of the project. We also discussed ways to grade our classmates in our groups. I am excited to do this project because I think it will be a good way to get some hands-on experience with what we will be teaching after we graduate.
How are impulse and momentum related?
Impulse is the product of the force acting on an object and the time during which it acts. Momentum is the product of the mass of an object and its velocity. Impulse is equal to the change in momentum, just as acceleration is equal to change in velocity. An example of this would be a baseball player hitting the ball and following through with his swing. By following through he or she is increasing the length of contact with the ball, thus increasing the momentum, which influences the impulse.
Emily Struck
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Tuesday:
Tuesday, February 09, we began class by reviewing what we learned from the previous week and what we would be studying in the upcoming weeks. Beginning with Chapter 3, we will be discussing projectile motion and why it is an important concept to grasp. In order for us to understand it more clearly, Dr. Ezrailson asked a student to volunteer to show us what projectile motion is and how it pertains to our every day life. In the activity, the student walked quickly across the room, tossing a light-weight ball above her head and catching it while continuing to move about the classroom. By doing this experiment, we noted that the ball was moving in an arc every time she tossed it above her head and caught it in her hands. As a class, we concluded that as observers we are able to see the ball arc because we are at a stand still as the ball is being thrown and the person is moving.
Class Activity:
We also did an activity on the internet today to further our understanding on projectiles. The web activity offered numerous projectiles, speeds, masses, diameters, and angles in which we could change in order to get different outcomes. As a group, we decided that for our first projectile we would use a pumpkin. We set the speed at 18m/s, the mass at 5kg, diameter to 0.37m, and the angle at 80°. As a result, the range was 11.5m, height at -1.2m, and the time it took to reach the ground was 3.7 seconds. For our second projectile we chose to experiment with a human. The speed was set at 15m/s, 70kg for the mass, 0.5m for the diameter, and a 70° angle. The human also had a higher range, (15.2m), while the height remained the same (-1.2m). For our third and final projectile we experimented with a piano that had a speed of 20m/s, mass of 400kg, diameter of 2m, and an angle of 55°. The range (39.2m) was by far greater than our other two projectiles. The height remained the same as the other two while the time it took to hit the ground was 3.4 seconds.
Thursday:
Thursday, February 11, we began class by reviewing the projectile motions we experimented with Tuesday. We then discussed the rubric which we would be graded for on our Mid-Term project and who we wanted in our groups. After this, we were given the rubric in which we were to either change or add criteria that we thought were important. We discussed each section of the rubric with the class and finalized the criteria in which we would be graded. I am looking forward to working with my group members and making an interesting project to share with the class.
How are impulse and momentum related?
According to our book’s glossary, momentum is the product of the mass of an object and its velocity. Impulse is the product of the force acting on an object and the time during which it acts. Just as acceleration equals a change in velocity, impulse is a change of momentum. The book gives an example of the two’s relationship by describing a golfer teeing off following through to increase the time of contact. By following through, he’s increasing the momentum, which affects the impulse.
In class on Tuesday, we learned about projectile motion. A ball was thrown while the girl walked. This example was to show how different the perspective of underneath the ball to on the side of the ball. From the thrower's point of view the ball was going straight up in a line, but to the viewers on the side it was making an ark. The faster she walked and threw the ball, the larger the arc became.
ReplyDeleteWe also did an activity in class on Tuesday. We used the laptops to do an experiment with projectiles. We used many different objects from a Buick to a human. At differnt speeds they went differnt distances. It was interesting to see when the angle got bigger by only twenty degrees it would go flying off the screen. It was fun to see such a good example of differnt objects at the same angles. This is a good lab that would be fun when I am a teacher.
Thursday as a class, we built the rubric for the mid-term project. As a table, we decided on a specific section whawt should be added or dropped. Then after the group stated theirs, everyone else could comment on how they felt about it. It was nice to get input from the whole class. It is going to be fun to see what everyone does for thier projects.
Impulse and momentum related?
Momentum is the product of the mass and its velocity. Impulse is the product of the force on an object and the time. In the reading, there was a good example about a golfer teeing off, and as he followed through with the hit it increased the time. This caused the momentum to increase which directly effected the impulse. This makes them related.
Week 5
ReplyDeleteTuesday:
On Tuesday we discussed projectile motion. We talked about how a projctile makes a parabloa, but depending on your perspective on the object, it might appear to move straight up and down. We also did an activity on the internet to experiment with different projectiles at different angles. Depending on the weight of the object, the same angle could hardly move the object or send it flying.
Thursday:
On Thursday we discussed the rubric for the mid-term and made changes to fit the project. We also chose our groups for the project and talked about possible topics.
Impulse and Momentum:
Momentum is the product of the mass and its velocity. Impulse is the product of te force on an object and the time. The book give the example of a golfer teeing off. As the golfer hits the ball and follows through, this increased the time, which causes the momentum to increase, which directly effects the impulse.
On Tuesday we talked about chapter 3 which was on projectile motion. In class you had a student stand up and show us how projectile motion worked. You had a student start at one side of the room and then had them walk swiftly across the room with throwing the ball in the air while they were walking. The student said the ball was going up and down in a straight motion but the as a class we saw the ball moving up and down in a arc position. The fast the student would have been going the more of an arc we would have been seeing. I thought this was a very fun and fast way to show projectile motion. I would use this in the classroom to show students all you really needed was a ball.
ReplyDeleteWe also did a very fun lab with motion to on the internet. We had a canon with different projectile from a golf ball to a Buick. We first started out with a lot of momentum and a lot of angle on the canon but we found out that it didn’t take a lot of both. The momentum stayed pretty constant if you could get your angle to shoot out of the projectile. This would be a fun lab in the classroom to show kids how momentum changes while different objects are in the projectile.
On Thursday we did a rubric for our midterm project. I really liked this we could see exactly how we are going to graded on the project. I like also how we had full control of grading issues as long as it was reasonable. We could add of drop any section of the premade rubric that we didn’t like but it had to be a class decision. I am looking forward to see what other projects my classmates will do for their project.
Momentum and Impulse
Momentum is inertia in motion or specifically the mass of an object multiplied by its velocity. Where impulse is force X time interval and they are related by if an object is in motion longer it produces more momentum then an object with less time of force. An example would be a car moving at momentum 3 minutes before another car of the same size and weight starting off. The momentum shift changes and so does the impulse.
Tuesday
ReplyDeleteOn Tuesday we had a great lab where we had to pick three different objects to shot out of a cannon. With this we needed to change the velocity, mass, and angle. As a group we decided to launch a human, a Buick, and a piano. It was really neat/fun to experiment with the different factors and see which route the objects would go. I think this would be a great website to keep for when I am teaching someday. This gives kids the hands on chance to play with some of the different elements when objects are launched into the sky and learning about things like gravity and air resistance. Hands on stuff is always good.
Thursday
On Thursday we discussed the project that we will be doing, I believe for our midterm. This will be interesting, for the fact that we get to do mini science project again (but we have to give a presentation about it). Our group decided that we will be doing something with rockets. This is a project that students would enjoy because it is hands on, it moves, and there is a chance it can get a little messy. This will be a good experiment to do to kind of get my feet wet for possible future activities as a teacher.
Question for the week
How are impulse and momentum related?
They are related because the greater the impulse exerted on something, the greater the change in momentum. An example could be the force of impact when a volleyball is served can vary but so will the momentum of the volleyball. If the volleyball is hit softly the momentum behind the volleyball will not be as great, and will not go as far, as if the volleyball was hit with a greater force.
Tuesday:
ReplyDeleteAt the beginning of class on tuesday we started chapter three, which was on projectile motion. We talked about how when something is thrown up in the air or dropped it forms a parabola. To the individual throwing the object it looks like it goes up and down, but the individuals observing the action, it appears to have an arc. Dr. E. stated that if a person walks faster the arc will be more clear to the individuals oberving.
Class Activity:
During class on Tuesday we also did a lab on the computer. The lab consisted of us launching golfballs, humans, pianos, or even cars in a cannon. We altered the angle and the velocity of each object. For an example when we put the angle at 90 degrees for all the objects and put the momentum at 10 they all went straight up, but the golf ball went higher due to the lighter of the mass.When the angles were changed and the force we could predict where the objects would land or atleast get an idea. This lab was fun and interesting. I really liked it, I could definantly use this in my classroom soemday to show my students projectile momentum.
Thursday:
On Thursday we discussed our midterm and also dertermined our rubric. Our group has not yet decided what we will be doing our project on. I think this will be a good experience and I would really like to do something that isn't the easiest to understand, but come up with a lab to better understand the content. Also I thought it was good that we got to to come up with our own grading rubric. That taught me what I need to look for when I make my own when I teach.
Question of the Week:
How are impulse and momentum related?
Momentum is the product of the mass and its velocity.Impulse is the product of the force on an object and the time. An example would be if a golfer swings their club and hits the golf ball and follows through, this increases the time andthe increase in time increases the momentum, which in return affects the impulse/ force.
Tuesday:
ReplyDeleteDuring Tuesday's class, we discussed projectile motion and how, when objects are thrown, they make an arc. This phenomena was demonstrated when a student volunteered to walk quickly across the room while throwing a ball up and down. To the student, the ball was moving up and down; however, to the class the ball was making many parabolas.
Class Activity:
After the demonstration, we were instructed to complete a lab on the computer using a simulation program in which you choose the object, mass, angle, and so forth of something that will be shot out of a cannon. We documented three objects with three different angles, masses, and velocities. We chose to use the human, Buick, and piano as the object to shoot out of the cannon. After trying to make the objects hit the target, we recorded the range, height, and time of each object with the different criteria.
Thursday:
On Thursday we went over the midterm project that will be due by the middle of March. Our group chose what our project is going to be about, rockets. Also, the class as a whole discussed what we wanted the rubric to look like. This project will not necessarily be a lesson plan, but an actual project that will be presented to the class. We are planning on researching about rockets and how they work, and then demonstrating this information using a rocket or rockets made from film canisters (or something like it), baking soda, and vinegar. It will potentially (or hopefully) be an activity that I will remember and keep in my files for when I have my own classroom.
How are impulse and momentum related?
The momentum of an object is equal to its mass times its velocity. The impulse of a force is equal to the change in momentum of a body which a force causes. The equatio to find the impulse is force X time. An example of this would be kicking a soccer ball. If the person kicking the ball swings back his leg just slightly, therefore not putting very much momentum behind the ball, the ball will not go far. The harder the ball is kicked, the farther it will go.
Tuesday:
ReplyDeleteIn class on Tuesday began talking about projectile motion. We also did a fun activity using a computer. We were able to pick from different objects, such as, a car, person and a pumpkin to name a few. After picking an object we were able to change the angle, mass and velocity. Then the object was shot out of a cannon and we were able to compare different objects, speeds and velocities.
Thursday:
During class we talked about our midterm project and recunstructed our grading rubric for the project. I am excited to work with my group on our project and also see what the other groups come up with when we present them in March.
Momentum and Impulse
Momentum is the product of the mass of an object and its velocity. Impulse is the product of a force acting on an object and the time during which it acts. The book gives an example of golfer teeing off. When he followed through, it increased the time, which then caused to momentum to increase.
In Tuesday's class we went over projectile motions. A projectile motion shows two motions in one and two dimensional movements. Projectiles tell us how ojects move through the are or through space under the influence of gravity. We did a project on D2L dealing with projectiles. With the objects that had the higher mass were more difficult to stop and the objects with the lesser mass went further.
ReplyDeleteIn Thursday's class we discussed our midterm projects and we chose our groups. We then went over the rubric and made changes to it as we see fit. Our group has not yet decided on a project.
Impulse is the product of force acing on object and the time during which it acts. Momentum is the product of the mass of an object and its velocity. The greater the force acitng on an object the greater its change in velocity, therefore the greater the change in momentum.
Tuesday:
ReplyDeleteIn class we started talking about projectile motion. You had one of the students walk quickly and throw a ball at the same time. The first time she walked and threw the ball we all watched the ball in relation to her so the ball appeared to be going up and down. The next time you had us watch only the ball, this showed that when she thorws the ball it actually archs to move forward with the student. After that you had do a project on D2L to illustrate the influence of angle, gravity and mass of an object has on the ability for it to travel. We found that mass has a huge influence on how far an object can be thrown. Our group didn't get to do very many tests because our computer was undating for most of the time we were in class.
Thursday:
In class we went over the the midterm project and found out who was in our group. After that we spent the class coming up with a rubric that would be fair for all the groups. We also spent time coming up with an idea for a project and what grade level we would like to make a lesson for. Our group decided that upper elementary would be the level would made a lesson for, but not a specific grade level.
Impulse and Momentum: Impulse is the product of force acting upon an object and the time during which it acts. Momentum is the product of the mass of and object its velocity. The greater the force acting on and object the greater the change in velocity, this results in a greater change in momentum.
In class on Tuesday we learned about projectile motion. Our teacher had a volunteer walk in front of the class quickly while throwing a ball up and down. The class learned that if you watched the ball go up in down you would see that the ball moves in the direction that the student is moving. After this demonstration we did a project on the laptops that showed us the different factors that makes an object travel different lengths. We were able to pick the object that we wanted to launch and set the angle, mass and air resistance so we could see if we could hit the target. After about five minutes of trial and error, my group learned that no matter what the object, a 45 degree angle worked.
ReplyDeleteOn Thursday we recieved the criteria for our midterm projects. We were given a syllibus and each group changed bits and pieces of it so it fit with how we thought our projects should be graded. We also spent a little time with our table groups to come up with a couple ideas for what our group would present to the class. I learned that it is awfully hard to be a teacher because a lot of thought goes into making projects for the class and then deciding the criteria to judge all of the projects on.
Momentum is the product of the mass of an object and its velocity.Impulse is the product of force acing on object and the time during which it acts. The greater the force acitng on an object the greater its change in velocity, therefore the greater the change in momentum.
In class on Tuesday, we discussed projectile motion. I was asked to throw the ball in the air while walking at a fast pace to visually explain how the motion changes relative to different positions. To the outside eye, the object makes a parabola and still moves forward, whereas to me while walking, it looks as if it is only moving up and down when I threw it. We also were able to experience projectile motion on a website where we were able to alter different angles and weights to see how the distance in which the object traveled changed. What we found was that the higher the angle, the shorter the distance the object traveled. While we were playing around with this simulation we tested a human being, a pumpkin, and a Buick. It was really interesting to see how the theories in our text book relate to real life (or simulation…).
ReplyDeleteThursday we discussed our midterm projects. I’m actually very excited to work on this project and see first-hand what it is going to be like to plan a lesson for the class. I’m interested to see how it is going to be to plan a lesson with a group, being I’m used to working alone. I’m confident that our group will do very well! We also made a rubric for the project. I loved the fact that we were able to put our opinion into the project. It made it seem so much more realistic and personal rather than a cold requirement. I thought that the class did a great job making the rubric and adjusting the original. All in all, this project is going to be a great experience.
The difference between impulse and momentum is that impulse is from a force acting on the object and the time in which it does act while momentum is the mass of an object and its velocity. To illustrate this thought, think of a person kicking a soccer ball. When he/she brings her leg back to kick the ball, the movement forward has momentum. The harder the leg is swung, the greater the momentum which ultimately increases the impulse on which the leg kicks the ball. It’s somewhat equal to each other, similar to the relationship between acceleration and velocity.
Tuesday
ReplyDeleteWe talk about projectile motion. This was shown when a class member walked across the room throwing a ball up in to the air. By doing this it showed the arc that the ball made when we throw things. Dr. E talked about what happened and why that was happening. She also explained how we could use that project or kids of different ages.
Class project:
Later in class we did a computer-simulation project to show how motion is use. While doing this project my group shot a Buick, human, and piano. While my group was doing this we found out that by changing the different settings on the program showed that how the arc will change. I thought that sometimes there would be a different reaction when we had some of the settings.
Thursday
On Thursday we spent the most of the class talking about the midterm activity. While doing this we talked about the project we created the rubric. This was going to be what the class was going to have to follow when they were completing their projects. We were split into groups to go over parts and see what we would like to change about each section.
How are impulse and momentum related?
Impulse is a product of the force acting on an object and the time during which it acts. Momentum is the product of the mass of an object and its velocity. Impulse is equal to the change in momentum, just as acceleration is equal to change in velocity. This would be like a golfer hitting the ball and then his follow through.
Tuesday: We discussed projectile motion. A projectile is an object being thrown. We discussed how most times when an object is thrown it forms a parabula in the air. We also did a simulation online with rocketing objects and determinning what causes an object to go further or higher.
ReplyDeleteThursday: Thursday I wasn't able to make it to class; but the class discussed the project coming up and formed a rubric.
How are impulse and momentum related?
Impulse is the change in momentum. Example to increase momentum is a golfer hitting a ball off a tee and wanting to hit it a long distance with hit the ball very hard. If the golfer wanted to hit it a short distance such as chip it in he would have to hit the ball with a decreased momentum for it to go a shorter distance than before.
Week 5
ReplyDeleteTuesday:
In class today we leanred about projectile motion. To open up the lesson and get the class thinking about projectile motion, Dr. E asked a volunteer to walk quickly from one side of the room to another while throwing a ball in the air and catching it repeatedly. The motion of the ball was an arc. Dr. E also gave several real-life situations involving a moving sidewalk at an airport. She strongly suggested that we try dropping an object if we ever had the chance to stand on a moving sidewalk. After the discussion, we were given an interactive website that simulated projectile motion in the form of a cannon. We were given different options and settings such as intial speed, mass of object, and the degree of projection. We chose three different objects - a golf ball, human, and buick. From the online lab, we were able to conclude that no matter what the size or weight of an object, the higher the initial speed and the smaller the degree of projection, the farther the object would land.
Thursday:
Today in class we discussed our upcoming midterm project. Dr. E went over the assignment in detail and asked for any questions. We were also able to review the rubric and add any criteria that we thought should be included. Knowing the teacher wants student involvement makes me want to be more involved, so I found this activity very helpful.
How are impulse and momentum related?
According to the text, momentum is the product of the mass of an object and its velocity. Impulse is the force acting on an object and the time in which it acts. Impulse is the change in momentum, which can be done by increasing or decreasing the amount of time an object is in contact with the force being applied to it.
In class on Tuesday we discussed projectile motion. This is caused by the force we place behind the object. So that we would get a better handson understanding we used a computer program which had a cannon using projectile motion. We got to pick the mass, the object, the inital speed, and the degree of the projection to see the outcome. Our group noticed that the smaller the mass the less time it takes for the object to hit the ground.
ReplyDeleteOn Thursday in class we went over our midterm projects. As a class we went over the rubric and decided together what should go in it and what we should not be graded on. Not all teachers, no matter what grade, let students have a hand in how they will be graded and this was a very nice change.
How are impulse and momentum related?
Impulse is the product of force and momentum is the product of mass. Force and mass are closely related because of Newton's 2nd law which states, Force = Mass X Acceleration.
On Tuesday in class we discussed Chapter 3 on Projectile motion. As an example of prjectile motion a student walked quickly in the front of the classroom tossing a ball in the air. This demonstrated the force placed on the object causign projectile motion and the ball to move in an parabola type motion in the air. Next, we used a computer program for a hands on learning experience. On the program we shot many different objects out of a canon and changed things such as mass, the speed and degree of prejection in order to find out their effect on the motion. We tried many different objects and discovered that higher the speed and smaller degree the farther the object flew. We also found that the lower the mass the farther the object will go.
ReplyDeleteOn Thursday in class, we started discussing our group midterm projects. We got into groups and made a rubric to follow as a class. We dsicussed project ideas as a group and what was expected of each member.
How are impulse and momentum related?
Momentum is the product of the mass of an object and its velocity and impulse of the product of force acting upon an objet and the time during which it acts. So impulse has to do with force and momentum has to do with mass. Therefore the grater the force acting on an object the greaterits change in velocity and the greater the change in momentum.
On Tuesday we discussed the topic of projectile motion as a class. One of my classmates walked quickly across the room while tossing a ball into the air. By doing this we saw that the ball was not only moving up, but also forward. This illustration helped us define that projectile motion is motion with 2 different directions. We also played around on a computer simulation involving projectile motion. With this simulation we were able to shoot off different objects changing the angle, mass, and speed. Through this we concluded that with a smaller degree and higher speed the object will fly farther.
ReplyDeleteOn Thursday, we started to discuss the mid-term projects. We figured out our groups and then as a class came up with the rubric we would be graded on for the project. As a group, we decided what grade level we would have our lesson be on, but did not pick a topic for the lesson.
How are impulse and momentum related?
Impulse is the product of the amount of force on an object, while momentum is the product of the mass of the object. Impulse is the change in momentum, which is configured by the amount of time the object has in contact with the outside force being applied on it.
Tuesday
ReplyDeleteOn Tuesday we discussed projectile motion. Projectile motion was demonstrated by showing the movement of a ball, this demonstrated that projectile motion was the motion of an object acting in two different direction. We also used a program on the computer that demonstrated motion. The online demonstration gave us the ability to alter angle, mass and speed of an object. We also discussed the proper way to blog on Tuesday.
Thursday
On Thursday we went over rubrics for mid-term projects and picked our groups for the project. Our groups discussed project ideas.
How are impulse and momentum related?
Impulse is an impelling action or force, driving onward or inducing motion. Momentum is the product of the mass of an object and its velocity. Impulse affects momentum in the sense that it changes momentum.
Tuesday:
ReplyDeleteIn class Tuesday we talked about projectile motion. We showed projectile motion by a classmate walking across the room quickly while tossing a ball.
Thursday:
In class Thursday we went over rubrics for our mid-term projects. We talked in groups about what should be changed and what should be included in the grading rubrics.
How are impulse and momentum related?
Impulse the product of the fource acting on an object and the time during which it acts. Momentum is the product of the mass of an object and its velocity. Impulse affects momementum and changes it.