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@letsgetphysical13-blog-blog
good job guys! missionperu:
Our first day of service saw us in Canto Grande. This poor barrio (called a ‘pueblo joven’ in Peru) is on the outskirts of Lima. It is there that the Christian Brothers run a school called ‘Fe y Alegria 26’, one of a system of schools funded by the government but run by religious communities which…
good job guys! missionperu:
Our first day of service saw us in Canto Grande. This poor barrio (called a ‘pueblo joven’ in Peru) is on the outskirts of Lima. It is there that the Christian Brothers run a school called ‘Fe y Alegria 26’, one of a system of schools funded by the government but run by religious communities which…
good job guys! missionperu:
Our first day of service saw us in Canto Grande. This poor barrio (called a ‘pueblo joven’ in Peru) is on the outskirts of Lima. It is there that the Christian Brothers run a school called ‘Fe y Alegria 26’, one of a system of schools funded by the government but run by religious communities which…
good job guys! missionperu:
Our first day of service saw us in Canto Grande. This poor barrio (called a ‘pueblo joven’ in Peru) is on the outskirts of Lima. It is there that the Christian Brothers run a school called ‘Fe y Alegria 26’, one of a system of schools funded by the government but run by religious communities which…
Christmas Physics
We were putting up our Christmas tree today, and the most important thing I could find to think about was, of course, physics. I imagined how much easier it would have been to lift the tree up if we had a pulley system which would reduce the necessary force by increasing the distance that we pulled. Physics is very important to the Christmas spirit, there's no way Santa could deliver all those presents without clever use of the laws of gravity.
Machines - December 19, 2011
Today in class we discussed how exactly “machines” get involved in physics. Basically machines are used to increased a force and change the direction of a force. The attached picture shows a young child using a complex pulley system to pull up a small bucket. The amount of work put into the pulley is equal to the amount of work put out of the pulley. Other examples of machines in physics would be levers or inclines.
That kid looks like he is having a lot of trouble pulling up the bucket of whatever. I thought that the more pulleys you have (and he has a lot) the easier it is to lift the mass at the other end of the string. This kid must be really frail.
I don’t know if the kid is “frail,” but the what you’re saying about the pulley system might be true.
That's a lot of pulleys. I bet we could top that though. We should do an experiment to determine the effect adding pulleys has on AMA and IMA for up to 100 pulleys.
Today in physics we talking about mechanical advantage. Mechanical advantage is awesome because it lets us lift really heavy stuff with ease and feel better about ourselves. Because the work you put into a system is always equal the force that comes out, you can decrease the amount of force necessary to move an object by increasing the distance you apply the force over.
Today in physics we started discussing machines, and did some work involving kinetic and potential energy. This picture sort of combines the two, and shows that potential energy is only relative to position, and as the ram falls its potential energy decreases while its kinetic energy increases equally.
Today in physics we started learning about the conservation of energy. We started talking about that fact that in energy can not be created or destroyed, it can only change form. We also discussed the notion that in a closed system, the total amount of energy remains constant so long as no other external force enters the system. The picture with the roller coaster kind of shows this, in that the total energy of the system is equal to the KE + PE in every case.
Today in class we learned about Potential Energy, as opposed to Kinetic; there was a bit of confusion about the classifications of various expenditures of energy in the world around us. I thought that this diagram would help clarify a bit, especially if one understands why each form of energy is in the category that it is. For instance, all of the energy in the objects on the left are stationary (a tennis racket’s energy is in the tension of the strings); whereas the energy in the objects on the right are transitive (wind’s energy is a moving force which is very apparent to anyone who has had the misfortune of trying to hit a wedge shot uphill into a 25 mph gust).
Yeah, this diagram does seem to put a lot of the stuff we have learned into perspective. If you look at it for a little while it makes sense.
Today in Physics
Today in Physics we went over a bunch of work/power and kinetic/potential energy questions. We also refined some of the things we had previously said. For one, work is a scalar, meaning that direction is not taken into account. This means that if someone walks 1 meter north, and then 1 meter south they still do work even though their position has not changed. We also differentiated a bit more between work done in the horizontal direction, and work done in the vertical direction. In the horizontal direction, friction matters while gravity does not. In the vertical direction, only gravity matters, and only the final height matters, not how the object was raised to that height.
Today in physics we learned about both potential and kinetic energy and their relationship. Kinetic energy is the energy of motion whereas potential energy is stored energy that can be converted into kinetic energy. The total energy of a system is equal to the potential energy added to the kinetic energy. The picture shows us that at the top of its path, the baseball has its max of potential energy and minimum kinetic energy, and vice-versa at the bottom; also beware of falling baseballs.
Physics
In talking about work and power in physics recently, I have come to realize that most of what we learn in physics can be applied to the world around us on a daily basis. I find this pretty interesting because it means that we will probably end up taking a lot of the stuff we learn in physics with us for the remainder of our lives. Cool.
I find it funny that certain things in Physics that we’ve come to learn as fact are contrary to what we originally thought. This really began with Centripetal motion, which was a counter-intuitive concept to all of us; and this is the same thing as work, which we originally perceived as being the same thing as force, but is in fact the combination of a force, and the resulting motion.
Yeah, me too. A lot of the things kind of turned my idea of how things work upside-down. I'm beginning to feel like physics is at work in everything around me.
Today in Physics we talked about work and power, and the relationship between the two. Work is a product of the force applied to an object and the distance it moves. If the object does not move, or if no force is applied, there is no work done. Power is simply work over a period of time. Simply, power is the rate at which work is done. To answer the question in the picture, neither are doing work since they are both stationary.
Today in physics we talked about work, and power. We did a pretty interesting lab that involved running up and down a flight of stairs. We measured the height of the staircase and the time it took to run up and down the stairs. Using our collected information we calculated the amount of work done and the power generated by the students. It was a pretty cool lab and certainly more fun than most of our usual labs.
This photo illustrates pretty well what we have been talking about for the last week or so in physics. In elastic collisions such as this one, there is a conservation of momentum in the system, and since the 8 ball was stationary, the total momentum of the system is just the momentum of the cue ball. When the cue ball hits the 8 ball, it transfers all of its momentum, and because the 8 ball has the same mass as the cue ball, the cue ball stops and the 8 ball moves with the same velocity that the cue ball had when it hit it.
