Physics 112
Friday, Nov. 27th
Today, your labs were to be handed in (friction activity). I then went over some of the review questions assigned for next Tuesday’s test.
Pg. 206-8 #1, 2, 3, 16, 23, 29 – 33, 35;
Pg. 210-2 #1, 6, 7, 10, 11, 12, 30 – 33, 36
Thursday, Nov. 19th
Today we did a few example of friction and Fnet, then I got you to do questions 5, 6, and 7 on page 144.
Wednesday, Nov. 18th
We learned about frictional forces today, and I did one example with you. I was getting low on time so I only assigned one question for homework. It turns out that we needed to do the second example before you would be able to experience much success with this question. So, we’ll have more work to do tomorrow.
Tuesday, Nov. 17th
Today I went over two examples with net forces and the kinematics formulas. Then I assigned pg. 168 #4, 5, 7, 8.
Monday, Oct. 26th
Today I did some notes, and examples on projectile motion. We did a few hoz projtile motion examples together, then I assigned pg. 536 #1-8. The following pages of projectile motion pg 536 #1-8 hints should help as well.
Thursday, Oct. 22nd
Today I gave the quiz, and we started work on projectile motion.
Tuesday, Oct. 20th
Today I went over the problem from yesterday. Then I gave you the following hand in assignment on vectors (2d vectors assignment #2)
Tomorrow we will start review for a quiz later this week. (Review questions are pg. 116 – 117 #19, 20, 22, 25, 26)
Monday, Oct. 19th
After going over the problem from last day (showing the videos…) I asked you to do problem #26 from page 110. Most of you got that done by the end of class, so I also asked you to complete question #7 from the vector handout a number of days ago. Tomorrow I’ll give you a hand in assignment on vectors.
Friday, Oct. 16th
Today I collected the assignments from last day, and then showed you the method to add up non-perpendicular vectors. Although a lengthy process it breaks down complicated vectors into easy to manage components that can be dealt with much easier. After the example I asked you to use the vector method to solve the following problem:
An airplane is flying at 350 km/hr [W 30 N] and the jet stream has a velocity of 55 km/hr [E 45 N].
a) determine the resultant velocity of the plane
b) calculate the plane’s displacement in 3 hours.
Here’s a 2 part video on youtube where I work the problem out:
Part 1:
Part 2:
Thursday, Oct. 15th
Today I went over vector questions, and then gave you a vector assignment #1 that is due tomorrow. Then we will start the next vector method.
Friday, Oct. 2nd
Today I went over the rest of the assigned review questions. Hopefully you will be ready for a test on Monday. Besides the actual review questions, be sure you are ready to sketch both d-t and v-t graphs of various types of motion that we discussed.
Good Luck!
Thursday, Oct. 1st
In the past week, we’ve been working on acceleration and the formulas that come with them. I’ve given a kinematics worksheet that has tons of examples of different ways to use those formulas. We are starting to review for a test on kinematics that covers all of our concepts of velocity and graphs, as well as the acceleration formulas and their graphs. Specifically I’ve assigned review questions:
Theory: pg. 71-72 #3a, 6, 7, 9, 11 and Pg. 114 #2, 3
Problems: Pg. 72 #17, 18 and Pg 116 #11 – 17.
The test will be next week!
Thursday, Sept. 24th
Today I let you work on an inquiry activity about falling objects. You developed a question that you wanted to test, then we set out to do it. You took a medicine ball and a tennis ball, and went to gather data in the gym as the balls were dropped from the balcony. I also recorded a ball drop with the camera and I will show how Dartfish can give us some much more accurate data.
Wednesday, Sept. 23rd
Today marked my return to the class after a few days of being absent for meetings. I had asked you to attempt a number of questions from the textbook, we spent most of the class going over some of those problems. Unfortunately I had to spent a great deal of time dealing with pre-adolescent assinine behaviours, that most people would be shocked to learn are occurring from grade 12 students.
Friday, Sept. 18th
Well, we only managed to over some of the problems from last day, and didn’t get to move onto anythign else because some bozo pulled the fire alarm today. Well, at least we got nice and wet….
Have a great weekend!
Thursday, Sept. 17th
Today I gave a handout on converting position time graphs to velocity time graphs. After that I asked you to do the section review questions #2, 3, 4, 6, 7 on page 60.
Wednesday, Sept. 16th
Today was long suffering series of interruptions due to the picture day and grad pictures. We managed to go over most of the activity from last day. Tomorrow, more converting position time graphs to velocity time graphs.
Tuesday, Sept. 15th
Today I handed out an instantaneous velocity activity activity. I asked that you complete it for homework.
Monday, Sept. 14th
Today we went over the questions from last day, then got into the concepts of non-uniform motion. We discussed graphs of motion and what the slopes of those graphs represents.
Friday, Sept. 11th
We finally got into some physics questions to work out. It got real for some of you today! After some examples I asked you to complete Pg. 45 #1, 2, 3 (Practice Problems) and we went over those questions. Then I’ve assigned for you pg. 46 #1, 2, 3 (Section Review), and two theory questions #1, and 2 on page 34.
Have a great weekend!
Thursday, Sept. 10th
Well we went over yesterday’s homework, and then I discussed vectors and scalars and then asked you to determine the distance run as well as the displacement for a hockey player during a “Suicide Drill”. (Don’t like the name, but that’s what they call it!)
Wednesday, Sept. 9th
Today we carried out your ’speed of the ball’ activity. You were to pass in the work that was done, and I gave you an anchor activity that I asked you to complete for homework.
Tuesday, Sept. 8th
First off I gave you a few handouts: the Physics 112-122 outline 09, the sport motion project handout, and my expectations on MANNERS.
After that, I started you down the path of guided inquiry by setting up a bit of a task or experiment for you and you had to determine what you needed to measure to get the speed of a ball, as well as how you were going to measure it. Lastly, I asked you to write down a detailed set of instructions that you could follow tomorrow to measure the speed of the ball.
Hey, look, here’s a 2 part video on YouTube of me working it out!:
Part 1:
Part 2:
