CLASS+NOTES

Unit: Topic: Text Reference: Idea: Definition: Key Examples: Additional Information/Interesting Links/etc.

 * You may want to add stuff to others' notes so we can all have full notes for exam, but do inform the original posting student please.

February 7 - Maria
Unit 1 Topic: Introduction Text Reference: None. See handouts Idea: An Introduction to SPH 4U - Syllabus - What is Group Work all about - Inquiry cube activity - TED Talk - [|Beauty and Truth in Physics]


 * February 8 - Shen**

Significant Digits.
[] [] [] Scientific Notation []

Study of motion = Mechanics which is divided into 2 types: Kinematics Dynamics How of motion Why of motion Scalar is magnitude ONLY! Vector is BOTH magnitude AND direction. Displacement is the change in position of an object (usually measured in SI units). Average speed = total change in distance/total elapsed time. This is scalar. Average velocity = total change in displacement/total elapsed time. This is vector. Instantaneous velocity = velocity at a specific time. Acceleration is the change of velocity/time.
 * Homework Notes: <- feel free to add onto these notes so we may have full notes for exam**

__ February 9 – Bre | __ ** Unit 1 ** Topic: Review of Basics Text Reference: Physics Concepts and Connections Book Two Irwin Publishing pages 24-32 (and top of 33) Idea: Numbers, Estimates and Fermi Questions Continuation of - A Review of Basic Concepts Definition: None Key Examples: Refer to text references. Additional Information/Interesting Links/etc. [] [] [] *note: to use this website you need an account and must show all the work you have been doing for the questions you need help with but the help is great! __ 1.8 A graphical Analysis of Linear Motion | __ Three main types of graphs in kinematics: · Position-time graphs · Velocity-time graphs · Acceleration-time graphs

[]

n a position time graph slope is velocity When the object being graphed has a uniform motion/constant velocity the graph __must__ be a straight line.

When the line curves draw a tangent at a point for instantaneous measures to get the average draw a secant connecting two points Slope of a straight-line velocity-time graph gives acceleration that is constant, if the graph is curved acceleration is not constant and instantaneous acceleration can be calculated using a tangent. Area under velocity-time graph is the displacement of the object The area under an acceleration-time graph is the change in velocity of the object __ 1.9 Dynamics | __ Dynamics is the “why” of motion and the study of why and how objects move Force is the push or pull in a given direction · These are called contact forces An example of a non-contact force would be gravity Force is a vector quantity measured in newtons (N) Mass is the amount of matter in an object and is a measure of the objects inertia. Standard SI unit is Kg Weight is the force of gravity acting on an object Gravity is mutual force of attractiong represents earth’s gravitational field which is 9.80 N/Kg (also known as acceleration due to gravity) So I couldn't get my equations or pictures to load, there on the PDF if you want them. Sorry :)

February 9

- Definitions: Distance: Length of the path traveled. .................. Position: Distance away from the reference point. .................. Displacement: The net travel of an object as measured from its starting point to its end point in a straight line, with direction. - Review: Graphing Kinematics, Instantaneous and Average Velocity, Velocity-Time Graphs, Aceleration-Time Graphs, et all. - The slope of a tangent to a d-t graph represents instantaneous velocity. - The slope of a secant to a d-t graph represents average velocity. - In physics we avoid using the term deceleration. Instead we prefer the terms speeding up and slowing down.
 * February 11,2011**
 * Marco Becerril**
 * Unit 1, Topic: Graphing Kinematics**
 * Text Refernce: Grade 12 Functions course. See handouts.**
 * Idea: To review concepts and terms from grade 11.**

Homework: - Finish handout (Review: Graphing Kinematics) - Graph Analysis Assignment (Due: February 14, 2011)

Monday February 14th 2011 Julia Csath Topic: Grade 11 Review Text Reference: See wiki Idea: Review concepts from grade 11 Definition: None A Review of Grade 11 Physics handout --each group must post two answers (one per group member) onto the wiki. --Handout was to be completed with the aid of the machines in the science arcade. Each group should have handed in the Graphing kinematics handout. See the following links for grade 11 review: [] review of kinematics. [] review of forces. [] Newtons laws Inertia-matter will always want to do whatever it was doing before (ie standing still it will stay standing still if its moving 20m/s it will continue to mave 20m/s) F=ma For ever action there is an opposite yet equal reaction. [] Sound and Waves review.
 * this one only starts to talk about sound and waves at around 6 min.

Homework: Graph Analysis Assignment due Friday Quiz Wendnesday

Tuesday February 15th 2011 Julia Csath Topic: Linear Motion Text Reference: See Handouts Idea: Using algebra to solve problems



[] Just some more recap on Linear motion.

Homework: Graph Analysis Assignment due Friday Quiz Tomorrow

**Wednesday, February 16th, 2011 ** **Gurpriya Kaberwal ** **__Unit __****: 1 **

**__Topic __****: 2-Body Problems **

**__Text Reference __****: ** · **//HANDOUT: "SPH4U ALGEBRAIC DESCRIPTION OF UNIFORM LINEAR ACCELERATION" //** · **//CHAPTER-1 SECTION-1.6 (PAGE 10-19) //**

T wo-body problems are characterized by a set of two unknown quantities. On approach involves the use of two separate individual object (body) analyses. In such an approach, diagrams are constructed independently for each object. Each individual object analysis generates an equation with an unknown. The result is a system of two equations with two unknowns. The system of equations is solved in order to determine the unknown values. So, basically we treat the two bodies separately from each other and then come up with equations for each one of them depending upon the information given. Those two equations can then be related to find the unknown value.
 * __ Idea __:**

**__Definition __****: ** __Two-body problems __: problems that involve finding the motion, relative to one another, of two objects, where the position of each affects the motion of the other.

**__<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Key Examples __****<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">: ** <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt;">Two cars, A and B, are travelling in the same direction. Car A has an initial speed of 10m/s an acceleration of 1.0 m/s2. Car B is initially at rest and begins to accelerate at 2.0 m/s2 when the cars are 50m apart. When and where do the cars meet? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt;">Initial position= reference point Initial position= reference point



<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Distance between A and B = 50m <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">A→ + B→ + │-cars’ meeting point <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">v1= 10m/s <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">a = 1m/s2 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">where, <span style="font-family: 'Times New Roman','serif';">Δd =?, Δt=? <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">For A,

<span style="font-family: 'Times New Roman','serif';">dA = <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">v1t + 1/2at2
 * <span style="display: block; padding-bottom: 4.35pt; padding-left: 7.95pt; padding-right: 7.95pt; padding-top: 4.35pt;"> Time is represented by the same variable, t, in both the equations. ||

<span style="font-family: 'Times New Roman','serif';">dA = 10t +1/2 (1) <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> t2 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">so <span style="font-family: 'Times New Roman','serif';">dA=10t+0.5t2---eq1


 * <span style="display: block; padding-bottom: 4.35pt; padding-left: 7.95pt; padding-right: 7.95pt; padding-top: 4.35pt;"> Can’t go any further with A as we have two unknowns so go to B ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">For B, <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">v1=0 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">a = 2m/s2 <span style="font-family: 'Times New Roman','serif';">dB = <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">v1t + 1/2at2 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">dB = ½(2)t2 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">dB = t2 --eq2

<span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">dA = dB +50 or dA – 50 = dB .....sub in eq1 and 2 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">10t+0.5t2-50 = t2 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">10t – 50 = t2 – 0.5t2 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">10t – 50 = 0.5t2 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">0.5t2- 10t + 50 = 0 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">2x [ 0.5t2- 10t + 50 = 0 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">t2- 20t+100=0 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">t2-10t-10t+100=0 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">t(t-10)-10(t-10) =0 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">(t-10) (t-10) =0 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt; tabstops: 140.25pt;">So, t=10s


 * <span style="display: block; padding-bottom: 4.35pt; padding-left: 7.95pt; padding-right: 7.95pt; padding-top: 4.35pt;"> So, at exactly 10s A catches up to B. Different scenarios are possible such as- B goes ahead of A after they catch up etc. If we get a negative value for t, then it would mean that the two cars never meet since time cannot be negative. ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt;">Next question: Where do they meet? <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0cm 0cm 10pt;">Take either one of the eq1 or 2 and sub in the value of t which is 10s. <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">dB = t2 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">dB = (10)2 <span style="font-family: 'Times New Roman','serif'; line-height: normal; margin: 0cm 0cm 10pt;">=100m


 * <span style="display: block; padding-bottom: 4.35pt; padding-left: 7.95pt; padding-right: 7.95pt; padding-top: 4.35pt;"> Therefore, the two cars meet 100m from B’s reference point. It doesn’t matter how much the distance is from A as you have established a reference point from which 100m is measured. ||


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Additional Information/links __****<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">: **

-http://www.a-levelphysicstutor.com/m-linmotion-unaccln.php
-- **<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Friday, February 18th, 2011 ** **<span style="font-family: 'Times New Roman','serif'; font-size: 18pt;">Gurpriya Kaberwal **

__<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Unit __<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">: 1 __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Topic: __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Sketching Position-time graphs for 2-body problems __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Text-reference: __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">SPH4U Algebraic Description of uniform linear acceleration · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Chapter1 of the textbook __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Idea: __ A position-time graph provides a visual representation of how an object’s position changes over time or how the distance(or displacement) moved by a body changes with time. The slope [also known as the gradient] of the graph tells us how fast the curve rises or how steep it is. The slope of the graph can be computed (slope = rise / run) by selecting any two points on its secant. The slope gives us the speed of the body. Many everyday problems can be clarified and solved using graphical analysis. The motion of objects can be very well explained by the shape and the slope of the lines on a position vs. time graph. If the velocity is changing, then the slope is changing (i.e., a curved line). If the velocity is positive, then the slope is positive (i.e., moving upwards and to the right). The position vs. time graphs for the two types of motion - constant velocity and changing velocity ( [|acceleration] ) - are very important is studying the motion of an object. If the velocity is constant, then the slope is constant (i.e., a straight line). If the velocity is changing, then the slope is changing (i.e., a curved line). If the velocity is positive, then the slope is positive (i.e., moving upwards and to the right). The slope of a tangent of a position-time graph represents instantaneous velocity and the slope of its secant represents average velocity.

__<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Definition: __ · <span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Position-time graph: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">A position-time graph is one in which position is plotted on the y-axis and the time is on the x-axis. It simply shows the relationship between time and position __<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Examples: __

__<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">For 2-body problems, sketch both graphs on the same axis __ Constant Velocity ||~ Fast, Rightward(+) Constant Velocity ||
 * ~ Slow, Rightward(+)
 * = [[image:http://www.physicsclassroom.com/class/1dkin/U1L3a7.gif width="174" height="125"]] ||= [[image:http://www.physicsclassroom.com/class/1dkin/U1L3a11.gif width="173" height="124"]] ||

Constant Velocity ||~ Fast, Leftward(-) Constant Velocity ||
 * ~ Slow, Leftward(-)
 * = [[image:http://www.physicsclassroom.com/class/1dkin/U1L3a8.gif width="171" height="124"]] ||= [[image:http://www.physicsclassroom.com/class/1dkin/U1L3a14.gif width="173" height="123"]] ||

Slow to Fast ||~ Leftward (-) Velocity Fast to Slow ||
 * ~ Negative (-) Velocity
 * = [[image:http://www.physicsclassroom.com/class/1dkin/U1L3a16.gif width="164" height="136"]] ||= [[image:http://www.physicsclassroom.com/class/1dkin/U1L3a17.GIF width="170" height="136"]] ||

__<span style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;">Additional information/links: __ · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Feb 22nd 2011 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Julia Csath <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Topic: Kinematics <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Definitions: N/A <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Today's challenge was to get into groups of three and complete the great rope washer challenge (attach the washers to the rope so that when dropped the washers make a steady clink clink clink noise). The five linear uniform acceleration formulas were used in this activity (it was up to you to figure out which ones though). This activity was to help us review the formulas, work as a team and to get us into the habit of drawing good complete diagrams. Overall very nicely done guys. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Ok so enjoy this video on solving physics problems <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">[]

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Homework: <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Assignment due tomorrow <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0cm 0cm 10pt 36pt; text-indent: -18pt;">Test 28th

Definitions: N/A
====<span style="font-family: 'Times New Roman',serif;">We have a Kinematics Test on Monday. It has some multiple choice questions, some short answer questions, 3 uniform acceleration problems (on of which is a two body problem) and some questions where we will have to interpret /sketch graphs. ====

<span style="font-family: 'Times New Roman',serif;">The Graph Analysis Assignment was returned. Overall, it was done very well, but here are some things to pay close attention to:
====<span style="font-family: 'Times New Roman',serif; margin-left: 0.5in; text-indent: -0.25in;"> - When drawing graphs, __ensure__ that there are smooth transitions between sections – it’s more realistic that way. (Page 1 of the assignment) ==== <span style="display: block; font-family: 'Times New Roman',serif; margin-left: 0.25in; text-align: center;"> This is a good example of a graph with smooth transitions, taken from:  []

====<span style="font-family: 'Times New Roman',serif; margin-left: 0.5in; text-indent: -0.25in;"> - The positive and negative signs for velocity and acceleration (from the tables) DO NOT make them integers. ====

<span style="font-family: 'Times New Roman',serif; margin-left: 0.5in; text-indent: -0.25in;">- The signs refer to the DIRECTION. (Page 5 of the assignment)
====<span style="font-family: 'Times New Roman',serif; text-indent: 0.25in;">We also watched an interesting video during class – from the BBC “Fun to Imagine” series in 1983 - about the jiggling of atoms; feel free to watch it again – and check out the other episodes: ==== media type="youtube" key="v3pYRn5j7oI" height="234" width="288" align="center"

[] ====<span style="font-family: 'Times New Roman',serif; margin-left: 0.25in; text-indent: 0.25in;">“Have fun imagining it - there’s no teacher here to ask you questions at the end. Otherwise, it’s a horrible subject.” – Richard Feynman ====

Additional info:
====<span style="font-family: 'Times New Roman',serif; margin-left: 0.25in; text-indent: 0.25in;">Below is a video on vector analysis, if you want to get a head start. After all, we are starting vectors on Friday. You can read ahead page 64-69 in the textbook and take notes. Some of the information presented in this video is also review. ====

media type="youtube" key="xJBGfPfE4fQ" height="234" width="288" align="center"

[] ====<span style="font-family: 'Times New Roman',serif; margin-left: 0.25in; text-indent: 0.25in;">For homework, remember to complete the set of test practice problems. You can pick up the answer sheet later on if you have not already done so. ==== ====<span style="font-family: 'Times New Roman',serif; margin-left: 0.25in; text-indent: 0.25in;">................................................................................................................................................................................................................. ==== ** Friday, February 25th, 2011 ****. ** ** Gurpriya Kaberwal ** ** Unit: ** 2 ** Topic: ** Vectors (addition and subtraction) ** Text Reference: ** Section 1, Ch-2 of the textbook, See notes as well. ** Idea: ** · Vectors are quantities that have a magnitude and a direction · By magnitude we mean a number · By direction we mean relating to North, South, East, and West · Examples of vector quantities include [|displacement], [|velocity] , [|acceleration] , and [|force]. Each of these quantities of have both a magnitude and a direction · Vector quantities are often represented by scaled [|vector diagrams]. Vector diagrams depict a vector by use of an arrow drawn to scale in a specific direction. The vector arrow has a //head// and a //tail//. ** Definition: ** A vector is a quantity that has two aspects. It has a size, or magnitude, and a direction. In contrast, there are quantities called scalars that have only size. ** Key Examples: ** ** Addition of vectors: ** The vector’s magnitude is equal to the length of the arrow, and its direction corresponds to where the arrow is pointing.

** Tip-to-Tail Method ** We can add any two vectors, **//A//** and **//B//**, by placing the tail of **//B//** so that it meets the tip of **//A//**. The sum, **//A//** + **//B//**, is the vector from the tail of **//A//** to the tip of **//B//**. Note that you’ll get the same vector if you place the tip of **//B//** against the tail of **//A//**. In other words, **//A//** + **//B//** and **//B//** + **//A//** are equivalent

** Subtraction of vectors: ** You probably know that subtraction is the same thing as adding a negative: 8 – 5 is the same thing as 8 + (–5). The easiest way to think about vector subtraction is in terms of adding a negative vector. What’s a negative vector? It’s the same vector as its positive counterpart, only pointing in the opposite direction.

**// A //** – **//B//**, then, is the same thing as **//A//** + (– **//B//** ). For instance, let’s take the two vectors **//A//** and **//B//** :

To subtract **//B//** from **//A//**, take a vector of the same magnitude as **//B//** , but pointing in the opposite direction, and add that vector to **//A//** , using either the tip-to-tail method.

** Additional Information/Interesting Links/etc **
 * []
 * []

---

<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**Definitions: N/A**
Today, we had a test on Kinematics.

**Additional Information:** Check out this video if you have not already done so! <span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; cursor: pointer; padding-right: 10px;">[] (See the summary for February 23 to watch it directly) This website has some great summaries/ detailed explanations: []

**Homework: None**

- <span style="color: black; direction: ltr; font-family: Arial; font-size: 16pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Tuesday, March 1, 2011** <span style="color: black; direction: ltr; font-family: Arial; font-size: 14pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Yusuf A. Ahmed** <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Unit: 2**

Vector Components sheet was handed out and worked on in class, no notes. -

<span style="color: black; direction: ltr; font-family: Arial; font-size: 16pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Wednesday, March 2, 2011** <span style="color: black; direction: ltr; font-family: Arial; font-size: 14pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Arlanna Pugh** <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Unit: 2** <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Topic:** Vectors (Relative Motion) <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Text Reference:** Chapter 2, Section 2.2 - Relative Motion (pg. 70 - 78); See examples in notes. <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Idea:** Determining where an object would be situated relative to the ground frame of reference. Both RAT and non-RAT vectors were discussed and explored in groups and as a class. <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Definition:** <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed; vertical-align: sub;">oVg = the velocity of the person or //object// relative to the //ground//, or ground velocity (ie. Viewpoint of a person watching a boat from land) <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed; vertical-align: sub;">mVg = the velocity of the //medium// to the person or object is in, relative to the //ground// (ie. Water) <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed; vertical-align: sub;">oVm = the velocity of the //object// or person to the //medium// it is in (ie. Boat to the water)

** o V g = m V g + o V m **

<span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Key Examples:** <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">__River/Boat Question #1 - RAT:__ <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">A river flows [E] at 4.0m/s. A boat heads North at 10m/s. The river is 0.5 km wide. <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">
 * <span style="color: #0000ff; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0px; unicode-bidi: embed; vertical-align: middle;">Draw a Vector Diagram

//Pythagorean Theorem// can be used to calculate the velocity of the boat relative to the land. <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">//Inverse Tangent function// can be used to calculate the angle at which the boat is actually travelling.
 * <span style="color: blue; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0px; unicode-bidi: embed; vertical-align: middle;">Determine the actual velocity of the boat?

*Find a parallel vector with values (components) to calculate the time - therefore since the velocity of the boat relative to the water is parallel to the width of the river, that is the value that should be used.
 * <span style="color: blue; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0px; unicode-bidi: embed; vertical-align: middle;">What is the time it took for the boat to cross the river?

*Find a parallel vector with values (components) to calculate distance downstream.
 * <span style="color: blue; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0in; unicode-bidi: embed; vertical-align: middle;">How far does the boat land downstream?

<span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">distance downstream = V x T <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">= RVL x 50s <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">= 4m/s x 50s <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">= 200m

* **Unanswered in-class**
 * <span style="color: blue; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0px; margin-left: 0.375in; margin-top: 0px; unicode-bidi: embed; vertical-align: middle;">If the boat wanted to arrive directly across from where it started, in what direction should it head?

<span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">__River/Boat #2 Question - Non-RAT:__ <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">***Group question-Soon to be posted**

<span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Additional Information/Links:** <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">Vector Addition Help: [] <span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">Video - Non Right Angled Triangles:[]

<span style="color: black; direction: ltr; font-family: Arial; font-size: 13pt; margin-bottom: 0in; margin-top: 0in; unicode-bidi: embed;">**Homework:** Review how to draw vectors and calculate the velocity and direction for word problems (both RAT and non-RAT).


 * March 4, 2011 - Rabeea Fatima**
 * Topic: Solving vector problems using components**
 * Text References: See pages 70-77**

In the perpendicular direction: In the parallel direction: - Work on projectile motion sample problems. Helpful link/s: []
 * March 9, 2011 - Rabeea Fatima**
 * Topic: Projectile motion**
 * Text References: See pages 78-84**
 * Key Idea: The perpendicular and parallel components of any vector are independent of one another.**
 * uniform acceleration (ag = 10m/s/s)
 * velocity decreases going up and increases going down
 * time is the same for both perpendicular and parallel directions
 * at max height, velocity is zero.
 * constant speed
 * velocity remains constant throughout the trip
 * time is the same for both perpendicular and parallel directions.
 * at max height, the overall velocity is the parallel velocity

<span style="font-family: arial,helvetica,sans-serif; font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">N/A
<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Today, we went to the Stem Cell Talks at the University of Toronto.

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> For more information/review, be sure to check out the websites that were mentioned at the talks: [] (we all got a button with this website on it) <span style="font-family: arial,helvetica,sans-serif; font-size: 13px; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[]

===<span style="font-size: 1.1em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;"> **Additional Information:** ** The following is a video from a 5 part series, which summarize what we've learned about projectile motion - Part 1 is uploaded for your convenience. ** ===

media type="youtube" key="RcSadoSQhdA" height="234" width="288" align="center"

Part 1: [] For the other four parts in this series, see the website above and look to the suggestions bar on the right side of your screen and click the part you want to watch. It should be a featured video.

Also, here is a good website that explains projectile motion: [].


 * Homework:** None; However, you can choose to complete the Vector Practice Problems and/or the Projectile Motion Problems if you have not already done so over the March Break. We will be doing some projectile motion review when we come back.