Marissa's+Physics+Page

=__Marissa M's Physics Page__= include component="comments" page="Marissa's Physics Page" limit="10"

__Reflections__
//How does the height of firing of a projectile affect the time to hit the ground? How does it affect the distance the projectile travels?// The height of firing a projectile affects the time to hit the ground because it all depends on how high the projectile is fired. When a projectile is fired at a greater height, it will take more time for it to hit the ground. Thus, it will cover more distance. However, this will not work once it reaches a certain angle. If a projectile is fired at an angle too close to ninety degrees, it will simply cover very little distance. As a result, if a projectile is fired at a shorter height into the air, it will not cover as much distance. The same goes for firing a projectile at an angle that is too close to the ground. //How does the horizontal speed of a projectile affect the time to hit the ground? How does it affect the distance the projectile travels?// The horizontal speed of a projectile affects the time to hit the ground because the farther a projectile travels horizontally, the more time it will be in the air. As a result, the projectile will take up more time to hit the ground as opposed to a projectile with a smaller horizontal velocity. If an object it pointed at an angle more towards the ground, it is obvious that it will hit the ground before an object that is fired more towards the ceiling or sky. The horizontal speed affects the distance the projectile travels due to the fact that the greater the horizontal speed is, the more amount of time it will be in the air. As a result, this means that the distance traveled will take longer. On the other hand, if the horizontal speed was lesser, a projectile would travel lesser in turn. //How does the vertical speed of a projectile affect the time to hit the ground? How does it affect the distance the projectile travels?// The vertical speed of a projectile affects the time before it hits the ground by the vertical speed. If the vertical speed is greater, it will remain in the air longer and travel up further. As a result, it will take longer to hit the ground as opposed to a projectile that is fired off at a lesser vertical speed. If a projectile had a lesser vertical speed, the opposite effect would occur. It would not travel upwards further and it would not obtain a greater distance in relation to an object fired off at a faster speed. || Energy can be found in many different forms that are interchangeable. Energy can easily shift from one form and into another but this does not create or destroy the energy. It is simply converted out of its previous state and into another. Energy does not come in one simple form nor does it have one law.
 * ** Projectile: height, speed, and distance reflection; November 1, 2009  ** ||
 * ** The Laws of Energy in Relation to Our Labs; October 12, 2009 ** ||

The roller coaster lab greatly relates to energy because it is a moving object on a track that is affected by friction and the characteristics of the track. There are heights that are greater than others, as well as loops, bumps, dips, and hills. Gravity comes into play in many of these circumstances as well. The roller coaster contains different types of energy such as potential energy and kinetic energy and this is all interconnecting with the laws of energy.

For the sand lab, work is force times the distance. This is a major aspect in the laws of energy. Thermodynamics greatly relies on three things: work, energy, and power. Work is used whenever a force moves something, energy is the ability to do work or exert a force, and power is a measure of how quickly the work is done. These all come into play when we shake the sand within the container. When this is done for designated periods of time, the sand will increase in energy because the shaking creates points of friction between each grain and against the sides of the container. This can all loop back to work in that the force that is exerted from us can be multiplied by the amount of time we shook the container.

The cart on a track experiment can also be related to work but that is not what was measured. If the class was measuring that, we would have found a way to measure the force that we used to push the cart and then multiplied that by the distance it traveled to get work. However, potential energy and kinetic energy were focused upon in the cart lab. We studied motions and how crashing carts are affected and where that energy is transferred depending on the situation. For example, if a cart carrying 500 grams came rushing towards a stagnant cart with just its own weight of 250 grams, the energy of the moving cart would transfer over to that of the stagnant cart only the force would be amplified. As a result, the moving cart would decrease in energy but continue to move slowly while the once stagnant cart would rush away.

For the mass and spring experiment, we looked closely at kinetic and potential energies. We found that there are certain points where kinetic energy is greater than potential energy such as when the spring is at the top of its bounce, the bottom of its bounce, or in the middle. These are all areas where energy is changing but not being created or destroyed. || Temperature determines how hot or cold something is and as a result, it is easily comparable to the motions of molecules within a substance. Thus, the temperature is close in relation to the average kinetic energy of translational motion of molecules. This ultimately means that the warmth one may feel when they touch a hot surface is the kinetic energy. This kinetic energy is transferred by molecules within the hot surface into the molecules within that person’s finger tips. It is however, vital to realize that the temperature of something is not a measure of the total kinetic energy of all molecules in a substance. For example, if there is a greater amount of boiling water opposed to a lesser amount, it only makes sense that there is more kinetic energy in that greater amount of boiling water. However, boiling water temperature is always the same because of the average kinetic energy of molecules. If a person touches a hot surface, the energy from the stove will enter their hand because the stove is warmer. In contrast, if a person touches a substance such as ice, the energy will pass from their fingers and into the ice. This is referred to as spontaneous energy transfer and also relates to the thermal contact aspect. It always functions as transferring energy from a warmer substance and into a cooler substance. This all revolves around temperature differences and as a result, heat comes into play in the connection between temperature and kinetic energy. In addition to this, just because heat flows from a greater heated energy source to a lesser one, does not mean that energy will flow from a greater total kinetic energy substance to a lesser one as well. Heat does flow via temperature differences which is essentially average molecular kinetic energy differences. Overall one can determine the connections between heat, temperature, and kinetic energy stated above. They all influence one another and are all crucial in understanding how individual concepts can greatly play into and influence one another. || Potential energy, kinetic energy, and conservation of energy are all a type of mechanical energy. Potential energy is in a stored state and ready to do work. When an objet is put in motion, it produces kinetic energy. Taking it a step further, the transformation of energy describes the conservation of energy. PE is found in fossil fuels, electric batteries and the foods we eat. Kinetic energy is found in thermal energy, acoustic energy, and radiant energy. As an example stated on page 111, water sitting behind a dam is potential energy. Then that water can be used to power a generating plant below the dam which is kinetic energy. Thus, the generating plant transforms the energy of falling water into electric energy. This electric energy travels through wires and into homes to power appliances, which is the transformation of energy from one form to another. || As a class, we agreed on following definition for a system (provided by Dr. Pasquini): A collection of objects that may interact. In addition, the definition given in the systems article states: A set of objects that we choose, and which may interact with each other. Before the class discussion lead to Dr. Pasquini presenting us with a definition, my definition consisted of this: A group of components that makes something work and makes it whole. Dr. Pasquini’s definition and the article definition are essentially stating the same concept but mine is different in that it does not mention an interaction. Now that I have read more about systems, the interaction aspect of a system is essential. The concept of a “closed” or “isolated” system is vital when it comes to the conservation of mass and the conservation of momentum. Prior to reading the information in the articles, I would have had a hard time seeing the connection, but it is evident now. A closed system is considered an isolated system if no energy whatsoever crosses the system’s boundaries. If energy does cross, it is not considered isolated. In addition, an open system is where mass is able to enter or leave. More importantly, the law of conservation mass and the law of conservation of momentum only apply to a closed system and an isolated system. These types of systems are able to consist of both laws only if they are closed or isolated from its entire environment or the universe altogether. When the conservation of mass is being applied, it is crucial for the mass to be conserved (hence the law). Thus, a closed system is utilized in order to disable another system from destroying any mass as well as creating any new mass. Also, when the conservation of momentum is being looked at, the isolated system comes into play. It is vital to have an isolated system for the law of conservation of momentum because one does not want an outside force from something exerted from external objects. If external forces are present and they do not add up to zero, then the total momentum of the system is not able to be conserved. || -The process of designing and testing our clock was similar to the scientific method in that we utilized many parts of the method to conduct the experiment. While we never wrote out a hypothesis, we both were shooting off ideas about a guess as to what would occur (so ultimately a hypothesis was not really used). We did make predictions and had preconceptions. Observations were made during the experiment and we recorded data and found patterns within this data. Our experiments consisted of changing variables such as the weight and the spring type as well as the fact that we recorded multiple data. As a result, we were able to determine what weight worked well under the conditions of the spring being used. During the experiment, we made predictions as we went along. We suspected that by adding weight, the time would increase and this is what we wanted as we realized that the weight we had started out with was too little. Overall, out data allowed us to come to a conclusion about the clock experiment and we were able to analyze our data to a nice and understandable extent.
 * ** Temperature, KE, and Heat Reflection; October 4, 2009 ** ||
 * ** PE, KE, and CoE Reflection; September 27, 2009 ** ||
 * ** Systems Reflection; September 20, 2009 ** ||
 * ** Simple Harmonic Motion / Clock Lab Reflection; September 14, 2009 ** ||
 * 
 * 1) How was the process of designing and testing a clock similar to the scientific method as discussed in class?**

-We suspect that the clock experiment could differ from the scientific method in that we did not follow any specific format. We went more off of trial and error prior to doing this we used steps of the method but while doing this as well as after, we used other components to the method.
 * 2) How did it differ?**

-The steps that we did utilize include the following: experiments, preconceptions, predictions, observations, data, and pattern identification. The steps that we did not utilize, but were still present due to the nature of the experiment type, include the following: set facts, a set hypothesis, theory, and law.
 * 3) What "steps" in the scientific process were present and which were missing?**

-As stated in question number two, we used trial and error in this experimental process. Trial and error is used in many cases and while this is part of experimenting, it may not be used every time in the process. As a result, the scientific process may being missing this key aspect in this circumstance.
 * 4) Was there a part of the activity that is not a part of the scientific process?**

Ryan and Marissa's Awesome Clock Lab || 6. Describe the steps of the scientific method: · The steps of the scientific method consist of observations, hypotheses, predictions, and testing. It is crucial to make observations because without them, a question cannot be formulated. By observing aspects of nature, the scientific method is able to be found very useful in that is can lead to discovery. A hypothesis is an educated guess that is yet to be proven correct. Hypotheses are vital in that they can lead to more observations and in fact, more hypotheses in some cases. Predictions are formulated in order to guess the behavior of a specific system and are used to test hypotheses along with laws and theories. Testing is where one is evaluating the hypotheses and predictions in order to discover if they are correct or erroneous.
 * == Reflection on Scientific Method Review Questions 6 – 9; September 1, 2009 == ||

7. Describe the roles of hypotheses, theories, and predictions in the scientific method. · Hypotheses are educated guesses. Theories are explanatory descriptions of the world that have been frequently tested or widely accepted. Predictions test systems in order to observe behavior of that specific system. Each are necessary for scientific method and each involve natural aspects of the world.

8. Describe the difference between an observation and an experiment. · Observations are carried out by observing what is natural. In addition, they exclude disturbing what it is that is being focused upon. On the other hand, experiments are manipulations of nature in hopes of creating a new behavior or conclusion.

9. Why might the term //scientific cycle// be a good substitute for //scientific method//? · The term //scientific cycle// would be a good substitute for the scientific method in that the scientific method does not have a direct order that should be followed. The scientific method is in fact a cycle that is completely random. This is the glory of science because it is creative and there is no order telling a person how they should go about cultivating that creativity. Essentially, the cycle can be entered anywhere because each part of the scientific method will be fulfilled at some point in time during the process. || The author of //The Scientific Method// is in fact a strong advocate for its complex attributes. In the beginning of the article, he brings up the valid point that observation is vital when it comes to learning about the many wonders of the planet. It is evident that by cultivating creativity and observation, patterns and natural events are recognized. However, along with observation comes testing or vise versa. Scientific Method comes hand in hand with mathematics. By utilizing mathematics, scientists can communicate their observations or collected data from an experiment coherently. As a result, conclusions are concise and possible outcomes are drawn more readily. In addition to observations and testing, the facts, the predictions, the laws, and the theories are all crucial to the Scientific Method. The author stresses this and delves into the important aspects of each. By repetition of the Scientific Method, creativity and diversity of experimental outcomes are born. The continuous process of science is what keeps science alive and in the author’s eyes, Scientific Method is the ultimate tool. || ||
 * == Reflection on Scientific Method Article; August 30, 2009 == ||
 * **Reflection on Wikispaces; August 28, 2009**

Growing up, I have used online tools but nothing like wikispaces. I think it will be useful to me as well as for the class. Outside of school I do have my own computer and internet access. I think wikispaces will be helpful in knowing when class assignments are due and also for communication purposes. ||  ||

__Links: Marissa, Stephanie, and Ryan (loser) Collision Lab__
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