Newton's 2nd Law with Vectors

Today we learned more about Newton's 2nd law dealing with vectors but first we had a discussion about smoking. Garrison said that all the cool kids smoke but Mr. Banow disagreed. Mr. Banow said that smoking is a bad habit and that drinking a glass of water would be much better.

Anyway we learned how to find the applied force on an object when the motion of the applied force was up and forward as so:




In order to find the applied force we first needed to find the x component of the vector by making sure we take the friction into consideration. Once we found the x component using the $Fnet=ma$ formula, where Fnet is the net force, m is the mass and a is the acceleration, we then used the angle given in the equation and the x component of the vector to find the value of the applied force vector.

This connected back to what we were doing in the vectors unit. We had to find the components of the vector to find the resultant vector, just like we did today.

Jeren Tuchschererererererererer is next.

Phun in Physics: Newton's 2nd Law Investigations

Once upon a time there was a group of high school students. Now this was no ordinary group of students.. they were a brilliant bunch and on this specific day found themselves having phun in physics with Mr. Banow!

The day started out with Daegan explaining the physics behind shooting a basketball. Rebecca followed by explaing the different serves in volleyball and the factors involved. We reviewed Newton's second law which states: if an unbalanced force acts upon an object then the object accelerates in the direction of force. The formula to accompany that is $Fnet=ma$

The class was given a lab to work on called Newton's Second Law Investigations. The goal of the lab is to determine whether an increase in the mass of an object affects the acceration of an object if the applied form is kept constant.

The class was divided into groups and the lab was set up like so:

To gain the correct data, each group had to measure how heavy their cart was without weights on it. The first trial went without any weight on top of the cart. Two time trials were made to gain accuracy and from that an average time was calculated. From the average time the acceleration was deducted and the Newtons (N). After initially having no weight on the cart, the groups had to add weight to the cart and calculate the results. This step was repeated 3 more times for a total of 5 trials. This was the end of the procedure part of the lab. Tomorrow the class will analyze the data and answer the corresponding questions.

Joey also corrected Unger's hairstyle...That is the story of the Physics 30 class!

The tale is to be continued by Ryan F :)

Acceleration as a vector quantity / Newton's Laws and forces

On Monday we learned about acceleration as a vector quantity. Acceleration is defined as the rate of change of velocity. We learned that you can find acceleration by using the formula a= change in velocity/change in time. We used this formula to do a question about a race car and then a text book question.

On Tuesday we started unit 3 which started off with Newton's Laws which explain the relationship between acceleration and force.

After talking about this we took notes on 4 forces.

1. Applied Force - force applied to an object.

2. Force of Gravity - the force that attracts things to itself.

3. Normal Force - force that is put on an object that is in contact with another object.

4. Friction Force - the force exerted by a surface an object moves on.

Once we discussed these we put them all together onto graphs called free body diagrams that show all the forces that acted on the object in the picture.

Berger is next.

Example's Day!

Today in class, we started the day off with one of the best presentations from Joey about chucking sauce. I think it is in the running's for a Nobel prize. (Below are great examples on the look of a saucer pass, and the out come of the saucer pass (Canadiens scoring))

After the great presentation we carried on with the example's from Wednesday. We answered some questions with swimmers swimming across some rivers.

ex. How long will it take her to swim across the river?

d=200m

v=1.80m/s

t=? t=d/v

t=200/1.80

=111 seconds.

We worked on questions similar to this for about 45 minutes. At the end of class we got our unit 2 review and were reminded that our test is Tuesday.

Paige is next.

Relative Motion and Frames of Reference

Today we started the class by listening to announcements, then looked at Brittney's and Garrison's wall posts. After that we read a writing in the textbook about Relative Motion and Frames of Reference.

Relative motion is the motion of an object, like a car, relative to another object, like the ground.

Example: The air speed of a small plane is 200. km/h. The wind speed is 50. km/h from the east (therefore, blowing west). Determine the velocity of the plane relative to the ground if the pilot keeps the plane pointing in the following direction :

East- pVa= 200.km/h [E] pVg= pVa + aVg
aVg= 50. km/h [W] = 200. km/h[E] + 50. km/h[W]
pVg= ? = 150. km/h [E]



Darren Drayke Unger is next.

Resultant Vectors

Today Mr. Banow started off the class by going over what happened on Friday. On Friday we had a sub and we wrote our quiz and did an example of vector resolution that was in our notes. Today we worked on the textbook questions that we were suppose to do on Friday. 
We did questions: 1, 2a)b), and 3a) on page 94
                            1-3 and 5 on pages 103 and 104

We were asked to have all of the textbook questions finished for Wednesday.

 
This is what our sketche can look like when we use the vector component method.

Vector Resolution

Today we started off with Lindsey's presentation on the physics of a football's flight. Next we corrected a quiz from Science 10 for Mr. Banow. We read the new blog post which was done by UNGER. Then we started the lesson for the day which was continuing the idea of vector resolution...

If vectors are not perpendicular, we can still add them algebraically by first breaking the vectors down into their x and y components.

You need to use your trig functions: sin and cos

$cos = x component$ $sin = y component$

Steps for Problems Needing Vector Resolution

1. Write down the given information and determine the angle for each vector. Call the angle sigma and measure it counterclockwise from the positive x-axis (principle angle).

2. Break each vector down into its x and y components

• x component of the vector is given by Vx = Vcos(sigma)
• y component is given by Vy = Vsin(sigma)

3. Add the collinear vectors algebraically. You will now have one y vector (positive means North) and one x vector (positive means East).

4. Use the Pythagorean Theorem to determine the magnitude of the resultant vector.

5. Use a trigonometric ratio to determine the angle of the resultant vector.

We did an example about a football player who ran 5.0 m[N36E], 12 m[N51W], and 15 m [S73E]. We had to determine the resultant vector. *Because our vectors aren't perpendicular to each other, we must use vector resolution. We did the example and Mr. Banow said "Yes it is a lot of work but, it is relatively easy if you understand it."

Jordan C. or Brittney is doing the next blog after their hardcore RPS match.

Algebraic Vector Addition and Multiplying

Today in class we learned like in math if there is a right triangle with can use trig functions or pythagorean theorem. we received a new formula.

We also refreshed our minds with the SOH CAH TOA and trig functions to solve the question with the dotted line was given to us.

ex. A sail boat sails 230km [E] and then 340km [N]. Determine the boats displacement.

(we drew out wh

at the instructions gave us, then connecting both ends with a dotted line. We measured the dotted line and found it degree, looking similar to this.)

We also learned how to multiply the vectors the solving portions in the exact same. The are just 3 different things.

-Magnitude is K|A|

-Units are in the product of K and A

-Direction is the Direction of A.

Overall we did some notes, couple equations. Mr. Banow was being a jokester and having a good old time.

GBergz360 is next.

FUN DAY! vector practice-scale diagrams

Today we touched up our skills and did examples of drawing out Vectors. We started out with an example we did on Monday with the bear, the crocodile and the hyena. We did five challenging vector practice examples where A=4km[N] B=6km[E] and c=5km[W25S]

1. A+B


2. 2A+B


3. A+C-B


4. B+C


5. C+A

Vectors can be added in any order, and that you can use this method to add any type and any number of vectors

Fun Fact: Ice cream is chinese food. and Mr. Banow is next. If he takes the option than Unger is next

Vector Addition 101

Today in class we began talking about Vector Addition. Any vectors may be added algebraically if they are collinear. The vector sum of 2 or more vectors is called the resultant vector. For example, 5cm [W], 7cm [W] and 3cm [E] can all be added together.

A negative vector means that it`s direction is exactly opposite of the direction it is stated. For example, -3cm [N] = 3cm [S].


Example 1: Determine algebraically the result vector of the picture below.
5km [N 43° W] + 4km [N 43° W] = 9km [N 43° W]

Adding Vectors Graphically
We add vectors graphically when the vectors are non-collinear; since they cannot be added algebraically.

Steps to adding vectors graphically:
1. Decide on a scale and draw your reference coordinate to the right of your page.

2. Indicate the starting point of your first vector with an X

3. Draw one of the vectors placing its tail at the X.
**Remember to label all vectors with a magnitude and a direction!**

4. Draw your next vector starting at the tip (the arrow head) of the previous vector you drew. Do this step until all the vectors in the question have been drawn.

5. Draw a dotted line from the X to the terminal point of your final vector. This new vector represents the vector sum (resultant vector).

6. Measure the resultant vector and determine its direction from the starting point X using a protractor.

Example 2: Sally walks 3km [S], 5km [E], 2km [S] and 4km [W]. Determine the resultant vector.

Jordan Grywacheski is up next.