Rockets!?!?!

Who knew that we would be about to launch a rocket in physics class. However, we must first identify the different structures required to build this rocket.

I know that rockets must have a heavy and wide base in order to create an effective rocket. the reason the base must be heavy and wide, is because if the rocket is propelling forward, there must be an opposite force reacting. If the base is not strong, the structure will move backward, and it will not maximize the range of the rocket.

While creating this rocket, i think it is important for the pressure to be concentrated at the rocket itself. Therefore creating a wide base, and a thin tip, so that the it will cause high pressure would be advisable.

Also, the launch angle should be at 45 degrees in order to maximize the range. in every projectile motion there is an x and y component. X is very crucial because that is what gives the distance to the actual object being launched. Not as important, but Y is still very critical in providing the X with enough hang time travel a far distance

other than that... i dont know where to begin until i start building.

Till nextime

Timothy Leung

The Relationship Involving Acceleration, Total Force, and Mass

Today we conducted a lab in our physics class. We explored the question of how the acceleration of a cart depends on the resultant force acting on the cart and the mass of the cart and how this relationship can be expressed in a single equation.

We split this lab up into two different "sections". First by comparing Acceleration and Total force, we had to make mass remain constant. Therefore, the total experiment always contained 3 units of force.

The second by comparing acceleration and mass, force remained constant. For force to remain constant, there was always 1 unit of force acting on the cart.

With Charlie and Nicholas in this group, we were able to conjure up the following results:

F (unit) a (m/s^2)
1 0.259
2 1.07
3 2.92

mass (unit) a (m/s^2)
0 0.624
1 2.01
2 0.259

We are still unable to completely explain the data. But one thing is for sure, there is always the inevitable experimental error in every lab.

Till nextime!

How to build my very own World Trade Center/CN tower out of newspaper...

Given another peculiar task of building the tallest tower out of 3 sheets of news paper and a desk width wide worth of tape, we (our roller coaster groups) had to devise a plan. the easiest way to build the tallest structure, by far, is just to roll the news paper by the length, and then attach them one by one to the ends. However, this made the structure very unbalanced. Therefore, the structure, had to be BALANCED (meaning it would have to stay up) and be tall. Our group first analyzed the cn tower. The cn tower is very similar to a cone shape, wide a the bottom , and it generally get thiner at the top. Also, note that the antenna at the end of the cn tower... is very "cheap" when you measure a building by height. But in this world, anything goes.

We knew that any extra tape we had, would contribute to the heigh by making it stand tall above our structure.

We based our structure on the lesson we had learned in class. Center of gravity must be closer to the ground in order to help balanced the building. Take the world trade center for example. It may look like it is uniform width all the way up to the top, however that is an incorrect notion. in fact, the density, and the weight of the steel was much heavier on the bottom of the building than at the top of the building.

Also in order to prevent as much swaying in the world trade center, they had to add supports.

therefore, i think it is safe to say that, making a wide base at the bottom is very essential. As well, i believe that when we do try to make the height component of the structure, we have to make it strong, or it cannot be to thin and flimsy.

lets hope everything works out!!!

Projectile motion

For homework today, we were supposed to explore different questions that involved the 5 types of motion. I only found 2 types, projectile motion 1 and projectile motion 3.

on the worksheet title Projective motion worksheet, question 3 demonstrated projectile motion 1

Question 6 demonstrated projectile motion 3

Aerodynamics

In class today, we were assigned a very particular assignment... it was a strange assignment, but a very interesting one to experiment with. We had to create an egg glider. yes, an egg glider.

The rules were simple, from the balcony of school, we would have to launch our glider. It was deemed successful if we were able to safely able to glide the egg on to the ground without cracking it.

Given a desk length of tape, 25 straws, and a sheet of newspaper, we had to great the glider.

It was a very difficult concept because the glider had to "glide" and "protect" the egg. Often times, majority of the groups had difficulty dividing the straws into equally so that they could create a good enough glider and a something to protect the egg well enough. To create a successful glider, the glider should be aerodynamic. By creating the structure to be aerodynamic, the structure is made with the purpose of reducing drag. For example, compare a flat cube and a cone flying through the air. The cube would create a lot of drag, as it soars through the air. However the cone, the cone would reduce the drag, making it "flow nicer" through the air. By making the glider aerodynamic, it will soar through the air and land properly. if the glider lands well and safely, the egg will not suffer as much pressure as it falls on the the ground.

Without having the material in front of me to actually build it, the only thing i can think of is, there has to a way to protect the egg, but the egg protect has to go along the path of the air. the egg protect cannot break the wind. Another key component we thought of was, when attaching the egg protecting portion to the egg glider, the weight of the egg protector has to be evenly distributed all across the wings of the egg glider.

other than that, it is pretty much a trial and error process from here on out

Physics homework

This homework, in my opinion, was very difficult. it wasnt the math that was difficult, i found that taking the information and being able to identify the value to the variable, the most difficult part of it all.

Translating graphs from the experiment

Graph 1b (Position-Time Graph)

(picture taken from Cindy Ren's group)

1. Stay static at a distance of 1m for 1 s.

2. Walk 1.5m in 2s (0.75 m/s) away from the origin.

3. Stay static at 2.5m for 3 s.

4. Walk 0.75m in 1.5 s (0.5 m/s) back towards the origin.

5. Stay static at 1.75m for 2.5 s.

Graph 1c (Position-Time Graph)

1. Start 3m away from the origin and Walk back towards the origin at a rate of 1.5m in 3 s (0.5 m/s)

2. Stay static at a distance of 1.5m for 1 s.

3. Walk quickly back towards the origin at a rate of 1m in 1 second (1 m/s).

4. Stay static at a distance of 0.5m for 2 s.

5. Walk quickly away from the origin at a rate of 2.5m in 3 seconds (0.83 m/s)

Graph 1d (Velocity-Time Graph)

1. Remain static for 2 s.

2. Walk away from the origin at 0.5 m/s for 3 s

3. Stay still for 2 s.

4. Walk towards the origin at 0.5 m/s for 3 s.

Graph 1e (Velocity-Time Graph)

1. Speed up at 0.5 m/s in 4 s away from the origin.

2. Continue walking away from the origin at 0.5 m/s for 2 s.

3. Walk back towards the origin at 0.4 m/s for 3 s.

4. Stop and remain static for 1 s.

Graph 1f (Position-Time Graph)

1. Begin at a distance of 0.8m from the origin and walk away at a rate of 1m in 3.5 s (0.29 m/s)

2. Remain static at a distance of 1.8m for 3.25 s.

3. Continue walking away from the origin at a rate of 1.4m in 2.25 s (0.62 m/s)