Thursday, March 31, 2011

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


Saturday, March 26, 2011

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.


Monday, March 21, 2011

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)


Tuesday, March 8, 2011

Lab #1: Walking the Graphs

Today in physics, our class conducted a lab, but it wasn't just a lab... it was a FUN lab. We had a chance to play with motion detectors. While opening the program on a laptop Mr.Chung provided, I had the notion that this lab would be a very tedious one, however i was very much mistaken. Following the instructions, we opened up files with pre made charts and our objective was to match the graphs. By moving farther/closer and faster/slower from the motion detector, we were able to change the outcome of the graphs. To the classes surprise, this was a very daunting task.

We learned how to read distance/time graphs, but the more important lesson learnt in this lab was how to read velocity/time graphs.

I enjoy this lab very much and i look forward to more hands on experiments similar to this one!
Knowing Mr.Chung... he will not fail to come up with an even better lab.