Reflective Questions to address

• What is physics?

Physics is a very very large topic and it basically is the reasoning why things act and move the way that they do. It teaches us the scientific way that simple everyday things to extremely complicated things happen.

• What did you think about the class?

I thought that this was one of the most fun classes i've ever taken at Punahou. Mr Blake made everything very enjoyable and although test were challenging it wasn't to the point where things were overwhelming. Unlink most science teachers at Punahou Mr Blake was much more understanding and wasn't a fake cheerful like some of the science teachers. He genuinely likes his job and enjoys spending time with us which makes everything way cooler because he gets into the labs to!

• What did you learn in the class?

I learned so much that I don't know where to begin this summer has been the most fun I've ever had learning and for once I'm actually sad that school is going to end. I feel like I could learn so much more, and that this was just a sample of what the world of physics has to offer!

• What did you like about the class?

I enjoyed everything about this class surprisingly, normally I don't like science but this has been the most fun science class i've ever had!

• What could be modified to improve on the class?

NOTHING

• Commentary/Feedback?
  

Mr Blake I hope you keep being a badass teacher, and I hope your children have fun at Hanahau`oli. It really is a great school!

We got to use magnifying glasses to light paper during class, that was lame. So instead we mixed dried grass in paper which caught fire pretty easily! It was super fun! #NoFilter #ScienceClass #Physics #BlakesBoiz #TBT #Yesterday

Today in class we started reviewing what reflection is. After reviewing we moved to learning about refraction. Refraction is the change in wave speeds due to change in the medium. The dependent in refraction is medium. A law involving refraction in Snell's Law. Snell's Law is basically an equation... N1(sinO1)=N2(sinO2)... which we use when a light shines through objects and bends different ways. N is the index of refraction, N also equals the speed of light in a vacuum over speed of light in the medium. This is also know / written as N=C/V when we know the angle of light. A couple rules we learned for when light goes through objects are... 
When moving from slow medium to a fast medium light will bend away from the normal.
When moving a fast medium to a slow medium light will bend towards the normal. 

This is a picture of my glasses, I need glasses because instead of the focal point of light being right in the back of my eye it isn't. This causes objects further away to be blurry, I am near sighted and it sucks!

Today we learned a lot about light and light waves. All of class was basically dedicated to learning about light, and light reflection. We did a bunch of cool demos in class which involved projectors with a bunch of different colors all put onto a wall. It was cool because Mr Blake had a bunch of different shadows which were all different colors. We also did research for our song project and that turned out to be very difficult. But back to the light thing. It was super cool because as the lights layered on the wall they changed into different colors it was like actual color mixing except without paint, and there was no mess. 

This is a picture of the green light that was on the board. When we put different colors on top of this color the overall color would change. But if you stood in front and created a shadow your shadow would be different colors. It was sooo sick!

unit 10

Today in class we had reviewed for our unit 9 test for about an hour then took our test which ended at about 10. The rest of class was used for learning about Unit 10 which is about light. Light cannot be seen unless it gets to your eyes. For example you have a sandwich, as you pick up the sandwich you lose sight of some of the sandwich due to the light of the sandwich not being able to reach your eyes because your hand is blocking it. There are many different types of lights used for many different types of situations. For example the military uses infrared to see through walls and detect enemy presence without the enemy knowing. They can do this because our eyes cannot see infrared light which makes it good for when you're being a secret spy agent like 007. So far it is predicted that the speed of light is the fastest thing EVER and nothing will be able to go faster than it. But this hasn't been tested yet so we'll never know until then. Light travels at 299,792,458 meters per second. Many people think that "light years" is a unit, it is not it simply is the distance travelled going at the speed of light you can figure this out by using D = VT. Time would be one year and velocity would be 3x10^8. 

This is a computer screen, usually you can see all of it. But because my hand is blocking some of the light from the computer screen I can't see it, instead i can see the light coming off my hand which is why i can see my hand. 

In class today we continued learning about Unit 9 and also learned more vocabulary on top of the ones we learned the other day. The new vocab words are refraction and dispersion. When something refracts it's the bending of waves, this is not to be confused with reflection which is when waves bounce. Bats use reflection to locate insects that they eat. They also use it to prevent themselves from crashing into other bats while they're flying around in their cave. We saw in class how ocean waves can bend or spread depending on the shape and slope of the sea floor. For example if the sea floor comes gradually to the beach it won't make waves that have barrels, all you'll get is a huge lump of water. But if the sea floor goes from extremely deep to extremely shallow you'll get something like Sandies or Waimanalo where waves always have barrels and break nicely. In class we've mainly been talking about sound, sound is a mechanical wave traveling through a medium. Sounds shape is a longitudinal wave and it needs a medium to travel. Every frequency of sound travels at same speed and temperatures. Sounds travel fastest through solids.  Humans can't hear all sounds because some wounds are either to high pitched or to low for us to hear. Sound is measured in Hertz or Hz.

Waves at Sandies are good because of the drastic change from deep water to shallow water. All the water is pushed into the shallow water so you have a big surge which leads to better waves. 

Unit 9 - Waves

Today in class we talked about unit 9 and learned a BUNCH of new vocabulary, most of which blew my mind and left me brain dead for the rest of class. Unit 9 is covering waves such as light waves, heat waves, how they move, how they form themselves, why they form themselves like this, and lastly different parts of these waves. Lets go over the basics, Waves are disturbances through matter or space, these are also accompanied with energy transferring. We also talked about how frequencies of waves change, a frequency is the number of cycles that can happen/pass in one second. When writing an equation for frequency the unit is going to be Hertz or Hz. Towards the end of class we all got to see something crazy cool. There was a fancy strobe light that only flashed when the object passed infront of it and because of that we were able to read words on a fan when it was on high speed! I thought it was one of the coolest things I've ever seen in my life, no joke! Because of this we were able to clearly see the nodes, anti-nodes and loops. 

This picture of my spring represents a wave, as you move the spring back and forth the energy will go down in a wave like manner. Once it hits the other end it will come back towards you as a wave. Think of this as echo location, the thing bats use. Bats send out waves and as the waves rebound back towards them they are able to tell where prey is. This is just like that, waves rebound back towards their original starting point, but if you are to far away they wont come back and they will dissipate. 

Rocket blog

• Analysis questions
• What design features were included in your rocket design?
• We made it longer and more massive so that it can have more inertia when flying. We also added two parachutes so that there would be double the hang time. Our bottle rocket was 3 bottles long and weighed around 1lb. We had weights in the nose cone so that i'd be even heavier. The rocket also had 4 fins that were 6'' by 5'' by 3''. These helped in the air time tremendously. 
• What worked as planned?
• The parachutes ended up working on our last try and clutched it up so that we could get 10.16 seconds. These parachutes didn't even open all the way and still were able to increase our down time by 4 seconds. The fins also helped to increase our height by about 30ft and then helped to increase the amount of time to have the parachutes deploy. 
• What did not work as planned?
• Nothing really did not work. All of our things worked as planned. 
• Your launch conditions:
• psi at launch
• Our PSI at launch was 80 psi. 
• Amount of water in bottle
• We had around 1 liter in the fuel tank. 
• What this project taught you:
• The physics learned
• This project taught me that you should always have parachutes when you're in a plane. That way if you need to jump down your velocity downward will greatly decrease and they also will prevent you from splatting on the ground. They do this by increasing the amount of time during impact, and also by slowing you down. 
• the "other" things learned
• Other things that i learned were wind plays a HUGE role in real life. If there was no wind we'd probably not have succeeded but also we probably would not have failed as often. 
• Final thoughts
• This project was super awesome and Mr Blake and Mr Adams should keep doing it every year. This project rocks especially for a 3rd semester project. 

The Mountain Dew bottle is the fuel tank where 1 liter would be poured into. We'd then pump to 80psi and launch.  There are 2 other bottles beside the mountain dew bottles. These bottles were used to add length and more mass. There were double parachutes each parachutes diameter was about 1 1/2 feet wide. This helped us to slow our fall time which helped us to get 10.16seconds. The coke bottle was the top of our rocket and we also used a funnel with clay inside of it to help us have more mass. Chee over 10 seconds!! 

Materials

Three 2 liter bottles 
1 large funnel
Duct Tape
2 Trash bags
String
Hot glue
1 liter of water 
Scissors 
Cardboard for fins.
A pencil
Of course you'll need a launcher which is a bike pump and a rubber stop with a tube that connects to the bike pump. 

Today in class we had our test which I honestly think i did terrible on. It had to do with all the unit 8 things we have learned for the past couple of days. Today was spent mostly on our rockets though, we're building rockets that are supposed to stay in the air for at least ten seconds. We're competing against the other class and hopefully we'll win! My groups rocket consist of three bottles taped together and we'll use 1/2 a liter of water then pump it to about 67psi. So far our rocket has only stayed in the air for a max of 5 seconds but reached a height of at least 50 feet. This rocket isn't one of the best but i'm sure that once we add a parachute it'll be able to last more than 10 seconds. the way our parachute will work is it will be packed inside the nose cone. once the nose cone falls off the parachute will open up and everything will be OK! That is if everything goes according to plan, unlike the egg drop failure. I hope that this rocket does great tomorrow because we have all day to make changes. Chee go team Blake!

Our super nuts rocket :D hopefully this thing can get more than 10 seconds in the air. The coke bottle is the top and the Mountain Dew bottle is where the fuel (water) is stored aka the bottom.

unit 8 part 2

Today in class we learned about (REAL) POWER and how to graph power! (epic rap battles of history joke) Graphing power was super different from our earlier graphs distance vs time, acceleration vs time, velocity vs time. These graphs all used lines where as a power graph is a bar graph. This bar graph will always have Total Energy (TE) and either Kinetic or Potential or maybe even both!

To show power i took a picture of a wave, this wave has lots of mass and so it can only move at a certain speed due to it's mass. The more mass an object has the more power, that means that this wave probably has lots of power because of its large mass. If you were to time the distance a ripple travelled that turned into a wave you could measure the height and the speed and by this you could calculate the power. Power is the  rate at which work is done Power = change in energy / change in time = work time. The unit for power is Watts or Joules. Tomorrow we're having a rocket experiment and I'm very excited! I can't wait to see how high everyones goes, supposedly some can even explode :o

Unit 8

In class today we learned all about energy, Kinetic energy, Potential energy, Spring potential energy, and Total energy. I posted a picture of coffee because it has nutrients that our body uses for energy. Our bodies need energy from the nutrients in this coffee in order to function well in the morning.

Law of Conservation of Energy - Energy cannot be created or destroyed, it only changes forms. Energy is scaler meaning it only has magnitude not direction.

Kinetic energy would be an object in motion, this energy in a moving object is called Kinetic energy or KE. There is also Potential energy, this energy is in objects that are stationary it is written in an equation as PE. There is a final energy which is called Total energy this is the total amount of energy an object can have. This total energy will always stay the same no matter what happens to the object.

A good example of Kinetic energy would be a ball rolling down a hill or just rolling in general. Kinetic energy is just the energy in a moving object. An example of Potential energy would be the coffee can above. It is completely stationary and thus it has the energy to potentially do something so it's called potential energy. Once a stationary object begins to move the potential energy slowly changes from Potential energy to Kinetic energy.

Write Up - Egg Drop

1) Explain clearly and concisely the physics involved, and why your capsule will work.

We thought that our capsule would have worked because we had a not one but two crumple zones. These crumple zones should have increased the time of impact greatly. We also had the egg encased in jello which should have helped to decrease the amount of force on the egg during impact. We also considered that because the egg could fall any direction we tried to cover the entire capsule with a stuffed soft bear. We did not consider that the capsule would hit the ground on its one weak spot.

2) Show the forces that were exerted on the capsule and egg during the impact with the ground.

The forces exerted on the capsule and egg during impact were normal force and  0.5kg x 9.8m/s = 4.9N we thought by lessening the impulse we could protect the egg even better. However the egg could only fall on five on the six sides. If it didn't the egg would surely break.

3) Do a "post-lab" and prepare a "damage assessment" explaining in detail, including the relevant physics, about why it worked and/or failed and what design modifications would be needed to succeed or to make it better for another drop.

Damage Assessment - While falling the center of gravity must have been off and the capsule started to spin very erratically. While falling it spun and decided to fall on the one weak spot that our capsule had this caused the impact time to be extremely short causing a large amount of force to be exerted on our egg... which shattered it. Instead of being protected by the two crumple zones it had no protection except for the jello, which didn't protect it very much. Our egg shattered and jello-y egg got all over my bear :( our egg man died.

Next Time - Next time there is an egg drop you need to have weights on the bottom which will cause it to call on the specific side you want it to fall on. By doing this you can protect that side the most (like we did) and you wont have to worry about it falling on any other side (which we didn't do). If we could do this again I would have put weights on the side with the two crumple zones which would have guaranteed success!

Measurements - 25cm long, 25cm wide, and 27cm tall, it also weighed 0.5kg.



We did not have an after picture because I thought we didn't need one if our egg broke, so I threw it all away.

Unit 7 Part 2

In class today we had a lab which was super awesome and we also learned more about momentum which was quite interesting. We also learned how more in depth about the Conservation of Momentum Law. This law basically states that momentum never disappears it is always transferred when colliding. This law was proven not only in our lab today but also when Cam and Mr Blake were passing the ball around on the reduced friction and zero friction surfaces.

In the lab what we needed was one air track which two carts that would be attacked would sit on. These two carts both had a sail thing at the top. What we had to do was shoot one sail with a nerf dart and measure the velocity of the carts. Record all the data and then use that data to help us solve a number of equations. I thought the carts wouldn't move but surprisingly they actually did move pretty quick, the quickest one moved at 0.54 m/s.

The second example was when Cam and Mr Blake were throwing the ball at each other. As you could see when Cam through the ball momentum from the ball going forward also caused him to go backwards. Same with Mr Blake when he caught the ball he went flying backwards because of the momentum pushing.

Unit 7

Today in class we started a new unit, this unit was Unit 7! We're studying momentum and how it is effected by mass. We also got to do a lab where we got to see how objects with greater mass affected and how they were affected when colliding with other objects of the same, lesser or greater mass. This lab although very long was kind of interesting. When my table group had a heavy cart colide with a lighter cart they both went towards each other then after colliding instead of the heavier one plowing through the lighter they both went back to their starting positions. I thought that this was interesting because I figured based on my experiences that the one with the greater would keep going in the same path. Due to no friction though it went back to its starting point which was the opposite direction of where it was headed. Because this unit is all about momentum I think I should tell you what momentum is.
Momentum is a vector quantity meaning it has velocity and a direction.
The unit for Momentum isn't a pretty one it simply is kg m/s

Law of Momentum (p)
Momentum is always conserved within a system if the total force applied from outside the system was zero.
Momentum (p) = mass (m) x velocity (v)
p=mv

Pfinal - Pinitial = average force x change in time

Average force = change in p / change in time

Change in p = force x change in time = Impulse (i or j)

Impulse = i
i = change in p
i = force x change in time

In class today we wrapped up unit 6 and tomorrow we have our final exam for the 1st semester. In order to help us we're supposed to write a blog post about what we will take away or what we have learned so far. That way we know what to study when we can't remember things to put into our blog post. We also are supposed to write about the challenges of this semester / content of this semester.

What I will take away from Semester 1 physics. I learned so much this semester I dont know where to start. I guess mainly I will take away most of what we've learned, so far everything has kind of made sense. Each unit lead into the next which made it pretty easy to grasp and follow along with. The only thing i had trouble with was unit 5. The Soh-Cah-Toa thing didn't really make sense to me until like the day of the test when we reviewed/last minute teaching. Thank goodness I understood it because it was all over that test!

Today in class we also got to do a cool experiment to see how a pulley changes the direction of force. We used a long triangle thing that basically made a sled have 0 friction and it could be pulled by a little tiny screw. It was pretty cool and if you put your hand on the long triangle thing because it was blowing out air it kind of felt like you were petting a soft animal.

Unit 6

Today in class we learned about Newtons 2nd law, and motion. This unit will mostly be covering motion and forces, and more force diagrams. Newtons 2nd law is the Law of Motion, it  basically says that the acceleration of an object is directly proportional to the net force acting on that object, and inversely proportional to its mass. This can be put into an equation which is F = ma. F is the net force (all forces acting on the object added together), m is the bass and a is the acceleration of the object.

A force diagram is just a diagram that shows all the forces acting upon a single object. When drawing these you need to make sure you only draw forces and not things just sliding due to lack of friction. If the surface of what your object is sliding on has no friction or has friction it could effect your force diagram. Make sure to know if there is friction or not!!

An example of Newtons 2nd law is...

An elevator is moving up at a constant velocity of 2.5m/s, The man has a mass of 85kg.
Question:
What force does the floor exert on the man?
In order to find this out we will need to use the equation N=mg this translates to numbers as 85kg(9.8m/s^2)=833N
We now know that the elevator floor is putting a force of 833N on the man.

The reason I scorpion instead of sliding down easily and painlessly is because of friction. In this picture you can clearly see friction stopping me and thats kind of why I face plant. Twas very sucky.

Unit 5 Part 2

Today was AWESOME, we had one of the coolest/most fun activities I've ever done in school. We got to make a massive slip and slide about 35ft long. This slip and slide help to reduce our friction and thats why we were able to slide so far down. When I went down when it was dry i only slid, maybe 5 feet. This is because without water or soap the slip and slide is just like normal ground. Now with water and soap added this helped to reduce the amount of friction by a lot and thats why Jonas and Candace could slide all the way down! This wasn't the only cool thing we got to do today though. We also got to play with frisbee disc things that basically made the entire ground like an air hockey table. Most of them didn't work but a few did and those things were nuts! They would slide across the entire floor no problem. This is because they were reducing the amount of friction between the bottom of it and the floor by pushing air out of the bottom. Mr Blake said that at Kam they can do it across the entire gym floor which I thought was pretty cool!

Although this was very fun we also had to learn a great deal today in class and had our lab practical which was pretty confusing. The lab practical was on forces, friction and tension. Although we were adequately prepared the lab still confused me because we weren't allowed to see the spring scale so I kept doubting my equations and answers.

Interesting fact of the day:
If a bus and bicyclist collide the both hit each other with the same amount of force. Although the bus and bicyclist hit each other with the same amount of force the bus is to beast mode (it just has more mass) and will plow through the bicyclist.

This is Kelli playing with the cool air hockey puck fancy things that reduced friction, awesome.

Unit 5 - Part 1

Unit 5: 

Vector: A quantity that has both magnitude and direction.

So far in unit 5 we've only covered Vector Analysis and Newtons 1st law, the law of inertia. But before talking about Newton lets go over what Vector Analysis is. Vector analysis is being able to identify the Vector in a word problem and then based on that solve. There are different ways to solve Vectors, the easier way for me is the "Graphical Method". When adding two vectors using the Graphing Method you simply move vector B onto the tip of Vector A. Make sure that vector B's tail is on the tip of vector A's. This is if you have two positive vectors. If you have a negative and a positive vector you will take the TIP OF B and connect it to the TIP of A. Basically you just flip vector B around. 

Just a tip, a common vector is velocity.

Drawing of Graphical Method 

Problem: Suppose that there is a train moving south at a constant velocity and that velocity is represented by vector A. Now lets say that there is a strong north flying swarm/flock of seagulls that suicide it into the train to slow it down. The seagulls will be vector B.

Two positive vectors:

Vector A = +3.0u

---------->

Vector B = -2.0u

<-----

3.0u-2.0u

the answer (C) would be 1.0u

Diagram 

---------->

                  =        ---->

    <------

For Newtons Laws we have only learned the first one and that is the law of inertia, the law of inertia states.

"Objects in motion will tend to stay in motion, unless acted upon by an outside unbalanced force." This just means that you need a force that is unbalanced to move an object at rest. Simple :)

In Unit 4 so far we have had a lab practical and have a test this Monday. The lab was fairly easy, all we had to do was... Roll a ball down a ramp and through 2 speed laser magic time recording things. Basically they tell you how fast an object is going in m/s without having to make them one meter apart. Anyways we had to roll the ball through these to find the velocity then based on the height of the table where the lab was set up we had to calculate how far the ball would go before it smacked the floor. Again we have to use the set up

D
A
T
V
Vo

and majority of the time when finding how far the object will dravel we'll be using the equation D=1/2AT^2+VoT. This equation will pop up a lot during unit 2, 3 and 4 so get used to it! In unit 4 I have really learned how to use this equation well. I can pretty accurately tell you where your object will land :D

http://www.simhq.com/_air9/air_272d.html

Today in Unit 4 everything was basically the same as Unit 3, except a lot more complicated! Instead of us thinking in 1 dimension we had to think in 2 dimension. And well it blew my mind, although it was pretty easy to pick up after lunch. The calculations / equations are the same except instead of a simple
D
A
T
V
Vo

it's now

X  Y
  D
  A
  T
  V
  Vo

Meaning that we have double the amounts of calculations when we try to figure things out. Also instead of just thinking how fast something is going we have to calculate how fast something is going along with it's direction. A lot of it is very interesting. I learned that if you're on a rail cart going at 10m's and you launch a cannon ball, from a cannon pointed straight up on your cart. Because you and the cannonball are traveling at the same speed, the cannon ball will actually land back into the cannon. Probably killing you and whatever Panaraguan revolutionaries are with you.

http://www.vias.org/physics/bk1_08_01.html

Unit 3: In Unit 3 we went over Acceleration! I thought it was kind of cool that the because of the earths gravitational pull objects we drop accelerate at a rate of 10m/s^2. We also got to do super fun experiments like riding the danger board down a hill and having Matt skateboard down it! By reading the other classes blogs i realized that they also enjoyed Unit 3! I would have to say that although this unit was the hardest it was the most fun when it came to experiments! :)

This is Devon conducting the experiment which we based our lab practical on. This is called a picket fence i believe and the instrument basically shows us how fast it accelerates between the stripes. This experiment was easy but the test was kind of difficult. Thank goodness this fun / difficult unit is done!

Unit 2: In Unit 2 we went over graphing lines and how the slopes of these graphs could be changed into different graphs such as. Velocity vs Time and Distance vs Time. This unit was fairly easy and most of the lessons were straight forward. No hidden tricks or anything! :)

Unit 1: In Unit 1 we went over accuracy vs precision and scientific notation.

Accuracy is lets say you have 3 darts. You throw the darts at the bullseye and you hit it! all 3 times but they are spread out throughout the bullseye. This means that you're accurate but not precise.

Precision is lets say you have 3 darts. You throw the darts at the bullseye and you miss! All 3 times but they cluster together around the last ring on the board. You are precise for clustering the darts. But you have terrible accuracy and I wouldn't suggest you become a professional dart thrower.

Scientific notation is just taking big big big numbers and condensing them into an equation. For example 5,000,000 can be simplified to 5.0x10^6. This equation will total to 5,000,000 but it looks nicer and takes up less space. The way to do scientific notation is you just simplify. Move the decimal however many places you want to and count the numbers you took out. The numbers you took out will be whatever power of 10 you will have.

Video of me teaching my mom about Accuracy vs Precision and Scientific Notation.

In Unit 3 we learned about accelerations, graphing acceleration and about what Galileo theorized. We had a lot of exciting experiments in Unit 3. In Unit 3 all laws are the same as Unit 2.

Laws:
1) The slope of a position vs time graph is velocity.
2) The slops of a velocity vs time graph is acceleration.
3) The area under the 'cure' of the line on a graph is distance travelled.


For example today we were asked a question. If two balls (a tennis ball and a kickball) are dropped from the same height at the same time which will hit the ground first? I predicted that the lighter ball or the tennis ball would hit the ground first. I mean seeing that it's so much smaller and lighter surely it should drop first, right? Wrong! Both balls fell to the floor at the same time which really surprised me! It turns out that no matter what the object if they are dropped at the same time from the same height they will hit the ground at the same time! The reason is that the gravity of earth accelerates things at a rate of 10m/s^2. That means that each object accelerates at the same rate which causes them to both hit the ground at the same time. For Galileo to think about things like this such a long time ago he must've been a genius! Who also must've had lots of time if he could just sit around dropping objects.

(This is Mr Blake about to drop the two balls)

We also learned about different equations to figure out missing parts of information. These equations really help during word problems when they ask you to find the rate of acceleration but you're only given the time, distance and initial velocity.

Equations:
D= 1/2at^2 + v0t       We call this d,a,t
V= v0 + at                 We call this v,a,t
V^2= v0^2 + 2ad      And finally this is v,a,d

Acceleration= Change of velocity/time = m/s / s  = m/s^2

v0 or sometimes in other books vi is the original velocity
the normal v stands for ending velocity

All laws that applied to Unit 2 also apply to Unit 3.

Today was the first day of Unit 3 we learned a lot. There was so much information I thought for sure my brain would explode. We learned about Acceleration vs Time graphs and how to draw the proper line to show acceleration. We also learned about changing Distance vs Time or a Velocity vs Time into a Acceleration vs Time graph which was pretty interesting. We also learned three new equations to help you find extra details from a Acceleration vs Time graph. A neat fact is your body only feels accelerations.

During our class time we got to see acceleration in the real world we got to use the danger board from class and someones skateboard. We took them to the hill infront of Bingham and set up timers 5m apart from each other all the way down the hill. It was interesting to see that towards the end of the hill the speed at which the skateboard was travelling almost stopped increasing.

In the latest of unit 2 that we have learned, we learned about the different line shapes and how based on the slopes of these lines you know what their velocity is. If a line is facing downward on a position vs time graph you know that the the slope is negative and that the object is moving away from its starting point. We also learned about how to draw velocity vs time graphs and how a vertical line is impossible to make in our world.

This picture is a real life graph, if you observe closely and imagine. My stick (the wooden one) is a line on a position vs time graph you can see that it has a negative slope. This means that the line is going downwards as time progresses. 

This picture is a velocity vs time graph, if you can again imagine it. Look at the white stick it is perfectly vertical. In class today we learned that a vertical line is impossible to achieve because you're moving and not moving at the same time. Thus it can't ever be achieved in the outside/real/our world, it can be drawn and talked about but to physically make a graph with a line like this is impossible. Trippy isn't it? This is Jacob Sparks in the photo with the white stick.

In Unit 2 we learned about position vs time and difference between speed vs velocity. We also learned about Scalar quantity, Vector quantity, and also displacement vs distance. After all of that we learned about how velocity is equal to the change in distance over the change in time and this in other words is the slope. This is where i became very confused because when solving problems some of the slopes ended up being zero and I just can't think of slopes being zero so i'd keep doing the question over and over again. After awhile i realized that it was just a way of making the problems harder to solve. This is when it all kind of came together and i was able to start really banging problems out. Whoo

In unit one we learned about accuracy versus precision, graphing equations and what equation will cause what graph. We also learned about standard form and scientific notation. In unit one we covered very little but we went very in depth in our learning.

Accuracy versus precision: Accuracy is having one dart and hitting the dart board in the center. While precision is having lets say, ten darts and as you throw them they all hit roughly the same spot as the others. This means you're not accurate but you're precise, precision is basically consistency.

Learning about graph shapes and the algebraic representation of them was pretty interesting, i learned that in order for a line to be linear it had to have an equation of y=mx+b. I also learned that square roots can actually form graphs and if the graphed line were to keep going it would almost meet up but due to a certain law they never will.

We also learned that standard form is for example 4,000,000,000. This number is big and gross and ugly. In order for scientist to make things nicer and easier you simply cut it down to 4x10^9. This process is called scientific notation. It makes things much easier.

My name is Giovanni Kamo`i Borja, I was born in Honolulu Hawaii and currently am a Junior at Punahou School. My hobbies include Freediving, Bodysurfing, Hiking and Fishing. As for sports I am the varsity starter for wrestling at 215lbs. I was dominating my weight class last year but unfortunetly i suffered a season ending injury, but I'm ready for this year! I also play Lacrosse for Punahou, we have won 3 state championships in a row so far and I hope to make it 4!


As for science I'm not very smart my average grade for science classes has been a C+ or B- and I am not comfortable in science classes at all. Because i have had such negative results from this class i tend to not even enjoy going to it. I really hope that this summer changes that!


I am going into algebra 2 BCP, I took geometry last year and that was super challenging for me. Algebra is much easier in my opinion, I'm not very good with shapes either. Math although challenging for me is pretty fun because I've had teachers that have helped me so much and made math interesting for me. Because I have ADHD i get distracted very easily and have been down graded so much in classes because i can't always pay attention like other kids.


To be honest I just want to get science out of the way, I hate it so much all my teachers have been mean. And also it lowers my GPA and I don't even understand it, for example WHAT ARE MOLES I mean what the heck they're so complicated and it always changes when you do them. They are super challenging for me :(




This is me on the Lacrosse field, I am a dominant very aggressive player. I play defense and that's why I am holding such a long stick. The D-Pole is actually 6ft long thus giving me more range when hitting people or throwing stick checks. This was our championship game and everyone was going hardcore, in this picture you can see me hitting the two players in white jerseys. They ended up both being concussed and were taken out of the game. Like I said earlier I am a very aggressive player, if you get in between the ball and I you're done!