We discussed energy and elicited that we only observe the effects of energy and not the energy itself, and when it is transferred from one place to another or from one force to another. Recalling that impulse is a change in motion (and momentum) and is related to a force and how long the force acts, the formula for impulse was again stated as force x time. After questioning, the term "how long" was found to not only mean time but may also refer to distance. We then can have force x distance, which is defined as the property called work. Work = force(net) x distance. Demonstrations of lifting a given weight, in Newton's, a distance of 0.1 meters above the desk and then determining the work done, and comparing it to lifting the same weight 0.2m and comparing its work done showed twice as much work done. The unit of work is NxM or Joules. Solving a few problems to determine the work done moving a force over a given distance was utilized. It was stressed that once the mass was lifted, and held in place, no work was being done on it.

A lab exercise was performed to determine the tension on different areas of a string to which a constant mass was applied. The tension would be the reaction force to the applied force of the mass.

I explained to Marcel how the observer's reference frame can be changed to solve problems easier. In some cases, the observer can be moving with an object being observed and in other cases the observer can be removed from the action and be located outside and non-moving. We solved some problems and then I assigned three problems for homework.

I worked with Marcel on problems dealing with projectile motion with launch angles different from zero. We used a projected shell shot from a cannon at mach 5 at a 55 degree angle to find its horizontal displacement and time in the air. This helped Marcel to recognize how to choose and utilize the kinematic formulas. We also used a relative motion problem as well as a directional problem. There was no assignment.

Questions from hw assignment 9 were reviewed and corrected. Explanations for incorrect answers were then provided. Problems involving the conservation of momentum were picked from the text and worked on in class, utilizing the fact that the net momentum before must equal the net momentum after. Other problems involved determining the force or the time for an incident utilizing the correct formula.

Class was started with a review of definitions and formulas involved with momentum. Impulse was defined as the change in momentum, and the impulse formula found to be force x time. Change in momentum being delta mv, we arrived at the formula that force x time = delta mv. The conservation of momentum before and after a reaction was shown to be the net momentum, with a change in time causing a lowering (or increasing) force. Extending time of contact a force has with something like a solid object, will lower the magnitude of the force. ( hit something soft rather than hard). The two types of collisions, elastic and inelastic were discussed, with examples to explain both.

I worked with Marcel on two word problems which required kinematic equations for horizontal and vertical components of motion. The problems were challenging since he had to create a diagram from the description and then treat each direction independently to solve the problem. There was no assignment.

Utilizing the concept and definition of inertia, mass, velocity, and acceleration, the concept of momentum was presented as the product of mass and velocity. A change of momentum is brought about by a change in velocity, which is acceleration (mass generally remains constant in velocity change). A force is needed to bring about a change in velocity, which brings about a change in momentum. A change in momentum is termed an impulse, which is dependent on a force and the time the force is applied. Impulse is defined as force x time applied or ft. Change in momentum is delta mv, therefore impulse = change in momentum, or ft = delta(mv). Demonstrations using model cars and trucks was used to show the change in momentum with the change in time the force was applied.

I checked Marcel's homework from Friday and other than a few minor errors, the work was very good. I told him that his work rated a 100% due to the difficulty level and his effort. We then worked through an example of how horizontal and vertical motion are independent of each other and the calculations involved in projectile motion when an object is launched horizontally and falls vertically. We did four problems and I decided that our progress warranted moving on to projectile motion of objects launched at an angle. I worked through an example of that type of motion and then we ended the session. There was no assignment.

Marcel and I worked on an example of two vectors being added together algebraically by breaking each one into its perpendicular components. After the vertical and horizontal components of each vector were isolated, we added them algebraically together. Afterward, the resultant vector was constructed in order to find the distance and direction of the resultant. We then did a problem from the textbook. At the end of class, I gave Marcel an assignment of five problems on a practice problem sheet.