Homework questions relating to mass and inertia, measurements of inertia, mass and volume, units, effect of gravity, Newton's first law, and the relationship of mass and inertia were used as a review and starting point for the class. A series of demonstrations and examples was used to show that objects move at the same speed as their environment. Example,stand up facing front on a train traveling 70 mph, and then jump up. Does the back door of the train hit you? Why not. Flip a coin while riding in a car, does the coin fly to the back seat? Why not.

We reviewed some initial work dealing with Newton's first law, defining inertia and stating Newton's law dealing with motion. A demonstration of "flicking" two varying masses, one in each of 2 cups and covered with a tissue was used to show the need for a greater force to move one than the other. The mass of the 2 objects was shown to relate to the force needed to overcome inertia, a direct relationship was shown. A spring balance was used to show the actual force needed to move the individual masses. The difference between mass, weight, and volume was stressed and the units used for each reintroduced. Assignment #4 given for Tuesday...

A series of demonstrations is used in determining the amount of fore needed to produce motion from various masses at rest. It is shown that the greater the mass, the greater the inertia, due to a greater mass requiring a stronger force to overcome the inertia. "Mass is a measure of inertia" Demonstrate that mass and volume are different measures, by demonstrating a large volume of cotton with a small mass and a small volume of metal with a large mass. Define mass and volume, the units used identify each and how to determine the weight of a substance knowing its mass and the acceleration due to gravity

Review equilibrium and inertia according to Aristotle's theory regarding natural motion and violent motion. Using the cup and coin to demonstrate rest motion and to show that the coin possess inertia, then removal of the index card holding the coin above the card to verify Aristotle's theory of natural motion, the coin moving downward. The first statement of Newton's first law was written as "objects at rest tend to remain at rest, a force is needed to change that state of motion. A dynamics cart with a block "doll" sitting in it was used to demonstrate that once in motion, the object will continue to move in a straight line at constant speed until a force is applied to stop it. The moving cart hit a stationary block, stopped, but the doll continued to move forward in a straight line. It was repeated using a rubber band to stimulate a seat belt in a car, and the result recorded. Both the first and second statements were combined into a single "Newton's first law".

We reviewed and discussed the homework questions. We discussed through a series of questions that an object at rest and an object moving both show motion. I showed that friction works in opposition to movement and will eventually stop a moving object. In order to keep an object moving, a force must be constantly applied, but what if friction was not present. Galileo's Theory of rolling a ball down an inclined plane with the second side decreasing in vertical angle was whiteboarded. The conclusion was drawn that the ball would roll without stopping if the second ramp was parallel to the table, and friction did not exist. A cup and a coin placed on an index card was used to arrive at Newton's first law.

Began with a test on chapter 2, and a review of the answers. A toy car was placed on the desk and a series of questions evolved to determine the state of motion, equilibrium, forces acting on the car, and what would we look for if the car suddenly started moving. This led to a discussion of Aristotle's theory of natural and violent forces, and his idea of rest being the natural state of motion. Smoke rises because its natural state is in the air, while rocks fall because their natural state is on the ground. His theory did not take into account forces which would act on the objects. Assign.- Chapters 3 reading plus questions 1-8 in text

Using a set up of two spring balances, cord, masses, and a ringstand attachment, the forces present in each balance under different conditions was demonstrated and recorded. these included one spring at 90 deg.with the weight, 2 springs at 90 deg. with the weight, 2 springs at 45 deg with the weight and 2 springs at greater than 45 deg. Vector diagrams were drawn for each, and construction of a parallelogram used to determine the resultant of the forces. The amount of increase in tension as the ropes were separated was determined. A series of review questions on chapter 2 was used as a review for tomorrow's test.

The class was started by reviewing the answers to the homework questions. The airplane problem presented on Wed. was discussed and the forces acting on the plane outlined. The forward force was introduced as thrust and the opposite force as the friction due to air. In equilibrium, the sum of both forces equal zero. The measurement of the weight in Newton of a mass suspended from a single spring balance was compared to the Newtons measured in each of 2 spring balances attached. Each balance indicated 1/2 the weight of the mass. The weight in each balance was compared to the single total as the balances were spread and the angle increased. It was shown that the forces increased on the rope attached to the mass and springs as the angle increased. A vector diagram to determine the resultant force when the forces were equal was drawn and a parallelogram square completed.The resultant force was shown to be equal to the square root of 2 x one of side forces. How to determine the resultant force when the two forces are not equal was presented as the problem to be solved on Monday. Test on chapter 2 next week, day to be determined in advance...

The lesson started with a review of the homework questions, along with a series of questions to expand on the answers. Demonstrations of a toy car given a push from rest was used to elicit all the forces acting on the car, both at rest and in motion. A block was pulled with a constant force, measured by a spring balance in a straight line. The two states of equilibrium were exhibited by this, static and dynamic. The question was posed that if there was a constant force moving the block, and the block was in equilibrium, what is the equal and opposite force? Friction was determined to be the force, both acting on the block and also slowing the car down when pushed. In order for the sum to be equal to zero, the forces had to be equal.The class ended with a problem for Abby to consider for the next class; What forces are acting on an airplane flying at constant speed and in one direction? Assig: text questions 11-16 chapter 2

We began the class with a series of questions to review force vectors and the difference between scalar and vector quantities, how to depict a vector quantity and the equilibrium rule. Using a series of questions and demonstrations, we discussed the definition of a support force as having the same magnitude but opposite direction as the weight of an object resting on a flat surface. Given the mass of the object, the weight was shown by the formula weight = mass x the force of gravity. The proper units for each variable was given and the answer given in kg.M/sec/sec. This was given the term Newtons. The force of gravity (acceleration) was given as 9.8 M/sec squared.The following rule was determined: for an object at rest on a horizontal surface, the SUPPORT FORCE = THE WEIGHT.
Showing that the coils in a spring supply the support force when pushed downward, the atoms which make up the flat surface supply the support force when an object is placed on it. Assig: Chapter 2, questions 1-10 in textbook...