Tuesday, May 16, 2017
Monday, May 15, 2017
More Quizzes
Hi folks,
Sorry, I missed many of the latest quizzed in my last quiz packs. Here are some more recent ones.
Sorry, I missed many of the latest quizzed in my last quiz packs. Here are some more recent ones.
Thursday, May 11, 2017
Clearing up some confusion with the Quiz Packs
Hi folks,
The #'s on the quizzes refer to the week they were given not necessarily the order they are in. That's why they aren't sequential.
Sorry for the confusion on that!
Good luck,
Jim Mueller
The #'s on the quizzes refer to the week they were given not necessarily the order they are in. That's why they aren't sequential.
Sorry for the confusion on that!
Good luck,
Jim Mueller
Wednesday, May 10, 2017
Class Blog
Hi folks,
I emailed this address at the beginning of the year but I figured it might be helpful to email it again.
I have a class blog that contains all homework and all recordings for the entire year. Feel free to take a look if you want easy access to things we covered this year.
Here's the link. http://2016caryhsphysics.blogspot.com/
Best,
Jim Mueller
Tuesday, May 9, 2017
Physics Quiz Pack #1
Hi folks,
A lot of folks wanted a batch of quizzes to use for studying so here are several quizzes from throughout the year.
I'm going to send in two emails because this was too big for just one.
Enjoy!
A lot of folks wanted a batch of quizzes to use for studying so here are several quizzes from throughout the year.
I'm going to send in two emails because this was too big for just one.
Enjoy!
Physics Quizzes for Studying
Hi folks,
Many folks have been asking for some of the quizzes so here's a bunch of them from over the year.
Good Luck!
Many folks have been asking for some of the quizzes so here's a bunch of them from over the year.
Good Luck!
Physics Quizzes
Hi folks,
Many folks have been asking for some of the quizzes so here's a bunch of them from over the year.
Good Luck!
Many folks have been asking for some of the quizzes so here's a bunch of them from over the year.
Good Luck!
Monday, May 8, 2017
5/8 Physics Class and homework due 5/15
Hi folks,
Today we spent a bit of time really trying to fully understand these lenses and ray diagrams. We also worked with the behavior of convex and concave mirrors and learned how to draw ray diagrams for them.
Homework for next week is to:
1. Draw a ray diagram for a convex mirror. Put the location of the object farther than the focal point.
2. Draw a ray diagram for a concave mirror. Put the location of the object between the focal point and the mirror.
. Draw a ray diagram for a concave mirror. Put the location of the object farther than the focal point.
4. Draw a ray diagram for a concave lens. Put the location of the object where ever you'd like.
5. Draw 3 ray diagrams for a convex lens. For each diagram, move the location of the object. Do two diagrams with the object between the focal point and the lens and 1 with the object beyond the focal point. Please use a ruler to create your rays.
Once you do these, I HIGHLY recommend doing some of these a second time before next Monday. There will be a quiz on all of these so please try to master this.
Here is a great website that does a nice job explaining how to do these. Feel free to refer to these if you need to.
Ray diagrams
Concave Lens
Convex Lens
Concave Mirror
Convex Mirror
Also!!! Look over those old quizzes!!! Make sure you understand the problems and whatever you are having problems with please ask about them next week.
Wednesday, May 3, 2017
Tuesday, May 2, 2017
Whoops, wrong pages for Physics
Hi folks,
Sorry about that! I posted the wrong pages for this week's assignment.
Please read 463-476
Do questions #'s 1- 12 on page 477
Do questions 1 - 12 on page 479 (Skip #7)
Sorry about that! I posted the wrong pages for this week's assignment.
Please read 463-476
Do questions #'s 1- 12 on page 477
Do questions 1 - 12 on page 479 (Skip #7)
Monday, May 1, 2017
5/1 Physics update and homework due 5/8
Hi folks,
Today we took a much deeper look at refraction and learned how to predict the behavior of a lens using the 3 laws of refraction.
We then spent a good amount of time learning how to approach ray diagrams.
This is a decent simulation to give you an opportunity to "play" with ray diagrams. Spend some time with this.
http://www.physicsclassroom.com/Physics-Interactives/Refraction-and-Lenses/Optics-Bench/Optics-Bench-Refraction-Interactive
Homework for next week is to create five different ray diagrams for a converging (convex) lens. For each diagram, move the location of the object. Do at least two diagrams with the object between the focal point and the lens and at least 2 with the object beyond the focal point. Please use a ruler to create your rays.
If you need, this website does a very nice job explaining how to do ray diagrams. They go about it a little differently than I did in class but the results are identical.
Read the text pages 442-459
Do questions #'s 1- 12 on page 477
Do questions 1 - 12 on page 479 (Skip #7)
Today we took a much deeper look at refraction and learned how to predict the behavior of a lens using the 3 laws of refraction.
We then spent a good amount of time learning how to approach ray diagrams.
This is a decent simulation to give you an opportunity to "play" with ray diagrams. Spend some time with this.
http://www.physicsclassroom.com/Physics-Interactives/Refraction-and-Lenses/Optics-Bench/Optics-Bench-Refraction-Interactive
Homework for next week is to create five different ray diagrams for a converging (convex) lens. For each diagram, move the location of the object. Do at least two diagrams with the object between the focal point and the lens and at least 2 with the object beyond the focal point. Please use a ruler to create your rays.
If you need, this website does a very nice job explaining how to do ray diagrams. They go about it a little differently than I did in class but the results are identical.
Read the text pages 442-459
Do questions #'s 1- 12 on page 477
Do questions 1 - 12 on page 479 (Skip #7)
Tuesday, April 25, 2017
Monday, April 24, 2017
4/24 Physics update and homework due 4/30
Hi folks,
Today we got quite a bit deeper into light by beginning our unit on optics. We had a chance to explore different lenses to see how they effected light and images.
Homework for next week:
Read the text pages 442-459
Do questions #'s 1 - 26 on page 460
Today we got quite a bit deeper into light by beginning our unit on optics. We had a chance to explore different lenses to see how they effected light and images.
Homework for next week:
Read the text pages 442-459
Do questions #'s 1 - 26 on page 460
Tuesday, April 18, 2017
Answers for quiz
Many of the questions on this past quiz are going to be on the final so I thought it might be helpful to have an answer key to work with.
Remember, if a question just stumps you, ask me. We can do it in class or stay after if need be.
Best,
Jim Mueller
Begin forwarded message:From: Jim Mueller <sciencejim@gmail.com>Subject: Page 1Date: April 17, 2017 at 3:45:18 PM EDTTo: Jim Mueller <jim@sciencejim.com>
Monday, April 17, 2017
4/17 Physics class and homework due 4/24
Hi folks,
Today we took some time to review old problems. The final is coming up so I want to take a bit of time to review as we get closer.
We also began a new unit on light. We took the time to familiarize ourselves with the electromagnetic spectrum and to cover some general definitions that we will be using over the next few weeks.
Homework due next week:
Read pgs. 404 - 418
Do Review Questions #'s 1- 17 on page 420
Friday, April 14, 2017
A little more on this weeks Physics assignment
Hi folks,
A few folks have written looking for help on this week's assignment. Use the "What if" article as a guide. Find a topic and apply some physics concepts/formula to the topic. Students in other classes have used the power generated by a punch from the Hulk, the momentum of Thor's hammer, the amount of bees it would take to hold up a jet liner, and how many toasters could Spiderman power compared to the amount of energy he exerted to hold a subway car. I've also seen an article calculating the speed that Santa Claus would have to travel at to deliver gifts on Xmas Eve (and, if he traveled at that speed, what would happen to him and the reindeer!).
If you just apply one formula, you'll get credit for the assignment, but if you apply several formulas or look at the situation from different angles (ie. Yoda's power and how many houses could be powered with that power) you'll get extra credit.
I've included a superb essay from a student in a separate class. This one is worth a full 10 points of extra credit.
Have fun!
Jim Mueller
How many bees would it take to lift up a plane?
In the Bee Movie, there is a crucial scene in the movie where seemingly thousands of Bees manage to lift and land a plane. After brutally knocking out the pilot and copilot of the plane, a rogue bee and his crazed human girlfriend manage to hijack a plane. They then use thousands of bees to land it after they remember they cannot fly a plane. But, is this actually possible? How many Bees would it take to gather enough force to carry a plane?
First, we need to calculate how much force it would take to lift up the plane in the first place. Then, we will need to find the force of a bee.
To find how much force it would take to lift up a plane, we need to find the mass of it. We'll need to find the model of plane used in the movie to get more accurate data.
The model of plane used in the movie is from a company called 'Flyover Air', an airline that does not exist in the real world. However, we do know it is a commercial aircraft, and we can compare it to other commercial aircraft that do exist and find the closest match.
The plane used in the movie has 2 jets on each wing. It also has 34 windows on each side of the plane, and in an earlier scene we can see that there are 3 seats per window.
34 * 2 * 3 = 204. This means the plane can fit about 204 passengers. The Bee Movie was also created in, and most likely set in, the U.S.A. Along with all that, the movie was released in 2007, meaning we can use no models of planes created after then. This is all crucial data for finding the commercial aircraft the plane was based off of.
A Boeing model of plane first seemed like a possibility. It is a model of commercial aircraft that usually operates in Europe and America, and that can carry a large number of passengers. However, Boeing models only have one jet per wing, and can usually fit up to twice as many passengers as the plane in the movie.
Another possible model seemed to be the Airbus A340-200, as it can fit about 200 passengers, and has two jets per wing. However, it doesn't operate in the U.S.A, also taking it out of the equation.
The main problem with all of this is that commercial aircraft that use two jets usually fit about twice the amount of passengers the plane in the movie does, at the least. I can not find a close enough model of plane that operates in America. But, I did manage to find a model of plane that is close enough in all other categories, and will likely have a similar weight to the plane in the movie. So, we are using the Airbus A340-200 after all.
This model of plane's maximum landing weight is 185,000Kg (Source), which is the mass of the plane we will use in our equations. Converted to Newtons, it would take about 1,814,230.25N to lift and land the plane.
Now that we know how much force it would take to land the plane, we need to find the force of a Bee.
In the movie, the bee's used to land the plane are special 'Pollen Jocks', an extra strong type of bee in the movie. They collect pollen for the hive. The closest type of Bee to this in the real world is a type of worker bee, a forager bee. They don't differ in size from any other honey bee, so we will just use the size of a normal Western honey bee.
On average, honey bees weigh one tenth of a gram , or 0.0001 kilograms. A bee can carry up to 100mg in pollen, or 0.0001kg. So, they can carry about their own weight. We know all we need to know to solve for how many bees it would take to lift a plane now, we just need to divide the weight of the plane by how much weight a bee can carry. 185,000Kg/0.0001kg = 1,850,000,000.
It would take 1,850,000,000 bees to lift the weight of the plane. That's pretty insane! But would the plane used in the movie actually be able to fit that many bees under it? Let's find out.
In the movie, the bees all lift up the plane just from the underside. So, we will only calculate the area of the underside of the plane. First, we have to find the area of the underside of the plane, and then the area of that many bees.
We know the model of the plane is an Airbus A340-200. From the company's website (here), we know the total wingspan, height and length of the plane. Using the website we used earlier, we know it has a total wing area of 363.1m2. It also have a cabin width of 5.64m, and a length of 59.40m. Multiplying those together and adding the wing area gives us a total area of about 698m2.
Now, to find the area of that many bees. The length and size of bees can vary, but for honey bees, this stays relatively consistent. Worker honeybees have an average length of about .5 inches, but I couldn't find much about the width of the bee, so we are going to also use this chart for reference.
The length of the bee is about the same as before, and the width seems to bee about .8cm. Converted, they have a length of about 0.013 meters and width of about 0.008 meters. Using the formula for area, (length x width), this gives honeybee workers an area of about 0.000104 meters2. But, this is all approximate, because the size of bees can vary.
Now, we just need to multiply the area of a bee by 1,850,000,000….oh goodness. 0.000104 * 1,850,000,000 gives us an area of 192,400 m2.
So, the surface area of 1,850,000,000 bees squished together is actually about 275.6 times the area of the plane used! The creators of this movie obviously didn't do their bee-search (I know, very funny).
But in comparison, the area of a regulation sized football field is 17556.48m2! 1,850,000,000 bees has the same area as about 11 football fields. Wow!
Tuesday, April 11, 2017
Monday, April 10, 2017
4/10 Physics update and homework due 4/17
Hi folks,
Today we spent some time with the concepts of the speed of sound and the speed of light. This gave us the opportunity to get into some of the mind blowing aspects of Einstein's relativity theories such as time dilation, length contraction and the twin paradox.
On today's quiz, I asked one of those annoying conservation of momentum questions and it appears that folks may need to review that one.
Here's the video of me solving these kinds of problems in class. Take a look if you need a review. Then find some of your old quizzes and homework assignments and test yourself on this. It shall return on the final!
For homework next week, I'd like you to take a look at this webpage. Now, that you've taken a look, your quest is to find yourself a movie, a video game, a book or whatever character you wish and do the same kind of thing to that character as the webpage does with Yoda. The grade for this homework will be different than usual. You will get a normal 5 points if you just apply one formula to solve the scenario. But, you can get as many as 10(!) extra credit points if you take as much time and thought as "What If" applies to Yoda.
I hope my explanation is clear. If you're confused, please feel free to ask questions.
Have fun with this! I'm really looking forward to seeing what you all come up with.
Tuesday, April 4, 2017
Monday, April 3, 2017
4/3 Physics update and Homework due 4/10
Hi folks,
Today we took time to learn about natural frequency and resonance as well as a few more bits and pieces regarding waves and how they transfer energy. We also took quite a bit of time to relate all this information on waves to how they apply to sound. We watched some good/fun videos today so I've included them below.
Homework for next week is to:
Read the Sound chapter in the book. Pages 390 to 400 (We've been talking on and off about sound this entire unit. This chapter will help to solidify a lot of the concepts we've already been discussing.)
Do Review Questions on page 401 #'s 1 - 20.
Strange old TV physics guy https://www.youtube.com/watch?v=C-Bn70PpbrM
Tecoma Bridge Collapse https://www.youtube.com/watch?v=nFzu6CNtqec
Doppler Effect https://www.youtube.com/watch?v=h4OnBYrbCjY&t=64s
Sonic Booms https://www.youtube.com/watch?v=x6DUbxCpszU
And, that wave simulation I've been using in class. https://phet.colorado.edu/en/simulation/wave-on-a-string
Tuesday, March 28, 2017
Monday, March 27, 2017
3/27 Physics update and homework due 4/3
Hi folks,
Today in class we took the time to get to know waves up close and personal. After taking a bit of time to review and deepen some of the concepts we've been working on, we took the time to create our own waves using ropes. We found out what frequencies we had to meet to create several different harmonics for the ropes.
For homework this week answer the following questions regarding today's lab.
1. What did you do to find the frequency?
2. All waves begin with a vibrating particle, what was the vibrating particle in this wave?
3. Did you feel that the frequency had to be fairly specific or could multiple frequencies create the harmonics?
4. As the number of harmonics got higher, what happened to the frequency?
5. As the number of harmonics got higher, what happened to the wavelength?
6. Draw a picture of the first, second, third and forth harmonic. Mark the wavelengths, the nodes and the anti-nodes. How many many waves, nodes and anti-nodes are there in each picture?
7. If your lab partners were standing 5m apart from each other:
a. What was the wavelength of the first harmonic?
b. What was the wavelength of the second harmonic?
c. What was the wavelength of the third harmonic?
d. What was the wavelength of the fourth harmonic?
8. We didn't measure amplitude, but what would we have measured if we wanted to find the amplitude of the wave?
9. Did amplitude have any effect on frequency or wavelength?
10. What is the speed of the rope wave was dependent on? Frequency? Wavelength? Amplitude? Coffee intake? Something else (if so, what else)?
11. Using your data, find the speed of the rope wave for each harmonic. Do they match? Should they match?
Today in class we took the time to get to know waves up close and personal. After taking a bit of time to review and deepen some of the concepts we've been working on, we took the time to create our own waves using ropes. We found out what frequencies we had to meet to create several different harmonics for the ropes.
For homework this week answer the following questions regarding today's lab.
1. What did you do to find the frequency?
2. All waves begin with a vibrating particle, what was the vibrating particle in this wave?
3. Did you feel that the frequency had to be fairly specific or could multiple frequencies create the harmonics?
4. As the number of harmonics got higher, what happened to the frequency?
5. As the number of harmonics got higher, what happened to the wavelength?
6. Draw a picture of the first, second, third and forth harmonic. Mark the wavelengths, the nodes and the anti-nodes. How many many waves, nodes and anti-nodes are there in each picture?
7. If your lab partners were standing 5m apart from each other:
a. What was the wavelength of the first harmonic?
b. What was the wavelength of the second harmonic?
c. What was the wavelength of the third harmonic?
d. What was the wavelength of the fourth harmonic?
8. We didn't measure amplitude, but what would we have measured if we wanted to find the amplitude of the wave?
9. Did amplitude have any effect on frequency or wavelength?
10. What is the speed of the rope wave was dependent on? Frequency? Wavelength? Amplitude? Coffee intake? Something else (if so, what else)?
11. Using your data, find the speed of the rope wave for each harmonic. Do they match? Should they match?
Tuesday, March 21, 2017
Full set of videos for 3/20 class
My email is being really wonky. Apparently no one got my #1 recording for this week so I'll just send the whole batch here.
Part 1 https://youtu.be/ekpdOGByAdo
Part 2 https://youtu.be/XqZQs7SZq6g
Longitudinal wave with particles https://www.youtube.com/watch?v=Y84Wc8fs-NA
Longitudinal wave with slinky https://www.youtube.com/watch?v=7cDAYFTXq3E
Standing waves demonstration https://www.youtube.com/watch?v=-gr7KmTOrx0
Part 1 https://youtu.be/ekpdOGByAdo
Part 2 https://youtu.be/XqZQs7SZq6g
Longitudinal wave with particles https://www.youtube.com/watch?v=Y84Wc8fs-NA
Longitudinal wave with slinky https://www.youtube.com/watch?v=7cDAYFTXq3E
Standing waves demonstration https://www.youtube.com/watch?v=-gr7KmTOrx0
Part 2 of 3/20 recording and extra videos
Longitudinal wave with particles https://www.youtube.com/watch?v=Y84Wc8fs-NA
Longitudinal wave with slinky https://www.youtube.com/watch?v=7cDAYFTXq3E
Standing waves demonstration https://www.youtube.com/watch?v=-gr7KmTOrx0
Monday, March 20, 2017
3/20 Physics update and homework due 3/27
Hi folks,
Today in physics we got spent more time with waves and specifically spent a good bit of time finding the frequencies and periods of a pendulum.
For homework this week:
Navigate to this page http://www.physicsclassroom.com/class/waves and read each of the sections indicated below.
Do all the questions on each one of the pages.
Use Slinky Lab Interactive to do the .pdf that accompanies the activity.
This may work better on some browsers than on others. I find it works quite well with Google Chrome. Does not seem to work with FireFox.
Vibrational Motion
Properties of Periodic Motion
Waves and wavelike motion
What is a wave?
Categories of Waves
Anatomy of a Wave
Frequency and Period of a Wave
Energy Transport and Amplitude of a Wave
Speed of a Wave
The Wave Equation
Wednesday, March 15, 2017
Monday, March 13, 2017
3/13 Physics update and homework due 3/20
Hi folks,
Today for a change of pace I gave the quiz at the beginning of class and then took the time to go over the quiz after the students were done. I'm hoping that by going over the quiz immediately some of the concepts may sink in deeper.
We also moved forward in our energy block by getting to know some of the terms used to describe waves and wave motion. We will be doing more with this next week.
Homework for this week is to:
Read pp. 372 - 379 in the Conceptual Physics book
Do Review Questions pg. 387 #'s 1 - 11
Do Plug and Chug 1-5
Tuesday, February 28, 2017
Monday, February 27, 2017
2/27 Physics Class and homework due 3/13
Hi folks,
First off NO CLASS NEXT WEEK!!! Next week is Spring Break so there will be no class.
To start with today, we spent a bit of time working more with those pesky energy formulas.
Then, I had the students spend time figuring out everything they possibly could using Hot Wheels stuff. On their own, they set up experiments and took measurements in order to try to find potential energy, kinetic energy, velocity, impulse, energy efficiency and more. It does an old physics teacher's heart good to see a batch of students debating the appropriate approaches to creating and solving practical physics problems.
For homework this week, please write up your methods and results.
In other words,
a. What did you try to find,
b. How did you go about trying to find it.
c. What was your raw data (times, distances etc).
d. What were your calculations.
e. What are your conclusions.
f. Do you feel you conclusions are valid or could there be some errors in your procedure?
g. What would you do differently, if anything, if you were to try to find the same data again?
Also, after playing with the materials, did any activities occur to you that would be fun/interesting/educational for kids aged 8 - 14? Try to come up with at least two activities.
First off NO CLASS NEXT WEEK!!! Next week is Spring Break so there will be no class.
To start with today, we spent a bit of time working more with those pesky energy formulas.
Then, I had the students spend time figuring out everything they possibly could using Hot Wheels stuff. On their own, they set up experiments and took measurements in order to try to find potential energy, kinetic energy, velocity, impulse, energy efficiency and more. It does an old physics teacher's heart good to see a batch of students debating the appropriate approaches to creating and solving practical physics problems.
For homework this week, please write up your methods and results.
In other words,
a. What did you try to find,
b. How did you go about trying to find it.
c. What was your raw data (times, distances etc).
d. What were your calculations.
e. What are your conclusions.
f. Do you feel you conclusions are valid or could there be some errors in your procedure?
g. What would you do differently, if anything, if you were to try to find the same data again?
Also, after playing with the materials, did any activities occur to you that would be fun/interesting/educational for kids aged 8 - 14? Try to come up with at least two activities.
Thursday, February 23, 2017
Chemistry Next Year?
Hi folks,
It looks like things may be shaping up for a High School Level Chemistry course on Wednesday mornings. We could do it 10 - 12, 10:30 to 12:30 or start earlier. Would any of those times work for you? Please don't hesitate to mention this to any other folks who you feel may be interested.
Best,
Jim Mueller
It looks like things may be shaping up for a High School Level Chemistry course on Wednesday mornings. We could do it 10 - 12, 10:30 to 12:30 or start earlier. Would any of those times work for you? Please don't hesitate to mention this to any other folks who you feel may be interested.
Best,
Jim Mueller
Tuesday, February 21, 2017
Monday, February 20, 2017
2/20 Physics Class and homework due 2/27
Hi folks,
Today we took the time to really work with the three major energy formulas and tackle several problems.
For homework this week answer the following problems. I've included answers to the math problems below. These will be quizzed on next week so please take the time to really get to know these.
1. Assume the following to answer the questions below:
Mass of ball = .05 kg
Height of ramp = .032 m
Ave. velocity of ball on ramp = .4 m/s
Distance ball rolled after getting off ramp = 3 m
a. What makes the ball stop after getting off the ramp?
b. What was the velocity of the ball at the very bottom of the ramp? (Careful here!)
c. What was the gPE of the ball at the top of the ramp?
d. What was the gPE of the ball at the bottom of the ramp?
e. What happened to the gPE?
f. What was the KE of the ball at the bottom of the ramp?
g. Where did the energy of the system originally come from?
h. What amount of work did friction do to the ball after it got off the ramp to the point where the ball stopped rolling?
i. Where did the energy go that caused the ball to stop?
j. What is the friction force of the carpet on the ball?
2. Thinking about the energy formulas, tell me if it make sense to have a heavy vehicle or a light vehicle as far as gPE goes.
3. If you created a balloon powered car, would you want it to be heavy? Why or why not?
4. If you and a friend were on identical sleds and your friend weighs twice as much as you do, which of you would go farther? Which of you would have more velocity? Describe this in relation to momentum and describe this in relation to energy.
Use these formulas to solve the following Olympic energy problems. Answers below.
gPE = MgH
KE = ½ MV^2 (^2 means squared)
W = FD
5. A ski jumper who has a mass of 80 kg stands at the top of a ski jump that is 15m tall.
a. What is his potential energy?
b. If there's no friction, what would his speed be as he launches from the jump?
c. If his speed is 13 m/s, what is the energy efficiency of the ramp?
d. What work did friction do on our ski hero?
e. What was the average force of friction between the ramp and his skis if he travels
75 m down the ramp
6. a. If the Irish bob sled with a mass of 320 kg reaches a top speed of 48 m/s, what was the least amount of energy the bob sled started with?
b. What was the lowest height the bob sled started at?
c. If the stopping area of the track is 30m long, what work will friction do on our Irish bob sledders by the time the team comes to a complete rest at the bottom?
d. If the height of the track was really 200 m, what was the energy efficiency of the bob sled?
Answers to math problems
1. b. .8 m/s (twice the average speed)
c. gPE = .05 x 10 x .032
gPE = .016 J
d. 0 J
f. KE = 1/2 .05kg x (.8m/s)^2
KE = .016 J
h. Work due to friction = .016J
j. .016 = F x 3
. 0053 N = F
5. a. gPE = Mgh
80 kg x 15 m x 10 m/s^2 = 12,000J
b. KE = ½ MV^2
12,000 J = ½ 80 kg x v^2
v = 17.3 m/s
c. KE = ½ 80kg x (13m/s)^2
KE = 6760 J
Work out/ Work in x 100
6760/12000 x 100 = 56% Efficient
d. 12,000J - 6760J = 5240 J amount of energy friction stole
e. W = FD
5240J = F x 75m
F = 69.9 N amount of force friction applied to skier
6. a. KE = ½ MV^2
KE = ½ 320kg (48 m/s)^2
KE = 368,640 J
b. gPE = MgH
368,640 = 320kg x 10m/s^2 x H
H = 115.2 m (That's some ramp!)
c. W = FD
368,640 J = F x 30 m
F = 12,288 N (A typical car braking force is 15,000N)
d. gPE = MgH
gPE = 320 kg x 10 m/s^2 x 200 m
gPE = 640,000 J That's the maximum amount of energy. Since their energy was 368,640 J their energy efficiency was…
Work out / Work in x 100
368,640/ 640,000 x 100 = 58%
Today we took the time to really work with the three major energy formulas and tackle several problems.
For homework this week answer the following problems. I've included answers to the math problems below. These will be quizzed on next week so please take the time to really get to know these.
1. Assume the following to answer the questions below:
Mass of ball = .05 kg
Height of ramp = .032 m
Ave. velocity of ball on ramp = .4 m/s
Distance ball rolled after getting off ramp = 3 m
a. What makes the ball stop after getting off the ramp?
b. What was the velocity of the ball at the very bottom of the ramp? (Careful here!)
c. What was the gPE of the ball at the top of the ramp?
d. What was the gPE of the ball at the bottom of the ramp?
e. What happened to the gPE?
f. What was the KE of the ball at the bottom of the ramp?
g. Where did the energy of the system originally come from?
h. What amount of work did friction do to the ball after it got off the ramp to the point where the ball stopped rolling?
i. Where did the energy go that caused the ball to stop?
j. What is the friction force of the carpet on the ball?
2. Thinking about the energy formulas, tell me if it make sense to have a heavy vehicle or a light vehicle as far as gPE goes.
3. If you created a balloon powered car, would you want it to be heavy? Why or why not?
4. If you and a friend were on identical sleds and your friend weighs twice as much as you do, which of you would go farther? Which of you would have more velocity? Describe this in relation to momentum and describe this in relation to energy.
Use these formulas to solve the following Olympic energy problems. Answers below.
gPE = MgH
KE = ½ MV^2 (^2 means squared)
W = FD
5. A ski jumper who has a mass of 80 kg stands at the top of a ski jump that is 15m tall.
a. What is his potential energy?
b. If there's no friction, what would his speed be as he launches from the jump?
c. If his speed is 13 m/s, what is the energy efficiency of the ramp?
d. What work did friction do on our ski hero?
e. What was the average force of friction between the ramp and his skis if he travels
75 m down the ramp
6. a. If the Irish bob sled with a mass of 320 kg reaches a top speed of 48 m/s, what was the least amount of energy the bob sled started with?
b. What was the lowest height the bob sled started at?
c. If the stopping area of the track is 30m long, what work will friction do on our Irish bob sledders by the time the team comes to a complete rest at the bottom?
d. If the height of the track was really 200 m, what was the energy efficiency of the bob sled?
Answers to math problems
1. b. .8 m/s (twice the average speed)
c. gPE = .05 x 10 x .032
gPE = .016 J
d. 0 J
f. KE = 1/2 .05kg x (.8m/s)^2
KE = .016 J
h. Work due to friction = .016J
j. .016 = F x 3
. 0053 N = F
5. a. gPE = Mgh
80 kg x 15 m x 10 m/s^2 = 12,000J
b. KE = ½ MV^2
12,000 J = ½ 80 kg x v^2
v = 17.3 m/s
c. KE = ½ 80kg x (13m/s)^2
KE = 6760 J
Work out/ Work in x 100
6760/12000 x 100 = 56% Efficient
d. 12,000J - 6760J = 5240 J amount of energy friction stole
e. W = FD
5240J = F x 75m
F = 69.9 N amount of force friction applied to skier
6. a. KE = ½ MV^2
KE = ½ 320kg (48 m/s)^2
KE = 368,640 J
b. gPE = MgH
368,640 = 320kg x 10m/s^2 x H
H = 115.2 m (That's some ramp!)
c. W = FD
368,640 J = F x 30 m
F = 12,288 N (A typical car braking force is 15,000N)
d. gPE = MgH
gPE = 320 kg x 10 m/s^2 x 200 m
gPE = 640,000 J That's the maximum amount of energy. Since their energy was 368,640 J their energy efficiency was…
Work out / Work in x 100
368,640/ 640,000 x 100 = 58%
Friday, February 17, 2017
Inquiry for next year Chemistry class
Hi folks,
Just checking in to see who may be interested in continuing science classes next year. My thought it to have a Chemistry class on Tuesdays. At the moment, it could be in the morning or afternoon.
Please let me know if you are interested and if so, which time would be better for you.
Also, please feel free to pass this information on to anyone you may know who would be interested.
I've included a description of the class below.
High School Level Chemistry
An enjoyable, hands-on and thorough approach to basic chemistry. The class will be a combination of hands-on lab work as well as lecture. We will cover the periodic table, stoichiometry, energy in chemistry, acids and bases, redox reactions and much more. A good working knowledge of algebra 1 is recommended.
Just checking in to see who may be interested in continuing science classes next year. My thought it to have a Chemistry class on Tuesdays. At the moment, it could be in the morning or afternoon.
Please let me know if you are interested and if so, which time would be better for you.
Also, please feel free to pass this information on to anyone you may know who would be interested.
I've included a description of the class below.
High School Level Chemistry
An enjoyable, hands-on and thorough approach to basic chemistry. The class will be a combination of hands-on lab work as well as lecture. We will cover the periodic table, stoichiometry, energy in chemistry, acids and bases, redox reactions and much more. A good working knowledge of algebra 1 is recommended.
Tuesday, February 14, 2017
Monday, February 13, 2017
2/13 Physics Class and homework due 2/20
Hi folks,
Today we got into quite a bit of the nitty gritty of energy by beginning to explore the different energy formula and how they interrelate to one another. Next week we will take some more time to really focus on these kinds of problems in class.
For homework this week:
Finish your lab calculations if you haven't already done so in class.
Read the Potential and Kinetic energy chapter in the eBook.
Do all the questions at the end.
Also, answer the following questions about today's lab.
1. What did you do to find the work in?
2. What did you do to find the work out?
3. What was having work done on it?
4. What would be considered the "load" in this lab?
5. In a perfect world, how should the energy of the ball at the bottom of the ramp, compare to the energy at the top of the ramp?
6. Since we know that energy can neither be created or destroyed, where did that energy go?
Also, find four physics errors using four different movies, cartoons, books or a video games. In other words, try to find four things that just go against the laws of physics and describe why and how they are breaking those rules. Feel free to use screen shots if you wish. Have fun with this!
Today we got into quite a bit of the nitty gritty of energy by beginning to explore the different energy formula and how they interrelate to one another. Next week we will take some more time to really focus on these kinds of problems in class.
For homework this week:
Finish your lab calculations if you haven't already done so in class.
Read the Potential and Kinetic energy chapter in the eBook.
Do all the questions at the end.
Also, answer the following questions about today's lab.
1. What did you do to find the work in?
2. What did you do to find the work out?
3. What was having work done on it?
4. What would be considered the "load" in this lab?
5. In a perfect world, how should the energy of the ball at the bottom of the ramp, compare to the energy at the top of the ramp?
6. Since we know that energy can neither be created or destroyed, where did that energy go?
Also, find four physics errors using four different movies, cartoons, books or a video games. In other words, try to find four things that just go against the laws of physics and describe why and how they are breaking those rules. Feel free to use screen shots if you wish. Have fun with this!
Tuesday, February 7, 2017
Monday, February 6, 2017
Physics Homework due 2/13
Hi folks,
Today we did a a little more with the idea of simple machines and work as we investigated levers.
For homework this week:
Review questions page 120 #'s 14 - 20
Answer sheet is included.
Plug and Chug page 120 #'s 4 - 9
Wednesday, February 1, 2017
Wrong book for the homework
Hi folks,
Sorry I included the wrong version of the book for the homework. Here is the right version.
Sorry I included the wrong version of the book for the homework. Here is the right version.
Monday, January 30, 2017
1/30 Physics class update and homework due 2/6
Hi folks,
Today we continued our investigation into energy and work. We have begun to take a look at simple machines and how they relate to the concept of work. We used pulleys to discover the inverse relationship between distance and force.
Most of today was spent reviewing problems and doing our pulley lab so there will be no recording this week.
For homework this week:
Read the pulley chapter in the book.
Also, answer the following questions.
1. With the pulleys, how did work out relate to work in?
2. What relationship did force have in regards to distance as you worked with the pulleys?
3. As you increased the number of pulleys, what effect did that have on the effort force? What effect did it have on the effort distance?
4. a. If you were lifting a load that required a force of 10N with one pulley, what effort force would be required?
b. Same question, but now you're using 2 pulleys?
c. How about 10 pulleys?
5. a. If you were lifting that load 1 meter, what would the work in distance be for one pulley?
b. 2 pulleys?
c. 10 pulleys?
Today we continued our investigation into energy and work. We have begun to take a look at simple machines and how they relate to the concept of work. We used pulleys to discover the inverse relationship between distance and force.
Most of today was spent reviewing problems and doing our pulley lab so there will be no recording this week.
For homework this week:
Read the pulley chapter in the book.
Also, answer the following questions.
1. With the pulleys, how did work out relate to work in?
2. What relationship did force have in regards to distance as you worked with the pulleys?
3. As you increased the number of pulleys, what effect did that have on the effort force? What effect did it have on the effort distance?
4. a. If you were lifting a load that required a force of 10N with one pulley, what effort force would be required?
b. Same question, but now you're using 2 pulleys?
c. How about 10 pulleys?
5. a. If you were lifting that load 1 meter, what would the work in distance be for one pulley?
b. 2 pulleys?
c. 10 pulleys?
Make up test for Physics
Hi folks,
It looks like we need a bit more work with some of these problems so I'm going to assign a take home quiz. Feel free to use your notes for this. It will be worth 20 points just like a normal quiz. Please use this to attempt to master these problems. They will certainly be back to haunt you on the final if not sooner.
Good Luck!
Jim Mueller
It looks like we need a bit more work with some of these problems so I'm going to assign a take home quiz. Feel free to use your notes for this. It will be worth 20 points just like a normal quiz. Please use this to attempt to master these problems. They will certainly be back to haunt you on the final if not sooner.
Good Luck!
Jim Mueller
Wednesday, January 25, 2017
Tuesday, January 24, 2017
Recording of 1/23 Physics class - Work and "Punt the football" problem
Sorry about that last email. I sent the wrong recording. Here's the one for yesterday's class.
Monday, January 23, 2017
1/23 Physics class and homework due 1/30
Hi folks,
Last week we did a nice conceptual overview of what energy is and this week we got a bit more into the nitty gritty and mathematics behind energy. We introduced the concept that energy is the ability to do work and that work is equal to force times distance. To make that more concrete, we went outside and pushed my car again. This time, however, we measured the amount of force it took to move the car and measured how much time it took to move it. Using those measurements we calculated the energy it took for us to move the car and we found how many Watts and how much horsepower we used.
In my opinion the text that we're using goes into too little detail on energy. I'm including my Energy eBook to help supplement the text
Homework due next is to
Read the Defining Energy chapter in the eBook
In the Conceptual Physics text book do Plug and Chug Pg 120 #'s 1 and 3
And Think and Solve # 2, 4
I've included the answers for the problems below.
Plug and Chug
1. 20 x 3.5 = 70J
3. First find work from question #2.
500N x 2.2m = 1100J
Then take 1100 J/2 = 550W
Think and Solve
2. Twice the power would be 1/2 the time. So the answer is 5 s.
4. So the car starts with 40,000,000 J. If the car is 25% fuel efficient that means that only 25% of that goes to making the car move so only 10,000,000 of the energy is used. So now, plug n chug.
10,000,000 = 1000 x D
10,000 m = D Or 10 Km
Last week we did a nice conceptual overview of what energy is and this week we got a bit more into the nitty gritty and mathematics behind energy. We introduced the concept that energy is the ability to do work and that work is equal to force times distance. To make that more concrete, we went outside and pushed my car again. This time, however, we measured the amount of force it took to move the car and measured how much time it took to move it. Using those measurements we calculated the energy it took for us to move the car and we found how many Watts and how much horsepower we used.
In my opinion the text that we're using goes into too little detail on energy. I'm including my Energy eBook to help supplement the text
Homework due next is to
Read the Defining Energy chapter in the eBook
In the Conceptual Physics text book do Plug and Chug Pg 120 #'s 1 and 3
And Think and Solve # 2, 4
I've included the answers for the problems below.
Plug and Chug
1. 20 x 3.5 = 70J
3. First find work from question #2.
500N x 2.2m = 1100J
Then take 1100 J/2 = 550W
Think and Solve
2. Twice the power would be 1/2 the time. So the answer is 5 s.
4. So the car starts with 40,000,000 J. If the car is 25% fuel efficient that means that only 25% of that goes to making the car move so only 10,000,000 of the energy is used. So now, plug n chug.
10,000,000 = 1000 x D
10,000 m = D Or 10 Km
Tuesday, January 17, 2017
Monday, January 16, 2017
1/16 Physics update and homework due 1/23
Hi folks
We have finished our study of Newton's Laws and mechanics and have started our energy block today. We discussed how we perceive energy using our energy "antennae", our ears, eyes and skin. We also discussed how energy is like a phantom. It's invisible until it interacts with matter, it changes forms and it can neither be created nor destroyed.
For homework this week:
Study the "quiz" we did today in class. I've included a copy. Next week I will give another quiz that won't be the same as this one, but it will use the same concepts. Don't forget that to figure out acceleration you must use the time that the object is acceleration ONLY! So for today's quiz, you would only use the time that the fellow was flung in the slingshot. Not the entire time he was in the air.
Read chapter 8 pages 103- 119. (This will give you a brief overview of what we will be spending a lot of time on over the next few weeks. The book doesn't go into nearly the detail I think we need to spend on this topic.)
Do Review Questions 1 - 13 on page 119
We have finished our study of Newton's Laws and mechanics and have started our energy block today. We discussed how we perceive energy using our energy "antennae", our ears, eyes and skin. We also discussed how energy is like a phantom. It's invisible until it interacts with matter, it changes forms and it can neither be created nor destroyed.
For homework this week:
Study the "quiz" we did today in class. I've included a copy. Next week I will give another quiz that won't be the same as this one, but it will use the same concepts. Don't forget that to figure out acceleration you must use the time that the object is acceleration ONLY! So for today's quiz, you would only use the time that the fellow was flung in the slingshot. Not the entire time he was in the air.
Read chapter 8 pages 103- 119. (This will give you a brief overview of what we will be spending a lot of time on over the next few weeks. The book doesn't go into nearly the detail I think we need to spend on this topic.)
Do Review Questions 1 - 13 on page 119
Monday, January 9, 2017
1/9 Physics class and homework due 1/16
Hi folks,
Today we used just about every concept we've learned this year and applied our knowledge to the game of Angry Birds. We discovered the impulse, velocity, momentum and more of the different objects in the Angry Birds world. It was a very difficult challenge and folks really did a great job attacking the problems.
I've included the questions below in case you want to take a look at them. Here's a great write up of a fellow who did the same kind of a thing we did today. It's pretty interesting if you want to take a look. By the way, he calculates the slingshot to be 5 meters tall!
No recording this week since most of class was taken up by the activity.
Homework this week is a scavenger hunt. I want you all to find two examples of all the concepts written below.
Rules:
They must all be different.
They must all be photos taken with a camera (not images from the internet).
They can be things that you just come across or you can set up situations that exemplify the concept.
Write a sentence for each one indicating why that photo is an example.
Videos are allowed if you wish.
You can print out the photos to hand in or you can email them to me.
1. Newton's First Law
2. Newton's Second Law
3. Newton's Third Law
4. Momentum
5. Impulse
6. Acceleration
7. Inertia
Angry Birds Analysis
Some assumptions for you:
The time it takes the rubber band to hurl a bird is .05 sec. (This is the time of a pitch.)
The mass of the Red Bird is 6kg (the same as an eagle)
Gravity is normal 9.8 m/s2
Do # 8 first!!!!
1. What is the maximum horizontal velocity of an Angry Bird?
2. What is the maximum vertical velocity of the Angry Bird?
3. What is the maximum resulting velocity of the Bird?
4. Are all birds the same mass? How do you know?
5. What is the force of the rubber band?
6. What is the mass of a rock (be sure to describe what rock you're measuring)?
7. What is the impulse on the angry bird when it's fired.
8. What is the height of the sling shot?
9. Does the Blue Bird conserve momentum when it splits? How do you know?
10. What's the momentum of the Red bird?
11. Using Angry Birds give me one example of the following:
a) Newton's First Law
b) Newton's Second Law
c) Newton's Third Law
Angry Birds for Physics
Hi folks,
Just a reminder. If you can, please bring a version of the game Angry Birds to class today.
Safe travels everyone!
Jim Mueller
Just a reminder. If you can, please bring a version of the game Angry Birds to class today.
Safe travels everyone!
Jim Mueller
Tuesday, January 3, 2017
Monday, January 2, 2017
1/2 Physics update and homework due 1/9
Hi folks,
This week we discussed the concept of impulse and how it relates to momentum. To investigate this further, we shot spitballs to illustrate how the time of the force affects momentum.
We also did the famous egg drop experiment where the students had to design a vehicle that kept a raw egg safe from a 15 foot drop. There were some brilliant designs!
For homework this week:
1. In your own words, describe to me what shooting spitballs has to do with impulse?
2. Use the concept of impulse to explain why it's so important to follow through when doing some sort of a sporting activity.
3. During the egg drop activity, you used several strategies to try to keep your egg from breaking. List three of those strategies and tell me what they had to do with impulse and momentum.
Also, Do the following questions. (Answers below.)
1. A Denver Bronco is running towards the end zone at 11 m/s (25mph). A Pittsburg Steeler running directly behind him at 15 m/s (34mph) tackles him and causes him to fumble directly into the hands of another Steeler who runs it back for, the final seconds, game winning touchdown!!! If the Bronco weighs 127 kg (280lbs) and the Steeler weighs 136 kg (300 lbs), what is their velocity after impact and before hitting the ground? (Use metric #'s only. Others are there for reference.) (Check answer when finished below.)
2. Two train cars are moving towards each other along a track. One has a mass of 32,000 kg and is traveling at 3.5 m/s. The other has a mass of 23,000 kg and is traveling at 5 m/s. Assuming they stick together after impact, what is their final velocity? (Check answer when finished below.)
3. Describe throwing a bowling ball down the alley and knocking down all the pins as far as momentum transfer goes. Start with holding the ball and end with the last pin falling. Extra Credit: Show me the #'s and calculations.
AND
Use this websitehttp://phet.colorado.edu/sims/collision-lab/collision-lab_en.html to complete the following questions:
Please let me know if this website doesn't work for folks. It works fine for me but I'm not sure it will work for all of you.
Phet Momentum Homework
1. Click on the Advanced tab at the top of the window.
2. Click on "One Dimension" in the box to the upper right.
3. Click on the "Momenta Diagram" button in the upper right.
4. Click on the "Show Values" button in the upper right.
5. Set the speed of ball 2 to 0 (Drag the vector arrow for ball 2 until V = 0)
6. Notice the total momentum of both balls. (In the momenta box to the lower right)
7. Click play.
(Be sure you look at the numbers for the following questions before either ball bounces off the wall. If you wish, you can turn off "Reflecting Border" in the upper right corner.
8. How does the total momentum of the system after collision, compare to the total momentum before collision?
9. Now, make both balls have a mass of 1.5. What happens to their velocity after collision?
10. How about their total momentum before and after collision how do they compare?
11. Now click "Add Ball" at the bottom. This ball should have a mass of 2 and a velocity of 0. What is the total momentum?
12 Now click play, what is the total momentum after collision?
13. Click on the "Momenta Vectors" button in the bottom right.
14. Click on remove ball so that you only have 2 on the screen.
15. Notice the momentum vectors. Look carefully at the total momentum vector.
16. Click play. After collision how does the total momentum vector change?
17. Add a ball and do it again. Notice anything about the momentum vector now?
18. Please feel free to play with this. Add balls, try two dimensions, what ever you wish.
Answers to math problems.
1. MV of Bronco + MV of Steeler = Mass of both x velocity of both
(11m/s x 127Kg) +(15m/s x 136Kg) = 263 x Vf
1397 + 2040 =263v
13.1m/s = V
2. MV of car 1 + MV of car 2 = Mass of both x velocity of both
(32,000 x 3.5) + (23,000 x -5) = 55,000 x Vf (Notice that the second speed is negative due to the opposite direction of travel. I assigned moving right as positive and moving left as negative.)
112,000 + -115000 = 55,000 Vf
-3000 = 55,000 Vf
-.06 m/s = Vf (The cars will be moving slightly to the left after impact.
This week we discussed the concept of impulse and how it relates to momentum. To investigate this further, we shot spitballs to illustrate how the time of the force affects momentum.
We also did the famous egg drop experiment where the students had to design a vehicle that kept a raw egg safe from a 15 foot drop. There were some brilliant designs!
For homework this week:
1. In your own words, describe to me what shooting spitballs has to do with impulse?
2. Use the concept of impulse to explain why it's so important to follow through when doing some sort of a sporting activity.
3. During the egg drop activity, you used several strategies to try to keep your egg from breaking. List three of those strategies and tell me what they had to do with impulse and momentum.
Also, Do the following questions. (Answers below.)
1. A Denver Bronco is running towards the end zone at 11 m/s (25mph). A Pittsburg Steeler running directly behind him at 15 m/s (34mph) tackles him and causes him to fumble directly into the hands of another Steeler who runs it back for, the final seconds, game winning touchdown!!! If the Bronco weighs 127 kg (280lbs) and the Steeler weighs 136 kg (300 lbs), what is their velocity after impact and before hitting the ground? (Use metric #'s only. Others are there for reference.) (Check answer when finished below.)
2. Two train cars are moving towards each other along a track. One has a mass of 32,000 kg and is traveling at 3.5 m/s. The other has a mass of 23,000 kg and is traveling at 5 m/s. Assuming they stick together after impact, what is their final velocity? (Check answer when finished below.)
3. Describe throwing a bowling ball down the alley and knocking down all the pins as far as momentum transfer goes. Start with holding the ball and end with the last pin falling. Extra Credit: Show me the #'s and calculations.
AND
Use this websitehttp://phet.colorado.edu/sims/collision-lab/collision-lab_en.html to complete the following questions:
Please let me know if this website doesn't work for folks. It works fine for me but I'm not sure it will work for all of you.
Phet Momentum Homework
1. Click on the Advanced tab at the top of the window.
2. Click on "One Dimension" in the box to the upper right.
3. Click on the "Momenta Diagram" button in the upper right.
4. Click on the "Show Values" button in the upper right.
5. Set the speed of ball 2 to 0 (Drag the vector arrow for ball 2 until V = 0)
6. Notice the total momentum of both balls. (In the momenta box to the lower right)
7. Click play.
(Be sure you look at the numbers for the following questions before either ball bounces off the wall. If you wish, you can turn off "Reflecting Border" in the upper right corner.
8. How does the total momentum of the system after collision, compare to the total momentum before collision?
9. Now, make both balls have a mass of 1.5. What happens to their velocity after collision?
10. How about their total momentum before and after collision how do they compare?
11. Now click "Add Ball" at the bottom. This ball should have a mass of 2 and a velocity of 0. What is the total momentum?
12 Now click play, what is the total momentum after collision?
13. Click on the "Momenta Vectors" button in the bottom right.
14. Click on remove ball so that you only have 2 on the screen.
15. Notice the momentum vectors. Look carefully at the total momentum vector.
16. Click play. After collision how does the total momentum vector change?
17. Add a ball and do it again. Notice anything about the momentum vector now?
18. Please feel free to play with this. Add balls, try two dimensions, what ever you wish.
Answers to math problems.
1. MV of Bronco + MV of Steeler = Mass of both x velocity of both
(11m/s x 127Kg) +(15m/s x 136Kg) = 263 x Vf
1397 + 2040 =263v
13.1m/s = V
2. MV of car 1 + MV of car 2 = Mass of both x velocity of both
(32,000 x 3.5) + (23,000 x -5) = 55,000 x Vf (Notice that the second speed is negative due to the opposite direction of travel. I assigned moving right as positive and moving left as negative.)
112,000 + -115000 = 55,000 Vf
-3000 = 55,000 Vf
-.06 m/s = Vf (The cars will be moving slightly to the left after impact.
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