Special Science Teleclass: Geology

Thursday August 10, 2017



This is a recording of a recent live teleclass I did with thousands of kids from all over the world. I’ve included it here so you can participate and learn, too! Learn about the world of rocks, crystals, gems, fossils, and minerals by moving beyond just looking at pretty stones and really being able to identify, test, and classify samples and specimens you come across using techniques that real field experts use. While most people might think of a rock as being fun to climb or toss into a pond, you will now be able to see the special meaning behind the naturally occurring material that is made out of minerals by understanding how the minerals are joined together, what their crystalline structure is like, and much more.


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Free Fall and the Acceleration of Gravity

Friday October 3, 2014

If you jump out of an airplane, how fast would you fall? What’s the greatest speed you would reach? In a moment, we’re going to find out, but first let’s take a look at objects that are allowed to fall under the influence of just gravity. There are two important things to keep in mind for free falling objects. First, the object doesn’t experience air resistance. Second, the acceleration of the object is a constant value of 9.8 m/s2 or 32.2 ft/s2.
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Acceleration

Friday October 3, 2014

This lesson may give you a sinking sensation but don’t worry about it. It’s only because we’re talking about gravity. You can’t go anywhere without gravity. Even though we deal with gravity on a constant basis, there are several misconceptions about it. Let’s get to an experiment right away and I’ll show you what I mean.


If I drop a ping pong ball and a golf ball from the same height, which one hits the ground first? How about a bowling ball and a marble?


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Velocity

Friday October 3, 2014

If acceleration is constant, is velocity also constant? Nope. The image at the top of this page shows that the object is speeding up every second by a certain rate, so velocity is not a constant value. The question is, can we figure out what the speed is at different intervals of time? Of course we can! Here’s how…
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Graphing Free Fall Motion

Friday October 3, 2014

Do you expect a curved or a straight line on a p-t graph for free falling objects? A straight line is the slope of the graph, which is also the velocity. A straight line would mean that the velocity is constant, we we already see from the experiment that it isn’t. So we can expect a curve on our p-t graph that looks like a downhill bunny slope… the object starts out slow, then increases speed so the slope will also increase in “steepness” as time goes on. If we indicate the positive direction as upwards, then the slope on the p-t graph will be negative.
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Using the v-t Graph

Friday October 3, 2014

For constant acceleration, we can expect a straight line on our v-t graph to have a slope of 9.8 m/s2  in the negative quadrant of the graph, starting at the origin. The object started at rest, then finished with a large negative velocity, meaning that the object is speeding up in the downward direction. The constant negative slope means constant negative acceleration. Remember, that negative sign doesn’t mean it’s slowing down, but rather the minus sign indicates which direction the acceleration is happening in.
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Gravity

Friday October 3, 2014
If you jump out of an airplane, how fast would you fall? What's the greatest speed you would reach? Let's practice figuring it out without jumping out of a plane.

This experiment will help you get the concept of velocity by allowing you to measure the rate of fall of several objects. It's also a great experiment to record in your science journal.

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You have just taken in a nice bunch of information about the wild world of gravity. This next section is for advanced students, who want to go even deeper. There's a lot of great stuff here but there's a lot of math as well. If you're not a math person, feel free to pass this up. You'll still have a nice understanding of the concept. However, I'd recommend giving it a try. There are some fun things to do and if you're not careful, you might just end up enjoying it!

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If I toss a ball horizontally at the exact same instant that I drop another one from my other hand, which one reaches the ground first? For this experiment, you need: Please login or register to read the rest of this content.



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Click here to go to next lesson on Force and Mass.


More Hints on Solving Physics Problems

Friday October 3, 2014
We're going to learn more about why gravity accelerates all objects equally when we study Newton's Laws in the next section, where you'll discover how force is related to mass. Right now, here's another set of hints on solving physics problems...

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Describing Motion with Equations

Thursday October 2, 2014
The motion of objects can be described by words, with images, as well as with the language of math by using graphs, charts, and equations.

We've already learned about the p-t and v-t graphs in our experiments, and now it's time to figure out the kinematic equations that will describe the motion of objects by relating the time, distance, displacement, velocity, speed, and acceleration. They're a really handy set of four equations that you can use to figure out how fast you're moving in a swing, how far your car will skid, the height your rocket will reach, or how far your baseball will go.

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Kinematic Equations Example Problems

Thursday October 2, 2014

Let’s try another example problem so you can see how to apply the equations to solve for things you really want to know…
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Using Two Methods Together

Thursday October 2, 2014

Once you get the hang of how to solve the four kinematic equations, you can put this together with your understanding of the v-t and p-t diagrams to make a more complete picture of the motion in your system. Remember how we learned that the slope of the line on a v-t graph is the acceleration of the object, and that you could use the area bounded by the axis and the slope to find the displacement? Now you’ve got two ways of figuring out the displacement, velocity, acceleration, and time in any problem. How can you use the two methods together to make you more efficient and effective at solving physics programs? Here’s how…
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Vector Diagrams

Wednesday October 1, 2014
Physics is your big chance to show off your inner artist by drawing what you see through a scientists eyes in a special way so others can understand your big ideas. We're going to practice making models in our mind of what's going on in the real world, and learning how to write it down on paper using the language of mathematics so you can communicate with others and work together designing your inventions and predicting what might happen next. All scientists, engineers, technicians, including folks like Feynman and Einstein, learned how to represent the real world on paper in a visual way using diagrams. (Although Nobel prize winner Dr. Richard Feynman got frustrated and invented his own diagrams, which we still use today in quantum mechanics.)

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Graphing

Wednesday October 1, 2014
Graphs are used all over the field of physics, and the p-t and v-t graphs are the ones used most for moving objects, especially when describing the projectile motion of objects. With one peek at the graph, you can tell a lot about what's going on, which is one reason they are so useful. You don't have to pour over pages of equations to get a sense of what's going on with the experiment.

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The position-time “p-t” graph

Wednesday October 1, 2014
The position-time “p-t” graph is one that gets used a lot, and since it's axes are position and time, the slope of the line will give average velocity to describe the motion of an object.  If the velocity is constant, then the slope is constant and you'll see a straight line (either uphill or downhill). If velocity is changing, you'll see a curved rather than straight line for the slope. A steeper line indicates larger velocity. An uphill slope means positive velocity, downhill indicates negative velocity. If the slope is downhill and curved, but it starts out like a skier on a bunny hill, then the negative velocity starts slow and moves fast as time goes on, which is a sign of negative acceleration (starting slow and speeding up). If the slope looks instead like starting at the top of a black diamond run, then the object starts with a high negative velocity but ends with a slower velocity, a indication of positive acceleration.

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The velocity-time “v-t” graphs

Wednesday October 1, 2014
The velocity-time “v-t” graphs are another common type of graph you'll run across that describe motion of an object. The shape and slope of the lines on the graph will tell you a lot about what's going on with the motion of the object, and here's how you decipher it:  If the line is a straight, horizontal line, then the velocity stayed constant and there's no acceleration, like when you're driving on the freeway. Your car is moving at a steady 65 mph in a straight line.

However, if you're at a stoplight that just turned green, you're going to start changing your velocity by increasing your speed, giving you a positive acceleration. The graph will be a straight line starting at the origin and moving uphill. The slope of the line is positive, indicating your positive acceleration.

So can you tell if an object is moving in a positive or negative direction? Yes! A positive velocity means an object is moving in a positive direction, so if the line is in the positive region of the graph, you know it's traveling in a positive direction.  By the same logic, if the slope is in the negative regions of the graph, the object is traveling in a negative direction. For slopes crossing the axis, the object is changing directions.

Can you figure out if an object is speeding up or slowing down? Yes again! Speeding up means that the magnitude of the velocity is increasing in value (the number only, ignoring the plus or minus sign), so if the line is moving away from the x-axis, it's speeding up. And if it's approaching the x-axis, it's slowing down.

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Slope of the Line

Wednesday October 1, 2014
soccerball1This experiment is one of my favorites in this acceleration series, because it clearly shows you what acceleration looks like. The materials you need is are:

  • a hard, smooth ball (a golf ball, racket ball, pool ball, soccer ball, etc.)

  • tape or chalk

  • a slightly sloping driveway (you can also use a board for a ramp that's propped up on one end)
For advanced students, you will also need: a timer or stopwatch, pencil, paper, measuring tape or yard stick, and this printout.

Grab a friend to help you out with this experiment - it's a lot easier with two people.

Are you ready to get started really discovering what acceleration is all about?

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Click here to go to next lesson on Describing Motion with Equations


Introduction to Kinematics

Friday September 26, 2014

Mechanics is the study of the motion of objects. This is a great place to start your studies in physics since it’s such a BIG idea. We’ll be learning the language, laws, concepts, and principles that explain the motion of objects. We’re going to learn about kinematics, which is the words scientists use to explain the motion of objects. By learning about scalars, vectors, speed, velocity, acceleration, distance, and more, you’ll be able to not only accurately describe the motion of objects, but be able to predict their behavior. This is very important, whether you’re planning to land a spaceship on a moon, catapult a marshmallow in your mouth from across the room, or win a round of billiards.


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Scalars and Vectors

Friday September 26, 2014

We can describe how something moves with words, numbers, graphs, charts, or equations. To do that, we need to measure things with rulers and stopwatches. If I asked you how fast your car goes on the freeway, you could say fast or you could also say 55 mph. That 55 mph is a quantitative number that describes the motion of your car. The car travels 55 miles every hour. It’s also a scalar quantity, since you only mentioned the magnitude (how fast the car is going) and not it’s direction. A vector quantity is when you’d say 55 mph southeast. Vectors include a number and a direction. Scalars deal only with numbers.


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Distance and Displacement

Friday September 26, 2014

Distance and displacement sound the same, don’t they? But they’re just a little different from each other, and here’s how: distance is a scalar quantity, like 5 miles. Displacement is a vector quantity that describes how far out of place an object is, like going up and down the same flight of 8 steps. Your distance is 16 steps, but your displacement is zero, since you physically traveled 8 steps up and 8 steps down, but your total is zero since we also take into account the direction of travel, and everything cancels out.


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Speed and Velocity

Friday September 26, 2014

Have you noticed that scalar quantities ignore direction, and vector quantities take direction into account? Speed and velocity also sound the same, don’t they? But again, one is a vector and one is a scalar. Speed is the scalar quantity that describes how fast something is moving, like 100 mph. It’s the rate that something covers over a distance.


Rockets are fast, so they have high speeds, which means they cover large distances in a short amount of time. Compared to the speed of light, however, rockets are quite slow. (You always have to keep in mind what you are comparing to.) Velocity is a vector quantity that has a magnitude and a direction, like 100 mph north. It doesn’t matter if your speeding up or slowing down (we take that into account when we look at acceleration of an object). Velocity is the change in distance over a given time, or v = d / t. If a jet travels 600 miles in an hour, then it’s moving at 600 mph. A car going 25 miles in a half hour is moving at 50 mph. A snail crawling an inch every four minutes is moving at 0.25 inches per minute. You can mix up the units of distance and time to be whatever is most useful to you, whether it’s miles per hour, feet per minute, or meters per second. Most objects don’t just travel at one speed, however.


When you travel in a car, sometimes it’s on the freeway (65 mph), sometimes you’re at a stoplight (zero mph), sometimes you’re driving through the neighborhood (25 mph), and so forth. Your car has a lot of speed changes, so it’s useful to be able to calculate the average speed and average velocity of your car. It’s also useful to know the speed or velocity at a given instant in time, called your instantaneous speed or instantaneous velocity.


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Acceleration

Friday September 26, 2014

Acceleration is defined as a change in velocity. In other words, it is a change in speed or a change in direction. It is how much time it takes something to go from one velocity to another. Remember that velocity is speed and direction. If you go straight ahead on your bike at a constant speed of 5 mph, you are not accelerating because neither your speed nor your direction is changing. Now, if you are stopped at a stop light and it turns green, you are accelerating as your speed increases from zero to 10 mph.


The word ‘acceleration’ is a little confusing, since sometimes people say someone is ‘accelerating’ when they really mean that they are ‘moving really fast’. Acceleration simply means changing speed or direction, not if they are going fast or not. Also, in physics we don’t use the word deceleration. We use positive and negative acceleration. So if you went from 10 mph to zero, you’d say that you have a negative acceleration, not deceleration.


Now what happens if you are in a car and it turns a corner at a constant speed of 15 mph? Is it accelerating or not? Well, the speed is not changing but its direction is, so it is indeed accelerating.Remember back when we talked about gravity? We learned that gravity accelerates things at 32 feet per second². Now this may make a little more sense. Gravity made something continue to increase in speed so that after one second of having the force of gravity pull on something, that something has reached a speed of 32 feet per second. When that thing started falling it was at 0 velocity, after a second it’s at 32 feet per second after 2 seconds it’s at 64 feet per second and so on.It’s the old formula v = gt or velocity equals the gravitational constant (32 ft/s²) times time.


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Converting Units

Friday September 26, 2014

If you need a refresher on how to convert units, here’s a video on how to do it:
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Constant Acceleration

Friday September 26, 2014
If something has an acceleration of 5 ft/s² how fast will it be going after 1 second…2 second…3 seconds? After one second it will be going 5 ft/s; after two seconds 10 ft/s; and after three seconds 15 ft/s. Again, it’s just like v = gt (v is velocity, g is the gravitational constant, t is time) but put the rate of acceleration of the object in place of g to get the formula v = at or velocity equals acceleration times time.

Once in a while, an object will change its velocity by the same amount at the same rate, and when this happens, it's called constant acceleration, since the velocity is changing by the same amount each time. Note that constant acceleration is not the same as constant velocity. If an object is changing speed, no matter how consistently it does it, it's still accelerating since it doesn't have a constant velocity. Objects in free fall motion, like a sky diver, experiences constant acceleration and may also eventually reach a constant velocity, but this is a very special case (we'll talk more about that later).

Average acceleration is found by dividing the average velocity (the difference between the initial and final velocity points) by the time lapsed between the two points. Acceleration is measured in a variety of units, but the most common are "meters per second squared" (m/s2) or "feet per second squared" (ft/s2).

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Download Student Worksheet & Exercises

Take a look at your marks. See how they get farther and farther apart as the ball continues to accelerate? Your ball was constantly increasing speed and as such, it was constantly accelerating. By the way, would it have mattered what the mass of the ball was that you used? No. Gravity accelerates all things equally. This fact is what Galileo was proving when he did this experiment. The the weight of the ball doesn’t matter but the size of the ball might. If you used a small ball and a large ball you would probably see differences due to friction and rotational inertia. The bigger the ball, the more slowly it begins rolling. The mass of the ball, however, does not matter.

Exercises
  1. Was the line a straight line?

  2. It should be close now, and the slope represents the acceleration it experienced going down the ramp. Calculate the slope of this line.

  3. What do you think would happen if you increased the height of the ramp?

  4. Knowing what you do about gravity, what is the highest acceleration it can reach?

For Advanced Students...

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Is acceleration a scalar or a vector quantity? You could argue that it's both actually, but in physics it's usually a vector. This means that acceleration has a magnitude and a direction. The direction is either "+" or "-", depending on if an object is increasing or decreasing speed. Usually, objects that speed up have their acceleration vector in the same direction as the object is moving in. If it's slowing down, then the arrow flips to be in the opposite direction.

 

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