*Updated: 21 December 2010 Tuesday.*

FINAL EXAM RESULTS: n 54 54 hi 189 200 lo 77 100 ave 142.48 154.13 s.d. 26.72 25.42 Average Star= 15,700

Monday 12/13: FINAL EXAM (2 HOURS) 8-10am. Office hours.

Tuesday 12/14: Office hours.

Wedensday 12/15: Office hours.

Thursday 12/16: NOTE: No office hours.

Friday 12/17: Office hours.

Monday 12/20: Office hours.

Tuesday 12/21: Grades will be done by Noon.

Monday 9/6: Labor Day <No Classes>

Tuesday 9/7: Class begins. The nature of studying Physics. Science education in the United States. Natural Philosophy. The Circle of Physics. Aristotle and the Greek Philosophers. Observation vs. Experiment - Dropping the book and the piece of paper (2 views). Distribute syllabus.

- Note that the 9am PHYS-2050 lecture is a stand-alone class which (a) meets five days a week and (b) does NOT participate in the common evening exams of the other two sections. Do not take quizzes or exams or homework assignments from the other sections.
- Week 1 Checklist.
- Quiz 1 will be in-class on Friday 10 September 2010. It will be for attendance purposes. If you miss class on Friday, you will be able to get some of the points by downloading Quiz 1A from the website and turning it in.

Wednesday 9/8: Observation vs. Experiment - Zeno's Paradoxes. "Speed Limit 70" First Equation: Speed = Distance / Time. Development of Speed equation for Constant or Average Speed. An Equation is a contract -- the left and right sides must be the same thing and all terms must have the same units. Comments on the Syllabus.

Thursday 9/9: Our equations so far: *v = d /t* ; *x = x _{0} +
v t* (for v = constant or average ONLY). Discussion of Formula Cards. Speed.
60 m.p.h. = "A Mile A Minute". (1848:
The Antelope) SI
Metric System. What do we mean by Measurements? We need a few benchmark values
to compare English and SI Metric quantities. 60 m.p.h. = (60.0 miles/hour) (1
hour / 3600 seconds) (1609 meters / 1 mile) = 26.8 m/s. Dr. Phil's Reasonable
Significant Figures. (Click here for a copy of
the handout.) A simplified trip to the store. (Click
here for a copy of the handout.)

- Quiz 1 will be in-class on Friday 10 September 2010. It will be for attendance purposes. If you miss class on Friday, you will be able to get some of the points by downloading Quiz 1A from the website and turning it in.
- The Physics Help Room will open for business on Monday 13 September 2010. The Physics Help Room is located in 0077 Rood Hall, sort of behind and underneath our lecture hall. If you go down the stairs near 1110 Rood, 0077 Rood will be right there when you get to the basement. Hours will be 9am to 4pm Monday through Friday, and Physics faculty and grad students will be on duty for most of those hours. Dr. Phil's hour will be Thursday at Noon, starting Thursday 16 September 2010.
- Quiz 2 will be an in-class quiz on Tuesday 14 September 2010. You will be able to use your Formula Card, if you've started one. If you miss an in-class quiz, it cannot be made up, but you will be able to drop the three lowest quiz grades automatically.

Friday 9/10: Demo: Our class webpages and what you can find on them. delta-x
= x_{final} - x_{initial}, so v = (x_{f} -
x_{i}) / (t_{f} - t_{i}) = delta-x / delta-t. Taking
the limit as delta-t goes to zero, gives the derivative v = dx/dt. A simplified
trip to the store -- The S-Shaped Curve.
Acceleration. a = dv/dt =
d^{2}x/dt^{2}. Integrating to find the set of Kinematic
Equations for constant acceleration. Kinematic
Equations for Constant Acceleration. The Equation Without Time -- Avoiding
the Quadradic Formula. The fundamental equations of motion are based on the
calculus: x, v and a are related by derivatives (slopes) and integrals (areas
under the curve). v = dx/dt, a = dv/dt = d²x/dt². There are higher
derivatives. For example, jerk is j = da/dt = d²v/dt² =
d³x/dt³. Physics Misconceptions: Things you
think you know, are sure you know, or just assume to be true in the back of
your mind... but aren't true. Aristotle was sure that heavier objects always
fell faster than lighter objects, but we did a demostration on Tuesday which
showed that wasn't always true. Example: You're driving a car. To speed up, you
need to put your foot on the accelerator (gas pedal), so YES, you are
accelerating -- True. To drive at a constant speed, you must still have your
foot on the accelerator, so YES, you are accelerating -- Not True because
constant v means a = 0. To slow down, you must take your foot off the
accelerator and put it on the brake pedal, so NO, you are not accelerating --
Not True because v is changing, so a < 0 (negative). Q1 and your PID
number. (If you missed Quiz 1 you will be able to get some of the points by
downloading Quiz 1A from the website and
turning it in.)

- Algebra Check: Use the 1st and 2nd kinematic equations for constant acceleration to find the Equation Without Time.
- Sample Book Problems (not to be handed in):
**Chapter 1**: 1, 9 11, 25, 31, 32.**Chapter 2**: 1, 5, 21, 47, 57.*NOTE: these are from the WMU 8th edition.* - The Real World: Go to the Library, the magazine section of a book or
grocery store, or a personal collection. Look for automobile magazines like
*Road and Track*,*Car and Driver*, etc. Perhaps about 1/3 of the way in, look for a performance review of a new car with a graph of v vs. t under maximum acceleration conditions on a track. Note how the graph looks, as opposed to our Time Regions I and II in our S-Shaped Curve simplified trip. Do you understand why the real graph looks like it does? - PLEASE NOTE: Despite the directions to Quiz 1,
which asked for a five-digit PID
*number*, two people submitted PIDs which were all or partially letters AND these letters would identify them -- which defeats the whole purpose of having a PID number. These two people must resubmit a new PID number in order to get the 8000 points for the PID number.

- Week 2 Checklist.
- NOTE: If you do NOT have a passing grade from the Prerequisite Courses, you WILL be dropped from PHYS-2050.

Monday 9/13: Types of Motion: No Motion (v=0, a=0), Uniform Motion
(v=constant, a=0), Constant Acceleration (a=constant). What do we mean by
Measurements? What is "1 m/s"? We need a few benchmark values to
compare English and SI Metric quantities. 60 m.p.h. = 26.8 m/s. 1.00 m/s = slow
walking speed. 10.0 m/s = World Class sprint speed. (The 100 meter dash --
Usain Bolt is the current
Olympic (9.59 seconds) and World (9.58 seconds) record holder.) 344 m/s = Speed
of sound at room temperature. 8000 m/s = low Earth orbital speed. 11,300 m/s =
Earth escape velocity. 300,000,000 m/s = speed of light in vacuum (maximum
possible speed). What do we mean by a = 1 meter/sec² ? You cannot
accelerate at 1 m/s² for very long. Free fall, ignoring air resistance --
all objects near the surface of the Earth will fall at an acceleration *g =
9.81 m/s²*. There are six kinematic variables for constant acceleration
in 1-D: *x _{0}*,

- The Physics Help Room should now be open, located in 0077 Rood Hall, 9am to 4pm M-F.
- "From his record time of 9.58s for the 100m sprint Usain Bolt's average ground speed equates to: 37.58kph or 23.35 mph. However, once his reaction time of 0.15s is subtracted, his time is closer to 9.43s, making his average speed closer to 38.18kph or 23.72 mph." -- Wikipedia article.
- The examples in class today: (1) A car accelerates from rest to 60 mph
(26.8 m/s) in 12.0 seconds. Find
*a*. (2) A bullet in a rifle starts from rest and when fired is moving at a muzzle speed of 450. m/s at the end of a 1.00 meter rifle barrel. Find*a*. Here we used the Equation Without Time, the 4th Kinematic Equation, and get a very large answer -- over 100,000 m/s²!

Tuesday 9/14: NASA defines a hammer blow as 100-500 *g*. Finish rifle
bullet problem from Monday -- can find the time *t* using either the 1st
or 2nd Kinematic Equation -- get the same answer to within 3 sig. figs. Using
another equation to check your answers can be very helpful, especially early
on. The Kinematic Equations form a system of equations and all of them must
give correct answers for a given problem. **Motion in Two-Dimensions**:
*x* and *y* directions are perpendicular to each other and are
independent of each other. You may be able to break a two-dimensional problem
down into two one-dimensional problems, connected by time, which you can
already solve. (The guy with the fedora and the cigar.) Re-writing the
Kinematic Equations for *x*, *y* and *y pre-loaded with
a _{y} = -g*. Note that the

- Quiz Solutions are posted on the class web page.
- Discovery Channel and YouTube come through! I've been telling the story of North American Aviation company test pilot Scott Crossfield and the static test stand explosion of the X-15 for years, and just now discovered that there's video online of this! You can see more successful flights of the three X-15 aircraft in this video and the first segment of this newsreel video. For more detailed shots of training, flights, landing, and the damage from a white covered X-15 flight that reached Mach 6.7, one last video. The X-15 lands as a glider, like the Space Shuttle, but it's a lousy glider. The only way the F-104 chase planes can follow it easily to the dry lakebed runway is to drop flaps and landing gear, and the X-15 still falls out of the sky like a brick. (grin)

Wednesday 9/15: Solution to The guy with the fedora and the cigar problem.
There are 6 variables from the first dimension (x_{0}, x,
v_{0x}, v_{x}, a_{x}, t), but only 5 from the second
(y_{0}, y, v_{0y}, v_{y}, a_{y}), because time
is the same. Another problem with two motions linked by time: Classic Simple
Pursuit (Cop and the Speeder). Same Place at the Same Time. *x _{1 }=
x_{2} . Note that in our algebra for car 1 and car 2, we cancelled a
factor of t at one point -- this represents t = 0, which by definition is also
a solution*. But... because our problem is

Thursday 9/16: More about Exams. Motion in the *y*-direction. The
consequences of Falling Down... ...and Falling Up. The Turning Point ( v=0 but
a = -g during whole flight). The illusion of "hanging up there in the
air" at the turning point. First
Sample Exam 1 (Click here for a copy.)

- Rusty on your math -- algebra, geometry, calculus? Check out the Appendices at the back of your book. There's a whole quick review of the math needed for this course in Appendix B.

Friday 9/17: Return Q2. Two kinds of numbers: Scalars (magnitude and units)
and Vectors (magnitude, units and direction). Adding and subtracting vectors:
Graphical method. To generate an
analytical method, we first need to look at some Trigonometry.
Right Triangles: Sum of the interior angles of
any triangle is 180°, Pythagorean Theorem (a² + b² = c²).
Standard Angle (start at positive *x*-axis and go counterclockwise).
Standard Form: 5.00m @ 30°. Practical Trigonometry.
S`OH`C`AH`T`OA`. Adding and subtracting vectors:
Analytical method and
Sketch of the problem. (Check to make
sure your calculator is set for Degrees mode. Try cos 45° = sin 45° =
0.7071) Why arctangent is a stupid function on your calculator. Quiz 4
Take-Home on Vectors, due on Tuesday 21 September 2010, in class or by 5pm.

- NOTE: If you are turning your Q3 take-home quiz in after class, you can come by my office (2203 Everett Tower) during Office Hours OR the Physics Office (1122 Everett Tower) before 5pm. (Since this is a Friday, you might want to get in 4-4:30, in case they need to close early!)
- REMINDER: It's really important that (a) you make a sketch of a vector
problem and (b) you don't inadvertently make 45°-45°-90° right
triangles unless you really DO have an isoceles right triangle, with the same
*x*- and*y*-components. - Topic 1 will be officially assigned on Monday 20 September 2010 and you'll get a handout then. However, if you want something else to do this weekend, you can look at the assignment handouts I gave this summer -- Topic 1 Assignment (Preview Version).

- Week 3 Checklist.
- Sample Book Problems (not to be handed in):
**Chapter 3**: 1, 3, 7, 11, 15, 21, 23, 47, 51.*NOTE: these are from the WMU 8th edition.*

Monday 9/20: The P-O-R (Press-On-Regardless) road rally problem. "You
can't average averages." Re-visit the Simplified Trip to the Store. Can't
actually move that way -- Nature does not like sharp edged changes in the
speed. Real life has rounded edges. **Unit Vectors**: i-hat, j-hat, k-hat
(point in x, y, z directions, respectively), have unitary length (length of 1).
Allow you to describe a vector with x- and y-components times the i- and j-hat
unit vectors. Finding the final vector velocity of The guy with the fedora and
the cigar problem. Using Vector Addition for Velocities: Upstream, downstream
(rivers), Headwind, tailwind, crosswind (airplanes). Topic 1 assigned. (Click
here for a copy of the handout.)

- Note: The actual Topic 1 Handout is 27 pages long. You've been given pages 1,2,11 and 27, and the link to the Topic 1 Assignment webpage. There you can see the whole handout as a PDF or as a Searchable HTML page with links to jump to the main topics.
- If this all seems like Too Much Information, come see Dr. Phil and he'll help you find something of interest.
- Please remember that you are advised NOT to choose a book you have already read.
- On Friday 10 September 2010, I gave an assignment to go look for a speed-vs-time graph from a car magazine. From the show of hands, so to speak, ZERO of you did this. Please note you may be responsible for material that I assign, whether you do it or not.

Tuesday 9/21: Ballistic (or Projectile) Motion -- applies equally to a
thrown football and a cannonball. Still working with *a _{x} = 0*
and

- Why do we sketch problems? Because it helps us "see" the Physics. Particularly important for vectors.
- To sketch a vector -- start at the origin and draw the x-component (it either points to the right or left), then from the tip of the arrow of the x-component, draw the y-component (it either points up or down). Finally, your resultant vector starts on the origin and points to the last tip of the arrow. Too many people either (a) "close" the triangle and have the resultant vector point back to the origin or (b) start BOTH the x- and y-components at the origin and connect the two tips together, either of which end up pointing the wrong way.
- You don't need a ruler or a protractor to make a sketch, but do make sure you set up your components so you can tell which one is longer. That will allow you to see which angle is the big angle (greater than 45°) or the little angle (less than 45°).
- See example: Adding and subtracting vectors: Analytical method and Sketch of the problem.
- Sample Book Problems (not to be handed in):
**Chapter 4**: 1, 3, 5, 9, 15, 17, 23, 27, 29, 35, 37, 47, 49, 55, 68, 71.

Wednesday 9/22: Remember, the Range Equation can only be used if the landing
height is the same as the launching height, *y = y _{0}* . At the
maximum height,

- What are the other two "flaws" in Dr. Phil's sketch?

Thursday 9/23: Q3 returned. **Uniform Circular Motion (UCM)** continued:
The key thing for the vectors in UCM is that the velocity vector is
*tangent* to the circle and the vector acceleration is *radial
inward*. Anything which comes loose from a spinning object immediately
begins ballistic motion starting with the last velocity vector. Demo: Rodney
Reindeer on a string. Example of a 14" and a 2" hard disk drive
spinning at 3600 rpm ( *f = 60.0 Hz*). Frequency (Hz) = (1/sec), *f = 1
/ T. *The guard around a circular saw blade takes the sawdust and broken
bits which shoot out tangentially from the blade and redirects them to a bucket
-- improves safety and makes less of a mess. With spinning objects is very easy
to come up with enormous centripetal accelerations. **A final note on
ballistic motion**: You have to have some positive *v _{0y}* if
you want to jump a gap, because otherwise you start falling immediately once
you are no longer supported.

- Note that revs (revolutions), degrees, radians, etc., are what Dr. Phil calls "quasi-units". They aren't really units, but tell you something about a fraction of a rotation. They can be added or removed from the real units as needed. So 3600 rpm = 3600 revs/min = 60.0 revs/sec = 60.0 Hz .
- Hollywood action movies rarely get the Physics right. Consider the bus
jumping the gap in the movie
*Speed*.*The Mythbusters*tested this in 2009, both with models and a full-size bus. See videos of the full-scale test -- note how the bus sails through the air in a nice parabolic arc, but only because it was launched from an angled ramp in the first place.

Friday 9/24: Monkey Hunter problem: Not sure the demo
equipment is working right, so just did this on the board. If the gun is
pointed right at the monkey AND the monkey lets go from his branch exactly when
he sees the muzzle flash, then the monkey gets hit every time. The fall of the
bullet from a straightline trajectory and the fall of the monkey from rest are
both equal to -½gt² . **Recap**: Our studies so far have described
"How" things move, and allow to say "When" and
"Where" things move, but not "Why" things move. For that we
have to start talking about Forces -- and that means Newton. Some stories about
Sir Isaac Newton. **Newton's Three Laws of Motion**: Zeroeth Law - There is
such a thing as mass. Mass is a measure of how much "stuff" an object
made of matter contains. SI unit of mass = kilogram (kg). First Law - An object
in motion tends to stay in motion, or an object at rest tends to stay at rest,
unless acted upon by a __net external force__. The Normal Force is a contact
force perpendicular to a contact surface. Second Law - *F=ma*. Third Law -
For every action, there is an equal and opposite reaction, __acting on the
other body__. (Forces come in pairs, not apples.) "If I were to punch
the wall, then the wall punches back." The Normal Force and the weight may
be equal-and-opposite forces, but if they both apply to the same object, this
is First Law, not Third Law. Force is a vector. Third Sample Exam 1 (Click
here for a copy.) Quiz 6 Take-Home on U.C.M.
and Jumping A Gap (Ballistic Motion), due on Tuesday 28 September 2010, in
class or by 5pm.

- A "Zeroeth Law" is the underlying assumption which is required for the following laws to exist and be useful. In the case of Newton's Laws, it is that objects of matter have mass. Note that mass is a scalar quantity.
**What Will Be On Exam 1?**With the Monkey Hunter problem we have effectively closed the book on the material for Exam 1. Though the Syllabus suggests Ch. 1-3 for Exam 1, realistically much of Ch. 4 is just Ch. 2 & 3 combined, so we will say Ch. 1-4 for Exam 1 material. However, U.C.M. will NOT be on our Exam 1.

Monday 9/27: SI unit of mass = kilogram (kg). SI unit of force = Newton (N)
= (kg·m/s²). English unit of force = pound (lb.). English unit of
mass = slug (Divide pounds by 32. For English units, g = 32 ft/sec².).
Force is a vector. **Free Body Diagrams**. Normal Force (Normal =
Perpendicular to plane of contact). Sum of forces in *x* or *y*
equations -- either will be equal to *0* (Newton's 1st Law) or *ma*
(Newton's 2nd Law). The sum of forces equations are the analytical version of
the graphical Free Body Diagram -- we generally need both to solve Force
problems. SI unit of mass = kilogram (kg). SI unit of force = Newton (N).
Examples: Pushing a 125 kg crate around. (Near the surface of the Earth, you
can use the relationship that 1 kg of mass corresponds [not "equals"]
to 2.2 lbs. of weight. So multiple 125 by 2 and add 10%... 250 + 25 = 275... so
a 125 kg crate has a weight of mg = 1226 N or 275 lbs.). "The Normal Force
is NOT automatically present -- you have to be in contact with a surface. The
Normal Force does NOT automatically point up -- F_{N} is perpendicular
to the surface. The Normal Force is NOT automatically equal to the weight.
F_{N} = mg only if there are no other forces in the y-direction."
Continue with the 125 kg crate. Variations as we allow for an applied force
that it at an angle. Push down and Normal Force increases; pull up and Normal
Force decreases -- though it cannot go negative. If the Normal Force on the
crate goes to zero, then it is no longer in contact with the floor.

- NOTE: Q7 will be handed out on Tuesday and due on Thursday 30 September 2010, so it won't interfere with your Exam 1 studying. Since Q7 will be on forces, it will NOT be on Exam 1.
- Here's a Fourth Set of Sample Exam 1, available for download only. (Click here for a copy.)

Tuesday 9/28: Continue with the 125 kg crate. Variations as we allow for an
applied force that it at an angle. "The Normal Force is NOT automatically
present -- you have to be in contact with a surface. The Normal Force does NOT
automatically point up -- F_{N} is perpendicular to the surface. The
Normal Force is NOT automatically equal to the weight. F_{N} = mg only
if there are no other forces in the y-direction." Push down and Normal
Force increases; pull up and Normal Force decreases -- though it cannot go
negative. "You can't push on a
rope." Since the force from a wire/string/rope/chain/thread/etc. can
only be in one direction, Dr. Phil prefers to call such forces T for Tensions
rather than F for Forces. Simple pulleys (Massless, frictionless,
dimensionless, only redirect the forces). "There is no free lunch."
The bracket for the pulley will have to support a force greater than the weight
of the hanging object. Mechanical advantage: multiple pulleys allow us to
distribute the net force across multiple cables or the same cable loop around
multiple times. Tension in the cable is reduced, but you have to pull more
cable to move the crate. **Elevator Problems**. The Normal Force represents
the "apparent weight" of the person in the elevator. For the elevator
at rest or moving at constant speed, the Normal Force = weight, and the tension
of the cable = weight of loaded elevator. But if there is an acceleration
vector pointing up, the apparent weight and the tension of the cable increase;
if the vector points down, the apparent weight and the cable tension decrease.
In true Free Fall, without any air resistance, the Normal Force = 0 and you are
floating.Quiz 7 Take-Home on Forces, due on Thursday 30
September 2010.

- Article on the 1945 crash of a B-25 bomber into the Empire State Building and subsequent elevator free fall.
- If you haven't started looking at the Sample Exam 1s, either the handouts or the ones posted online, you really should. (grin)
- Exam 1 is Friday. It does NOT cover UCM or anything we are doing this week on Forces.

Wednesday 9/29: **Atwood's Machine**: Two blocks whose motion is link via
a common cable and a pulley. Note that though they have a common magnitude of
both speed and acceleration, the velocity vector has no bearing on either the
F.B.D. or the solution to the Tension and acceleration. **Inclined Planes**:
Change the co-ordinate system, change the rules. In the
tilted x'-y' coordinates, this is a
one-dimensional problem, not two-dimensional. **Friction Force: **Two kinds
of Friction: Static (stationary) and Kinetic
(sliding). Friction is a contact force, but whereas the Normal Force is
perpendicular to the contact plane, Friction is parallel to the contact plane.
For any given contact surface, there are two coefficients of friction, µ,
one for static and one for kinetic. Static is always greater than kinetic.
Static Friction is "magic", varying between zero and its maximum
value of µ times the Normal Force. Kinetic Friction is always µ times
the Normal Force. Kinetic Friction always opposes the motion, Static Friction
opposes the direction of *impending* motion (since the object is not
moving yet).

- With the Exam 1 on Friday, it is REALLY important that (a) you have your Formula Card in good shape and (b) that you have looked at least SOME of the Sample Exam 1 problems -- especially the solutions online to the Star Problems -- so you will know what your Exam 1 problems might look like.
- We will spend part of Thursday's class answering questions about some of the Sample Exam 1 problems, so if you haven't looked at them yet, you won't have any meaningful questions to ask.
- Also, as suggested in the Syllabus, if your calculator's batteries are old, get new ones before Exam 1. If your calculator is unreliable and doesn't work well, get or borrow another calculator for Exam 1. If you have a spare scientific calculator, you might want to bring that, too.
**Announcement! Announcement!**The Physics Club will hold a Physics Pizza Party on Monday 4 October 2010 from 2:30-3:00pm in Rood 2221. Pizza, Pop, People, Physics.

Thursday 9/30: Return Q5. Will continue with Friction on Monday. More with
Forces and Tensions: Hanging a sign with angled wires -- still the same
procedure: Sketch of the problem, Free Body Diagram, Sum of Forces equations in
the x- and y-directions, solve for unknowns. Note that when the two wires have
different angles, 30° and 45°, that T_{1x }and T_{2x}
still have to cancel each other. Also the two tensions, T_{1} and
T_{2}, are each supporting more than half the weight of the sign, but
less than all the weight of the sign, because they are pulling against each
other. X1 Review.

- Linked for your amusement: Climbing a 1700 foot television tower... via The Register in the U.K.
**Announcement! Announcement!**The Physics Club will hold a Physics Pizza Party on Monday 4 October 2010 from 2:30-3:00pm in Rood 2221. Pizza, Pop, People, Physics.

Friday 10/1: Exam 1.

- With Exam 1 over, this weekend would be the perfect time to either select your book or to work on reading your book for the Topic 1 Paper.

- Week 5 Checklist.
- Sample Book Problems (not to be handed in):
**Chapter 6**: 1, 3, 7, 8, 11, 16, 17, 19, 21, 23, 27, 33, 40, 44, 51, 53, 59, 63.*NOTE: these are from the WMU 8th edition. NOTE 2: we aren't in Chapter 6 yet. I just had a few minutes and wanted to get ahead and post these.*

Monday 10/4: Return Q6. Two kinds of Friction: Static (stationary) and Kinetic
(sliding). For any given contact surface, there are two coefficients of
friction, µ, one for static and one for kinetic. Static is always greater
than kinetic. Static Friction is "magic", varying between zero and
its maximum value of µ times the Normal Force. Kinetic Friction is always
µ times the Normal Force. Examples using our 125 kg crate sliding on the
floor. If object is at rest, need to "test" to see if an applied
external force exceeds the maximum static friction force ("breaks the
static friction barrier"). Static Friction can vary from zero to its max
value in either direction. Demonstration of block sliding down inclined plane
with friction. Finding the coefficient of static friction by tilting.
µ_{s} = tan(theta_{max}). Similar for kinetic friction,
except one has to tap the board to "break the static friction
barrier". Rubber on concrete. Tires rolling with friction on good roads --
this is static friction not kinetic friction because the tires aren't sliding
on the pavement. Friction while driving. Rubber on dry concrete, coefficients
are 1.00 and 0.800 . Tires rolling with friction on good roads -- this is
static friction not kinetic friction because the tires aren't sliding on the
pavement.

- Quiz 8 will be a Take-Home quiz, handed out on Tuesday 5 October 2010, and due on Thursday 7 October 2010, in class or by 5pm.
**Announcement! Announcement!**The Physics Club will hold a Physics Pizza Party on Monday 4 October 2010 from 2:30-3:00pm in Rood 2221. Pizza, Pop, People, Physics.

Tuesday 10/5: Friction while driving. Rubber on dry concrete, coefficients
are 1.00 and 0.800 . Tires rolling with friction on good roads -- this is
static friction not kinetic friction because the tires aren't sliding on the
pavement. If you panic and lock up the wheels (stop their rotation) and switch
from static to kinetic friction, you will take *longer* to stop because
*µ _{k} < µ_{s}* and so there is less
available friction force. Anti-Lock Brakes and Traction Control. ABS works by
monitoring the rotation of all four wheels. If one wheel begins to "lose
it" and slip on the road while braking, it will slow its rotation faster
than the other tires, so the computer releases the brake on that wheel only
until it is rolling without slipping again. This can be done many times a
second, much faster than the good old "pump your brakes to stop on
ice" trick older drivers are familiar with. Traction control uses the ABS
sensors to monitor the wheel slip during acceleration -- keeps the wheels from
spinning.

- Before you start the second part of Q8, you should really review the solutions to the two blocks in Q7.

Wednesday 10/6: Work: A Physics Definition (Work
= Force times distance in the same direction). Work = Energy. **Pay
particular attention to Units.** Dot products:
one of two methods of multiplying two vectors -- this method generates a
scalar, which is a good thing because Work happens to be a scalar, which is
Work's virtue (i.e. why we care). Dot products:
run through two 3-dimensional vector case. *W = F d* can only be applied
when (1) the Force is constant and (2) the Force is parallel to the
displacement vector, i.e. the angle between the two vectors is 0°. **We
can talk about:** the Work done BY something, the Work done ON something and
the net Work (total work) done ON something. Hooke's Law (Spring force) is an example of
a Force which is not constant. Coil springs can be open coil (stretched or
compressed) or closed coil (stretched only). Kinetic
Energy -- an energy of motion, always positive, scalar, no direction
information. Work-Energy Theorem (net Work =
Change in K.E.). This makes sense, because if there is a net Work being done,
then there is a net Force, so this is Newton's 2nd Law and we have an
acceleration, i.e. the velocity will change. Lose angle and directional
information because energy is a scalar, not a vector.

- The 2010 Nobel Prizes in Physics and Chemistry announced on Tuesday and Wednesday mornings, respectively. Both of these prizes involve carbon, though in very different forms (graphene sheets vs. paladium catalyzed organic reactions).
- NOTE: If you are following the textbook chapters, you may notice that Dr. Phil is not taking the same order as Serway. We are not yet done with Chapter 5, even though we are doing some topics in Chapter 6.
- With the definition of Work and the Work-Energy Theorem, it is possible to start here and work backwards, developing the concepts of Force, Acceleration, Velocity, Position and Displacement, along with Newton's Laws of Motions, all the way back to our first lecture.

Thursday 10/7: Kinetic Energy -- an energy of
motion, always positive, scalar, no direction information.
Work-Energy Theorem (net Work = Change in K.E.).
Re-derive using algebra: *W _{net} = F_{net}d = mad* and
the equation without time. Get K.E. and Work-Energy Theorem, but can only claim
that it is a general result -- calculus derivation yesterday didn't have that
restriction. Lose angle and directional information because energy is a scalar,
not a vector. Example: Revisit The guy with the fedora and the cigar. Initial
speed is v = v

Friday 10/8: Return X1. Discussion of "The Great Reality Check".
Reminder that your X1 grade isn't the end of the world. Work through some
examples of Work, the Work-Energy Theorem, Conservation of Energy. For a
conservative force, *U = -W* done by that force. Gravitational P.E.
*U _{g} = mgh = mgy* , Spring Force P.E.

- Source of the model rocket problem on Exam 1.
- You may not have noticed that the packet of papers handed out in class has
the Exam 1 solution
*plus*the First Sample Exam 2 stapled together. - Note: Some 19 of 59 students did NOT pick up their Exam 1 today. I know one or two students who had a university excuse, but we DO have class on Fridays! I hope people don't drop the course without (a) seeing their exams and (b) talking to Dr. Phil. There is plenty of time to learn the material!

Monday 10/11: Power = Work / time. You
should know that 1 h.p. = 746 W. We need another Physics quantity, one which
describes the "relentless quality" of motion, one that includes mass.
**Inertia or Linear momentum**: *p = m v*. This is a vector.
**Newton's form of 2nd Law**: *F = dp/dt*, not *F = ma*. More
Conservation Laws in Physics. Two extremes in collisions: Totally Elastic Collision
(perfect rebound, no damage) and Totally Inelastic Collision (stick together,
take damage). Linear momentum is conserved in all types of collisions. Example:
The Yugo and the Cement Truck.

- ABC News video of a U.K. tanker truck with a car stuck on its front bumper. (Presumably NOT a head-on collision.)

Tuesday 10/12: Power = Work / time. Since
*W=Fd*, then *P=W/t = Fd/t = Fv* for constant Force and constant
speed. Linear momentum is conserved in all types of collisions. **Three
example collisions:** head-on, rear-end, 2-D. (The Non-Collision -- if the
car following is going slower, it isn't going to run into the car ahead.
PTPBIP.) Seat belts, shoulder belts, steel beams in doors and crumple zones.
What happens in a wreck. The myth of "better to be thrown from the
wreck." How airbags work. Quiz 10 Take-Home quiz on Total Inelastic
Collisions, due on Friday 15 October 2010, in class or by 5pm.

- For Your Entertainment:
*Come Sail Away*With GVSU. - As pointed out in class the other day, we are doing chapters out of order -- and I have finally gotten some sample problems from the end of Chapters 7-9 for your studying purposes.
- Sample Book Problems (not to be handed in):
**Chapter 7**: 1, 5, 9,11, 13, 15, 17, 23, 27, 31, 39, 41, 43, 49, 57.*NOTE: these are from the WMU 8th edition.* - Sample Book Problems (not to be handed in):
**Chapter 8**: 3, 5, 7, 15, 22, 43.*NOTE: these are from the WMU 8th edition.* - Sample Book Problems (not to be handed in):
**Chapter 9 (Set 1)**: 1, 7, 18, 19, 23.*NOTE: these are from the WMU 8th edition.*

Wednesday 10/13: Momentum, *p*, is conserved in all collisions, but
K.E. is not conserved, except for T.E.C. We can see this in the case of the
head-on collision with identical momentums -- the final speed is zero and so
all K.E. is lost during the collision. **Totally Elastic Collisions** --
perfect rebound, no damage, conserve both momentum and K.E. The equations get
messy because each object has both an v_{i }and a v_{f}. Two
special cases: (1) m_{1} = m_{2} , v_{2i} = 0, so
v_{2f }= v_{1i} and v_{1f} = 0. All the momentum and
K.E. transfer from object 1 to object 2. (2) m_{1} = m_{2} ,
v_{1i} = - v_{2i} , so they just bounce off each other and go
the other way. Close approximations: The Executive Time Waster. Demo: a
suspended bowling ball shows conservation of T.M.E. All P.E. when swings up to
a stop on either side, all K.E. at bottom of swing. (There must be
non-conservative forces, such as air resistance and friction in the pivot point
on the ceiling -- because the bowling ball never quite gets up as high as it
starts.) The Rocket Equation -- use
conservation of momentum. NOTE: Serway's derivation is
similar, but he does not make two points totally clear: (1) *dm = -dM* ,
the differential change of the mass M of the rocket is negative; (2) since
*M _{f} < M_{i}*, then

Thursday 10/14: Return Q7, Q8. "Catch Up" of several topics. (1)
We said that momentum was the "relentless quality" of motion -- this
is also called inertia. An object of mass *m* has a certain amount of
inertia, whether moving or at rest. To change its inertia requires a force,
hence Newton's form of the Second Law: *F = dp / dt*. (2) In developing
the Rocket Equation, at one point we had *M
dv = v _{e} dm = -v_{e} dM*. Since

- From Saturday Night Live:
"Adobe: The
Little Car Made of Clay".
*Alas, I cannot find the video itself online.*

Friday 10/15: Return Q9. What's the opposite of a collision? An explosion.
Or recoil. Example: When a gun is fired, the bullet goes one way and the gun
barrel goes the other way. Example: A pitcher on ice skates at rest -- when he
hurls a fastball to the right, he goes to the left. Total momentum of the
system remains constant (in this case, zero). Newton's Form of the Second Law (differential
form). Impulse (integral form). NOTE: The difference between Work and
Impulse, is that one integrates the Force over distance, the other Force over
time. Also, we can write the K.E. as *K = p²/2m *. **Resistive
Forces: Air Resistance**. Low speed ( *F _{drag} = -bv* ) and
high speed air resistance (

- The low and high speed drag coefficients,
*b*and*c*, contain a lot of physics including things like the cross-sectional area. For example, Serway gives the high speed drag equation as*F*, where_{drag}= -(½D rho_{air}A) v²*c = (½D rho*, and_{air}A)*D*is a Drag Coefficient,*rho*is the density of the air, and_{air}*A*is the cross-sectional area of the object. - For Q11, be very careful to consider what the total mass of the rocket is at the beginning and end of each stage -- a given stage has to carry the mass of any stages above it.
- Dr. Phil has to leave early today (10/15 F), shortly after Noon.

- Week 7 Checklist.

Monday 10/18: The low and high speed drag coefficients, *b* and
*c* , contain a lot of physics including things like the cross-sectional
area. For example, Serway gives the high speed drag equation as
*F _{drag} = -(½D rho_{air} A) v²* , where

- NOTE that with centripetal force, we have effectively closed the book on Exam 2 material. Rotational motion will be on Exam 3.

Tuesday 10/19: Angular Kinematic
Equations -- Example: A car traveling at 27.0 m/s in the +x direction comes
to a stop in 5.00 seconds. The tires have a diameter *D = 0.760 m* and a
radius *r = 0.380 m*. Assuming the tires are in good contact with the road
(static friction), then we can use the linear information to find the
rotational problem. Note that the tire rotation is clockwise, which is in the
NEGATIVE direction. The angular acceleration *alpha* will therefore be
positive.Find *omega _{0}*,

- A Not-So-Simple Pursuit of a motorcycle, at up to 160 mph!
- Note that if you do Q12 correctly:
*(b) = (e) and (c) = (d).* **For Studying Tonight:**Take the class example -- a car traveling at 27.0 m/s comes to a stop in 5.00 seconds -- and use linear kinematics to find the stopping distance. You should get the same answer we got in class.

Wednesday 10/20: **Extended Objects:** We have been treating our objects
really as dimensionless dots, that have been allowed to have mass. Now we want
to start considering how that mass is distributed. An airplane with mass
unevenly concentrated in front, back or to one side, may not be flyable. Center
of mass is a "weighted average", meaning it combines a position with
how much mass is involved. Center of mass in the x-direction:
discrete case and
1-D uniformly distributed mass (Example: A
meter stick balances at the 50 cm mark.) We have been calculating the motion of
the center of mass all this time -- it's the dot in the Free Body Diagram. Mass
per unit length (lamda = M/L), mass per unit area (sigma = M/A), mass per unit
volume (rho = M/V). **2-D uniformly distributed mass** -- Center of mass in
x-direction and in y-direction. Rectangular plate. Note that the center of mass
value depends on the coordinate system, but the center of mass point remains in
the same place. Triangular plate -- parameterizing y = y(x) (y as a function of
x) and x = x(y) (x as a function of y).

- In case you're thinking that the integrations to find the center of mass is just to generate some new equations, I will remind you that there ARE Star Problems for Exam 3 -- and you're looking at them.
- By The Way... If you're still looking for a book for your
Topic 1 Paper or are bored with the one you are
reading, I just got three new books from Amazon.com. (1)
__Packing for Mars: The Curious Science of Life in the Void__/ Mary Roach -- I heard her being interviewed on NPR a couple of weeks ago. This is a person who is curious about what is necessary to understand to make space travel work. Popular science and engineering, but with facts and history and commentary. Kittinger's parachute jump from 102,800 feet is in Chapter 13, along with Kittinger's connection to the whole UFOs in Roswell NM story. (2)__At Home: A Short History of Private Life__/ Bill Bryson -- This book is about the home and the history of its construction and functions, etc. Again, a popular book, but you'd likely be able to gleen some science literacy aspects to the work. (3)__Chrysler's Turbine Car: The Rise and Fall of Detroit's Coolest Creation__/ Steve Lehto -- I had actually seen (and heard) one of the Turbine Cars in operation on a cable TV show*101 Cars You Must Drive*, so when I heard an interview with the author, on NPR again, I knew there would be PHYS-2050 students who would love to know about this odd chapter in American automotive culture. Sometimes I think that a lot of people view Chrysler as the ugly cousin of the Big Three, bereft of inovation, but they spent decades working on this project and the jet engine powered car wasn't a joke or a publicity stunt.*If you want to read any of these three books for your paper, consider them pre-approved.*

Thursday 10/21: **Center of Mass** (con't.): Demo: Suspending real
objects from different points to find the center of mass -- hung from the
center of mass, the object is perfectly balanced. Include: irregular plate,
rectangular plate, triangular plate, Michigan (Lower Pennisula), Florida. The
center of mass does NOT have to be located ON the object -- the obvious example
is a ring or hoop, where the center is empty. Demo: The toy that "rolls
uphill" -- actually, whether with the cylinder or the double-cone, the
center of mass is going downhill. Start discussion of **Moment of Inertia**.
We will be reproducing the results from Table 10-2 in your textbook, but you
can use these results on your Formula Card and on this next quiz.
Moment of Inertia, discrete case.
Parallel Axis Theorem.

**FYI From the Physics Office:***There was a man's leather jacket that was turned into our lost and found last week. Was wondering if it might belong to someone in your 9:00 class*.- Due date for Q12 changed to Monday 25 October 2010.

Friday 10/22: Review of 2-D and 3-D Integration (as PDF handout). Rectangular (area, volume), Polar (circumference, area), Cylindrical (volume, surface area). Spherical Coordinates (volume, surface area, hollow volume). Moment of Inertia by Integration, 1-D uniformly distributed mass. Axis through center of mass: I = 1/12 ML² . Axis from end: I = 1/3 ML² -- note that this is four times larger than through the center of mass, we had predicted that the moment of inertia would be higher when rotated from the end. Third Sample Exam 2 (Click here for a copy.)

- Note that there seem to be two different forms of Spherical Coordinates.
(1) Theta is the same angle in the x-y plane as in polar coordinates and phi is
the azimuthal angle OR (2) reverse theta and phi "for no good
reason". Also note that
*r*in spherical coords is NOT the same*r*as in polar coords -- some math texts use*rho*for the radius in spherical coords, but in PHYS-2050 and -2070, we need to integrate a physics variable called*rho*in spherical coords, so using*r*makes sense.

- Week 8 Checklist.
- For Your Amusement: Webcomic xkcd on SOHCAHTOA.
- About trying to get someone to write your paper for you from Sunday 10/24 Grand Rapids Press.
- Sample Book Problems (not to be handed in):
**Chapter 9 (Set 2)**: 25, 26, 33, 34, 35, 37, 41, 49, 51, 55, 70.*NOTE: these are from the WMU 8th edition.* - Sample Book Problems (not to be handed in):
**Chapter 10**: 1, 3, 5, 11, 13, 15, 25, 31, 33, 35, 39, 41, 45, 49, 70.*NOTE: these are from the WMU 8th edition.*

Monday 10/25: Return Q10, Q11. Parallel Axis Theorem. Moment of Inertia of Ring, I = MR² by inspection, by integration. Moment of Inertia by Integration, Double- and Triple-Integrals in Spherical Co-ords. Moment of Inertia of Ring, Solid Disk. Moment of Inertia of Solid Cylinder, Hollow Sphere, Solid Sphere.

- For "HW", try to come up with and solve the integral for calculating the moment of inertia for a thin-walled hollow sphere. Compare you answer to the result in Table 10.2 .
- Physics Help Room will temporarily move from 0077 Rood to Bradley Commons (2202 Everett -- next to Dr. Phil's office) from Friday 29 October 2010 to Friday 5 November 2010.
- NOTE: A lot of people lost a lot of points on Q10, because they (a) didn't use conservation of momentum and (b) failed to show that K.E. is not conserved. Q13 will be another quiz on collisions.

Tuesday 10/26: **CLASS CANCELED TODAY**. While I might expect to make it
to Kalamazoo, the major storm warnings are creating Dangerous Driving
advisories on open roads after 8am. Hurricane force wind gusts in excess of 75
mph are possible. It makes sense not to risk it on Tuesday, and possibly
Wednesday -- check back here for details. I fully expect that though there will
still be winds, to make it in on Thursday and Friday. For the moment I am
sticking with Exam 2 on Friday, but reserve the right to move it to Monday.
**Don't forget: **Quiz 13 is another Take-Home quiz on Collisions, available
Tuesday 26 October 2010, and due on Thursday 28 October
2010, in class or by 5pm. Fourth Sample Exam 2 (Click
here for a copy.)

- From The Syllabus: "
*This is Fall in Michigan – Land of Driving Adventures. Dr. Phil has a long commute (154 miles/day) and Lake Michigan is a powerful force of nature. Dr. Phil will make gallant efforts to be here on time every day – but ultimately all of us have to be intelligent enough to make decisions between trying to get to class and oh, say… living. Physics is important, but if you or your vehicle can’t make it, then you can’t make it*." **Update**: Ah, weather forecasts. The front is coming through later than expected. Might have been able to get down and back okay. But one has to make a decision at some point. One thing for sure -- the winds will get worse during the rest of Tuesday.

Wednesday 10/27: (Sigh) *One* person worked on the moment of inertia of
a hollow sphere. Note that I_{hollow-sphere} >
I_{solid-sphere}, which makes sense because in the solid, more mass is
near the axis of rotation, while in the hollow, more mass is far away from the
axis of rotation. **Rotational K.E.**: Rolling objects down an incline
(rolling without slipping). mgh = ½ mv² + ½ I*w*², the
energy available from the P.E. is split between linear K.E. and rotational K.E.
Because I is a multiple of MR² and *omega = v / r*, the rotational
K.E. term ends up as some multiple of mv². Depending on the moment of
inertia of the rolling object, the final speed at the bottom of the incline
varies, but does not depend on the mass *m* or the radius *R*. All
are slower than a block sliding down an incline without friction. (With
friction, we don't know what the block may do without more information -- it
may not move at all.) Demo: A "race" down an incline between two
steel balls of different sizes is pretty much a dead heat (radius R is not a
factor), and finally between a metal ring, a solid disk, a hollow ball and a
solid ball (here the finish order depends on the I used). Rolling objects need
both linear K.E., because it takes work to move the center-of-mass, and
rotational K.E., because it takes work to rotate the moment of inertia.

- Bring questions about Sample Exam 2 to class on Thursday as we review for Friday.
- Don't forget there's another Take-Home quiz on Collisions, available Tuesday 26 October 2010, and due on Thursday 28 October 2010, in class or by 5pm. (Click here for a copy.)
*After*Exam 2, you should really take a close look at the solution to Q12.

Thursday 10/28: Review for X2. **Comments**: (1) Watch out for specific
directions, such as "Use Conservation of Energy" or "Use Force
and Kinematics" -- if specified, then only that method is allowed,
otherwise you may use either method. (2) Remember to sketch a F.B.D. for most
force problems, that force is a vector, but work & energy are scalars. (3)
Remember to write proper equations, keep units with numbers, show all work. (4)
For a list of topics for X2, take a look at the Week 8
Checklist.

- Mid-Term Grades are now available here. They have also been posted on the Registrar's site and should be available via GoWMU.

Friday 10/29: Exam 2.

- Week 9 Checklist.
- Whoo-eee... that was some Exam 2. Remember, you don't know how stiff the curve will be, so don't worry about the grade yet.
- If you still need to take an Exam 2, contact Dr. Phil by email immediately.
- Sample Book Problems (not to be handed in):
**Chapter 11**: 1, 3, 5, 7, 11, 21, 23, 30, 31, 41, 45.*NOTE: these are from the WMU 8th edition.*

Monday 11/1: The Cross Product and Right-Hand Rule (R.H.R.). Using Right Hand Rule to assign directions to x,y,z coordinates and the sense of rotations for theta, omega (angular velocity), alpha (angular acceleration) and tau (torque) -- the vectors for these variables ends up pointing up or down the axis of rotation. Torque = r F, when applying a linear force perpendicular to a radius line to the axis of rotation. (Most torques we apply are done this way.) A "breaker bar" is a pipe used to extend the handle of a wrench -- this increases the torque for a given applied force, but the use of a breaker bar may damage the thing you are trying to torque. Angular momentum L = r p, when the linear momentum vector is perpendicular to the radius vector. The Cross Product (or Vector Product) is the exact opposite of the Dot Product (or Scalar Product). Multiplying two vectors together by a cross product gives us another vector (instead of a scalar). And the cross product is not commutative, vector-A × vector-B = - (vector-B × vector-A), so the order is paramount.

- REMINDER: The Physics Help Room is in 2202 Everett Tower (Bradley Commons) this week.
- A week from today,Monday 8 November 2010, is the last day to drop with a "W". I'm not mentioning this to scare people or suggest that they drop -- merely keeping you informed. We should have the Exam 2 results back BEFORE this, so wait for the grades and check with Dr. Phil about your estimated course grade after we get the X2 grades before making a rash decision.

Tuesday 11/2: **How we solve force problems:** (1) Free Body Diagram, (2)
Sum of Forces equations, (3) Newton's Laws. **How we solve torque
problems:** (1) Free Rotation Diagram, (1A) Choose an
axis of rotation. (2) Sum of Torques equations, (3) Newton's Laws.
**Real pulleys vs. Perfect Massless Pulleys.** Atwood's Machine with a real
pulley. Get 3 equations with 3 unknowns -- the two tensions and the common
acceleration. Note that two tensions, T_{1} and T_{2}, are no
longer equal, because they have to supply the net torque to rotate the pulley.
Each of the tensions, T_{1} and T_{2}, attach tangent to the
pulley and therefore, by definition, are already perpendicular to the radius
line. The equations depend on the moment of inertia, I, of the pulley, which
depends on its mass and how that mass is distributed. Note that in connecting
the rotational problem with the linear problems, the radius R of the pulley
cancels. The acceleration of the two masses is less than the acceleration with
a simple pulley, because it takes work and energy to rotate the real pulley.
Still, the tensions and the common acceleration only change a little. When we
simplified the Physics to do Atwood's Machine with a perfect pulley, the answer
isn't too far off from using a real pulley. The more we add to the Physics,
sometimes we don't change the answer much. So sometimes taking a simplified
Physics approach is a useful approximation. Quiz 14 is a Take-Home quiz on
Torques, handed out Tuesday 2 November 2010, and due on Thursday 4 November 2010, in class or by 5pm.

- Week 9 Checklist (Updated 11-2-2010 Tu).
- Our Atwood's Machine problem has masses
*m*and_{1}= 5.00 kg*m*. Adding in a real pulley,_{2}= 8.00 kg*M = 5.00 kg*and*R = 0.200 m*, reduced the acceleration to*a = 1.899 m/s²*. **Fermi Problems**: (See also section 1.5 in Serway.) Simplifying problems and making assumptions was brought to a high art by Enrico Fermi and the problems he gave students. By estimating quantities to either 1 sig. fig. or order of magnitude only, we can come up with an answer to seemingly unanswerable problems, that in all likelihood cannot be off by more than an order of magnitude.**Example**:*How many shoe repairmen are there in Manhattan?*There is an exact number in real life, but finding it could be a problem. You can't even just count entries in the phonebook, because not every shoe repairman is going to be listed. Suppose the average person, including those who just wear sneakers until they wear out, needs to repair 1 pair of shoes a year (more than 1 every 10 years and less than 10 pairs a year). The population of Manhattan is about 1,000,000 (certainly more than 100,000 but less than 10,000,000). A shoe repairman can fix at least 1 pair of shoes an hour, probably doesn't work only 40 hours a week -- 60 hours a week would be at least 60 pairs of shoes a week. Call it 200 pairs a week. Work 50 weeks a year, is 10,000 shoes per year. 1,000,000 shoes ÷ 10,000 shoes per repairman = 100 shoe repairman (certainly more than 10 and less than 1000). Other examples of Fermi problems are: How many rain drops are there in a cloud? How many tubes of toothpaste do you buy in a lifetime? How many molecules of rubber are lost with each revolution of a car tire? The ability to estimate quantities or make "back of the envelope" calculations can be very useful, including giving incite into how to improve an estimate.

Wednesday 11/3: Return Q12. The "Free Rotation Diagram". Statics:
objects not translating in any direction and objects not rotating in any
direction. The teeter-totter or seesaw -- (1) if the
pivot is located at the center of mass (c.m.), then two children of equal mass
will balance the teeter-totter when located equal radius arms from the pivot;
(2) if the pivot is located at the c.m., then an adult of mass M can balance
against a child of mass m when the adult radius R = (m/M) r, or we can say that
the adult has "cheated" or "scooted" forward on the board;
(3) if the adult of mass M and the child of mass m are both located at the ends
of the board, then they can balance if we move the pivot point closer to the
mass M, but then the weight of the board at the c.m. of the board now provides
a torque which must be accounted for in the F.R.D. Free Body Diagrams,
Free Rotation Diagrams (sum of forces, sum of torques). *Helpful hint: You
can choose to put your pivot point (axis of rotation) anywhere you like,
because if an object is not rotating, it is not rotating around any axis. So
put the pivot point where one of your unknown forces is attached, and the
algebra is easier.* Unloaded bridge supported at ends by two support pier
forces F_{1} and F_{2}. Easy to show that F_{1} =
F_{2}. Loaded bridge, with truck located closer to pier 2, then
F_{1} < F_{2}. Diving board is a bridge where pier 2 is
located to the left of the board's c.m. When we treat F_{1} and
F_{2} as both pointing up, as in the bridge problems, it isn't apparent
at first that F_{1} will be negative and therefore points down. This is
not a problem -- a minus sign merely tells us that the vector force points the
other way. Finally, for your amusement and for Physics: Story of the large
physicists and the merry-go-round -- a case of conservation of angular momentum
going very wrong. (grin)

- Q14
*Note: For simplicity's sake, take the x-y plane to be horizontal -- that way you don't have to worry about gravity.* - If you're keeping score at home, Statics is in Chapter 12 of your book, and
teeter-totters and the leaning ladder (tomorrow) are both examples in the book.
*Figure 12.6 -- Serway made these wine bottle holders and used to give them away when he was introducing a new edition of the book.* - Sample Book Problems (not to be handed in):
**Chapter 12 (Set 1)**: 1, 3, 5, 8, 11, 19, 23, 25.*NOTE: these are from the WMU 8th edition.* - You can work out the Diving board problem with numbers at home and show
that if F
_{1}and F_{2}both point up in your diagrams, then F_{1}will be negative and therefore really points down:*L = 5.00 m, distance between supports is d = 2.00 m, m*_{board}= 655.0 kg, m_{diver}= 55.0 kg.

Thursday 11/4: **Statics problems** (no translation, no rotation about
any axis) con't. The ladder leaning on the wall. Choose pivot point at floor to
eliminate two of the three unknown forces from the sum of torques equation.
Figure out whether the perpendicular components of the weight and the wall
(normal) force use sin or cos of theta, the angle the ladder makes with the
floor. Is there enough static friction to hold it? (theta = 70°, m = 15.0
kg, L = 3.00 m, mu's of 0.600 and 0.700 for floor only, no friction with wall.)
*If you're keeping score at home, Statics is in Chapter 12 of your book, and
teeter-totters and the leaning ladder are both examples in the book*.
Stability of objects -- demo with heavy lead brick. Falls over when
center-of-mass is unsupported. Tall & skinny objects much easier to tip
over, than low & wide. Stability around a curve also connected with
previous discussion of stability and center-of-mass. Rollovers,
"J-Turns" (a U-turn with a rollover), Jeep CJ (narrow width, high
c.m.) vs. Jeep YJ (wider width gave more stability). Ground clearance and the
HUMVEE. (Very wide width, relatively low c.m., and rim wheel drive means no
drive shaft or differential housing hanging underneath vehicle.) First Sample
Exam 3. (Click here for a copy.)

- Reminder that Dr. Phil's Noon-1pm Office Hour in the Physics Help Room is in 2202 Everett (Bradley Commons) this week only.

Friday 11/5: Return X2. **Extended Objects** -- Allowing for Deformation.
Tension, Compression, Shear, Bulk. Stress = Force / Cross-sectional Area.
Pressure also is Force = F/A. (SI units = N/m² = Pascal = Pa) Strain =
Delta-L / L_{0} , the amount of deformation divided by the original
length. Quiz 15 Take-Home quiz on Statics, due on Tuesday 9 November 2010, in
class or by 5pm.

- Last day for Physics Help Room in 2202 Everett (Bradley Commons) -- next week the Physics Help Room returns to 0077 Rood Hall.
- NOTE: Sunday 7 November 2010 -- 2am Eastern Daylight Time ==> 1am Eastern Standard Time. (Spring forward, Fall back.)
- You may think, after looking at Q15, that you've done this problem before in Q14. But Q14 was done in the horizontal plane without worrying about gravity -- I wanted you to concentrate on just Newton's 1st and 2nd Laws for rotation. Now gravity has its place in Q15.

- The Physics Help Room should be back in 0077 Rood starting Monday 8 November 2010.
- Week 10 Checklist.
**Welcome to Eastern Standard Time**! Remember that the clocks changed this weekend, as 2am Sunday morning became 1am (again).- Sample Book Problems (not to be handed in):
**Chapter 12 (Set 2)**: 27, 29, 31, 33, 35, 37, 41, 43.*NOTE: these are from the WMU 8th edition.*

Monday 11/8: Extended Objects -- Allowing for Deformation.
Stress versus Strain graph. Linear
region (no damage), elastic limit, plastic deformation, brittle and ductile
failures -- failure occurs before the curve turns down in brittle failure,
after the curve turns down in ductile failure. Tensile Strength, necking,
voids, failure. Young's Modulus.
Tension, Compression. Bulk Modulus. Table 12.1, p. 359. Steel has Young's
Modulus Y = 20×10¹° N/m², Shear Modulus =
8.4×10¹° N/m², Bulk Modulus 14×10¹°
N/m². Compare to Bulk Modulus of "nearly incompressible" water,
0.21×10¹° N/m². Example: Find the change in length,
delta-L, of the steel cable that we used to hang the bowling ball for the
conservation of energy demonstration. (L_{0} = 2.00 m, 16 lbs. bowling
ball m = 7.27 kg, diameter of steel cable D = 4.00 mm.) We found delta-L to be
5.68×10^{-5} m = 0.0568 mm -- essentially no detectable stretching
of the cable.

- Lunokhod 2 found on the Moon -- and on Earth, too. Previous NASA LRO sightings of Apollo landing sites.
- Today is W-Day -- last day to drop with a "W". If you are concerned about your course grade, see Dr. Phil during office hours (10am-2pm) today before making a final decision.

Tuesday 11/9: For many materials, the Young's Modulus for tension and the
compression modulus are the same. But some are different. Wood, for example,
has different values depending on which way the grain of the wood points.
Knotholes, where branches meet a larger part of the tree, have weak spots
(voids). One way around these problems is to make plywood -- alternating thin
sheets of wood with the grain in different directions held together by layers
of glue. Some boards in construction are now made out of plywood, rather than
single pieces of wood. On the other hand, particle board -- small pieces of
wood bound together in a glue matrix -- is very weak because there are no long
pieces of wood together, so it fractures easily. **Pre-Stressed Concrete**:
Concrete is strong in compression, weak in tension. But you can cast large
concrete beams with wires inside and tighten the wires to put the concrete into
net compression, even if you put it in a tension situation. **UCM
Revisited**. Centripetal Force, F_{c} = m a_{c}. No such
thing as Centrifugal Force. Only the Centrepital Force, which points radial
inward, just like the centripetal acceleration. Note that the Centripetal Force
is an ANSWER to the sum of forces equation -- it does not show up in the F.B.D.
directly -- something has to CAUSE the Centripetal Force, such as a Normal
Force (or component), friction, etc. You aren't forced to the outside, you
merely move in a straight line unless there is a force to keep you on the
circle. Test tube example. The story of the 50,000 rpm Ultra-Centrifuge and the
Fresh Rat's Liver. Second Sample Exam 3. (Click here for a copy.) Quiz 16 Take-Home quiz on
Young's Modulus, due on Thursday 11 November 2010,
in class or by 5pm.

- The first part of Q16 is straightforward. For some reason the second part
misses some people. If we are in the elastic region, then the equation for
Young's Modulus can be rewritten as Hooke's Law (F
_{s}= - kx). NOTE: There are TWO ways to find the spring constant "k" -- one is to rewrite the Young's Modulus equation and one is to just solve Hooke's Law. You should do BOTH and prove to yourself that the assertion that elastic tension is like a linear spring. - Webcomic xkcd on Centrifugal vs. Centripetal Force. (I thought I remembered it being Goldfinger, but I guess Randal used his usual troublemaker with the hat.) (grin)

Wednesday 11/10: UCM Revisited. Centripetal Force. No such thing as
Centrifugal Force. Only the Centrepital Force, which points radial inward, just
like the centripetal acceleration. Note that the Centripetal Force is an ANSWER
to the sum of forces equation -- it does not show up in the F.B.D. directly --
something has to CAUSE the Centripetal Force, such as a tension, normal force
or a combination of forces. Making "artificial gravity" for
long-duration space flight by living in a rotating object. Ferris wheels.
Although a loop-the-loop is not a proper UCM problem, we can apply UCM at the
top of the loop and determine the minimum safe speed for going around the loop
without falling off. At the minimum speed, the Normal Force between the wheels
and rail goes to zero (the wheels just "kiss" the track), so the
centripetal force is just equal to the weight, w = mg. **The four fundamental
forces in nature**, from weakest to strongest: Gravity, Electromagnetism,
Weak Nuclear Force, Strong Nuclear Force. Gravity may be the weakest, but it
holds us onto this planet and "binds the galaxies together". Newton's
Universal Law of Gravity (or Newton's Law of
Universal Gravity). Gravity is attractive between any two masses. Same
magnitude, opposite direction by Newton's Third Law.

- THURSDAY OFFICE HOURS: I have to leave early tomorrow for an appointment, so there will be no 1-2pm Office Hours on Thursday.
- The problem of using UCM to create "artificial gravity" is not a trivial one for long-term space missions. Your internal organs "hang" suspended from your rib cage -- without gravity they not only float, but no longer require all the bone and muscle mass to support them and move around. Even dietary supplements and exercise do not stop the atrophy. See Spaceflight osteopenia.
- NASA and other operations can
simulate the
"weightless" or "zero G" environment by flying
parabolas -- the original plane they used was a VC-135, which got nicknamed
the "Vomit Comet". More recently NASA would like us to use the less
fun term Weightless Wonder.
Many
of the zero G scenes in the film
*Apollo 13*were shot using this technique.

Thursday 11/11: Newton's Universal Law of Gravity (or
Newton's Law of Universal Gravity). Gravity is
attractive between any two masses. Same magnitude, opposite direction by
Newton's Third Law. Use Universal Gravity to check "g". The value we
calculate is close, 9.83m/s², which turns out to be only off by 0.2%. Why
is it off? Because using Univeral Gravity in this manner makes the assumption
that the entire Earth is uniform and homogenous from the surface to the core --
which it is not. We would need to integrate over layers to get the observed
value of 9.81m/s². On the other hand, an error of only 0.2% suggests that
treating a roughly spherical Earth as sphere of radius *r* with its mass
at the center of mass, works pretty well. The Shuttle in Low Earth Orbit
(Revisited). Calculating g(r) for *r = 6,770,000 m* (the radius of the
Earth plus the height of 400 km for Low Earth Orbit), we get a value somewhat
different than we found for the centripetal acceleration. Working backwards, we
discover for this radius that the period *T = 5542 sec* and NOT the
estimated 5400 sec (90 minutes) we had started with before. Each radius of
circular orbit has a different value of g(r). As *r* increases, *v*
decreases and *T* increases. Orbital mechanics: Speed up and radius
decreases, slow down and radius increases. For the Moon, the period is around
28 days at a quarter of a million miles away. Geosynchronous orbits occur *T
= 1 day* exactly, and for geosynchronous communications sattelites, the
orbit must be directly over the equator -- hence all sattelite dishes in the
U.S. face south.

- Article on Sattelites and Orbits. Diagram.
- Quiz 16 is a Take-Home quiz on Young's Modulus, handed out Tuesday 9
November 2010, and due on
~~Thursday 11 November 2010~~NOW DUE FRIDAY 12 November 2010, in class or by 5pm. (Click here for a copy.)*NOTE: For the second part of Q16, do NOT just write down Hooke's Law F = -kx and solve for x. Instead, I want you to rewrite the equation for Young's Modulus so it LOOKS like Hooke's Law, and then identify and calculate what k is. NOTE 2: Where does the minus sign in Hooke's Law come from? The spring constant k is NOT negative.* - Sample Book Problems (not to be handed in):
**Chapter 13**: 1, 3, 7, 11, 13, 15, 17, 21, 23, 27,43, 45.*NOTE: these are from the WMU 8th edition.*

Friday 11/12: The problem of determining G and the mass of the Earth. Tides
(high/low, spring/neap). **Planetary Orbits**. Ptolemy to Copernicus
to Johannes Kepler. Models of the Universe
eventually became Models of the Solar System as we began to understand just how
big the Universe is. Early Man would certainly have felt as if the Earth was
the Center of the Universe (geocentric). But the Sun is very bright and
powerful, and it is also possible to construct models where the Sun is the
Center of the Universe (heliocentric). One could also suggest which objects in
the sky were nearer and which were farther. The BIG stumbling block was that
some of the planets, most especially Mars, exhibited this bizarre retrograde
motion, whereby the seem over the course of some nights to slow down, stop,
turn around, go backwards against the fixed stars, then resume the normal
progress through the stars. Third Sample Exam 3. (Click
here and here for a copy.) Quiz 17 Take-Home quiz on
Newton's Law of Universal Gravity, due on Tuesday 16 November 2010, in class or
by 5pm.

- NOTE: Monday 15 November 2010 is the start of Michigan's firearm deer hunting season -- if you're going out in the country or into the woods, be careful and wear bright clothing. If you're driving, watch out for deer on the run.
- If you are considering submitting a Draft of your Topic 1 Paper, either get it in to Dr. Phil this week before Friday (so you can get it back on Friday), or turn it in on Monday 29 November 2010. Draft papers will NOT be accepted during Thanksgiving Week (next week).
- Week 11 Checklist.

Monday 11/15: Return Q13, Q14. **Planetary Orbits. **Ptolemy to
Copernicus to Johannes Kepler. The problem of Mars in retrograde. Epicycles,
elliptical orbits and Occam's Razor. Tycho Brahe's observatory and his data.
Kepler's First Law -- All orbits are ellipses, with the larger mass at one
focus. Circular orbits are a special case where the semi-major axis is the same
as the semi-minor asix: *a = b = R*. Kepler's Second Law -- The Equal Area
Law is equivalent to a statement of Conservation of Angular Momentum. Kepler's
Third Law -- *T² = C R³*, where *R* is the radius of a
circular orbit, or the semi-major axis *a* in an elliptical orbit. There
is one value for the constant C for every orbital system, i.e. one C for
objects orbiting the Earth, another C for objects orbiting the Sun.

- Yes, in case you noticed, starting with Q13 we've switched graders.
- Two modern observations: (1) Kepler had to fudge Tycho's data to get his ellipses to work. An analysis of the data indicates that one of the beams in Tycho's physical observatory was apparently cut wrong -- correcting the data makes Kepler's ellipses work just fine. (2) Computer modeling and computational physics sometimes make calculations with simpler models. The set of circular epicycles forms a complete set -- if use you enough epicycles you can reproduce any orbital shape, including non-physical things like a square orbit (!) or proper ellipses. This does NOT mean that orbits really are epicycle-based, only that mathematically you can use them. Remember, there is no good Physics reason for Mars to orbit a point which orbits a point which orbits the Sun -- what would make it do it?

Tuesday 11/16: More on Kepler's Laws: **1st Law --** *a* is the
semi-major axis, *b* is the semi-minor axis and *c* is the offset
between a focus and the center. For an ellipse, *a² = b² +
c²* and the eccentricity is *e = c / a* . The circle is a special
case of an ellipse with *a = b = r* and *c = 0*, making *e = 0*.
**2nd Law -- **Since the graviational force F_{G} points radially
inward, it cannot exert a torque on an orbiting body. If the torque is zero,
then the angular momentum L must be a constant. From there, following the
argument in Serway, it can be shown than the area element dA swept by motion
along an orbit varies as dA/dt = constant. Therefore a given area in a given
time is a constant, which leads to the "equal area swept in equal
time" law. **3rd Law --** Again, starting with the universal the
graviational force F_{G} , and using a circular orbit, we can set *F
= ma = ma _{c} = mv² / r* . Using

- Exam 3 is one week from today.
**What Will Be On Exam 3?**With Kepler's Laws we have effectively closed the book on the material for Exam 3, ending with Chapter 13. Note that in the Sample Exam 3's there are problems about Simple Harmonic Oscillators and Simple Harmonic Motion (a moving mass on a spring or a pendulum) -- this will NOT be on Exam 3.**Reminder**: If you are planning to turn in a Draft Paper (not required in most cases), either get it turned in by Thursday 18 November 2010 or hold it for Monday 29 November 2010. Final papers will be accepted from Thursday 2 December 2010 through Monday 6 December 2010.- For orbits such as Low Earth Orbit, there is a limit to how eccentric an
elliptical orbit is allowed, because as the ellipse elongates in one direction,
it narrows in another, and an object would either hit the atmosphere, either
burning up or skipping off, or hit the Earth -- a disaster in any case. The
eccentricity is
*e = 0*for a circle, and then increases to not quite*e = 1*.

Wednesday 11/17: Mass-to-Volume Ratio
(Density). NOTE: Do not confuse the Density of the Materials with the
Mass-to-Volume Ratio of the OBJECT. Density of Water built into the SI metric
system (1 gram/cm³ = 1000 kg/m³). Pressure = Force / Area. SI unit: Pascal (Pa).
Example: Squeezing a thumbtack between thumb and
forefinger. One Atmosphere standard air pressure = 1 atm. = 14.7 psi =
101,300 Pa. Pressure at a depth due to supporting the column of liquid above,
*P = (rho) g h *. The difference between Gauge Pressure (pressure
difference inside and out, can be positive, negative or zero) and Absolute
Pressure (total pressure, always positive or zero only for vacuum). Water
pressure = 101,300 Pa at depth h = 10.33 m. Why you need a qualified SCUBA
instructor.

- Sample Book Problems (not to be handed in):
**Chapter 14**: 1, 3, 5, 9, 11, 12, 15, 17, 27, 33, 37, 39, 41, 43, 51, 59, 63.*NOTE: these are from the WMU 8th edition.*

Thursday 11/18: Pressure = Force / Area. SI unit: Pascal (Pa). Example: Squeezing a thumbtack between thumb and forefinger. One Atmosphere standard air pressure = 1 atm. = 14.7 psi = 101,300 Pa. Pressure at a depth due to supporting the column of liquid above. Water pressure = 101,300 Pa at depth h = 10.33 m. Using a column of liquid to make a barometer to measure air pressure. Switch from water to mercury changes h at 1 atm. from 10.33 m to 0.759m. The aneroid barometer. Pressure from a column of liquid looks like P.E. Create a Kinetic Pressure term which looks like K.E. Fourth Sample Exam 3. (Click here for a copy.)

- Note that Dr. Phil will be out of town all of next week -- substitutes will be in class Monday for Review and Tuesday for Exam 3.

Friday 11/19: Pressure from a column of liquid looks like P.E. Create a Kinetic Pressure term which looks like K.E. to create Bernoulli's Equation. Water Tower and the Faucet Problem. Why the water tower needs a vent. The Continuity Equation. Quiz 19 Take-Home quiz on Bernoulli's Equation, due on Tuesday 30 November 2010, in class or by 5pm.

- Remember: (1) Dr. Phil recommends that you take 50 minutes this weekend, and with just your formula card, calculator and pen / pencil, work on Fourth Sample Exam 3. (Click here for a copy.) After 50 minutes is up, continue to try to finish the Sample Exam. (2) The Review on Monday's class will include going over this Fourth Sample Exam 3.
- Q19 isn't due until the Tuesday we are back -- I'd set it aside until after Exam 3.
- Last day for T1 Draft Papers is Monday 29 November 2010 after we get back from Thanksgiving.
- Week 12 Checklist.

- Week 12 Checklist.
- Reminder: Dr. Phil will NOT be on campus this week.

Monday 11/22: Review session. Class meets. No Dr. Phil Office Hours.

Tuesday 11/23: Exam 3 as scheduled. No Dr. Phil Office Hours.

Wednesday 11/24: No Class.

Thursday 11/25: **Thanksgiving Day.** No Class.

Friday 11/26: No Class.

- Reminders: (1) Monday 29 November 2010 is the last day you can turn in a Draft Paper for Topic 1, if you wish to. (2) Thursday 2 December 2010 is the first of three days to turn in your Final Topic 1 Paper.
- If you missed Exam 3 last week, please contact Dr. Phil immediately.
- Week 13 Checklist.

Monday 11/29: Last day to turn in Draft Papers for Topic 1 (not required).
Bernoulli's Equation and the Continuity
Equation. When speed goes up, pressure goes down. Example: The aspirator --
a vacuum pump with no moving parts. Example: Air flow around a wing. (Faster
air over top means lower pressure on top, so net force is up -- generating
Lift.) Classic F.B.D. for straight level flight: Lift vs. Weight and Thrust vs.
Drag. The spoiler is a vent door in a wing designed to allow air to flow from
bottom to top and thus "spoiling" the pressure difference and
"spoiling" the lift. Why the Mackinac Bridge has grates on the inside
north- and soundbound lanes -- inside lanes are open metal grates and cannot
support a pressure difference. **Floating on the Surface**: Mass-to-Volume
Ratio of the boat < Mass-to-Volume Ratio of the Liquid. **Why Boats
Float**. The Buoyant Force is equal to the weight of the water displaced by
the submerged part of the boat. For a boat floating on the surface, the mass of
the boat is the same as the mass of the displaced water, but since there is
part of the boat out of the water, the boat has a larger volume, and therefore
a lower mass-to-volume ratio than the fluid it is floating in --
*rho _{boat} < rho_{fluid}*. The mass-to-volume ratio
for air is 1.29 kg/m³. Balloons, blimps, zeppelins, etc. are all Lighter
Than Air aircraft and can float or rise in air by either using a gas like
hydrogen or helium with a density less than air, or by heating the air (hot air
balloon) and expanding it to lower the total mass of the balloon. (As opposed
to Heavier Than Air aircraft, like airplanes, which depend on Lift to stay in
the air.)

- Last thoughts on Bernoulli, Lift and spoilers. "Canyons" in skyscraper cities -- windows popping out of the Hancock Tower in Boston. Rotating baseballs.
- FYI: Tomorrow I have to leave around 1pm, so no 1-2pm Office Hour.

Tuesday 11/30: Return Q15/16/17. Steel canyons and plywood towers --
pressure difference popping out the windows in a Boston skyscraper (see above).
Note that the building passed its wind tunnel tests by itself, the problem came
from not being the only tall building in Boston. (grin) **More on Water
Displacement:** Archimedes and the Crown -- essentially a non-destructive
test to find the volume displaced by the crown and comparing to the volume
displace by an equivalent mass of gold. **Why Boats Float.** Example: Front
lab table as a 250 kg boat with 4.00 m³ volume. Not only floats, but
floats very high. Calculating how much load can be (safely) added to our
"boat". Buoyant Force = Weight of the Boat = Weight of the Water
Displaced by the Submerged Part of the Boat. Calulating the amount of the boat
submerged, by using the fact that the mass of the boat and the displaced water
are the same. Why many ships leave seacoast harbors during high tide.
**Periodic Motion, Waves and Resonance**. Recall that for any periodic
motion, such as U.C.M., there is a Repeat Time *T *(Period). Frequency*
f = 1/T* . SI units (1/sec) = (Hertz) = (Hz). Revisit Mass on a spring, but
this time in motion. F = -kx = ma. For an open coil spring, at x=0 there is no
force. Stretch the spring to x = +d and let the mass go from rest and will
oscillate back and forth. At x = ±d, v = 0 and |a| = a_{max}. At x
= 0, |v| = v_{max} and a = 0. (Think of conservation of energy, without
friction energy goes back and forth between K = ½ mv² and
U_{s} = ½kx² .) Next, we need a set of equations that do
this, as F_{s} is not a constant and we cannot use kinematic equations.
First Sample Final Exam. (Click here and
here for a copy.) Quiz 20 Take-Home quiz
on Floating Boats, due on Thursday 2 December 2010, in class or by 5pm.

- Water is unusual in that the mass-to-volume ratio of ice (solid) is LESS than liquid water, so ice floats. Ice which floats doesn't add to volume of water when it melts, but grounded ice (non-floating) does. This is one of the reasons why people worry about what global warming might do to the great ice sheets around the world.
- Note that ICES Student Course Evaluations are available online via GoWMU 11/29 through 12/12.

Wednesday 12/1: **Revisit Mass on a spring**. F = -kx = ma.
Generates a 2nd Order Differential
Equation - sine & cosine solutions. Any time you have a conservative
linear restoring force that can act as periodic motion you have a Simple
Harmonic Oscillator that undergoes Simple Harmonic Motion. S.H.O. & S.H.M.
Mass on a spring has an angular frequency *omega = 2pi f= sqrt(k/m)*.
**Simple Pendulum** -- All the mass *m* is in the bob, a distance
*L* from the pivot point. The string or rod is considered massless. The
Small Angle Approximation is that if *theta _{max}* is kept
"small", then

- Note what DOESN'T affect the angular frequency
*omega*-- for a mass on a spring, the initial amplitude, x(0) = +d , does not matter, as long as we don't overstretch the spring beyond its elastic limit ; for a simple pendulum, the mass*m*does not matter, only that all (most) of the mass is in the bob*and*that the initial displacement is kept to a small angle. - Watch out for calculations requiring RADIANS versus DEGREES on your calculators!
- Comments on the Final Exam: 200,000 points (twice the time, twice the exam), 4 problems, 50,000 points/problem, each problem has 5 parts, 10,000 points/part (same as regular exams). Star Problems are still 2(a), 2(b), 2(c) and 2(e), but there's 40,000 Star points (nearly half the total Star points) so 10,000 Star points per Star Problem. That's a total of 240,000 points on the Final, or about ¼ of your course grade.
- Something to consider: Our class meets Mondays at 9am, so our Final Exam time slot is Monday 13 December 2010 at 8-10am. But technically, we also meet Tuesdays at 9am, whose Final Exam time slot is Wednesday 15 December 2010 at 10:15-2:15. Any compelling reason why we might prefer a Wednesday final instead of a Monday final? (I'm not doing two finals.)

Thursday 12/2: Simple Pendulum -- *omega = sqrt(g/L)*. For a
Grandfather clock with a simple pendulum, period *T = 2.00 sec* gives L =
0.9940 m. For a mantlepiece clock with a simple pendulum, period *T = 1.00
sec, L = 0.2485 m*. Grandfather clocks made on Earth won't work right in
space or on the Moon. (But a tortional pendulum mantlepiece clock will -- see
Serway.) Physical Pendulum -- *omega = sqrt (mgd / I)*. At first it looks
like the mass factors into the angular frequency, which is not the case in the
simple pendulum. But it is not the mass, rather how it is distributed, because
the moment of inertia *I* also contains the mass *m*. **Rewriting
our solution:** Since the sine curve and the cosine curve are the same shape,
just offset by 90°, we can write *x(t) = A cos ((omega) t + phi)*,
where *phi* is called a phase angle to shift between cos and sin functions
and linear combinations of the two. **Quick mentions**: Damping with *Drag
Force = - bv.* Adds an exponential term to our S.H.O. solution, because our
differential equation now has both a first and a second derivative in it -- see
Serway. Three cases: Underdamped, overdamped, critically damped. Need a tuned
suspension with shock absorbers to drive a car safely on the road. First Day to
turn in your Topic 1 Paper.

- Sample Book Problems (not to be handed in):
**Chapter 15**: 1, 3, 5, 7, 13, 15, 17, 25, 27, 29, 65, 74 (use as thought question).*NOTE: these are from the WMU 8th edition.* - A cartoon for your amusement: http://dr-phil-physics.livejournal.com/164829.html. (I've been arguing that Physics is the Senior Science for years...)
- You may have heard that NASA has a big announcement on "life" -- the press conference is going on as I type this, I gather, but from a friend of mine, many of the early reportings are just wrong. (It's not extra-terrestrial life, it's not non-carbon lifeforms, it's not arsenic eating bacteria, etc.) See here for a preliminary discussion of what these bacteria which use arsenic instead of phosphorus may mean.

Friday 12/3: **Waves**: Single Pulse vs. Repeating Waves. The motion of
the material vs. the apparent motion of the wave. For
Repeating Waves, we have a Repeat Length
(wavelength) and a Repeat Time (Period). Frequency = 1/Period. Angular
frequence *omega = 2 pi f*. Wave Number *k = 2 pi / wavelength* .Wave
speed = frequency × wavelength. Demonstration: the Slinky shows both
longintudinal (string type) and transverse waves (sound type). Second Day to
turn in your Topic 1 Paper. Second Sample Final
Exam. (Click here and
here for a copy.) Quiz 21 Take-Home quiz
on Periodic Motion, due on Tuesday 7 December 2010, in class or by 5pm.

- I hope to have X3 returned on Monday.
- Remember: If you had a Draft paper evaluated by Dr. Phil, then you should also turn in that marked-up Draft, along with your Final Paper.
- Helpful Hint: Remember this is a Science Literacy paper, NOT just a Physics paper. Some of the books don't touch much on Physics at all -- they're on the list to help cover all the sciences, engineering, math, computers, technology, medicine -- and the morality and ethics of using them.

- Reminders: (1) Monday 6 December 2010 is the last day to turn in your Topic 1 paper without incurring a 10,000 point/day penalty, unless (2) you had a Draft Paper evaluated by Dr. Phil.
- If you still need to take an Exam 1, 2 or 3, contact Dr. Phil by email immediately.
- Remember ICES Student Course Evaluations are available online via GoWMU through 12/12.

Monday 12/6: Return X3. Resonance allows us to see the wave confined to the
geometry of the problem. Standing Waves
on a string. Fundamental, First Overtone, Second Overtone, etc.
Demonstration: First and higher overtones on a string driven by a saber saw.
Vary the wave speed by changing the tension -- *v = sqrt(T / µ)*,
where *µ = mass/length = m / L* .
Standing Waves in a tube. Demo:
Variable length organ pipe (closed at one end), plastic tube (open at both
ends). Musical instruments: Accoustic string instruments have a resonance box
and can have many strings (piano) or few (guitar, violin). Brass instruments
start from the "natural trumpet", which can only play the fundamental
and overtones for the pipe. It is a mixture of overtones in various proportions
to the fundamental which allows us to tell instruments apart.

- Week 14 Checklist.
- Topic 1 Papers, unless you had a Draft evaluated by Dr. Phil, are now officially LATE -- and will incur a 10,000 point a day penalty.

Tuesday 12/7: **Musical instruments**: Accoustic string instruments have
a resonance box. Brass instruments start from the "natural trumpet",
which can only play the fundamental and overtones for the pipe. Woodwind
instruments get more complicated. Demo: Tuning forks require both tines to work
-- the "sound of a tuning fork with one tine" is that of silence. 256
Hz tuning fork attached to a resonance box optimized for the wavelength of
sound from *f = 256 Hz* at room temperature. A second indentical box will
sympathetically resonate in response. "Normal" human hearing is
frequencies from 20 Hz to 20,000 Hz. Artilleryman's ear -- mid-range hearing
loss. dB = decibel, a logarhythmic scale. A change in ±3 dB is twice or
half the sound intensity, while a change in ±10dB is a factor to ten.
*Sound Meter results from a previous semester: ambient noise in 1110 Rood =
56 dB; Dr. Phil talking at ½ meter = 63 dB; Class shouting = 83 dB; Dr.
Phil shouting at ¼ meter = 108 dB*. Quiz 22 Take-Home quiz on Standing
Waves, due on Thursday 9 December 2010, in class or by 5pm. *NOTE: This is
the Last Quiz which requires Physics. Remember, of Q1-23, the lowest three
scores (including zeroes) are automatically dropped.*

- Quiz 23 will be a Check-Out form to fill out after you've taken the Final Exam. If you don't remember your 5-digit PID number, you will be able create a 2nd PID number.
- NOTE: Find out which ultrasonic ringtones you can
hear! Dr. Phil's result today: "
." Considering I'm age 52, I'll take it. (grin)**You are a thirtysomething**. You're a little frustrated that you can't hear all the tones that the young 'uns can but will be more than happy if it means you don't have to listen to their damn ringtones on the bus anymore. The highest pitched ultrasonic mosquito ringtone that I can hear is 14.9kHz - NOTE 2: Technically, any of the sounds you can hear from 14kHz to 20kHz are within the range of human hearing, and by definition are NOT ultrasonic.
- Thursday's Office Hours have to be cut short a tiny bit -- I need to leave around 1:30pm to get to a doctor's appointment.

Wednesday 12/8: More about sound intensity in dB. (See Table 17.2, p. 495)
Beat frequencies occur when two sounds have almost the same frequency -- get a
distinctive *wah-wah-wah *sound, whose *beat frequency = | f _{1}
- f_{2} |* .Constructive and Destructive
Interference. Acoustics of concert
halls. Quantitative discussion of the Doppler Shift. Using our knowledge of the
differential equation of the S.H.O. and its solution, we can generate the
Wave Equation for a traveling wave
moving through space (x) and time (t). If you exceed the wave speed in a
material, you get a Shock Wave -- distinctive V-shaped pattern from front and
back of moving object. Sonic booms in air (actually get a double-boom, because
of the two V's.), wake from a boat in water. Third Sample Final Exam (Click
here for a copy.)

**It's Week 14 and I'm Still Seeing:**(1) an entire quiz turned in without units on any answer; (2) Star Problems written down without any calculus expressions, (3) confusing integration with differentiation, (4) failure to draw a proper F.B.D. or F.R.D., (5) guessing at units instead of using dimensional analysis.- We're covering a wide range of material this week -- why? (1) Because having exposed you to wave motion and the wave equation, when you see these things in PHYS-2070 next semester, you will have some background. (2) There are some simple problems -- even "simple" Star Problems -- that we can do with waves and wave motion.
- Remember: If in a Star Problem you are asked to "show if this equation is a solution", then plug the solution into the Physics equation and see if left side equals the right side of the equation. If Yes, then it is a solution, if No, then it isn't.
- Video: Standing waves and resonance can occur when you don't want them to,
sometimes with disasterous results. See
The
Tacoma-Narrows Bridge Disaster.
*NOTE: The video in this article is shown in real time -- it is NOT speeded up.*

Thursday 12/9: The Laws of Thermodynamics.
(Zeroeth Law -- There is such a thing as temperature.) Entropy examples -- It
takes work to clean or restore things. Left to themselves, everything falls
apart. The Heat Engine and Three
Efficiencies (Actual, Carnot and 2nd Law). To
get temperatures in Kelvins, add 273 to the temp in °C -- we need Kelvins
so that the temperatures cannot be zero or negative. Fuel Economy (miles per
gallon) is not an Efficiency. There is no conspiracy to keep big 100 m.p.g.
cars out of our hands. To use less fuel, do less work. Smaller, lighter cars
with smaller, lighter engines. To improve efficiency, can reduce T_{C}
or raise T_{H} .

- Note: Reverse the arrows in the Heat Engine and you get a Refrigerator.
Cannot place an open refrigerator or a window air conditioner in the middle of
a room and cool the room, because the exhaust heat to the hot side includes the
heat pulled from the cold side plus the work done on the compressor. A Heat
Pump is a reversible system which cools inside of the house in summer and heats
the inside of the house in winter -- just because it is cold outside, doesn't
mean there is not heat energy Q in the outside air. (There
*has*to be, otherwise the air would be at 0 K.) - Finals Week Office Hours posted.

Friday 12/10: Last Day of Class. Review.

- All Quiz Solutions 2-22 are posted.
- OOPS! There is an error in the Exam 3 Solution, now corrected. Problem 1(b), the equation should have 5/6 not 6/5 in it. If you lost points on Exam 3 Problem 1 (b), bring it to the Final Exam -- or to Office Hours -- and we'll fix it.