Google Tour

Google Earth Tours: http://www.google.com/earth/outreach/tutorials/kmltours.html


Your goal today is to create a Google Tour that is able to traverse the world.  When you get done, you will share the .kml file with your instructor.

Google kml tours


Use the path feature of Google earth to help you determine the vector for each, and separate into component legs.   This form  will be helpful.

Map a Palooza

Use an Iowa map and draw ten vectors originating from the origin point of your choice.
 For example, you might start at Slater and go to Primghar, then Slater to Ames, Slater to Centerville, etc. Draw on the map.

Although you are working as teams, you EACH must turn in a table and a reflection at the end of the period.

Use a protractor to measure the angle from a starting heading of zero degrees. You did this yesterday. To do this, make sure you draw a compass rose at your origin point. An angle of 133 degrees, then, would be headed towards the southeast corner of the state.

 Make a table to share your data.


My Origin City:

Destination City	Distance as the Crow Flies(mi)	Vector Heading in Degrees

Pick 3 of your vectors and break into N-S or E-W components.  These vectors must break into triangles, so the degree heading cannot equal 0, 90, 180, or 270 degrees.

Reflect:

1. How useful is this information in determining the length of time for the trip?  Be specific.  The vector I drew is most useful to __________ because ____________.   If I was using a different mode of transportation, such as_______________, I would rather have information like__________________

2.  Make a claim about the driving distance between Manchester and Ames.   Explain how you determined the distance using the paper map.  Be specific as to route and vectors used.

3.  On the back, we looked at an old-style measuring template that's like a reverse excel map.  Does this map use a 'as the crow flies' strategy or something else?  Explain your reasoning.

When you get done with this, hand in to Mrs. Weber.

Tomorrow, we will be working on a world trip, so make a list of 10 spots you would like to travel to in the world.  They must all be on a theme of some sort and move beyond the US borders, at least eventually.  Here are some themes people have used in the past.

• places Dr. Who has visited on Earth
• world class symphonies
• world famous zoos
• places you can eat sushi

Now of course, you're more creative than that, so whatever your passions--the world's best burgers, the best art museums, or a retracing of the steps of Hemingway, you should be able to come up with 10 locations to visit by the time you and your partners arrive in class tomorrow.

Golf Courses

Step 1: You, along with one or other designers , will be putting together a 9-hole golf course. The maximum area available for the golf course is a land area that is 1760 yds by 2650 yds (you do not need to use all the land). A lovely creek (not a river) runs through the land, and there are trees on two edges, and a housing development on a third. You will need to have PAR information to do this, but these values are approximate, so you do have some leeway.

For the purpose of this activity, cost is no object, so trees and sand traps can be added at will.

Establish a scale: ___10___ yards = 1 cm is quite common

Draw a detailed sketch of your course using the paper by the meter sticks and hand in. Make sure you have added a compass rose and have marked the scale on your paper. Color the course using colored pencils or crayons.

Provide a vector length and heading for the first leg of each hole

Hints: Club houses are often 6000-15000 sq. ft. Houses are often 1800-4000 sq. ft., with the upper range representing a mansion-style home.If you choose to make a mini-golf course, you have an area that is 100 yds by 500 yds, and must include a clubhouse, a parking lot, 9 holes of golf, and a snack shop On one side of the course must be a go-kart course.

Hint: Google 'golf course design' if you need a sample to get ideas.

Friday and Tuesday

By the end of the day today, you should have uploaded a video to your google drive and shared it with me.  We are going to analyze the videos in a Round Robin fashion.   That means that we will start with Lyndsey, Savannah, and Addison's group.  Their video will be analyzed by the table with Mr. Gassman and Ms. Fischer.   The video created at that table will be analyzed by Mr. Nolz's group, and so on.   These videos will need to be analyzed and the reflection done by the beginning of class on Wednesday.

If you get stuck, the other assignment is the first five screens of information found in Lesson 1 at http://www.physicsclassroom.com/class/vectors   This is meaty information.  Read a paragraph and then ask yourself...what does that mean?  If you have questions, write them down.   This will be our topic on Wednesday as we start the new unit.

Have a good three day weekend!

Stop Motion Movie/ Video Analysis of Animated Motion

How good is it?  That is that question videographers have to ask each day when they put together animations, whether it it something that is created in 3d (Blender or Maya), or even a stop motion movie.

linked from http://capsicumsunset.files.wordpress.com/2008/09/wile_e_coyote-gravity-lessons.jpg

In original animations, each picture was drawn on a cellulose or acetate sheet, and then a picture was taken of each.   If you look at it frame by frame, you can see that sometimes the images were 'padded' or the same image was used twice in a film to cut down on work for the animators.  We do this today with stop motion animation, an extension of the techniques that have been around since the claymation movies.

A History of Animation tells this story well.  Animation single cells are now sold as collector pieces

In the past five years, this hand-animation has experienced a bit of a renaissance, with both Pixar and Disney doing some still work.  It takes very simple tools.

Digital tweenings then started to take over, with wire-frame animation and user-friendly programs like Flash.  These gave way to more robust programs with physics engines and 3D graphical modeling which have boosted the CGI and animation industries.  

Your project is to look at the physics of motion in movie clips.  You can do this in a variety of ways, but you will need to analyze what is created using Logger Pro.  This includes segments on constant motion, on acceleration and deceleration, and vertical motion.

Possible options include

• making a stop motion movie
• comparing two types of animation

Print or save each of the the Logger Pro analyses, and email them to me, as well as any video products you create.

Grading Rubric is here

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Group Reflection (Presentation or Linoit)  Using v(i), v(f), d, a, and t variables

1.  How well did you or others animate this project?  What specific evidence do you have to support your claim?
2.   What are three things that could have been done better in this project to mimic reality?  Again, show specific evidence.
3.   Identify a .2 sec time interval.  Identify the initial v(i), and the v(f).  Calculate an acceleration in m/s/s and calculate the distance traveled.  SHOW FORMULAS used.
4.  Find a place where the y-velocity is decreasing for .1 seconds.  Identify the v(i), the distance traveled, and calculate the acceleration in m/s/s.  SHOW FORMULAS used.
5.  Find a place where the x-velocity is relatively constant.  Identify data and calculate the acceleration.  How close does this data match to the assumption that acceleration should be zero?   SHOW FORMULAS used.
6.  Based on your work, and work done in class, which do you believe is the best type of animation:  a) hand-drawn, b) stop-motion movement, c) computer-animated children's programs, d) computer-animated for motion picture movies.    Explain this to me in 2 or more paragraphs, listing advantages and disadvantages of each.


More Kinematic Practice

Your Vertical Jump

The basic directions for this lab are found here.   Everyone will be working on gathering their own personal set of data.   When you get done, please save the file to the desktop, and then share it to yourself and to me (marciaRpowellATgmailDOTcom or marciapowellATw-delawareDOTk12DOTiaDOTus).  We will use this tomorrow

Edible Race Cars

Day 1:  build and testing your edible race car

Day 2:  You're working through the problems on the physics classroom (http://www.physicsclassroom.com/class/1DKin/Lesson-6/Kinematic-Equations )   There are 5 screens.  Fill out the questions and problems as you go along