I am going into early childhood education, and working on a minor in visual art. Originally, I chose the visual art minor because I wanted to take drawing classes, photography classes, painting classes and feel justified. Choosing art as my minor has changed my entire perspective of how I interact with my students. In all truth, I would probably not start a writing workshop in my classroom. Early childhood is for children younger than third grade, and my ambition is to teach preschool. Most of the students I would be working with would be 3 and 4. They cannot recognize all of their letters and their attention span is short- really short. In my preschool classroom I would implement an art workshop for a few minutes each day. I would want it to be set up similar (almost identical) to the described writing workshop, but I think with 3-year-olds an art workshop would be more effective.
In High school I took a creative writing class. I learned so much about the game of writing and would consider it a writing workshop class. We meet for about two hours either 2 or 3 times a week, and we wrote. There were a few prompts and some teacher suggestions, but most of the time was spent writing. It was set up rather similar to the writing workshop described in the reading prompts. We could listen to our iPods, sit next to our friends, and each of us had our own notebook. I remember when students would share their work- I was always taken back. In the classroom there were obvious clicks (we were in High School). The emos sat in one corner; the rest of us sat on the other side of the classroom and divided ourselves into socially acceptable and socially rejected. We never did cross into another group’s zone, but I can remember reading our work out loud. It was the one safe time for us and them to share how different our lives were. They wrote things my imagination had never dreamed of. Their images were dripping with descriptions that my mind had never seen. Their words painted thoughts I had never believed were real. It changed my reality because writing became a competition, not a fight mind you, but a sophisticated game using language.
As a teacher my priority is to make my student brave. In my high school creative writing class we all wanted to share; even if we did not read in front of the class. I can remember watching students who I did not believe could care, holding their pencils so tight that their fingers turned white as they poured out all their thoughts into their notebook. We wrote in those notebooks because it was a time when we felt like what we had to say was important, even if we only said it to ourselves. I did not share my writings, because I was too afraid. No matter how proud of a poem or story I kept it safe in my notebook, and awed at the courage of the other students. I let me teacher read them though, and she gave me feedback. One time she told me that she enjoyed reading my notebook because it was like seeing into a map of my brain. I felt pretty sly after that, and I began to share my poems with the girl who sat next to me. When I am a teacher I want to emulate my English teacher. She helped me to be braver, to dare to believe in myself and what I had written. I want to help my students learn how to become brave.
The approach that I would want to use in my classroom would be to set up artistic time. Children are eager to express themselves, but they are still learning the tools of expression. Even when I work with 3-year-olds they want to express something beyond a pretty drawing. Art is different than writing, but I would use similar approaches. I think that the best time for an artist moment would be five to ten minutes after recess. That way the students would not be as fidgety, but it would give them enough time to calm themselves down. We could listen to music, watch a video, or read a story before I would allow them to gather up their art folders. In the classroom I would have different art supplies: markers, crayons, think paper, construction paper… I think that to keep it organized I would rotate the art supplies every other week. Then I would start drawing and use what I was creating to help them think of ideas. One day I could work on a collage, another day I could make an outline of myself. I think that by not directing what they should create I would get a better response from my students, but that if I demonstrate ways to use art and express they can learn. Even a child prodigy draws scribbles, and the purpose of doing the activity is not to make miniature Deviancies. I would have to ask them questions, lots of questions, about their art work. In the book the author suggested making a list of students and when they shared their work, and I would make a similar list- every day I would have two students show their favorite piece to the class and encourage the class to ask questions and comment on their art work.
I think that a workshop works well for other subject besides writing; I obviously want to use it for art. If I teach older students- even Kindergarteners I would implement a writing workshop because students who know how to use language as a tool of expression is life changing.
Wednesday, August 31, 2011
ENG notes for Writing Workshop
Response 1:
1. They were all skiers themselves
2. They believe in doing as opposed to talking about doing
3. The expected plenty of failure
4. The built on strengths
Time: give students a minimum of 3 hours a week 3 times a week to practice even if it is just journal writing, but allow students set their own pace- work on what they value because in short it is THEIR time. There are plenty of opportunities to direct students. For example if you ask them to find all of the adjectives they put in their paper.
Writing Time: is the time for students to work on projects they have set for themselves
Share Time: take about their piece, ask them to read it, give them feed back…
Space: physical locations I like to write, on my stomach…
A meeting place: SAFE area for everyone to be comfortable sharing work
A place for materials and Tools: create a writing center for simply tools to be stored with various pens, pencils, and paper
Carefully arranged desks or tables: especially for a one-to-one conference (you do not want to look like a bank official)
Short-term Goals: make them realistic and quickly obtainable (establish safe zone for class readings)
1. Write in a variety of genres: narrative, descriptive, persuasive
2. Deepening the connection between reading and writing
3. Learning the writing process; prewriting, drafts…
4. Mastering the conventions of print
Fostering a love for writing time: choice leads to voice, give them ownership over their writing. Allow for jugular thoughts and ideas to come out onto the paper. This can happen by reading various works, books, watching a moving movie, listening to a music video, ask the students to bring in what they feel is important to share before they start writing (allow ipods)
Establishing a Safe Environment
1. Specific praise
2. Let primary children draw
3. Read aloud “from-the-heart” pieces
4. Make writing notebooks- a specific book for these thoughts to come out
5. Write with students (enjoy this time yourself by setting an example)
Creating Workable Classroom Management: make sure that you can take the work load. Set and reset expectations until you feel comfortable, because that will help the students to feel comfortable
A finished book: due dates should not be finalized, but should be ambiguous. Students will turn in their work at the end of the day, but that work will be turned back to them with suggestions and then they can terminate it or continue to write
Unfinished writing folder: a list of topics to write about, ideas students like… simply brainstorm sentences
Finished writing folder: when the work is finished praise the accomplishment and savor the satisfaction. Make a list of the students who have shared their work and allow the students to write their name on a day that they want to share their writing with the class
1. They were all skiers themselves
2. They believe in doing as opposed to talking about doing
3. The expected plenty of failure
4. The built on strengths
Time: give students a minimum of 3 hours a week 3 times a week to practice even if it is just journal writing, but allow students set their own pace- work on what they value because in short it is THEIR time. There are plenty of opportunities to direct students. For example if you ask them to find all of the adjectives they put in their paper.
Writing Time: is the time for students to work on projects they have set for themselves
Share Time: take about their piece, ask them to read it, give them feed back…
Space: physical locations I like to write, on my stomach…
A meeting place: SAFE area for everyone to be comfortable sharing work
A place for materials and Tools: create a writing center for simply tools to be stored with various pens, pencils, and paper
Carefully arranged desks or tables: especially for a one-to-one conference (you do not want to look like a bank official)
Short-term Goals: make them realistic and quickly obtainable (establish safe zone for class readings)
1. Write in a variety of genres: narrative, descriptive, persuasive
2. Deepening the connection between reading and writing
3. Learning the writing process; prewriting, drafts…
4. Mastering the conventions of print
Fostering a love for writing time: choice leads to voice, give them ownership over their writing. Allow for jugular thoughts and ideas to come out onto the paper. This can happen by reading various works, books, watching a moving movie, listening to a music video, ask the students to bring in what they feel is important to share before they start writing (allow ipods)
Establishing a Safe Environment
1. Specific praise
2. Let primary children draw
3. Read aloud “from-the-heart” pieces
4. Make writing notebooks- a specific book for these thoughts to come out
5. Write with students (enjoy this time yourself by setting an example)
Creating Workable Classroom Management: make sure that you can take the work load. Set and reset expectations until you feel comfortable, because that will help the students to feel comfortable
A finished book: due dates should not be finalized, but should be ambiguous. Students will turn in their work at the end of the day, but that work will be turned back to them with suggestions and then they can terminate it or continue to write
Unfinished writing folder: a list of topics to write about, ideas students like… simply brainstorm sentences
Finished writing folder: when the work is finished praise the accomplishment and savor the satisfaction. Make a list of the students who have shared their work and allow the students to write their name on a day that they want to share their writing with the class
REG 2
The responsibility of learning. I have been thinking about the word receive for the past few weeks. It is a difficult word for me to understand, because when I think of receive I think of Christmas. All that comes to mind is gifts, wrapped in Christmas paper and a little sticker on it with my name on the to: line and Santa Clause on the from: line. As I have been reviewing the scriptures and blessings I believe that when God uses the word receive he is not talking about a box with a bow on top. He is talking about something much more, but I still have not been able to understand what. This class helped me to think more about what receive could mean.
In sort I want to know everything and was slightly disappointed that I can not know everything all at once. I was wondering why this is the case, not because… well because I get so frustrated when I know that I am not perfect. When I know that I don’t know; I realize that this is an incorrect way of thinking because it is telling myself a lie. I don’t know everything- that is the truth. Another truth is that I can know everything. The last truth is that in this life I am not going to learn everything. The last truth is what helped me to understand why God would not tell me everything at once.
When I learn more I become responsible for that which I have learned. Part of the learning process is to apply the lesson to life. God is trying to keep me from damming myself. Knowledge is not simply knowing, but becoming I guess. The type of learning I want to do is more than filling myself up with facts; part of learning is responsibility. I can see that in God’s plan. That when I learn more I am baptized. When I feel prepared I go to the temple and do work for the dead. Some time in my life when I am ready I will be married in the temple. I wonder if all of these blessings- the blessings of knowledge are based on the pivotal point of me being prepared. Like a little check list or a pre request classes? I don’t know if I believe that is entirely true… but maybe it is.
I mean although I do know people who I would not state were qualified to be married in the temple- who am I to judge. On top of that I do not even know or can not even comprehend the blessings that they have in their life- the blessings of knowledge, truth, and wisdom that enters their relationship because of their marriage. Even if I could know those blessings all I am seeking for is the “cause” of their blessings.
Is that how it works then; like my physics class, blessings are the direct cause or force of my actions. I have been thinking about force a lot lately too. Come to find out physics is amazing, and full of completely new ideas. Stop, stop, hold it right there. I love learning! Is that part of the game of life? I don’t know, but any way. I have been thinking about Newton’s Laws of Physics and I have been pondering the idea that it takes two individual things to create friction or a force… yeah an interaction. So one individual thing and then another individual thing have to have contact. This idea of physics made me wonder about my own individual soul. I came to the conclusion that if I want to interact with other people I need to be an individual- have my own ground so to say. If physics is as true spiritually as it is physically then the only possibly way for me to interact (create a force) with another person is if I am an individual. That is tricky because I don’t know if I am always and individual and I do not know if it is possible for me to become unindividual through my actions. So long story longer… I have to first be an individual.
That means that I have to come to know myself. I believe that the first focus of faith is to come to know God, but the second is to come to know myself: Who I am, what my purpose is in life, and how I am to go about accomplishing that. Oh! Oh! It all relates back to knowledge and how and what I am learning. When I know more I have a clearer understanding of who I am and therefore I become responsible to act to the true nature of my characters. When I receive revelation I become more aware of what my divine mission is and how I am to go about and accomplish that. If I do not know I am not fully aware of my individual self. Like an object, if the object is not complete… I don’t know how it is like an object. I get the fuzzy idea though, the idea that as I learn more I become closer to my true self. It makes me aware of who I am, and I am then responsible for acting that way because if I do not then I am no longer an individual. When I do not act that way I deny myself my individualness and I can no longer act upon other individuals (people, relationships…) it makes me ultimately useless. When I learn a step at a time I can learn to become; I can learn to be the individual. The point when I can be the individual is when I have received the knowledge and then I can receive more as I progress who I am individual- making me influential and effective in God’s plan of happiness.
In sort I want to know everything and was slightly disappointed that I can not know everything all at once. I was wondering why this is the case, not because… well because I get so frustrated when I know that I am not perfect. When I know that I don’t know; I realize that this is an incorrect way of thinking because it is telling myself a lie. I don’t know everything- that is the truth. Another truth is that I can know everything. The last truth is that in this life I am not going to learn everything. The last truth is what helped me to understand why God would not tell me everything at once.
When I learn more I become responsible for that which I have learned. Part of the learning process is to apply the lesson to life. God is trying to keep me from damming myself. Knowledge is not simply knowing, but becoming I guess. The type of learning I want to do is more than filling myself up with facts; part of learning is responsibility. I can see that in God’s plan. That when I learn more I am baptized. When I feel prepared I go to the temple and do work for the dead. Some time in my life when I am ready I will be married in the temple. I wonder if all of these blessings- the blessings of knowledge are based on the pivotal point of me being prepared. Like a little check list or a pre request classes? I don’t know if I believe that is entirely true… but maybe it is.
I mean although I do know people who I would not state were qualified to be married in the temple- who am I to judge. On top of that I do not even know or can not even comprehend the blessings that they have in their life- the blessings of knowledge, truth, and wisdom that enters their relationship because of their marriage. Even if I could know those blessings all I am seeking for is the “cause” of their blessings.
Is that how it works then; like my physics class, blessings are the direct cause or force of my actions. I have been thinking about force a lot lately too. Come to find out physics is amazing, and full of completely new ideas. Stop, stop, hold it right there. I love learning! Is that part of the game of life? I don’t know, but any way. I have been thinking about Newton’s Laws of Physics and I have been pondering the idea that it takes two individual things to create friction or a force… yeah an interaction. So one individual thing and then another individual thing have to have contact. This idea of physics made me wonder about my own individual soul. I came to the conclusion that if I want to interact with other people I need to be an individual- have my own ground so to say. If physics is as true spiritually as it is physically then the only possibly way for me to interact (create a force) with another person is if I am an individual. That is tricky because I don’t know if I am always and individual and I do not know if it is possible for me to become unindividual through my actions. So long story longer… I have to first be an individual.
That means that I have to come to know myself. I believe that the first focus of faith is to come to know God, but the second is to come to know myself: Who I am, what my purpose is in life, and how I am to go about accomplishing that. Oh! Oh! It all relates back to knowledge and how and what I am learning. When I know more I have a clearer understanding of who I am and therefore I become responsible to act to the true nature of my characters. When I receive revelation I become more aware of what my divine mission is and how I am to go about and accomplish that. If I do not know I am not fully aware of my individual self. Like an object, if the object is not complete… I don’t know how it is like an object. I get the fuzzy idea though, the idea that as I learn more I become closer to my true self. It makes me aware of who I am, and I am then responsible for acting that way because if I do not then I am no longer an individual. When I do not act that way I deny myself my individualness and I can no longer act upon other individuals (people, relationships…) it makes me ultimately useless. When I learn a step at a time I can learn to become; I can learn to be the individual. The point when I can be the individual is when I have received the knowledge and then I can receive more as I progress who I am individual- making me influential and effective in God’s plan of happiness.
Random lines
They both came in at the same time the one was well over six feet. He had high check bones and deep set eyes that looked like they were dipped in chocolate- no wait they were milky blue. The other’s eyes were covered behind a set of glasses. I watched their movements while thy sat at the computers. The one was so tall that he hovered abouve the computer screen and I could see his broad sholders protruded out of the monitor. The second was covered by the computer, his huntched over form and the way that he moved his spindly arms behind the screen. I wondered, about boys, and looks, and love, and life, and justice. It seems that at birth; if life were based on looks, there was no such thing as justice.
Tuesday, August 30, 2011
ENG notes for writing down the bones
WRITING DOWN THE BONES (FREEING THE WRITER WITHIN)
http://books.google.com/books?id=vIE2Dx-knU8C&printsec=frontcover&dq=writing+down+the+bones&hl=en&ei=JDNdTv-OK-WEsALrkLwo&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDUQ6AEwAA#v=onepage&q&f=false
"turst in whwat you love, continue to do it, and it will take you where you need to go" and don't worry too much about security. you will eventually have a deep security when you begin to do what you want.
1. beginners' minds, pen and paper: get a pen that flows, paper that is big, then small, open notebooks, try the computer, learn what you write best on
2. fist thoughts: trust your first thought, before you question it
a) keep your hand moving
b) don't cross out
c) don't worry about spelling, puncutation, grammer
d) lose control
e) don't think. don't get logical
f) go for teh jugular
"I cut the daisy from my throat" fist thought, but second thought is locial and politeness takes over
3. writing as a practice: the more you do it the better you get at it
4. composting: it is hard to write about a city we just moved to; it's not yet in our body. it is hard to write about love in the midst of a mad love affair- we have no perspective
5. Artistic stability: I am artistic; I am raw human; I am exploring the world
6. list of topics for writing pracits: make a list of things you notice daily for the times when you are short of thoughts when it happens
a) light coming through window- and how you presive it even if the words come to you at 2am
b) start with "I remember"
http://books.google.com/books?id=vIE2Dx-knU8C&printsec=frontcover&dq=writing+down+the+bones&hl=en&ei=JDNdTv-OK-WEsALrkLwo&sa=X&oi=book_result&ct=result&resnum=1&ved=0CDUQ6AEwAA#v=onepage&q&f=false
"turst in whwat you love, continue to do it, and it will take you where you need to go" and don't worry too much about security. you will eventually have a deep security when you begin to do what you want.
1. beginners' minds, pen and paper: get a pen that flows, paper that is big, then small, open notebooks, try the computer, learn what you write best on
2. fist thoughts: trust your first thought, before you question it
a) keep your hand moving
b) don't cross out
c) don't worry about spelling, puncutation, grammer
d) lose control
e) don't think. don't get logical
f) go for teh jugular
"I cut the daisy from my throat" fist thought, but second thought is locial and politeness takes over
3. writing as a practice: the more you do it the better you get at it
4. composting: it is hard to write about a city we just moved to; it's not yet in our body. it is hard to write about love in the midst of a mad love affair- we have no perspective
5. Artistic stability: I am artistic; I am raw human; I am exploring the world
6. list of topics for writing pracits: make a list of things you notice daily for the times when you are short of thoughts when it happens
a) light coming through window- and how you presive it even if the words come to you at 2am
b) start with "I remember"
Application essay
Initially, I would like to apologize for my complicated Exploratory Experience Log. Throughout the Winter Semester I volunteered at the School my mom works at in Spanish Fork Utah and for the local TOPS program. In the summer I volunteered in Window Rock Arizona for the Navajo Nation. While on the reservation I worked in the public school’s resource classroom in the morning and at St. Michel’s Catholic school in the afternoon. Each day the principle at St. Michel’s Catholic school would assign me to assist in different classrooms- I did a lot of art with the students while I was there.
At first, when I told people I wanted to be a teacher they would cup my hand in theirs and say that I could be anything and should not “just” be a teacher. Then I would question myself. On the reservation I had experiences that made me want to find all of those people; shake their hand again; look them in the eye; and say yes, I am going to be a teacher as confidently as I say it now. My imagination could not dream of something more fulfilling. I learned every day from my students, what I said and did mattered, and I inspired others to be brave.
I firmly believe teaching is sharing knowledge not simply distributing it; I hope my students learned as much from me as I learned from them. One of my students was really confused with me- as a person. His brad switched the ground as he shook his head and looked at me again, “yah a Navajo?” I smiled at the question (my honey blond hair and strawberry cream skin) I must look odd to him, “no…” I said. He squinted his eyes and tried again, “but this da Navajo reservation; what yah doin’ here?” The question did not catch me off guard- I had expected it, “I came here because I wanted to be your teacher. I wanted to be with you.” He looked at the two second grade boys on either side of him as if to say did you hear that; she came here to be with me! With that he leaned back in his chair, “I’ll teach yah Navajo.” I smiled at his genuine token of friendship. Although the only Navajo I remember is Bilagaana (white person) I did learn: the colors of the west, the importance of community and the influence passion can have. I enjoy teaching because it is a chance for me to continue my own learning.
The things I said and did mattered. In one of my classes I asked the students to list colors that described Window Rock (a local natural monument). At first, it was like pulling teeth to get the students to think beyond just red and brown. I would not settle for that; within a few minutes the list began to snowball: sand brown, a scribble through fire engine red, an arrow connecting blue to the color of my shirt, and a circle around basketball orange. When the small chalk board was out of room I erased a portion and kept on writing. I called for more colors- there was silence. I almost dropped the chalk in my hand when I turned around. The students were leaning out into the aisle, standing up in the back row, gripping the edge of their desks- all their eyes were on me waiting for me to say what was next. In that instant I understood that what I was doing mattered: Window Rock, their color being written on the board, me (their teacher), and they (the students) all mattered. I enjoy teaching because it matters.
I learned that a teacher has the opportunity to help others become brave. It was my last day and most of the students were putting their books away while I sketched. The boy next to me leaned over his desk to watch. He shook his head no, making his straight black hair switch when I told him with practice he could draw better than I. My fingers continued to roll my pencil across the scratch paper and his gaze followed the images as they took shape. Soon he stopped watching my pencil and looked at me, hunched over with my face hovering above my drawing and asked, “Why do you draw?” I stared at my paper, not daring to look in his eyes, “I draw because it makes me braver. Every time, before I draw I am afraid I will do it wrong- that it won’t look good. At first I did not show any one, but now I am brave enough to. Draw, draw, and practice drawing until you are brave.” I looked at him. He was staring at a smudge on his desk- he knew more about bravery than I did. To get off the reservation he would need to be brave. To overcome the stigmas against him he would need to be brave. To simply face each new day he would need to be brave. A harsh ring chimed the end of school, fourth graders and backpacks began to wave towards the door. We stood up. His young eyes studied mine for a moment and he whispered, “I will practice drawing.” He took one more look at me and asked, “And when are you coming back?” I shrugged; I did not know if I could come back, and if I could I did not know when. He nodded knowingly, his hair bounced stiff against his forehead. I can still see him walking out the doorway in his red school uniform; he looked so brave.
I do not question if I want to be a teacher, and I do not let others believe that I doubt my choice. When I think of being a teacher I see the students I worked with. Their coffee brown eyes, ember black hair, and high cheek bones all staring up at me- trusting what I say and sharing with me what they know. When I am in front of a classroom it is a chance to share, teach, and be taught. The excitement that enters a classroom when the subject matters is more than fulfilling – it is contagious. I think of the millions of other children: green eyes, black skin, and thin faces. Children sitting in stiff plastic chairs (children not even in chairs) staring at the smudges on their desks convinced that they can never be an artist, a doctor, a politician, and they are simply afraid to dream. I could not imagine anything in life more fulfilling than to be one of the bricks that helps to build children up – builds them up to be brave.
At first, when I told people I wanted to be a teacher they would cup my hand in theirs and say that I could be anything and should not “just” be a teacher. Then I would question myself. On the reservation I had experiences that made me want to find all of those people; shake their hand again; look them in the eye; and say yes, I am going to be a teacher as confidently as I say it now. My imagination could not dream of something more fulfilling. I learned every day from my students, what I said and did mattered, and I inspired others to be brave.
I firmly believe teaching is sharing knowledge not simply distributing it; I hope my students learned as much from me as I learned from them. One of my students was really confused with me- as a person. His brad switched the ground as he shook his head and looked at me again, “yah a Navajo?” I smiled at the question (my honey blond hair and strawberry cream skin) I must look odd to him, “no…” I said. He squinted his eyes and tried again, “but this da Navajo reservation; what yah doin’ here?” The question did not catch me off guard- I had expected it, “I came here because I wanted to be your teacher. I wanted to be with you.” He looked at the two second grade boys on either side of him as if to say did you hear that; she came here to be with me! With that he leaned back in his chair, “I’ll teach yah Navajo.” I smiled at his genuine token of friendship. Although the only Navajo I remember is Bilagaana (white person) I did learn: the colors of the west, the importance of community and the influence passion can have. I enjoy teaching because it is a chance for me to continue my own learning.
The things I said and did mattered. In one of my classes I asked the students to list colors that described Window Rock (a local natural monument). At first, it was like pulling teeth to get the students to think beyond just red and brown. I would not settle for that; within a few minutes the list began to snowball: sand brown, a scribble through fire engine red, an arrow connecting blue to the color of my shirt, and a circle around basketball orange. When the small chalk board was out of room I erased a portion and kept on writing. I called for more colors- there was silence. I almost dropped the chalk in my hand when I turned around. The students were leaning out into the aisle, standing up in the back row, gripping the edge of their desks- all their eyes were on me waiting for me to say what was next. In that instant I understood that what I was doing mattered: Window Rock, their color being written on the board, me (their teacher), and they (the students) all mattered. I enjoy teaching because it matters.
I learned that a teacher has the opportunity to help others become brave. It was my last day and most of the students were putting their books away while I sketched. The boy next to me leaned over his desk to watch. He shook his head no, making his straight black hair switch when I told him with practice he could draw better than I. My fingers continued to roll my pencil across the scratch paper and his gaze followed the images as they took shape. Soon he stopped watching my pencil and looked at me, hunched over with my face hovering above my drawing and asked, “Why do you draw?” I stared at my paper, not daring to look in his eyes, “I draw because it makes me braver. Every time, before I draw I am afraid I will do it wrong- that it won’t look good. At first I did not show any one, but now I am brave enough to. Draw, draw, and practice drawing until you are brave.” I looked at him. He was staring at a smudge on his desk- he knew more about bravery than I did. To get off the reservation he would need to be brave. To overcome the stigmas against him he would need to be brave. To simply face each new day he would need to be brave. A harsh ring chimed the end of school, fourth graders and backpacks began to wave towards the door. We stood up. His young eyes studied mine for a moment and he whispered, “I will practice drawing.” He took one more look at me and asked, “And when are you coming back?” I shrugged; I did not know if I could come back, and if I could I did not know when. He nodded knowingly, his hair bounced stiff against his forehead. I can still see him walking out the doorway in his red school uniform; he looked so brave.
I do not question if I want to be a teacher, and I do not let others believe that I doubt my choice. When I think of being a teacher I see the students I worked with. Their coffee brown eyes, ember black hair, and high cheek bones all staring up at me- trusting what I say and sharing with me what they know. When I am in front of a classroom it is a chance to share, teach, and be taught. The excitement that enters a classroom when the subject matters is more than fulfilling – it is contagious. I think of the millions of other children: green eyes, black skin, and thin faces. Children sitting in stiff plastic chairs (children not even in chairs) staring at the smudges on their desks convinced that they can never be an artist, a doctor, a politician, and they are simply afraid to dream. I could not imagine anything in life more fulfilling than to be one of the bricks that helps to build children up – builds them up to be brave.
PHY Notes
Chapter 1
Shared Sources of Knowledge
Authority: an accepted source of expert information or advice- trusting knowledge told to you
Intuition:the act or facility of knowing or sensing without the use of rational processes: not using regular 5 senses but have a hunch
Reason: capacity for logical, rational, and analytic thought- mathematics
Sensory data: knowledge obtained through senses- almost always trusted as truth
The Scientific MethodHypothesis: phenomenon or problem that can be tested
Theory: statement or principles devised to explain a group of facts or phenomena, especially that has been repeatedly tested and is widely accepted- theory of evolution
Law: a well-tested theory, so firm as to be unquestioned by science- law of gravity
Model: a schematic description of a system that can be used to father the study of its characteristics- model of an atom
Six “self-evident truths”1. Existence: a physical world separate and distinct form our minds- the chin’s man dream of being a butterfly (we are not living in a dream, but truly exist)
Actual watch
2. Causality: events in the world have a physical cause that can be explained- cause must always precede the effect (time traveler can “cause” death of parents)
Wheels that turn the hands
3. Position Symmetry: the laws of nature are the same everywhere in the universe- law of gravity works on African contienent, SF, and one galixy over
The second hand and the minute had tick constantly
4. Time Symmetry: the laws of nature have remained the same throughout time- Nuton’s laws are the same today
The time did not wear out throughout the entire day (seconds are the same am and pm)
5. Principle of Noncontradiction: Of two contradictory propositions, both cannot be true- theory of evolution or creationists (one truth assumption)
Either a little man lives in the clock and turns the wheels or the watch has a wheels that turn
6. Occam’s Razor: alternative explanation with the simplest explanation is chosen if it contains a completer explanation- theory that the sun revolved around the earth changed when the sensory data was discovered and the simple solar system was accepted
Not a little man living in the watch, but the small wheels turn the watch timer
The Universe Around Us
Interactions and ForceInteraction: (give rise to forces) any of the four (strong nuclear interaction, electromagnetic interaction, weak nuclear interaction, and gravity) ways in which elementary particles and bodies can influence each other
Force: a push or pull on an object. Felt by matter in accordance with attributes possessed by the matter
Four interactions in nature
1. Strong Nuclear Interaction: the interaction between nucleons that gives rise to the strong force (act on nucleons and quarks) most powerful force known but has a range so small that electromagnetic force dominates by the time we have increase the scale to the size of an atom- acts on quarks, binding them together into nucleons and also binding the nucleons together into atomic nuclei (nuclei do not fly apart only because the strong nuclear force is stronger than the electromagnetic)
2. Electromagnetic Interaction: the interaction between charged objects that gives rise to the electromagnetic force (act on charged particles) force that dominates the world in which we live- present in the nuclei as a repulsion between positively charged protons
3. Weak Nuclear Interaction: the interaction between nucleons that gives rise to the weak force
(act on nucleons and quarks) range so small that electromagnetic force dominates by the time we have increase the scale to the size of an atom- the only force that does not dominate at any scale- attempts to break nuclei apart
4. Gravity the interaction between anything with mass that gives rise the gravitational force (act on mass) increases slowly and steadily with increasing mass and becomes the dominant force when sizes we are considering are as large as planets or larger. As molecular assemblies increase in mass, the are eventaully held together by gravity instead of electromagnetism. Since gravity always pulls matter inward toward the center of the distribution, objects held together by gravity tend to have a round shape. For example earth is in the shape of a ball.
Force strength varies with distance. The relative strength listed here is what is felt by 2 protons sitting side-by-side (approximately 10 ^-15 m apart).
Force
Relative Strength
Range
Acts Upon
Nuclear Strong
10 ^38
Atomic Nuclei 10 ^ -15m
Nucleons
Electromagnetic
10 ^36
Earth Diameter 10 ^7m
Charged Matter
Nuclear Weak
10 ^25
Atomic Nuclei 10 ^-15m
Nucleons
Gravity
1
Entire universe 10 ^26m
Mass
Nuclear Interactions: The strong and weak forces
Atomic Nuclei: the positively charge central region on an atom (contains protons and neutrons or simply the nucleons)
Proton(nucleon): strongly interacting particle made up of three quarks (carry a positive electrical charge) in the nucleus of an atom and bound together by the strong nuclear force
Neutron (nucleon): composite, strongly-interacting particle made up of three quarks (carries no electrical charge) part of nucleus of atom and bound together by the strong nuclear force
Nucleon: generic name for either proton or neutron- so small that it would take on trillion lined up next to each other to reach across the head of a pin, but they are so dense that a pinhead-size ball made of nucleons packed next to each other would weigh about a million tons
Quark: elementary particles of which protons and neutrons consist (each nucleon contains 3) strong nuclear force acts on quarks and binds them together within the nucleons
Radioactive: term for nuclei that are susceptible to being changed or broken apart when under the influence of the various forces; rather than staying together from the strength of the strong nuclear force
The Electromagnetic Interaction
Electrons: elementary particle in atom (negatively charged) located outside of atomic nuclei. The average distance of the outermost electron from the nucleus is 100,000 times larger than its nucleus and most of that is simply empty space (if a nucleus were the size of a ballpoint pen tip, its surrounding atom would be the size of a football field)
Atom: fundamental unit of an element (nuclei and electrons bound together)
Elements: substance composed of atoms that have an identical number of protons in each nucleus and can be reduced to simpler substances by normal chemical means (nearly 100 natural elements on periodic table)
Molecules: atoms joined together, usually made up of more than one atom- table sugar molecule contains 12 carbon atoms, 22 hydrogen atoms, and 11 oxygen atoms
The Realm of the Gravitational Interaction
Solar System: the sun and all planets, comets, asteroids, and other bodies that orbit about it under the pull of gravity. (If the sun were an orange on the 50-yard line of a football field earth would be a BB 10 yards away and Neptune would be a marble 300 yards away on this scale all the material in the entire solar system combined would form a ball smaller than a grapefruit- most of space is empty space)
Chapter 2
Aristotle(1642-1727): concept of force being necessary to sustain all motion was thought to be true for nearly 2,000 years
Galileo Galilei: understood the law of inertia several decades before Isaac Newton
The first law of motion
Every object at rest, or in uniform motion, will remain in the state of uniform motion unless compelled to do otherwise by forces acting upon it- pulling a table cloth and seeing the dishes move (a car moving on ice does not have friction and therefore can move forward, and when the car turns a corner the passenger “slides” to the side but in reality the passenger is still moving forward due the first law of motion and is compelled to move sideways with the car )
Uniform Motion (uncelebrated motion): motion at a constant speed in a straight line
State of Uniform Motion: condition of an object when no unbalanced force acts upon it. A state of motion always refers to being at rest or in uniform motion.
Force: a push or pull on an object
Velocity and Acceleration
Velocity: the state of motion of an object; the distance in a paricular direction covered in a certain time and is mearused in miles per hour or meters per second (speed combined with the direction of the motion) use of arrow to show direction
Acceleration: (caused by force) rate of change of velocity per unit time; the rate at which speed or direction changes and measured in miles per hour per second or meters per second per second (change of velocity divided by the time required for the change)use of arrow to show direction
Force: Interduction to the second Law of Motion
Force: is that it is a push or a pull, exerted by one object on another with direction and several forces can act on one object. force is measured in punds or newtons
Net Force: the total force acting on an object; two people pushing one cart in the same direction increase the net force while two people pushing one cart in oposite directions decreases net force.
unbalanced forces: portion of the total force that is unopposed by other forces and so will cause an acceleration; the net force is NOT zero. This happens when ever an object moves faster, slower, changes direction, or experiences any combination of speed and directional changes.
Centraipetal acceleration: toward a center (air-hockey puck slides in a circle when acceleration is sideways and velocity is forward)
Mass
Mass: the characteristic of a body which determines how much it accelerates when a force is applied; a LARGER truck and a SMALLER car is a measure of mass
Weight: meausre of the force of gravity pulling on an object; changes with location
The Second Law of Motion
Force= mass x acceleartion or F=ma sometime written a=f/m
ex: an object that has a mass of 100 kilograms is pushed by a force that causes it to accelerate at a rate of 5 meters per second every second translates to 500 newtons=100 kilograms x 5 meters per second every second
THE THIRD LAW OF MOTION
3rd law of motion: forces occure only when 2 things interact with each other (car can accelearte only if its wheels touch teh road and push against it- interaction between the tires and pavement) All forces result from interactions between pairs of objects, each object exerting a force on the other. The two resulting forces have the same strength and act in exactly opposite directions.
equation: force of you on Earth= force of earth on you combined with the 2nd law it is stated earth's mas x earth's acceleration = your mass x your acceleartion, the earth is 10^23 times bigger than me and so the force is 10^23 times less than mine (an amount too small to measure) but assume I slip on a banana peel on my way to class the equatio becomes: force of you on teh banana peel = force of the banana peel on you or banana peel's mass x banana peel's acceleration = your mass x your acceleration, this time the banana peel has 1/1000 of my mass and the acceleration backwards must be 1000 times more than mine forward to balance the equation- meaning I fall over.
Chapter 3
Falling Objects the spped increase at a set rate (baseball off a clif fell for the first second 9.8m/sec, at the second 19.6m/sec, at the third 29.4m/sec, so on
tossed object: the amount of acceleration is the same as before but first second the ball's speed is 35-9.8=15.4m/sec, the second the ball's speed is 25.2-9.8=15.4m/sec; the thritd the ball's speed is 5.6m/sec, and just after 4 seconds in the air its direction changed and the speed is now 5.6-9.8=4.2m/sec downward
Uniform Acceleration
g: the symbol representing the acceleration caused by gravity. it is equal to 22 mi/hour per second or 32 ft/second per second or 9.8m/second per second depending on the units.
acceleration: The acceleration caused by gravity is constant regardless of the direction of the motion (up/down/sideways) the rate a cannonball slows while traveling upwards is teh same rate ait speeds up when coming down; objects all fall at teh same rate of acceleration regardless of their weight (ignoring the resistance from air)
Weight and Acceleration
weight: the force of gravity on an object; w=mg or weight=mass x acceleration caused by gravity (if the mass of 1 object is 2x the mass of another its weight is exactly twice as great)
the weight does not affect the acceleration of objects, but the force on the boulder has to be greater than the force on the rock to equal the acceleration. F=ma
CIRCULAR MOTION AND THE MOON'S ORBIT
1. the force of Earth's gravity on the Moon is essentially perpendicular to the Moon's velocity. Newton's idea to fire a large cannon off a huge, massive, really tall mountain that would have enough hight that it would send the cannon ball around the earth, because unlike a shorter cannon fire it would never hit the surface of the earth, but suddenly be in motion
2. the force of gravity diminishes with distance as 1/d^2 where "d" is the distance between the centers of any two gravitating bodies: earth and an apple on the one hand, or earth and the moon on the other.
GRAVITY AND THE THRID LAW OF MOTIONbecause the moon has a mass (although small compairativly) it causes the earth to wobbel in and out of its orbit around the sun, always pulling towards the side the moon is on- newton's second law f=ma and thrid law for interaction
THE LAW OF UNIVERSAL GRAVITATION
law of gravity: every object in the universe attracts other objects by a long-range gravitational interaction that obeys Newton's Third Law. The strength of the attractive force, F, varies with the masses. M and m, of the two objects and teh distance, d, between their centers according to teh relationship [f=GmM/d^2]
gravitational constant: (represented by G) number relating the strenght of the gravitational force to the masses being attracted and their distance apart (very small 6.67x10^-11) the gravitation force between 2 100-kilogram balls placed 30 centimeters apart is 1millionth of a pound- if one of the interacting objects has a large mass, like earth, does the force become appreciable.
Henry Cavendish: british scientist knkown for his work with hydrogen and his experiment that measured the gravitational force between two masses in order to calculate the density of the earth (2 small gold/platinum spherees mounted on opposite ends of a lightweight metal bar suspended in teh middle by a very fine wire. the wire has a mirror mounted in the middle of it. a focused light beam reflects off the mirror and onto a scale across the room. 2 large lead spheres were brought near teh small spheres, te gravitational attraction between teh samll and large spheres twisted teh wire just enoug to move the light spot on the scale. force required to twist the wire was determined, teh force between teh large and small spheres was inferred, adn the universal law of gravitation was used to calculate G
ACCELERATION REVISTED
force of gravity is increases as the objects gets closer (ball falling off a cliff will be stronger near the base of the cliff)even a cliff 10 miles high, the difference in the force of gravity and resultant acceleration is not significant
[G (mass of Earth)][1kg][0.0027] [G (mass of Earth)][1kg] =difference in the -________________________________ - _______________________ foce felt by 1-kilogram (6378)^2 (6379)^2 newtons rock between
top/bottom of cliff
only consider the 1/d^x decrease for objects like rocket ships, satellites, and the moon
treating a value as constant because it does not change significantly over teh area of interest is a common practice in science
GRAVITY AND CURVED SPACE-TIME
General Theory of Relativity (from Albert Einstein): description of gravity taht was published in 1915. this theory explains the relationship between teh geomtry of space and teh flow of time in our Universe
ways to measure gravity
1. Newton's second law F=ma, mass to be measured by seeing how an object accelerates when pushed
2. Newton's law of gravity, mass to be measured independently through force Earth exerts on it
Nothing in Newton's lwas requires taht those masses have the same value- guided by Occam's razor, hypothesized those masses are the same
gravity: a geometric effect arising from connection between space, time, and matter
space and time: space-time (ruber sheet across a frame and a heavy ball in the middel. the ball bearing causes teh sheet to sag so that a small bead rolling on the edge will naturally curve around in a circle- moon around the sun)
Shared Sources of Knowledge
Authority: an accepted source of expert information or advice- trusting knowledge told to you
Intuition:the act or facility of knowing or sensing without the use of rational processes: not using regular 5 senses but have a hunch
Reason: capacity for logical, rational, and analytic thought- mathematics
Sensory data: knowledge obtained through senses- almost always trusted as truth
The Scientific MethodHypothesis: phenomenon or problem that can be tested
Theory: statement or principles devised to explain a group of facts or phenomena, especially that has been repeatedly tested and is widely accepted- theory of evolution
Law: a well-tested theory, so firm as to be unquestioned by science- law of gravity
Model: a schematic description of a system that can be used to father the study of its characteristics- model of an atom
Six “self-evident truths”1. Existence: a physical world separate and distinct form our minds- the chin’s man dream of being a butterfly (we are not living in a dream, but truly exist)
Actual watch
2. Causality: events in the world have a physical cause that can be explained- cause must always precede the effect (time traveler can “cause” death of parents)
Wheels that turn the hands
3. Position Symmetry: the laws of nature are the same everywhere in the universe- law of gravity works on African contienent, SF, and one galixy over
The second hand and the minute had tick constantly
4. Time Symmetry: the laws of nature have remained the same throughout time- Nuton’s laws are the same today
The time did not wear out throughout the entire day (seconds are the same am and pm)
5. Principle of Noncontradiction: Of two contradictory propositions, both cannot be true- theory of evolution or creationists (one truth assumption)
Either a little man lives in the clock and turns the wheels or the watch has a wheels that turn
6. Occam’s Razor: alternative explanation with the simplest explanation is chosen if it contains a completer explanation- theory that the sun revolved around the earth changed when the sensory data was discovered and the simple solar system was accepted
Not a little man living in the watch, but the small wheels turn the watch timer
The Universe Around Us
Interactions and ForceInteraction: (give rise to forces) any of the four (strong nuclear interaction, electromagnetic interaction, weak nuclear interaction, and gravity) ways in which elementary particles and bodies can influence each other
Force: a push or pull on an object. Felt by matter in accordance with attributes possessed by the matter
Four interactions in nature
1. Strong Nuclear Interaction: the interaction between nucleons that gives rise to the strong force (act on nucleons and quarks) most powerful force known but has a range so small that electromagnetic force dominates by the time we have increase the scale to the size of an atom- acts on quarks, binding them together into nucleons and also binding the nucleons together into atomic nuclei (nuclei do not fly apart only because the strong nuclear force is stronger than the electromagnetic)
2. Electromagnetic Interaction: the interaction between charged objects that gives rise to the electromagnetic force (act on charged particles) force that dominates the world in which we live- present in the nuclei as a repulsion between positively charged protons
3. Weak Nuclear Interaction: the interaction between nucleons that gives rise to the weak force
(act on nucleons and quarks) range so small that electromagnetic force dominates by the time we have increase the scale to the size of an atom- the only force that does not dominate at any scale- attempts to break nuclei apart
4. Gravity the interaction between anything with mass that gives rise the gravitational force (act on mass) increases slowly and steadily with increasing mass and becomes the dominant force when sizes we are considering are as large as planets or larger. As molecular assemblies increase in mass, the are eventaully held together by gravity instead of electromagnetism. Since gravity always pulls matter inward toward the center of the distribution, objects held together by gravity tend to have a round shape. For example earth is in the shape of a ball.
Force strength varies with distance. The relative strength listed here is what is felt by 2 protons sitting side-by-side (approximately 10 ^-15 m apart).
Force
Relative Strength
Range
Acts Upon
Nuclear Strong
10 ^38
Atomic Nuclei 10 ^ -15m
Nucleons
Electromagnetic
10 ^36
Earth Diameter 10 ^7m
Charged Matter
Nuclear Weak
10 ^25
Atomic Nuclei 10 ^-15m
Nucleons
Gravity
1
Entire universe 10 ^26m
Mass
Nuclear Interactions: The strong and weak forces
Atomic Nuclei: the positively charge central region on an atom (contains protons and neutrons or simply the nucleons)
Proton(nucleon): strongly interacting particle made up of three quarks (carry a positive electrical charge) in the nucleus of an atom and bound together by the strong nuclear force
Neutron (nucleon): composite, strongly-interacting particle made up of three quarks (carries no electrical charge) part of nucleus of atom and bound together by the strong nuclear force
Nucleon: generic name for either proton or neutron- so small that it would take on trillion lined up next to each other to reach across the head of a pin, but they are so dense that a pinhead-size ball made of nucleons packed next to each other would weigh about a million tons
Quark: elementary particles of which protons and neutrons consist (each nucleon contains 3) strong nuclear force acts on quarks and binds them together within the nucleons
Radioactive: term for nuclei that are susceptible to being changed or broken apart when under the influence of the various forces; rather than staying together from the strength of the strong nuclear force
The Electromagnetic Interaction
Electrons: elementary particle in atom (negatively charged) located outside of atomic nuclei. The average distance of the outermost electron from the nucleus is 100,000 times larger than its nucleus and most of that is simply empty space (if a nucleus were the size of a ballpoint pen tip, its surrounding atom would be the size of a football field)
Atom: fundamental unit of an element (nuclei and electrons bound together)
Elements: substance composed of atoms that have an identical number of protons in each nucleus and can be reduced to simpler substances by normal chemical means (nearly 100 natural elements on periodic table)
Molecules: atoms joined together, usually made up of more than one atom- table sugar molecule contains 12 carbon atoms, 22 hydrogen atoms, and 11 oxygen atoms
The Realm of the Gravitational Interaction
Solar System: the sun and all planets, comets, asteroids, and other bodies that orbit about it under the pull of gravity. (If the sun were an orange on the 50-yard line of a football field earth would be a BB 10 yards away and Neptune would be a marble 300 yards away on this scale all the material in the entire solar system combined would form a ball smaller than a grapefruit- most of space is empty space)
Chapter 2
Aristotle(1642-1727): concept of force being necessary to sustain all motion was thought to be true for nearly 2,000 years
Galileo Galilei: understood the law of inertia several decades before Isaac Newton
The first law of motion
Every object at rest, or in uniform motion, will remain in the state of uniform motion unless compelled to do otherwise by forces acting upon it- pulling a table cloth and seeing the dishes move (a car moving on ice does not have friction and therefore can move forward, and when the car turns a corner the passenger “slides” to the side but in reality the passenger is still moving forward due the first law of motion and is compelled to move sideways with the car )
Uniform Motion (uncelebrated motion): motion at a constant speed in a straight line
State of Uniform Motion: condition of an object when no unbalanced force acts upon it. A state of motion always refers to being at rest or in uniform motion.
Force: a push or pull on an object
Velocity and Acceleration
Velocity: the state of motion of an object; the distance in a paricular direction covered in a certain time and is mearused in miles per hour or meters per second (speed combined with the direction of the motion) use of arrow to show direction
Acceleration: (caused by force) rate of change of velocity per unit time; the rate at which speed or direction changes and measured in miles per hour per second or meters per second per second (change of velocity divided by the time required for the change)use of arrow to show direction
Force: Interduction to the second Law of Motion
Force: is that it is a push or a pull, exerted by one object on another with direction and several forces can act on one object. force is measured in punds or newtons
Net Force: the total force acting on an object; two people pushing one cart in the same direction increase the net force while two people pushing one cart in oposite directions decreases net force.
unbalanced forces: portion of the total force that is unopposed by other forces and so will cause an acceleration; the net force is NOT zero. This happens when ever an object moves faster, slower, changes direction, or experiences any combination of speed and directional changes.
Centraipetal acceleration: toward a center (air-hockey puck slides in a circle when acceleration is sideways and velocity is forward)
Mass
Mass: the characteristic of a body which determines how much it accelerates when a force is applied; a LARGER truck and a SMALLER car is a measure of mass
Weight: meausre of the force of gravity pulling on an object; changes with location
The Second Law of Motion
Force= mass x acceleartion or F=ma sometime written a=f/m
ex: an object that has a mass of 100 kilograms is pushed by a force that causes it to accelerate at a rate of 5 meters per second every second translates to 500 newtons=100 kilograms x 5 meters per second every second
THE THIRD LAW OF MOTION
3rd law of motion: forces occure only when 2 things interact with each other (car can accelearte only if its wheels touch teh road and push against it- interaction between the tires and pavement) All forces result from interactions between pairs of objects, each object exerting a force on the other. The two resulting forces have the same strength and act in exactly opposite directions.
equation: force of you on Earth= force of earth on you combined with the 2nd law it is stated earth's mas x earth's acceleration = your mass x your acceleartion, the earth is 10^23 times bigger than me and so the force is 10^23 times less than mine (an amount too small to measure) but assume I slip on a banana peel on my way to class the equatio becomes: force of you on teh banana peel = force of the banana peel on you or banana peel's mass x banana peel's acceleration = your mass x your acceleration, this time the banana peel has 1/1000 of my mass and the acceleration backwards must be 1000 times more than mine forward to balance the equation- meaning I fall over.
Chapter 3
Falling Objects the spped increase at a set rate (baseball off a clif fell for the first second 9.8m/sec, at the second 19.6m/sec, at the third 29.4m/sec, so on
tossed object: the amount of acceleration is the same as before but first second the ball's speed is 35-9.8=15.4m/sec, the second the ball's speed is 25.2-9.8=15.4m/sec; the thritd the ball's speed is 5.6m/sec, and just after 4 seconds in the air its direction changed and the speed is now 5.6-9.8=4.2m/sec downward
Uniform Acceleration
g: the symbol representing the acceleration caused by gravity. it is equal to 22 mi/hour per second or 32 ft/second per second or 9.8m/second per second depending on the units.
acceleration: The acceleration caused by gravity is constant regardless of the direction of the motion (up/down/sideways) the rate a cannonball slows while traveling upwards is teh same rate ait speeds up when coming down; objects all fall at teh same rate of acceleration regardless of their weight (ignoring the resistance from air)
Weight and Acceleration
weight: the force of gravity on an object; w=mg or weight=mass x acceleration caused by gravity (if the mass of 1 object is 2x the mass of another its weight is exactly twice as great)
the weight does not affect the acceleration of objects, but the force on the boulder has to be greater than the force on the rock to equal the acceleration. F=ma
CIRCULAR MOTION AND THE MOON'S ORBIT
1. the force of Earth's gravity on the Moon is essentially perpendicular to the Moon's velocity. Newton's idea to fire a large cannon off a huge, massive, really tall mountain that would have enough hight that it would send the cannon ball around the earth, because unlike a shorter cannon fire it would never hit the surface of the earth, but suddenly be in motion
2. the force of gravity diminishes with distance as 1/d^2 where "d" is the distance between the centers of any two gravitating bodies: earth and an apple on the one hand, or earth and the moon on the other.
GRAVITY AND THE THRID LAW OF MOTIONbecause the moon has a mass (although small compairativly) it causes the earth to wobbel in and out of its orbit around the sun, always pulling towards the side the moon is on- newton's second law f=ma and thrid law for interaction
THE LAW OF UNIVERSAL GRAVITATION
law of gravity: every object in the universe attracts other objects by a long-range gravitational interaction that obeys Newton's Third Law. The strength of the attractive force, F, varies with the masses. M and m, of the two objects and teh distance, d, between their centers according to teh relationship [f=GmM/d^2]
gravitational constant: (represented by G) number relating the strenght of the gravitational force to the masses being attracted and their distance apart (very small 6.67x10^-11) the gravitation force between 2 100-kilogram balls placed 30 centimeters apart is 1millionth of a pound- if one of the interacting objects has a large mass, like earth, does the force become appreciable.
Henry Cavendish: british scientist knkown for his work with hydrogen and his experiment that measured the gravitational force between two masses in order to calculate the density of the earth (2 small gold/platinum spherees mounted on opposite ends of a lightweight metal bar suspended in teh middle by a very fine wire. the wire has a mirror mounted in the middle of it. a focused light beam reflects off the mirror and onto a scale across the room. 2 large lead spheres were brought near teh small spheres, te gravitational attraction between teh samll and large spheres twisted teh wire just enoug to move the light spot on the scale. force required to twist the wire was determined, teh force between teh large and small spheres was inferred, adn the universal law of gravitation was used to calculate G
ACCELERATION REVISTED
force of gravity is increases as the objects gets closer (ball falling off a cliff will be stronger near the base of the cliff)even a cliff 10 miles high, the difference in the force of gravity and resultant acceleration is not significant
[G (mass of Earth)][1kg][0.0027] [G (mass of Earth)][1kg] =difference in the -________________________________ - _______________________ foce felt by 1-kilogram (6378)^2 (6379)^2 newtons rock between
top/bottom of cliff
only consider the 1/d^x decrease for objects like rocket ships, satellites, and the moon
treating a value as constant because it does not change significantly over teh area of interest is a common practice in science
GRAVITY AND CURVED SPACE-TIME
General Theory of Relativity (from Albert Einstein): description of gravity taht was published in 1915. this theory explains the relationship between teh geomtry of space and teh flow of time in our Universe
ways to measure gravity
1. Newton's second law F=ma, mass to be measured by seeing how an object accelerates when pushed
2. Newton's law of gravity, mass to be measured independently through force Earth exerts on it
Nothing in Newton's lwas requires taht those masses have the same value- guided by Occam's razor, hypothesized those masses are the same
gravity: a geometric effect arising from connection between space, time, and matter
space and time: space-time (ruber sheet across a frame and a heavy ball in the middel. the ball bearing causes teh sheet to sag so that a small bead rolling on the edge will naturally curve around in a circle- moon around the sun)
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