I have updated the class notes for “Power Transmission” and posted them on the Unit 4 Page. All the page numbers should now match the new text, let me know if there are any errors.
There is a unit guide available here with a breakdown of topics, reading, key examples and diagrams and practice questions. It will continue to grow and evolve so it may be an idea to bookmark it.

Solutions for your practice exam are available. Come and see me if you want a copy.

The Age Education

There are only a few weeks to go until ‘Written examination 1’, and you are probably wondering what you can do to prepare.

There are some useful hints and recommendations in here. Definitely worth a read. Written by
Melanie Lane who is an assessor and teaches physics at Melbourne Girls Grammar.

The stuff we recorded in class matched to the slides plus some bonus diagrams for good measure. Can be viewed online or downloaded from here

You’ve got some data collected so now what?
Making sense of data can be challenging. Generally you’re looking for any relationship or trend that may exist between the quantities you measured. Relationships are useful because they can be used to predict things in future. e.g. “if we use this much force it will stretch by this amount” or “if we use this much force it will break” or whatever. Now relationships can be very hard to identify from a table of data. So, to repeat the question, now what?

1. Human beings have a strong visual bent so graphing those numbers is a productive next step. A spreadsheet or graphing calculator can relieve at least some (if not all) of the heavy lifting and produce a neat presentable product.
2. Use your knowledge of mathematics to assess the graph you now see. Is it linear? Quadratic? Exponential? Logarithmic? Inverse square? Is there a relationship at all? Back to the spreadsheet/calculator and judicious use of the regression function to find the best fit. (R squared value anyone?)
3. Use the information from the regression to find any constants of proportionality. e.g. Force on the vertical and extension on the horizontal. Looking at a straight line? Hey! Gradient is the spring constant!

Biggest headache for most is trying to justify or explain why things may not fit as well as you think they should. Hint : go back and examine the variables, constants and assumptions. What did you assume was constant? What did you assume would have no effect? Respected scientists question their current thinking in search of better answers and if you don’t have the time or funds to pursue it yourself at the very least you recommend a way forward for others.
Back to your snake…
Get your data, graph it, analyse it
Use the formula and the relationship from your graph to get an approximate value for the Young Modulus of your snake
Recommend the way forward for someone who may wish to further the investigation.
This online activity may help as a refresher

Originally uploaded by “Mr Robinson”

Here are the pictures taken in class of the simple structures you created. Remember when the structure is under load (example shown) you need to be able to identify which parts are under tension and which are under compression. This is easy to do with Flickr (where the photos are currently being hosted) by clicking the “add note” button at the top left hand corner of the image, dragging the box to the desired location and typing in the details. When others roll their mouse of the relevant sections they are greeted with your little pop up comment.
For convenience the pictures have also been uploaded to Picasa and shared. Downer is Picasa doesn’t have the cool “add note” feature but if you already have an account with Google (e.g.GMail) it’s part of the package.

Learning activity

Now you know what some basic structures look like, build a portfolio of between 4 and 6 photos (although you can have more if you wish) showing different simple structures in use. Don’t forget the arch is also a great structure to include. Mark the primary load point on the structure and indicate areas of compression and tension. Identify the material the structure is made of suggest why it was chosen for the task. Share your annotate portfolio with other students using Picasa, Flickr or some other tool.

I have created an online quiz covering some of the basic terms, definitions and concepts of the Motion unit. Click here to go to the quiz. When you press submit your answers will be sent to a spreadsheet where I can check them and then provide feedback.

Different disciplines require different approaches, different ways of “thinking” if you like. The same applies when it comes to “learning” or “studying” in different disciplines. I have been studying/learning science for a good few years and this is what I used to get me through.

1. Get all materials
   
   • Check textbook and textbook CD (if there is one)
   • Visit class website or online learning space
   • Obtain or bookmark any relevant online materials including course outlines, notes, links and media (podcasts etc)
2. Learn key terms and definitions
• You just flat out have to know them
• You can’t participate in conversations unless you know what they are (can’t talk like a scientist)
• You can’t understand questions on a test paper either

3. Build a concept map (use paper, sticky notes, computer, thumbnail dipped in tar, whatever - just do it!)
• Yes. It’s hard to start with. You’re learning. But anything of value is worth working for. Stick with it. Persistence is a Habit of Mind
• Start by putting all of the definitions you came up with in step 2 on your map and start to join them together where you can. As you learn more it gets richer.
• Review your notes and other things you do in class regularly adding examples, charts etc to your map where relevant

4. Read examples and do practice problems
• Your text book is a good place to start. It will focus on your understanding of the concepts and will provide worked examples to help you get started
• Trying exam type questions is also important. There’s a “style and lingo” you need to be familiar with (see step 2). Get past papers if possible or get other supplementary material to meet this need (study books etc)
5. Ask better questions of teachers/tutors/whoever
• “I don’t get it” gives someone who is trying to help you nothing to go on.
  “Don’t get what?”
  “Where do you want me to start?”
  Remember if you want someone’s help don’t make it hard (for them to help you)
• The better you are at outlining the problem the better and more satisfying the solution is going to be
• Don’t leave it to the last minute. You’re brain needs time to absorb it (best with sleep) and whoever is helping you won’t feel rushed

Final word - Nothing works unless you do.
Share your tips as comments.

Well done team. I think we put forward a fairly strong case to keep the Luna Park excursion running. Forward your presentation materials through to me and I will combine it with the video to form a “fantastic multimedia package”. The ride worksheets that you used to guide your investigations will be collected this week and don’t stress if they’re not super neat.
Some good news. I have received the DVD of video and data that was collected at Luna Park. We can make time to check it out this week.

We’ve done the Luna Park thing for a few years and the time has come again to justify why we go. Excursions cost the organisation money. There’s no way around it. You guys are out of the school, classes need to be replaced, buses run, entry paid etc.
Is it value for money as a learning experience?
The burden of proof lies with us.
A member of the leadership team will be attending class next Friday afternoon to listen to your presentations.
I have created a page on the wiki with further details, criteria and helpful information (like how to make effective presentations).