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<channel>
	<title>BaslerCast</title>
	<atom:link href="http://access.aasd.k12.wi.us/wp/baslerdale/feed/" rel="self" type="application/rss+xml" />
	<link>http://access.aasd.k12.wi.us/wp/baslerdale</link>
	<description>Science class when you’re not in class</description>
	<lastBuildDate>Fri, 09 Dec 2011 13:40:11 +0000</lastBuildDate>
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		<title>Crazy 245ft Ski Jump!</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/crazy-245ft-ski-jump/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/crazy-245ft-ski-jump/#comments</comments>
		<pubDate>Fri, 09 Dec 2011 13:40:10 +0000</pubDate>
		<dc:creator>Unstoppable Force</dc:creator>
				<category><![CDATA[Physics]]></category>
		<category><![CDATA[Projectiles]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3266</guid>
		<description><![CDATA[I searched &#8220;Insane Ski Jumps&#8221; and stumbled on this video.
After watching this incredible performance, I decided I would take it to the next step.  I wanted to see if the Physics we learned in class can be applied to this video, so i tried it out.
The Information Given:
The height is 245 ft which equates to [...]]]></description>
			<content:encoded><![CDATA[<p>I searched &#8220;Insane Ski Jumps&#8221; and stumbled on this video.</p>
<a href="http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/crazy-245ft-ski-jump/"><p><em>Click here to view the embedded video.</em></p></a>
<p>After watching this incredible performance, I decided I would take it to the next step.  I wanted to see if the Physics we learned in class can be applied to this video, so i tried it out.</p>
<p>The Information Given:</p>
<p>The height is 245 ft which equates to around 74.67 meters.</p>
<p>The slope of the decending angle is around 30 degrees.</p>
<p><a rel="attachment wp-att-3297" href="http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/crazy-245ft-ski-jump/physics-skier-2/"><img class="aligncenter size-full wp-image-3297" src="http://access.aasd.k12.wi.us/wp/baslerdale/files/2011/11/Physics-Skier1.png" alt="Physics-Skier" width="639" height="389" /></a></p>
<p>I estimated the Initial Velocity to be around 3 m/s.</p>
<p>From here I Came up with this formula.<br />
Yf= 1\2(-9.8)(t^2)+Vi(t)+74.67m (what is Vi)<br />
Since this is a quadratic equation, I solve for (t) by using the quadratic formula.</p>
<p>(t) came out to be about 4.22s. If you watch the video from the time he jumps till he hits the ground, it come out to be about 4 seconds, so the physics does work out pretty well in this scenario.</p>
<p>But I didn&#8217;t stop there, my physics craving brain took another step forward. It wanted to know how far the skier traveled horizontally. Lucky, we just learned this in class so I was able to calculate this with ease.</p>
<p>Since I know the angle is 30 degrees and the hypotenuse is 3, I used the Equation sin 30= x\3. This gave me the vertical velocity<br />
of 1.5 m/s. Then, from here I used the Pythagorean theorem to discoved the horizontal Velocity, which was about 2.59m/s.<br />
Since I know both the horizontal velocity, and the time it took the skier to reach the bottom, I am able to find the Change in Horizontal Distance by multiplying the two.<br />
4.22(s) * 2.59(m/s) =10.928(m)!<br />
There you have it! It took this guy 4.22(s) to reach the bottom, and he ended up about 11(m) further than he began!!!</p>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Beyond Photo Analysis</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/beyond-photo-analysis/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/beyond-photo-analysis/#comments</comments>
		<pubDate>Fri, 09 Dec 2011 13:38:48 +0000</pubDate>
		<dc:creator>bytheworkovertimeofgreyskull</dc:creator>
				<category><![CDATA[Physics]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3410</guid>
		<description><![CDATA[This video is essentially the photo analysis problem we could do for class, but much, much cooler.
As you can see, the video is awesome. How the video works is due to the speed at which the pump pumps out water and the refresh rate of the strobe light in the background. As seen in the end [...]]]></description>
			<content:encoded><![CDATA[<p>This video is essentially the photo analysis problem we could do for class, but much, much cooler.</p>
<a href="http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/beyond-photo-analysis/"><p><em>Click here to view the embedded video.</em></p></a>
<p>As you can see, the video is awesome. How the video works is due to the speed at which the pump pumps out water and the refresh rate of the strobe light in the background. As seen in the end of the video the drops are not slowing down or stopping, but the strobe light makes the drops appear to be stopping. The drops that appear to be falling in slow motion are actually completely different drops every second. The first drop is replaced by another one down the line but our eyes perceive it to be standing still. To learn more about the experiment click <a href="http://people.cornellcollege.edu/dsherman/waterdrops.html">here</a>.</p>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Space Shuttle Launch</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/space-shuttle-launch/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/space-shuttle-launch/#comments</comments>
		<pubDate>Fri, 09 Dec 2011 13:37:45 +0000</pubDate>
		<dc:creator>NeedForLightSpeed</dc:creator>
				<category><![CDATA[Physics]]></category>
		<category><![CDATA[acceleration]]></category>
		<category><![CDATA[energy]]></category>
		<category><![CDATA[force]]></category>
		<category><![CDATA[gravity]]></category>
		<category><![CDATA[Newton]]></category>
		<category><![CDATA[space]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3502</guid>
		<description><![CDATA[We are talking a lot about the force of gravity in class and I thought it would be cool to see how much energy it would take to escape it. Each of the 2 booster uses 1,100,000 pounds of propellant and the space ships external fuel tank carries 146,182 gallons of oxygen and 395,592 of liquid [...]]]></description>
			<content:encoded><![CDATA[<p>We are talking a lot about the force of gravity in class and I thought it would be cool to see how much energy it would take to escape it. Each of the 2 booster uses 1,100,000 pounds of propellant and the space ships external fuel tank carries 146,182 gallons of oxygen and 395,592 of liquid hydrogen. Almost all of this fuel is gone when the shuttle escapes Earth&#8217;s atmosphere. The fuel propels the shuttle to 17,500 mph and costs 450 million dollars. The actual thrust that is needed to lift off is 7.779 million or 34,602,715 newtons . I think that this video capture that energy.</p>
<a href="http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/09/space-shuttle-launch/"><p><em>Click here to view the embedded video.</em></p></a>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Projectile Motion Problem</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/05/projectile-motion-problem/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/05/projectile-motion-problem/#comments</comments>
		<pubDate>Mon, 05 Dec 2011 23:35:59 +0000</pubDate>
		<dc:creator>corn</dc:creator>
				<category><![CDATA[Physics]]></category>
		<category><![CDATA[projectile motion]]></category>
		<category><![CDATA[velocity]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3501</guid>
		<description><![CDATA[This site gives different problems of projectile motion and gives equations to solve them. They use a different method to solving a projectile problem than what we have learned in class. The way I would have solved Problem Type Two (B)  is I would have found the cosine and sine to find the horizontal and vertical [...]]]></description>
			<content:encoded><![CDATA[<p>This <a href="http://www.physicsclassroom.com/class/vectors/u3l2e.cfm">site gives different problems of projectile motion</a> and gives equations to solve them. They use a different method to solving a projectile problem than what we have learned in class. The way I would have solved Problem Type Two (B)  is I would have found the cosine and sine to find the horizontal and vertical velocities. Then to find the time I would use the quadratic equation. To find the peak of the flight you would use the distance formula but divide the time in half.</p>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Forces Recap of what we learned so far</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/05/forces-recap-of-what-we-learned-so-far/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/05/forces-recap-of-what-we-learned-so-far/#comments</comments>
		<pubDate>Mon, 05 Dec 2011 13:33:44 +0000</pubDate>
		<dc:creator>wiiii</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[forces]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3512</guid>
		<description><![CDATA[Have you ever felt like you are not getting what force is all about? or feel confused at times? well this is a great video to recap all the different type of forces. This video pretty much goes through everything we learned so far about force and there are some good examples in this video [...]]]></description>
			<content:encoded><![CDATA[<p>Have you ever felt like you are not getting what force is all about? or feel confused at times? well this is a great video to recap all the different type of forces. This video pretty much goes through everything we learned so far about force and there are some good examples in this video that would help us to recall about different type of forces on any test.</p>
<p>I believe everyone should watch it at least once to make sure that we really, truly know what are different type of forces.</p>
<a href="http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/05/forces-recap-of-what-we-learned-so-far/"><p><em>Click here to view the embedded video.</em></p></a>
]]></content:encoded>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Da Vinci&#8217;s Machines</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/da-vincis-machines/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/da-vincis-machines/#comments</comments>
		<pubDate>Sat, 03 Dec 2011 03:32:06 +0000</pubDate>
		<dc:creator>physicsfreak</dc:creator>
				<category><![CDATA[Physics]]></category>
		<category><![CDATA[forces]]></category>
		<category><![CDATA[machines]]></category>
		<category><![CDATA[Pulleys]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3459</guid>
		<description><![CDATA[In 2009, the Mayborn Museum of  Waco, Texas put on a temporary display including forty of Leonardo  da Vinci&#8217;s most incredible machines. The famous scientist, inventor, and artist constructed many machines, all of which required a knowledge of physics to both design and create.  In Machines in Motion, a short video-clip  from the exhibit , [...]]]></description>
			<content:encoded><![CDATA[<p>In 2009, the Mayborn Museum of  Waco, Texas put on a temporary display including forty of Leonardo  da Vinci&#8217;s most incredible machines. The famous scientist, inventor, and artist constructed many machines, all of which required a knowledge of physics to both design and create.  In <a href="http://www.youtube.com/watch?v=DCxtc9XuhRc&amp;feature=related">Machines in Motion</a>, a short video-clip  from the exhibit , you can see the way that each machine was designed and its intended use.  Some of the museum-goers are demonstrating how force works by pushing and pulling the machines in certain ways. One example from the footage that I thought best captured the ideas that we had just learned in our classroom begins at :55 seconds. This pulley-system reminded me of the one we had to deal with from our force diagrams worksheet. While all of the designs are very interesting, I think the pulley-systems that appear in the video are most fascinating to me because of the lengthy class discussions we had about them just yesterday and today. Which is your favorite?</p>
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		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>NeoCube!</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/neocube/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/neocube/#comments</comments>
		<pubDate>Sat, 03 Dec 2011 03:27:43 +0000</pubDate>
		<dc:creator>Nikki Neutron</dc:creator>
				<category><![CDATA[Physics]]></category>
		<category><![CDATA[electromagnet]]></category>
		<category><![CDATA[forces]]></category>
		<category><![CDATA[magnetism]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3464</guid>
		<description><![CDATA[The NeoCube is a magnetic cube puzzle that has billions of solutions! How this is possible? The cube is magnetic all the magnets attract one another making it possible to create billions of designs and shapes. Most importantly it uses magnetisim. I found this to relate to what we are learning right now in physics. The magnets break the [...]]]></description>
			<content:encoded><![CDATA[<p>The NeoCube is a magnetic cube puzzle that has billions of solutions! How this is possible? The cube is magnetic all the magnets attract one another making it possible to create billions of designs and shapes. Most importantly it uses magnetisim. I found this to relate to what we are learning right now in physics. The magnets break the electromagnetic fields around them making them capable of attatching to every other balled magnet that is apart of the cube! </p>
<a href="http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/neocube/"><p><em>Click here to view the embedded video.</em></p></a>
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		<slash:comments>7</slash:comments>
		</item>
		<item>
		<title>How Fast Is Terminal Velocity?</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/how-fast-is-terminal-velocity/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/how-fast-is-terminal-velocity/#comments</comments>
		<pubDate>Sat, 03 Dec 2011 03:13:49 +0000</pubDate>
		<dc:creator>Zeeke-icks (Kinda like physics)</dc:creator>
				<category><![CDATA[Physics]]></category>
		<category><![CDATA[acceleration]]></category>
		<category><![CDATA[friction]]></category>
		<category><![CDATA[velocity]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3466</guid>
		<description><![CDATA[We&#8217;ve been talking about terminal velocity in class lately (due to the forces of gravity and friction from the air), and I was curious just how fast terminal velocity was. As it turns out, there is no defined terminal velocity. You can change it depending on everything such as drag, mass, and size(surface area) of [...]]]></description>
			<content:encoded><![CDATA[<p>We&#8217;ve been talking about terminal velocity in class lately (due to the forces of gravity and friction from the air), and I was curious just how fast terminal velocity was. As it turns out, there is no defined terminal velocity. You can change it depending on everything such as drag, mass, and size(surface area) of the object that&#8217;s falling. The more surface area there is, the lower the terminal velocity is. In this video, there are terminal velocities ranging anywhere from 121 miles per hour, which is the average human terminal velocity, and 240 miles per hour or higher for something like the hawk in the video. So again, there is no defined terminal velocity. But it&#8217;s still cool, and actually kind of amazing.<a href="http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/how-fast-is-terminal-velocity/"><p><em>Click here to view the embedded video.</em></p></a></p>
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		<slash:comments>4</slash:comments>
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		<item>
		<title>The Realism of Projectiles in COD4</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/the-realism-of-projectiles-in-cod4/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/the-realism-of-projectiles-in-cod4/#comments</comments>
		<pubDate>Sat, 03 Dec 2011 01:06:37 +0000</pubDate>
		<dc:creator>Gigabits/sec</dc:creator>
				<category><![CDATA[Physics]]></category>
		<category><![CDATA[gravity]]></category>
		<category><![CDATA[Projectiles]]></category>
		<category><![CDATA[Video games]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3388</guid>
		<description><![CDATA[Many video games attempt to incorporate physics to appear more realistic.  This can be very important in first person shooter games, were projectiles are common.  However, I often wonder how true a game is to real life physics.  So, I decided to test if the bullets in the game Call of Duty 4 are affected [...]]]></description>
			<content:encoded><![CDATA[<p>Many video games attempt to incorporate physics to appear more realistic.  This can be very important in first person shooter games, were projectiles are common.  However, I often wonder how true a game is to real life physics.  So, I decided to test if the bullets in the game Call of Duty 4 are affected by gravity.  To do this with the most accuracy, I chose a level to experiment in where you needed to hit a target nearly a kilometer away.  Lucky for me, the game developers included the distance the bullet will travel as well as the time before it hits a target.</p>
<p><img class="size-full wp-image-3483 alignnone" src="http://access.aasd.k12.wi.us/wp/baslerdale/files/2011/12/statsFix.jpg" alt="statsFix" width="261" height="41" /></p>
<p>To calculate how far the bullet would fall if it indeed was affected by gravity, I used the formula delta(y) = .5*a*t^2.  This results in a vertical change of -5.15 meters.  To test if this is simulated in the game, I lined up the bullets path with a flat vertical surface.  as seen in the photo below.  Although wind is greatly simulated in the level, this will not affect the distance the bullet falls since the time is constant.  The result is clearly visible in the screenshot below:</p>
<p><img class="alignnone size-full wp-image-3484" src="http://access.aasd.k12.wi.us/wp/baslerdale/files/2011/12/afterFix1.jpg" alt="afterFix" width="461" height="421" /></p>
<p>As the screenshot shows, the bullet is definitely affected by the wind, but did not fall vertically at all.  This proves that gravity is not acting on the bullets in Call of Duty 4.  I find it ironic that the game is knowledgeable enough to mention things such as humidity and even the coriolis effect, but doesn&#8217;t include something as common as gravity.  I guess those game developers need to freshen up on their physics!</p>
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		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>Physics of Sniping in Battlefield 3</title>
		<link>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/physics-of-sniping-in-battlefield-3/</link>
		<comments>http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/physics-of-sniping-in-battlefield-3/#comments</comments>
		<pubDate>Fri, 02 Dec 2011 23:40:57 +0000</pubDate>
		<dc:creator>Ohm Boi</dc:creator>
				<category><![CDATA[Physics]]></category>
		<category><![CDATA[Projectiles]]></category>
		<category><![CDATA[velocity]]></category>
		<category><![CDATA[Video games]]></category>

		<guid isPermaLink="false">http://access.aasd.k12.wi.us/wp/baslerdale/?p=3465</guid>
		<description><![CDATA[This video is from the game Battlefield 3, where physics are present everywhere, especially when bullets drop. After doing a bit of research about this video, I found the values of this incredible shot. I found that the height of the tower he landed on is roughly 340 meters tall and the gun that was [...]]]></description>
			<content:encoded><![CDATA[<a href="http://access.aasd.k12.wi.us/wp/baslerdale/2011/12/02/physics-of-sniping-in-battlefield-3/"><p><em>Click here to view the embedded video.</em></p></a>
<p>This video is from the game Battlefield 3, where physics are present everywhere, especially when bullets drop. After doing a bit of research about this video, I found the values of this incredible shot. I found that the height of the tower he landed on is roughly 340 meters tall and the gun that was used was the M98B, which has a muzzle velocity of 878 m/s. It said that the head shot was 961 meters away, diagonally. This makes it a projectile motion problem. I tried, but miserably failed, to solve for the angle of the shot because of the absence of time so if you think you can, go for it!</p>
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		<slash:comments>4</slash:comments>
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