Pitching a Fastball

In my web searching, I came across the article that I have linked to below. Read through the article and then read the rest of the blog.

http://www.popularmechanics.com/outdoors/sports/physics/how-the-105-mph-fastball-tests-the-limits-of-the-human-body

Surprising information isn't it?! There are a few things in the article I want to discuss. First of all, why can't people throw much faster than 100mph? What impact does throwing extreme fastballs have on the body? How does faster pitching impact batting? Do you think the attempts to be the fastest pitcher in baseball are really worth it? Do the benefits and fame outweigh the consequences on the body? And of course, how does this article relate to our motion unit? Post your comments in the comment area and make this a discussion.

Motion Unit Word Wall

Below is what is called a "word wall." Now that we are almost done with the motion unit I would like you to look through the word wall and answer the questions below it. 

1. What do you think is the significance of the size of the words?

2. How do all of these terms connect and relate to each other?

3. What did you learn about these terms?

Build off of each other's comments. I don't want to see 15 of the exact same comment, expand on what another person says or ask another question.

 

Problem Solving Methods

Solving problems can be either one of the hardest or easiest things to do in this course. Since we are still in the middle of our motion unit I would like to have a discussion about how YOU solve problems. You know the method that I tell you to use (identify knowns & unknowns, ID equation, show work and solve), but I want to know what really goes through YOUR head as you solve a problem. Here is what you need to do for this comment assignment...

1. Choose any problem on any assignment from our motion unit (make sure you identify the problem in your post)

2. Write in complete sentences exactly what you do as you solve the problem from beginning to end

3. Look back at your process and comment on whether you think this is the best process for you to use - is it effective?

**NOTE: It is NOT acceptable to simply state: "identify knowns & unknowns, identify equation, show work and solve." I want to know what goes through your head from the time you read the problem to the time you write down the answer.

4. Feel free to respectfully comment on each other's processes with tips or critiques.

Conversions, conversions, conversions...

I think it's safe to say that we are all fully aware that the number of technology tools available to us are increasing faster than we can keep track of. The amount of information available to us in a matter of seconds allows us to get answers to virtually any question that we have, regardless of the subject area. Many have made the argument against needing to memorize stuff in school or learn certain topics. Some make this argument when it comes to converting units and may say, "Why do I need to know how many feet are in a meter? I can just look it up online!" The statement itself is very true - there are many websites and probably apps out there that will allow you to do unit conversions without any need for pen and paper. That being said, what do you think? Why did we spend so much time learning about conversions in class? Is it worth knowing how the math works? When would you need to possibly do unit conversions?  Why do you think I thought it was so important for you to understand the unit conversion process?

Scientific Process Applied

In the Monty Python video clip shown below there are some very interesting interpretations of the scientific method. Watch the clip (quite entertaining!) and then think (and comment) about...
1. How is the scientific method demonstrated here?
2. How did the scientific method in the end allow for a bogus conclusion?
3. How is the scientific method used incorrectly?
4. Are there any aspects of the scientific method that are used correctly? Explain.

Welcome to Mrs. Statema's class!

Hi all! Welcome to Mrs. Statema's EMP class. I am looking forward to learning with all of you this year and think that this blog with be a great way for us to communicate outside of class.

Here is a little bit of information about me. I grew up in Park Ridge and graduated from Maine South. I went to Hope College in Holland, Michigan and graduated with a degree in Physics Education. This is my fourth year teaching Physics at Maine South and I love my job. My husband and I live in the city and love trying new restaurants. When I have free time I enjoy making jewelry, reading, scrapbooking, watching movies and spending time with friends and family - unfortunately between teaching and graduate school free time is few and far between. I am currently working on my masters in Science Education, so I have not forgotten what it is like to be a student. :-) I am also the Science Olympiad coach and sponsor for the Space Exploration Program.

Your first commenting assignment is to leave a comment at the bottom of this post that shares some information about yourself (interests, talents, activities/sports involved in, jobs, family, etc), this way we can all learn about each other throughout the class. Also please include what about physics interests you the most. (If you aren't sure what physics is check out the "glog" on the home page of this blog). THIS COMMENT IS DUE BY MONDAY.
**Quick note: make sure you only use your first name and last initial (same goes for people listed in posts)**
**To leave a comment click on "comments" at the bottom of the post**

Welcome!!

Welcome to EMP from Mr. Egan and Mrs. Statema. We are looking forward to learning and exploring Physics with all of you this semester! If you aren't sure what physics is, take a look at the "glog" below. 

**Quick note on how to use the blog as it pertains to your class. On the upper left of the blog under "Labels" click on your teacher's name to access the blogs that are relevant to your particular class.**