Quarter 1

Applying Units 1, 2 & 3:

Unit 1:

I miss those days way back in unit one where we learned about scientific notation. I would give anything, like, let's say, 56 million dollars, or 5.6 x 10^7,  to go back to that section. It also seems like forever since we learned about dimensional analysis. It has been a long seven days of summer school so far... That is:
7 days x 24 hours/1 day x 60 min/1hr x 60 sec/1 min = 604,800 seconds! Wow. These are quantitative observations about the things we learned in class. If I were to make a qualitative comment, I would say that the things we are learning are always easy to understand, but that may not be an accurate statement.
(Source: tumblr.com)

Unit 2:

Speed, a scalar value, is based on total distance traveled, while velocity is based on distance traved and direction traveled in (vectors, displacement). Distance, or total path length, uses the SI accepted value of meters. This can be applied when thinking about swimming.
Swimming is a really boring sport because you don't travel as fast as runners do, even if you work just as hard. Your breathing rate increases at a constant rate with distance (constant velocity). The more minutes you swim, the more breaths per second you have to take. Swimming back and forth in a lane 25 long to practice is frustrating too. You don't end up any farther than where you started, so your displacement is zero. It seems no matter how fast you go and how hard you work, you never really move anywhere except within your lane.

Unit 3:

This picture shows many cars backed up on Manoa Road. They were all stopped at a red light. Once the light turned green, the cars in the front of the line accelerated to start the car moving forward. Once they turned, they slowed to a constant speed. Now when the cars in the back of the line saw the cars in front of them go, they had to accelerate too, but not quite as fast as the cars in the front, otherwise they would hit the car in front of them. Once they reach another red light, they will have to accelerate backward to break and stop the car. If one of the cars fell off a ledge, gravity would take place. At around 9.81 m/s^2, the car would accelerate downward until it reached the ground.