Creative Projects 2002

 

Wyatt Akins
Jonathan Dietz
Michael Cosby
Clayton Sands

            The mural of Laba’s Universe incorporates many ideas in the realm of the Physics world, including the dichotomy of Heaven and Hell. On the top, we tried to represent the “heavenly” aspect of the world of Physics, while on the bottom, we tried to represent the hellish side. The right side depicts the two-faced character of Mr. Laba. The other two scenes on the top show Aristole’s view of Heaven (water, air, fire) and the ingenious idea found by Newton. Down below, students are shown struggling in Mr. Laba’s class, and the infamous, yet challenging “Monkey and the Hunter” problem is shown. Overall, the big picture is supposed to represent “Enterprise,” the much-liked transportation device of Mr. Laba. The cloud in heaven and the cave in hell represent the engines, connected by the two staircases. “Laba’s Universe is essentially the “main module.”
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Blythe Holzgraefe

My project was a takeoff of an original jack-in-the-box, but I altered it to
be "Laba-in-a-box" after our teacher, Mr. Laba. As the pop-up doll, I
fashioned a "Mr. Laba" out of cloth and stuffing, drawing the face and beard
on with permanent markers. I then decorated the box by painting each side a
different bright color and gluing physics jokes to each side and the top.
When the box is opened, "Mr. Laba" pops out (attached to a spring) as in a
jack-in-the-box. I also calculated many things pertaining to my project, such
as the spring’s constant by doing a summation of the forces in each
direction. With that, I found the force exerted on the doll by the spring,
the force exerted on the spring by the doll, the normal force between them,
and many other things.
~Blythe~

My project was a takeoff of an original jack-in-the-box, but I altered it to be “Laba-in-a-box” after our teacher, Mr. Laba. As the pop-up doll, I fashioned a “Mr. Laba” out of cloth and stuffing, drawing the face and beard on with permanent markers. I then decorated the box by painting each side a different bright color and gluing physics jokes to each side and the top. When the box is opened, “Mr. Laba” pops out (attached to a spring) as in a jack-in-the-box. I also calculated many things pertaining to my project, such as the spring’s constant by doing a summation of the forces in each direction. With that, I found the force exerted on the doll by the spring, the force exerted on the spring by the doll, the normal force between them, and many other things.

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Dramatic Interpretation of the novel Flatland, by Edwin A. Abbott
J. Slavich and Caroline Carter

We wrote a four-scene play, with what we thought were the four most important sections of the plot. Our characters were A. Square, his grandson the hexagon, the Great Circle, and a sphere. To convey to the audience a 2-D world, we moved the audience to the physics room balcony, and performed the play lying on the ground below. We simply stood up to portray the third dimension. We had a lot of fun writing and performing this play!!
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Dorothy Halsey

I explored walking and running and found walking to be best described according to the formulas of one dimensional motion. After much exploration, I discovered walking is most easily explained from afar, by looking at the overall path traveled by one’s feet. I was puzzled by the explanation of running though so I conducted an experiment. I taped someone walking, and then I taped the same person running. I put the television in freeze frame and traced the path of the person’s feet with a clear overhead. I was then able to compare walking and running point by point thus realizing that the path of a foot walking is not circular but oblong. The path of the running foot was very different from the walking one and appeared to be an ellipse. Unfortunately, this proved that running could not be described by the equations of circular motion.
I realized that the faster one’s feet move, the closer the motion is getting to that which is described by circular motion. Generally, walking is described as an overall movement, focusing on the entire journey rather than each step like running. After all, if you want your walking to be related step by step to equations of motion you would have to wear the equations on your boots!! For just that reason, in addition to my video, overheads, and write up, I made boots for Mr. Laba with the formulas on them.
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Katie Blakely
Catherine Larroca
Laba Land

            Our physics project was a collage of many topics that we covered in class throughout the year.  We divided our board up into sections such as force, circular motion, gravity, and centripetal force.  For each section we found real life examples and pictures to demonstrate various laws of physics that we discussed.  Along with the pictures we also included equations that related to each topic and then decorated the board for a creative way to show our journey and thought processes through the year in Laba Land.
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Jon Woolfolk and Andy Kass

            While searching for information on catapults, we came across an interesting catapult-slingshot hybrid—a trebuchet.  The counterweight attached to one end of the throwing arm provides the potential energy for the machine.  The projectile is in a sling attached to the other end of the throwing arm with one string permanently attached and the other attached to a large ring, which rests around the release pin.  The device must first be cocked by bringing the counterweight up and securing the opposite end of the throwing arm temporarily to the base.  When the arm is released from the base the counterweight drops swinging the arm around the axel.  At a point determined by the angle of the release pin, the sling opens and flings the projectile: mayhem ensues.
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The Hovercraft
Mark Goode and Guthrie Boone

            Laba Land is a basic hovercraft made of plywood and an all weather tarp. The base is a four foot diameter circle with the tarp fastened to the top and draped around to another attachment in the middle of the base giving the bottom a doughnut appearance. The tarp is sealed with duct tape and a ring fastened with nails. The hovercraft is powered by two leaf blowers of different power, oppositely positioned from the center. Quarter and penny-sized holes are cut in the tarp to allow free air-flow and minimize friction.  Laba Land can support a full size person and move freely about the ground.
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The Potato Gun

By: John Love and Blake Luecke

The Potato Gun is an incredible projectile motion machine. The phenomenon of launching potatoes is produced with only a five-foot by two-inch PVC pipe and a two-foot by four-inch PVC pipe. The pipes are connected with glue, and a screw lid is placed on the back so that the interior of the gun is accessible when necessary. A common grill starter is used for the spark. The grill starter is placed in a drilled hole in the larger pipe. Fuel is 99% ethyl alcohol, which burns both completely and cleanly. To load the gun, a potato is rammed down the skinnier tube, alcohol is added to the larger pipe, then, air is pumped into the gun so that the diffusion of the alcohol will take place more quickly. The switch is pressed, and off goes your potato. The best results were taken in excellent weather conditions—neither humid nor windy—between forty degrees from the ground and sixty degrees. Velocity could be found by using the projectile motion equation and acceleration of the potato in the barrel could be found by using the delta x acceleration equation. Some danger occurred when flames would shoot out the sparker-hole, however, the potato gun is both fun and powerful.
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Alexandra Krippner
Physics Calendar

For my physics project, I wanted to make something that would remind everyone in the class of how challenging yet fun the class has been for us.  I wanted it also to be something that would help Mr. Laba to remember the 2001-2002 seventh period Honors Physics class.  On each test this year there has been a problem involving one or two students from the class.  Although some of them were extremely difficult, I always enjoyed reading these problems.  So for my project I illustrated each of these problems and created a 2002-2003 school year calendar with one problem per page.  Since several of the problems we have done throughout the year have been diagramed with stick- figures, I illustrated the problems with modified stick figures representing each member of the class.  I cut shapes of colored construction paper to form the images of the students and objects involved in the problem.  The calendar can be used for assignment, lab, and project due dates next year. 
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Garrett Thompson- “Physics Metal Jacket” Video
In this video, I compare two different velocities of three different objects that have three different masses.  These velocities are created when a pellet shot from an air gun hits the object and causes it to move.  The first velocity that I observed was the theoretical velocity of the object, and I found this by using the change in momentum from the shot pellet into the object being hit.  This collision is assumed to be elastic.  Then I found the actual velocity by using projectile motion.  After the object was hit, the object would fly off of its stand and fall to the floor.  I measure how far out it fell as well as how far down it fell.  The falling heights for each object remained constant.  That was the physics aspect of the video.  For creativity’s sake, I made a spin off of the movie Full Metal Jacket, hence the name Physics Metal Jacket for the video.  I portrayed Mr. Laba as Gunnery Sergeant Laba and Mr. Glover as Weapons Instructor Glover.  Mr. Glover’s character carried out the experiment and then Mr. Laba’s character explained what happened.  For some humor, I used some of the theories and equations from class, and I used the very famous “Let us continue” line.  Overall, the project was a success.

 

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Jameson Koepke
Project Summary

For my Physics project, I created something not demonstrating Physics, but relating to our Physics class and Mr. Laba in general.  I compiled a list of a lot of quotes that define Mr. Laba such as “Good!”,  “Onward!”,  and “Get to work!”.  One would only know about such quotes by experiencing “Physics” at ESD from Mr. Laba.  Other quotes were compiled that related to the 5th period H. Physics class in general, allowing us to relive the funny moments of the year.  In addition to the quotes, I created a computer caricature of Mr. Laba as well as created a list of “20 ways to become Mr. Laba” for all those ‘Laba-sites’ out there.  

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LABA SAYS:
Quotes that define Mr. Laba

"Onward!"

"Good!"

"Please leave."

"Have a nice day, goodbye."

"Okily Dokily."

".. and vers-a vice-a."

"Get to work!"

"Welcome back ... now get to work!"

"You have a hw/lab/project due today! And if you haven't started it yet ...
you're screwed!"

"Alright, what do we have due? *glances at board* Nothing. Well then... ok."

"I think I'm going to have to start spiking my drink to get through this
class."

"Good observation... but 100% ... wrong."

"Mr. Dietz, exactly where are you headed with this?"

"Yes Mr. Dietz?  What is it now?"

"Nope, not so much."

"No, you're still missing something."

"No, not quite."

"No."

"NO!!"

"Why are you laughing at me?  STOP LAUGHING AT ME!"

(after hearing Metallica) "Let's go break something!!!"

(from my test) " '-5, insulting teacher' "

"No, the school does NOT condone outright slaughter."

(Physics Intro sheet) "My home number is (---)---.----.  Please don't abuse
this privilege."

(Six Flags) "My cell phone number is on your sheets, only call it if you are
in an emergency!"

Andy/Ben/OJ/Jameo:  *ring ring*  "Mr. Laba! guess what ?!? We're on top of
the Titan and we're about to go dowwwwwwwwwn aaaaaahhh!!!"  *click*

"Ah, Mr. Koepke, nice of you to join us."

"Ah, Mr. Koepke, we were just talking about you."

(about the freshman being so intimidated by Mr. Laba) "I'm really not that
scary... it is a carefully cultivated image I have."

"Mr. Dietz ... get down from there."

"You know how often times chapel gets out right when second period is
suppossed to begin and students mingle an extra five minutes before coming
to class?  Well, this one day, chapel ran over (again) and so I wrote a
bunch of physics nonsense that the students didn't need to know at all, so
when they got to class 5 minutes later, I had them copy it all down and then
at the end of the period told them they didn't need to know any of it.  That
was amusing."

"Everything is fine in Physics World."

"When last we met..."

"No, You CANNOT lick it!"

 

20 Steps to Becoming Mr. Laba:

1. First, gain an "intellectual" mustache and beard for pondering purposes

2. Let your hair grow for about a year until it is shoulder length (to look
like a physics teacher)

3. Obtain glasses (even if you don't need/use them - this also is
"intellectual")

4. Obtain a wardrobe of starched dress shirts, sleek "intellectual" ties,
various slacks, cowboy boots, and a nifty pocket watch

5. Master the almighty "Laba walk"

6. Gain knowledge of all things Physics related, and laugh at all those
inferior to you

7. Adapt "Laba language/lingo" of various phrases such as "Get to work!" ,
"Onward!" , and "Good."

8. Once again laugh at all those inferior to you

9. Prank call the operator and act like you are on the phone discussing
"business" with someone important

10. TRY to actually teach the so-called "Physics" to the Honors and AP
Physics students

11. Once again laugh at all those inferior to you

12. Drink many caffeinated beverages a day

13. Randomly yell at various freshman to keep the carefully cultivated image
of "LABA"

14. Disregard almost anything a student says as "impossible" or just plain
wrong

15. Only sound the aptly named 'Horn of Knowledge' when you want to annoy
other teachers in the building, not when a student says something
"knowledgeable"

16. Watch 'Star Trek', 'The Simpsons' and 'Lord of the Rings' religiously

17. Occasionally pet the "Mini-Laba" doll that hangs in the Physics room,
and once again laugh at all those inferior to you

18. Chill in the Laba Lounge

19. Act completely superior to other teachers at ESD.  Disregard them and
their subjects as nonsense.  Physics is all that matters.

20. Laugh at all the stupid solutions the students put on homeworks and
tests, and then laugh at all those inferior to you