Skip to main content

week 4 science 2



 The big question addressed in lab, and a description of what you did.

Speed- how fast you are going in terms of direction 

velocity- speed plus direction you are moving 

acceleration- how fast you change you speed and direction 

FORCE CAUSES ACCELERATION 

Gravity pulls harder on more massive things, but more massive things are harder to speed up, density is a factor in gravity

Gravity races- tennis ball and piece of paper 

tennis ball won first - paper was crumbled looser, less dense, more air can go through 

tie second - paper was crumbled more into a smaller ball 

Investigating Swings 

variables to test: 

- kicking or not

- length of chain 

- pushed - or not 

- windy 

Does the length of the swing chain affect the time it takes to go back and forth? 

Hypothesis: Yes, the longer the chain the longer in time it will take to go back and forth. 

A description of what you learned in Thursday's lecture

We filled out formative assesments to disocver if weight has an affect of the period of a swing. We concluded that it does not. Gravity pulls on more massive children with more force, more massive children are harder to acceerate. Energy is never created or destroyed. 


Answer questions about the weekly textbook reading: 

What did you learn? 

I learned about potential and kinetic energy. I also learned that weight does not affect the period neither does the angle of release. However, a longer pendulum has a longer period. 

What was most helpful? 

The videos included in this reading were really helpful because it provided a good visual of real world objects to demonstrate the potential and kinetic energy. I also liked that this reading had a quiz question, alothugh I got it wrong the first time, it provided a good explanation of why the other answer was correct. 

What do you need more information on?

I think more information on how to measure kinetic energy would be useful, I remember doing that in high school but I forgot most of the equations. 

What questions/concerns/comments do you have?

If energy is neither created or destroyed, where does the energy ome from? Force? Acceleration? How is energy just there? 

Comments

Popular posts from this blog

week 3 science 2

The big question addressed in lab, and a description of what you did. We addressed how to interperet motion graphs. The big question was what affects a rider's speed down a slide?  When testing this question, there are different variables to consider/test like slide material, steepness, initial push, weight, temp, wet/dry slide, running start... etc.  Does the weight of a rider affect the speed as they go down the slide?  A description of what you learned in Thursday's lecture In lecuture, we learned about acceleration=change in velocity/time acceleration often gets confused with speed, however, it is different  a question we looked into was WHY do riders accelerate as they slide?  Accelerate in 3 different ways Forces have a magnitude (size) and a direction  Friction depends on... - types of surfaces  - how hard the surfaces are pushed togehter Answer questions about the weekly textbook reading:  What did you learn?  I learned that even...

week 13

  What did you learn this week? This week we learned that density has a role in if an object will sink or float. It depends on the weight in grams as well. If an object is greater than 1gram per mL it will sink.  We discovered this through our dice activity also while revisiting the coca-cola activity. I also learned that salt water is more dense than freshwater. Which parts did you find clear and which were confusing? I still am a little confused as to how one of the coke cans floated. However, I do understand that they are made up of carbonation and one can had more sugar than the other. Therefore, that could be a factor.  What are new or remaining questions?  What objects/matierals are guarenteed to either float or sink? 

week 14

  What did you learn this week? We learned about heat and conduction. We made a flip book demonstrating why liquid atoms move faster when heated rather than cooled. Water particles move faster when heat increases. Ice also melts faster on metal than wood because the particles are more tightly packed.  How can you apply what you've learned to your teaching in the future? Using the anology of playing pool helps connect the resoning for slow particles and fast particles moving. Fast partcle hits slow particle.  What are new or remaining questions?  how does kinetic energy come into play when thinking about assesing the simulation?