This week was all about our mousetrap cars. It took us about a week to build them and test to make sure that they were functional. We also raced them this week. The lesson that we were learning was about the acceleration involved with the motion of the car.
My mousetrap car took me a few hours to build. I had to get all of the materials all in one shopping load, so I wouldn't have to keep going to the store. After that, I had to actually come up with a design and build it. Putting all of the pieces together was not all that hard to do, but, finding someway to keep the wheel axels from moving was kind of a challenge. I finally settled on using zipties and bent paperclips to hold it in place. The best part was that it actually worked!
When it came time to race it, I had a few concerns. First, when I tested it before, it went 3 meters but no farther than that. I hoped that it wouldn't get stuck and not cross the finish line. I was also concerned about the speed. It didn't have the best spring system, but it ended up making good time. Overall, I think I did good but not the best.
This week was fun because of the mousetrap cars. I know that that was only one day, but it was cool to see how my car did. This is one of the experiments that I would recommend for next years class. This project demonstrated acceleration really well, so it will help future students learn about the concepts easier.
Sunday, December 30, 2012
Sunday, December 16, 2012
Week 14 Reflection
This week we did alot with graphing the position, velocity and acceleration of objects. We used motion maps, velocity vs time graphs and acceleration graphs. To demonstrate how to make a motion map, we did an activity with a bowling ball that made us see the motion of the ball every second.
I learned that if a velocity time graph has a straight line than the acceleration graph will have a curved line. This is because the object needs to keep getting faster and faster to match what the velocity time graph is saying. We also learned about acceleration arrows and if you can add or subtract acceleration from the arrows to show the difference in its velocity.
We did an activity with a bowling ball to show how to graph in object using a motion map. We had one person roll the bowling ball down the hall and another person point to someone to step out every second that it passed them. Then, we went back to the classroom and made a motion map of it. We saw that the dots (representing people) were closer together when the ball slowed down and farther apart when the ball was traveling faster.
I think that I get all the stuff that was taught this week. The assesment got alot easier when I realized that I had the equations at the top of the paper. All you had to do was fill in the variables with the right number and you could do the equation right.
I learned that if a velocity time graph has a straight line than the acceleration graph will have a curved line. This is because the object needs to keep getting faster and faster to match what the velocity time graph is saying. We also learned about acceleration arrows and if you can add or subtract acceleration from the arrows to show the difference in its velocity.
We did an activity with a bowling ball to show how to graph in object using a motion map. We had one person roll the bowling ball down the hall and another person point to someone to step out every second that it passed them. Then, we went back to the classroom and made a motion map of it. We saw that the dots (representing people) were closer together when the ball slowed down and farther apart when the ball was traveling faster.
I think that I get all the stuff that was taught this week. The assesment got alot easier when I realized that I had the equations at the top of the paper. All you had to do was fill in the variables with the right number and you could do the equation right.
Sunday, December 9, 2012
Week 13 Reflection
This week we learned about acceleration. We dropped things off of the roof of the science building to demonstrate this. We also took notes on the many aspects of acceleration and reading its graphs.
We learned that acceleration is the change in velocity in intervals of time. We drew an acceleration graph that showed the slope curving up. It represents a positive change in velocity for the movement of an object.
We also learned the equation to measure acceleration. You plug in everything that you know, such as the time, initial and final position, initial/final velocity. Then, you solve and get acceleration on one side of the equation and it's number on the other side.
To demonstrate acceleration, we went on to the roof of the science building and dropped things off of it. We dropped tape recorders, cell phones, DVD players and even a bowling ball off of the roof. This was all to demonstrate that many objects fall at a constant, and the same, velocity. So, they will hit the ground at the same time.
I get what acceleration is and how it is used to describe objects change in velocity. This weeks demonstration was the best so far and it was alot of fun. Plus, I learned from it too.
We learned that acceleration is the change in velocity in intervals of time. We drew an acceleration graph that showed the slope curving up. It represents a positive change in velocity for the movement of an object.
We also learned the equation to measure acceleration. You plug in everything that you know, such as the time, initial and final position, initial/final velocity. Then, you solve and get acceleration on one side of the equation and it's number on the other side.
To demonstrate acceleration, we went on to the roof of the science building and dropped things off of it. We dropped tape recorders, cell phones, DVD players and even a bowling ball off of the roof. This was all to demonstrate that many objects fall at a constant, and the same, velocity. So, they will hit the ground at the same time.
I get what acceleration is and how it is used to describe objects change in velocity. This weeks demonstration was the best so far and it was alot of fun. Plus, I learned from it too.
Sunday, December 2, 2012
Week 12 Reflection
This week we learned about forces that are balanced/unbalanced. This was demonstrated by a pulley system and a car on frictionless track with a weight attached to it. We also studied graphs that the motion sensor gave us for the car. Then we took an assesment on the last day of the week that tested us on how well we knew how forces acted on an object.
The pulley system consisted of two weights on either side of a wheel. The wheel supported the string that was holding the weights up. We were shown that if you drop one weight the other weight will go upwards at the same speed. The weights were both the same mass. This demonstrated that balanced forces will have a constant speed.
The car on the frictionless track demonstrated that it would be pulled at the same speed as the weight dropping. The weight had all of the force on the car, since there was no friction. We used a motion sensor to graph the movement of the car. The graph showed that the car reached a top speed before it got stopped by the end of the track. Along with the pulley system, it also demonstrated that balanced forces will have a constant speed.
Overall, I think this week was good. I understood most of the information. I was also able to apply it to the assesment that we took on friday. I'm really not sure how I did, but it felt like I did alright.
The pulley system consisted of two weights on either side of a wheel. The wheel supported the string that was holding the weights up. We were shown that if you drop one weight the other weight will go upwards at the same speed. The weights were both the same mass. This demonstrated that balanced forces will have a constant speed.
The car on the frictionless track demonstrated that it would be pulled at the same speed as the weight dropping. The weight had all of the force on the car, since there was no friction. We used a motion sensor to graph the movement of the car. The graph showed that the car reached a top speed before it got stopped by the end of the track. Along with the pulley system, it also demonstrated that balanced forces will have a constant speed.
Overall, I think this week was good. I understood most of the information. I was also able to apply it to the assesment that we took on friday. I'm really not sure how I did, but it felt like I did alright.
Friday, November 23, 2012
Week 10 Reflection
This week the big project was building our bridges. We worked on them all week and then we showed them to the class on monday and tuesday. There were many different looking bridges that ranged from large and bulky that weighed alot, to the simple lightweight designs. I know that we had to get the best ratio from the weight of our bridge to how much it could hold.
Building my bridge wasn't too hard. I came up with the design in my head and then made a bridge out of it. I made almost a floor of spaghetti and taped them all together and then made another "floor" spaghetti and taped them together to make the base of the bridge. I put a brace under the bridge to distribute the weight. I also used braces that go on the sides to distribute the weight even more. They were triangle patterns that touched at certain points on the bridge.
I thought my bridge did alot better than what I expected. It held alot more weight than I thought it was going to hold. I forgot how much it actually held but it didn't break until the blocks were stacked pretty high. Plus, the bottom didn't break, the blocks all fell off.
Overall, I liked the bridge project. It was a good way to put what we were learning into action. The only regret that I have is that I wish that I had built my bridge stronger and more sturdy so it could support more weight.
Building my bridge wasn't too hard. I came up with the design in my head and then made a bridge out of it. I made almost a floor of spaghetti and taped them all together and then made another "floor" spaghetti and taped them together to make the base of the bridge. I put a brace under the bridge to distribute the weight. I also used braces that go on the sides to distribute the weight even more. They were triangle patterns that touched at certain points on the bridge.
I thought my bridge did alot better than what I expected. It held alot more weight than I thought it was going to hold. I forgot how much it actually held but it didn't break until the blocks were stacked pretty high. Plus, the bottom didn't break, the blocks all fell off.
Overall, I liked the bridge project. It was a good way to put what we were learning into action. The only regret that I have is that I wish that I had built my bridge stronger and more sturdy so it could support more weight.
Sunday, November 18, 2012
Week 10 Reflection
This week we learned more about force pairs and how to draw force diagrams with component forces and how to make a quantitative force diagram.
To demonstrate force pairs, we used the force plates. We made two students hold and push against each other with the plates. Then we would check the graph. They would always be the same amount of force pushing against each other. Even when we had one student in a rolly chair and another student on their feet and push hard enough to make the chair roll. It didn't matter because the same amount of force would push back on the opposing force plate.
We learned how to draw more complex force diagrams such as adding in strings holding up an object, objects falling with or without air resistance, etc. An example would be drawing a force diagram for a freefalling skydiver with no parachute with no air resistance acting upon the person. You would draw an arrow pointing straight down because gravity is the only thing acting upon the skydiver.
We also learned about quantitative force diagrams. They are not to much different than regular force diagrams other than you need to label how much force is acting upon in object, usually in newtons.
This week I think I did pretty well in participating and listening well. I think that I get most of the stuff that is being taught to us and I improved on doing the force diagrams right.
To demonstrate force pairs, we used the force plates. We made two students hold and push against each other with the plates. Then we would check the graph. They would always be the same amount of force pushing against each other. Even when we had one student in a rolly chair and another student on their feet and push hard enough to make the chair roll. It didn't matter because the same amount of force would push back on the opposing force plate.
We learned how to draw more complex force diagrams such as adding in strings holding up an object, objects falling with or without air resistance, etc. An example would be drawing a force diagram for a freefalling skydiver with no parachute with no air resistance acting upon the person. You would draw an arrow pointing straight down because gravity is the only thing acting upon the skydiver.
We also learned about quantitative force diagrams. They are not to much different than regular force diagrams other than you need to label how much force is acting upon in object, usually in newtons.
This week I think I did pretty well in participating and listening well. I think that I get most of the stuff that is being taught to us and I improved on doing the force diagrams right.
Sunday, November 11, 2012
Week 9 Reflection
This week we went more in depth with force diagrams. The force diagrams were more in depth because there were slopes with either friction or no friction acting on the object. We also had to show where the forces were acting on the object such as a slope diagonally pushing on an object instead of just straight up and down like with the force of a table. I also know what a force pair is now. They are forces that, when usually pulling on each other, will have the same amount of force pulling on each other.
To demonstrate how force pairs work, we took two pulley systems and hooked them together. Both of these mechanisms measured how much force was pulling on them. We had two people pull on them and we looked at the measurements. They both read the same amount no matter who pulled harder or if you were walking or whatever. The forces were the same no matter what. No person could really "pull harder" anyways since the person who was not pulling as hard has to use more force to stop the springs from getting yanked from their hands.
This week we had an assesment on Wednesday and it involved more complicated force diagrams. We had to label every force that was acting on an object. Those forces include the push of the table/slope, earth, and it's momentum either with or without friction. We had to make sure to see if they were balanced forces by phrases like "at a constant speed" or something like that.
The biggest concern that I have is about the force diagrams. I still don't know how to label the forces if friction is involved. Other than that I think I have a good understanding of what the material that were learning in class is about.
To demonstrate how force pairs work, we took two pulley systems and hooked them together. Both of these mechanisms measured how much force was pulling on them. We had two people pull on them and we looked at the measurements. They both read the same amount no matter who pulled harder or if you were walking or whatever. The forces were the same no matter what. No person could really "pull harder" anyways since the person who was not pulling as hard has to use more force to stop the springs from getting yanked from their hands.
This week we had an assesment on Wednesday and it involved more complicated force diagrams. We had to label every force that was acting on an object. Those forces include the push of the table/slope, earth, and it's momentum either with or without friction. We had to make sure to see if they were balanced forces by phrases like "at a constant speed" or something like that.
The biggest concern that I have is about the force diagrams. I still don't know how to label the forces if friction is involved. Other than that I think I have a good understanding of what the material that were learning in class is about.
Sunday, November 4, 2012
Week 8 Reflection
During this week we learned about component and resultant forces and we went even more in depth with force diagrams. We learned that component forces are the ones that make up the whole or resultant forces. We also learned more about accurately drawing force diagrams. We started to include newtons and kilograms in our diagrams.
I know that to demonstrate component and resultant forces we had a big, circular wooden board and we hung strings with weights off of the sides. When the string was lined up at certain degrees, such as north and east, we know that the direction that it will fall will be northeast. The component forces, north and east, will produce the resultant force of northeast.
We also learned what center of mass was. To demonstrate center of mass, we had people stand up and show that they could bend over and pick up a chair or a pencil with no trouble at all. Then we had them lean against the wall and show that they can't do anything to balance their center of mass because the wall is stopping them. Another interesting demonstration was we had four people sit on chairs and lay on each others laps. Then, we took away the chairs and they all balanced each other out. It was because their center of masses were all balanced on each other.
Overall, this week was pretty productive. I get what center of mass is but I still need to learn more about it because I just know what it is, I can't really apply it to anything yet. Component forces and resultant forces were pretty easy to get and again with the demonstrations and visuals, it was easy to grasp.
I know that to demonstrate component and resultant forces we had a big, circular wooden board and we hung strings with weights off of the sides. When the string was lined up at certain degrees, such as north and east, we know that the direction that it will fall will be northeast. The component forces, north and east, will produce the resultant force of northeast.
We also learned what center of mass was. To demonstrate center of mass, we had people stand up and show that they could bend over and pick up a chair or a pencil with no trouble at all. Then we had them lean against the wall and show that they can't do anything to balance their center of mass because the wall is stopping them. Another interesting demonstration was we had four people sit on chairs and lay on each others laps. Then, we took away the chairs and they all balanced each other out. It was because their center of masses were all balanced on each other.
Overall, this week was pretty productive. I get what center of mass is but I still need to learn more about it because I just know what it is, I can't really apply it to anything yet. Component forces and resultant forces were pretty easy to get and again with the demonstrations and visuals, it was easy to grasp.
Sunday, October 28, 2012
Week 7 reflection
This week we learned all about how forces act on an object and spring strength. I know that forces can include earths gravity, the upward push of a table, or even strings that are holding an object up. I also learned that if something is holding an object up it has to be able hold the same amount or more newtons to hold that object up. I learned that spring strength can be measured by the amount of force applied and how far it stretches. This shows the spring strength or constancy.
This week we did a lab that helped us learn how to measure spring strength. This lab asked us to use special devices that measured how much force was being applied to it's hook that held the spring. Each group got different springs and pulled on them to get a measurment of the force. Then, with a meter stick, we measured how far it strectched from its starting point to its endpoint. Our group put these measurments in the form of a graph and it showed how strong our spring was.
To learn how forces acted upon objects, we drew force diagrams. These diagrams would show an object, represented as a point, and have arrows pointing in whichever direction the force was coming from. So if we want to show the upward force of a table on an object, we would make an arrow from the start pointing up. When we want to show that two forces are equal we would put hashmarks on each of the arrows.
Personally, I think that I get these concepts pretty well. I still think that I need to work on the force diagrams because when I was doing them I was getting the arrows wrong. I think that my participation in class was pretty good. I answered and participated in discussions and labs.
This week we did a lab that helped us learn how to measure spring strength. This lab asked us to use special devices that measured how much force was being applied to it's hook that held the spring. Each group got different springs and pulled on them to get a measurment of the force. Then, with a meter stick, we measured how far it strectched from its starting point to its endpoint. Our group put these measurments in the form of a graph and it showed how strong our spring was.
To learn how forces acted upon objects, we drew force diagrams. These diagrams would show an object, represented as a point, and have arrows pointing in whichever direction the force was coming from. So if we want to show the upward force of a table on an object, we would make an arrow from the start pointing up. When we want to show that two forces are equal we would put hashmarks on each of the arrows.
Personally, I think that I get these concepts pretty well. I still think that I need to work on the force diagrams because when I was doing them I was getting the arrows wrong. I think that my participation in class was pretty good. I answered and participated in discussions and labs.
Sunday, October 21, 2012
Week 6 Reflection
This week we began a new unit and learned about inertia, and the difference between mass and weight. Inertia is the tendency for an object to continue to do what it's already doing. So if it is a basketball just sitting there on the court, it's going to stay like that until someone picks it up and shoots it. Since a force was applied to the ball it would move in the direction that it was thrown if we did not have gravity and the air making it stop its motion. This is inertia. The difference between mass and weight is that weight is the gravitys effect on our mass. We would have the same mass if we were on a different planet but not the same weight.
I know that we watched a movie that showed us how inertia worked. They used a rock and they taught us how the heavier the object the more force is needed to move it. They also showed how while the rock is traveling through the air it is repeatedly having to break through air barriers that eventually slow it down enough to stop it. This little clip also showed us that if the rock were kicked in space, there is nothing that is stopping it so it would stay at the same rate of movement that it was kicked with.
This movie really helped me understand what inertia was because I didn't really get it when it was first explained to me but having a visual to go along with the explanation really helped me learn it.
This is what I remember from this week. The beginning of the week is a little hazy because of the excitement of spirit week but the most important part was that we learned some new material for a new unit.
I don't really have any questions about inertia, mass or weight because I get what they are. I think that I still need to learn more about the forces acting on an object for the test but other than that I think I get all of the material pretty well.
I know that we watched a movie that showed us how inertia worked. They used a rock and they taught us how the heavier the object the more force is needed to move it. They also showed how while the rock is traveling through the air it is repeatedly having to break through air barriers that eventually slow it down enough to stop it. This little clip also showed us that if the rock were kicked in space, there is nothing that is stopping it so it would stay at the same rate of movement that it was kicked with.
This movie really helped me understand what inertia was because I didn't really get it when it was first explained to me but having a visual to go along with the explanation really helped me learn it.
This is what I remember from this week. The beginning of the week is a little hazy because of the excitement of spirit week but the most important part was that we learned some new material for a new unit.
I don't really have any questions about inertia, mass or weight because I get what they are. I think that I still need to learn more about the forces acting on an object for the test but other than that I think I get all of the material pretty well.
Sunday, October 14, 2012
Week 5 Reflection
This week we continued to learn about time vs. displacement/distance/position. We continued to see how each one could be plotted on a graph and read to know how fast something was going. Distance is a measure of speed and displacement is a measure of velocity. It is very important to know this difference because they are two seperate measurements and each of them are used to describe something in specific situations. Also, if you didn't know the difference you would have gotten many questions of the assesment that we had this week wrong.
The assesment tested our knowledge of velocity and speed and also reading graphs and interpreting them. Personally, I thought this assesment was pretty challenging. It asked questions that really tested us in putting our knowledge of these concepts into certain problems or situations. Yet, even though it was a harder test, if you paid attention and if you actively participated (whether that be actively listening or participating in the discussion) in class, most of this stuff should easy to apply to test questions.
During this week we did the T-bone challenge where we tried to make one car hit another car right in the middle. I know that we ran out of time, but this was a good experiment to apply speeds, distance and position to a real situation. I remember that the trickiest part was trying to come up with how far away the car should be released from the starting point and how many seconds should elapse in between the release of the two cars.
I do wish we could have finished that experiment because I did like trying to find out all of the measurments and times and everything. But this also raised a question which was: there some sort of equation that we could have done to find out the precise time and distance to let each car go to do the t-bone crash?
This week I think that I had good participation in the dicussions and in the experiments and class demonstrations. I do understand the difference between velocity and speed and also the difference between position, displacement and distance. I do think that I still need work on interpreting graphs and applying my knowledge in situations that I'm givin.
The assesment tested our knowledge of velocity and speed and also reading graphs and interpreting them. Personally, I thought this assesment was pretty challenging. It asked questions that really tested us in putting our knowledge of these concepts into certain problems or situations. Yet, even though it was a harder test, if you paid attention and if you actively participated (whether that be actively listening or participating in the discussion) in class, most of this stuff should easy to apply to test questions.
During this week we did the T-bone challenge where we tried to make one car hit another car right in the middle. I know that we ran out of time, but this was a good experiment to apply speeds, distance and position to a real situation. I remember that the trickiest part was trying to come up with how far away the car should be released from the starting point and how many seconds should elapse in between the release of the two cars.
I do wish we could have finished that experiment because I did like trying to find out all of the measurments and times and everything. But this also raised a question which was: there some sort of equation that we could have done to find out the precise time and distance to let each car go to do the t-bone crash?
This week I think that I had good participation in the dicussions and in the experiments and class demonstrations. I do understand the difference between velocity and speed and also the difference between position, displacement and distance. I do think that I still need work on interpreting graphs and applying my knowledge in situations that I'm givin.
Sunday, October 7, 2012
Week 4 Blog Reflection
This week we went more in depth on graphing distance and displacement. I know that on friday we were out in the hall with bean bags and meter sticks and we were demonstrating the difference between distance and displacement. I also know that we made graphs that demonstrated distance and displacement but honestly I can't really remember what we did when Mr. Rogers was a sub for the class. I think it was a day for graphing but I forgot what it was that we were graphing. Just telling the truth.
The main ideas of this week were displacement and distance and how to graph them. The difference between them is that distance is how far something traveled from the starting point. Displacement is how far away something is from the starting point. I also know now that we can get the relative speed of an object from its graph. We reinforced the fact that the graph can be represented by an equation.
I don't have any questions about the actual topics at the moment but what I do want to ask is if we are going to apply these into real life events or situations. Like if we could apply physics to sports or physical movements like jumping and running.
Overall I think I understand the content that we are learning pretty well. I understand the difference between displacement and distance and how to draw a graph based on an objects movement. These concepts came pretty easily to me because I paid attention in class and the visual aspects of the demonstrations also helped me grasp it even more. The combination of these two allows me to really grasp and learn topics fast since hearing about is not always enough for me to learn it.
I believe that I participated very well this week. I was a contributor to my group when we were supposed to graph and make equations and do the activities together. I tried to participate in class discussions and if I didn't have a question to answer I thought that I listened intently to what was being said. As far as things to work on go, I think I need to work on doing better on my assesments and writing these blogs.
The main ideas of this week were displacement and distance and how to graph them. The difference between them is that distance is how far something traveled from the starting point. Displacement is how far away something is from the starting point. I also know now that we can get the relative speed of an object from its graph. We reinforced the fact that the graph can be represented by an equation.
I don't have any questions about the actual topics at the moment but what I do want to ask is if we are going to apply these into real life events or situations. Like if we could apply physics to sports or physical movements like jumping and running.
Overall I think I understand the content that we are learning pretty well. I understand the difference between displacement and distance and how to draw a graph based on an objects movement. These concepts came pretty easily to me because I paid attention in class and the visual aspects of the demonstrations also helped me grasp it even more. The combination of these two allows me to really grasp and learn topics fast since hearing about is not always enough for me to learn it.
I believe that I participated very well this week. I was a contributor to my group when we were supposed to graph and make equations and do the activities together. I tried to participate in class discussions and if I didn't have a question to answer I thought that I listened intently to what was being said. As far as things to work on go, I think I need to work on doing better on my assesments and writing these blogs.
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