This week in science class we continued to work on position verus time graphs and motion diagrams. We also took a quiz on the graphs and dot diagrams. Which I think I did really bad on. But hopefully I can go in early soon to get the help. We also had two new vocabulary words to add to our list. Path length and displacement. Path length means the length in a path you traveled. On the other hand displacement means absolute distance from where you start. These two vocab words have to do with two main other vocab words we have been using for the past couple of weeks. For path length speed fits with that. And for displacement velocity fits that. Displacement can be negative because you can walk backwards thats going in the negative direction. For path length its speed because there can't be -5 meters only positive physical quanites.
Also we contnues with motion diagrams which look lik dot diagrams but there are delta v arrows indicating the direction and the space inbetween each dot. To see what your displacement how fast and far you have traveled from where you start. The after we had a function or a problem we now knew how to make a position verus time graph of it. Then the quiz was just on the stuff we have learned on this topic and for some reason I didn't get the material like draw a picture of this graph. Which we learned in the beginning of this unit and I can't remember how to do that. So thats one place I had trouble with.
That pretty much ties in my week at school last week and I can't wait till the 2 and a half day week tomorrow. But, lastly the real world application for this week is there are many ways to express how fast to walk and in a certain time. If your walking down a street and the speed up really fast then slow down to a stop. You can express that in a graph, picture, dot diagram, or a motion diagram.
Sunday, November 22, 2009
Saturday, November 7, 2009
Week of 11/2-11/4
This week was another short week it was three days. We focused on one main topic which was velocity and also we learned formulas to calucate position. Even though this week was only 3 days it was very diffulct for me to follow along. We learned about that Velocity can also mean speed. We used a formula to find position and the formula is x(t) *time=position. For a problem that gives a graph using that formula you can determine the position of the dot at a certain time.
We also had to complete a lab on how far a battery powered car goes each second. The first car we tested had both its batterys in. My team layed down a ruler to determine how far the car went in each second. Another one of my groupmates looked at the clock to say mark at each second. For the first second it travelled 13 and a half inches, then in the second second it made it to the 25 inch mark and lastly for the 3rd second it hit 36 inches. From the first second to the second it traveled 11 and 1 half inches. Then, for the second mark to the third it travelled 11 inches. So the two numbers it travelled in a second it travelled about 11 and one forth inches. Then, to test the car to make it slower instead of putting the two batterys in. We put one battery in and a medel rod. Which made the car run but with only one battery. The car of course went slower then the first car because it only had on battery. We did the same thing we did with the first car. And these are the results. For the first second it travelled 9 inches and for the second second it travelled 14 inches and lastly it went 20 inches. The car travelled 5 inches inbetween the first and second markings. For the inches inbetween the second and third markings its 6 inches. It was a big difference compared to the faster cars intervals in inches. With more battery power or even energy in general it will be more efficient and be more worth while.
The car experiment we did this week I understood it very much but for the formula and graphing I didn't understand it to much. The real world applications for the car experiment is if you have a real car and its filled to the top in gas it will surely drive faster and longer than a car with 1 quart of gasoline.
We also had to complete a lab on how far a battery powered car goes each second. The first car we tested had both its batterys in. My team layed down a ruler to determine how far the car went in each second. Another one of my groupmates looked at the clock to say mark at each second. For the first second it travelled 13 and a half inches, then in the second second it made it to the 25 inch mark and lastly for the 3rd second it hit 36 inches. From the first second to the second it traveled 11 and 1 half inches. Then, for the second mark to the third it travelled 11 inches. So the two numbers it travelled in a second it travelled about 11 and one forth inches. Then, to test the car to make it slower instead of putting the two batterys in. We put one battery in and a medel rod. Which made the car run but with only one battery. The car of course went slower then the first car because it only had on battery. We did the same thing we did with the first car. And these are the results. For the first second it travelled 9 inches and for the second second it travelled 14 inches and lastly it went 20 inches. The car travelled 5 inches inbetween the first and second markings. For the inches inbetween the second and third markings its 6 inches. It was a big difference compared to the faster cars intervals in inches. With more battery power or even energy in general it will be more efficient and be more worth while.
The car experiment we did this week I understood it very much but for the formula and graphing I didn't understand it to much. The real world applications for the car experiment is if you have a real car and its filled to the top in gas it will surely drive faster and longer than a car with 1 quart of gasoline.
Sunday, November 1, 2009
Week of 10/26-10/30
This week we started a new Lesson which was Lesson 4. It was in a huge kinomatics packet online which we had to complete about 12 pages or something like that. It was on graphs about clock readings and position. Each chart we had to answer a bunch of questions and then make a bunch of graphs. It was a ton of work to start out the new unit. Also this week was very bad because most of our classmates did not complete there homework which got Mr. Finley very angry. I admitt I missed my home work too but only for once out of the three days we had consistent no homeworks. The whole week was really centered to the new unit and Lesson 4. We only had the won teaching which was the graphs.
On the first day that not much people did there homework we were starting the new lesson so I was in the group that did there homework and got to move on. In the "front group" Mr. Finley called it we learned about how graphs should look like if the data on the chart. Was trying to say that the data was speeding up, slowing down, or going at a constant rate. If it was going at a constant rate then the term line would be going up and it wouldn't be curving down or up. If the term line was speeding up then the term line would be getting more vertical. For the slowing down it would be getting more horizantal.
This wek was all lerning about the new unit and learning about the graphs and charts and how to express them in differnt ways. The real world applactions for this week are if your an engineer fopr a roller coaster buisness. And perhaps you want to explain to your boss that the ride is speeding up or slowing down at certain points. You can give him graphs of the speeding up and slowing down or even in a constant rate. The you can show him the charts you got the data for the graphs from and he will be impressed. Give you a permotion.
On the first day that not much people did there homework we were starting the new lesson so I was in the group that did there homework and got to move on. In the "front group" Mr. Finley called it we learned about how graphs should look like if the data on the chart. Was trying to say that the data was speeding up, slowing down, or going at a constant rate. If it was going at a constant rate then the term line would be going up and it wouldn't be curving down or up. If the term line was speeding up then the term line would be getting more vertical. For the slowing down it would be getting more horizantal.
This wek was all lerning about the new unit and learning about the graphs and charts and how to express them in differnt ways. The real world applactions for this week are if your an engineer fopr a roller coaster buisness. And perhaps you want to explain to your boss that the ride is speeding up or slowing down at certain points. You can give him graphs of the speeding up and slowing down or even in a constant rate. The you can show him the charts you got the data for the graphs from and he will be impressed. Give you a permotion.
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