Embedded Files
I can investigate
I can investigate
scientific investigation and experimentation
scientific investigation and experimentation
GSS.A1 I can identify and define experimentally testable questions and variables.
GSS.A2 I can locate and evaluate research on a topic.
GSS.A3 I can design and execute an experiment to investigate a relationship.
GSS.A4 I can draw conclusions from patterns in data and observations.
GSS.A5 I can use conclusions from investigations to drive further inquiry.
GSS.A1 I can identify and define experimentally testable questions and variables.
GSS.A1 I can identify and define experimentally testable questions and variables.
How do you draw a vector sum?
How do you draw a vector sum?
In my notes, you can see that I answer this question in depth including the steps to do so and diagrams to support it. Although this question was difficult to answer originally, I believe that after some discussion in class, I have answered it well. In relation to this skill, I do not think that I necessarily do well at it. I think that I could get better at defining experimentally testable questions. A way that I believe that I could improve on this is to understand how to locate the question first and work from there.
Momentum Equation
Momentum Equation
m(delta)v = f(delta)t
m(delta)v = f(delta)t
This equation can become helpful when attempting to determine the change in momentum or the impulse. This equation was from our notes when we were discussing Newton's Laws. Using this, we can apply this equation to word problems and help solve for problems.
Spring Force Lab
Spring Force Lab
In this activity, we asked ourselves
How much force does it take to stretch a spring with a weight attached?
How much force does it take to stretch a spring with a weight attached?
This whiteboard accurately represents this skill because we identified and defined how much force it took to stretch a spring with a weight.
Something that went well in this activity was that we were able to figure out what the question was asking of us and find out an efficient way to solve the problem. Something that did not go well was that some of our data was no very accurate.
GSS.A2 I can locate and evaluate research on a topic.
GSS.A2 I can locate and evaluate research on a topic.
Spaghetti Bridge APA Report
Spaghetti Bridge APA Report
This report was from a project we did over bridges made out of spaghetti. Before even modeling the bridges, however, we needed to conduct initial research on what types of bridges would be best to construct. Within my report, you will find reasearch that I did over this.
Something that went well with this research was that following this, we were able to get a better head start and have a more solid model for our bridge. One thing that did not go so well was finalizing which model our group thought was best for building. Although, in the end, we all agreed.
GSS.A3 I can design and execute an experiment to investigate a relationship.
GSS.A3 I can design and execute an experiment to investigate a relationship.
In this video we explore the concept of force diagrams. I was a part of this group during this experiment. The over-arching question was:
Is it possible to have the bigger force arrow in a direction which does not match the direction an object is moving? If, so, what kind of motion is this? If not, why?
Yes, it is possible to have the bigger force arrow in a direction which does not match the direction an object is moving. This type of force is called friction force.
A challenge our group faced during this experiment was how this concept was possible. To overcome our obsticles, we slowly worked through possible scenarios and ideas and found the one that made the most sense to us.
Logger Pro Dot Analysis
Logger Pro Dot Analysis
Downwards Velocity
Downwards Velocity
For this, we let go of an object and identified the downward movements of it as time continued. This presented a velocity vs. time graph and a position vs. time graph.
Upwards Velocity
Upwards Velocity
In this image, there is a video of our group tossing a ball up in the air and recording the movements of the ball. The result of this are shown in graphs.
Downwards Acceleration
Downwards Acceleration
This is a graph that is the result of our group recording the downwards acceleration of a car on an elevated track. You can see that as time continues, the position of the car decreases. From the slope, you can find the acceleration.
Upwards/Down Acceleration
Upwards/Down Acceleration
This image represents an upwards acceleration of a car on an elevated track. Then, you see that the car stopped at the vertex, and went back down with a greater amount of acceleration.
The relationship between upwards/downwards velocity and accleration can be evaluated using these examples.
Bowling Ball Race
Bowling Ball Race
ball being directed straight
ball being directed straight
ball being directed around curve
ball being directed around curve
diagram of course and results
diagram of course and results
In this activity, we were tasked with using a meter stick to roll a bowling ball around a desired course. During the activity, I evaluated how my teammates and I used different techniques for better efficiency. From the gathered information, I have concluded the following relationships:
The direction to apply force in order to speed up is moving forward in a straight manner.
The direction to apply force in order to slow down is backward (in the opposite direction of previous motion).
The direction to apply force in order to follow a curved path in a controlled manner is by contacting the ball on the outside and applying force inside.
The direction of acceleration for speeding up was towards the end of the curve and movement straight.
The direction of acceleration for slowing down was at the beginning of the curve and when we made the ball come to a complete stop.
The direction of acceleration for following a curved path in a controlled manner was inwards.
GSS.A4 I can draw conclusions from patterns in data and observations.
GSS.A4 I can draw conclusions from patterns in data and observations.
This data was from an experiment we did in groups. We all measured the mass of different block weights placed on a scale and measured the amount of force (in Newtons) that was applied to each. Every group contributed their own data to this shared document and we tried to understand the line of best fit. We concluded that there was a basic pattern within each result. The final conclusion of this experiment was that the equation hovering over the graph was the constant within each mass. Overall, I did not have any struggles with this experiment, since it was fairly basic.
Logger Pro Analysis of Momentum and Energy in Collisions Project
Logger Pro Analysis of Momentum and Energy in Collisions Project
This dot analysis tracks the movement of our plate breaking. Here, you are able to draw the conclusion that the vertex of the arch is the breaking point of the plate (when the plate makes contact with the ground). Also, leading up to this vertex is the force it took to break the ceremic plate. The significance of this is that it helps me evaluate how much force it took to break the object and I am able to further investigate the momentum.
Simple Harmonic Motion Investigation
Simple Harmonic Motion Investigation
Using our recorded data in this lab, we discovered how (mathematically) period depends on mass. Our group made the observation that as mass increased, the period increased as well. We concluded this becuase we saw that in our table, these relations existed.
Some things that went well in this assignment were that our group understood the question well and that we all worked well togther to solve it. Something that did not go as well was that some of our measurements could have been a little off becuase we did not achieve the desired B value (1/2).
GSS.A5 I can use conclusions from investigations to drive further inquiry.
GSS.A5 I can use conclusions from investigations to drive further inquiry.
From this investigation, we originally concluded that the sum of the green arrow is the total distance from the tip of the first arrow to the tail of the second arrow. From this, I can conclude that the equation for sum is Rx + Ry.
Some difficulties that I encountered during this process are understanding how this occurs and formulating the steps to get here. To overcome these, I slowly walked myself through the process and worked hand-in-hand with some friends to bounce ideas off of one another.
Kinematics Equations
Kinematics Equations
This image is from my notes when we were tasked with creating kinematics equations. We were given two equations and had to solve for different variables algebraically. During this, we struggled with isolating some of the variables and making sure that the math was correct. On the other hand, some of the equations were easily solveable. This demonstrates driving further inquiry because using these five equations, we were then able to solve different kinematics problems and use them in creating our newest version of code.
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