I missed my blog day on march 10. That day was the day after we pushed Mr. Finley's car. We went over the homework assigntment to start the period. The first answer were when the classmates pushed the car, the car sped up._.__.___.____. The second one was when nobody pushed the car, it moved at a constant rate.__.__.__.__.__. The third one was when Mr. Finley pushed the car, it slowed down, and then sped up. .________.______._____.____.___.__._.
After going over the homework, Connor sat on top of the cart while Josh pushed him. Josh easily pushed Connor. Then, Colleen sat on the cart next to connor. Josh had some difficulty pushing the two. Then, Kevin sat on the bottom of the cart. When Josh tried to push the cart, the cart didn't move. We concluded that mass was added each time another person was added so the cart didn't accelerate as much as when there was only one person.
Check out this website to help you understand this concept better-
http://www.thechemistryteacher.net/graphics/Sample_Activity.pdf
TR
Wednesday, March 30, 2011
Tuesday, March 29, 2011
First in class we went over homework:
Q1. Answer is A. Q2. answer is B. Q3. answer is C. Q4. answer is . Q5. answer is B. Q6. answr is A. Q7. answer is A. Q8. answer is D. Q9. answer is D. Q10. answer is A. Q11. answer is B. Q12. answer is A. We went over the homework by discussing it in our groups and then the whole class went over it.
Then we went over what we did on monday close to the end of class about how the moon controls earths tides in the ocean. Where every the moon is on the eastern or western hemosphere the tide will still be the same. When the sun and the moon are aline there is high tide. When the moon and sun aren't aline the tides are low. The moon has a greater force on earth because it is closer than the sun is.
- H.K.
Q1. Answer is A. Q2. answer is B. Q3. answer is C. Q4. answer is . Q5. answer is B. Q6. answr is A. Q7. answer is A. Q8. answer is D. Q9. answer is D. Q10. answer is A. Q11. answer is B. Q12. answer is A. We went over the homework by discussing it in our groups and then the whole class went over it.
Then we went over what we did on monday close to the end of class about how the moon controls earths tides in the ocean. Where every the moon is on the eastern or western hemosphere the tide will still be the same. When the sun and the moon are aline there is high tide. When the moon and sun aren't aline the tides are low. The moon has a greater force on earth because it is closer than the sun is.
- H.K.
Monday, March 28, 2011
Monday, March 28
We started class talking about pushing people. Mr. Finley made two people stand up and lean against each other, sort of like how you and a friend would make a house as a child. Unless they both pushed equally, the other person would begin to angel backwards.
After talking about what we just saw, we wrote three scenarios down.
-Jack and T.J. leaned against one another
-Finley punched a wall
-Finley pushed T.J.
We concluded that whenever you exert a force on something, it exerts the same force on you.
We then talked a bit about forces and Sir Issac Newton.
He had three laws of motion:
1. An object not moving stays not moving and an object moving continues moving at a constant rate unless an unbalanced force is exerted.
3. When things interact, they exert forces on another - equal in size and in opposite directions.
2. a=Fnet over m means the more force, the greater acceleration. More mass, slower acceleration.
After this, we got into the moon and the force it exerts on the earth. The tides are something big and controlled by the moon's force.
We drew a picture (you might now be able to read mine but I'll point them out).
The oval-like circle represents the tides, the round one the Earth. The arrow is a force diagram of the moon on Earth.
We noted that whatever happens on one side happens on the other.
I would have more, but I ran out of paper in my notebook and used a sheet of scrap paper.
-EL
After talking about what we just saw, we wrote three scenarios down.
-Jack and T.J. leaned against one another
-Finley punched a wall
-Finley pushed T.J.
We concluded that whenever you exert a force on something, it exerts the same force on you.
We then talked a bit about forces and Sir Issac Newton.
He had three laws of motion:
1. An object not moving stays not moving and an object moving continues moving at a constant rate unless an unbalanced force is exerted.
3. When things interact, they exert forces on another - equal in size and in opposite directions.
2. a=Fnet over m means the more force, the greater acceleration. More mass, slower acceleration.
After this, we got into the moon and the force it exerts on the earth. The tides are something big and controlled by the moon's force.
We drew a picture (you might now be able to read mine but I'll point them out).
The oval-like circle represents the tides, the round one the Earth. The arrow is a force diagram of the moon on Earth.
We noted that whatever happens on one side happens on the other.
I would have more, but I ran out of paper in my notebook and used a sheet of scrap paper.
-EL
Thursday, March 24, 2011
Thursday March 24
We started class by going over homework. We talked about the scientific names for the first day of the seasons. Winter's is the Winter Solstice. The winter solstice is when there is the shortest day of the year. The Summer's fist day is called the Summer Solstice. This is the longest day of the year. The first day of Fall is the Autimanal Equinox and the Spring's is the Vernal Equinox. The Equinoxs are the days when there is an equal amount of night and day.
After that we did an experiment where Colleen held a laser still and Mr.Finley turned the globe around. Before the earth was turned arouned the dot was on the Tropic of Cancer. When it was turned around it was on the Tropic of Capricorn because of the tilt. This showed where the sun is in the Winter and Summer. We also comncluded that there are no seasons in between the Tropics and even if there are there very mild.
After that we did an experiment with a cicle and a bowling ball where we removed a part of the circle and the bowling ball went straight which showed that if the sun disapeared the planets would just go staight.
TJ
After that we did an experiment where Colleen held a laser still and Mr.Finley turned the globe around. Before the earth was turned arouned the dot was on the Tropic of Cancer. When it was turned around it was on the Tropic of Capricorn because of the tilt. This showed where the sun is in the Winter and Summer. We also comncluded that there are no seasons in between the Tropics and even if there are there very mild.
After that we did an experiment with a cicle and a bowling ball where we removed a part of the circle and the bowling ball went straight which showed that if the sun disapeared the planets would just go staight.
TJ
Wednesday, March 23, 2011
Wednesday, March 23 Period 1
Going Over The Homework
- In diagram A the suns rays are hitting directly on the earth where we are not.
- on diagram B the suns rays are hitting directly where we are.
- Although the suns rays are htting above the equator where we are in A there is not
a direct path to the earth where we are so it will be winter in New Jersey.
- Also the counties near the equaotr do not experience season like we do in New Jersey. This happens because the sun always has a direct path to those parts of the earth. Since that dsent change neither does the weather.
MJ
- In diagram A the suns rays are hitting directly on the earth where we are not.
- on diagram B the suns rays are hitting directly where we are.
- Although the suns rays are htting above the equator where we are in A there is not
a direct path to the earth where we are so it will be winter in New Jersey.
- Also the counties near the equaotr do not experience season like we do in New Jersey. This happens because the sun always has a direct path to those parts of the earth. Since that dsent change neither does the weather.
MJ
Tuesday, March 22, 2011
March 22, 2011
Today in class we talked about our season simulation.
We discussed the biggest mistake people make. The mistake is, people think the when the earth is orbiting around the sun, and it's closest to the sun that's when it is summer and spring. But it is really the opposite.
Then we learned that our season have nothing to do with where the earth is. It depends on where the axis is tilting, and where it is facing.
We did an experiment where the table was the sun. He got a globe and circled the table. We had to determine Which way the eath was facing.
Mr.Finley then told us that our Earth has a tilt of 23.5 degrees on its Axis
-Both orbit an dtilt causes planet to be tilted towards or away from the sun.
-Because of this some parts won't have as much of a "concentraction" of rays.
At the end of class we did an experiment. We got a light and shinned it on a solar pannel. As we raised the solar pannel the number decreased.
Monday, March 21, 2011
season simulations
Today we did a simulation, and answered a worksheet to go along with it. The simulation was the Earth revolving around the Sun. Any time it got close to the sun it became faster. Also when it was close to the sun, it was winter and fall. The Earth was tilted though. So we would be facing the other way when we were close to the sun. We were facing the sun when it was summer and spring. The Earth was not close to the sun though. A question on the sheet was why do you think there are seasons? My partner and I said, the weather changes depending on the Earths rotations.
http://projects.astro.illinois.edu/data/Seasons/seasons.html
this is the simulation we had done!
By the way James is back yayyyy! Bye
DP
http://projects.astro.illinois.edu/data/Seasons/seasons.html
this is the simulation we had done!
By the way James is back yayyyy! Bye
DP
Thursday, March 17, 2011
March 17, 2011
Today in class we talked about planetary motion. We started off by going over last night's simulation homework. In this simulation, we chose where to put the planet and how fast the planet moved. We found that this simulation proved our hypothesis about planetary movement saying that it would move in a circular pattern around the sun. Also, we talked about what is needed in order to have a planet orbit a star. We need a far enough distance from the sun and to be moving in one direction.
Then, we discussed why planets orbit stars. As a class we came up with a hypothesis that a celestial object pulls a planet in if it is massive. This is why the earth obits the sun and the moon orbits the earth. After we came up with this hypothesis, we put it to the test. We set it up by using a ruler, a magnet, and a paper clip. We would inch the paper clip foward until in snapped onto the magnet. In this ccase, the sun was the magnet and the earth was the paper clip. If the earth got too close to the sun it would be sucked into it, but since we are at the perfect distance, we still get pulled in but not too much.
Now we know why the planets orbit a star. One part that tripped me up in the homework last night was that I kept trying to get a perfect circle for my planet orbit. Then I realized that it wasn't possible. The shape that all of the planets had to move in was an oval shape. When the planet gets closer and closer to the sun, it speeds up because of the unbalanced forces.
KS (4th blog)
Then, we discussed why planets orbit stars. As a class we came up with a hypothesis that a celestial object pulls a planet in if it is massive. This is why the earth obits the sun and the moon orbits the earth. After we came up with this hypothesis, we put it to the test. We set it up by using a ruler, a magnet, and a paper clip. We would inch the paper clip foward until in snapped onto the magnet. In this ccase, the sun was the magnet and the earth was the paper clip. If the earth got too close to the sun it would be sucked into it, but since we are at the perfect distance, we still get pulled in but not too much.
Now we know why the planets orbit a star. One part that tripped me up in the homework last night was that I kept trying to get a perfect circle for my planet orbit. Then I realized that it wasn't possible. The shape that all of the planets had to move in was an oval shape. When the planet gets closer and closer to the sun, it speeds up because of the unbalanced forces.
KS (4th blog)
Wednesday, March 16, 2011
March 16, 2011 - The Start of Astronomy
Today, we are beginning how forces relate astronomy. So first, imagine that a bowling ball is moving. How is it moving? Where is it going? What would happen if you hit it into another direction?
Well, you could describe the motion as going straight or forward. Where is it going, could be described as the same. To hit it to make it go into another direction would be to kick it on the side. One group said if you hit it directly on the top, it would not change direction.
So, hypothesis:
a) Hitting it halfway will make the direction move.
b) Hitting it anywhere can make the direction move.
c) Almost anywhere can make it change.
Now we test out Hypothesis C because most groups thought it was correct. We took TJ to test this. TJ took the long brush [ like a mallet ] to hit the bowling ball with. Look at this diagram:
The force of TJ hits the ball while it is moving. The motion then changes it direction. A new idea was made. Groups then thought that, if TJ kept hitting the bowling ball, the shape would be in a circle.
We then watched a video that shows a man hitting a bowling ball with a mallet in this kind of manner. Our hypothesis was therefore, correct.
Now we take this idea to a whole new level. How is this the same at the Earth rotating around the Sun? Look at this picture below now, too, for a better understanding-
This is a simple picture showing the Earth's rotation around the Sun. How is this similar to the bowling ball being hit by TJ? And how does the Sun make this happen?
The bowling ball is similar to this because of it's circular motion it's making. Pretend the bowling ball in the video was going around a larger ball. Imagine the bowling ball as the Earth, and the larger ball in the middle the Sun.
But how does the Sun do this? We believe it's a force the Sun is making onto the Earth...which we will investigate.
CP
Well, you could describe the motion as going straight or forward. Where is it going, could be described as the same. To hit it to make it go into another direction would be to kick it on the side. One group said if you hit it directly on the top, it would not change direction.
So, hypothesis:
a) Hitting it halfway will make the direction move.
b) Hitting it anywhere can make the direction move.
c) Almost anywhere can make it change.
Now we test out Hypothesis C because most groups thought it was correct. We took TJ to test this. TJ took the long brush [ like a mallet ] to hit the bowling ball with. Look at this diagram:
The force of TJ hits the ball while it is moving. The motion then changes it direction. A new idea was made. Groups then thought that, if TJ kept hitting the bowling ball, the shape would be in a circle.
We then watched a video that shows a man hitting a bowling ball with a mallet in this kind of manner. Our hypothesis was therefore, correct.
Now we take this idea to a whole new level. How is this the same at the Earth rotating around the Sun? Look at this picture below now, too, for a better understanding-
This is a simple picture showing the Earth's rotation around the Sun. How is this similar to the bowling ball being hit by TJ? And how does the Sun make this happen?
The bowling ball is similar to this because of it's circular motion it's making. Pretend the bowling ball in the video was going around a larger ball. Imagine the bowling ball as the Earth, and the larger ball in the middle the Sun.
But how does the Sun do this? We believe it's a force the Sun is making onto the Earth...which we will investigate.
CP
Monday, March 14, 2011
3/14/11
In Mr. Finley's class we did a phet simulation on the computers with a partner. We first said that the greater the force. faster the acceleration. The more massive the object the slower the acceleration. The less smooth the friction (surface force)is less, and it slows down the acceleration. Last unbalance force accelerates, and balanced force moves at a constant rate.
Our simulation was on a man pushing a box across the floor. We changed the surface in which we were pushing the object on and we changed the amount of force that the man was useing to push the object across the suface.
The applied force was 28.65N, and we put the object on ice. The box moved all the way acorss the ice to the wall but it moved very slowly across it. Then we applied 569N of force and it moved much faster than before. In both tests we only pushed the object once and use 569N of force one time. When we puched the box across the surface (which was wood) and we pushed it and the object slowed down after we fush it. We had to use a greater force to puch the object across the wood. We pushed the object with 600N of force and it sped up as we push it, then we pushed the object one time with 600N of force and the object moved at a constant rate. When we kept pushing the object it was unbalanced because there is nothing pushing against it and when we pushed it one time it is balanced because there is an equal force and it moves at a constant rate.
JH
Our simulation was on a man pushing a box across the floor. We changed the surface in which we were pushing the object on and we changed the amount of force that the man was useing to push the object across the suface.
The applied force was 28.65N, and we put the object on ice. The box moved all the way acorss the ice to the wall but it moved very slowly across it. Then we applied 569N of force and it moved much faster than before. In both tests we only pushed the object once and use 569N of force one time. When we puched the box across the surface (which was wood) and we pushed it and the object slowed down after we fush it. We had to use a greater force to puch the object across the wood. We pushed the object with 600N of force and it sped up as we push it, then we pushed the object one time with 600N of force and the object moved at a constant rate. When we kept pushing the object it was unbalanced because there is nothing pushing against it and when we pushed it one time it is balanced because there is an equal force and it moves at a constant rate.
JH
Sunday, March 13, 2011
March 11, 2011- How things slow down
First of all, I don't know if this will be the best describtion of everything because I don't feel good today.
We started by going over our homework.
Mr Finley put the correct answers on the board, and our goups had to talk about them.
The correct diagrams where :
DOT
a. ._.__.___.____.______.________.
b. ._.__.___.____._______.________.
c. .
d. .__________._______.____.___._..
e. ._._._._._._._._._._._._._.
FORCE
See someone else's notes.
Then Yolanda asked why E slowed down. Wouldn't the ball just stop in the hand?
The answer is no, no matter how light an object is, when your hand catches it your hands go down a little bit, depending on the weight. When an object stops, first it has to slow down. We watched this video to prove it. Only the beggining matters for what we are doing in class.
Video- http://www.youtube.com/watch?v=QfDoQwIAaXg
Then to explain this futher Mr finley threw an orange. As it goes up the orange slows down, and the top it almost stops, then it goes down speeding up.
Then we pushed a ruler across the surface of the table. After a few seconds it slowed down. This was because the surface of the table had a negative force on it. At the same time there were three different forces on the ruler. (let's say you slided it to the left) There's the table holding the ruler up going up, the pull of the Earth on the table going down, and a force from the table surface going to the right.
This slowing down right before stopping concept confuses me alittle, and the fact that force diagrams can have more than two arrows goind multiple directions is something I have to remember because it makes me think that sometime aren't solutions to things there are soloutins to. I just need to look at my notes again and then I'll understand it.
Here are some interesting websites:
http://www.physicsclassroom.com/class/1dkin/u1l5a.cfm
http://www.physicsclassroom.com/class/1dkin/u1l1e.cfm
http://www.physicsclassroom.com/Class/newtlaws/
DB(4TH)
We started by going over our homework.
Mr Finley put the correct answers on the board, and our goups had to talk about them.
The correct diagrams where :
DOT
a. ._.__.___.____.______.________.
b. ._.__.___.____._______.________.
c. .
d. .__________._______.____.___._..
e. ._._._._._._._._._._._._._.
FORCE
See someone else's notes.
Then Yolanda asked why E slowed down. Wouldn't the ball just stop in the hand?
The answer is no, no matter how light an object is, when your hand catches it your hands go down a little bit, depending on the weight. When an object stops, first it has to slow down. We watched this video to prove it. Only the beggining matters for what we are doing in class.
Video- http://www.youtube.com/watch?v=QfDoQwIAaXg
Then to explain this futher Mr finley threw an orange. As it goes up the orange slows down, and the top it almost stops, then it goes down speeding up.
Then we pushed a ruler across the surface of the table. After a few seconds it slowed down. This was because the surface of the table had a negative force on it. At the same time there were three different forces on the ruler. (let's say you slided it to the left) There's the table holding the ruler up going up, the pull of the Earth on the table going down, and a force from the table surface going to the right.
This slowing down right before stopping concept confuses me alittle, and the fact that force diagrams can have more than two arrows goind multiple directions is something I have to remember because it makes me think that sometime aren't solutions to things there are soloutins to. I just need to look at my notes again and then I'll understand it.
Here are some interesting websites:
http://www.physicsclassroom.com/class/1dkin/u1l5a.cfm
http://www.physicsclassroom.com/class/1dkin/u1l1e.cfm
http://www.physicsclassroom.com/Class/newtlaws/
DB(4TH)
Wednesday, March 9, 2011
Outside Car Experiment
Today at the beggining of class we we told to get our coats because we were going to conduct an experiment outside. The problem was that a car moves at a steady pace and we were going to map it with a dot every second and check the space between the dots to see if the car went faster. We wthen sent people to the board to give some ideas of diagrams. One example diagram is,___,_____,_______,_________, you can tell the car is speeding up in this diagram because the distance betwwen each dot. The hypothesis is If an eqaution is balanced it gradually gets faster, when balanced it stays the same speed. We then went the bowling ball experiment and drew a force diagram for it and said there was downward and sideways, we then had a volunteer draw dots every second marked by a crack. The marks were a constant rate. We then went outside to conduct the experiment. Some students pushed a car exerting an unbalanced force by pushing on the car and Mr. Finley also did.
CV
CV
Monday, March 7, 2011
spring scale/force diagram
The spring scale measures force in newtons. When the mass your holding up is completly on the spring scale, then the force exerted on the weight is from the earth (arrow pointing down) and the spring scale (arrow pointing up). When the weight is slightly on the table, but still on the spring scale, then the force arrow going up is split between the table and the spring scale. The earth is still the bottom arrow. When the weight on the spring scale is completly on the table, then all the upward force is on the table instead of the spring scale. the larger the force (N) the longer the arrows going up and down.
Mr. Finley pulled me on a cart in the hallway. There was an upward and downward force, but also a sideways force. This was un balanced situation. The prediction was the harder Mr. Finley pulls, the faster i get. The data is that the cart got faster. Mr. Finley got faster because the cart got faster (applies the same amount of force). Also the cart kept getting faster because there is no opposite force to hold back the carts forward movement. If there is nothing to stop something moving sideways, and something is still applying force, then it will just keep getting faster.
JC
Mr. Finley pulled me on a cart in the hallway. There was an upward and downward force, but also a sideways force. This was un balanced situation. The prediction was the harder Mr. Finley pulls, the faster i get. The data is that the cart got faster. Mr. Finley got faster because the cart got faster (applies the same amount of force). Also the cart kept getting faster because there is no opposite force to hold back the carts forward movement. If there is nothing to stop something moving sideways, and something is still applying force, then it will just keep getting faster.
JC
Friday, March 4, 2011
3/4/11
First Mr. Finley told every one that every group i going to have a group leader everyday of the week. Then we whent over the homework. were we have to sketch the senerios and circle the system odject.The we go spring scaes and the objects we put on the spring scale. We answered questions and made force diagrams. Check out this PhET simulation to help you out.
Thursday, March 3, 2011
3/3/11!
Recently in science, we've started a new unit involving force.
To learn about force, Kevin had to stand with both of his arms out, with a bowling ball in one hand and a ping pong ball in the other. He obviously needed to work hard to keep the bowling ball level. To do so, he was exerting a positive force on the ball. For the ping pong ball,
he also had to exert a positive force, just not as much. He was not 'doing work' because neither the bowling ball or ping pong ball was displaced, and, since work=force x displacement, there was no work done despite how large the force is.
We then created a definition for force, which is: the interaction between 2 (or more) objects. The objects could be stuff touching it, although not directly, like with the sun, moon, earth, or even a magnet.
To learn more, we continued to study the experiment with Kevin. While Kevin was exerting an upward force, the earth was also exerting a downward force. Since these two forces were equal, the bowling ball stayed in place. If Kevin were the only thing pushing the bowling ball, the ball would simply continue upward.
Today, after reviewing last night's hw, our task was to perform a spring scale experiment. We had to measure something on the spring scale that is a good mass- not so heavy that the scale will break, but not so light that it can not be measured.
My group placed a metal circle on the scale, which measured to be 1N/100g. We created a force diagram. There was an upward arrow to represent the F of spring on mass, and a downward arrow to show the F of earth on mass, and, a circle in the middle to show the mass itself. The mass was pulling the spring scale down, while the spring scale pulled it up. It was unclear to us weather or not the forces were balanced.
Spring Scale
To better understand the concepts we're discussing, trying some of these experiments and recording observations of them could be very beneficial.
KV (#3)
To learn about force, Kevin had to stand with both of his arms out, with a bowling ball in one hand and a ping pong ball in the other. He obviously needed to work hard to keep the bowling ball level. To do so, he was exerting a positive force on the ball. For the ping pong ball,
he also had to exert a positive force, just not as much. He was not 'doing work' because neither the bowling ball or ping pong ball was displaced, and, since work=force x displacement, there was no work done despite how large the force is.
We then created a definition for force, which is: the interaction between 2 (or more) objects. The objects could be stuff touching it, although not directly, like with the sun, moon, earth, or even a magnet.
To learn more, we continued to study the experiment with Kevin. While Kevin was exerting an upward force, the earth was also exerting a downward force. Since these two forces were equal, the bowling ball stayed in place. If Kevin were the only thing pushing the bowling ball, the ball would simply continue upward.
Today, after reviewing last night's hw, our task was to perform a spring scale experiment. We had to measure something on the spring scale that is a good mass- not so heavy that the scale will break, but not so light that it can not be measured.
My group placed a metal circle on the scale, which measured to be 1N/100g. We created a force diagram. There was an upward arrow to represent the F of spring on mass, and a downward arrow to show the F of earth on mass, and, a circle in the middle to show the mass itself. The mass was pulling the spring scale down, while the spring scale pulled it up. It was unclear to us weather or not the forces were balanced.
Spring ScaleTo better understand the concepts we're discussing, trying some of these experiments and recording observations of them could be very beneficial.
KV (#3)
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