What Science ideas did you learn?
This week I learned that the majority of things need to be measured in meters. I also learned that when you make a motion diagram, you must label all parts.(velocity arrows,arrows,length, delta v's)
How did you learn these ideas?
We learned these ideas by doing a lab in class with the cars and measurments. Mr. Segen also went over the work in class.
How can this apply to modern day life?
These ideas can be applied to modern day life because people can have a problem like this, Say that you are on I-95, on the radio, you hear that there has been a crash 5.5 miles away from you, you would measure in your head how far away this is to avoid the crash.
Sunday, November 22, 2009
Sunday, November 15, 2009
Science week of ????
MONDAY:
This week in science, we did some fun and interesting thingies this week. On monday, we took a partner quiz about motion.
TUESDAY:
On tueday in science, we kind of wrapped up grades for the 1st marking period.We also did a lab about functions and cars.
Wednesday:
On wednesday in science, we continued the lab that we started. We had Aage tape a marker to his heel. We timed his footsteps. Every step he took, he laid a marker dot. After that we did a function to see how much time it took.
THURDAY:
Mr. Segan was absent today. We also did another lab to see if a fast car and a slow car will collide at a certain point.
FRIDAY:
Today, was a note day, we took notes basically the whole period.
This week in science, we did some fun and interesting thingies this week. On monday, we took a partner quiz about motion.
TUESDAY:
On tueday in science, we kind of wrapped up grades for the 1st marking period.We also did a lab about functions and cars.
Wednesday:
On wednesday in science, we continued the lab that we started. We had Aage tape a marker to his heel. We timed his footsteps. Every step he took, he laid a marker dot. After that we did a function to see how much time it took.
THURDAY:
Mr. Segan was absent today. We also did another lab to see if a fast car and a slow car will collide at a certain point.
FRIDAY:
Today, was a note day, we took notes basically the whole period.
Sunday, November 8, 2009
What science ideas did you learn?
We learned how to find slope
How to use variables to represent time and position, or how fast something or someone is going.
How did you learn these ideas?
You find slope by dividing the vertical difference by the horizontal difference. Here is an example of what slope may look like.
10_______ position over time
5
Slope is defined as the change in the y-coordinates divided by the change in the x-coordinates. People often remember this definition as "rise/run."
For example, a man started at 8:30, or time 1(t1), and ended at 12:00, or time 2(t2). When he ended at 12:00, he was at position 2(x2), or 4.2km. At position 1(x1), the position was 0. The man was traveling at 4.2km/30m( 2.5 kilometers per minute). You could also say he was traveling at 8.4km/1hr(5 kilometers per hour), by doubling the top and bottom.
How can this apply to modrn day life?
This is one way it can apply to real life. Slope affects some people as a snowboarder because the signs on the ramps. The difficulty of the ramp is probably scientifically found by using slope.
We learned how to find slope
How to use variables to represent time and position, or how fast something or someone is going.
How did you learn these ideas?
You find slope by dividing the vertical difference by the horizontal difference. Here is an example of what slope may look like.
10_______ position over time
5
Slope is defined as the change in the y-coordinates divided by the change in the x-coordinates. People often remember this definition as "rise/run."
For example, a man started at 8:30, or time 1(t1), and ended at 12:00, or time 2(t2). When he ended at 12:00, he was at position 2(x2), or 4.2km. At position 1(x1), the position was 0. The man was traveling at 4.2km/30m( 2.5 kilometers per minute). You could also say he was traveling at 8.4km/1hr(5 kilometers per hour), by doubling the top and bottom.
How can this apply to modrn day life?
This is one way it can apply to real life. Slope affects some people as a snowboarder because the signs on the ramps. The difficulty of the ramp is probably scientifically found by using slope.
Sunday, November 1, 2009
Science Week
What Science ideas did I learn?
I learned about Physical quantities
Making graphs, tables, and dot diagrams
For the first time, we used a machine that measured distance
How did I learn these ideas?
-We learned that a physical quantity is any unit of measure. For example, inches, quarts, pounds, seconds, minutes hours, and so on.
-This week we learned how to and made many graphs, table, and dot diagrams of different things we saw, such as Mr. Segen walking across the room. As each second past by, the grapgh would either increase or decrease in angles. For example, if he walked farther, the the graph would have become more steep. If he did not walk far at all, then the graph would be less steep and kind of curvy.
On Friday we got to use the machines that measured time and distance. You could aim it at someone or something moving and when the time was up it would create a graph of the distance the thing was from it at specific time. It not only did that, but it could combine any graphs it recorded into one graph. The experiment my group did was that Camille would run far and just suddenly stop.
How can these ideas be applied to modern day life?
I learned about Physical quantities
Making graphs, tables, and dot diagrams
For the first time, we used a machine that measured distance
How did I learn these ideas?
-We learned that a physical quantity is any unit of measure. For example, inches, quarts, pounds, seconds, minutes hours, and so on.
-This week we learned how to and made many graphs, table, and dot diagrams of different things we saw, such as Mr. Segen walking across the room. As each second past by, the grapgh would either increase or decrease in angles. For example, if he walked farther, the the graph would have become more steep. If he did not walk far at all, then the graph would be less steep and kind of curvy.
On Friday we got to use the machines that measured time and distance. You could aim it at someone or something moving and when the time was up it would create a graph of the distance the thing was from it at specific time. It not only did that, but it could combine any graphs it recorded into one graph. The experiment my group did was that Camille would run far and just suddenly stop.
How can these ideas be applied to modern day life?
All of these ideas can easily be applied to modern day life. Say there is a bus in New York. This bus is traveling at 60 mph with no turns or stops. If it immediatly stops at a bus stop then the graph would look something like this. It would be really really steerp, then it would just go fla and there would be a straight line until it speeds up again.
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