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.
Sunday, November 8, 2009
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.
Sunday, October 25, 2009
science week of 10/23
What science ideas did you learn?
1.We tested to find out which one was a better representation, north, south, east, and west.
2.We also tried to find different ways to communicate direction.
3. We wanted to see what pattern the car moved in. Did it move faster or slower each time.
How did you learn these ideas?
1. Which is more helpful, north, south, east, and west, or right and left? We tested this by first faceing each other and pointed left. Then we faced a diferent direction and pointed left. When we faced the front of the class we both pointed in the same direction, but when we faced each other and pointed left, we were pointing in different directions. Then we faced each other again but this time pointed west. After that we faced the front of the class and pointed west. When we did that, we were pointing the same direction both times. This proves our question,"Which is more helpful". the directions,(north,south,east,west), are most accurate. They are better than left or right because someones left can be another persons right. It all depends where you are standing and which direction you are standing in.
2. What other ways can you communicate direction? (other than N,S,E, and W or right and left). In class we came up with a different way to use direction. We used the idea of a coordinate grid. One direction was X, left horizontally, and Y, vertically or up and down. We also used positive and negative to use direction.
3. Last, does the car change paces or paterns? We tested this by letting the car start going at a specific point. Then, after every second, draw a line in front of the car. After 8 seconds, we measured the space between each line. The bigger space per second the faster the car was moving. The smaller the space between each line, the slower the car moved.This led me to conclude that the car sped up for a short time, but then slowed to a steady pace.
How does it apply to everyday life?
This applies to everyday life beause all the time you hear about cars on the news. Whether it was an accedent or a chase. When you first start a car, you kindof go faster than normal because the engines are still heating up and you need to find your "comfort speed". Once you are used to it, you go in a steady pace. For example, at first, you may go 60 mph. Then you get coftorable and go at a pace of 50 mph.
1.We tested to find out which one was a better representation, north, south, east, and west.
2.We also tried to find different ways to communicate direction.
3. We wanted to see what pattern the car moved in. Did it move faster or slower each time.
How did you learn these ideas?
1. Which is more helpful, north, south, east, and west, or right and left? We tested this by first faceing each other and pointed left. Then we faced a diferent direction and pointed left. When we faced the front of the class we both pointed in the same direction, but when we faced each other and pointed left, we were pointing in different directions. Then we faced each other again but this time pointed west. After that we faced the front of the class and pointed west. When we did that, we were pointing the same direction both times. This proves our question,"Which is more helpful". the directions,(north,south,east,west), are most accurate. They are better than left or right because someones left can be another persons right. It all depends where you are standing and which direction you are standing in.
2. What other ways can you communicate direction? (other than N,S,E, and W or right and left). In class we came up with a different way to use direction. We used the idea of a coordinate grid. One direction was X, left horizontally, and Y, vertically or up and down. We also used positive and negative to use direction.
3. Last, does the car change paces or paterns? We tested this by letting the car start going at a specific point. Then, after every second, draw a line in front of the car. After 8 seconds, we measured the space between each line. The bigger space per second the faster the car was moving. The smaller the space between each line, the slower the car moved.This led me to conclude that the car sped up for a short time, but then slowed to a steady pace.
How does it apply to everyday life?
This applies to everyday life beause all the time you hear about cars on the news. Whether it was an accedent or a chase. When you first start a car, you kindof go faster than normal because the engines are still heating up and you need to find your "comfort speed". Once you are used to it, you go in a steady pace. For example, at first, you may go 60 mph. Then you get coftorable and go at a pace of 50 mph.
Monday, October 19, 2009
Science week of 10/12/09
This week in science was very interesting because we were studying for the test on Monday. We had to complete a study guide. We went over wave models and dense and less dence objects.When the wave front has more spread out lines which means that is less dense. If the wave front lines are closer together, then and object is more dense. We also went over Refraction Reflection,and of course, overall light. Since our test was on Monday, we were going over literally everything we have learned ever since the light unit started. Mr. Finley also had to study sessions on Thursday and Friday.
Saturday, October 10, 2009
Science week of 10/5
MONDAY:
This week in science we talked more about light and rays and stuff like that. On monday, we learned that water magnifies light so things that bounce off something in water appear bigger. We learned this by observing the way a ruler "changes" when it is placed in water.
TUESDAY:
On Tuesday we observed how a laser reacted when shined through water. The way we did this was we shined a laser on a piece of card board and marked were the dot was. Then we did the same thing except with glass of water between the cardboard and the laser and the dot was lower.
Wedsday:
Today, we read about the particle theaory and a wave model theory. We did a couple demonstrations in clasee. For the particle theory, we saw that a b-ball bounced off the wall and that particles work that way.
Thursday:
On thursday we watched a video that had to do with light refraction or "bending".
Friday:
NO SCHOOL!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!yippe
This week in science we talked more about light and rays and stuff like that. On monday, we learned that water magnifies light so things that bounce off something in water appear bigger. We learned this by observing the way a ruler "changes" when it is placed in water.
TUESDAY:
On Tuesday we observed how a laser reacted when shined through water. The way we did this was we shined a laser on a piece of card board and marked were the dot was. Then we did the same thing except with glass of water between the cardboard and the laser and the dot was lower.
Wedsday:
Today, we read about the particle theaory and a wave model theory. We did a couple demonstrations in clasee. For the particle theory, we saw that a b-ball bounced off the wall and that particles work that way.
Thursday:
On thursday we watched a video that had to do with light refraction or "bending".
Friday:
NO SCHOOL!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!yippe
Sunday, May 17, 2009
science week of 5/11
Monday:
On monday this week, we talked about the simulations we did on Friday. The simulations were,
Starbursts, Fish simulation, and peppered moths. We went over the definetions of natural selection, adaptation, and a little of Mutation.
Tuesday:
On tuesday this week, we talked about population and how it effects the environment and its adaptations When the prey reaches a high.. the predator is a low. And vise-versa. Here is a graph...(this is camilles graph)
Wednesday:
On wednesday, our class wrote down observations of 2 iguanas. We were just trying to find adaptations that occurred overtime with them.
Thursday:
On thursday, we went over the homework and talked about Charles Darwin. In 1845, he did a lot of research there.
FRIDAY!!!!:
QUIZ DAY.
Monday, April 20, 2009
CAMP SPEARS!!!!
This week we had a fun field trip to camp spears. I learned a lot for my 2 days there. Here are some of the things I learned.
1) You can eat teaberry leaves and Birch twigs.
2) Birch beer is made from the roots of the birch tree.
3) Bogs are very still waters with mud water and leaves.
4) Bogs can be as deep as 20 feet!
5) When building a shelter, make sure it is small so heat can be contained.
6) Over 2000 years ago, a monk was sacrificed in a bog and experts found him completely preserved.
Subscribe to:
Posts (Atom)
