Hi Everyone,
This week we will be reviewing more of Newton's Laws, going over the Reading Guide -- Prologue, Ch 1, 2 Due to Dropbox by Thursday at midnight. Your quiz will be open. on Wednesday and close at midnight on Thursday in D2L. We will also talk about the midterm projects and have a workday on Thursday for it. ALL BLOG POSTS NOW DUE BY SUNDAY NIGHT.
Have a great week!
Dr. E
Subscribe to:
Post Comments (Atom)
Emily Struck
ReplyDeleteWeek 4 Blog Post
Tuesday:
Tuesday, February 02, we began class by reviewing Newton’s three laws of motion: inertia, acceleration, and the law of action-reaction. We mainly focused on Newton’s third law which states: for every action, there is an equal and opposite reaction. But, this is only true when there’s acceleration and when the object is at a constant speed or remains at rest. After discussing Newton’s three laws, we reviewed for the quiz by going through our reading guide for the Prologue and Chapters one and two. Students in the class participated by asking questions about certain concepts that did not make sense to them. Dr. Ezrailson went through each question, one by one, and helped further our understanding of the most important concepts from the chapter.
Class Activity:
Thursday, February 04, we began class by discussing how we each constructed our airplane to determine whose plane could possibly have the longest hang time. After getting ideas from the people in our group, we discussed as a class what a possible hypothesis would be for an airplane’s hang time. We originally thought of the idea that the further the airplane flew the longer the hang time. In addition, we guessed that the shorter the distance the airplane flew the shorter the hang time it would have. After testing our airplanes by recording the distance it flew and the time it hung in the air, we concluded that our hypothesis was not correct. We determined that the independent variable in the experiment (x-axis) or time represented by seconds, and the distance, measured in meters, or the (y-axis) in the experiment, were not related. Our experimental results proved that although we may think of one hypothesis, it is not always true but is just as important.
Tuesday:
ReplyDeleteOn Tuesday, we further discussed Newton's Laws of Motion, focusing mainly on his third law which states that for every action there is an equal and opposite reaction. For example, a person leaning up against the wall must exert the same amount of force on the wall as the wall is exerting on the person. When the force becomes imbalanced, the person will either push the wall over or the wall with push the person over. After discussing the laws, we went over the reading guides. This was very helpful because we went over almost every question and discussed it as much as we needed to for everyone to understand.
Thursday:
On Thursday, we got to play with paper airplanes! We tested the hypothesis claiming that distance is related to time. We got into our groups and tested our paper airplanes by timing how much "hang time" each plane had and how far they flew. We then took this information and put it on a graph. When the groups were done, the class compiled all the data and made a bigger graph, showing everyone's distance/time. By making this scatter plot graph, it was plain to see that there is not a relationship between distance and time when flying paper airplanes.
On Tuesday we talked more about motion, mostly we talked about the third law of motion that Newton developed. We went in-depth with this law that stated that every action there is an opposite or equal reaction. An example would be a rocket pushes gas and reaction would be gas pushes on the rocket. This law came more clearly after we did a couple of examples. After we got done talking about Newton's third law we went through the questions on the reading guides. I found this extremely helpful. You could see what other people got for answers and you could also as Dr. E any question that you may not have understood.
ReplyDeleteThursday:
On Thursday you had us make paper air planes that could have the most hang time. We went out to the hall to test our planes, with making a connection with distance to how much hang time there is I found that they was a direct correlation. For this lab we had our group members break into different duties from measuring to keeping track of time. After we had found our hang time we went into the classroom and recorded everyone’s times and distance. Dr. E recorded everyone’s distance and time, as a group we then had to plot the point on a scatter plot. We found no correlation.
Class Activities
ReplyDeleteOn Tuesday, we talked more about Neston's Laws of Motion. We went over more examples of what each one looked like, how they work, and where we use them in everyday life. After that discussion, we went over our reading guides for Module 1. I found it very helpful to go over each of the questions, and hear what my classmates had to say about them as well. It was a good review session in preparation for the quiz.
On Thursday, we brought in paper planes we had constructed. Our goal for the day was to test the planes to see what style of plane would have the greates hang time in the air. We went out into the hall with a stopwatch and meter stick and recorded our results. We then went back into the classroom, and each group reported their results of how far the plane went and in how many seconds. After seeing all of the results we were able to disprove our hypothesis that there is a relationship between the distance the plane went and the time it took to get there.
On Tuesday, Dr. E. answered any questions that the class had and then we went over the reading guides during class. We discussed into some more detail Newtons law. Dr. E. gave us some examples of how to better understand this. A couple of examples was her leaning up against a wall , this was in regards to force, and Dr. E talking about rockets and how they are actually used to launch from the ground.
ReplyDeleteOn Thursday, we began the class discussing the airplanes. We wanted to see which airplane would have the longest hang time. Dr. E. made the hypothesis that there would be a correlation between the time and distance. In the group that I was in this was not the case. One of the gals had the longest hang time but her distance was the least. This was later confirmed by the rest of the class when we shared our answers. In other words there was no correlation between the distance and the hang time.
Tuesday, class started with Dr. E answering any questions the class had. We then went over module 1. This was a great review of everything we have done in class so far such as moton, nature of science, and newton's laws.
ReplyDeleteOn Thursday we worked with paper airplanes that we made. We tested many different ones to find which one had the longest hang time. We tested to find out if the hang time related to the distance in all cases. In most cases they had no relation.
Tuesday
ReplyDeleteDr. E answered any questions that we had from the reading guides. Dr. E took the class through the whole reading guide to make sure we understood everything from it. Dr. E also went over Newton's three laws in more detail and gave examples of how the laws are represented.
Thursday
The class did an activity with paper airplanes. the class tested paper airplanes to see how much airtime they could get. In groups, the class flew the paper airplanes, recording length and time of the flights. The data was then put on graphs and the class made a graph of all the data collected. Our hypothesis that hang time was related to distance was discredited after reviewing the collected data.
Week 4
ReplyDeleteTuesday
We reviewed Newton's Laws of motion and discussed examples of each law. Then we went over the reading guide from module one to make sure we had a understanding of the material.
Thursday
In class we did an activity with paper airplanes. We threw the paper airplanes and recorded the length and time of the flights. We put the information into graphs to see if the hand time was related to the distance traveled. In most trials they were not related
Shari Fischbach
ReplyDeleteWeek 4 Blog
Tuesday
Today, we spent the first part of class finishing our discussion of Newton’s 3 laws. We discussed his final law (action-reaction) before moving on to discuss our first reading guide. We went through the questions very thoroughly to make sure everyone had a good understanding of all of the major concepts involved in the Prologue and Chapters 1 and 2.
Thursday
We spent the class period today testing our paper airplanes to find out whose airplane had the longest hang time. We also wanted to see if the hang time was related to the distance that the plane traveled. We split up into groups to test our airplanes and then plotted how far they flew and how long they were in the air on a distance-time graph. We then combined all of the groups’ results to make a graph of the entire class. We had hypothesized that distance traveled and hang time would be related. However, our results showed that the distance that the planes traveled was not related to their hang time.
Tuesday:
ReplyDeleteIn class we finished out talk about Newton's third law and then moved on to discuss our reading guides. We also talked about examples of the third law.
Thursday:
We tested our paper airplanes and formed a hypothesis: that tine was associated with distance traveled. We got into groups and tested our hypothesis, and soon came together to compare the whole class's results. We discoverd from our tests that time and distance were not related.
Tuesday:
ReplyDeleteIn class we finished talking about Newton's Law of Motions. We more focused on third law which is the action- reaction law. After we went over the third law we went over our study guide for Chapter one and two. We went over them in depth so everyone in the class would understand each concept.
Thursday:
On Thursday we tested out our paper airplanes that everyone had to make before class. The purpose of making these airplanes was to develop one that would have the longest hang time. We developed a hypothesis: that time and distance were associated with each other. We performed the lab and tested the hypothesis and came to realize through many different trys that time and distance are not related.
Tuesday:
ReplyDeleteClass started with going over Newton's Law of Motion and we focused on the the third law. We then went throught the first reading module that we had due at the end of the week. Dr. E had us answer each of the questions out loud to make sure that everyone had the correct answers to turn in. On some of the problems Dr. E went into more detail to make sure that we understood the concepts well enough to be tested on them.
Thursday:
a the end of class on Tuesday Dr. E told us that for extra credit we could build paper air planes for extra credit and we would test them on Thurday to see which airplane had the longest hang time. We found out that there is a direct relationship between distance and time in the air. The farther the plane can fly the longer it is in the air.
Tuesday:
ReplyDeleteIn class on Tuesday, we continued to talk about Newton's three laws of motion, focussing mostly on his third law. We then went through out study guide and Dr. E answered any questions that we had.
Thursday:
During Thursday's class, we built paper airplanes and tested them to see which one had the longest hangtime. After each group found their data, we shared with the class, and made one big graph with all of the data points.
On Tuesday we went over all of the questions on the chapter one and two reading guide. Everyone was allowed to ask any questions that they might of had. We also continued to go over Newton's three laws of motion, but we mainly focused on the third law.
ReplyDeletePrior to Thursday's class period everyone was supposed to build a paper air plane that they thought would have a good amount of hang time. Once class started we each went out into the hall with our table groups and recorded how far and how long the paper airplanes stayed in the air. During our lab Dr. E walked around from group to group and took pictures of us while carrying out the project. We then gathered back in the classroom and Dr. E wrote down all of the meaurements on Microsoft Excel so she could create a graph that showed us different information. Then each group graphed all of the information gathered by the class and answered a couple questions.
Tuesday in class we finished up with discussing Newton's Laws and then we reviewed our reading guides to prepare for our test.
ReplyDeleteThurday in class we had made our paper airplanes and we did a project to determine the hang time and distance and to predict what would happen.
In class Tuesday we went over the answers to the reading guide which was due with our quizzes. We discussed more about Newton's Laws and touched on Galileo.
ReplyDeleteThursday in class we tested our paper airplanes to see what played into their hangtime. We realized with the data we collected that the hangtime and distance are not tied together.
In class on Tuesday, we went over the questions on the reading guide together as a class. We also finished discussing Newton's three laws.
ReplyDeleteOn Thursday, we got into our table groups and went into the hall to test our paper airplanes to see which ones had the longest hangtime, and made graphs to determine the relationship between the distance and speed.
On Tuesday the class reviewes module one. This was great because we were able to ask questions and we grasped a better understanding of the concepts. We then were given an assignment to make a plane with the longest hang time. I searched for a design on google and I got a very elaberate design. It was very fun to do this experiment and great for kids.
ReplyDeleteOn Thursday we tested our planes and saw how far they went and how long they were in the air. We discovered that the time the plane is in the air does not directly influence how far the plane went. To find this observation out we made a graph of the results. My plane did very well because I made a really stable design, it was heavier on the front so it stayed even in the air.
uesday:
ReplyDeleteIn class we discussed our reading guides and we also talked about action/reaction in depth and gave specific examples.
Thursday:
In class we tested the paper airplanes we made to see which had the most hangtime. Each group tested their planes to observe the distance and time of each. After finding the data for each group, we discussed this as a class and graphed the results in a scatter plot.
On Tuesday in class, we went over the reading module. This was helpful because then we could get help on the ones that we needed help on it. We also finished up going over Newton's Third Law. It was nice to get all of our questions answered, so that we could use it for help on the quiz.
ReplyDeleteOn Thursday, we did a lab that we used the paper airplanes we built prior to class to see which had the longest hang time. Making a graph of the distance and time was interesting to see that there was no relationship between the two. Then we made a graph of all of the classes and compared them to ours. It would be a very fun lab to do with kids!
Tuesday we went over Newtons 3ed law of motion and were given some examples of that law. After that, we went over the reading guide to help us prepare for our quiz.
ReplyDeleteThursday we brought a paper airplane that we designed on our own to hopefully have the longest hang time. We did a little experiment in our little groups to see who had the longest air time and the longest distance. We then got all of the class data and made a graph that represented all of that data. We came to the conclusion that our hypothesis for the longest hang time was proven wrong.