Newtons Laws in Action

Jake's gallop, shown above, shows distinct peaks, which represents the stop and go motion of his feet upon the ground, and then in the air. 

Jake's run, above, shows in the beginning he was jogging, so he had less of an acceleration. Then as he progressed further into the run, his acceleration increased, as he speed up. 

Dani's hop, above, shows her peaks, or the action of her hop, and the decent of her fall from the hop. It also shows her acceleration as her acceleration increase as she jumps up, and then it decrease, as she falls to the ground. 

How do the x,y,z acceleration vary over time? Why? 

The z acceleration varies over time, for we do not carry the constant acceleration the entire period of monitored time. The x and y vary because of the action of arm movement in the run. 

What happens to force over time? 

Force repeatedly forms the same peak, or varied. 

Explain the relationship between force and acceleration in your data. 

There are peaks of acceleration as well as peaks of force in each graph; this is because none of our accelerations are constant, they vary according to the test they correlate with. For Jake's gallop, the force of his feet hitting the ground is where he decelerates. Whereas when he forces himself up, he also accelerates. 

Compare and Contrast data for each individual. 

Jake's gallop and run were both similar for he did not cary constant acceleration, but differed for his force was greater in the gallop, than the run. 

Welcome!

Welcome to my DLC8 Physics Blog! This blog is where I will post my reflections on any labs we do in class, and where I will post updates on my projects! Please enjoy looking through my blog :)

Graphing your Motion

Yesterday when we used the motion sensor, it picked up every single movement! We used this piece of technology o test acceleration and velocity, as well as position. Our first test we moved slowly backwards, then faster! When moving slowly backwards, the line on the graph was pretty steady, but when we moved backwards faster the line was more jagged, and arched upwards.
Our next test was to try and match a graph. So we tried matching our movements, so when they showed up on the screen they were as close as possible to the original graph. We were all fairly close, but none of our lines were perfectly straight.

1.) Describe the difference between the two lines on your graph made in Steps 4 and 5. Explain why the lines are different. 

One lines' slope is faster/slopes up higher. 

2.) How would the graph change if you walked toward the Motion Detector rather than away from it? Test your answer.

The line would go down/it would have a negative slope. 

3.) What did you have to do to match the graph you were given in Step 7?

Stand still and walk backwards at the intervals of time. 

Our 3rd test was to do the same as we did in test one. We slowly moved backwards, which in this graph, the lines went crazy all over! Then we walked backwards faster, and the lines spiked upwards! 

The fourth test was to try and match another graph. Our results were crazy! None of the lines were even close to the given graph. 

4.) Describe the difference between the two lines on the graph made in Steps 10 and 11. Explain why the lines are different.

One had more spikes/the lines went up higher. 

5.) What is the definition of velocity? 

The displacement of an object over time. 

6.) What did you have to do to match the graph you were given in Step 13? How well does your graph match the given graph?

You have to not move, then start moving again. And our graph did not match the given graph AT ALL. 

7.) What is acceleration?

The change of velocity over time. 

So, to end the day, we figured out the measurement you use to graph things is very important. Ex: There is a VERY big difference between 1 meter/sec.and measuring 0.1 meters/sec. We also learned that there are many different ways to graph one movement.

Moving man

• What graphs of a person standing still would look like
• it would be a straight line.
• What graphs of a person moving away from an observer at a constant speed would look like.
• The lines would spike up and to the right.
• What graphs of a person moving towards an observer at a constant speed would look like.
• The lines would go downwards.
• How differences in speed appear on the graphs
• differences of speed appear as large spikes upward, or smaller ones.

What number and unit are written directly under the moving man? 

Number: 0 Unit: meters.

The distance from the Moving man to the

House: 8 meters

Tree: 10 meters

Wall: 8 meters

The displacement from the moving man:

House: 8 meters

Tree: 10 meters

Wall: 8 meters

What is the difference between an object’s SPEED and its VELOCITY?
Speed compares the distance, and the velocity compares the objects’ displacement.

A) The unit of distance in the moving man is 20________(yellow bar)

B) The unit of time used in the moving man is seconds_______ (blue sky)

At which two velocities did he move faster? 4 meters/second.

	SPEED	TIME	DISTANCE COVERED
TRIAL #1	1 meter/sec (slower)	2 seconds	2m
TRIAL #2	4 meter/sec (faster)	2 seconds	8m

TRIAL #1    ____2_____ meters divided by ___2_______sec = _____1________ m/sec

TRIAL#2    _____8____  meters divided by  ______2___sec = _______4_______m/sec

1) EXPLAIN the difference in motion represented by a straight line and a curving line on a  “distance vs. time” in terms of constant or changing speed.

A straight line means: there is no acceleration, the speed is constant. 

A curved line means: There is increasing acceleration. 

___________________________________________________________________________

2) Changing speed is called “acceleration” (speeding up) or deceleration (slowing down). Describe the shape of an acceleration line on a Distance vs. Time graph of acceleration.

Its going upwards.

___________________________________________________________________________

3) EXPLAIN the difference between the motion represented by a flat line and a sloping straight line in a “distance vs. time” graph.

A flat line has no acceleration. A sloping straight line 

___________________________________________________________________________

4) If the slope of a line on a  “distance vs. time” graph is steep. What is different about the motion then when it is not steep?

If the line is straight, the acceleration is constant, but when it is steep, the acceleration is increasing. 

5) Look at the graph below and answer the following questions.

A) CALCULATE the average speed/velocity between point B & Point C by finding the slope of the line between the 6th and 15th seconds (show work below)

It is - 1.25 m a second

B) Why is the line sloping upward to the right between the 2nd & 3rd second, but downward to the right between 6th and the 15th seconds? 

his speed is accelerating, and then decelerating. 

__It is because he was running fast but then he he leveled out his speedl__(or made it constant)_____________________________________________________________________

C) During what two times did he stop moving?

Time 1 ________he stopped between 3 and 6 _________________________ Time __________and 15 through 20_________________________

Women's Brain

WOMEN'S BRAINS

by Stephen J. Gould in "The Panda's Thumb" 1980 (pp 152-159)

DISCUSSION QUESTIONS

1. What is the general point that Gould is presenting?
Gould is pointing out all of the ways in history that men have proven that they’re brains are larger than women’s. Even though, when the scientists conducted their expierements, they used non equal men and women.

2. What is the general evidence on which that conclusion is based?
Studies conducted between men and women, based on the size of their heads.

3. What is the gender of all the researchers producing those data and conclusions?
They were all male, except for one school teacher.

4. What weaknesses or problems with those data and their interpretation does Gould point out?
They were biased, as they were men, and they didn’t take into account that women are shorter, and their heads are smaller.

5. a) Name the one woman anthropologist mentioned who studied the subject of this essay. b) What did she find after proper correction of Broca's data? c) What were her conclusions from that finding?
a)Maria Montessori  b) smarter students had larger heads c) Women, she concluded, were intellectually superior, but men had prevailed heretofore by dint of physical force.

6. What conclusion does Gould reach about the central issue?

He concludes by saying the whole experiment was useless.
7. Make a general statement about the role of bias and assumptions in the collecting, processing, and interpretation of data in scientific studies.
In science, the role of bias-ness and assumptions plays inside every scientist, no matter who he or she is.

8. What other kinds of bias can you think of that might influence observations and interpretations in science?
Your age, and religion. Also what race you are, and even where you are from.

9. Describe your initial feelings (about the subject, the author, etc.) after reading the first 4 pages.
I think that the scientists should not have been so bias against women, and should have done more ‘fair’ expierementing. They should have used men and women more alike, rather than different heights and ages.  

10. Describe your feeling after finishing the entire article
This article was a bit confusing, for there were many different people, and different views. But it was very informative, and showed the bias-ness of people from years ago.