, finding the change of x by measuring the start and end of the green blob, finding the difference and then subtracting the diameter of a tennis ball from that. Then we made a velocity vs. time graph and found the area under the graph to discover the height from which the tennis ball was dropped. After that we were done analyzing the picture of the tennis ball, so we started on a lab. The goal of the lab was to find the relationship between force and acceleration. We did this by pulling a cart along a table and measuring the force acting on it and the carts acceleration. We measured the force acting on the cart by pulling the cart with a set number of springs, because each spring, stretched to a constant distance, exerts a constant force on an object. We measured the acceleration of the object using the motion sensors. Finally, we graphed the force on the cart verse the acceleration that the cart was experiencing and found that they were directly proportional to each other, when friction was taken into account. Our homework was worksheet 3B. The next scribe is Matthew, unless he has already gone. I'm not sure.
September 10, 2009
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The first thing we did in class today was take a reassessment over graphs of motion. Then Mr. Burk showed us a picture of a green blob in the air, which we determined was a tennis ball falling. We determined that the tennis ball was moving because it was blurred, and because one side of the blob was more translucent than the other, we determined that the tennis ball was accelerating. We used the shutter time, the diameter of tennis balls and the constant acceleration caused by earth's gravitational pull to calculate the average velocity of the tennis ball. For this, we used the equation , finding the change of x by measuring the start and end of the green blob, finding the difference and then subtracting the diameter of a tennis ball from that. Then we made a velocity vs. time graph and found the area under the graph to discover the height from which the tennis ball was dropped. After that we were done analyzing the picture of the tennis ball, so we started on a lab. The goal of the lab was to find the relationship between force and acceleration. We did this by pulling a cart along a table and measuring the force acting on it and the carts acceleration. We measured the force acting on the cart by pulling the cart with a set number of springs, because each spring, stretched to a constant distance, exerts a constant force on an object. We measured the acceleration of the object using the motion sensors. Finally, we graphed the force on the cart verse the acceleration that the cart was experiencing and found that they were directly proportional to each other, when friction was taken into account. Our homework was worksheet 3B. The next scribe is Matthew, unless he has already gone. I'm not sure.
, finding the change of x by measuring the start and end of the green blob, finding the difference and then subtracting the diameter of a tennis ball from that. Then we made a velocity vs. time graph and found the area under the graph to discover the height from which the tennis ball was dropped. After that we were done analyzing the picture of the tennis ball, so we started on a lab. The goal of the lab was to find the relationship between force and acceleration. We did this by pulling a cart along a table and measuring the force acting on it and the carts acceleration. We measured the force acting on the cart by pulling the cart with a set number of springs, because each spring, stretched to a constant distance, exerts a constant force on an object. We measured the acceleration of the object using the motion sensors. Finally, we graphed the force on the cart verse the acceleration that the cart was experiencing and found that they were directly proportional to each other, when friction was taken into account. Our homework was worksheet 3B. The next scribe is Matthew, unless he has already gone. I'm not sure.
Friday, September 11, 2009
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1 comments:
joe figures out how to use the equation thing!!! Wowzers. Of course, if you go through all that effort, why use the elementary school division sign? :)
Seriously, however, we will NEVER use this sign in class--it's confusing, and can easily lead to lots of mistakes with units. always make your fraction bars horizontal.
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