What science ideas did you learn?
This week we did a lot of the same stuff as we did last week. We did more force diagrams and motion diagrams. The many thing we really learned was that when two objects hit the forces are equal. For example when someone hits a golf ball with a club when they hit (lets say) they both put 50N on each other. The only reason the ball moves forward and the club doesn't move back is that the club is every.
How did you learn these ideas?
We learned this idea because Mr. Finley told us to draw a force diagram of a golf ball being hit by a golf club. When we drew it, we had to draw to separate diagrams because they were two different objects working on different things.
Why is it important to know this idea (What real world application is there)?
It is important to know this because one day I could be playing golf with Whoopi Goldberg and she might ask me to draw force diagrams for her hitting the ball. I would then think back to 8th grade science and draw a perfect one.
Sunday, December 20, 2009
Sunday, December 13, 2009
Mimmo's 11th Blog
What science ideas did you learn?
This week we learned that the delta v arrow points the same direction as the unbalanced force. Other than this it was the same stuff as last week. We did more motion diagrams and force diagrams, but this week it was more with double force diagrams going horizontally and vertically.
How did you learn these ideas?
We learned that the delta v arrow goes the same direction as the unbalanced force because we had a class argument and then we identified the longer arrow to be the unbalanced force. Therefore the delta v arrow goes the same direction.
Why is this important to know (What real world application is there)?
It is important to know this because one day I could be a professional force and motion diagram drawer and I will have to know that the delta v arrow is the same direction as the unbalanced force> To know this I will have to think back to 8th grade science.
This week we learned that the delta v arrow points the same direction as the unbalanced force. Other than this it was the same stuff as last week. We did more motion diagrams and force diagrams, but this week it was more with double force diagrams going horizontally and vertically.
How did you learn these ideas?
We learned that the delta v arrow goes the same direction as the unbalanced force because we had a class argument and then we identified the longer arrow to be the unbalanced force. Therefore the delta v arrow goes the same direction.
Why is this important to know (What real world application is there)?
It is important to know this because one day I could be a professional force and motion diagram drawer and I will have to know that the delta v arrow is the same direction as the unbalanced force> To know this I will have to think back to 8th grade science.
Sunday, December 6, 2009
Mimmo's 10th Blog
What science ideas did you learn?
This week we learned about force. We learned what forces do to objects. For example to hold a ball up you apply force up while the earth applies force down. Then we learned that the heavier the more force has to be applied to hold it up. We also learned when there is more earth force then the opposite force the object goes down, but if there is less earth force then the object will go up. We also learned how to create force diagrams. You make a dot to be your object and then you draw one arrow going up from the dot and one arrow going down from the dot. If the object doesn't move then your arrows are equal. If your object is going up then the upward arrow is longer. If the object is going down then the the arrow going downward is longer. We finally learned about force number sentences. For example (+10)+(-10)=0, this means the object isn't moving. If the object is going down the answer would be negative. If the answer is going up the answer would be positive. Finally we learned about another force diagram that has three arrows. This means there are forces pushing it up and down and there is one pushing it in another direction. For example a hockey puck. It the earth pushes it down, the ice pushes it up, and the shooter pushes it across.
How did you learn these ideas?
We learned these ideas because first Mr. Segen showed us force diagrams then, Laura had to hold a bowling ball up,in one hand, and a basketball in the other. Then Mr. Segen told us to draw a force diagram for this. Then this led to the number sentences and other force diagrams.
Why is it important to know this idea (What real world application is there)?
It is important to know this idea because one day I could be a teacher and my students might ask me what forces interact with a hockey puck being hit. Then I could think back to 8th grade science and tell them the earth's force, the ice's force, and the player's force.
This week we learned about force. We learned what forces do to objects. For example to hold a ball up you apply force up while the earth applies force down. Then we learned that the heavier the more force has to be applied to hold it up. We also learned when there is more earth force then the opposite force the object goes down, but if there is less earth force then the object will go up. We also learned how to create force diagrams. You make a dot to be your object and then you draw one arrow going up from the dot and one arrow going down from the dot. If the object doesn't move then your arrows are equal. If your object is going up then the upward arrow is longer. If the object is going down then the the arrow going downward is longer. We finally learned about force number sentences. For example (+10)+(-10)=0, this means the object isn't moving. If the object is going down the answer would be negative. If the answer is going up the answer would be positive. Finally we learned about another force diagram that has three arrows. This means there are forces pushing it up and down and there is one pushing it in another direction. For example a hockey puck. It the earth pushes it down, the ice pushes it up, and the shooter pushes it across.
How did you learn these ideas?
We learned these ideas because first Mr. Segen showed us force diagrams then, Laura had to hold a bowling ball up,in one hand, and a basketball in the other. Then Mr. Segen told us to draw a force diagram for this. Then this led to the number sentences and other force diagrams.
Why is it important to know this idea (What real world application is there)?
It is important to know this idea because one day I could be a teacher and my students might ask me what forces interact with a hockey puck being hit. Then I could think back to 8th grade science and tell them the earth's force, the ice's force, and the player's force.
Sunday, November 22, 2009
Mimmo's 9th Blog
What science ideas did you learn?
This week we learned about some of the same stuff last week. For example when and where two cars will crash if the are both traveling at certain speeds. Also we learned how long will it take two objects to be a certain distance apart if they go in opposite directs. Then we learned that dot diagrams aren't too help so we learned about motion diagrams. They are made the same, with dots and origin and positive and negative, but motion diagrams have velocity arrows. Then you compare the speed in between each dot using the velocity arrows.
How did you learn these ideas?
I learned these ideas because the Senior Segen gave us the word problem and said two cars travel in opposite directs how far will they be apart in one hour. Then he gave us their speed and other information we needed. After we created functions and found this out and then we went over it. We learned about the motion diagrams because Mr. Segen asked us if the dot diagram was useful. The dot diagram only gave us their direction and a general idea of their speed. The motion diagram gave us that too, but also a better sense of their speed between each dot.
Why is it important to know this idea (What real world application is there)?
It is important to know this idea because one day I could be driving my car and all of a sudden I could see a car in the distance that was about 2 miles away. Lets say I was going 45 mph and the other person was going 55mph. I could find out when and where we would hit. Then because I thought back to 8th grade science I just averted what could of been a major accident.
This week we learned about some of the same stuff last week. For example when and where two cars will crash if the are both traveling at certain speeds. Also we learned how long will it take two objects to be a certain distance apart if they go in opposite directs. Then we learned that dot diagrams aren't too help so we learned about motion diagrams. They are made the same, with dots and origin and positive and negative, but motion diagrams have velocity arrows. Then you compare the speed in between each dot using the velocity arrows.
How did you learn these ideas?
I learned these ideas because the Senior Segen gave us the word problem and said two cars travel in opposite directs how far will they be apart in one hour. Then he gave us their speed and other information we needed. After we created functions and found this out and then we went over it. We learned about the motion diagrams because Mr. Segen asked us if the dot diagram was useful. The dot diagram only gave us their direction and a general idea of their speed. The motion diagram gave us that too, but also a better sense of their speed between each dot.
Why is it important to know this idea (What real world application is there)?
It is important to know this idea because one day I could be driving my car and all of a sudden I could see a car in the distance that was about 2 miles away. Lets say I was going 45 mph and the other person was going 55mph. I could find out when and where we would hit. Then because I thought back to 8th grade science I just averted what could of been a major accident.
Sunday, November 8, 2009
Mimmo's 8th Blog
What science ideas did you learn?
This week was a short week so we didn't learn a whole lot. We did learn more about functions and how to write them. We also learned how to find the speed of something on a graph. You divide the position at a certain time by that time. We also learned that speed and slope are the same thing. Many of the things we did this week was the same as last week, with graphs.
How did you learn these ideas?
We learned these ideas because the Sege Man asked us what are functions and we told him what they are. Then he showed us how to write them correctly. Ex. x(t)=2(m/s)*t. We learned that speed and slope are the same thing because we said the steepness of a graph shows its speed. Then we used another world for steep and used slope. The slope of the graph shows the speed of the object.
Why is it important to know this idea (What real world application is there)?
It is important to know this idea that speed and slope are the same thing because one day I could be a science teacher and I could ask my students whats the different between slope and speed, as a trick question, and I would have to think back to 8th grade science to remember the answer. If I don't remember the answer one I look like an idoit, and two I can tell my students the answer.
This week was a short week so we didn't learn a whole lot. We did learn more about functions and how to write them. We also learned how to find the speed of something on a graph. You divide the position at a certain time by that time. We also learned that speed and slope are the same thing. Many of the things we did this week was the same as last week, with graphs.
How did you learn these ideas?
We learned these ideas because the Sege Man asked us what are functions and we told him what they are. Then he showed us how to write them correctly. Ex. x(t)=2(m/s)*t. We learned that speed and slope are the same thing because we said the steepness of a graph shows its speed. Then we used another world for steep and used slope. The slope of the graph shows the speed of the object.
Why is it important to know this idea (What real world application is there)?
It is important to know this idea that speed and slope are the same thing because one day I could be a science teacher and I could ask my students whats the different between slope and speed, as a trick question, and I would have to think back to 8th grade science to remember the answer. If I don't remember the answer one I look like an idoit, and two I can tell my students the answer.
Sunday, November 1, 2009
Mimmo's 7th Blog
What science ideas did you learn?
This week we did a lot with graphs. We learned about how to graph things with position and time. We also learned what a graph what look like in different scenarios. For example if a car speeds up the graph curves up, if the car slows down the line on the graph becomes more horizontal. Then we realized the faster the object moves the more steep the line is on the graph. If the objects moves slower the line is more horizontal. Then we learned if the line is exactly horizontal then that means the object isn't moving.
How did you learn these ideas?
We learned these ideas by Mr. Segen made a little car move and told us to graph it's movement. We all graphed the movement and then we compared as a class which was the best. For example some drew a line that all of a sudden just became more horizontal. Mr. Segen then asked that person questions like does the car just slow down or does it gradually slow down. Then that person adjusted their graph so it had a curve which shows it gradually slows down.
Why is it important to know this idea (What real world application is there)?
It is important to know this idea because when I'm older I could be a scientist and I will have to graph the speed of a car that starts a one point and ends at another point. I will have to graph how the car drove from the beginning to the end. Finally I will have to think back to 8th grade science and show how the car first curves up, drives a little bit, and then how the line curves back to more of a horizontal line.
This week we did a lot with graphs. We learned about how to graph things with position and time. We also learned what a graph what look like in different scenarios. For example if a car speeds up the graph curves up, if the car slows down the line on the graph becomes more horizontal. Then we realized the faster the object moves the more steep the line is on the graph. If the objects moves slower the line is more horizontal. Then we learned if the line is exactly horizontal then that means the object isn't moving.
How did you learn these ideas?
We learned these ideas by Mr. Segen made a little car move and told us to graph it's movement. We all graphed the movement and then we compared as a class which was the best. For example some drew a line that all of a sudden just became more horizontal. Mr. Segen then asked that person questions like does the car just slow down or does it gradually slow down. Then that person adjusted their graph so it had a curve which shows it gradually slows down.
Why is it important to know this idea (What real world application is there)?
It is important to know this idea because when I'm older I could be a scientist and I will have to graph the speed of a car that starts a one point and ends at another point. I will have to graph how the car drove from the beginning to the end. Finally I will have to think back to 8th grade science and show how the car first curves up, drives a little bit, and then how the line curves back to more of a horizontal line.
Sunday, October 25, 2009
Mimmo's 6th Blog
What science ideas did you learn?
This week we learned about eyes a little bit. We dissected cow eyes. We learned about different parts of the eye and what it was used for. I don't remember many of the parts, but there was a lens and a cornea. We also learned about movement. We learned that motion is relative. We learned that things appear to move when looking at them, but who is really moving. We also talked about from what perspective is and that might change what appears to be moving. Then we talked about how direction can change depending on your position. North, south, eats and, west don't move, but right and left do. If you and your friend stand across from each other and I tell you to point to the right you will point in opposite directions.
How did you learn these ideas?
We learned about the cow eyes because Mr. Finley ordered cow eyes and we dissected them. Step by step he showed us everything we cut and explained about it. We learned about motion because Mr. Segen held a ball in front of us and we had to look at it while he walked across the ball. Then he asked us who is moving us or the ball. We told him the ball is, but that's from our perspective. To him it looked like we were moving because he was walking a long side the ball.
Why is it important to know this idea?(What real world application is there)?
It is important to know about cow eyes because one day I could be a vet and be asked to look at a cow's eye. I would go to the farm and look at the cow's eye and think back to 8th grade and remember the cornea and what it is like and how it's supposed to look. Then I would look at the cow's eye and see its cornea was scratched and then I could help the cow.
It is important to know about cow eyes because one day I could be a vet and be asked to look at a cow's eye. I would go to the farm and look at the cow's eye and think back to 8th grade and remember the cornea and what it is like and how it's supposed to look. Then I would look at the cow's eye and see its cornea was scratched and then I could help the cow.
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