http://www.youtube.com/watch?v=AYz_K3mwq6A
This is further documentation that shows that objects of different masses can fall at the same velocity. This is pretty crazy... watch and see! :)
Tuesday, September 27, 2011
Freefall
Hannah Long
Lynn Lopez
Katelin Mitchell
Our definition of free fall is an object that falls by it's own acceleration according to gravitational pull and its mass. While in the process of this experiment, we were trying to prove that objects of different masses should still fall at the same velocity and hit the ground at the same time. However, due to human air, the different objects did not hit at the same time. The two types of balls that were the closest to hitting the ground at the same time were the tennis ball and the bouncy ball, the other objects we dropped were not close at all. We realized that, due to air resistance, the styrofoam balls dropped slower than any other ball we dropped.
Data: D = 1/2at^2
Distance: 10.65 meters
10.65 = 1/2 (10) t^2
= 1.459 seconds
d = 1/2at^2
10.65 = 1/2 (10) 1.459^2
10.65 = 10.64
This video shows a golf ball and a tennis ball hitting the ground at different times.
This video shows two different sizes of styrofoam balls being dropped, one small styrofoam ball and one large styrofoam ball.
We found that only the tennis ball and the bouncy ball were the closest to falling at the same velocity, meaning that they dropped at about the same time.
This video shows that the tennis ball fell the closest to what we estimated in our acceleration equation, the data for the tennis ball fell around 1.3 and 1.4. Pretty darn close!
Our Percent Error is .09%
|known value - measured value|/known value
|10.65 - 10.64|/10.65 x 100 = .094%
This is further documentation that shows that objects of different masses can fall at the same velocity. This is pretty crazy... watch and see! :)
Lynn Lopez
Katelin Mitchell
Our definition of free fall is an object that falls by it's own acceleration according to gravitational pull and its mass. While in the process of this experiment, we were trying to prove that objects of different masses should still fall at the same velocity and hit the ground at the same time. However, due to human air, the different objects did not hit at the same time. The two types of balls that were the closest to hitting the ground at the same time were the tennis ball and the bouncy ball, the other objects we dropped were not close at all. We realized that, due to air resistance, the styrofoam balls dropped slower than any other ball we dropped.
Data: D = 1/2at^2
Distance: 10.65 meters
10.65 = 1/2 (10) t^2
= 1.459 seconds
d = 1/2at^2
10.65 = 1/2 (10) 1.459^2
10.65 = 10.64
This video shows a golf ball and a tennis ball hitting the ground at different times.
This video shows two different sizes of styrofoam balls being dropped, one small styrofoam ball and one large styrofoam ball.
We found that only the tennis ball and the bouncy ball were the closest to falling at the same velocity, meaning that they dropped at about the same time.
This video shows that the tennis ball fell the closest to what we estimated in our acceleration equation, the data for the tennis ball fell around 1.3 and 1.4. Pretty darn close!
Our Percent Error is .09%
|known value - measured value|/known value
|10.65 - 10.64|/10.65 x 100 = .094%
This is further documentation that shows that objects of different masses can fall at the same velocity. This is pretty crazy... watch and see! :)
Saturday, September 10, 2011
The Social Side of Science
Kelsey Hill
Michela Laverty
Lauren Ingham
Katelin Mitchell
This is a reading from the Understanding Science website that we decided to read and discuss as a group.
We found the beginning very interesting when it describes the difference between a stereotypical scientist and just actual scientists. Scientists are not all nerdy and boring, they do not just sit in a lab alone trying to solve problems. They are highly social and have to collaborate with several people in order to do research. Teaching children that the stereotype about scientists is false, and instead showing students that science can be interesting and involves fun exploration can increase the interest kids will have in science as they grow up.
After reading this article we realized that it relates quite well to class. It went into detail about the processes scientists use and go through and it is very long and specific. We saw that their way of research is very similar to the AMI diagram that we are using. Communication is the biggest process they use because this way they can get different views on research, decrease biases, and make sure that scientific misconduct is kept to a minimum. This is highly important because scientists are extremely passionate about their research and if someone doesn't show respect to work, stay honest, or follow the ethical guidelines the discoveries can be false and cause a disaster.
Another part of the process scientists do frequently is backtracking to previous investigations to solve problems later on. In this article it gave us a couple examples of studies where scientists had to retrace their work because they felt like there had been a mistake. One example was about this scientist, Geoffrey Chang, who had a full research project going on about the physical structures of proteins in cell membranes. After several published articles about his work, he went back to previous research and found that he had a glitch in the computer program he had been using. Discovering that all his work had been calculated wrong, he had to turn around and start all over again, finding where he went wrong and what he needed to change. Even though this news was most likely discouraging, and very time consuming, it shows that the scientific process is still not a strict process, certain steps do not need to be followed right after another to get work correct. Scientists need to bounce back and forth to develop deeper research. Just like these professional scientists, we need to use the same skills so we can learn more about science and open our horizons to new questions and experiments.
Michela Laverty
Lauren Ingham
Katelin Mitchell
This is a reading from the Understanding Science website that we decided to read and discuss as a group.
We found the beginning very interesting when it describes the difference between a stereotypical scientist and just actual scientists. Scientists are not all nerdy and boring, they do not just sit in a lab alone trying to solve problems. They are highly social and have to collaborate with several people in order to do research. Teaching children that the stereotype about scientists is false, and instead showing students that science can be interesting and involves fun exploration can increase the interest kids will have in science as they grow up.
After reading this article we realized that it relates quite well to class. It went into detail about the processes scientists use and go through and it is very long and specific. We saw that their way of research is very similar to the AMI diagram that we are using. Communication is the biggest process they use because this way they can get different views on research, decrease biases, and make sure that scientific misconduct is kept to a minimum. This is highly important because scientists are extremely passionate about their research and if someone doesn't show respect to work, stay honest, or follow the ethical guidelines the discoveries can be false and cause a disaster.
Another part of the process scientists do frequently is backtracking to previous investigations to solve problems later on. In this article it gave us a couple examples of studies where scientists had to retrace their work because they felt like there had been a mistake. One example was about this scientist, Geoffrey Chang, who had a full research project going on about the physical structures of proteins in cell membranes. After several published articles about his work, he went back to previous research and found that he had a glitch in the computer program he had been using. Discovering that all his work had been calculated wrong, he had to turn around and start all over again, finding where he went wrong and what he needed to change. Even though this news was most likely discouraging, and very time consuming, it shows that the scientific process is still not a strict process, certain steps do not need to be followed right after another to get work correct. Scientists need to bounce back and forth to develop deeper research. Just like these professional scientists, we need to use the same skills so we can learn more about science and open our horizons to new questions and experiments.
Tuesday, September 6, 2011
Creativity
Ok, so first I would just like to say that this man is quite funny. He is very interesting to listen to.
There is no way that I would disagree with him about the arts needing to be a necessity and the fact that creativity is being brought out of kids as they grow up instead of expanded. I think that it is very important that the arts be even with mathematics and science. When he began talking about the importance of dance and theater I was so pleased! It is very important that educators praise these arts just like the others, and like he said, they should motivated it in learners even more. I could relate very well to the story he told about Gillian Lynne. She is a fantastic choreographer, but when she was younger her teachers thought something was wrong with her because of her fidgeting. Well, I move a ton. Everywhere I go I'm fidgeting, but just like Ken Robinson said, dance is a way of learning. People can learn through dance. I love how he used dance as an example, but that's probably just because I'm a dancer and can personally relate.
Ken had mentioned that kids are born naturally with creativity and talent, which I believe is true. Kids have the best imaginations and are eager to try and do almost anything. I also agree with Ken when he said that children get scared out of being wrong the more they grow up. When you're a small kid, it doesn't matter if you're wrong, just as long as you say something it's good. However, as you progress through education, you become timid and afraid of what people will think or how they will react once you speak your mind.
I feel like everyone just conforms to what the world wants, not what their creativity or curiosity is asking of them. Why are teenagers so frightened of getting up in front of the class to present something? Why are teenagers worried to listen to what they enjoy, so instead they listen to what is "in"? It's because this essence of being creative and different has been changed to needing to be right. Creativity has been brought out of the picture. Education should really bring back the arts in schools and make them just as important as math or science. Arts are important!
There is no way that I would disagree with him about the arts needing to be a necessity and the fact that creativity is being brought out of kids as they grow up instead of expanded. I think that it is very important that the arts be even with mathematics and science. When he began talking about the importance of dance and theater I was so pleased! It is very important that educators praise these arts just like the others, and like he said, they should motivated it in learners even more. I could relate very well to the story he told about Gillian Lynne. She is a fantastic choreographer, but when she was younger her teachers thought something was wrong with her because of her fidgeting. Well, I move a ton. Everywhere I go I'm fidgeting, but just like Ken Robinson said, dance is a way of learning. People can learn through dance. I love how he used dance as an example, but that's probably just because I'm a dancer and can personally relate.
Ken had mentioned that kids are born naturally with creativity and talent, which I believe is true. Kids have the best imaginations and are eager to try and do almost anything. I also agree with Ken when he said that children get scared out of being wrong the more they grow up. When you're a small kid, it doesn't matter if you're wrong, just as long as you say something it's good. However, as you progress through education, you become timid and afraid of what people will think or how they will react once you speak your mind.
I feel like everyone just conforms to what the world wants, not what their creativity or curiosity is asking of them. Why are teenagers so frightened of getting up in front of the class to present something? Why are teenagers worried to listen to what they enjoy, so instead they listen to what is "in"? It's because this essence of being creative and different has been changed to needing to be right. Creativity has been brought out of the picture. Education should really bring back the arts in schools and make them just as important as math or science. Arts are important!
Thursday, September 1, 2011
Video Dicussion!
Meredith
Kelsey
Lauren
Hayden
Katelin
The video was very interesting and creative. It kept us all entertained, and we all thought it was very intriguing. It was helpful that there were exciting images to keep us thinking about what he was discussing. The main idea is that we are stifling children's creativity, and that the education system is set up similar to a factory. Every learner is just designed to move through the same system, and they are "programmed" to think that the more they are educated, the more intelligent they are, forming the phrase "seniority". Basically saying that one who is higher in the educational system is smarter than anyone who is lower in the process. However, this is not always the case. This system has made everyone think that without a degree, without going to college, one cannot gain a good job or start a business, etc.
Another topic is Standard Based Testing. By forcing these tests on teachers and students, it makes teaching abilities and fun ways to learn disappear, it takes the creativity away from learning. It takes the leisure away from exploration in class because teachers plan the entire course around the test, if their students do not pass the standardized tests they are the ones who get punished. This isn't fair to students or the teachers. Because of this technique, kids only learn what they need to learn for the test, after the tests are over all the information those kids "learned" escaped their brains. Students just move through the movements of school, but it doesn't mean that they actually retained all the information taught in the class. Teaching and learning has become a chore for students and teachers, instead of an exciting discovery for everyone.
We disagree from a teacher's point of view and a student's point of view that Standardized Testing is hurting the education of kids, not increasing the intelligence of them.
This video proposed a large amount of discussion and it was very much appreciated by our group. It definitely had a massive impact on all of us.
Kelsey
Lauren
Hayden
Katelin
The video was very interesting and creative. It kept us all entertained, and we all thought it was very intriguing. It was helpful that there were exciting images to keep us thinking about what he was discussing. The main idea is that we are stifling children's creativity, and that the education system is set up similar to a factory. Every learner is just designed to move through the same system, and they are "programmed" to think that the more they are educated, the more intelligent they are, forming the phrase "seniority". Basically saying that one who is higher in the educational system is smarter than anyone who is lower in the process. However, this is not always the case. This system has made everyone think that without a degree, without going to college, one cannot gain a good job or start a business, etc.
Another topic is Standard Based Testing. By forcing these tests on teachers and students, it makes teaching abilities and fun ways to learn disappear, it takes the creativity away from learning. It takes the leisure away from exploration in class because teachers plan the entire course around the test, if their students do not pass the standardized tests they are the ones who get punished. This isn't fair to students or the teachers. Because of this technique, kids only learn what they need to learn for the test, after the tests are over all the information those kids "learned" escaped their brains. Students just move through the movements of school, but it doesn't mean that they actually retained all the information taught in the class. Teaching and learning has become a chore for students and teachers, instead of an exciting discovery for everyone.
We disagree from a teacher's point of view and a student's point of view that Standardized Testing is hurting the education of kids, not increasing the intelligence of them.
This video proposed a large amount of discussion and it was very much appreciated by our group. It definitely had a massive impact on all of us.
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