Weekly blog 1/28/18

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Image link: https://alchetron.com/Force

Summary: This week I learned about forces and what net forces were. There’s actually two types of forces which is balanced and unbalanced forces. Balanced forces is when 2 forces are acting upon an object but in opposite directions. When the object isn’t moving the object still doesn’t move and if the object is moving then the speed and direction of the object don’t change. Unbalanced forces however are the opposite of balanced forces. Unbalanced force is when two forces that are unequal and are moving in opposite directions. When unbalanced forces are acting upon an object and the object isn’t moving the object starts to move. If the object is moving then the objects speed and direction will change. Net forces though is when 2 forces are the same size moving in opposite directions, 2 forces that are different sizes moving in opposite directions, and lastly when 2 forces are moving in the same direction.

SP7: Engaging in argument from evidence
In science, reasoning and argument are essential for clarifying strengths and weaknesses of a line of evidence and for identifying the best explanation for a natural phenomenon.

Did you participate in a class discussion providing evidence for your answers, and/or used the ACE strategy in your work?

Yes in class we needed to complete a google document about forces. The last few questions needed me to use the ACE strategy in my answers.

Weekly blog 1/21/18

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Image link: http://www.mrwaynesclass.com/kinegrph/reading/index03.html

Summary: This week we did an assignment that was about acceleration. At the end of the assignment we had to make 2 position over time graphs. I learned how to calculate the data of a lab that we did in class and how to put it into position over time graphs. I also learned how to find the acceleration of an object when it’s moving. First you’d need to find the average speed and then divide the average speed by the amount of time it took the objects to accelerate. You also might have to mark multiple points of where the object was and went.

SP4: Analyzing and interpreting data
Scientific investigations produce data that must be analyzed in order to derive meaning.

Did you create a graph, table, drawing, etc. of the data you obtained in an experiment?

 Yes this week we did a lab and I made two graphs that was position over time. I put the data that we gathered from our lab and put it into the 2 graphs. The position was the distance it went in centimeters and the time was the amount of seconds it took to get to that distance.

Weekly blog 1/14/18

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Image link: https://www.khanacademy.org/science/physics/one-dimensional-motion/acceleration-tutorial/a/acceleration-article

Summary: This week we reviewed speed, distance, velocity, and learned more about acceleration. Acceleration is an objects change of velocity which is when a runner starts running faster. To find the acceleration of an object you’d find the constant speed, the speed after acceleration, and how long the acceleration lasted. You’d do the speed after acceleration and subtract the constant speed (ex. 24meters - 8meters). Lastly you’d divide the total by how long the acceleration lasted (ex. 16meters/8seconds).

SP5: Using Mathematics and Computational thinking
Mathematical and computational approaches enable prediction of the behavior of physical systems along with the testing of such predictions.

Did you perform any math calculations?

Yes while, reviewing and learning more about acceleration we had to multiply, divide, add, or subtract numbers. There were formulas for certain laws in physics, and the formulas had you do some math that included one or two of the 4 listed (multiplication, division, addition, and subtraction). An example is the acceleration formula where you have to divide and subtract certain variables.