Week 10

This week we learned about foroce pairs. I found this a very easy subject to understand due to the fact that it has a simply concept. When two forces are equal but pushing in opposite directions and are connected, thats a force pair. For example, when me and Steven arm wrestled, thats a force pair. We pushing equally in opposite directions. Non force pairs would be like me pushing a csr. Theres more force coming from me thsn the force of the car pushing back. See, simple. We then began to review for our assesment on Friday, in which we were given a review sheet (helped alot) and we did a white board activity on different standards on the assesment. I felt that i was pretty prepared for the assesment as i was constantly looking over the review sheet given to us, plus we did alot of demonstrations which are very usefull to A visual learner like Myself. Something i found really interesting this week was that no matter how much an objected weighed, it exerted the exact same force as an opposing object in an equal amount. Both objects will exhert different amounts of presure, but the same force to each other. Overall, i felt pretty prepared this week and the assesment should be a breeze.

Week 15 reflection (remake)

This week i believe was the week before break. This was the week were we accomplished the mouse trap cars. For my groups car, i decided to use a small peice of wood, two axles (locked), and decided for light weight-more traction purposes, i would use the back of paper cups as tires. I covered the tires with rubber bands for added traction. We used a high tech traction control system devolped by Jeep, which gave 25% equal power to all 4 wheels, as well as a new devolped form of a locking differential to keep all 4 tires from spinning and losing traction as well as a 4:1 transfer case ratio for added crawl momentum. Ok, maybe we didnt do all that, but we did put alot of thought into traction. The car itself was well devolped, but it didnt have enough power. No tires slip (thanks to the high tech traction control) but didnt gain too much speed. A crucial part to this experiment as well as to any experiment is the data that goes along with. This is where things got a little confusing. We used the graphing accelerameter to conduct experiments of the metal car going down the ramp. We plotted all the data and it was straight forward, but it was difficult for me atleast to find how much acceleration the car was pickong up, and the formula to find it. Eventually i did figure it out, but for the time being i was still confused. Thats why i think i did so Poorly on the assesment. Overall, a productive week. I did miss foday so i did not see the performancr of our car, but hopefully it was good.

Week 6 (remake)

This week we did multiple tests about velocity and forces. In the beginning of the week, we did the "T Bone Challenge" where we had to release both buggies at the right time in order to have them in hit in the middle. This experiment helped learn how if a certain objects are a cerain distance away and are let go at certain times, they can create a T-Bone. Later this week, we bagan to learn about forces. We learned that what some one weights isnt the content on their body, but the force the earth is exsserting on their mass. An objects mass is what an object is made of. The weight of an object is the force pulling it down, so no matter what your mass is, you will always be a certain weight. At the end of the week we began useing "forceometers." They measure the amount of force an objects exherting onto another object. The tools use Newtons, a measurement of force. For ever 100 grams,it is 1 newton. For being a shortened week, it was still pretty productive. A fellow student reminded me of what we did this week and i still have pretty good memory of it, which means i learned something interesting. We did some graphs (yuck) but it helped in understanding how forces acted on one another, and how to properly measure force. Theres always the dirty unfun work needed to obtain the knowledge to do the fun exciting stuff.

Week 16

Through out this week, we looked at how to graph and keep track of acceleration from any given object, in this case a rocket. We watched as a rocket was launched into the air in almost a straight line, and came back down the same way. We learned that in optimul conditions, any object that goes up, comes back down in the exact speed and direction. When graphed, it looked similar to this: _-_ on a V vs T graph. _- -_ We learned that the exact half of the time taken for the whole trip of the rocket is spent going up, and the other half is spend on the decend. I found all this information useful, because of alot of the activites i participate in involve knowing how objects accelerat in the upward direction. For instance, when a friend and i are in my back yard with a big bundle of bottle rockets, we can look up and see that there is a small gap between the trees that would allow the rocket to safley go up. We now know that when the rocket goes up, it will come down in the same direction at the exact same time. Unfortunatly, we didnt count on the wind that was out that day so im not going into detail on that story. We also learned how to grapgh out the acceleration a rocket gains as its flying through the air. We learned that in most cases of the examples we were learning, the rocket accelerated 10M/S/S which means that for every second, the rocket goes 10m/s faster. So its moving 10m/s, then 20M/s then 30m/s, then back to 10m/s etc as its going back down towards Earth. I found this week very productive for me atleast because the info was very easy to understand and it was something i was espeacially interested in. It was an all new topic, which is why i was very excited about this week.

Week 13

This week we learned about acceleration. Acceleration is when an object has an a steadily increasing velocity. On a graph it would show as a increasing or decreasing curved line going in one direction. Acceleration is seen in objects such as a falling ball or a flying bullet. The object starts at a starting position of 0, then begins to start accelerating to a faster and faster velocity. Its obviously important to know how acceleration works because there are so many things in our everyday life that accelerates. When im in a Mustang 5.0, and im about to race a Camero SS, i know im going to win because SVT designed my car better so i can accelerate faster, which means my velocity will increase at a faster rate. The equation is really complicated to find the the change in velocity and im going to be honest i dont know it but i know it exists. Overall, i like what were learning. I watch alot of mythbusters so the acceleration thing always comes up.

Week 11

While building the bridge, i learned alot of things. I learned that you dont always need the "strongest stuff" but its more about how you build it. Giving the material more flex is better than having a large stiff pile. I liked how some of the students showed how much it would really cost to build the bridge they made ib real life, and showed how they made it. I also found it interesting that some noodles held up better than some، such as aged vs new. Overall, the bridge build was a very useful project for discovering new methods of performing a build of a what was thought of as a simple project. Along sidr the bridge project, we leaned about how unbalanced objects react. That when an object is unbalanced, the effect is typically a breakage, drop, or movment of some sort. For instance, we watched a video of how a poorly built bridge was made and how it having unbalanced forces acting on it caused it to fail.

Week 9

This week we learned about the center of gravity and how it affects the balance of an object. We learned that the center of gravity isnt an exact center of an object, but a center of balance in an object, for example if a person bends down and touches their toes, they create a center of gravity in a rectangular shape in the space between the arms and the body. We started this unit the week before but continued more this week. I found this info very useful because now i know why certain positions make a person unbalanced which will be useful when trying to fool with someone. We also Learned about equal and balanced forces, for example the 3 weights that were tied to string. They were not in opposite directions, but each two balanced the other one. The peace symbole best represents what it looked like and how the balanced worked. Its a easy subject to understand but hard to explain over a blog. I found it a very productive week for sure. It was also helpful seeing this lession in action when two students were pushing against each other with foreometers to see how each person moves and how the unbalanced forces moved them.