Speeding Objects Lab Report

Hey all! This is my 40th post, which is first of all a round number, second of all my favorite number and lastly a very interesting blog post! This is actually a lab report! WOWWW!!!!!!!!!!!! How exiting huh! Well let me first explain to you what we did in this lab report and what it is all about!

So in science class today we started a lab called "Speeding Objects"!!! Wow right?! Anyway we were in groups of 3 and I worked with my two awesome friends Alex Watts and Irina! We choose 5 different balls and measured the speed, mass, time and distance that each ball traveled! It was very exiting but at the same time kind of difficult because we had to record everything! So here it goes, all our hard work and effort!

Data Table- (big version)

Graph for the big data table-

Graph for only mass-

The speed graph-

Beneath is the written lab report-
Guiding Questions: What affects the speed of a mass?

Hypothesis: Gravity, friction, velocity and memento and force

Materials: Tape measure, 5 different types of balls, cardboard box, long rile, scale, timer

Controlled Variable: It will stay the same shape and mass, the same distance and the same force, velocity

Manipulated Variables: mass of the balls

Procedure:
1. We will find the mass of every object that we have
2. Then the distance of the rail
3. And then we will apply force to the objects
4. And time how long it will take to go to the end of the rail

Conclusion:
This project was really fun, and I think that I learned a lot about how to measure speed, mass, time and much more. It was a bit difficult because you really had to be careful to get all the measurements exactly how they are suppose to be and do it 3 times to check if they make sense and if they in a way math up. Because if they don't then you could immediately see that there was something wrong with the measurements.

Further Inquiry:
If we were to do this again I would try and see if we could divide the whole class into 2 groups and have t=each group measure more than 10 same balls and then see if the measurements match up and make sense!

It really was fun, and it really was worth putting so much effort into it! See you soon, hope you enjoyed!

From Feet To Fathoms Project

Hey Guys! This blog post is actually late because i had no idea that we actually need to post it! Sorry! Anyway this is a lab that we did in class! Hope you enjoy!
Guiding Questions: What are some advantages of using the metric measurements over the old English system? How accurate are old measurements using body parts?
Hypothesis 1: Because, without it we couldn’t measure things.
Hypothesis 2: The measurements that we use now are more accurate then the olden once, although is some cases they can be pretty close.
Materials:
• Partners
• Objects in the classroom (whiteboard, desks, hallway, lockers, and textbooks etc…)
• List of the measurements
• Meter stick or measuring tape

Ways of measuring:
• Pace: Walking with outstretched legs= 1 yard, 3 feet
• Egyptian Cubit: Elbow to the tip of the forefinger= 50 cm or 18 inches
• Fathom: Tip of forefinger to tip of forefinger= 6 feet or 1.70 m
• Palm: across the palm= 3 inches or 7.5 cm
• Span: From tip of the thumb to the tip of little finger= 6 inches or 20 cm
• English Yard: From the tip of pointer to the middle of nose= 90 cm or 1 yard
• Foot: one foot= 1 yard or 20 cm
• Fingernail: 1.5 inch or 1 cm
Procedure:
1. Choose at least 6 object to measure
2. Determine what form of measurement you will use to measure the first object
3. Measure it with the chosen technique then find the average
4. Measure with meter stick to find the real measurement
5. Chose the next object and measure it with one of the techniques and then find the actual measurement
6. Compare class data results. Find the average of these results.

Record:

Data Table:
Materials Measurement Type 1 2 3 Average Final measurement
Crayon Box Fingernail 7 cm 6 cm 6 cm 6.3 cm 7.0 cm
White Board Fathom 12 feet 9 feet 9 feet 10 feet 8.5 feet
Peep Fingernail 12 cm 13 cm 14 cm 13 cm 14 cm
Hallway Foot 38 feet 45 feet 39 feet 40.6 feet 34.75 feet
Desk Foot 5 feet 6 feet 5 feet 5.43 4.5 feet
Stonehenge Book Span 40 cm 40 cm 40 cm 40 cm 32 cm

Data Analysis:
What pattern or relationships do you see?
When I looked at the table in full detail I saw that there were quite a few same answers. When we did the first 3 try outs our answers were mostly the same and if they were not, they were off by about 1 or 2 cm/inches. Also the final answer was pretty far away from what we found, according to our data.

Conclusion:
The old English techniques are not so accurate although in some of the cases it shows that they are pretty same to the final measurements. If they were not the same then we were not off for a lot. It was by a few cm or inches, so I would say it was pretty accurate. The old English measurements were not so accurate, but we did get pretty close with them. Well, it is important to have many different types of measurements so you can measure things in different sizes. My hypothesis was very short and it didn’t really make any sense so I made a second one on their too. The smaller objects were a bit easier to measure then the big ones because they were more accurate a t the end. We preferred to use the fingernail measurement because it’s the easiest.


Further Inquiry:
I think that next time we should have more difficult and more objects to measure, not only 6. Our error was mostly the averages. We had a bit of problems in the beginning but came through quite well. Next time I would try and have more things to measure and make them more different or difficult. We didn’t make any errors, but we could have worked a bit harder and more efficiently. I am just wondering why the names of the measurements were so strange and why they had so many different ones when they could have had one like span and another one that’s a bit smaller.

So, that was it, I hoped you got some useful information! Thanks, see you soon!

Marbel in Motion

Hey People! This blog post is going to be really exiting, because I am going to tell you something really amazing! So, today in class we did this lab called, "Marbles in Motion". We worked in pairs of two. My partner was Emma Harrison. We took 9 different balls, with different sizes, and weight. Some balls, were marbles, some were made out of Styrofoam and some were weights. Here it goes!

We used:
1 tennis ball
1 big Styrofoam ball
1 medium sized marble
1 tinny marble
1 jambo marble
1 little weight
1 golf ball
1 pink-pong ball
1 tinny Styrofoam ball

Observations:
1 tennis ball- the tennis ball wasn't so light so we had to blow a bit stronger, and when it rolled across the table it went pretty much straight for the whole time.
1 Styrofoam ball- We blew into the middle of the ball, and then it moved very straight and stopped at about the end of the table.
1 medium sized marble- we blew in the middle of the marble and it started moving straight but towards the end of the table it just kind of made a turn and started going more to the right, until it came to the end.
1 tinny marble- the tiny marble didn't have to be blown so hard because it wasn't heavy. It went straight all the way until the end of the table.
1 jambo marble- The jambo marble had to be blown a little harder then the little one because it has more density. It was rolling straight until about the middle of the table where it went more up to the right and then towards the end it came back down so it ended up rolling straight.
1 little weight- the little weight was not so heavy but it wasn't so easy either. It went straight pretty much the whole time, but then towards the end it moved of the course just for a split centimeter but you could really see how it changed when it crossed the finish line at the end of the table.
1 golf ball- The gold ball was heavy so we needed more air to blow it. It was traveling straight until about the middle when it turned right and then continued there and then it came back down and it ended up almost falling pf the table.
1 pink-pong ball- The pink-pong ball is very light so it just needed a little blow and it went straight across the table.
1 tinny Styrofoam ball- It was very light, so it only needed a little, soft blow and it moved straight across the table.

Questions:

Does the mass of a marble affect how it moves?

Yes, because the heavier ones move slower and the lighter ones move faster and further. For example the smaller and lighter one moved further. If you compere the Styrofoam with the marble, Styrofoam would go faster and further because it is , lighter.

When given a force, what happens to its motion?

When given a force it moves in different directions, sometimes its straight, but a lot of the times it is not.

This was something pretty simple and I hope you learned something fun today! See you soon!