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!

Cool Videos about forces and Motion

KWL---Forces & Motion

Hey all, and welcome to my 37th blog post this year! I have exiting news for you! We are starting a new unit! Exiting right? Well, I am exited too because if I tell the truth I was getting bored with writing all those reflection and blog posts about minerals although I did learn TONS! Well, this next unit is all about forces and motion! So the key “phrase” of word that we got is KWL, which means, Know, Want to know and learn! Of course I can only answer the first two today, because I didn’t learn anything yet!

Here is what I know. I don’t know very much, but this is what I know, or what I heard my classmates say in class:
• A type of force is gravity
• The world is always in motion. For example: the earth resolves around the sun.
• We humans are also always in motion. We walk, we run, we talk, we breath, we eat and so on. Those are all motion.

That is pretty much all that I know!

What I want to know:
• How would you define forces and motion?
• Do force and motion affect our lives?
• How do they help us?
• Do we depend on motion and force? Why?
There is many more, I could go on for ages, but those are the main ones. Please if you are a pro, answer one of these questions, I would really appreciate it! Towards the end of the unit I will add something to learn and know, and take away from what I want to know! Thanks! See you soon!

Earth's Inner Secrets Unit Reflection

Hey people! I’m here with you again, for the 34th time this year and I will tell you everything about what we have been studying for the past couple of months. We have been working on the Earths Inner Secrets. Plate tectonics, volcanoes, minerals and mining are all part of inner Earth. You read all of my blog posts about those things BUT this is like the big picture. The final copy, the reflection of the whole unit! Awesome huh? Now, please let me guide you into my world…

So you know how the humans discovered everything that we have right now and stuff but like have you ever thought about the other things that we STILL don’t know? We think that everything we have is totally clear to us and that there are no more secrets in what we discovered so far. But now I need to tell you something really mean. You are wrong. We might know everything about how cars affect the environment or what a human body is made up of but how about the earth? What is inside the earth? That is one big fat question that we have no answer too. We can only predict. I will bet you anything you want if you could live me a list of at least one person who knows what the earth is like inside. No one knows and no one can predict without having to stop what they are doing, focusing on the questions, and taking a few minutes to think before answering it!

We have found many things inside the earth. I mean you probably know that the earth has 5 layers. The crust (its like the ground we walk on), upper and lower mantle (hot, moving magma), and outer core (a liquid that is getting harder) and of course the inner core which is made out of solid IRON! Pretty cool huh?

Another thing that we are genies at knowing are minerals. As you were Reading my older blog posts you might have noticed that we have done lots with them. Some minerals are created deep under the earth where hot magma cools which causes minerals such as diamonds to create! Amazing! These minerals are called Igneous. (Rocks formed by the cooling of molten materials. Igneous rocks can form beneath the earth’s surface, or at its surface, as lava.) How do we get minerals such as diamonds out of our earth??? How about VOLCANOES! Some people are pretty sure that volcanoes are like a secret opening into the deep secrets of our earth, a passage that leads way down into the burning mantle! The problem is that we can’t send machines or humans down the “secret passage” because they would get burned from such a high temperature! Even though there are different types of volcanoes; Shield Volcanoes, Cinder Cone volcanoes, and Composite Volcanoes, but they are all burning hot if you enter the “secret passage”. So my advice, don’t ENTER!




While studying minerals Ms. M (our amazing science teacher) thought us a simple way of identifying a mineral. The word “SNIFC” is what you should always think about when you are about to identify a mineral. S as in Solid, N as in Naturally Occurring, I as in Inorganic, F as in Fixed Composition and S as in Crystalline structure! So lest take gold for instance to check if it’s a mineral. So is it solid? Yes. Is it naturally occurring? Yes. Is it Inorganic? Yes. Does it have a fixed composition? Yes, and does it have a crystalline structure? YES! You just figured out that gold is a mineral! Good work buddy!

Now, we covered lots of things int his blog post but there is one more thing that I want you to remember! And that is………..MINING! Mining is when like you get those really big and heavy machines and then you like dig from under the earths surface or very close to it. Ya that probably it….and I am telling you, you are correct! That is mining! Of course now you might be thinking, “Oh, I’m gonna safe some of my money get the big heavy machine and dig out some gold, or diamonds pack up and leave!” Well its not at all that easy! If people were thinking that way, then everyone would dig out what they wanted and leave a big mess behind. Well the world would be one big garbage can I tell you. So, what I am trying to get into your intelligent brain is that even such an easy sounding job like mining has RULES!


OK, before when I was talking about mining and stuff, I said it was the last thing that I was gonna talk to you about I kind of, more or less, 99% …………LIED! There is one tiny tinny thing that I want to talk to you about before I wrap up this blog post. Well rocks. While you are sitting in this beautiful world you might have noticed that we have many rocks on this planet! Rocks are very common you might be thinking right now. Well there are 3 types of rocks; Igneous rock, which is made when magma/lava cools and hardens, sedimentary (made up of sediments that joined and compressed together), and metamorphic (rocks that were once sedimentary or igneous and transformed into something else). So see! That was pretty cool huh? Now I want you to know another tiny detail! Rocks are actually made out of MINERALS! Can you see the connection? Its like a cycle! Pretty cool huh?

Thanks, for joining me in this awfully long blog post, but I hope that I have refreshed your brain and that know you know everything about out unit! Thanks again! Hope you have a good night rest cause this was pretty tiring! See ya!

The Rock cycle-

Magma-

Minerals-

Gold-

Group Descussion

Hey all! Today I will not teach you anything but I will show and tell you how our class works. So today our teacher separated us into groups of 4 and gave us the same questions to answer as we had to do on our own for our blog post. As we were working together I saw some great ideas and I hope that you enjoy this blog post!

A group discussion + proposal
Group members- Ogi, Matija, Han &Ajda
Questions-
-Why are minerals important?
-Because they use them for daily life purposes such as building materials, medicine and many more important uses
-What minerals are found in the world’s oceans?
•Diamonds
•Salt
•Potassium
•Magnesium.
•Sand and Gravel.
•Limestone and Gypsum.
•Manganese Nodules.
•Phosphorescent
•Placer Gold
•Tin
•Titanium


-Why are these minerals so valuable?
•Because the process of getting them cost a lot of money
•Because most of the diamonds lie on the continental shelf

-Who should have the right to receive them or the profits?
•All countries around the specific ocean should have the right to own the minerals
•The wealthy countries should share the minerals they find with the developing countries, but in return the developing countries should share their minerals


-What are the problems with mining in the oceans?
•It is very expensive
•It causes earthquakes
•They don’t have the tools to mine in some countries
•Some countries are able to mine the minerals from the oceans but do not want to share them

Blue Questions-
Who owns the oceans minerals?
•Mainly the countries around that part of the ocean
•Everyone should share their profits/founds
-What are the rights?
•The people that find the minerals
•The governments
•Wealthy countries should produce the process and they should share it with the developing countries because they don’t have the privilege to afford it, but in return they need to give workers in return
•By 2003, 157 nations had signed the law of the Sea treaty. The mining profits must be shared between all nations. Because of the treaty some nations think that everyone should share their technology and profits they get from the deposits

-Do you agree with them?
•Yes we do agree, because every country no matter if they are wealthy or developing should have the rights to have those minerals

The proposal-
Solve the problem without war-
•We had some disagreements about what to write, because everyone had their own ideas but in the end we ended up voting to get the right proposal.
•We also had many different answer possibilities so we ended up writing down more than one idea from more than one person
•We should make a law saying that no matter who finds the minerals has the rights to keep them, no matter where it is
•They should also share/trade what they find with the developing countries
•The red writing is the highlights of our discussion or the disagreements that we had
•The black is what we decided


Reflection-
Today when we were working all really worried about our grades I saw some really interesting points of view. I totally understand and agree that each person thinks differently but also I saw about 3 people were thinking the same way as me. It is very interesting observing and seeing how completely different people, who don't work together in the same group come up with the same answer or proposal in this case. Over all I think that our group worked well and was pretty organized. We didn't have any trouble picking roles so I think it was well done! I love the activity and I hope to do it again!
Please feel free to leave any comments for me!