Science Methods 1

  1.  The big question addressed in the lab, and a description of what you did. Big question: What affects how long it takes a swing to go back and forth? In the lab today, we began by watching a YouTube video comparing the rates at which a bowling ball and feathers fall. I noticed that when the two objects were falling through the air, the feathers fell at a slower rate than the bowling ball, because the air resistance force was acting upon the gravity. Then, the two objects were dropped in a completely vacuum-sealed room with no air, and we observed that gravity acted upon both objects at the same rate, resulting in the objects falling at the same speed. We then looked at the week 8 homework and had a text rendering discussion. We picked a sentence, phrase, and word that had meaning to us individually, and then shared the ideas with my table group. Then, as a whole class, we discussed every group's list, revealing the core ideas we took away from this article.  As a tab...

  1. The big question addressed in the lab, and a description of what you did. In the lab this week, the big question addressed was "How can we support play that is exciting but not dangerous?" Our focus for the lab was still directed towards the question "What affects a rider’s speed down a slide?" We began by examining the forces at play and how gravity affects the speed of a rider. Then we examined how friction affects a rider's speed while going down a slide. Our class was then split into two groups that would further investigate friction and weight, and their effects on the speed of a rider. We conducted this investigation by using different AI tools to investigate friction. We figured out lesson plan ideas for 5th-grade students to help them understand friction. AI was able to provide us with valuable information about friction and help us understand how to effectively implement a lesson on friction for 5th-grade students. However, we noticed that AI doesn...

1. What is the big question addressed in the lab, and what did you do in the lab? Today in the lab, we designed and conducted an investigation using slides that focused on the steepness variable. Our table group came up with a hypothesis that steepness affects the speed of an object; the steeper a slide is, the faster an object's speed will be. We tested our claim by using 2 dependent variables: the Golf ball and the length of the ramp, and 1 independent variable: the steepness of the ramp. We changed the steepness to four different levels and recorded how fast the ball traveled. We found that the steepest ramp had a time of .63 seconds, the steep ramp had a time of 1.13 seconds, the less steep ramp had a time of 1.20 seconds, and the least steep ramp had a time of 2.45 seconds. We know that the faster an object travels, the less amount of time it takes, helping us understand that speed relates to time, and steepness relates to speed. Therefore, we found out from our recorded data ...

  The big question addressed in the lab, and a description of what you did The big question addressed in the lab this week was, "How can we support play that is exciting but not dangerous?" In the lab this week, we started a new module on physics. We began by writing down observations of things we noticed and wondered about playground equipment. Our goal was to focus on the big question in specific areas, such as races, slides, surfaces, and swings. As a table group, we were asked questions that related to each topic, and we wrote down our initial ideas for each question on the Zoom whiteboard. Then we were given an example of "The Freeze" from the Atlanta Braves, illustrating how they make races exciting by having "The Freeze" have a delayed start. Not everyone is going to be the same speed; therefore, we can make adjustments and changes that ensure the race is going to be exciting. Our job for the remainder of the class period was to use the example of F...