FRESHMAN YEAR: Cart on a ramp

All the graphs we've encountered so far have had a constant velocity. 

constant velocity graph

When we set a car on a ramp we have seen that the velocity was no longer constant. The graph looked linear. So it is a constant increase in velocity.

 

So as you see, the two graphs are very different. This graph shows that in every single second the velocity is changing. I really wasn't expecting the graph to look linear because I thought it wasn't possible. Though the two graphs look different, I'm sure you can still calculate the velocity the same way. I think we have to go more in depth with this topic. I remember that Mr. Battaglia said something about acceleration at the end, but i'm not entirely sure what it was. So my question: is the second graph a model for acceleration or is it just simply velocity constantly increasing?

FRESHMAN YEAR: All Things Velocity

Velocity: Speed in a direction (displacement/time)

Speed: distance traveled over time

Position: The location of an object relative to a reference point

Displacement: Change in position

Distance: total amount of travel

Over the past few weeks we've been trying to understand velocity. As you see from above, velocity is speed in a direction. One of the huge questions our class ran into was if it is possible to go from a Position VS Time graph to a Velocity VS Time graph. The answer is yes. Imagine a velocity graph with the velocity of 4 and time increasing by one second. Now imagine a position graph with time increasing by 1 second as well. So, since the velocity is 4, the graph will increase by 4 every second. Also let's say you have position graph, and your position is 12 feet at 3 seconds, if you do the math velocity would be 4. We also discussed you don't have to be at your reference point/position for your velocity to be 0.

  

  In the graph above you see that position increases 5 meters every second. Your velocity would be 5 up until 5 seconds. I found that by dividing position by time. After 5 seconds your velocity would be 0, since there is no change in position. 

Other things we discussed:

New Class Rule: Don't use X or Y to identify the axis' because in the scientific world X represents position and it's just confusing.

Position, displacement, and distance can all be different. If i'm being completely honest, i'm still a bit confused on displacement.

Distance: 200 meters

Position: 0 meters (from reference/starting point)

Displacement: Would it be 0 or 40? Or am I completely wrong and it's something else? Honestly my confusion is coming from not being completely clear on whether we're measuring change in position from the reference point (0) or change in position from the previous time interval (the difference between the change in position from 40 seconds to 50 seconds).

EDIT: Today in class my question was answered. So, that means the displacement would be 0.

FRESHMAN YEAR: How does time affect position?

In our most recent lab, we tested how time affects position. Our group chose to use the black car to do this experiment. We marked every meter with tape down the hall. We chose to use 5 second intervals. So, from the starting point (also reference point), we started the car and once we hit our desired time (5s, 10s, 15s, 20s, or 25s), we stopped it. Then we measured how far from the starting point in meters, and then converted to centimeters.

Our graph was linear, and so was everyone else's, with the exception of one group. This means, as time increases, so does the position of the car. (By the way, the definition of position is the location of an object relative to a reference point, also starting point in this case). Unless speed was changed, our position should have increased the same amount everytime. Our data was a bit off due to human error. We also talked about how this graph should have a 0,0. (0,0 meaning zero seconds in time and zero centimeters in position). Our class decided this, because this is actually measurable, and we know our starting point/reference point is zero.

We did a second experiment that day too. Everything remained the same except our starting point. Our starting point was .5 of a meter behind pur reference point. We started our time at the starting point, but measured position from the the reference point. This graph was also linear. The two experiments were very alike, except the position in the second one ended up closer to the reference point. For our second experiments, all groups had different things they had to change from their first experiments. One of the most interesting ones I saw, was the one where the car had to go in the opposite direction of the original. When put on the same graph, it looks like the first experiment is going in a positive direction, and the second one is going into the negatives. They can actually be flipped around, the first can be negative and the second can be positive, it really doesn't matter. The reason behind putting one into negatives, and one into positive is to show that the car ended up in a different position. If it was a distance graph, and the speed was the same, one line would overlap another.


So basically, thats what we talked about.

FRESHMAN YEAR:Lab Relationships

So far in class I've seen 2 lab whiteboards. I'm not sure, we may have done 3, but I was absent last Friday so I have no idea what we've done. In each of the lab whiteboards we've discussed the relationships we've experimented with.

The first lab I'm going to talk about is lab #6. This was the pendulum lab where we've tested if mass effects the time it takes the pendulum to swing. We discovered there was no relationship between the two. As mass increases nothing happens to the time. The data was not perfect and they did not get the same results each time due to human error. The groups most likely timed wrong. If there was a graph, it would look like a straight horizontal line.

We also did a whiteboard discussion on lab #1. This was the circle lab where we discussed how diameter affects circumference. We came to a consensus and decided if the diameter increases so will the circumference of the circle. Everyone agreed that the graph was linear. For quite awhile, we had a quarrel concerning the y-intercept. We decided that it should be 0, or at least near 0. The equation should look a lot like 3.14


****I got a bit confused and got mixed up on which labs we've discussed and which we've did on our own, just comment if i've missed one...also I'll try to catch up on tuesday and see if what we discussed on Friday. I'll go back and edit my blog if there's new information****

Edits:
Carpet tile lab: main thing we learned that we can't have 0,0 unless you can actually measure the specific point. Also..it was linear so for every .42 grams increase in mass, we get 1 increase in area.

Lever lab: Absent that day, but it should be linear.

We didnt discuss sphere or circle lab #2 in class.

FRESHMAN YEAR: Fixed/Growth Mindset

  Fixed mindset? Growth mindset? Before I go and ramble on about whether I have a fixed or growth mindset in each of my classes, I think I should define those terms for you. A fixed mindset is when someone believes that their success is based on their natural abilities. It's not a development of work, and they are just naturally smart or not. A growth mindset is when you believe you gradually become smart. It's something you have you work at, rather than just being born with the abilities.

  My first class of A day is English. I think I have a growth mindset in there, but their are some aspects of a fixed mindset. You can definitely work on your writing and become better at it. I honestly don't think anyone is born with amazing writing abilities. The more you read, and practice writing, the bigger your lexicon will get and your writing will sound more fluent. If you depend on your natural ability, you probably won't get very far. But I will admit, being creative really helps in writing. I, personally, am the least creative person on this planet, so it's really hard to think of interesting topics to write about, when asked. Creativity is just one of those skills you can't develop with practice, you either have it or don't.

  My second class is geometry. I've never had geometry before, but with my past experience in other math classes, I feel like I have a fixed mindset. My brain does good with numbers, and if you explain a lesson to me, I'll understand. I've never needed extra help, and it just makes sense to me. Some people really struggle in math and have to work hard at it, but i've never had to worry about it.

  My third class is physics. I have both a growth and fixed mindset for this class. I've always been good at science, probably one of the easiest subjects in my opinion. Before this year, I've had a fixed mindset, where I knew I was good at it. Now, in physics, I definitely have a more growth mindset. I've heard physics is really hard, especially for freshman, so that kind of scares me. It's probably going to be hard and I'm gonna have moments where I struggle, but i'm going to push myself to do my best.

  My last class of A day is government. I haven't had a government class before, so I wouldn't say I have a fixed mindset. It's definitely a more growth mindset, because I have no idea what to expect. I hear it has a lot to relate with history, but so far it's been kind of different. The class is more of a participation grade, rather than test and quiz. So, I'm going to work hard to speak-up in class and earn my "A".

  My first class of B-day is theatre. This is, hands down, a growth class. No one is amazing, and everyone has room to improve. In theatre, you become better with experience, and I believe you have to work at it. I think i'm a decent actor, but not amazing. I am determined to be the best and do everything I possibly can to get where I want to get. I, personally, believe in theatre that practice makes you perfect.

  The class I have after that, is AP US History. In history, I have a fixed mindset. History, every single year,  has literally been my highest scoring class. Im just really good with classes that consist of lectures and notes out the book. I guess my mind just likes that way of learning. I don't expect this year to be any different than the rest, even if it is a college class.

  My third class is Spanish 1, and I have a growth mindset in this class. You will literally fail every quiz/test if you don't study. If you do not know the material, you'll fail the class no doubt. This is my second year of Spanish 1, and I still study evert night before a quiz. You really have to work on pronunciation since the beginning to learn the language correctly. I think a lot of people underestimate how hard of class it is and how much work you actually have to put in.

  Finally, my last class is Speech. I have a growth mindset in this class. I know for a fact that I am not the best public speaker. I'm really fidgety in front of people and I say the words "like" and "um" too much. I tend to mumble at the end of my sentences and suck at eye contact with my audience. I'm determined to work on all those problems, and become a better public speaker.