My acceleration Lab

In our latest lab we got to experiment with a Wireless Dynamics Sensor System (WDSS) named Foucault31. We wen't outside to collect most of our data. The three graphs below are of our optional test in which we decided to hold the sensor in our hand and spin in circles.

Kira spins!

Katelyn spins!

Kira vs Katelyn spin!

The next two graphs are of me and Katelyn running 25 meters. The third is of our compared results.

Kira runs 25meters

Katelyn runs 25meters

Kira's vs Katelyn's runs!

These next two graphs are of our hops 15 meters. The third one is our hops in comparison.

Kira hops 15meters

Katelyn hops 15 meters

Kira vs Katelyn hops!

If we compare my run to my hops we see that my hops spike in the positive and in the negative regions of the graph.

Kira's hops vs runs!

The fact that not only the force graph spikes but the x, y, and z accelerations also have dramatic spikes shows that it's not just the force put on the detector but other factors are effecting how our action effects the object that is the subject of the experiment.

At the beginning of our lab we were allowed to mess around and experiment with the detectors. While we were experimenting these were some of our results.

Mildly waving the sensor back and forth

Random waving and moving of the detector

Katelyn makes a tree!

This was a fun lab and I hope our next one will be just as exciting as this one!

Graphing your Motion

1.    Describe the difference between the two lines on your graph made in Steps 4 and 5. Explain why the lines are different.
When you move slowly backward, the motion sensing device graphs a gently sloping line. Moving fast graphs a steep sloped line as the devise measures the distance from it.
2.    How would the graph change if you walked toward the Motion Detector rather than away from it? Test your answer.
I think that the graph would go from high to low and depending on the speed of the movement it would have a slope that was steeper or not very steep.
3.    What did you have to do to match the graph you were given in Step 7?
You had to stand still for about 5 sec., then move backward at a quick pace, then stand still for about 3 sec., then move backwards quickly for about 4 sec., then stand still for about 5 sec.
4.    Describe the difference between the two lines on the graph made in Steps 10 and 11. Explain why the lines are different.
When you walk backwards fast it makes a less sparatic result, than walking backwards slowly.
5.    What is the definition of velocity?
The rate at which an object changes position.
6.    What did you have to do to match the graph you were given in Step 13? How well does your graph match the given graph?
You had to hold still for about 1 second and move quickly backwards and then hold still for about 3 3/4 more seconds.
Our graph didn't match the given graph. Our became sparatic when we were attempting to move backward.
7.   Describe the motion needed to make this graph.

If it is a position vs. time graph: Move quickly backwards, hold still for 2 seconds, then move quickly back to where you started.

If it is a velocity vs. time graph: Accelerate backwards for about 1 second then keep moving backward at a quick and constant pace for about 2 seconds, then quickly decelerate back towards your starting point for 2 seconds.

8.    How does the acceleration vs. time graph differ from the other two graphs?

The velocity vs time graph graphs the speed at which you move and in the direction you move.

9. On your velocity vs. time graph, label the acceleration and deceleration portions. 

10. On your acceleration vs. time graph, label the acceleration and deceleration portions. 

11. What is acceleration?

Acceleration is a vector quantity that is defined by the rate at which an object changes its position.

The Moving Man: Distance, Displacement, Speed and Velocity

DISTANCE & DISPLACEMENT
Distance from reference point (in meters): 
House
8 meters
Tree
8 meters
Wall
10 meters

Displacement from reference point (in meters):
House
8 meters
Tree
-8 meters
Wall
10 meters

What is the difference between an object’s distance and its displacement?

An objects displacement must include a direction (a +,- sign can indicate a direction). The distance is always positive because it is the absolute value (the direction is not included) from the reference point. 


SPEED & VELOCITY

What is the difference between an object’s speed and its velocity?

An objects speed is how fast it is going in an amount of time. An objects velocity is the amount that the objects displacement has changed in the amount of time.

The unit of distance in the moving man is meters.

The unit of time used in the moving man is seconds.
After watching the moving man move at a velocity of 1 meter/sec and at a velocity of 4 meters/sec I observed that he moved faster at 4 meters/sec.
When I let the man move at a velocity of 1 meter/sec for two sec. he went 2 meters. When I let him move at a velocity of 4 meters/sec for two sec. he had moved about 8 meters. He covered more distance at 4 meters/sec.
You can calculate the velocity by dividing the meters by the seconds.

TRIAL #1    2 meters divided by 2 sec = 1 m/sec

TRIAL#2    8 meters divided by  2 = 4 m/sec

A man moving at a slow and steady pace in a + direction

A man moving at a quick pace in a + direction

A man standing still at 4 meters

A man moving from 0m to 10m at a steady fast pace, pausing, and then moving back to 0 m at a steady slow pace.

A man moving from 0 to 10 meters at an ever-increasing speed 

A man moving from 10m to 0m at a steady fast pace

A man moving at a slow and steady pace from 10 back to 0

A straight line represents a constant speed while a curved line represents acceleration or deceleration. 

The shape of the line on a graph must be an upward curve to represent acceleration. 

A flat line represents a constant steady pace. A sloping line represents acceleration or deceleration.   If the line on a graph is steep it means the object is moving very quickly. 

Why is the line sloping upward to the right between the 2^nd & 3^rd second, but downward to the right between 6^th and the 15^th seconds?

The man was moving quickly in a positive direction and then he started to head back to were he began at a much slower pace.

He stopped between the 3rd and 6th seconds and between the 16 and 20 second marks.

Article on Women's Brains vs Men's Brains

1. What is the general point that Gould is presenting?

The issue of whether a mans brain is bigger than a women’s brain, and if that would make the males smarter

2. What is the general evidence on which that conclusion is based?

In the second to last paragraph he says, “I would rather label the whole enterprise of setting a biological value upon groups for what it is: irrelevant and highly injurious.” I think this means that he thinks that this subject doesn't need to be studied and that it could damage the relationship between men and women.

3. What is the gender of all the researchers producing those data and conclusions?

George Elliot is a girl, Broca is a man, the writer of the article is a man, Gustave Le Bon is male, Topinard was male, Ceasar was female, and Maria Montessori was also female.

4. What weaknesses or problems with those data and their interpretation does Gould point out?

The women were much older than the men, the women weren’t fighting, they were housekeepers so they didn’t need a bigger brain, Broca didn’t factor in the age, weight, stature, and height,

5. a) Name the one woman anthropologist mentioned who studied the subject of this essay. b) What did she find after proper correction of Broca's data? c) What were her conclusions from that finding?

Maria Montessori, that women’s brains are slightly larger than men’s, women were more intellectually smart and men were more physically smart.

6. What conclusion does Gould reach about the central issue?

That its impossible to accurately test the size comparatively of women’s vs men’s brains because the average woman and man do not share the same stature, height, or weight.

7. Make a general statement about the role of bias and assumptions in the collecting, processing, and interpretation of data in scientific studies.

Most of the men are bias because they thought that their brains were larger than womens brains making males smarter. This is probably why Broca didn’t factor in the ages of his test subjects, the weight, height, or even the stature. The women were also bias because they were certain that they did not have smaller brains than a man.

8. What other kinds of bias can you think of that might influence observations and interpretations in science?

A gender bias, or even money can persuade people

9. Describe your initial feelings (about the subject, the author, etc.) after reading the first 4 pages.

The author is reporting on studies that others had made and seems to be leaning in the womens favor.

10. Describe your feeling after finishing the entire article.

I think that the author definitely was leaning on the women’s side. I certainly don’t think that womens brains are smaller than that of a man’s. If everything is factored in correctly I think they should be about the same.