Mr. Powell Science
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  • Home
  • APES
    • Unit 1: Ecosystems
    • Unit 2: Biodiversity
    • Unit 3: Populations
    • Unit 4: Earth Systems and Resources
    • Unit 5: Land and Water Use
    • Unit 6: Energy Resources and Consumption
    • Unit 7: Atmospheric Pollution
    • Unit 8: Aquatic and Terrestrial Pollution
    • Unit 9: Global Change
  • CHS Environmental Science
    • Environmental Chemistry
    • Ecosystems and Population Interactions
    • Earth History and Natural Resources
    • Weather and Climate
  • Science Resources
    • Genetics >
      • Genetics Exam Review
    • Evolution
    • Chemistry
    • Physics - Motion and Forces >
      • Speed, Velocity, and Acceleration
      • Force
      • Newton's 3 Laws of Motion
      • Gravitational Force
      • Weight
      • Newton's Second Law - Finding a Net Force
      • Newton's Second Law of Motion - Finding Acceleration
      • Newton's Third Law of Motion
    • Physics - Energy and Waves
    • Astronomy
    • Next Generation Science Standards (NGSS)
  • BMS Lacrosse
  • STEM at CHS
  • About
  • Contact

Speedy Lab Part 2: Graphing and Data Analysis

1/24/2018

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Today was all about graphing. We graphed Distance vs. Time and Speed vs Time for all of our Speedy Lab trials. Tomorrow we will finish this lab with a conclusion that ties together our tests, data, and graphs.
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Speedy Lab: Calculating Speed and Acceleration

1/23/2018

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           Today we raced! Students ran and race-walked across the gymnasium, while their peers timed them at distances of 20, 40, 60, 80, and 100 feet. 
         Once we had all of our data recorded, we began to analyze it by calculating speed from the distance and time measurements.  
            Tomorrow we will graph and further analyze our data as well as conclude our lab.
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speedy_lab.pdf
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File Type: pdf
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Calculating Acceleration

1/19/2018

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Mr. Houde took the reins today and helped students learn how to calculate acceleration, as the change in velocity divided by the change in time. One of the more difficult concepts to understand is, why is acceleration measured in meters per seconds squared? Using algebra we were able to show that when dividing velocity (m/s) by time (s) we get: m/s/s or meters per second squared. 

Gold Tape Question:  If you step off a 30m high dive, and you fall (accelerate) for 2.47 seconds, what will your velocity be when you hit the water? (Hint: look up the acceleration of all falling objects on earth first)
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Kinematics

1/17/2018

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Kinematics is the fancy word for the the study of how things move. In class we analyzed and interpreted a Distance vs. Time graph and used that graph to describe the motion of an object, whether it was accelerating, moving with constant speed, or at rest. We were even able to calculate the speed of the moving object based on the coordinates of the graph. In our notebooks, we wrote down definitions for velocity (speed and direction of an object) as well as acceleration (the change in velocity of an object. We finished class with a short video that applies kinematics to a real life situation, in our case, football.

Use this video and the links in today's post to check what you know and maybe extend your own understanding of how things move.

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Speed and Velocity

1/16/2018

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We wrapped up Hot Wheels Hustle at the beginning of class then we read about and discussed the difference between speed and velocity. We also watched a music video about speed and velocity by the band They Might Be Giants.
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Inertia and Frame of Reference

1/10/2018

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In class today we continued our discussion of inertia and held a water bottle flipping tournament. Then we completed the "Frame of Reference" activity on  the back side of our force notes sheet. Tomorrow we will continue learning about frame of reference as well as beginning to model motion.
force_notes_and_frame_of_reference_activity.pdf
File Size: 120 kb
File Type: pdf
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Welcome Back!

1/9/2018

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       Congratulations on overcoming your own inertia and making it back to school for 3rd quarter. In class today we put in our 3rd quarter table of contents pages as well as our force notes page, which is attached below. At the beginning of class students attempted the coin stack challenge. Students put half an index card on top of a stack of 5 pennies, then stacked 5 more pennies on top of the card. By flicking the card, students should be able to remove the card without the pennies falling over. Students then competed to see how many pennies they could stack and still be able to remove the card.
          We then discussed that this trick works because of inertia, which is the property of matter. The definition of Inertia we will use in this class is "an objects tendency to resist a change in motion." 

force_notes_and_frame_of_reference_activity.pdf
File Size: 120 kb
File Type: pdf
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    Author

    Mr. Powell is a High School Science Teacher in Western Colorado.

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