Newton's Laws Acceleration

1st Graph Alison Sprint 20 meter
2nd Graph Alison Skip & Hop 15 meter
3rd Graph Devyn Sprint 20 meter
4th Graph Devyn Hop & Skip 15 meter

How do the x,y,z acceleration vary over time? Why?

They vary for the first graph. The sprinting graph because the x-axis was when I was sprinting to 20 meters. The device in my hand was swinging back and forth,so the x-axis changed because when I was swinging my and up and down the device was also going up and down. This also caused the y-axis to move up and down because of how far back and forth the device in my hand was going. The z-axis was how my hand was pumping hand back and forth. These differed because they are different things entirely.

They vary for the next graph because one of my 3 lines was me hopping. That was a lot more calm and steady than sprinting so my lines stayed a lot closer to zero than the others, but my other three lines the slightly crazy ones were me skipping which the device was in my cargo pocket so it could have been bouncing each time I skipped with each step.

What happens to Force over time? Patterns?

The force for the first graph did almost show how my running actually was. It was very slow and slight in the beginning and then it slowly sped up; this is when my hands were going back and forth the fastest. Then it drastically stopped because I had reached my distance limit this is were my hands stopped going back and forth.

The second force on the second graph was very drastic because when hopping the device was experiencing a lot of gravitational force when going down because I was just hopping up so now the force was being forced upon the object when going down, but when I was skipping the gravity was not as harsh a force. It was still there but not as strong because when hopping you go up fast then down fast, but when skipping there is almost a fluent motion from skipping up to down.

Explain the relationship between Force and Acceleration in your data.

The relationship between is force in our experiments is the amount of force the device is put upon, so the more we sped up or our acceleration increased we put more force into our arms thus the device also feels that force

Compare and Contrast data for each individual.

To be scientifically correct I do not see any comparisons between Alison’s Sprint graph and my graph, but I do see many contrasts. Our x-axis are slightly different because I believe that since I have longer arms than Alison my arms pumped up and down higher. The Y-axis was also different because it looked to me that I pumped my arms farther out from my body than according to Alison’s graph. My z-axis and Alison’s z-axis where also different because I did pump my arms up and down, but Alison did this more often.

For our hopping and skipping graph I do see some very big contrasts. For some reason Alison’s and my z-axes are very different mine is very consistent an hers is all over the place. The x-axis is also different when I jumped I believe that I jumped higher because of the height differences. The y-axis was extremely consistent because when we were skipping and hopping we kept the device very close to our bodies.

If I wanted the graphs to be more consistent I would of used a simulation program on the computer. Used a slightly less sensitive sensor. Now I could use this information to see that acceleration does have many variables and can change very easily.
Problems that occured were that I did go over my distance limit in the beginning and sometimes we forgot to start the sensor.
If I were to use this test in real life I would use it to see the acceleration of an olympic runner.

Moving Man

The difference between distance is that it doesn't have a magnitude of distance from an object i.e. 8 meter. Displacement is the magnitude of distance from the object or the distance and direction i.e. 8 meters to the west i.e. -8 meters (- means behind)

What is the difference between an object’s SPEED and its VELOCITY?
The difference is that Speed is the distance traveled and the amount of time it took to get to point b from point a. Velocity is the distance from the object changing and the amount of time changing while the object is going to b from a.


A) The unit of distance in the moving man is meters
B) The unit of time used in the moving man is seconds
C) Set the moving man’s velocity (≈ speed) at 1 meters/sec and hit go. Watch the moving man.
D) Set the moving man’s velocity (≈ speed) at 4 meters/sec and hit go. Watch the moving man.
E) At which of the two velocities did he move faster? He moved faster at 4 meters
F) Set the moving man’s velocity (≈ speed) at 1meters/sec. Before hitting go, locate the clock again. You are going to let the moving man go for 2 seconds and then hit pause. Now hit go. If he goes more than 2 seconds, simply grab the blue bar and back it up until the clock says 2 seconds. Record the distance covered in the table below.
G) Repeat Step (F) above but set the velocity (≈ speed) at 4 meters/sec. Again let him go for 2 seconds only.


SPEED TIME DISTANCE COVERED
TRIAL #1 1 meter/sec (slower) 2 seconds
2 meters
TRIAL #2 4 meter/sec (faster) 2 seconds 8.17 meters

1. In both of the above trials you gave the man 2 seconds to run. At what velocity did he cover more distance?
He traveled faster at 4 meter/sec.

2. Speed is calculated by comparing (dividing) the distance with the time. Divide the distance by the time for each trial above. Write the speeds below
TRIAL #2 4 meters divided by 2 sec = 2 m/sec


TRIAL#1 1 meters divided by 2 sec = .5 m/sec

PART C: GRAPHING SPEED
1.Making observations.
A) Explore: By either clicking on the man or the slider, cause the man to move back and forth and
observe what shows
B) Record: Using the axis provided below make sketches of “Distance vs. Time” and “Velocity vs. Time” graphs for the actions described on the left side of each axis.




Apply what you learned.
Look at the graphs above and answer the following questions.
1) EXPLAIN the difference in motion represented by a straight line and a curving line on a “distance vs. time” in terms of constant or changing speed.
1A: A straight line is a person moving but at a constant rate of speed. A curving line is a person moving but his speed is changing at certain points in time.

2) Changing speed is called “acceleration” (speeding up) or deceleration (slowing down). Describe the shape of an acceleration line on a Distance vs. Time graph of acceleration.
2A: The shape of an acceleration line would be a line slowly going upward because the more you accelerate the faster you go and the more ground you cover.

3) EXPLAIN the difference between the motion represented by a flat line and a sloping straight line in a “distance vs. time” graph.
3A: A flat line is a constant speed and ground coverage, but a sloping means either a acceleration of ground coverage or deceleration of ground coverage

4) If the slope of a line on a “distance vs. time” graph is steep. What is different about the motion then when it is not steep?
4A: If the line was not steep the distance covered would slowly increase if it was steep though the distance covered would be great in a short amount of time.

5) Look at the graph below and answer the following questions.
A) CALCULATE the average speed/velocity between point B & Point C by finding the slope of the line between the 6th and 15th seconds (show work below)
A’s Answer:

B) Why is the line sloping upward to the right between the 2nd & 3rd second, but downward to the right between 6th and the 15th seconds?
B’s Answer: It is sloping upward because the distance being covered has increased greatly suddenly, but when slowing down or sloping downward the ground being covered is slowly decreasing

C) During what two times did he stop moving?
C’s Answer: He was not moving at the start and the 15 second mark

Women's Brain

1. What is the general point that Gould is presenting?
Gould’s point is that is presenting that most anthropologists that were male in that time period said that the female brain was smaller thus concluding in the utmost prejudice way that to a full grown adult male they’re were children.

2. What is the general evidence on which that conclusion is based?
Studies that were conducted were on the skull’s size, height, and weight

3. What is the gender of all the researchers producing those data and conclusions?
All were men except for one whose name was Maria Montessori.

4. What weaknesses or problems with those data and their interpretation does Gould point out?
The flawed research Gould pointed out was that Broca’s research was on females that were significantly older and smaller than males with heavy body sets and greater 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?
a)Maria Montessori b) That actually females had bigger brains and some are actually more intelligent c) Women from her research actually were more intelligent than men.

6. What conclusion does Gould reach about the central issue?
He concludes with how men have lead only by saying women are less superior and punishing them for actually being intelligent. He says the era of women is coming.

7. Make a general statement about the role of bias and assumptions in the collecting, processing, and interpretation of data in scientific studies.
All people have bias in any situation and that can ultimately affect the outcome of anything.

8. What other kinds of bias can you think of that might influence observations and interpretations in science?
Race, Religion, and Social Class

9. Describe your initial feelings (about the subject, the author, etc.) after reading the first 4 pages.
I’ve respected women all of my life and just reading about this makes me disgusted with the people. The author should at least make the endeavour to say that men and women are equal in most but not all things

10. Describe your feeling after finishing the entire article
I was confused although this article had a lot of information about the anthropologists he didn’t really make the effort on what his point of view was and how he felt about the information.