Gravity helicopter experiment

Gravity - Helicopter experiment

March 30, 2017

 Gravity

https://www.youtube.com/watch?v=mn34mnnDnKU 

Newton has 3 Laws of Motion.

1. An object at rest will remain at rest unless acted on by an unbalanced force. An object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

2.Acceleration is produced when a force acts on a mass. The greater the mass (of the object being accelerated) the greater the amount of force needed (to accelerate the object).

3. For every action there is an equal and opposite re-action.

Aim: To make a helicopter and look at the force of gravity.

Hypothesis: The size of the wings will effect the speed that the helicopter travels.

Equipment:

1. Stopwatch - use the Google stopwatch on your Chromebook
2. Helicopter template / paper
3. Drawing pin

Method:

1. Make the helicopter by cutting out the template.
2. Drop the helicopter from a height. Use the same person.
3. Time each drop and record the time when it hits the floor.
4. Each time it is dropped you will make a change to its form.

• With a paperclip on the bottom.
• Use heavier material ( Cardboard)
• Cut the body in half to give it a short body.
• Cut the wings to give it short wings

1. Time each time you drop it.
2. Record the findings on a chart

Type	Time
Paperclip	1:48 s
Cardboard	1:40 s
Short wings	1:85 s
short body	2:00 s

Top to bottom. Short body, Short wings, Cardboard, Paper clip.

Findings: Cardboard falls the fastest and the short wings fall the slowest.

Summary: Short body was the best / slowest paper chopper to fall.

forces

Today we are lurning about forces, these are some we know.

UP/DOWN

Gravity

Pull & Push

Stretching arm

Throw or kick

Tip bin.

defenition of forces

PS#6 i think i have achieved this goal because i can now take responsibility for my own actions a lot better now then i could before.
AL#5 I think i am still working on this goal because i still find it hard to share my ideas, and my point of view with other people.

 I am working on these two because I find it hard to share my learning with others and when I work with others I start conversations. 

T3 Goals:
AL#5 I am going to try harder on shearing my ideas with people I don't usually talk to in class.
TS#1 I am going to remember what we were doing and being able to reflect on what the task is.

finishing up forensics

The case of the Barefoot Burglar

http://www.cyberbee.com/whodunnit/crimescene.html

In groups of 4 or five you are going to need to use your forensic knowledge to solve a crime.
Using the clues found at the crime scene, determine which of the four suspects is the "barefooted burglar"? 
What do you think was the motive for this crime? 
Write the results of your findings and convince a jury of your peers.

At approximately 7:15 a.m., Friday morning, Mrs. King, the science teacher, thought something was fishy as she walked down the hall and noticed that her door was open. She walked into her classroom and immediately discovered that the small aquarium had been broken and her prized gold fish were gasping in the sink. Beside the broken aquarium were the shattered remains of the pink piggy bank that had been on the shelf above the aquarium. A can of blue paint was spilled on the floor. Footprints of a barefooted burglar led to an open window. Bits of a white powdery substance were found next to the broken, empty, piggy bank. The only other item found was a half-eaten large chunk of chocolate candy.

When the police arrived they immediately began to gather forensic evidence.

• Sticky fingerprints were lifted from the aquarium and piggy bank. The painted footprints were measured. The chunk of chocolate candy was collected for examination. It appeared there were teeth imprints.
• The white powdery substance by the piggy bank was carefully placed in a plastic bag and taken to the forensic chemist for identification .

Findings:

Verdict: Dan the man

http://www.cyberbee.com/whodunnit/crimescene.html

Forensics

A forensic scientist may discover powder at a crime scene. In order to determine if it is illegal or not the crime lab will identify the substance using chemistry. Take on the role of a forensic chemist to identify unknown substances.

Become a Forensic Chemist by following these procedures and filling in the Powder Analysis Chart with your results. 

Complete the appearance, texture, and smell activities before opening the vinegar and iodine bottles.

Record your findings in the Powder Analysis Chart below.

Aim: To determine how different powders feel, look and react to other substances.

Hypothesis: 

Equipment: Baking Soda ,Cornflour, Sugar, Salt, Iodine, Magnifying, glass
Eye drop
Black card
Tea spoon / stick


Method: 

1. Place one-fourth teaspoon (1 ml) of the four white powders on a sheet of black construction paper. Label the powders with your pen.
2. Study the powders with the magnifying glass. Examine what each powder looks like. How would you describe the powder's shape. Does it have large or small grains? Your observations should be written in the appearance column of the chart.
3. Examine the powders further by rubbing each powder between your fingers. Describe how each powder feels in the Texture column of the chart.
4. Determine if there is a smell to any of the powders. Record your findings in the Smell column of the chart.
5. Take the eyedropper and place a drop of water on each individual powder. Examine what happens? Do the powders dissolve? Is there a reaction? Write your observations in the Reaction to Water column.
6. Place one-half teaspoon (2ml) of each powder in a separate jar. Add 2 drops of iodine to each jar using the eyedropper. Record what happens in the Reaction to Iodine column. Iodine should be handled with care.

Findings:  

Powder Analysis Chart

                                                                                                  
Substance          Appearance   Texture    Smell       Water                       Iodine
 
Cornflour                  smallest            soft     no smell    makes invisible barrier      bounces off it/ joins up.                                     

Sugar                      biggest              hard    no smell    absorbs                        absorbed it

Salt                        median       in between   no smell    absorbs                      changes colour

Baking soda             small                soft     no smell     barrier                        makes a barrier.

Comparing test results of substances that are known help Forensic Scientists identify unknown substances.

Summary: 

The feet can measure the height.

The bones of the feet can tell a lot about a person.What do feet reveal about a person's height? Forensics anthropologists team up with the law enforcers to help solve crimes.
Bones of the feet can reveal an interesting fact about individual. Let's combine math with forensics to see how.

Names:              Foot size.                  Hight.

Alex:                        18 cm                 1:3   m              
Aiden:                      23 cm                 1:50 m                15.3    
Shanix:                     27 cm                 1:59 m                  
isabella:                    20 cm                 1:42 m              
Kalim:                      23 cm                 1:52 m      

1. Have the students in your group remove their shoes and measure their height.
2. Measure the length of the adult's left foot from the wall to the tip of the big toe.
3. Examine the numbers. Do you see a pattern?
4. Divide the length of each person's left foot by his/her height. Multiply the quotient by 100. What do you get? You may also want to use the calculator on a computer for this activity

Use the scientific method to write up this experiment.

1. Aim: 
2. Hypothesis
3. Method
4. Equipment
5. Results
6. Summary
7. Conclusion

Drawing graphs in sciences

Rules

1. Always use a sharp pencil
2.Use a ruler if drawing a line graph.
3. Choose scales so that the graph takes up at least 80% of the paper
4. Label both axis with a description of what you are measuring.
5. Give your graph a title.
6. Never rule back to zero.

1. Outline 2 features of a good graph? straight lines and bold writing.

2. Suggest why graphs should be drawn in pencil? so the you can erase if you have to.

3. What needs to be given a title on a graph? what you are doing/topic axis

Using the graph paper provided graph the class results of your phone / Chromebook model.

Aim: To record, tabulate and graph data.

Hypothesis: I think that the most popular model is an Iphone 5s / Acer Chromebook

Method: 

1. Note the make of your phone / chromebook

2. Record your results on the whiteboard by ticking the appropriate box.

3. Record the class results in the table below.

4. Use the graph paper provided

• Draw a chart
• Graph the results 

Conclusion: