Science

SPEED AND ACCELERATION #1 

PROBLEM:  If I drop a tennis ball and a basketball at the same time, which one will bounce higher?
HYPOTHESIS:  I think that the tennis ball will bounce higher, because a basketball compresses air and it stores energy when it compresses and when you bounce a tennis ball, it uses as much energy as it can to bounce high, so I think that a tennis ball will bounce higher.
VARIABLES:

  IV: the balls-basketball and tennis ball

DV: how high the balls bounce

CV: the person pushing the tennis and basketballs to the ground, the location, the amount of pressure we put on the balls, the amount of speed we put on the balls, the person measuring how high each of them go.

MATERIALS: one tennis ball, one basketball, a meter stick, two people, and area where there is enough room around you when you stick your arms out.

PROCEDURE:

1. Gather all materials
2. Grab the tennis ball and be ready to bounce it.
3. Next have person number 1 with the ball and person number 2 seeing how high it bounces
4. Bounce the tennis ball
5. Have the person 1 measuring know where it bounced to and have person number 1 measure where it went to.
6. Repeat steps 2-5 three more times and RECORD DATA
7. Grab the basketball
8. Next get the basketball ready to bounce
9. Have person number 1 bounce the ball and person number 2 know where it bounced to.
10. Bounce the ball
11. Have person number 1 measure how high it went.
12. Repeat steps 7-11 three more times and RECORD DATA
13. Have all of your data ready to turn into your graph
14. Clean up all of the materials

Observation:

data table:

	trial 1	trial 2	trial 3	trial 4
Tennis ball	36	37.5	40	39.5
basketball	42	54	55	56
	***everything measured in inches

Conclusion: My hypothesis was incorrect because it said that I thought that the tennis ball was going to bounce higher and I was wrong, the basketball bounced higher. Throughout my experiment there where some challenges trying to figure out how high it bounced and then measuring because we really never knew where it was going to so we weren't as prepared when it got to the certain height where it wanted to stop and go down and bounce. Next time when we are going to measure it we are going to make sure that we are going to have an easier way to see how high it bounced.

How did I meet the proficiency????

I met the proficiency in this experiment by bouncing a basketball and a tennis ball. It meets speed and acceleration by the weight of each of the balls. It is the weight of each of them and if you have a car that has 200 pounds to it verse 100 pounds on it, which one would you think would move faster?? This experiment was designed a little different because there was a heavy object verse a light weighted objected that where being dropped to the ground. The speed of each object are going to very, but it is on how high it is going to be. The basketball dropped faster than the tennis ball did so that means with the more energy it has, it means that when it hits the ground, it is going to bounce higher. Verse the Tennis ball, the speed of it was slower than the basketball because it weighed a lot less than the basketball. So that means that when it hits the ground it won't hit the ground with as much power as the basketball did so it could not be able to bounce at a higher height. Both of them had the same acceleration, because it was me giving them energy to actually bounce at a good distance, and be able to even bounce and have power. Take a car for example. . . when you are going down a hill with it being able to roll straight, would it just stop or would it keep going?? It would keep going, and that is how this was made, it starts with power, which I'm giving the ball power to bounce at a height and the car will keep going for some distance it doesn't just stop at the bottom of the hill, so that's how this experiment was made.

NEWTON'S LAWS #1:
PROBLEM: If there are two different basketballs with a different amount of air in them, which one will bounce the longest?
HYPOTHESIS:   I think that the basketball with the most amount of air in it will bounce the highest because it has more air in it to make it bounce and without all of that air inside it won't be able to bounce as high.
VARIABLES:
 DV: the height of the basketballs
 CV: the kind of basketball, the platform you are bouncing the balls on (the location), the weather outside/inside, the people bouncing the balls
IV: the amount of air the basketballs have in them.
MATERIALS:   two basketballs, a meter stick, two people
PROCEDURE:

1. Gather all materials
2. Person number 1 Grab the basketball with the most amount of air in it
3. Person number 2 be ready to measure
4. Bounce the basketball
5. Measure how high it bounced and record the data
6. Repeat steps 2-5 three more times
7. Person number 1 grab the basketball with the least amount of air in it
8. Person number 2 be ready to measure
9. Person number 1 bounce the ball and person number 2 measure measure how high it bounced and record the data
10. Repeat steps 7-9 three more times
11. Make sure ALL data is recorded
12. Make your table and graph
13. Clean up all materials

 Observation:
Data Table:
                                  Trial 1            Trial 2           trial 3       trial 4

 Basketball One:             22                          15                    16                   17
 Basketball Two:            3                              7                     4                       5
***All numbers are measured in SECONDS******
Graph: 

 Conclusion: My hypothesis was correct by saying that I the basketball with the most amount of air in it will bounce the longest because it has something inside of it that will make it good enough to bounce and the basketball with the least amount of air in it is unwillingly not able to bounce with the same power I gave it and the height that it dropped at. With seven seconds at the longest it was very unsure that it was going to bounce again. The air inside of the basketball is pressurized for it's bounciness. The skin of the basketball isn't really relied on being bouncy because it doesn't store enough energy to make it bounce so that is why the ball with the least amount of air isn't going to bounce as long as the one with the most amount of air inside of it.

How does it meet the proficiencies???
It is the proficiencies by each of the forces of the basketballs dropping to the ground and letting bounce until they stop. When they stop bouncing the forces of the gravity are appearing that they are stopping the ball and they stop. The basketball with the least amount of air isn't going to bounce for as long as the one with the most amount of air, because it doesn't have the energy and power to go against the gravity and bounce as many times. Applying this to the real world is like putting frosting on a cupcake. It gets harder to keep it all of the knife without licking it, but in the real world there is a lot of examples. One is when you are driving with your parents and you get stopped by a red light or maybe even a cop or stop sign, you have to slow down, but how?? This is when you use the step on the breaks and you start to slow down, this is caused by gravity stopping you so that you can stop in time and not get into a car accident. When you get into a car accident, what stops you if your breaks aren't working??? If you are thinking gravity then you are correct. Gravity slows down objects and even us. So in this experiment, gravity is slowing down the basketballs and they aren't going to bounce forever, they have to stop sometime.

FORMS OF ENERGY Essay #1:

There are many differences in this world that consists of having energy in each and everyone houses. When you turn on your light at night, what kind of energy is that coming from? Is it coming from wind or ocean? Or you could easily use solar on the other hand. Now a day if our power goes out for a little while, we aren't as worried about doing things without our power for a little while, but what would happen if you don't have power, electricity or even a flushable toilet?

           Wind energy is a conversion of wind power that is a useful form of energy, which uses wind turbines to let us have energy, wind mills for mechanical power, or wind pumps that pump the water or drainage, and ails to propel ships. These things are called wind energy. At the end of the year in 2009, the worldwide capacity of wind-powered generators was at 159.2 gig-watts. The energy production was at about 2% which is at 340 TWH. (THE KILOWATT HOUR) The large scale wind farms are connected to the electric power transmission network. The smaller parts of the wind farms are used for the electricity that are for the isolated locations.  When you are a single country and if you go to any part of the border, where do you think you get your energy from then?

          Some things that include ocean power are tidal power, wave power, ocean thermal energy conversion, ocean currents, ocean winds and salinity gradients. Out of all of the types of ocean energy that where suggested the three most developed energies that are mainly used are tidal power, wave power, and ocean thermal energy conversion. The tidal power has to have large tidal differences, only in the United States, it only happens in Alaska and Maine. Ocean thermal energy conversion is very limited for tropical regions such as Hawaii and part of the Atlantic coast. Wave energy has a more application that is potential along the California coast. The western coast has the most potential in the United States, but in California the most potential is on the Northern coast.

          When you use both of these energies what do you think they make work? Well ocean energy makes electricity. The first generation that was ever used or found was a little over 100 years ago.  Comparing to wind energy, the waves aren't as predictable as the wind is. The tidal energy is opposite of that, it can be predicated weeks, or even years before it even happens. There are Wave Dragons, which transforms the waves that turn it into energy for us. Most of the power that comes from the ocean is coming from a single seabed cable. On the other hand, the wind energy is simply made up of the air that's in motion and caused by the uneven heating of Earth's surface by the sun. With the Ocean energy, they both make electricity, for us to have lighting, heating, and even our T.V. Wind is a renewable source of energy that works as long as the sun is shining.

          Between these two energies, what do you think we use the most? We use the least? When you are  watching T.V. tonight, think about what kind of power you are using and when you are leaving a light or  a charger plugged in, think of how much energy your are wasting. Make sure that you are using something and you walk away from it, make sure you are turning it off, because think of how hard nature is trying to make waves, make wind, just so that we could have these things.

Citations:

"Marine energy - Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia. N.p., n.d. Web. 19 Nov. 2010. http://en.wikipedia.org/wiki/Marine_energy.

"Ocean Energy." California Energy Commission Home Page. N.p., n.d. Web. 19 Nov. 2010. http://www.energy.ca.gov/oceanenergy/index.html.

"Ocean Energy ." Ocean Energy . N.p., n.d. Web. 19 Nov. 2010. www.electrocity.co.nz/images/factsheets/Ocean%20Energy.pdf.

"Wind power." Wind power. N.p., n.d. Web. 19 Nov. 2010. <en.wikipedia.org/wiki/Wind_power>.

"wind energy." The Worlds of David Darling. N.p., n.d. Web. 19 Nov. 2010. http://www.daviddarling.info/encyclopedia/W/AE_wind_energy.html.

Relationship between speed and acceleration:

PROBLEM: If I push two different things that can roll that have different weights, which one will have the acceleration  after rolling for 40 inches?

HYPOTHESIS:  I think that the lightest object will go farther because it has less weight to it and will be able to go farther than the heavier object. 

VARIABLES:

IV: the objects

DV: how far each one rolls

CV: the area, the person pushing the objects, the surface, the amount of speed, the amount of power

MATERIALS: to objects of different weights (must be able to roll), two people, something to measure distance in, and a timer

PROCEDURE:

1. Gather all materials
2. Get ONE of the objects and label it object one and the other object ONE.
3. Get object one ready to roll
4.  object ONE first and roll
5. Have person number 2 see how far it goes in one second, and person see how long it takes for it to roll in the first second and person number 1 see how long it rolls in the last inch
6. Do the equation of: ending speed-beginning speed / how long it took
7. Record your data
8. Repeat steps 3-5 three more times
9. Take object number two and  get ready to roll
10. For object number 2: repeat steps 5-7 here also 4 more times
11. Once you are down with both objects make sure you have ALL of the data
12. Clean up all materials

Data Tables and Graphs:

(medium speed)

(Fast speed)

Graph:

Conclusion: In my experiment I stated that the lightest weighted object, which was the tennis ball, was going to roll the have the fastest acceleration and yes it was correct. This object went the fastest because it had the lightest amount of weight and it is able to roll better than the heavier weight which was the apple. The hard thing about this experiment was that the timing and having three different times to keep track of made it difficult, but having three different people helping with the experiment made it easier with everything. The more people you have to help with the timing and the math, it makes it easier for getting what you really need and the acceleration you need. The experiment made it difficult with the timing, because we had different timers and it made it harder because we where doing different timing and each timer wasn't exactly the same and so it made it a little more difficult timing each trial of the tennis ball and the apple.

How did I meet the proficiencies: I meet this proficiency by doing this experiment how it goes to driving a car for example. When you are driving a car you want to know what you acceleration and your speed is when you are driving down the highway. When you are driving down the road, there is a certain limit you are suppose to drive, for example 30 miles per hour, and the slowest you probably can go is 25 and the fastest is about 35 so when you are thinking about speed you have to think about your acceleration and when you are going to stop accelerating. The relationship between speed and acceleration are very similar because they are relating on how fast you are going and when you are slowing down. When you are slowing down or going onto the breaks, your are decelerating to stop for whatever you stopping for. This is how this experiment is related to the real world for when you are doing those kinds of things.

FRICTION AND GRAVITY #1: Problem:  Rubbing two different sized balloons together and seeing which one can stay on the wall the longest- using friction and gravity to stay attached to the wall

Hypothesis:   I think that the balloon with the least amount will stay on the wall the longest because it has the least amount of air inside of it so it doesn't have as much to hold up so I think the balloon with the amount of air will hold longer than the balloon with more air inside of it.

Variables:
 IV: the different sizes of the balloons

DV: the amount of time you rub the balloons against an object.

CV: the kind of balloon, the color of the balloons, the person putting the air into the balloon, the amount of time you are rubbing the balloon against an object, the person timing the balloons, the object you rub the balloon against

 Graph:

 

CONCLUSION:

In this experiment I tested Friction and Gravity what balloon would stay on the wall the longest with different amounts of air in it, and rubbing it on your head before hand. In my hypothesis I stated that I thought that the balloon with the least amount of air in it would stay on the wall the longest and I was correct. The balloon with the least amount of air in it stayed on the wall longer, but not by to much longer. Showing by the results, it only stayed on the wall between 1-4 seconds longer than the balloon with twice as much air inside of it. Something that had gone wrong in this experiment is that it was a challenge having both the balloons on the wall at the same time and having each one on the wall alone would be a little easier than doing it together.  So that was a challenge throughout the experiment that was a challenge for me. 

How did I meet the proficiencies?

I meet the proficiency by using friction by rubbing the balloon on someone's head and then using gravity by putting it onto the wall and seeing how long the friction and the gravity can work together by staying on the wall the longest. Something that would use friction would be just rubbing it on someone's head for example and then seeing the hair stay onto the balloon, but putting onto the wall immediately after is showing how gravity can work with it. The balloon with the least amount of air can stay on the wall the longest because it is the lightest and the one with the most amount of air wouldn't stay as long because gravity doesn't have to work as hard to keep the lightest one than the heavier one. For example when you balance one object with a weight of 3 ounces and an object that has a weight of 7 ounces the 3 ounce one is more stable than the 7 ounce one so that is how I meet the proficiency of Friction and Gravity for this experiment. 

What are we doing for our Rube Goldberg????

For our Rube Goldberg we are seeing if a marble can actually make a sandwich after going through about a 20 second maze and Rube Goldberg with useful simple machines. Having different ways of having to make a sandwich could easily save you some time when you are getting ready to go to work in the morning. So putting each of the simple machines in the Rube Goldberg will show how we meet the proficiencies. In our Goldberg we have in incline plane built by wood. When the marble reaches the inclined plane we are going to be able to reach the a piece of wood that will trigger  a wedge and hit have the sandwich be made. For our screw, it is going into a toy that is giving more force to the marble that is going to be able to give the marble more power to hit roll down the inclined plane and make the sandwich.