1. A number of different items were measured in this lab. For each of the following items, what did you find most challenging in making the measurement and how did that challenge affect the accuracy of the measurement? a) Length of the table b) Height of your partner c) Thickness of your finger A. We found that measuring the length of the table was difficult because it was longer than the two-meter stick. To measure the table we used the two-meter stick and a meter stick together. Overall I believe the measurement was slightly less accurate because we had to check three points, the ends of the table and where the two-meter and one-meter sticks met. B. Measuring the height of the our partner was difficult due to his rounded head, to overcome this a flat …show more content…
We calculated the density of the metal ball to be 7.83 g/cm3 using methods IV and V and concluded it was iron. C. The density of the plate was calculated to be 2.667 g/cm3 using methods IV and V. Thus we concluded that it was aluminum. 3. When calculating density for the rod and the ball, two different volumes were used: 1. calculated and 2. displacement method. Which result do you thing is better and why? I consider the displacement method to be better for a few reasons. First the ball had a small hole directly in the center and the rod had an uneven end these presented challenges for getting an accurate measurement in step III. Second the errors in the measurements were carried through and expanded by the calculations performed. The obtaining the volume via the displacement method was only one step without calculations. Thus I believe the displacement method produce better measurments. 4. In the following passages, the process of measurement is used. What lessons should we learn from these passages? a) Isaiah 40:12 God has created the world and knows everything about the universe. As humans we try to measure the universe, and we can only estimate, but God knows with exact
So, in the end, one could conclude that using an aluminum bat is better than using a wood bat, simply because of all the recent advancements in science, metal, and engineering. To develop a science experiment of one’s own they would need a baseball field, baseball bats one wood, another aluminum (same length and weight) a bucket of baseballs, a stake to mark where the baseballs land, 7 tape measures (50ft), a pitching machine, a paper pad and pen, an outfielder, a pitcher, and lastly a hitter. The way one would conduct this experiment is by having the pitcher set the pitching machine to a reasonable speed, then have the pitching machine pitch, the hitter hit 15 balls with both bats. After every hit ball have the outfielder put stakes in the ground to mark where the balls landed, then record the distance after with the tape
Next, I removed the water and the quarter from the graduated cylinder and poured 50 mL of water again. I repeated this until I got results for all three coins. To find the volume of each coin, the formula I used was volume of water and coin - initial volume of water ( 50 mL ). To find the density, I divided the mass and the volume of each
The average distance from ball 3, was surprisingly 15.8 meters. There was a pattern in distance for ball 1 going; short, long, and a short distance again. There was an outlier in trial 1 ball 2, where the ball went just about 7 meters more than both other trials, due to extraneous
From this graph there is a clear difference in the mass of the pennies depending on their year of manufactoring. We can see that there is a clear decrease in mass in the early 1980’s. Since we were not able to collect data for pennies manufactured for the years 1980, 1981, or 1982 in our random stack, it is clear there was a change in the mass of the pennies between in a year between 1980-1983. Even though there is slight variation between the two definite groups of the mass in the pennies, the small differences could have been from external factors explained in the errors section. 4.)
Realizing the Lord's objective when establishing the universe offers perspective to those within it, and allows them to understand how glorifying Him will always be critical. God continues
Answers to Document B, Eric Farrow: 1. God is the creator of the universe and all things. Because He created time, He is unchanging. He is the same today, yesterday, 4000 years ago, and 4000 years into the future. God is not surprised by history or human actions.
Set up the projectile launcher, preferably throughout a lot of space. 2. Measure the mass of the basketball, softball and tennis ball using a weighing scale and record the data in your book 3. Use the 1 meter ruler to measure 8 meters accurately from the tip of the launcher, mark ½ meters to allow results to be easily stated and more precise. 4.
In this lab there were five different stations. For the first station we had to determine an unknown mass and the percent difference. To find the unknown mass we set up the equation Fleft*dleft = Fright*dright. We then substituted in the values (26.05 N * 41cm = 34cm * x N) and solved for Fright to get (320.5g). To determine the percent difference we used the formula Abs[((Value 1 - Value 2) / average of 1 & 2) * 100], substituted the values (Abs[((320.5 - 315.8) /
In conclusion, air pressure has a direct influence on the distance that the ball will travel when thrown. The hypothesis stated that if pressure is added to the football, then the distance the ball projects will increase when distance is a function of pressure. Based on the data that was collected from the experiment, the hypothesis was supported. When the football had more air inside, it went the farthest distance compared to the other two pressures that data was collected from.
283.71 K. Through calculations, it was found that the pressure should have been 12.05 psi when the balls hit the field at the temperature of 51°F (10.5 °C).
Physics Project For my Physics Project I decided to learn about the physics behind cradling a Lacrosse ball. I also wanted to see what happened when I changed the size, shape, and weight of what I was cradling and how that would affect the result of the level of difficulty and my level of performance. My hypothesis was that cradling objects that were the same size but lighter than a lacrosse ball would make it the easiest to learn how to cradle and improve my performance the most efficiently. For my baseline test I cradled with you guessed it a lacrosse ball, I tested how much effort it took me to cradle with my dominant hand and then how easy it was to switch to my non-dominant. (This is something that you have to be able to do in Lacrosse
Notably, teachers recognized the importance of proving multiple opportunities to explore comparison activities prior to engaging in measurement tasks. This instructional implementation was made because of the learning trajectory of kindergarten and their limited practice when using measuring which correlate to the developmental progression framework of (Szilagyi et al., 2013). This Measuring Penny activity considers where students should be and what they should be able to do within their grade level by considering the CCSSM and using this guide to inform instructional decision. For instance, this activity begins with an assessment to student revealing students' developmental levels of length measurement (Szilagyi et al., 2013) and notes common misconceptions (Sisman & Aksu, 2016) students may have regarding length
This allows for differentiation of the content, product and process for the diverse learning abilities within the classroom (Tomlinson, 2017). The measurement unit adopts what needs to be taught according to the curriculum for year 4 measurement and geometry (Australian Curriculum, Assessment and Reporting Authority, 2017), whilst, also adapting the curriculum to incorporate engaging and relevant content to meet the needs of the students and their local community. This occurs throughout the unit as the students are from a small country town allowing them to incorporate different aspects of measurement at home, on farms, in their town and other local places relevant to them, measuring different aspects of their everyday lives, providing a student-centred approach to their learning. Using a local curriculum approach provides a contextualised learning environment as it considers the culture and local community in which the students are a part off (Dowden, 2013). Therefore, bringing this knowledge with them into the
Body Mass Index (BMI), Skin-fold thickness and Waist Hip ratio (WHR): Which one provide a better prediction on body fat ratio? Abstract Body Mass Index (BMI), Skin-fold thickness and Waist Hip ratio (WHR) have linkage toward body fat ratio. However, the strength of linkage of those index were not found yet. Linkage of body fat ratio between BMI, WHR, and skin-fold thickness are investigated by gender.
To Infinity and Beyond? There are vast amounts of theories about how far the universe expands. Some believe that the observable universe is the only one that exists, however many ponder on the idea of an infinite universe. The shape of the universe has also been brought to light in many scientific studies. The concept of how substantial space is can be difficult to grasp, but diving deeper into theories