Graphing Motions

i. How was this lab conducted?
We firstly set up a motion sensor on a table facing an aisle.  Next, we would either stand still or walk back and forth to conduct each test.  Also we used a meter stick to measure how far we walked and to show us the position we started at or ended at.
ii. You'll see graphs representing our data below and we performed many tests, about 12 tests.  Each one of us would perform a test and then compare between fast or slow or back and forth.  You'll see most of our results below.
1.  Describe the difference between the two lines on your graph made in Steps 4 and 5. Explain why the lines are different.
The line for step 4 had more of a smaller slope.  It was a slowly increased the distance over time, while the one with the faster movement, shot up at a quicker pace(no representation).

 2.  How would the graph change if you walked toward the Motion Detector rather than away from it? Test your answer.
After we tested, walking towards, the graph sloped downward, which is the opposite as if you walked backwards.
3.  What did you have to do to match the graph you were given in Step 7?
We stood still, then walked backwards fast, stopped, and slowly walked forward once again.

 My attempt

4.  Describe the difference between the two lines on the graph made in Steps 10 and 11. Explain why the lines are different.
The second line(when he moved faster) stayed at a higher point with greater spikes then the first line because he covered more distance and stayed at a further distance.

First Try

 5. What is the definition of velocity?
Velocity is the speed of something in a given direction.
6. What did you have to do to match the graph you were given in Step 13? How well does your graph match the given graph?
You needed to move at a constant speed.  Our graph was either too low or very high on the graph, and never in the middle.

7. Describe the motion needed to make this graph:

Position v. Time graph: 1. You need to move away from the sensor, 2. stand still, 3. move towards the sensor again.
Velocity v. Time graph: 1. You need to inch backward, 2. keep a slow constant speed, 3. and finally stand still.
8. How does the acceleration vs. time graph differ from the other two graphs?
The acceleration scaled high and low(up and down) in an instant as we started moving.

9.  On your velocity vs. time graph, label the acceleration and deceleration portions.

It accelerated at the one second mark and decelerated at around 1.3 seconds, and the rest was a small increase after a small decrease continuing that pattern.

10.  On your acceleration vs. time graph, label the acceleration and deceleration portions.

It accelerated at about .8 seconds then decelerated at about .9 seconds.  It then accelerated again at the one second mark and dropped down (decelerated) at about 1.2 seconds.

11. What is acceleration?

Acceleration is the increase in the rate or speed of something.

Moving Man 1 Reflection

What number and unit are written directly under the moving man? Number: 0 Unit: meters

What is the difference between an object’s DISTANCE and its DISPLACEMENT?

A distance is how far the object has gone,but displacement includes either (+,-) showing the direction.

A) The unit of distance in the moving man is meter.

B) The unit of time used in the moving man is seconds.

E) At which of the two velocities did he move faster? 4 m/s.

1. In both of the above trials you gave the man 2 seconds to run. At what velocity did he cover more distance?  At the velocity of 4, man ran faster.

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 #1    2 meters divided by 2 sec = 1 m/sec

TRIAL#2    8  meters divided by  2 sec = 4 m/sec

Sketch 1:

Sketch 2:

Sketch 3:

Sketch 4:

Sketch 5:

Sketch 6:

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.

A curving line shows a change of speed and acceleration, while a straight line shows a constant speed, whether it is diagonal or flat.

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.

An acceleration line on a Distance vs. Time graph is a curved upward.

3) EXPLAIN the difference between the motion represented by a flat line and a sloping straight line in a “distance vs. time” graph.

A flat line shows no distance is traveled, and a sloping straight line shows an increase in speed.

  

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?

When it is steep it means the object is going faster than if it was not as steep.

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 6^th and 15^th seconds

                        0-10 = A slope of -10

                        15-6                         9

B) Why is the line sloping upward to the right between the 2^nd & 3^rd second, but downward to the right between 6^th and the 15^th seconds?

The line is sloping upward during the 2nd and 3rd second because the man is gaining speed and then it begins to slope downward between the 6th and 15th second because he was slowing down.

C) During what two times did he stop moving?

Time 1 - From the 3rd to 6th second. Time 2- From the 16th to 20th second.

Women's Brains

1. What is the general point that Gould is presenting?

Gould is presenting that the evidence provided is false and an unnecessary topic.

2. What is the general evidence on which that conclusion is based?

When you come to the conclusion of the article and his opinion he found it as just to be an aggravating topic to all researchers fighting against male superiority.

3. What is the gender of all the researchers producing those data and conclusions?

The gender of all the researchers seemed to be male.

4. What weaknesses or problems with those data and their interpretation does Gould point out?

Broca thought that the brain weight could be attributed to the person’s height but, supposedly he made no attempt to measure and left it alone stating that it may not be the whole cause of the difference but definitely an impact on it.

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)She measured the circumference of children’s heads and inferred that the best prospects  had the bigger brains.

c)She found out she really had no use for the conclusions Broca’s had about women.

6. What conclusion does Gould reach about the central issue?

Gould stated, “I would rather label the whole enterprise of setting a biological value upon groups for what it is: irrelevant and highly injurious,” meaning he thought the issue aroused anger and a sort of miniature war between sexes and thought it was completely unnecessary.

7. Make a general statement about the role of bias and assumptions in the collecting, processing, and interpretation of data in scientific studies.

I think bias definitely played a role in this article.  The scientists were all men performing and documenting the “findings” and referred rather harsh things.  At times they were referred to as savages and as rare as a two-headed gorilla to find a women that is smarter than an average man.

8. What other kinds of bias can you think of that might influence observations and interpretations in science?

I believe there were two types of bias in this article, Study Quality Bias - Studies of lower or higher quality are associated with positive or favorable results and

Outcome Reporting Bias - A study in which multiple outcomes were measured reports only those that are significant, than those that were insignificant or unfavorable.

9. Describe your initial feelings (about the subject, the author, etc.) after reading the first 4 pages.

I believe basing it off the height and weight of the person shouldn’t matter on the topic of being smarter.  They claim that the difference of 181grams is enough to make a difference of how a person, more specifically, a female interprets and acts.  I believe that it is not the weight of the brain thats makes a person smarter but more of what info they have stored or obtained over the years of growing up.  They wouldn’t let a women get the same education that a normal man would, so I believe this is bias towards the males.  They wouldn’t test anything that would hurt their case.

10. Describe your feeling after finishing the entire article.

I agree with what Gould said in his conclusion.  I think that since they related women to savages, closer to children than men(being developed), and rare as a monstrosity to find a well-educated women, that all this caused was misunderstandings and an unnecessary topic of debate.