Marble motion!

Guiding questions:

Does the mass of a marble affect how it moves?

When adding a force, how does it change the motion?

Hypothesis:I think that the bigger objects would be harder to move because it has a bigger mass and the smaller objects to move easyer.

For the marble, on the first test it bounced allot off of the ruler beside it but it still went off the table 128cm+. On the second test it only bounced once and went to 124 cm!

For the small foam ball, the first test we did the ball went off of the table at 104cm, but went off track at about 75cm. But when we did the second test, the ball was swiveling a little bit but not to much to throw it off course. In the end, it still went all the way off of the table.

For the pingpong ball, on both tests both of then went off of the table at 120cm+. But it took a much lesser force than it took for the big Marble to move.

As you can see that in this test the golf ball didn't get to the end, but it got almost to the end. It also took a much harder force to make it move than just one regular breath.

For the big marble you can see that the first one it went rite off of the table but it took a much harder force to get it to move forwards on both sides.

Hear you can see that the big fome ball left the table at 33 cm with the normal breath on one side, but on the other side, we had the same breath but this time it went strait 128+!

My graph chart:

		Test 1	Test 2
Small Marble		128	124
Big Mable		128	120
Big Fome Ball		33	128
Pingpong ball		128	128
Small Fome ball		104	128
Golf Ball		115	86

Data analyses:

While me and Clare were measuring the distance that the objects traveled, we saw that most of the bigger objects that had more mass, were harder to make them move. When we were looking at the pingpong ball, and at the big marble, we saw that the big marble was harder to move but the pingpong ball was bigger than the big marble. So then I thought about it. It doesn't mater how much mass it has, it matters how much matter it has in it! In translation into more simple words, it doesn't rely mater how big the object is, it matters how lite and heavy it is.

Conclusion:

The guiding questions and answers:

1. Does the mass of a marble affect how it moves? I think that the mass of a marble DOES affect how it moves. When me and Clare tested the bigger and smaller objects, and in the end, we found that smaller objects move further and faster than the bigger objects. Down below you can see our results. 2. When adding a force, how does it change the motion? When you don't add any force to an object, it just stands still, but when you apply force, it starts to move. For an example: in this lab that we are doing rite now, if i have a marble and I put it on the table and blow on it with a straw, it moves. Rite? But when i put a object that has more mass, it still moves like the little marble did! Now, why is that? When you compare two objects like a little marble, and a pingpong ball, they look very different, but when you actually blow on both of them you will find the result! They both move with the same amount of force! Why is that? Well, it rely doesn't mater how much mass the object has, it matters how much matter it has!

Further inquire:

My questions:

1. If I had a long clear empty tube about the size of a regular marble and placed it somewhere on flat ground and slid the little marble in it and let it go, how far would it go?
2. Would it go further than the table test? Or would it go the same as the table test/or smaller?
3. Does adding more/or less force to the object, affect the motion of it?
4. Does the type of Matter affect the motion of an object?

From Feet to Fathoms Lab Activity

From Feet to Fathoms Lab Activity

History: English units are the historical units of measurement in medieval England which evolved as a combination of the Anglo-Saxon and Roman systems of units. They were redefined in England in 1824 by a Weights and Measures Act, which retained many but not all of the unit names with slightly different values, and again in the 1970s by the International System of Units as a subset of the metric system. (From Wikipedia: http://en.wikipedia.org/wiki/English_units)

Guiding Question: What is the importance of having an International measuring system? How accurate are old measurements using body parts?

Hypothesis: (What do you think?) I think that most of the measurements are going to be quite accurate and some might be a little off but not by much. I also think that me and my partner are good to be partners because we are different size. He is small and I am tall. So in that perspective we can look at 2 different points of view.

Materials:

· Partner

· Objects in the classroom (whiteboard, desk, hallway, SPACE book, Peep, Crayon box)

· List of ways to measure:

Pace: legs outstretched =1 yard approximately or 1 meter

Egyptian cubit= elbow to tip of the middle finger= 18 inches or 45 cm

Fathom = middle finger to middle finger across the body = 6 feet, 180 cm, 1.8m

Palm = across the palm of the hand = 3 inches or 8 cm

Hand including thumb = 4 inches or 10 cm

Span = from tip of thumb to tip of little finger= 3 palms or 9 inches or 24 cm

English yard = from fingertip of arm to nose = 36 inches or about 1 meter

Foot = 12 “or 30 cm approximately

Fingernail = tip of pinky =1/2 inch = 1 cm.

· Meter stick or measuring tape

· Calculator

Procedure:

1. Make a data table in your notebook with 7 columns and 7 rows. (See below).

2. Choose one of the six objects or distances you will measure.

3. Determine what form of measurement you will make with the first object. (For example: Length of the 6^th grade hallway with paces, book with palm or hand, fingernail for crayon box, etc…)

4. Measure it with the determined form of measurement 3 times, and then find the average.

5. Measure it with the meter stick/or measuring tape and find the actual measurement. (IMPORTANT!!!!! BE SURE THAT THE UNITS OF MEASUREMENT STAY THE SAME, either inches or centimeters or yards or feet or meters and the average needs to be in the same units)

6. Repeat the same for each of the five objects that are left and measure it with a different type of measurement, 3 times, find the average and again the actual measurement.

7. Compare class data results. Find the average of these results.

Record & Analyze

Data Table:

Object	Measure-ment Type	Measure-ment #1	Measure-ment #2	Measure-ment #3	Average	Actual Measurement
Peep	Palm	15cm	16cm	13cm	14cm	14cm
Book	Span	18inch	18inch	18inch	18inch	13inch
Hallway	Pace	9 ½ meters	10 meters	8 ½ meters	9½meters		10meters
Whiteboard	Fathom	9ft	8ft	9ft	9ft	9ft
Crayon box	fingertips	6cm	6cm	5cm	6cm	7cm
Desk/table	Fathom	5ft	4 ½ ft	5ft	4 ½ ft	4 ½ ft

Graph: You may choose to make a graph to make the data easier to analyze. Highlight the Object column and Average and Actual Measurement columns and Insert bar graph. You may decide to translate all the units into either inches or centimeters for the averages and actual measurements which may make it easier to analyze as well, but BE AWARE that this may ruin your results.

Data Analysis:

What patterns or relationships do you see between the forms of measurement, the averages you and your partner got and the actual measurement for each object?

I saw that in each on of the tests we got a different result except for the Book. The average that me and my partner got were very close or even the exact number to the real answer.

Conclusion: How effective were the old English forms of measurement compared to using the meter stick or measuring tape? What is the importance of having an International measuring system? How accurate are old measurements using body parts?. Was your hypothesis correct in the beginning? If no, what do you think now? Which objects were the easiest or most accurate to measure? Which form of measurement did you prefer the most? State why for both questions. Give examples to help you explain.

I think that the Old English measurements were very accurate. Sometimes they were a little off but not by too much. I think that the importance of having the International measuring system is because everyone needs to be able to measure things. Take the Metric system for an example, if people didn’t know, or learn how to use the metric system, then what would they do? So that is why there are multiple systems in measuring. The guiding question states “How accurate are old measurements using body parts?” I think that when I and my partner were measuring the objects we were very close to the original length of the object. Sometimes there might have been a slight difference because we were to different heights and I was bigger and he was smaller. My hypothesis states “I think that most of the measurements are going to be quite accurate and some might be a little off but not by much. I also think that me and my partner are good to be partners because we are different size. He is small and I am tall. So in that perspective we can look at 2 different points of view.” In my hypothesis I think that I was mostly rite, because we got different answers each time. I also think that my hypothesis was right when I said that we were going to have to different points of view. I think that the easiest objects to measure were the hallway and the book because those were the two most accurate measurements in the hole test. I think that the measurement that I was most comfortable with using was the pace because I have very long legs and it is very easy for me to stretch them out and make a big step like a meter.

Further inquiry: What improvements would you make next time? What errors did you and your partner make? Do you have any further questions about measurement? If so, what were they?

I think that I would make more test runs just to make sure that the measurements are accurate. I think that I and my partner didn’t really make very accurate attempts to measure the objects with our body parts.