Motion, Speed, and Velocity.... 1/14/18
Image:
Summary:
A scalar quantity measures the magnitude of something, whereas a vector quantity measures both the magnitude and the direction. Magnitude doesn't have to do with speed, it is just a number that measures something. For example; How big? How far? How fast? An example of a scalar quantity would be 60 mph, while a vector quantity would be 60 mph east. Speed is a scalar quantity, whereas velocity is a vector quantity. It is important to know the velocity, as well as speed because if not, it could create a conflict. Another way to measure motion is to use reference points. You can tell if something is moving if its position changes in relation to a stagnant or non-moving reference point. An example of this would be using a tree as a reference point because it doesn't move. If the distance between something and the tree were to change the object is moving.
S&EP-Using Models/Diagrams:
Distance represents the ground someone or something traveled and is a scalar quantity, but displacement, however, is a vector quantity that refers to the closest distance between the starting and ending points. Displacement is always a straight line, seeing as the quickest way from point A to B is a straight line. I used models or diagrams to represent distance and displacement on my formative and worksheets as shown above. The models were used to show the displacement vs. distance and explained the world problem. The example the pertains to the image above is, "Cassidee walks 3 miles north then turns west and walks 4 miles. What was her displacement? What was her distance?" The displacement is 5. I found this because if you use the Pythagorean theorem to find the hypotenuse of the triangle you can see that 3 square plus 4 squared equals 5 squared. In addition to this, you need to include the units of measurement and direction since this is a vector quantity so the final answer would be 5 miles north-west. As for the distance, you just add up the total miles traveled, in this case, 7 miles. Drawing it out was very useful and helped me clearly see the difference between distance and displacement.
XCC- Stability, and Change:
Speed is equivalent to a distance over time, but what does that have to do with stability and change? Well, if you plot this on a graph you can see how rate remains the same or stable or how they change due to events that could occur in real life. For instance in the graph above, Tom was walking to the bus at an average speed of 2 meters per second for 50 seconds. After 50 seconds, he walked back towards his home at a rate of 3 meters per second for 20 seconds. At 70 seconds, he changed his mind and continued walking to the bus stop at a rate of 4 meters per second for 30 seconds. Then, he stayed stationary for 20 seconds, probably waiting for the bus. Throughout these different speeds, you can see stability and change, like how his speed didn't stay constant throughout his journey, but during the first 50 seconds, the speed stayed the same. This relationship I noticed helped relate both math to science in a more 'in depth' way and helped me better understand speed and reading them through graphs.
Multiplier:
This week I was a mutant, to be more specific a learner because we started a new unit on physics and I tried to soak up all the knowledge I could on motion, speed, and velocity.
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| The Science Classroom |
Summary:
A scalar quantity measures the magnitude of something, whereas a vector quantity measures both the magnitude and the direction. Magnitude doesn't have to do with speed, it is just a number that measures something. For example; How big? How far? How fast? An example of a scalar quantity would be 60 mph, while a vector quantity would be 60 mph east. Speed is a scalar quantity, whereas velocity is a vector quantity. It is important to know the velocity, as well as speed because if not, it could create a conflict. Another way to measure motion is to use reference points. You can tell if something is moving if its position changes in relation to a stagnant or non-moving reference point. An example of this would be using a tree as a reference point because it doesn't move. If the distance between something and the tree were to change the object is moving.
S&EP-Using Models/Diagrams:
Distance represents the ground someone or something traveled and is a scalar quantity, but displacement, however, is a vector quantity that refers to the closest distance between the starting and ending points. Displacement is always a straight line, seeing as the quickest way from point A to B is a straight line. I used models or diagrams to represent distance and displacement on my formative and worksheets as shown above. The models were used to show the displacement vs. distance and explained the world problem. The example the pertains to the image above is, "Cassidee walks 3 miles north then turns west and walks 4 miles. What was her displacement? What was her distance?" The displacement is 5. I found this because if you use the Pythagorean theorem to find the hypotenuse of the triangle you can see that 3 square plus 4 squared equals 5 squared. In addition to this, you need to include the units of measurement and direction since this is a vector quantity so the final answer would be 5 miles north-west. As for the distance, you just add up the total miles traveled, in this case, 7 miles. Drawing it out was very useful and helped me clearly see the difference between distance and displacement.
XCC- Stability, and Change:
Speed is equivalent to a distance over time, but what does that have to do with stability and change? Well, if you plot this on a graph you can see how rate remains the same or stable or how they change due to events that could occur in real life. For instance in the graph above, Tom was walking to the bus at an average speed of 2 meters per second for 50 seconds. After 50 seconds, he walked back towards his home at a rate of 3 meters per second for 20 seconds. At 70 seconds, he changed his mind and continued walking to the bus stop at a rate of 4 meters per second for 30 seconds. Then, he stayed stationary for 20 seconds, probably waiting for the bus. Throughout these different speeds, you can see stability and change, like how his speed didn't stay constant throughout his journey, but during the first 50 seconds, the speed stayed the same. This relationship I noticed helped relate both math to science in a more 'in depth' way and helped me better understand speed and reading them through graphs.
Multiplier:
This week I was a mutant, to be more specific a learner because we started a new unit on physics and I tried to soak up all the knowledge I could on motion, speed, and velocity.
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