*awikkywikky* SCIENCE.

What science ideas did you learn?

This week in science class, we learned about force which is another way of describing motion.
We learned how to draw force diagrams for different situations. Such as Curtis holding a basketball in one hand and a basket ball in another, or a picture frame hanging from a nail. Unfortunately, I wasn't able to participate in the experiment where the class got to go outside and push a car. Instead, I came back to an empty classroom, and did whatever I wanted.

How did you learn these ideas?

We learned these ideas by doing three things, drawing a picture, then the actual diagram, and then a number sentence, using Newtons.

Real world applications?

Tug of War is a good example of force. If you were to draw a diagram, then whichever line was longer, combined or not, would be the winner. Because if one team has a stronger force, whether just on their own or with the help of another force such as wind or whatever, they'd be the winner.

Last Week in Science

Last week in Science we basically focused on motion. Our first tests were when we all chose a partner and faced each other. One time we pointed right and we pointed in opposite directions. The other time we pointed west and we pointed in the same direction. We also focused on positive and negative directions; on a number line right is positive and left is negative. Thus, we can make up positive and negative directions (other names for right and left basically). We also discussed the speed change. If a battery powered car is on and traveling, is it slowing down? Is it speeding up? or is it maintaining a constant speed? We devised an experiment where we ran the cars and marked where the car was after 1 or 2 seconds. Our hypothesis was that the car would maintain a constant speed. We will find out on Monday.

The ideas that we learned were about Christiaan Huygens and Sir Isaac Newton's theories about light. Huygens thought that light is made up of waves, and Newton thought that light is made up of particles and moved in rays. For example, for Huygens theories, you can use the idea of when you throw a rock into a body of water, and watch the ripples come off. You can also see that the ripples hit the side and keep going for a period of time.We also learned that light has no weight, which disproves part of Newton's theory. When light hits the water, it doesn't sink, for it has no weight.

How did you learn these ideas?

First, we wanted to test the two theories. We put a pencil very close to the smartboard projecter and looked at the shadow on the smartboard. It was very large, but he edges weren't very defined. Next, we put the pencil closer to the smartboard and the shadow was almost actual size, and very clear cut. We took notes about what we saw. Next, we looked at the comparison to Huygens' theory. We went to a still body of water in the classroom and dropped a little bit of water in it. When the drops hit the surface, the waves moved in a circular formation all around the dot. When it reached the side of the pool thing, it bounced off the wall at the same angle it was hit. Finally, the way we tested how light has no mass so that it wouldn't sink when hitting the water, we shined a flashlight on a beam balance and checked to see if the scale moved. When it didn't, we could tell that the light would be weightless.

Knowing how all of this is important in case it comes up in conversations and you don't want to sound like an idiot. Also, if you decide to go down the career path of a scientist or any other form of science, it is important to know things like this to build upon.

Last week in science class...

In science, i learned more about light than i ever thought possible. To start the week off, Mr. Finley had us write down everything we knew about light (in my case, the paper was almost completely empty.) Mr. Finley went around checking people's paper and found two completely different statements. I decided to go with Student B: "If there is no light, we wouldn't be able to see anything." So in quest of an answer, we conducted a test. We went into a completely dark shelf area and saw if we could read a sign that Mr. Finley put up. Our conclusion, is that Student B was correct. And so was I. Oh joy! :D hahaha ANYWAY. The next couple of days, we studied laser pointers. We wanted to see why and how we could see the beam that the laser pointer took as it made its way to the wall. My friend Jammstein and I concluded that when the laser is shined off of objects or particles( like the chalk we used ) the light reflects off into our eyes so we can see the beam that the dot travels by. When there are so many particles in the air, the light is shining off many small objects. It allows us to see the entire stream of light. If the air is clear, we will not see anything except for the wall or object the laser hits. We also began studying light bulbs. It was quickly realized that lightbulbs and laser pointers are very different. In one case, the lightbulb creates an orb of light, brightening up anything that it reaches. The laser pointer channels that light, which is why we only see the one beam. On a lightbulb, instead of just single beams being emitted, the infinite amount of beams are all clumped together, which makes it one giant circle of light. We found this out by putting a piece of cardboard over the light, and found out that instead of a single beam, there was still an orb, just smaller. We drew pictures to back up our evidence and conclusions. All of this is important to know for many reasons. It makes us smarter people, it gives us conversaion pieces incase the topic comes up somehow(who knows hahaha) and finally, it taught us how to come up with a hypothesis, come up with experiments to test the hypothesis, and write a conclusion based on our tests. This was a very eventful week in Mr. Finley's class.

chapter 1.

hello followers! (mr. finley) as you all know, fuzzy wuzzy was not so fuzzy after all. THE END.