Today in class, I was the heat lab with Taryn and Lucy. We had to make a heat shield to protect our 'rocket' from the flame of a porpane torch. The 'rocket' was a screw attached to a stick with some glue. The stick was then attached to the worktable with some sort of device. I don't know what it is called. The point of the project was to keep the glue from getting hard for a long time. When the glue heated up enough, the 'rocket' would fall on the table, and then we would write down how long the 'rocket' stayed on the stick.
So our first trial had foil, a nut, some mesh, and then the rocket. It last 11.94 seconds. We hadn't thought of a camera yet, so we didn't take any pictures. Our second trial had a nut, foil, folded mesh, washer, then the rocket. It lasted 33.13 seconds, and we took two pictures. On the third trail, we had crinkled foil, washer, mesh, a nut, then the rocket It lasted 52.09 seconds, and we took three pictures. The fourth trial had wrapped foil, flat foil, mesh, a washer, then the rocket. It lasted 19.6 seconds, and we took three pictures. The fifth trail had foil wrapped around mesh like a flower bud, washer, then glue. It lasted 25 seconds, and we got one picture. The sixth trial had a nut w/ foil wrapped around it, mesh, and then glue. It lasted 38.9 seconds, and we got one picture. Our seventh and last trial had foil and mesh wrapped like a package, then a nut, then the rocket. It lasted 21.28 seconds, and we got two pictures.
We tried an eighth trail after we closed the computer camera and the word document that we were taking notes on. It didn't stay up as long as the strongest heat shield did (52.09 seconds) but it did stay up for at least 20 seconds.
I am going to put up pictures of the three longest lasting heat shields Friday.
Tuesday, December 18, 2007
Monday, December 17, 2007
Impact Craters Lab
Today in class my lab was impact craters. My partners were Taryn and Amalia.
For our lab, we had to record the width and depth of craters that we made with a small compass ball and flour in a tin pan.
Then, we had to make 2 hypothesis. The 1st question was; how do you think GPE will affect crater depth- directly, inversly or not at all? Why? We said directly, becaue the higher up the ball is and the faster it goes, the deeper the crater would be, because there would be a lot of force coming down. Same goes for the lower the ball is, and the slower it is going.
The 2nd question was; how do you think GPE will affect crater width- directly, inversly or not at all? Why? We said directly and not at all both, because if the ball is droped from an extremely high height, then the crater would most likely have a larger width, because the force of the drop would impacted the flour, and then it would most likely change the space around it to make room for the ball and the air coming down with it. We said not at all, because if the ball was droped from not a very high height (like 10 cm then the GPE would probably not impact the width of the crater as much.
We had to pick 5 different spots on a meter stick, and drop the ball from those spots. We picked: 10 cm, 20 cm, 40 cm, 60 cm, and 80 cm. Then, we used the measurements in 5 GPE = mgh equations.. That gave us the measurement of energy. Then, we plugged that into a KE = 1/2m v2 problem.
This was to figure out the velocity. The velocities and heights were:
height = velocity
10 cm = .626099034
20 cm = .885437745
40 cm = 1.25219807
60 cm = 1.53362316
80 cm = 1.77087549
We took the data 2 times, because the 1st time we got the same depth and width for each height. Then, we talked to Mary Margaret, and she told us to loosen up the flour. So we did, and then the results were a bit different for each height.
For our lab, we had to record the width and depth of craters that we made with a small compass ball and flour in a tin pan.
Then, we had to make 2 hypothesis. The 1st question was; how do you think GPE will affect crater depth- directly, inversly or not at all? Why? We said directly, becaue the higher up the ball is and the faster it goes, the deeper the crater would be, because there would be a lot of force coming down. Same goes for the lower the ball is, and the slower it is going.
The 2nd question was; how do you think GPE will affect crater width- directly, inversly or not at all? Why? We said directly and not at all both, because if the ball is droped from an extremely high height, then the crater would most likely have a larger width, because the force of the drop would impacted the flour, and then it would most likely change the space around it to make room for the ball and the air coming down with it. We said not at all, because if the ball was droped from not a very high height (like 10 cm then the GPE would probably not impact the width of the crater as much.
We had to pick 5 different spots on a meter stick, and drop the ball from those spots. We picked: 10 cm, 20 cm, 40 cm, 60 cm, and 80 cm. Then, we used the measurements in 5 GPE = mgh equations.. That gave us the measurement of energy. Then, we plugged that into a KE = 1/2m v2 problem.
This was to figure out the velocity. The velocities and heights were:
height = velocity
10 cm = .626099034
20 cm = .885437745
40 cm = 1.25219807
60 cm = 1.53362316
80 cm = 1.77087549
We took the data 2 times, because the 1st time we got the same depth and width for each height. Then, we talked to Mary Margaret, and she told us to loosen up the flour. So we did, and then the results were a bit different for each height.
Friday, December 14, 2007
Motors Lab
In class today, I did a motors lab. My lab partners were Anna and Lena. The 1st thing that we had to do, was wind a copper wire around a straw. We then had to hold the straw horizanatlly and put a needle into it.
The 2nd thing we had to do, was wind a copper wire around a battery 3 times, and then attache it to two paper clips, which we then taped onto the battery. And we also had to put a ceramic magnet underneath the copper wire circle. What was supposed to happen, was the battery sides, the paper clips, and the wire were supposed to get warm, and the wire circle was suppoesd to turn.
I did the 2nd expiriment with Anna, but then Anna went and helped Lena. We split up the expiriments so that our group could do both in the time we were given.
Although the contraption didn't work properly (the wire only spun 1/2 way then stopped). It did on the other hand heat up. In fact, it heated up so much, that I burned my cheek on it.
The 2nd thing we had to do, was wind a copper wire around a battery 3 times, and then attache it to two paper clips, which we then taped onto the battery. And we also had to put a ceramic magnet underneath the copper wire circle. What was supposed to happen, was the battery sides, the paper clips, and the wire were supposed to get warm, and the wire circle was suppoesd to turn.
I did the 2nd expiriment with Anna, but then Anna went and helped Lena. We split up the expiriments so that our group could do both in the time we were given.
Although the contraption didn't work properly (the wire only spun 1/2 way then stopped). It did on the other hand heat up. In fact, it heated up so much, that I burned my cheek on it.
Tuesday, December 11, 2007
Body Power Lab
In class today, I was the body power lab. My partner was Em.
My BEE= 744.86
My RHR= 87
My MHR= 120
My WHR= 120
My calories burned per minute= 1.5
My EE= 10800
My DEE= 11544.86
My work= 15778
My power= 2954.68
My horsepower= 3.960
My BEE= 744.86
My RHR= 87
My MHR= 120
My WHR= 120
My calories burned per minute= 1.5
My EE= 10800
My DEE= 11544.86
My work= 15778
My power= 2954.68
My horsepower= 3.960
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