The Moving Man

In this game that we had just played, it was an example of distance, displacement, speed and velocity, and how it affects us in our lives daily. This was a game where you were able to simulate a man that is moving and enter in the distance, velocity and acceleration of the man, so he responded to the measurements. He would then make those adjustments and move to the position. This game was also used in an example before we played it by DJ and Kira and they had used it in there position vs. time video to show how he had changed his position in a certain amount of time.

My Acceleration and Force Lab

1 Running:
Greg
Alec
Amber

2 Hopping:
Alec
Greg
Amber

3 Skipping:
Alec

*How do the x, y, z acceleration vary over time? Why?

In each test we would accelerate and decelerate at different points. It also vary, because of the person who was conducting the test.

*What happens to the force over time? Patterns?

Over time, the force stayed about the same throughout the tests, but when the speed increased, the force barely changed. There are patterns, because they all stayed similar to one another and there weren't big increases and decreases in force.

*Explain the relationship between force & acceleration in your data.

The relationship between our force and acceleration is that our force relies on the acceleration and that determines the outcome of the test and if the acceleration goes up the force will go up as well.

*Compare & contrast data for each individual .

The data from each individual varied, because in each test there was a change in the motion in which we were testing and the skipping and the hopping were relatively close to one another .

Graphing your Motion Lab

Group with Greg Lundberg and Amber Kinnier

1. The faster we moved, the higher that the line began to rise.

2. The line would begin at the top and start to descend and the data would definitely change, because of how the graph was.

3. In the test, we had to stand still, then rapidly move backwards, then stand there and move just a little bit more, then stand completely still to be able to have the same results as the still in the example did.

4.  The difference between the two lines is that our velocity increased as we moved fast away from the sensor.

5. Velocity is a vector quantity that refers to "the rate at which an object changes it position."

6. To match the graph in the example, we had to keep a steady velocity , in order to match the graph. By moving slow and steadily backwards.

7. Walk backwards steadily then stop and start moving forwards, but just a little bit faster this time.

8. The acceleration vs. time graph differs, because it takes the other two pieces of data an uses them to record the acceleration. The graph is going to be more finicky than the others.

Skipped nine and ten and did the tasks in composition books.

11.Acceleration is a vector quantity that is defined as the rate at which an object changes its velocity. An object is accelerating if it is changing its velocity.

The Moving Man

Women's Brain Reflection

WOMEN'S BRAINS

by Stephen J. Gould in "The Panda's Thumb" 1980 (pp 152-159)

DISCUSSION QUESTIONS

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

He is presenting that women’s brains are small and lighter than that of a male. Which, this is saying that men are significantly more intelligent.

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

Women’s brains weigh less than the brains of men.

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

All of the researchers were males.

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

The problem is that the women have no say in this article and if it weren’t for Maria Montessori they would still believe that today.

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 believed that women’s brains were actually bigger than that of a man’s.

c) Women were intellectually superior, but men had prevailed, therefore by dint of physical forces.

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

He believes that women are still not of the intelligence of men and that they don’t deserve to do the things that they are able to do.

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

Nobody wants to be told that the y are beneath another human, nor if they are different sex of the people who are conducting the experiment.

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

Well sexism was a huge problem at the time for women because, the men though they were better than them and so they had no say in the test.

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

I thought that this was going to be an extremely bias article and that it was still going to stand, because the men also had more rights then women at the time so the men were going to clearly be bias and say that they had a bigger and heavier brain than women.

10. Describe your feeling after finishing the entire article.

I personally though that this whole situation was ridiculous; because if they wanted to conduct an accurate test they would have had both sexes do the experiment.