To accomplish this specific "popping" lab, you need to be able to analyze which data is necessary in order to solve several equations that will provide you with information needed like acceleration, time, etc. As well as solving equations, math is a property strongly needed in order to solve these equations. These are just some of the necessary skills one needs to posses in order to solve for the time of a pop, acceleration as well as the Gs a pop contains.
There are many key ideas and skills required to accomplish the tasks in the "Popper Lab." First, a student must be able to draw a picture of the situation and understand the problem. In this lab, it is important to know what you are solving for because there are multiple parts to the problem. A student must know how to "PUKE" problems, especially this one, and be prepared to take the answer from one "PUKE" and apply it to another. Clearly, a student must know how to do many things in order to calculate the time of a pop, the acceleration of the popper, and the amount of g's on a popper during launch.
The key ideas and skills required to accomplish the required tasks in this lab include the ability to be able to utilize the problem solving method of "P.U.K.E.S.". One of the major necessities in understanding the proposed questions is the ability to draw a picture representing the situation. Personally, I would have been unable to comprehend the different values that had to be plugged into the equations regarding which situation I Was using without a picture. Another skill that is needed for this lab is the ability to find which pieces of information are necessary to find first in order to solve for the required elements of the lab, for example in order to find the time and acceleration we needed the initial velocity
Lian Showl - Mod 1 (I spelled some things wrong in my other comment) There are many factors that contribute to the success in this "Popper Lab". From using the "PUKES" method helped my group and I understand exactly what was happening, what we needed to solve for, displayed our knowns, and then using prior knowledge that each person has learned to apply those ideas to this lab. For example, one must illustrate simple equations that build into other equations to find acceleration, time and the amount of g's. There are no cut and dry equations to find the answers to these problems; in fact, each question was answered by smaller simpler equations. This is how one would calculate the answers to each question.
In order to accomplish the Popper Lab you must have a few key ideas and skills. First, you must know exactly what is being asked. Then you have to know what data is needed to find the height, acceleration, and Gs of the pop. Using the PUKES method to find data would be best as it requires you to draw pictures.
To Complete the popper lab students had to be able to do a few different things. We had to be able to use "PUKES" effectively to determine what they had to find and how to set up the experiment. We had to be able to find an equation that would help us find the G's acceleration and time of a pop. Than we had to be able to plug in the numbers that we measured in our experiment and solve it. And of course, Significant Figures played a part in finding the solutions. All of these ideas played a role in finding the acceleration, G's, and Time of a pop -Anthony D
In order to complete the popper lab, many key ideas and skills are required. Before any math was done, we had to understand what we were looking for and find any information we could use to help us find our unknowns. Our unknowns in this lab were the time of a pop, the acceleration of a pop, and how many G's there were. A key idea to remember was that Pi and Vi are always 0, and that we could use that to our advantage. We also realized that we could use a slo-mo camera to find the distance a popper would travel as close as we could, and that we could also find the height of a popper. After this, another skill we used was the PUKES method. First thing to do for that is to draw a picture, and this is critical due to the fact that a popper is faster than the human reaction time. With a picture, we can see exactly what is happening where, when, and why. After we had our picture, unknowns, and knowns, we picked equations to solve for each one of the unknowns at a time. After we found everything, we compared our results to the other groups' and used the maximums and minimums of everyone's answers to check our answers. - Rachel Condon
To calculate the time of a pop, a few materials and equations are needed. Using PUKES, one can figure out how long it takes for a popper to "pop". The unknowns would be time, velocity, the amount of gs and the change in acceleration. The knowns would be the radius of the popper, .0121m, the height of the "pop", .8m, and the gravity, 9.8m/s^2. The equations used would be v^2(sub x) = v^2(sub x naught) + 2a(sub x)(x-x(naught)), v^2(sub x) = v^2(naught) + 2ar(radius of popper), v(sub x) = v(naught) + at, ∆v/∆t = ∆a, ∆a/9.8 = g. Plugging in the numbers into these equations (in chronological order), you would get ∆v = 3.96m/s, a = 648m/s^2, ∆t = .0061, ∆a = 649.18m/s^2, and g = 66.24. The key ideas and skills needed in order to accomplish this lab include: the height of "pop", the radius of the popper, the equations needed to find the missing variables, and finally, a way to calculate the equations.
One of the main key ideas and skills required to complete this popper lab is to use and apply the "PUKES" method effectively to help understand what the lab is asking. Students should be able to draw a picture of the situation to help get a better understanding of what questions need to be asked and how to solve these questions. The picture portion of the "PUKES" method was of very high importance to this lab considering without a picture, personally, the different values and equations would have confused me. Another skill was having the ability to take information and values from one part of the lab and apply it to a different part. Therefore, a student must know the key ideas and skills to calculate the time of a pop, the acceleration of a pop, and the amount of g's on a popper. Julianna Cino
There are many important skills that must be utilized in order to complete the Popper Lab. Firstly, it is important to implement the PUKES method so that all of the information you have is organized and it is easy to discern the steps you needs to take in order to figure out the duration of a pop, how many gs the popper experiences, and the acceleration of a pop. The PUKES method is also important as it helps you to visualize the lab. Next, an understanding of significant figures is important, as it allows you to calculate your answers as precisely as possible. Finally, being able to comprehend kinematic equations and their variables is necessary in order to calculate the answers to the aforementioned questions. -Tia Randolph
The key ideas and skills needed to accomplish this task is firstly an analytical approach to the lab. You need to know which of the equations and resources that have been given to you can help solve each part of the problem. You also have to know what the unknowns are and how to solve them. In this lab, the unknowns were the time of the "pop", the acceleration, the amount of g's, and the velocity. After finding the unknowns we analyzed the "pop" using a slow mo camera to find the max height and velocity. Next we measured the radius of the popper to be .01 m so as to help us find the time of a pop to be .004s.Using the time of the pop as well as the final velocity we were then able to find the acceleration to be 1240.02 m/s^2. Then to find the g's we divided the acceleration by 9.8 to get 126.53 g's. To sum it all up, the key ideas of this lab included the height of the "pop", the equations used to find the unknowns, and the radius of the popper.
There are many key skills and ideas necessary to sucessfully complete the Popper Lab. The process of P.U.K.E.S. encompasses these skills. First, you must be able to visually represent the problem and be able to identify your unknown and known information. Next, you must find the proper equation for the information given and solve for an unknown. You must also be able to then take your answer and plug it into other equations until all unknowns are solved for. In this lab, the skill of refining your thought process is essential because multiple steps are involved in finding the answers.
In order to complete the Popper Lab, it is essential to use a successful method to properly analyze the scenario that the lab presents. The first major step of analysis is the implementation of the P.U.K.E.S. Method. This method can be very advantageous in order to interpret and visualize what exactly is the problem asking you to do. This process enables you to take steps to find the corresponding variables required to find, for this instance, the time of a pop, the acceleration of the popper, and the amount of g's the popper experiences during launch.
The key ideas of the "Physics B Poppin" lab were to utilize the P.U.K.E.S. method to find our unknowns: the height of a pop, the acceleration, the time of the pop, and the number of G's. We needed to incorporate several different equations that included our "knowns", finding the change in position first. This lab also gave our class a greater understanding of significant figures. By measuring the change in position on a larger scale, such as measuring the number of meters it took for the popper to get to it's maximum height (1.05 m) rather than measuring the height of the object itself (.01m), we were able to use more significant figures resulting in more accurate answers to our other "unknowns." -Jocelyn Schwartz
Rayna Patel-Mod 1
ReplyDeleteTo accomplish this specific "popping" lab, you need to be able to analyze which data is necessary in order to solve several equations that will provide you with information needed like acceleration, time, etc. As well as solving equations, math is a property strongly needed in order to solve these equations. These are just some of the necessary skills one needs to posses in order to solve for the time of a pop, acceleration as well as the Gs a pop contains.
Geoff Anapolle-Mod 1
ReplyDeleteThere are many key ideas and skills required to accomplish the tasks in the "Popper Lab." First, a student must be able to draw a picture of the situation and understand the problem. In this lab, it is important to know what you are solving for because there are multiple parts to the problem. A student must know how to "PUKE" problems, especially this one, and be prepared to take the answer from one "PUKE" and apply it to another. Clearly, a student must know how to do many things in order to calculate the time of a pop, the acceleration of the popper, and the amount of g's on a popper during launch.
Meena Mandalapu
ReplyDeleteThe key ideas and skills required to accomplish the required tasks in this lab include the ability to be able to utilize the problem solving method of "P.U.K.E.S.". One of the major necessities in understanding the proposed questions is the ability to draw a picture representing the situation. Personally, I would have been unable to comprehend the different values that had to be plugged into the equations regarding which situation I Was using without a picture. Another skill that is needed for this lab is the ability to find which pieces of information are necessary to find first in order to solve for the required elements of the lab, for example in order to find the time and acceleration we needed the initial velocity
This comment has been removed by the author.
ReplyDeleteLian Showl - Mod 1 (I spelled some things wrong in my other comment)
ReplyDeleteThere are many factors that contribute to the success in this "Popper Lab". From using the "PUKES" method helped my group and I understand exactly what was happening, what we needed to solve for, displayed our knowns, and then using prior knowledge that each person has learned to apply those ideas to this lab. For example, one must illustrate simple equations that build into other equations to find acceleration, time and the amount of g's. There are no cut and dry equations to find the answers to these problems; in fact, each question was answered by smaller simpler equations. This is how one would calculate the answers to each question.
This comment has been removed by the author.
ReplyDeleteNicole Lombardo- mod 1
ReplyDeleteIn order to accomplish the Popper Lab you must have a few key ideas and skills. First, you must know exactly what is being asked. Then you have to know what data is needed to find the height, acceleration, and Gs of the pop. Using the PUKES method to find data would be best as it requires you to draw pictures.
To Complete the popper lab students had to be able to do a few different things. We had to be able to use "PUKES" effectively to determine what they had to find and how to set up the experiment. We had to be able to find an equation that would help us find the G's acceleration and time of a pop. Than we had to be able to plug in the numbers that we measured in our experiment and solve it. And of course, Significant Figures played a part in finding the solutions. All of these ideas played a role in finding the acceleration, G's, and Time of a pop
ReplyDelete-Anthony D
In order to complete the popper lab, many key ideas and skills are required. Before any math was done, we had to understand what we were looking for and find any information we could use to help us find our unknowns. Our unknowns in this lab were the time of a pop, the acceleration of a pop, and how many G's there were. A key idea to remember was that Pi and Vi are always 0, and that we could use that to our advantage. We also realized that we could use a slo-mo camera to find the distance a popper would travel as close as we could, and that we could also find the height of a popper. After this, another skill we used was the PUKES method. First thing to do for that is to draw a picture, and this is critical due to the fact that a popper is faster than the human reaction time. With a picture, we can see exactly what is happening where, when, and why. After we had our picture, unknowns, and knowns, we picked equations to solve for each one of the unknowns at a time. After we found everything, we compared our results to the other groups' and used the maximums and minimums of everyone's answers to check our answers. - Rachel Condon
ReplyDeleteYàtzïk vas here.. I know its off topic, but I was just wondering if anyone knew where my potty chart got to? :)
ReplyDeleteTo calculate the time of a pop, a few materials and equations are needed. Using PUKES, one can figure out how long it takes for a popper to "pop". The unknowns would be time, velocity, the amount of gs and the change in acceleration. The knowns would be the radius of the popper, .0121m, the height of the "pop", .8m, and the gravity, 9.8m/s^2. The equations used would be v^2(sub x) = v^2(sub x naught) + 2a(sub x)(x-x(naught)), v^2(sub x) = v^2(naught) + 2ar(radius of popper), v(sub x) = v(naught) + at, ∆v/∆t = ∆a, ∆a/9.8 = g. Plugging in the numbers into these equations (in chronological order), you would get ∆v = 3.96m/s, a = 648m/s^2, ∆t = .0061, ∆a = 649.18m/s^2, and g = 66.24. The key ideas and skills needed in order to accomplish this lab include: the height of "pop", the radius of the popper, the equations needed to find the missing variables, and finally, a way to calculate the equations.
ReplyDeleteOne of the main key ideas and skills required to complete this popper lab is to use and apply the "PUKES" method effectively to help understand what the lab is asking. Students should be able to draw a picture of the situation to help get a better understanding of what questions need to be asked and how to solve these questions. The picture portion of the "PUKES" method was of very high importance to this lab considering without a picture, personally, the different values and equations would have confused me. Another skill was having the ability to take information and values from one part of the lab and apply it to a different part. Therefore, a student must know the key ideas and skills to calculate the time of a pop, the acceleration of a pop, and the amount of g's on a popper.
ReplyDeleteJulianna Cino
There are many important skills that must be utilized in order to complete the Popper Lab. Firstly, it is important to implement the PUKES method so that all of the information you have is organized and it is easy to discern the steps you needs to take in order to figure out the duration of a pop, how many gs the popper experiences, and the acceleration of a pop. The PUKES method is also important as it helps you to visualize the lab. Next, an understanding of significant figures is important, as it allows you to calculate your answers as precisely as possible. Finally, being able to comprehend kinematic equations and their variables is necessary in order to calculate the answers to the aforementioned questions. -Tia Randolph
ReplyDeleteThe key ideas and skills needed to accomplish this task is firstly an analytical approach to the lab. You need to know which of the equations and resources that have been given to you can help solve each part of the problem. You also have to know what the unknowns are and how to solve them. In this lab, the unknowns were the time of the "pop", the acceleration, the amount of g's, and the velocity. After finding the unknowns we analyzed the "pop" using a slow mo camera to find the max height and velocity. Next we measured the radius of the popper to be .01 m so as to help us find the time of a pop to be .004s.Using the time of the pop as well as the final velocity we were then able to find the acceleration to be 1240.02 m/s^2. Then to find the g's we divided the acceleration by 9.8 to get 126.53 g's. To sum it all up, the key ideas of this lab included the height of the "pop", the equations used to find the unknowns, and the radius of the popper.
ReplyDeleteThere are many key skills and ideas necessary to sucessfully complete the Popper Lab. The process of P.U.K.E.S. encompasses these skills. First, you must be able to visually represent the problem and be able to identify your unknown and known information. Next, you must find the proper equation for the information given and solve for an unknown. You must also be able to then take your answer and plug it into other equations until all unknowns are solved for. In this lab, the skill of refining your thought process is essential because multiple steps are involved in finding the answers.
ReplyDeleteIn order to complete the Popper Lab, it is essential to use a successful method to properly analyze the scenario that the lab presents. The first major step of analysis is the implementation of the P.U.K.E.S. Method. This method can be very advantageous in order to interpret and visualize what exactly is the problem asking you to do. This process enables you to take steps to find the corresponding variables required to find, for this instance, the time of a pop, the acceleration of the popper, and the amount of g's the popper experiences during launch.
ReplyDeleteThe key ideas of the "Physics B Poppin" lab were to utilize the P.U.K.E.S. method to find our unknowns: the height of a pop, the acceleration, the time of the pop, and the number of G's. We needed to incorporate several different equations that included our "knowns", finding the change in position first. This lab also gave our class a greater understanding of significant figures. By measuring the change in position on a larger scale, such as measuring the number of meters it took for the popper to get to it's maximum height (1.05 m) rather than measuring the height of the object itself (.01m), we were able to use more significant figures resulting in more accurate answers to our other "unknowns." -Jocelyn Schwartz
ReplyDelete