[Subatomic Particle Research]

Particle collider research funding should NOT continue. The extensive money spent on this research just to make very minimal steps toward actually figuring something out could be used for other, more concrete things. They're are some advantages to this research but they are very small and contribute something to only a specific area that isn't very helpful. Huge amounts of funding like this should go to things that are more tangible and realistic like education, paying off national debts, going to the poor, etc. Also, some of the experiments done and the tests there after pose harm to it's subjects because the research isn't on solid ground. Because the research is risky and unsuccessful for the majority of the time, and huge amounts of money are  essentially wasted, the research funding for particle colliding should not continue.

[Particle Collider Research]

That's so cool that it can connect to the area of medicine!!!!

[Kinematics and Gravity Lab (Part 2) by Hannah, Ally, and Mary E]

The two methods of measuring your standing and jumping quantities and then finding the difference, and timing how long one is in the air when jumping creates a very high percentage error. We had the percentage errors of 42%, 33% and 55%. These errors could have happened by a multitude of ways. People have too slowly of reaction rates/reflexives that could accurately measure the time someone is in the air. Also when we jump we might bend our knees making us stay in the air longer. Another source of error is in the fact that when we jumped we reached one hand up to put the tape on the wall. But when we time our jumping, it’s merely a measure of how long are feet have left the ground causing an error in the two calculations. A more accurate way of getting the data would be to use a state of the art laser that measures movement. This would get rid of reaction time since it will only measure when there is movement. Using the AllyVanacker3000, students would jump and the machine will measure the time the student was moving and the distance the student traveled. 

[Kinematics and Gravity Lab by Hannah, Ally, and Mary E]

The breaking news is in! physicists in Irondequoit High School have discovered a way to calculate the acceleration due to gravity. with precise accuracy with only an error of 3.2% Ally, Hannah and Mary E. have calculated the average of acceleration to be 9.50m/s^2. this was done by using a magical red ball and a timer to determine the acceleration. they had to endure standing on a table and measuring the height of the ball to the floor and then using the timer, dropping the ball and timing how long it took for the ball to reach the floor. 5 trials later they received an average of .724 seconds overall. next, the calculators were whipped out as they used the equation d=(vi)t+(1/2)at^2. after filling in the distance which equaled 2.49 meters from the ball to the floor and the time being 0.724 seconds and the initial velocity of the ball being 0m/s the acceleration came out to be 9.50m/s^2. from around America people have calculated the average g to be 9.81m/s^2 concluding that the girls of Irondequoit have come up with a percent error of 3.2% by using the kinematic equation. this breaking news report has been brought to you from room 3033 by the mastermind students. Have a wonderful day America

[Speeding Lab]

Hannah, Delaney, Quinn, Zach M, Corey

 

Hannah Kralles, Quinn Melidona, Delaney Best, Zach Miller, Corey Kosclelski

Speeding Lab

As part of an Irondequoit Police Department safety project, our task was to go on Cooper Road and measure the speeds of various cars to see who was speeding. The space of road in front of the high school is 35 mph or 15.6 m/s. We had to record distance, time and description in order to see which cars were speeding.

Procedure:

• We got together as a group and decided what our plan was
• When we got outside, we picked two poles for our starting and end points and measured the distance to be 11m and 84 cm (this was consistent for all trials).
• As each car passed we recorded a description, and two times from one pole to the other (in seconds) so that we could average them.
• When we got back to class, we arranged our data in a table and analyzed the numbers.

                   (Speed in meters per second).

Average Speed of all 10 vehicles = 10.2 m/s

                After analyzing our results, we saw that most cars were actually below the speed limit. Only one car was close to going the speed limit, but never actually reached it or went over it. Also, compared to the data from using the radar gun, our average speeds are a little low. This could be inaccurate because of the stop watches and being located near a traffic light. If we were to engage in a more detailed analysis, next time our group would choose a space further away from a traffic light because that might have made the cars slow down significantly. We also take more data with a larger number of cars and try getting more accurate times.

                With these conclusions of our data, it does not show that there is a speeding problem on Cooper Road. This might be because it was in front of a school and near a traffic light/intersection, but all of our data had speeds under the speed limit. Through this lab we learned how to use one of our equations, and how to set up a lab. We also learned why there are some discrepancies when it came to our data, but for us, the cars were not speeding on Cooper Road in front of the high school.

[Introduction Paragraph]

Hey Kylee! I'm so hype for volleyball and I love animals too!

[Howdy]

Hi Amelia! I am also excited to learn about how physics makes up and is everything!

[Intro]

Hi everyone, I'm Hannah and this is my introduction for physics. I play volleyball year round and volunteer for a running program in the spring. I also play a variety of instruments; ukulele, violin, and piano. My favorite/best subjects in school are math and science and I'm interested in anatomy/medicine.

I am taking physics this year mainly because I wanted some knowledge on all of the different sciences provided by the school. I've doubled up with AP Biology, but I am excited to learn about physics and how it connects to basically everything. This year, I hope to learn about physics as a whole but more specifically things like waves, reflections/mirrors, and momentum. I'm excited for physics and learning what it's all about.