When we first started the lesson, to be honest, I faced many difficulties as the teacher started explaining the first section of the chapter and I was kind of lost since I had never studied about motion and how objects move before. As a matter a fact, just before that, as our teacher Miss. Ahmad started explaining, she told us to write down what exactly is motion. I remember putting down:" Motion is the movement of an object. It is its traveling speed in the air". And now as I reread it, I realize how much I have learned form this chapter and that now, I am able to expand and add on to this simple basic answer that served as a foundation. I learned a lot of things about this subject not only through the intense explanation of Miss. Ahmad but also through many assessments, questions activities and a mind map. The mind map especially assisted my learning as it was a new but effective tool that helped me visually analyze the information and store it adequately and swiftly in my brain.
Anyways, if I had to think of motion as center branch, it would definitely be attached to four other sub branches that encompass everything that we learned in the 3 sections of this chapter. Those branches would be measured in, compared to, described by, and happens when. The first branch would explain how motion is measured in the International System of Units (SI) that is used by scientists all over the world. It comes from the French phrase "Systeme Internationale" and this system describes all quantities such as length, mass, time… The second branch would clarify how to determine if an object is in motion or not, and how this object has to change position (distance or direction) compared to a reference point that is used for comparison. This reference point can either be stationary (tree…) or moving (moving car…). However it is always better to have a stationary reference point rather than a moving one because a moving reference point might trick you into thinking that you are moving when actually you aren't. And depending on this reference point the object is moving or not. For example if there is a book on table and the reference point is the table the book isn't moving but if the reference point is the sun it is moving because Earth is moving around the sun and the distance between them differs every second. The third branch would explain how motion is described by acceleration. And in science, acceleration (the rate at which velocity changes) is an increase in speed, decrease in speed or change in direction. Acceleration can also be found by dividing the final speed minus the initial speed over time where time is always squared in the answer and it can be graphed in a speed versus time or distance versus time graph. And finally the last branch explains when motion occurs, that is when there is a change in velocity. Velocity is composed of direction which is crucial in some cases (airplanes…) and also speed which is distance over time. And in science, there are two kinds of speed: instantaneous which is measured by a speed graph and average speed which is found by dividing the total distance by the total time. And speed can also be graphed in a distance versus time graph where the slope of this graph represents the rate of change in speed and can be found by calculating the rise over the run. If the slope is a straight line, there is a constant speed and depending on its steepness, we can know if the object is moving slower or faster. And finally we also learned how the Earth's plates move very slowly causing the Earth's landmasses to change over time 9it has changed a lot actually from 250 million years ago). This happens due to the rising of hot materials heating up from the Earth's core's extremely boiling temperature. This rise of hot material pushes the cooler materials at the top layer aside which eventually sink down; this rising and seeking of material create small vibrations within the Earth's crust which then leads to moving plates. And to add on to this as well as link this acquired knowledge to a modern situation (Nepali earthquake), we also learned how this is also linked to earthquakes and how when two plates move in opposite directions, pressure builds up until a fault happen and this huge energy accumulated over a long time transforms into the form of vibrations and shakes which create a devastating earthquake
To conclude I want to say that in general, I have learned a lot in this lesson considering the fact that I knew nothing at the start and I have also gained a lot of knowledge in physics on motion. I would also like to thank Miss. Ahmad for her hard work and for all the time she used to make sure that we all understand every bit of this easy but long lesson that required determination and perseverance and I am very excited to learn about force that ties in with motion.
Joseph Moussa
(37 days left)
No comments:
Post a Comment