- #Paper cup design as a net for fishing bio lab plus#
- #Paper cup design as a net for fishing bio lab series#
#Paper cup design as a net for fishing bio lab series#
The soft-key operation of the HELIX 7 G4 Series makes it simple to use and easy to access desired chart and sonar views. Starting with an upgraded 7″ HD display (1024H x 600V), new and experienced anglers alike will appreciate the increased resolution that provides easy to read sonar views of fish and structure. These will be published and sharedwith the class at the end of your web exploration.The new Humminbird HELIX 7 G4 models are designed to find fish faster with a crystal-clear view of unmatched sonar and chart technologies. At the end of the design experiment, you should have gathered enoughinformation to make a poster of what you learned about roller coasters,how they move and your design. After everyone is finished in your class, compare your results. Try to build a different personâs roller coaster using only their graphand observations.ġ1. You may need to refer back to your activitypages to explain your information.ġ0. When this task is completed, get a blank sheet of paper. Record your datalike you did with your first roller coaster.ĩ. When you are finished with your first roller coaster build a secondroller coaster that is different from your first. You willneed to circle where the button is in your roller coaster.
#Paper cup design as a net for fishing bio lab plus#
They will have a minusand plus sign at each end, just like in the simulation. There will be a line inthe graph with next to each of these words. Finally, record each of the settings you set for Hill 1, Hill 2,Loop, Speed, Gravity, Friction and Mass. Repeat the step above to get the minimum or lowest speed of theroller coaster.ħ. Record themaximum or greatest speed in the graph.Ħ. You mayplay the simulation more than once to get this answer. This time you will need to lookand see what the maximum speed of your roller coaster is.
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Write this time next tothe space for time in your graph.ĥ. Look at thetime it took for the simulation to occur. Press the green button to play the simulation. Keep testingout the simulation until you find a roller coaster that goes through completely,which means the car goes completely around the loop.Ĥ. Now lets get started on designing your coaster. Try each one of the controls. Record any observations you may have on the back of your graph handoutpaper.ģ. Using the directions and thegraph below, you will conduct experiments and two roller coasters. These will be later be shared with your classrooms.Ģ. There are links to these activitiesbelow:Īfter you finish your exploration of how a roller coaster moves, youwill design your own roller coaster. These activities are Energy, Inertia, Friction,Centripetal Force and Gravity. Using the World Wide Web and other resources,you will discover the properties of physics that make roller coasters movethe way they do. You can list these settings on the table as well.īefore you begin designing, there are five activities you will do inorder to gain information about roller coasters and how they move. In these activities, you will explore the properties of physics by lookingat roller coasters. If you have time, design a second workingroller coaster. Objective: As part of roller coaster fun, your job is to designyour own working roller coaster using the Funderstanding Roller Coasterweb site! You will use the data table below to display the rollercoaster design settings. Roller coastersare not just thrill rides that make us smile and wait in line for hours. Since this is true lets go see what roller coasters are really about. You may be surprised how much you can really learn about these powerfuland great machines!
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In order to understand roller coasters better we must look at theway that they move and the physics that is occurring. They also go on them because they aresafe. People go on them becausethey are fun and exciting. How do you Design an Awesome Roller Coaster? Roller coasters are an adventure.
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Rollercoaster2 A Web-based Inquiry Exploration