If you watch pro racing, you see those cars getting into a groove or two, with racers either driving at the top or the bottom of the track. You also see banking.
The track has different grip at the top of the track than the bottom, More debris is at the top. You can goes around the corner faster depending on what side you are on. I dnt know what banking means
Because if the cars dont know they are banking then they might run into other cars...they cant bank at the top of the track because they might run into the wall...so yea
At the top of the track, you are at more of a lean so you are being pressed into the wall, on bottom you are being also being kept there, but if you are in the middle you are being pushed to one side or the other.
If they bank the curve they can stay at a faster speed. If they are on the outside curve they have cars pass them but may still have the momentum to pass them again. If they are at the bottom of the track the pass the people that are at the top of the track and might get passed unless they can control the curve enough to keep a high speed.
So they don't have to slow down too much while going around a curve and then while going around the curve you've got to bank it to keep control while still going fast.
Sci.SI1.1: Using experimentation, students will contrast types of forces
Benchmark assessment: Students will create a Video voiceover a clip on YouTube, taking the role of a science broadcast announcer.
Components
Students will:
Sci.SI1.1.1 Demonstrate how balanced and unbalanced forces are related to motion.
Sci.SI1.1.2 Test, collect data, and verify Newton's laws of motion.
Sci.SI1.1.3 Contrast forces that act from a distance, including gravitation and magnetism.
Sci.SI1.1.4 Explain how mass and weight differ at different locations in the universe.
Sci.SI1.2: Through research and inquiry, students will apply the concepts of transverse waves to the use of sound and light wave technology.
Benchmark assessment: Student will synthesize their knowledge of light and sound waves to make a musical instrument that can play at least four distinct pitches and use the music created as part of a shadow puppet show.
Components
Students will:
Sci.SI1.2.1 Experiment with sound and light waves to identify the following structures or relationships: crests, troughs, frequency, wavelengths, amplitude, energy transmission, resonance(standing waves) and speed
Sci.SI1.2.2 Identify and experiment with part of the electromagnetic spectrum.
Sci.SI1.2.3 Use light to create penumbras, umbras, and colored shadows.
Sci.SI1.2.4 Experiment with wind or string instruments of varying pitch.
Sci.SI1.3: Through experimentation, Students will observe energy transformations, including potential and kinetic energy
Benchmark assessment: Students will create mousetrap cars and reflect upon the energy transformations.
Components
Students will:
Sci.SI1.3.1 Model changes in gravitational potential energy, spring potential energy, and kinetic energy.
Sci.SI1.3.2 Examine the energy changes in a variety of simple machines
Sci.SI1.3.3 Analyze the effectiveness of a machine for a job using its actual mechanical advantage.
Sci.SI1.4: Using inquiry and models, students will utilize alternative energies.
Benchmark assessment: Students will build a structure that allows us to utilize solar or wind energy in a useful way.
Students will:
Sci.SI1.4.1: Experiment with passive and active solar energy.
Sci.SI1.4.2: Experiment with models of wind energy.
Sci.SI1.4.3? Explain energy transformations in alternative energies.
Sci.SI1.5: Students will model heat transfer mechanisms as a rationale for weather and plate movement on the earth.
Benchmark assessment: Students will create a coloring book that shows the concepts of the chapter in a way that is understandable to a young reader.
Students will:
Sci.SI1.5.1: Contrast convection, conduction, and radiation inside the earth, in its water and weather patterns, and from the sun.
Sci.SI1.5.2: Examine the prevailing winds at different locations on earth, and discuss the movement of weather systems.
Sci.SI1.5.3 Model plate tectonics, earthquakes, and volcanos.
Sci.SI1.5.4: Analyze fossils and other technologies for tracking plate movement
Sci.SI1.6: Students will apply knowledge of geochemical cycles to the issue of climate change.
Benchmark Assessment: Students will come up with a life plan that discusses their usage of various cycles and ways to minimize their effect on the planet.
Students will:
Sci.SI1.6.1: Diagram movement of material between geochemical reservoirs.
Sci.SI1.6.2: Contrast the effect of various geochemical cycles on temperature and atmospheric concentration.
Sci.SI1.6.3: Quantify amounts of material found in reservoirs through visual and experimental models.
Sci.SI1.6.4: Explore ways to minimize their carbon footprint.
Sci.SI1.7: Students will apply their knowledge of the origin and scale of
space.
Benchmark Assessment: Students will create museum exhibits that are interactive, visual and three-dimensional to illustrate their understanding of the components.
Students will:
Sci.SI1.7.1: Model the solar system size and scale.
Sci.SI1.7.2: Examine distances in the cosmos based upon the concept of light speed.
Sci.SI1.7.3: Create time scales for geology on earth, the formation of the solar system, and the big bang.
Sci.SI1.7.4: Examine the process of radioactivity in a star like our Sun, and model its life cycle.
19 comments:
that your like in grooves?
i have no idea!!
sdo they dont loose control and crash into the walls or into the other cars that pass or are behind
they matter because you dont want to be all over the place so you choose a steady groove and win the race.
So that they have less track to cover and so that they can gain more speed at the top of the racing track.
if ur on the top it will take longer two get around then if u r in the bottom because the bottom is a shorter turn but u have 2 slow down.
Becuz depending on the speed and the groove depends on if they drive at the top or bottom.
The track has different grip at the top of the track than the bottom, More debris is at the top. You can goes around the corner faster depending on what side you are on.
I dnt know what banking means
so they can go faster and not be in danger of sharp curves.
Because if the cars dont know they are banking then they might run into other cars...they cant bank at the top of the track because they might run into the wall...so yea
If your on the top or bottom of the track it matters how you need to take the curve or more room u have to bank.
less track to cover and gain more speed.
you should say on the out side and then go in and that why you will not get hit in to the wall and you have better change driving in nass car
At the top of the track, you are at more of a lean so you are being pressed into the wall, on bottom you are being also being kept there, but if you are in the middle you are being pushed to one side or the other.
i think that the 2 factors are so you dont crash or loose control
--i still dont know what banking means though
ummm ------ Well the reason that the two factors matter is because so you dont loose control or crash maybe???
---I dont really understand what the question is refering to like top or bottom of the track or banking.......
---- SO i hope that was the right anwser to the question.
they matter because they have to bank the curve so you can stay on the track and and keep going fast
If they bank the curve they can stay at a faster speed. If they are on the outside curve they have cars pass them but may still have the momentum to pass them again. If they are at the bottom of the track the pass the people that are at the top of the track and might get passed unless they can control the curve enough to keep a high speed.
So they don't have to slow down too much while going around a curve and then while going around the curve you've got to bank it to keep control while still going fast.
thet race on the bottom and top of the track cause they can pass other racers easier.
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