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Badass the fox in forest all over printed slippers

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Badass the fox in forest all over printed slippers

measuring again, and serious discussion on what counts as a “swing,” every group declares success. Ms. D. then asks how they can keep the information on the relationship between the length of the string and the number of swings in a form that is more convenient than the peg board and directs the students to make a drawing in their science journals to keep that data. Most students draw the pegboard with the pendulums of different lengths, but some students draw charts and a few make graphs. Ms. D. challenges students to find examples of pendulums at home and in their neighborhoods. As each suggestion is made, Ms. D. writes it on the board. The class is then asked to design Badass the fox in forest all over printed slippers experiments that could determine which suggestion is correct. Each group chooses to do an experiment to test one of the suggestions, but before the group work continues, Ms. D. collects the pendulums that were used to generate the first and second sets of data. As the groups resume work, one group keeps the string the same length but attaches washers of different diameters and tries to start the swing at

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