Didn't have time to hand back ball and ramp labs.
Started with a quick review of motion
We started with graphical approach by doing the Act-A-Graph lab. This allowed us to plot various types of motion (moving towards, away, at rest, constant speed, changing speed (slowing down, speeding up).
We saw that objects at rest have a horizontal line on a distance vs time graph.
Objects that move at constant speed have a straight line. The steeper the slope, the faster the speed.
If there is a curve, the object is changing speed. By looking at the slopes we can tell if the object is speed up (slopes get steeper) or slowing down (slopes get shallower).
We then used the circle equation to solve problems.
How far? asks for a distance (units like m, cm, miles)
How fast? asks for a speed (units like m/s, miles/hour)
How long? asks for a time (units like s, min, hour)
We used the problem solving strategy to solve problems.
We found that when the ball rolled down the ramp, it picked up speed.
Today we are going to investigate what happens when an object picks up speed when it is dropped.
Content Objectives:
Student will be able to
. Define velocity
. Define and calculate acceleration
. Measure the acceleration of gravity in this classroom
. Calculate how fast an object is falling after a given time when dropped from rest
. Calculate how far a dropped object has fallen in a given time
Speed - how fast
If you are driving to Seattle at 60 mph, does it matter if you head north or south?
Yes, direction matters.
If you combine speed with direction you have velocity.
Read speed from speedometer of car. Some cars have compasses built into their rear-view mirrors. Velocity is how fast and in what direction.
What do we mean by acceleration? Student answers - speeding up.
Acceleration is the rate at which your speed or velocity changes. You can be speeding up, slowing down, or changing direction. It is a difficult concept because it is the rate of a rate.
Example of making money and getting yearly raises.
Your hourly wage is the rate at which you make money.
Your yearly raise is the rate at which your hourly wage increases.
Example of car. Starts at 45 mph and 5 seconds later is going 55 mph. Has it's speed increased? Yes.
acceleration = change in speed/time interval = 10 mph/5 sec = 2 miles/hr/sec
If you continued accelerating, in 5 more seconds you would be going 65 mph.
In your ball and ramp lab the ball started from rest and increased its speed. Show shape of distance vs time graph. Suppose the acceleration was 1 m/s/s meaning that every second it increased its speed by 1 m/s. After 1 second it was going 1 m/s, after 2 seconds, 2 m/s. Show graph of speed vs time - straight line. The slope of this line is the acceleration which shows the rate at which you gain speed.
What if you drop an object? Would you expect the rate at which you pick up speed to be greater or less than on a ramp? greater
What would you predict for the rate at which the speed increases? Students give guesses.
Today, you are going to measure this rate in the classroom.
Have instructions for using computer on board.
Students have 1 minutes to get into groups of 3 by computer.
Explain to students to plug in both plugs, make sure green light is on for ULI, turn on computer. While the computer is starting up, get out photogate and attach to ring stand with clamp so that the opening of the photogate allows you to drop something through the photogate into the padded box on floor. In 4A I had students make landing pads by putting crumpled up newspaper into a bag and then the bad into a box.
Plug photogate into DG 1 of ULI.
Cancel out of log in window, and select logger pro 2.1 from startup. Select file, open, physics with computers, experiment 5- picket fence. Get picket fence from box. Explain that when the dark area is between the photogate beam, the beam is blocked. When the clear area is between the beam, the gate is unblocked. Students tested this. If the fence fell at constant speed, you would have equal times for blocked and unblocked as the fence fell. But the fence speeds up so the times get shorter and shorter. The computer graphs this motion in both distance vs time and velocity vs time.
To find the rate at which the speed increases, you need to highlight a portion of the velocity vs time graph and choose the linear fit icon.
From math classes, what is the equation for a straight line? y=mx +b where m is the slope. The slope is the acceleration. Students run lab and record slopes.
Slopes are between 9.6 and 9.6 m/s/s. This is the acceleration of gravity in the classroom. It is the rate at which a falling object picks up speed. The accepted number is about 9.8 m/s/s but we will round this to 10 m/s/s. What this means is that a falling object will pick up speed at a rate of 10 m/s for every second it falls.
Go around classroom and ask for speeds at different times. Have partners quiz each other.
We know the equation for distance is d = speed * time. If you drop an object and it falls for 1 second it is going 10 m/s. If we wanted to find how far, what speed should we use? We use the average. Explain averages. Show how to calculate distance. Partners quiz each other.
Hand out graph paper. Students plot distance and time data.
Title: Distance vs time for reaction time.
Students drop meter sticks and find reaction time.
Show how students can test this on parents and get rich.
Review content objectives.
Tuesday, November 25, 2008
Monday, November 24, 2008 - Block 4A
Handed back ball and ramp labs.
We found that when the ball rolled down the ramp, it picked up speed.
Today we are going to investigate what happens when an object picks up speed.
Content Objectives:
Student will be able to
. Define velocity
. Define and calculate acceleration
. Measure the acceleration of gravity in this classroom
. Calculate how fast an object is falling after a given time when dropped from rest
. Calculate how far a dropped object has fallen in a given time
Speed - how fast
If you are driving to Seattle at 60 mph, does it matter if you head north or south?
Yes, direction matters.
If you combine speed with direction you have velocity.
Read speed from speedometer of car. Some cars have compasses built into their rear-view mirrors. Velocity is how fast and in what direction.
What do we mean by acceleration? Student answers - speeding up.
Acceleration is the rate at which your speed or velocity changes. You can be speeding up, slowing down, or changing direction. It is a difficult concept because it is the rate of a rate.
Example of making money and getting yearly raises.
Your hourly wage is the rate at which you make money.
Your yearly raise is the rate at which your hourly wage increases.
Example of car. Starts at 45 mph and 5 seconds later is going 55 mph. Has it's speed increased? Yes.
acceleration = change in speed/time interval = 10 mph/5 sec = 2 miles/hr/sec
If you continued accelerating, in 5 more seconds you would be going 65 mph.
In your ball and ramp lab the ball started from rest and increased its speed. Show shape of distance vs time graph. Suppose the acceleration was 1 m/s/s meaning that every second it increased its speed by 1 m/s. After 1 second it was going 1 m/s, after 2 seconds, 2 m/s. Show graph of speed vs time - straight line. The slope of this line is the acceleration which shows the rate at which you gain speed.
What if you drop an object? Would you expect the rate at which you pick up speed to be greater or less than on a ramp? greater
What would you predict for the rate at which the speed increases? Students give guesses.
Today, you are going to measure this rate in the classroom.
Have instructions for using computer on board.
Students have 1 minutes to get into groups of 3 by computer.
Explain to students to plug in both plugs, make sure green light is on for ULI, turn on computer. While the computer is starting up, get out photogate and attach to ring stand with clamp so that the opening of the photogate allows you to drop something through the photogate into the padded box on floor. In 4A I had students make landing pads by putting crumpled up newspaper into a bag and then the bad into a box.
Plug photogate into DG 1 of ULI.
Cancel out of log in window, and select logger pro 2.1 from startup. Select file, open, physics with computers, experiment 5- picket fence. Get picket fence from box. Explain that when the dark area is between the photogate beam, the beam is blocked. When the clear area is between the beam, the gate is unblocked. Students tested this. If the fence fell at constant speed, you would have equal times for blocked and unblocked as the fence fell. But the fence speeds up so the times get shorter and shorter. The computer graphs this motion in both distance vs time and velocity vs time.
To find the rate at which the speed increases, you need to highlight a portion of the velocity vs time graph and choose the linear fit icon.
From math classes, what is the equation for a straight line? y=mx +b where m is the slope. The slope is the acceleration. Students run lab and record slopes.
Slopes are between 9.6 and 9.6 m/s/s. This is the acceleration of gravity in the classroom. It is the rate at which a falling object picks up speed. The accepted number is about 9.8 m/s/s but we will round this to 10 m/s/s. What this means is that a falling object will pick up speed at a rate of 10 m/s for every second it falls.
Go around classroom and ask for speeds at different times. Have partners quiz each other.
We know the equation for distance is d = speed * time. If you drop an object and it falls for 1 second it is going 10 m/s. If we wanted to find how far, what speed should we use? We use the average. Explain averages. Show how to calculate distance. Partners quiz each other.
Hand out graph paper. Students plot distance and time data.
Title: Distance vs time for reaction time.
Students drop meter sticks and find reaction time.
Show how students can test this on parents and get rich.
Review content objectives.
We found that when the ball rolled down the ramp, it picked up speed.
Today we are going to investigate what happens when an object picks up speed.
Content Objectives:
Student will be able to
. Define velocity
. Define and calculate acceleration
. Measure the acceleration of gravity in this classroom
. Calculate how fast an object is falling after a given time when dropped from rest
. Calculate how far a dropped object has fallen in a given time
Speed - how fast
If you are driving to Seattle at 60 mph, does it matter if you head north or south?
Yes, direction matters.
If you combine speed with direction you have velocity.
Read speed from speedometer of car. Some cars have compasses built into their rear-view mirrors. Velocity is how fast and in what direction.
What do we mean by acceleration? Student answers - speeding up.
Acceleration is the rate at which your speed or velocity changes. You can be speeding up, slowing down, or changing direction. It is a difficult concept because it is the rate of a rate.
Example of making money and getting yearly raises.
Your hourly wage is the rate at which you make money.
Your yearly raise is the rate at which your hourly wage increases.
Example of car. Starts at 45 mph and 5 seconds later is going 55 mph. Has it's speed increased? Yes.
acceleration = change in speed/time interval = 10 mph/5 sec = 2 miles/hr/sec
If you continued accelerating, in 5 more seconds you would be going 65 mph.
In your ball and ramp lab the ball started from rest and increased its speed. Show shape of distance vs time graph. Suppose the acceleration was 1 m/s/s meaning that every second it increased its speed by 1 m/s. After 1 second it was going 1 m/s, after 2 seconds, 2 m/s. Show graph of speed vs time - straight line. The slope of this line is the acceleration which shows the rate at which you gain speed.
What if you drop an object? Would you expect the rate at which you pick up speed to be greater or less than on a ramp? greater
What would you predict for the rate at which the speed increases? Students give guesses.
Today, you are going to measure this rate in the classroom.
Have instructions for using computer on board.
Students have 1 minutes to get into groups of 3 by computer.
Explain to students to plug in both plugs, make sure green light is on for ULI, turn on computer. While the computer is starting up, get out photogate and attach to ring stand with clamp so that the opening of the photogate allows you to drop something through the photogate into the padded box on floor. In 4A I had students make landing pads by putting crumpled up newspaper into a bag and then the bad into a box.
Plug photogate into DG 1 of ULI.
Cancel out of log in window, and select logger pro 2.1 from startup. Select file, open, physics with computers, experiment 5- picket fence. Get picket fence from box. Explain that when the dark area is between the photogate beam, the beam is blocked. When the clear area is between the beam, the gate is unblocked. Students tested this. If the fence fell at constant speed, you would have equal times for blocked and unblocked as the fence fell. But the fence speeds up so the times get shorter and shorter. The computer graphs this motion in both distance vs time and velocity vs time.
To find the rate at which the speed increases, you need to highlight a portion of the velocity vs time graph and choose the linear fit icon.
From math classes, what is the equation for a straight line? y=mx +b where m is the slope. The slope is the acceleration. Students run lab and record slopes.
Slopes are between 9.6 and 9.6 m/s/s. This is the acceleration of gravity in the classroom. It is the rate at which a falling object picks up speed. The accepted number is about 9.8 m/s/s but we will round this to 10 m/s/s. What this means is that a falling object will pick up speed at a rate of 10 m/s for every second it falls.
Go around classroom and ask for speeds at different times. Have partners quiz each other.
We know the equation for distance is d = speed * time. If you drop an object and it falls for 1 second it is going 10 m/s. If we wanted to find how far, what speed should we use? We use the average. Explain averages. Show how to calculate distance. Partners quiz each other.
Hand out graph paper. Students plot distance and time data.
Title: Distance vs time for reaction time.
Students drop meter sticks and find reaction time.
Show how students can test this on parents and get rich.
Review content objectives.
Friday, November 21, 2008 - Block 4B
I was at the NSTA convention so had sub Julie Burich.
Notes for sub
Students will be doing the Ball and Ramp Lab to investigate acceleration. Ramps are on the back bench. I have put 8 pink stopwatches and 8 steel balls in a bin by the ramps. Please make sure all equipment gets put back.
Go over content objectives on flip chart.
Students will be able to describe the motion of a ball rolling down a ramp in both words and using a graph and be able to interpret the graph.
Before students do the lab, describe the lab in detail, showing the setup and how to make the measurements. For the first measurement, place the ball 10 cm from the end of the ramp. Release it and time how long it takes to go down the ramp. Show them how to hold the ball in place with a ruler and then release it by lifting the ruler straight up. Please tell the students not to put tape on the track (sides are ok) and not to mark on the track (they can mark on tape that they put on the sides of the track.) Make sure the students measure the distances in centimeters and not inches. Show where the equipment is and tell students to put the equipment back when they are done. I usually go around and collected stopwatches and steel balls when students were done with the measurements.
Pre-lab: Sketch distance vs time axes on the board. Tell them that the first point on their graph is (0,0). If the ball is already at the end, zero distance away, it takes zero time to get there. They MUST include this point in their graphs. Ask the students to sketch in their notes their prediction of the shape of the graph with a brief explanation of why. You might wander around and check what they draw or you might have some students show their sketches on the board and explain why.
I have supplied an overhead with the lab groups. The groups are either 3 or 4.
Please have students do the lab on the floor. If you are brave, you can allow a couple of groups to set up in the hallway outside (NOT groups 1 or 2). If they need books, they can use the yellow textbooks in the back of the class. Just please make sure they get put back in order. I suggest two books.
Lab handouts are by the ramps. Students will work in groups of 3 or 4 to do the lab. Every student will hand in their own report by the end of the period including the graph. Graph paper is located at the front of the class.
Students will be using the ramps on the back bench. Please ask the students to handle them with care since they are easily dented and damaged.
Please make sure you have all 8 pink stopwatches and all 8 steel balls at the end of class. Sometimes things go missing in this class. Do NOT let the students wander around the class messing with anything not directly associated with their lab.
Lab wrap-up. Revisit content objectives.
How well did your predictions agree with experimental results?
Describe the motion of a ball rolling down a ramp in words (speed increases) and how this looks on a graph (starts with shallow slope and then gets steeper as the speed increases).
How would the graph change if you used no books and just placed the ball on a level ramp?
How would the graph change if you used twice as many books making the ramp steeper?
What would happen if the ramp were vertical?
This lab should not take the entire period but I leave that up to you. (Since it is Friday afternoon, just the lab itself might be enough). Some students will struggle making the graph. It works out well if you hold the paper vertically and go up by 25 in major units. If you need the entire period, fine, if all students finish early and you need an additional activity, there is an additional exercise worksheet on distance, speed, and time. Students can start this and if they don’t finish, complete as homework. If you use this, please emphasize that students need to do the work on a separate piece of paper (no room on the sheet) and that they need to show all the steps of the problems solving strategy they learned in class (see fill in blank worksheet that they have already done). I will leave these worksheets on my desk.
You can leave anything you collect from this class in the wire bin.
Please make sure the students put up their stools on the benches at the end of class. Do not let them crowd near the door or skip out early.
Notes for sub
Students will be doing the Ball and Ramp Lab to investigate acceleration. Ramps are on the back bench. I have put 8 pink stopwatches and 8 steel balls in a bin by the ramps. Please make sure all equipment gets put back.
Go over content objectives on flip chart.
Students will be able to describe the motion of a ball rolling down a ramp in both words and using a graph and be able to interpret the graph.
Before students do the lab, describe the lab in detail, showing the setup and how to make the measurements. For the first measurement, place the ball 10 cm from the end of the ramp. Release it and time how long it takes to go down the ramp. Show them how to hold the ball in place with a ruler and then release it by lifting the ruler straight up. Please tell the students not to put tape on the track (sides are ok) and not to mark on the track (they can mark on tape that they put on the sides of the track.) Make sure the students measure the distances in centimeters and not inches. Show where the equipment is and tell students to put the equipment back when they are done. I usually go around and collected stopwatches and steel balls when students were done with the measurements.
Pre-lab: Sketch distance vs time axes on the board. Tell them that the first point on their graph is (0,0). If the ball is already at the end, zero distance away, it takes zero time to get there. They MUST include this point in their graphs. Ask the students to sketch in their notes their prediction of the shape of the graph with a brief explanation of why. You might wander around and check what they draw or you might have some students show their sketches on the board and explain why.
I have supplied an overhead with the lab groups. The groups are either 3 or 4.
Please have students do the lab on the floor. If you are brave, you can allow a couple of groups to set up in the hallway outside (NOT groups 1 or 2). If they need books, they can use the yellow textbooks in the back of the class. Just please make sure they get put back in order. I suggest two books.
Lab handouts are by the ramps. Students will work in groups of 3 or 4 to do the lab. Every student will hand in their own report by the end of the period including the graph. Graph paper is located at the front of the class.
Students will be using the ramps on the back bench. Please ask the students to handle them with care since they are easily dented and damaged.
Please make sure you have all 8 pink stopwatches and all 8 steel balls at the end of class. Sometimes things go missing in this class. Do NOT let the students wander around the class messing with anything not directly associated with their lab.
Lab wrap-up. Revisit content objectives.
How well did your predictions agree with experimental results?
Describe the motion of a ball rolling down a ramp in words (speed increases) and how this looks on a graph (starts with shallow slope and then gets steeper as the speed increases).
How would the graph change if you used no books and just placed the ball on a level ramp?
How would the graph change if you used twice as many books making the ramp steeper?
What would happen if the ramp were vertical?
This lab should not take the entire period but I leave that up to you. (Since it is Friday afternoon, just the lab itself might be enough). Some students will struggle making the graph. It works out well if you hold the paper vertically and go up by 25 in major units. If you need the entire period, fine, if all students finish early and you need an additional activity, there is an additional exercise worksheet on distance, speed, and time. Students can start this and if they don’t finish, complete as homework. If you use this, please emphasize that students need to do the work on a separate piece of paper (no room on the sheet) and that they need to show all the steps of the problems solving strategy they learned in class (see fill in blank worksheet that they have already done). I will leave these worksheets on my desk.
You can leave anything you collect from this class in the wire bin.
Please make sure the students put up their stools on the benches at the end of class. Do not let them crowd near the door or skip out early.
Thursday, November 20, 2008 - Block 4A
Quick review on motion
We started with graphical approach by doing the Act-A-Graph lab. This allowed us to plot various types of motion (moving towards, away, at rest, constant speed, changing speed (slowing down, speeding up).
We saw that objects at rest have a horizontal line on a distance vs time graph.
Objects that move at constant speed have a straight line. The steeper the slope, the faster the speed.
If there is a curve, the object is changing speed. By looking at the slopes we can tell if the object is speed up (slopes get steeper) or slowing down (slopes get shallower).
We then used the circle equation to solve problems.
How far? asks for a distance (units like m, cm, miles)
How fast? asks for a speed (units like m/s, miles/hour)
How long? asks for a time (units like s, min, hour)
We used the problem solving strategy to solve problems.
Today, apply knowledge of motion to motion of ball rolling down an inclined ramp.
Content Objectives:
Student will be able to
. Describe in words the motion of a ball rolling down a ramp.
. Graph this motion using all the elements of a good graph and use the graph to describe the motion of the ball down the ramp.
Showed the set up and where the equipment was located. Please return all equipment to initial location when done with lab. Students worked in groups of 2 or 3. Some students waited until others had finished. Three groups worked in hall.
Ramp 6 was damaged in the last lab but we used it anyway.
Students did lab, graphed data, and handed in completed lab sheet.
We started with graphical approach by doing the Act-A-Graph lab. This allowed us to plot various types of motion (moving towards, away, at rest, constant speed, changing speed (slowing down, speeding up).
We saw that objects at rest have a horizontal line on a distance vs time graph.
Objects that move at constant speed have a straight line. The steeper the slope, the faster the speed.
If there is a curve, the object is changing speed. By looking at the slopes we can tell if the object is speed up (slopes get steeper) or slowing down (slopes get shallower).
We then used the circle equation to solve problems.
How far? asks for a distance (units like m, cm, miles)
How fast? asks for a speed (units like m/s, miles/hour)
How long? asks for a time (units like s, min, hour)
We used the problem solving strategy to solve problems.
Today, apply knowledge of motion to motion of ball rolling down an inclined ramp.
Content Objectives:
Student will be able to
. Describe in words the motion of a ball rolling down a ramp.
. Graph this motion using all the elements of a good graph and use the graph to describe the motion of the ball down the ramp.
Showed the set up and where the equipment was located. Please return all equipment to initial location when done with lab. Students worked in groups of 2 or 3. Some students waited until others had finished. Three groups worked in hall.
Ramp 6 was damaged in the last lab but we used it anyway.
Students did lab, graphed data, and handed in completed lab sheet.
Wednesday, November 19, 2008 - Block 4A
Handed back fill-in-the-blank worksheets on distance, time, speed. Gave full credit for first 10 correct and half credit for more than 10.
Handed back Act-A-Graph homework and quizzes
Asked if there were any questions.
Reminded students of penny and ruler lab from last time. Both hit at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
Explained lab write-up. Each student does their own write-up
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Students did lab and handed in reports.
Handed back Act-A-Graph homework and quizzes
Asked if there were any questions.
Reminded students of penny and ruler lab from last time. Both hit at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
Explained lab write-up. Each student does their own write-up
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Students did lab and handed in reports.
Tuesday, November 18, 2008
Tuesday, November 18, 2008 - Block 4A
Handed back worksheets on distance, time, speed. 18 problems. Gave full credit for first 10 correct and half credit for more than 10. Max score in gradebook = 14 out of 10.
Handed back Act-A-Graph homework and quizzes
Asked if there were any questions.
Handed out fill in blank distance, time, speed worksheet to people who got less than 10 on the homework.
Handed out rulers and two pennies per group. Explained set up for projectile motion lab. Most students determined that the two pennies hit the ground at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
Students did lab.
Didn't assign lab write-up
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Handed back Act-A-Graph homework and quizzes
Asked if there were any questions.
Handed out fill in blank distance, time, speed worksheet to people who got less than 10 on the homework.
Handed out rulers and two pennies per group. Explained set up for projectile motion lab. Most students determined that the two pennies hit the ground at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
Students did lab.
Didn't assign lab write-up
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Monday, November 17, 2008
Monday, Nov 17, 2008
Collect Act-A-Graph Homework
Asked it there were any questions on Act-A-Graph Lab
Quiz on Act-A-Graph
Show problem solving strategy for distance,time,speed problems
Did an example using the problem solving strategy.
Handed out revised worksheet on distance, time, speed problems with fill in the blanks to force the students to use the problem solving strategy. Went over first problem explaining how to fill in the blanks. Gave the students until 2:20 to work on it, giving help when students had difficulties.
Handed out rulers and two pennies per group. Explained set up for projectile motion lab. Most students determined that the two pennies hit the ground at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
After that, use a motion detector to measure the speed. Compare with the value you got using the meter stick and stopwatch.
There will be a lab write-up. Go over that next time.
Asked it there were any questions on Act-A-Graph Lab
Quiz on Act-A-Graph
Show problem solving strategy for distance,time,speed problems
Did an example using the problem solving strategy.
Handed out revised worksheet on distance, time, speed problems with fill in the blanks to force the students to use the problem solving strategy. Went over first problem explaining how to fill in the blanks. Gave the students until 2:20 to work on it, giving help when students had difficulties.
Handed out rulers and two pennies per group. Explained set up for projectile motion lab. Most students determined that the two pennies hit the ground at the same time.
Showed diagram on board of ball rolling off a table. As it approached the edge of the table, I showed positions of the ball equal distances apart. This indicates constant speed. Since the ball rolling off falls at the same rate as a ball dropped from the same height, I showed pictures of the two balls falling the same vertical distance in the same times. It turns out that it takes a time t = sqrt( 2 * h/10) for a ball to fall a vertical distance h when dropped. This is the same amount of time it would take even if it had some horizontal speed.
Showed lab set-up with track, launcher and ball. If you launch the ball the same way each time, you should have the same constant speed. Measure a distance of track with a meter stick. Put tape at the the start and end points. Use a stopwatch to measure the time. This will give you the speed.
Multiply this speed by the time in air and you get the horizontal distance the ball travels from the table. The goal is to have it land with a circle of the inside diameter of a roll of tape. You get one try.
After that, use a motion detector to measure the speed. Compare with the value you got using the meter stick and stopwatch.
There will be a lab write-up. Go over that next time.
Thursday, November 13, 2008
Friday, November 14, 2008 - Block 4A
Collect Act-A-Graph Homework
Review Act-A-Graph Lab
Quiz on Act-A-Graph
Show problem solving strategy for distance,time,speed problems
Hand out worksheet on distance,time,speed problems
Have students work on it for 10 minutes - help students in need.
Tried talking about lab and what constant velocity looks like but could not get through to students. Gave up after asking what device you would use to measure distance and could not get an answer. Did not do lab.
Instead had student work on yellow worksheet of problems. Many students refused to follow the problem solving strategy despite my best efforts. Went around room to help students work on problems but many did very little work. I collected the yellow sheet at the end of the period and assigned the white sheet for homework.
What should have been a wonderful lab just did not work out. Bummer.
Constant velocity: What does constant velocity look like?
a) Straight line on distance vs time graph (slope gives speed)
b) Horizontal line on velocity vs time graph
c) If you took snapshot photos at regular increments and joined them all together, there would be equal spacings between the images
d) Strobe photo - again, equal distances in equal times.
e) Ticker timer, equally spaced dots. Closer together, less distance in the same amount of time (moving slower). Farther apart, more distance in the same amount of time (moving faster).
f) If you took a stopwatch and recorded the positions at equal increments of time you would find it moves equal distances.
g) Motion detector - gives straight line
Explain Ball Rolling Off Table Lab.
The horizontal speed doesn't change. Amazingly enough, it takes the same amount of time to fall straight down, as it does if the ball is rolling off the table and has some horizontal speed. The time to fall is given by t = sqrt( 2 * h/9.8). The horizontal distance the ball travels while falling is d = vx * t fall. If you accurately measure the height the ball falls, and the constant speed of the ball, you can predict where the ball will hit the floor. This is the challenge. You get one try.
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Do Lab - one try. Record constant speed. Check with motion detector.
Review Act-A-Graph Lab
Quiz on Act-A-Graph
Show problem solving strategy for distance,time,speed problems
Hand out worksheet on distance,time,speed problems
Have students work on it for 10 minutes - help students in need.
Tried talking about lab and what constant velocity looks like but could not get through to students. Gave up after asking what device you would use to measure distance and could not get an answer. Did not do lab.
Instead had student work on yellow worksheet of problems. Many students refused to follow the problem solving strategy despite my best efforts. Went around room to help students work on problems but many did very little work. I collected the yellow sheet at the end of the period and assigned the white sheet for homework.
What should have been a wonderful lab just did not work out. Bummer.
Constant velocity: What does constant velocity look like?
a) Straight line on distance vs time graph (slope gives speed)
b) Horizontal line on velocity vs time graph
c) If you took snapshot photos at regular increments and joined them all together, there would be equal spacings between the images
d) Strobe photo - again, equal distances in equal times.
e) Ticker timer, equally spaced dots. Closer together, less distance in the same amount of time (moving slower). Farther apart, more distance in the same amount of time (moving faster).
f) If you took a stopwatch and recorded the positions at equal increments of time you would find it moves equal distances.
g) Motion detector - gives straight line
Explain Ball Rolling Off Table Lab.
The horizontal speed doesn't change. Amazingly enough, it takes the same amount of time to fall straight down, as it does if the ball is rolling off the table and has some horizontal speed. The time to fall is given by t = sqrt( 2 * h/9.8). The horizontal distance the ball travels while falling is d = vx * t fall. If you accurately measure the height the ball falls, and the constant speed of the ball, you can predict where the ball will hit the floor. This is the challenge. You get one try.
Lab write-up: Name, Partners, Date
Title - Ball Roll Off Table
Introduction: Explain in words how you measure the speed and how you keep the speed constant from run to run.
Data Table: Make a data table of all data and averages
Calculations: Show your calculation for time it takes the ball to fall. Show the equation, plug in values, show result with units.
Show your calculation for the horizontal distance the ball moves through the air. Show the equation, plug in values, show result with units.
Conclusion: Give the result (did you land within the circle, if not, what went wrong?
Do Lab - one try. Record constant speed. Check with motion detector.
Thursday, November 13, 2008 - Block 4B
Hand back and go over test. Collect tests.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Wednesday, November 12, 2008
Wednesday, November 12, 2008 - Block 4A
Hand back and go over test. Collect tests.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Start Motion:
Motion - You Can't Leave Home Without It.
How far? distance measured in m, cm, miles, AU, light years
How fast? speed measured in cm/s, m/s, mph (any distance divided by any time)
How long (does it take)? time measured in seconds, minutes, years
All related by circle equation: show equation
Show graphs of distance vs time on white board for various situations:
at rest, move away at constant speed, move toward at constant speed, move away speeding up, move toward speeding up, move away slowing down, move toward slowing down.
Show graph of object at rest - horizontal line
Show graph of object moving away at constant speed - diagonal straight line. Suppose it moves 1 m in first second, another meter in another second and so on. Constant speed of 1 m/s. Show graph, find slope. Slope = rise/run = speed. Fast speed = steep slope. Cover same distance in shorter amount of time. Slow speed, low slope, takes longer to cover same distance.
Show graph with three constant speeds, slow, medium, fast. If start out slow, low slope. Then get faster - medium slope. Then get really fast - steep slope. Smooth out curve and you get increasing speed.
Ask students to graph moving towards getting slower and slower. Check graphs.
Do Act-A-Graph Lab
Homework: Act-A-Graph homework sheet.
Saturday, November 8, 2008
Friday, November 7, 2008 - Block 4B
Gave students time to ask questions and do further work on review packet. Very few students used this time productively.
At 1:45 pm, I assigned test seats and students took the test. Most finished quickly.
No homework over 4 day weekend.
At 1:45 pm, I assigned test seats and students took the test. Most finished quickly.
No homework over 4 day weekend.
Thursday, November 6, 2008 - Block 4A
Handed out review packets. Gave students until 2 pm to work on packet either alone or with partner. I was available to answer questions.
At 2 pm, gave assigned seats for test. Students took test. Everyone was able to finish.
At 2 pm, gave assigned seats for test. Students took test. Everyone was able to finish.
Wednesday, November 5, 2008 - Block 4B
Instead of review with me talking at the front, I handed out a review packet. Students could work on the packet and ask questions if they had them.
This seemed to work out much better as a means of review. I could give individual attention to students requesting it.
This seemed to work out much better as a means of review. I could give individual attention to students requesting it.
Tuesday, November 4, 2008 - Block 4A
Reviewed for test.
Listed outline on board. Students copied outline into notes. Went over examples of each topic.
Handed out whiteboards. Students were to give answers to unit conversion questions.
Activity didn't work out very well. Many students just wanted to doodle on white boards.
Listed outline on board. Students copied outline into notes. Went over examples of each topic.
Handed out whiteboards. Students were to give answers to unit conversion questions.
Activity didn't work out very well. Many students just wanted to doodle on white boards.
Monday, November 3, 2008 - Block 4B
Handed out skills checklist. Students filled it out indicating their skill level.
Went over the first page of math skills. Handed out skills check sheet on math operations. Gave students two minutes to complete it.
Went over fractions as part of a circle and how to show division of fractions using a pie example. handed out skills check sheet 2.
Went over more on scientific notation.
Students were engaged for most of the time and the class went well.
Went over the first page of math skills. Handed out skills check sheet on math operations. Gave students two minutes to complete it.
Went over fractions as part of a circle and how to show division of fractions using a pie example. handed out skills check sheet 2.
Went over more on scientific notation.
Students were engaged for most of the time and the class went well.
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