Since Thursday class was such a disaster, I did not repeat it for today's class. Instead, students took out their guided note sheets and copied down the rest of the notes from the overhead. I explained things as we went.
Is mass the same as weight? NO! Mass is the amount of matter. It is a measure of the amount of inertia. Weight is the pull of gravity. An anvil in outer space is weightless, but it still has mass and still has inertia. It still could pack a wallop even though you could balance it on a finger tip.
After I finished, I put out the overheads and gave students the opportunity to copy down anything they had missed while the other students took a short break. During the break I handed out the Newton's 2nd Law worksheet and the supplemental activities for the 2nd Law Worksheet. I asked students to work on them at the same time since the supplemental activities helped them answer the questions for the worksheet.
I also told the students they would have a test on Newton's Laws next Thursday.
At first a couple of students really disrupted the class so I had them gather up their things and do the worksheets by themselves in another classroom. The rest of the class worked really well after those two left.
I collected both sheets at the end of the class.
Friday, December 12, 2008
Monday, December 8, 2008
Thursday, Dec 11, 2008 - Block 4A
Started by giving guided notes for Newton's 3 laws. Went over content objectives for Newton's 2nd Law and 3rd Law.
Explained the lab on rocket balloons. Students were to set up a string track across the room, blow up a balloon, attach pieces of straw to the balloon with Scotch tape, and then launch the balloon.
Students were to run trials with 25 pumps, 20, 15, 10, and 5, measure the distance, and plot distance vs number of pumps.
For part 2 of the lab, students were to repeat the lab, but this time keeping the number of pumps constant but taping pennies to the balloon. Students were to plot the distance vs number of pennies.
I demoed the lab and shot a balloon across the room. Students gathered kits with the string track, balloons, straws, and pennies. After 40 minutes, very few students had made a single successful launch. Students either didn't even try and just socialized, or had difficulties with the set-up. One of the pumps was defective and students seemed more intent on finding out how many pumps would cause the balloon to burst than in doing the lab. I called off the lab, discussed results I thought they might have gotten, and then showed the video on car crashes.
The class did not go well at all. Thought it would be fun but it just didn't work.
Informed students that there would be a test on Newton's Laws Wednesday of next week.
Explained the lab on rocket balloons. Students were to set up a string track across the room, blow up a balloon, attach pieces of straw to the balloon with Scotch tape, and then launch the balloon.
Students were to run trials with 25 pumps, 20, 15, 10, and 5, measure the distance, and plot distance vs number of pumps.
For part 2 of the lab, students were to repeat the lab, but this time keeping the number of pumps constant but taping pennies to the balloon. Students were to plot the distance vs number of pennies.
I demoed the lab and shot a balloon across the room. Students gathered kits with the string track, balloons, straws, and pennies. After 40 minutes, very few students had made a single successful launch. Students either didn't even try and just socialized, or had difficulties with the set-up. One of the pumps was defective and students seemed more intent on finding out how many pumps would cause the balloon to burst than in doing the lab. I called off the lab, discussed results I thought they might have gotten, and then showed the video on car crashes.
The class did not go well at all. Thought it would be fun but it just didn't work.
Informed students that there would be a test on Newton's Laws Wednesday of next week.
Wednesday, Dec 10, 2008 - Block 4B
Handed back and went over any questions on test.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Tuesday, Dec 9, 2008 - Block 4A
Handed back and went over any questions on test.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Handed back reading assignment worksheets on Newton's Laws from Everyday Science Explained.
Go over worksheet.
1. Newton's First Law of Inertia - Law of Inertia.
2. What is meant by inertia?
Demo with railway tie and hammer.
Explain table cloth
Students try table cloth, pennies and quarters, Mr. Potato Head, Eggs
Demo with Intel Man and car.
Monday, Dec 8, 2008 - Block 4B
Students took motion test.
When done, they handed in their test papers and picked up the reading assignment from Everyday Science Explained on Newton's 3 laws. They got books from the back of the classroom.
Students worked on the assignment individually until everyone was done with their tests. After that I allowed them to work quietly with another student.
Reading Assignment sheets were due by the end of the class.
When done, they handed in their test papers and picked up the reading assignment from Everyday Science Explained on Newton's 3 laws. They got books from the back of the classroom.
Students worked on the assignment individually until everyone was done with their tests. After that I allowed them to work quietly with another student.
Reading Assignment sheets were due by the end of the class.
Friday, December 5, 2008
Friday, Dec 5, 2008 - Block 4A
Students took motion test.
When done, they handed in their test papers and picked up the reading assignment from Everyday Science Explained on Newton's 3 laws. They got books from the back of the classroom.
Students worked on the assignment individually until everyone was done with their tests. After that I allowed them to work quietly with another student.
Reading Assignment sheets were due by the end of the class.
When done, they handed in their test papers and picked up the reading assignment from Everyday Science Explained on Newton's 3 laws. They got books from the back of the classroom.
Students worked on the assignment individually until everyone was done with their tests. After that I allowed them to work quietly with another student.
Reading Assignment sheets were due by the end of the class.
Thursday, December 4, 2008
Thursday, Dec 4, 2008 - Block 4B
Handed out Guided Note Packets for Chapter 8. Students copied from overhead through unbalanced forces.
Handed out review packet for test. Gave students most of the rest of the class to work on the packet. At the end of the class, went around class and wrote answers on board.
Test on Monday on motion and momentum.
Handed out review packet for test. Gave students most of the rest of the class to work on the packet. At the end of the class, went around class and wrote answers on board.
Test on Monday on motion and momentum.
Wednesday, December 3, 2008
Wednesday, Dec 3, 2008 - Block 4A
Handed out Guided Note Packets for Chapter 8. Students copied from overhead through unbalanced forces.
Handed out review packet for test. Gave students most of the rest of the class to work on the packet. At the end of the class, went around class and wrote answers on board.
Test on Friday on motion and momentum.
Handed out review packet for test. Gave students most of the rest of the class to work on the packet. At the end of the class, went around class and wrote answers on board.
Test on Friday on motion and momentum.
Tuesday, December 2, 2008
Tuesday, Dec 2, 2008 - Block 4B
Content Objectives
Student will be able to:
Define what is meant by force
Define Impulse
Define Momentum
Explain with examples: Impulse = Change in Momentum
State and define the two main types of collisions
We talked about speed - how fast you are going.
Does direction matter? yes. If you combine speed with direction
Students were able to define force as a push or a pull
Gave examples of balanced forces - no change in motion
If the forces are unbalanced, there is a change in motion
We describe changes in motion by acceleration = rate of change in velocity = change in velocity/time
The acceleration of gravity at the surface of the Earth is about 9.8 m/s/s which we approximate as 10 m/s/s. We found this from the Picket Fence Lab
If you drop an object and it falls for 1 second, what is its speed? 10 m/s
after 2 seconds? 20 m/s
after 5 seconds? 50 m/s
Why does the speed increase? The force acted for a longer period of time.
If you want to really increase the speed of an object, you apply the biggest force for the longest time.
Force * Time = Impulse It is a measure of how you change an objects motion.
If I throw a tennis ball at you, it is easy to catch. It is easy to stop it.
If I throw a bowling ball, it is much harder to stop. It has something more because of its mass. For the same speed, it is easier to stop the object with the smaller mass.
However, would you rather stop a bowling ball I throw to you or a bullet fired from a gun? In this case, even though it has less mass, the bullet has something more because of its speed. There are two things involved, mass and speed. In addition, direction matters. It does make a difference if the gun is aimed at you or away from you. Instead of speed, we use velocity.
Momentum = mass * velocity It is a measure of how hard it is to stop. A sports team on a winning streak has a lot of momentum - hard to stop. When you catch a bowling ball, you make the sound, "ooomph". This is the technical term. When you see a really massive object, you say, "OOO that's really massive". The "mph" is how fast you are going.
Impulse = change in momentum
Force * time = m vf - m vi
For the same change in momentum, you can have very different forces depending on the time of collision. Several examples: jumping into a net or sidewalk, catching a baseball, stopping an egg.
Went outside and did egg toss lab with sheet. Later tossed between partners.
There are two main types of collisions, elastic - things bounce, inelastic - things stick. Demonstrate with air track.
Show elastic collisions with Newton's Cradle.
What will happen when objects of different masses collide elastically. Demonstrate golf ball hitting bowling ball, bowling ball hitting golf ball. Both coming together. Competition with bowling ball and golf ball.
Test on Monday next week on motion and momentum.
Student will be able to:
Define what is meant by force
Define Impulse
Define Momentum
Explain with examples: Impulse = Change in Momentum
State and define the two main types of collisions
We talked about speed - how fast you are going.
Does direction matter? yes. If you combine speed with direction
Students were able to define force as a push or a pull
Gave examples of balanced forces - no change in motion
If the forces are unbalanced, there is a change in motion
We describe changes in motion by acceleration = rate of change in velocity = change in velocity/time
The acceleration of gravity at the surface of the Earth is about 9.8 m/s/s which we approximate as 10 m/s/s. We found this from the Picket Fence Lab
If you drop an object and it falls for 1 second, what is its speed? 10 m/s
after 2 seconds? 20 m/s
after 5 seconds? 50 m/s
Why does the speed increase? The force acted for a longer period of time.
If you want to really increase the speed of an object, you apply the biggest force for the longest time.
Force * Time = Impulse It is a measure of how you change an objects motion.
If I throw a tennis ball at you, it is easy to catch. It is easy to stop it.
If I throw a bowling ball, it is much harder to stop. It has something more because of its mass. For the same speed, it is easier to stop the object with the smaller mass.
However, would you rather stop a bowling ball I throw to you or a bullet fired from a gun? In this case, even though it has less mass, the bullet has something more because of its speed. There are two things involved, mass and speed. In addition, direction matters. It does make a difference if the gun is aimed at you or away from you. Instead of speed, we use velocity.
Momentum = mass * velocity It is a measure of how hard it is to stop. A sports team on a winning streak has a lot of momentum - hard to stop. When you catch a bowling ball, you make the sound, "ooomph". This is the technical term. When you see a really massive object, you say, "OOO that's really massive". The "mph" is how fast you are going.
Impulse = change in momentum
Force * time = m vf - m vi
For the same change in momentum, you can have very different forces depending on the time of collision. Several examples: jumping into a net or sidewalk, catching a baseball, stopping an egg.
Went outside and did egg toss lab with sheet. Later tossed between partners.
There are two main types of collisions, elastic - things bounce, inelastic - things stick. Demonstrate with air track.
Show elastic collisions with Newton's Cradle.
What will happen when objects of different masses collide elastically. Demonstrate golf ball hitting bowling ball, bowling ball hitting golf ball. Both coming together. Competition with bowling ball and golf ball.
Test on Monday next week on motion and momentum.
Wednesday, Nov 26, 2008 - Block 4A
Content Objectives
Student will be able to:
Define what is meant by force
Define Impulse
Define Momentum
Explain with examples: Impulse = Change in Momentum
State and define the two main types of collisions
We talked about speed - how fast you are going.
Does direction matter? yes. If you combine speed with direction
Students were able to define force as a push or a pull
Gave examples of balanced forces - no change in motion
If the forces are unbalanced, there is a change in motion
We describe changes in motion by acceleration = rate of change in velocity = change in velocity/time
The acceleration of gravity at the surface of the Earth is about 9.8 m/s/s which we approximate as 10 m/s/s. We found this from the Picket Fence Lab
If you drop an object and it falls for 1 second, what is its speed? 10 m/s
after 2 seconds? 20 m/s
after 5 seconds? 50 m/s
Why does the speed increase? The force acted for a longer period of time.
If you want to really increase the speed of an object, you apply the biggest force for the longest time.
Force * Time = Impulse It is a measure of how you change an objects motion.
If I throw a tennis ball at you, it is easy to catch. It is easy to stop it.
If I throw a bowling ball, it is much harder to stop. It has something more because of its mass. For the same speed, it is easier to stop the object with the smaller mass.
However, would you rather stop a bowling ball I throw to you or a bullet fired from a gun? In this case, even though it has less mass, the bullet has something more because of its speed. There are two things involved, mass and speed. In addition, direction matters. It does make a difference if the gun is aimed at you or away from you. Instead of speed, we use velocity.
Momentum = mass * velocity It is a measure of how hard it is to stop. A sports team on a winning streak has a lot of momentum - hard to stop. When you catch a bowling ball, you make the sound, "ooomph". This is the technical term. When you see a really massive object, you say, "OOO that's really massive". The "mph" is how fast you are going.
Impulse = change in momentum
Force * time = m vf - m vi
For the same change in momentum, you can have very different forces depending on the time of collision. Several examples: jumping into a net or sidewalk, catching a baseball, stopping an egg.
Went outside and did egg toss lab with sheet. Later tossed between partners.
Lindsey had quite a collision with the egg.
There are two main types of collisions, elastic - things bounce, inelastic - things stick. Demonstrate with air track.
Show elastic collisions with Newton's Cradle.
What will happen when objects of different masses collide elastically. Demonstrate golf ball hitting bowling ball, bowling ball hitting golf ball. Both coming together. Competition with bowling ball and golf ball.
Test on Friday on motion and momentum.
Student will be able to:
Define what is meant by force
Define Impulse
Define Momentum
Explain with examples: Impulse = Change in Momentum
State and define the two main types of collisions
We talked about speed - how fast you are going.
Does direction matter? yes. If you combine speed with direction
Students were able to define force as a push or a pull
Gave examples of balanced forces - no change in motion
If the forces are unbalanced, there is a change in motion
We describe changes in motion by acceleration = rate of change in velocity = change in velocity/time
The acceleration of gravity at the surface of the Earth is about 9.8 m/s/s which we approximate as 10 m/s/s. We found this from the Picket Fence Lab
If you drop an object and it falls for 1 second, what is its speed? 10 m/s
after 2 seconds? 20 m/s
after 5 seconds? 50 m/s
Why does the speed increase? The force acted for a longer period of time.
If you want to really increase the speed of an object, you apply the biggest force for the longest time.
Force * Time = Impulse It is a measure of how you change an objects motion.
If I throw a tennis ball at you, it is easy to catch. It is easy to stop it.
If I throw a bowling ball, it is much harder to stop. It has something more because of its mass. For the same speed, it is easier to stop the object with the smaller mass.
However, would you rather stop a bowling ball I throw to you or a bullet fired from a gun? In this case, even though it has less mass, the bullet has something more because of its speed. There are two things involved, mass and speed. In addition, direction matters. It does make a difference if the gun is aimed at you or away from you. Instead of speed, we use velocity.
Momentum = mass * velocity It is a measure of how hard it is to stop. A sports team on a winning streak has a lot of momentum - hard to stop. When you catch a bowling ball, you make the sound, "ooomph". This is the technical term. When you see a really massive object, you say, "OOO that's really massive". The "mph" is how fast you are going.
Impulse = change in momentum
Force * time = m vf - m vi
For the same change in momentum, you can have very different forces depending on the time of collision. Several examples: jumping into a net or sidewalk, catching a baseball, stopping an egg.
Went outside and did egg toss lab with sheet. Later tossed between partners.
Lindsey had quite a collision with the egg.
There are two main types of collisions, elastic - things bounce, inelastic - things stick. Demonstrate with air track.
Show elastic collisions with Newton's Cradle.
What will happen when objects of different masses collide elastically. Demonstrate golf ball hitting bowling ball, bowling ball hitting golf ball. Both coming together. Competition with bowling ball and golf ball.
Test on Friday on motion and momentum.
Subscribe to:
Comments (Atom)