Monday, October 25, 2010
Wednesday, Nov 3, 2010
New Seating Chart
Collected review packets. Kayleen graded them. Handed them back.
HW Fix errors and hand in tomorrow.
Quiz on Ch 8 vocab
Quiz on Electromagnetic Spectrum
Students wrote out last two pages of guided notes
Energy Cards - Got through sources
Homework - finish packet, look at Quia for review and Energy Cards.
Collected review packets. Kayleen graded them. Handed them back.
HW Fix errors and hand in tomorrow.
Quiz on Ch 8 vocab
Quiz on Electromagnetic Spectrum
Students wrote out last two pages of guided notes
Energy Cards - Got through sources
Homework - finish packet, look at Quia for review and Energy Cards.
Tuesday, Nov 2, 2010
Answered questions on my packet
I will collect them tomorrow
Started discussion of energy
Types of energy
Energy makes things happen
Went over electromagnetic spectrum
Demo with remote and cell phone camera
Identified 10 types of energy used in the Energy Cards
Showed 20 minutes of How Things Go video
I will collect them tomorrow
Started discussion of energy
Types of energy
Energy makes things happen
Went over electromagnetic spectrum
Demo with remote and cell phone camera
Identified 10 types of energy used in the Energy Cards
Showed 20 minutes of How Things Go video
Monday, Nov 1, 2010
Went over first three pages of Chapter 8 guided notes
Handed out flashcards for vocab and ideas
Showed Newton's 3rd Law demo on Vernier and went over 3rd Law Recipe
Handed out my review packet on chapter 8. Students worked on it for the rest of the period.
Handed out flashcards for vocab and ideas
Showed Newton's 3rd Law demo on Vernier and went over 3rd Law Recipe
Handed out my review packet on chapter 8. Students worked on it for the rest of the period.
Friday, Oct 29, 2010
Quiz on vocabulary, net forces, how fast and how far, and momentum and impulse.
Review impulse, momentum, impulse = change in momentum, refer to demos.
Conservation of momentum.
Collisions
Elastic - things bounce
Inelastic - things stick
Air cart demo
Newton's Cradle
Bowling ball and pins demo
Bowling ball and golf ball competition.
Smoke ring cannon
Review impulse, momentum, impulse = change in momentum, refer to demos.
Conservation of momentum.
Collisions
Elastic - things bounce
Inelastic - things stick
Air cart demo
Newton's Cradle
Bowling ball and pins demo
Bowling ball and golf ball competition.
Smoke ring cannon
Thursday, Oct 28, 2010
Handed back Ball and Ramp Labs
Handed back Act-A-Graph Lab
Handed back Act-A-Graph homework sheets
Reviewed Ball and Ramp Lab
When an object rolls, it picks up speed. It "alters" its motion - it accelerates.
Reviewed the graph
We saw the same graph when we did the Picket Fence demo
Distance vs Time graph showed the object gained speed as it fell.
The velocity vs time graph was a straight line showing that it picked up speed at a constant rate. We measured that rate to be 9.6-9.7 m/s/s. The accepted value is about 9.8 m/s/s. We will round that off to 10 m/s/s
Went over how to calculate:
How fast?
How far?
for an object dropped from rest.
Did several examples going around room.
Put recipe on board.
As an object falls, it picks up speed. The longer it falls, the greater the speed. To get something changing its speed, you apply a force. The longer you apply the force, the greater the change in speed.
To get the greatest change in speed, you apply the largest force for the longest time.
Impulse = Net force * time
You change the motion by applying an impulse.
When you pulled out the tablecloth, the force was too small and acted for too short a time to move the table setting. The impulse was too small.
Gave example of calculating impulse: Fnet = 10 N, t = 2 sec, impulse = 20 Ns
A bowling ball and tennis ball will fall at the same rate if air resistance is negligible...so, are they just as easy to stop. NO!! The bowling ball has something more.
Tossed bowling ball to student who caught it and said, "ooomph". The bowling ball has more ooomph because it has more mass. But...you would rather stop a massive bowling ball than stop a light bullet. The bullet also has a lot of ooomph because it has a lot of speed.
Another name for ooomph is momentum.
ooomph = momentum = mass * velocity = p
The symbol for momentum is p (get from ooomph)
Gave an example of calculating momentum: mass = 3 kg, v = 4 m/s, p=12 kg m/s
The equation that relates the two is:
Impulse = change in momentum
Fnet * t = m*vf - m*vi
For the same change in momentum, you can have a large force acting for a short time or a small force acting for a long time.
Applied this idea to jumping out of a burning building into a net, landing while flexing your knees, catching a baseball, crumple zone of car.
Did egg toss lab even though it was sprinkling outside.
Came in and did marshmallow demo. Longer barrel allows force to act for longer time giving more impulse and more speed.
Handed back Act-A-Graph Lab
Handed back Act-A-Graph homework sheets
Reviewed Ball and Ramp Lab
When an object rolls, it picks up speed. It "alters" its motion - it accelerates.
Reviewed the graph
We saw the same graph when we did the Picket Fence demo
Distance vs Time graph showed the object gained speed as it fell.
The velocity vs time graph was a straight line showing that it picked up speed at a constant rate. We measured that rate to be 9.6-9.7 m/s/s. The accepted value is about 9.8 m/s/s. We will round that off to 10 m/s/s
Went over how to calculate:
How fast?
How far?
for an object dropped from rest.
Did several examples going around room.
Put recipe on board.
As an object falls, it picks up speed. The longer it falls, the greater the speed. To get something changing its speed, you apply a force. The longer you apply the force, the greater the change in speed.
To get the greatest change in speed, you apply the largest force for the longest time.
Impulse = Net force * time
You change the motion by applying an impulse.
When you pulled out the tablecloth, the force was too small and acted for too short a time to move the table setting. The impulse was too small.
Gave example of calculating impulse: Fnet = 10 N, t = 2 sec, impulse = 20 Ns
A bowling ball and tennis ball will fall at the same rate if air resistance is negligible...so, are they just as easy to stop. NO!! The bowling ball has something more.
Tossed bowling ball to student who caught it and said, "ooomph". The bowling ball has more ooomph because it has more mass. But...you would rather stop a massive bowling ball than stop a light bullet. The bullet also has a lot of ooomph because it has a lot of speed.
Another name for ooomph is momentum.
ooomph = momentum = mass * velocity = p
The symbol for momentum is p (get from ooomph)
Gave an example of calculating momentum: mass = 3 kg, v = 4 m/s, p=12 kg m/s
The equation that relates the two is:
Impulse = change in momentum
Fnet * t = m*vf - m*vi
For the same change in momentum, you can have a large force acting for a short time or a small force acting for a long time.
Applied this idea to jumping out of a burning building into a net, landing while flexing your knees, catching a baseball, crumple zone of car.
Did egg toss lab even though it was sprinkling outside.
Came in and did marshmallow demo. Longer barrel allows force to act for longer time giving more impulse and more speed.
Wednesday, Oct 27, 2010
Practice Quiz on vocab and adding forces
Red Ribbon Video
Ball and Ramp Lab - due at end of class
Red Ribbon Video
Ball and Ramp Lab - due at end of class
Tuesday, Oct 26, 2010
Review what students told parents about inertia mini-labs
Review inertia mini lab results
Newton's First Law of Motion: An object at rest will stay at rest and an object in motion will continue moving in a straight line with constant speed unless acted on by an outside net force.
Net force - direction matters so we can't just add forces up as numbers, we have to consider direction. Quantities with both a how much and a which way are called vectors.
Free-body Diagrams: pictures showing only the FORCES that act ON an object
Adding Forces
If Fnet = 0, object is in equilibrium. Object at rest will stay at rest, object in motion will continue moving in a straight line with constant speed.
If Fnet not equal to zero, the object will change its motion, alteration of motion, called acceleration. Velocity is how fast and in what direction. You can change velocity by changing speed, direction, or both.
Acceleration = change in velocity/time
acceleration is a very difficult topic since it is the rate of a rate. Students often confuse velocity and acceleration, and often get the units mixed up. Example with money. Accelerations are caused by forces. As long as the net force acts, the object will accelerate, even if it is momentarily at rest.
Demo of Picket Fence Lab. Got acceleration of gravity to be about 10 m/s/s
Stopped class early - forgot it was an access schedule.
We have previously dealt with graphs of distance vs time. Often it is more useful to deal with velocity vs time graphs, especially when dealing with objects that are accelerating.
Compare the two graphs:
Object at rest
Object moving with constant speed
Object moving with changing speed
Example: throw an object up into the air.
You can "feel" acceleration due to inertia. (speeding up, slowing down, changing direction. Examples with car, as previously shown with Carly.
Review inertia mini lab results
Newton's First Law of Motion: An object at rest will stay at rest and an object in motion will continue moving in a straight line with constant speed unless acted on by an outside net force.
Net force - direction matters so we can't just add forces up as numbers, we have to consider direction. Quantities with both a how much and a which way are called vectors.
Free-body Diagrams: pictures showing only the FORCES that act ON an object
Adding Forces
If Fnet = 0, object is in equilibrium. Object at rest will stay at rest, object in motion will continue moving in a straight line with constant speed.
If Fnet not equal to zero, the object will change its motion, alteration of motion, called acceleration. Velocity is how fast and in what direction. You can change velocity by changing speed, direction, or both.
Acceleration = change in velocity/time
acceleration is a very difficult topic since it is the rate of a rate. Students often confuse velocity and acceleration, and often get the units mixed up. Example with money. Accelerations are caused by forces. As long as the net force acts, the object will accelerate, even if it is momentarily at rest.
Demo of Picket Fence Lab. Got acceleration of gravity to be about 10 m/s/s
Stopped class early - forgot it was an access schedule.
We have previously dealt with graphs of distance vs time. Often it is more useful to deal with velocity vs time graphs, especially when dealing with objects that are accelerating.
Compare the two graphs:
Object at rest
Object moving with constant speed
Object moving with changing speed
Example: throw an object up into the air.
You can "feel" acceleration due to inertia. (speeding up, slowing down, changing direction. Examples with car, as previously shown with Carly.
Monday, Oct 25, 2010
Review of Motion and Forces
Rate = quantity/time
Example of making money
Amount = rate * time
Rate = amount/time
Motion:
Rate=speed=distance/time
Amount = distance = rate* time => distance = speed * time
Worksheet on Problem Solving Strategy for distance, speed, time problems
Identify unknown:
How fast? speed
How far? distance
How long? time
Act-A-Graph Lab
Motion Plots, distance vs time
Constant speed gives a straight line on graph
Get speed from slope - the steeper the slope, the faster the speed
If the line is curved, look at the slope to see if it is increasing or decreasing in speed
Inertia
Ballistic Cart Demo review
Ball kept the same horizontal speed as the cart because no force acted on the ball to change its horizontal speed
Inertia: Tendency of an object to maintain its state of motion
Bill Nye: Inertia is a property of matter
Newton's 1st Law of Motion: An object at rest will stay at rest and an object in motion will continue moving in a straight line with constant speed unless acted on by an outside net force.
Jeep Rubicon and Intel Bunny Man demos
Car safety features
Railway track demo
Inertia mini-labs
Students write up egg demo in notebooks.
Rate = quantity/time
Example of making money
Amount = rate * time
Rate = amount/time
Motion:
Rate=speed=distance/time
Amount = distance = rate* time => distance = speed * time
Worksheet on Problem Solving Strategy for distance, speed, time problems
Identify unknown:
How fast? speed
How far? distance
How long? time
Act-A-Graph Lab
Motion Plots, distance vs time
Constant speed gives a straight line on graph
Get speed from slope - the steeper the slope, the faster the speed
If the line is curved, look at the slope to see if it is increasing or decreasing in speed
Inertia
Ballistic Cart Demo review
Ball kept the same horizontal speed as the cart because no force acted on the ball to change its horizontal speed
Inertia: Tendency of an object to maintain its state of motion
Bill Nye: Inertia is a property of matter
Newton's 1st Law of Motion: An object at rest will stay at rest and an object in motion will continue moving in a straight line with constant speed unless acted on by an outside net force.
Jeep Rubicon and Intel Bunny Man demos
Car safety features
Railway track demo
Inertia mini-labs
Students write up egg demo in notebooks.
Wednesday, October 6, 2010
Wednesday, Oct 6, 2010
Didn't think students were ready for test tomorrow. Postponed test until either Tuesday or Wednesday of next week.
Handed back worksheet on reading a graduated cylinder.
Went over it so all students could see what the answers were.
Handed out two more worksheets on reading graduated cylinders.
Students worked on them and checked answers until they got them all correct.
Had four graduated cylinders with water in them. Students read the volumes and recorded them on the back on one of their worksheets.
Went over how to find volume of a rectangular solid by Volume = Length * Width * Height
Demonstrated how to find the volume using the displacement method using a displacement can.
Put data table on board and had students copy it into their notes.
Students found the volume of the block using both methods and recorded the data in their notebooks.
Students also measured the volume of a cylindrical block by finding how much water was displaced in a graduated cylinder.
I polled the students and they all said they finished all the labs.
Handed out Math and Science Skills Sheet 6 on measuring mass and volume.
Handed out practice test for Measurement test.
Handed back worksheet on reading a graduated cylinder.
Went over it so all students could see what the answers were.
Handed out two more worksheets on reading graduated cylinders.
Students worked on them and checked answers until they got them all correct.
Had four graduated cylinders with water in them. Students read the volumes and recorded them on the back on one of their worksheets.
Went over how to find volume of a rectangular solid by Volume = Length * Width * Height
Demonstrated how to find the volume using the displacement method using a displacement can.
Put data table on board and had students copy it into their notes.
Students found the volume of the block using both methods and recorded the data in their notebooks.
Students also measured the volume of a cylindrical block by finding how much water was displaced in a graduated cylinder.
I polled the students and they all said they finished all the labs.
Handed out Math and Science Skills Sheet 6 on measuring mass and volume.
Handed out practice test for Measurement test.
Tuesday, Oct 5, 2010
Showed students a graduated cylinder (used to accurately measure liquid volumes), a pipette (used to add liquid drop by drop).
Handed out worksheet on measuring using a graduated cylinder. Most students finished it in class and handed it in.
Handed out worksheet on measuring using a graduated cylinder. Most students finished it in class and handed it in.
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