Students did the pulley lab and looney tunes lab.
Both labs are due on Tuesday, Dec 16.
Test on Thursday, Dec 18.
Friday, Dec 19 - Physics poems/songs
On Friday, I collected RA 6.3.
Friday, December 12, 2008
Wednesday, December 10, 2008
Wednesday, Dec 10, 2008 - Blocks 1 and 3
Handed back and went over RA 6.1, RA 6.2
Wrote energy balance for pushing on block with friction and solved for final velocity. Solved the equation using acceleration to get the same answer.
Showed technique of inserting the coefficient into the KE or PE terms to calculate the new KE or new PE. Very powerful and useful technique. (Ex. What happens to the stopping distance of a car if you double the speed and double the mass?
KE old = 1/2 * m*v^2
KE new = 1/2 (2m) * (2v)^2 = 8 * 1/2 * m * v^2
Brought out swinging ball device and showed that situations that still obey conservation of momentum do not happen because they do not conserve energy.
Went over several energy balance equation situations.
Two balls coming together and stopping in inelastic collision. (Used steel balls to show energy is converted into heat that burns a hole through the paper.)
Roller Coaster Lab.
Car going up hill with friction.
Dropping a ball with no air resistance. How fast?
Looney Tunes Lab: At bottom, at half-way point, at 3/4 point down
Handed out RA 6.3 (due Friday)
Handed out CD 6.1, CD 6.2 due for last time next Wednesday.
Test on energy on Thursday of next week.
Friday: Physics poems and songs. Write an original poem or song and present it to the class.
Wrote energy balance for pushing on block with friction and solved for final velocity. Solved the equation using acceleration to get the same answer.
Showed technique of inserting the coefficient into the KE or PE terms to calculate the new KE or new PE. Very powerful and useful technique. (Ex. What happens to the stopping distance of a car if you double the speed and double the mass?
KE old = 1/2 * m*v^2
KE new = 1/2 (2m) * (2v)^2 = 8 * 1/2 * m * v^2
Brought out swinging ball device and showed that situations that still obey conservation of momentum do not happen because they do not conserve energy.
Went over several energy balance equation situations.
Two balls coming together and stopping in inelastic collision. (Used steel balls to show energy is converted into heat that burns a hole through the paper.)
Roller Coaster Lab.
Car going up hill with friction.
Dropping a ball with no air resistance. How fast?
Looney Tunes Lab: At bottom, at half-way point, at 3/4 point down
Handed out RA 6.3 (due Friday)
Handed out CD 6.1, CD 6.2 due for last time next Wednesday.
Test on energy on Thursday of next week.
Friday: Physics poems and songs. Write an original poem or song and present it to the class.
Tuesday, Dec 9, 2008 - Blocks 1 and 3
Collected RA 6.2
Talked about energy balance equations. Introduced Roller Coaster Lab.
Students did Roller Coaster Lab.
Write-up due on Thursday.
Talked about energy balance equations. Introduced Roller Coaster Lab.
Students did Roller Coaster Lab.
Write-up due on Thursday.
Monday, December 8, 2008
Monday, Dec 8, 2008 - Blocks 1 and 3
Collected RA 6.1
Handed back and went over Momentum Test
Collected tests.
Started energy
Walking on beach you find a magic lamp of physics.
Feynman's Block example
Places energy can hide - for this unit, GPE = m g h, KE = 1/2 m v^2, Elastic PE = 1/2 k x^2, work = F * d where F is the component of force in the direction of motion.
Showed that if the Earth went around the Sun in a circular orbit, the Sun would not do work on the Earth. If the orbit is elliptical, when moving towards the Sun, there is a component of force along the direction of motion so the Sun does work on the Earth and the Earth speeds up. When moving away, there is a component of force opposite the direction of motion so the Earth slows down.
Showed again the work done in pulling a block if the force is parallel to the surface and if the force is at an angle. For friction, the force is opposite the direction of motion so the friction force takes away energy in the form of heat.
Introduced Energy Balance Equation.
Did example of lifting a 10 kg mass. First at 120 N for 2 seconds, then at 100 N for 4 seconds and then at 60 N for 1 sec to slow it down. Drew force vs time graph. Showed applied force, weight, and net force. Since net impulse is zero, there is no change in momentum and the block comes to rest. Calculated the work done and showed that it was equal to the change in gravitational potential energy.
Main idea: If you lift an object, the work you do is equal to the increase in gravitational potential energy.
Handed out RA 6.2 and allowed students to work on it for tomorrow.
Handed back and went over Momentum Test
Collected tests.
Started energy
Walking on beach you find a magic lamp of physics.
Feynman's Block example
Places energy can hide - for this unit, GPE = m g h, KE = 1/2 m v^2, Elastic PE = 1/2 k x^2, work = F * d where F is the component of force in the direction of motion.
Showed that if the Earth went around the Sun in a circular orbit, the Sun would not do work on the Earth. If the orbit is elliptical, when moving towards the Sun, there is a component of force along the direction of motion so the Sun does work on the Earth and the Earth speeds up. When moving away, there is a component of force opposite the direction of motion so the Earth slows down.
Showed again the work done in pulling a block if the force is parallel to the surface and if the force is at an angle. For friction, the force is opposite the direction of motion so the friction force takes away energy in the form of heat.
Introduced Energy Balance Equation.
Did example of lifting a 10 kg mass. First at 120 N for 2 seconds, then at 100 N for 4 seconds and then at 60 N for 1 sec to slow it down. Drew force vs time graph. Showed applied force, weight, and net force. Since net impulse is zero, there is no change in momentum and the block comes to rest. Calculated the work done and showed that it was equal to the change in gravitational potential energy.
Main idea: If you lift an object, the work you do is equal to the increase in gravitational potential energy.
Handed out RA 6.2 and allowed students to work on it for tomorrow.
Friday, December 5, 2008
Friday, Dec 5, 2008 - Blocks 1 and 3
Impulse and Momentum test.
Students picked up RA 6.1 due Monday.
Students picked up RA 6.1 due Monday.
Thursday, December 4, 2008
Thursday, Dec 4, 2008 - Blocks 1 and 3
Block 1 - Handed back and went over momentum quiz
Gave students time to check end of chapter answers with members of other numbers.
Went over end of chapter exercises and problems
Went over problems from Momentum Problem worksheet.
Discussed format of test. No equations given. No really long problems.
Handed out optional worksheet on momentum
Test tomorrow
Gave students time to check end of chapter answers with members of other numbers.
Went over end of chapter exercises and problems
Went over problems from Momentum Problem worksheet.
Discussed format of test. No equations given. No really long problems.
Handed out optional worksheet on momentum
Test tomorrow
Wednesday, December 3, 2008
Wednesday, Dec 3, 2008 - Blocks 1 and 3
On RA 5.3 went over questions dealing with conservation of momentum in elastic and inelastic collisions. Momentum is conserved in BOTH types of collisions as long as there is NO net external force.
Went over definition of Conservation of Momentum. In the case of a falling object, it doesn't apply since there is an external force.
Did problem of inelastic collision in 2-D
Answered questions from homework problem set.
Gave momentum quiz
Showed part of Hewitt video on momentum dealing with boxing.
Students counted off by 4 and did assigned exercises and problems from end of chapter.
Tomorrow is the last day to hand in CD ch 5.
Went over definition of Conservation of Momentum. In the case of a falling object, it doesn't apply since there is an external force.
Did problem of inelastic collision in 2-D
Answered questions from homework problem set.
Gave momentum quiz
Showed part of Hewitt video on momentum dealing with boxing.
Students counted off by 4 and did assigned exercises and problems from end of chapter.
Tomorrow is the last day to hand in CD ch 5.
Tuesday, December 2, 2008
Tuesday, Dec 2, 2008 - Blocks 1 and 3
Handed back RA 5.3, Collisions Lab
Reviewed last class - elastic collisions
Elastic and inelastic collisions with multiple blocks.
In block 1 showed models of elastic collisions: slingshot effect, supernova
Demo of ballistic pendulum. Worked out problem to find initial speed of bullet.
Handed out problem sheets on momentum.
Quiz tomorrow on momentum.
Test on Friday, no equations given.
Reviewed last class - elastic collisions
Elastic and inelastic collisions with multiple blocks.
In block 1 showed models of elastic collisions: slingshot effect, supernova
Demo of ballistic pendulum. Worked out problem to find initial speed of bullet.
Handed out problem sheets on momentum.
Quiz tomorrow on momentum.
Test on Friday, no equations given.
Wednesday, Nov 26, 2008 Blocks 1 and 3
Handed back RA 5.2, Inelastic Collision worksheet
Collected RA 5.3
Reviewed collisions.
Collisions Lab
Bowling ball and golf ball competition.
In block 3 also showed models of elastic collisions - slingshot effect, supernova
Collected RA 5.3
Reviewed collisions.
Collisions Lab
Bowling ball and golf ball competition.
In block 3 also showed models of elastic collisions - slingshot effect, supernova
Tuesday, November 25, 2008
Tuesday, November 25, 2008 - Blocks 1 and 3
Collected RA 5.2
Went around the room and asked what they learned from yesterday's class.
Handed back and quickly went over RA 5.1
Demo with blowpipes and marshmallows to show that longer cannons impart more impulse (same force, longer time) than short cannons.
Skare's demo with happy and sad balls knocking down block.
Conservation of momentum: If there is no net external force acting on a system then there is no change in momentum of the system.
It does not apply in all cases (such as falling object as system) but it has never been shown to fail.
Applied Conservation of Momentum to collisions:
Two basic types of collisions
1. Inelastic collisions: things stick
2. Elastic collisions: things bounce
If there is no net external force, momentum is conserved in both types of collisions.
Worked problem of inelastic collision on board.
Demo of inelastic and elastic collisions with air track.
Handed out Inelastic Collisions worksheet. Students worked on it in class and handed it in.
Handed out CD chpt 5 due for the last time next Wed. It asks for pictures, if you don't draw them then I will return the paper.
Handed out RA 5.3 due tomorrow.
Went around the room and asked what they learned from yesterday's class.
Handed back and quickly went over RA 5.1
Demo with blowpipes and marshmallows to show that longer cannons impart more impulse (same force, longer time) than short cannons.
Skare's demo with happy and sad balls knocking down block.
Conservation of momentum: If there is no net external force acting on a system then there is no change in momentum of the system.
It does not apply in all cases (such as falling object as system) but it has never been shown to fail.
Applied Conservation of Momentum to collisions:
Two basic types of collisions
1. Inelastic collisions: things stick
2. Elastic collisions: things bounce
If there is no net external force, momentum is conserved in both types of collisions.
Worked problem of inelastic collision on board.
Demo of inelastic and elastic collisions with air track.
Handed out Inelastic Collisions worksheet. Students worked on it in class and handed it in.
Handed out CD chpt 5 due for the last time next Wed. It asks for pictures, if you don't draw them then I will return the paper.
Handed out RA 5.3 due tomorrow.
Monday, November 24, 2008 - Blocks 1 and 3
Did not hand back Newton's Laws Test. Sub allowed students to go away and come back during lunch and/or after school to finish - something I never allow to happen.
Collected RA 5.1
Introduction to impulse and momentum lesson
Impulse = Fnet*time
Units of impulse = N s
Momentum = mass * velocity = inertia in motion = ooomph
Units of momentum = kg m/s
Derived Impulse = Change in momentum
Several examples of F*t for same change in momentum
Egg toss lab
Force plate demo - flex knees, lock knees
Bouncing gives greater impulse since there is a greater change in momentum. We know nothing about the force unless we know something about the time.
Handed out RA 5.2 due tomorrow - students had some time in class to work on it.
Collected RA 5.1
Introduction to impulse and momentum lesson
Impulse = Fnet*time
Units of impulse = N s
Momentum = mass * velocity = inertia in motion = ooomph
Units of momentum = kg m/s
Derived Impulse = Change in momentum
Several examples of F*t for same change in momentum
Egg toss lab
Force plate demo - flex knees, lock knees
Bouncing gives greater impulse since there is a greater change in momentum. We know nothing about the force unless we know something about the time.
Handed out RA 5.2 due tomorrow - students had some time in class to work on it.
Thursday, November 13, 2008
Friday, November 21, 2008 - Blocks 1 and 3
Went to science teachers' conference downtown.
Sub gave out test on Newton's 2nd and 3rd laws.
Students picked up RA 5.1 (IB) due Monday
Sub gave out test on Newton's 2nd and 3rd laws.
Students picked up RA 5.1 (IB) due Monday
Thursday, November 20, 2008 - Blocks 1 and 3
Collect RA 6.1 for the last time.
Answer any questions on end of chapter exercises and problems.
Discuss problems 2 and 4 on the front side of the Applying Newton's laws problem sheet.
Finish review for test on Friday.
Answer any questions on end of chapter exercises and problems.
Discuss problems 2 and 4 on the front side of the Applying Newton's laws problem sheet.
Finish review for test on Friday.
Wednesday, November 19, 2008 - Blocks 1 and 3
Students had lots of difficulty with the homework problems, mostly because they refused to follow the problem solving strategy and tried to take shortcuts but omitting steps.
I asked the students to work BY THEMSELVES on the problems and to raise their hands if they needed help. I really wanted the students to solve the problems by themselves and not just rely on my showing them how to do them or relying on one of their neighbors.
It took the entire period for them to complete the problem set so we did not have time to move on to the rest of the lesson. I assigned the end of the chapter questions and exercises for homework. Tomorrow I will go over any questions on those problems, look at problems 2 and 4 on the front side of the Applying Newton's Laws problem sheet and finish the review for the test on Friday.
Asked students to do end of chapter questions, chapter 4 for homework: Ex 17, 18, 19, 20, 24, 25, 26, 30, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 44, 48, 49, Prob 8
I asked the students to work BY THEMSELVES on the problems and to raise their hands if they needed help. I really wanted the students to solve the problems by themselves and not just rely on my showing them how to do them or relying on one of their neighbors.
It took the entire period for them to complete the problem set so we did not have time to move on to the rest of the lesson. I assigned the end of the chapter questions and exercises for homework. Tomorrow I will go over any questions on those problems, look at problems 2 and 4 on the front side of the Applying Newton's Laws problem sheet and finish the review for the test on Friday.
Asked students to do end of chapter questions, chapter 4 for homework: Ex 17, 18, 19, 20, 24, 25, 26, 30, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 44, 48, 49, Prob 8
Tuesday, November 18, 2008 - Blocks 1 and 3
Stamped and then went over RA 4.5, particularly the kicking football problem.
Handed back RA 4.4
Handed back homework problems 3,8,9 14,24
Students had difficulty with problem 8. Gave them some time in class to work on it and then went over it. It is important to follow the problem solving strategy, draw the free-body diagram, from the free-body diagram write Newton's second law, and then do the math.
Showed that it is not possible to apply a force of 200 N to a piece of paper held in front of you. We estimated the mass, time, distance and calculated the acceleration and force - much less than 1 N.
Applications of Newton's Laws Worksheet. Worked problem 3 after giving students a chance to think about it. Students did a similar problem but with different masses for the blocks.
Assigned 42, 43, 44, 45, 48 on back side for tomorrow.
Last day to hand in CD 6 is Thursday.
Handed back RA 4.4
Handed back homework problems 3,8,9 14,24
Students had difficulty with problem 8. Gave them some time in class to work on it and then went over it. It is important to follow the problem solving strategy, draw the free-body diagram, from the free-body diagram write Newton's second law, and then do the math.
Showed that it is not possible to apply a force of 200 N to a piece of paper held in front of you. We estimated the mass, time, distance and calculated the acceleration and force - much less than 1 N.
Applications of Newton's Laws Worksheet. Worked problem 3 after giving students a chance to think about it. Students did a similar problem but with different masses for the blocks.
Assigned 42, 43, 44, 45, 48 on back side for tomorrow.
Last day to hand in CD 6 is Thursday.
Monday, November 17, 2008 - Blocks 1 and 3
Stamped homework, RA 4.4.
Went around room asking what students learned from Friday's class. Wrote answers on board.
Went over worksheet as a review of Friday's demos.
Collected RA 4.4 and any CD 6.
Showed clips from Independence Day video. Physics is everywhere...except Hollywood. Hollywood does not understand Newton's 3rd Law. Showed results of calculations for reaction force.
Suppose you have a jar of flies on an electronic balance and all the flies are sitting on the bottom. How would the scale reading change if the files took off and few around the jar. Referred to finger in water demo - the scale reading would not change.
Demo with flying saucer on force plate - same reading when it is resting on plate as when it is hovering above it.
Students did Horse Sense worksheet in class. Voted on best pictures.
Handed out RA 4.5 for homework due tomorrow.
Went around room asking what students learned from Friday's class. Wrote answers on board.
Went over worksheet as a review of Friday's demos.
Collected RA 4.4 and any CD 6.
Showed clips from Independence Day video. Physics is everywhere...except Hollywood. Hollywood does not understand Newton's 3rd Law. Showed results of calculations for reaction force.
Suppose you have a jar of flies on an electronic balance and all the flies are sitting on the bottom. How would the scale reading change if the files took off and few around the jar. Referred to finger in water demo - the scale reading would not change.
Demo with flying saucer on force plate - same reading when it is resting on plate as when it is hovering above it.
Students did Horse Sense worksheet in class. Voted on best pictures.
Handed out RA 4.5 for homework due tomorrow.
Friday, November 14, 2008 - Blocks 1 and 3
Collected HW problems 3,8,9,14,24 from Applying Newton's Laws worksheet.
Newton's 3rd Law introductory lecture:
Inanimate objects can exert elastic forces: demo with rubber band, laser beam on wall.
No such thing as an isolated force - forces come in pairs (pears)
Newton's 3rd law recipe: A acts on B, B acts on B
Demo with finger in water.
Demo with force sensors. A can't pull harder on B than B pulls on A.
Newton's 3rd Law: If object A exerts a force on object B, then B exerts a force on A that is equal in magnitude and opposite in direction.
Tug-of-War: A and B. The one who wins the tug-of-war is the person who pushes harder against the ground.
Action/Reaction forces never cancel out because they do not act on the same object. Because they do not act on the same object, they never appear in the same free body diagram.
Examples of action reaction pairs. Contrast with forces that are equal in magnitude but opposite in direction but are NOT action reaction pairs.
Action and Reaction for Different Masses: If you drop a ball, why does the ball fall down and not the Earth fall up? Same magnitude force = m A = M a. Ball has much less mass so it has larger acceleration. Earth has huge mass, tiny acceleration.
Magic tube: tube exerts upward force on ball, ball exerts downward force on tube. We can measure this extra force using a force sensor and, if the ball is falling at terminal velocity, determine the weight of the ball.
Hand out RA 4.4 (summary of class notes) due Monday.
Hand out CD 6, due for the last time on Thursday.
Newton's 3rd Law introductory lecture:
Inanimate objects can exert elastic forces: demo with rubber band, laser beam on wall.
No such thing as an isolated force - forces come in pairs (pears)
Newton's 3rd law recipe: A acts on B, B acts on B
Demo with finger in water.
Demo with force sensors. A can't pull harder on B than B pulls on A.
Newton's 3rd Law: If object A exerts a force on object B, then B exerts a force on A that is equal in magnitude and opposite in direction.
Tug-of-War: A and B. The one who wins the tug-of-war is the person who pushes harder against the ground.
Action/Reaction forces never cancel out because they do not act on the same object. Because they do not act on the same object, they never appear in the same free body diagram.
Examples of action reaction pairs. Contrast with forces that are equal in magnitude but opposite in direction but are NOT action reaction pairs.
Action and Reaction for Different Masses: If you drop a ball, why does the ball fall down and not the Earth fall up? Same magnitude force = m A = M a. Ball has much less mass so it has larger acceleration. Earth has huge mass, tiny acceleration.
Magic tube: tube exerts upward force on ball, ball exerts downward force on tube. We can measure this extra force using a force sensor and, if the ball is falling at terminal velocity, determine the weight of the ball.
Hand out RA 4.4 (summary of class notes) due Monday.
Hand out CD 6, due for the last time on Thursday.
Thursday, November 13, 2008 - Blocks 1 and 3
Students had some difficulties with the assigned HW problems. I gave students time in class to work on the problem set, and then went over some of them in class. Most students finished all the problems and checked their answers against my answer sheet.
Assigned problems 3,7,8,14,24 on Applying Newton's Laws problem sheet.
Assigned problems 3,7,8,14,24 on Applying Newton's Laws problem sheet.
Wednesday, November 12, 2008
Wednesday, November 12, 2008 - Blocks 1 and 3
Go over test.
Force plate demo: Ask students to predict what the Force vs Time graph would look like for someone jumping up into the air. Sketch predictions on whiteboard.
Do demo - discuss.
Go over elevator problems on whiteboard.
Show inclined plane problem first with no friction and then with friction. Show how to determine angles and use problem solving strategy.
Inclined plane cart demo: Ask students to predict what the displacement vs time, velocity vs time, and acceleration vs time graphs would look like for cart on track with motion sensor. Do they predict the same slope (acceleration) for the velocity vs time graph up and down? Show that the slopes are different because on the way up friction is opposite the component of weight but on the way down the friction force is along the component of weight. The net forces are different in both cases.
Show how we can actually calculate the coefficient of friction for the rolling cart.
Hand out Newton's Laws Practice Problems and Applying Newton's Laws problem sets. Assign problems 8,9,10,11 on Practice Problem sheet. Ask in particular that they do the problem on getting the car out of the mud. Do this problem on board first thing Thursday.
Force plate demo: Ask students to predict what the Force vs Time graph would look like for someone jumping up into the air. Sketch predictions on whiteboard.
Do demo - discuss.
Go over elevator problems on whiteboard.
Show inclined plane problem first with no friction and then with friction. Show how to determine angles and use problem solving strategy.
Inclined plane cart demo: Ask students to predict what the displacement vs time, velocity vs time, and acceleration vs time graphs would look like for cart on track with motion sensor. Do they predict the same slope (acceleration) for the velocity vs time graph up and down? Show that the slopes are different because on the way up friction is opposite the component of weight but on the way down the friction force is along the component of weight. The net forces are different in both cases.
Show how we can actually calculate the coefficient of friction for the rolling cart.
Hand out Newton's Laws Practice Problems and Applying Newton's Laws problem sets. Assign problems 8,9,10,11 on Practice Problem sheet. Ask in particular that they do the problem on getting the car out of the mud. Do this problem on board first thing Thursday.
Saturday, November 8, 2008
Friday, November 7, 2008 - Blocks 1 and 3
Test on Newton's First and the easier parts of Newton's 2nd Law.
I cut out some of the more difficult problems that I usually included and most students were able to finish easily.
No homework over the 4 day weekend.
I cut out some of the more difficult problems that I usually included and most students were able to finish easily.
No homework over the 4 day weekend.
Thursday, November 6, 2008 - Blocks 1 and 3
Finished review for test.
Assigned questions and problems from end of chapter. Students worked on these either alone or with partner. I then went over them.
I provided extra practice worksheets and answer keys for interested students.
Last day to hand in CD 5.1
Assigned questions and problems from end of chapter. Students worked on these either alone or with partner. I then went over them.
I provided extra practice worksheets and answer keys for interested students.
Last day to hand in CD 5.1
Wednesday, November 5, 2008 - Blocks 1 and 3
Collected Air Resistance Labs.
Handed out worksheet with friction problems with both static and kinetic coefficients of friction. Students worked on the problems and then I went over them in class.
Described the microscopic causes of friction.
Showed problem with non-horizontal force (force acting upwards at some angle to the horizontal) and showed how this decreased the normal force and thus decreasing the friction force. Related this to blocking in football.
Reviewed topics for test.
Put out extra worksheets for interested students to try at home.
Handed out worksheet with friction problems with both static and kinetic coefficients of friction. Students worked on the problems and then I went over them in class.
Described the microscopic causes of friction.
Showed problem with non-horizontal force (force acting upwards at some angle to the horizontal) and showed how this decreased the normal force and thus decreasing the friction force. Related this to blocking in football.
Reviewed topics for test.
Put out extra worksheets for interested students to try at home.
Tuesday, November 4, 2008 - Blocks 1 and 3
Students worked in pairs to do the Air Resistance Lab. The lab itself did not take too long so students had time to work on the write-up. Lab write-up due on Wednesday.
Monday, November 3, 2008 - Blocks 1 and 3
Handed out packet on solving problems using Newton's laws. The packet showed a worked example focusing on the problem solving strategy. Gave students time to work on the problems, emphasizing the problem solving strategy.
If students did not finish, I asked them to finish for homework and hand in on Tuesday.
If students did not finish, I asked them to finish for homework and hand in on Tuesday.
Friday, October 31, 2008
Thursday, October 30, 2008 - Blocks 1 & 3
Collected RA 4.2
Reviewed video on Newton's 2nd Law
Factors affecting air resistance:
1) speed
2) cross sectional area
Class Lab - What Factors Affect Contact Friction
Asked class for possible variables
Tested each variable
Factors affecting friction:
1) Normal Force
2) Surface Texture
Factors that did not have a significant effect
speed, contact area
A plot of Friction force vs Weight (Normal Force) shows a linear relationship. The slope, usually given by m (as in y = m*x + b)is instead given the Greek letter m, mu, and is called the coefficient of friction. This depends only on the surfaces and removes the effect of the normal force. We get an experimentally derived relationship
Ff = mu * Fn
There are two types of contact friction, static when the objects are at rest and kinetic when there is relative motion between the surfaces. The static friction force can range from zero to some maximum value. The kinetic friction force is constant. The maximum value of the static friction force is greater than or equal to the kinetic friction force showing that it is harder to get something going than to keep it going.
Reviewed video on Newton's 2nd Law
Factors affecting air resistance:
1) speed
2) cross sectional area
Class Lab - What Factors Affect Contact Friction
Asked class for possible variables
Tested each variable
Factors affecting friction:
1) Normal Force
2) Surface Texture
Factors that did not have a significant effect
speed, contact area
A plot of Friction force vs Weight (Normal Force) shows a linear relationship. The slope, usually given by m (as in y = m*x + b)is instead given the Greek letter m, mu, and is called the coefficient of friction. This depends only on the surfaces and removes the effect of the normal force. We get an experimentally derived relationship
Ff = mu * Fn
There are two types of contact friction, static when the objects are at rest and kinetic when there is relative motion between the surfaces. The static friction force can range from zero to some maximum value. The kinetic friction force is constant. The maximum value of the static friction force is greater than or equal to the kinetic friction force showing that it is harder to get something going than to keep it going.
Wednesday, October 29, 2008
Wednesday, October 29, 2008 - Blocks 1 and 3
Collected homework sheets on analytic solution to tension problems.
Quiz on analytic solution to tension problems.
Watched Hewitt video on Newton's Second Law paying particular attention to why heavy and light objects fall at the same rate.
In block 1 we got through the part on air resistance but I couldn't find RA 4.2 to hand out. In block 3 we did not get to air resistance but I did give out RA 4.2 for homework.
Quiz on analytic solution to tension problems.
Watched Hewitt video on Newton's Second Law paying particular attention to why heavy and light objects fall at the same rate.
In block 1 we got through the part on air resistance but I couldn't find RA 4.2 to hand out. In block 3 we did not get to air resistance but I did give out RA 4.2 for homework.
Tuesday, October 28, 2008
Tuesday, October 28, 2008 - Blocks 1 and 3
Handed back Inertia Quiz, Statics Lab, Worksheet on graphical solution to tension problems.
Quiz on graphical solution to tension problems
Talked about the difference between tension and net force
Analytic solution to tension problems
Did several examples: full problem, horz string, same angle, straight down, impossible
Handed out worksheet on analytic solution to tension problems. Due tomorrow
Quiz on graphical solution to tension problems
Talked about the difference between tension and net force
Analytic solution to tension problems
Did several examples: full problem, horz string, same angle, straight down, impossible
Handed out worksheet on analytic solution to tension problems. Due tomorrow
Thursday, October 23, 2008
Thursday, Oct 23, 2008 - Block 3
Went around room asking student what they told their parents about the inertia labs.
Talked about the various labs and explained them in terms of inertia.
Handed back RA 4.1 and went over it.
Show demo of compressing spine and why you are taller in the morning.
A force is simply a push or a pull.
Explained what is meant by a net force - vector sum of all forces acting on an object.
Introduced Newton's First Law of Motion: If there is no net external force acting on an object, an object at rest remains at rest and an object in motion keeps moving in a straight line with constant speed.
"Straight line with constant speed" means constant velocity.
Constant velocity means NO NET FORCE.
Mass, measured in kg, is a measure of inertia. If you toss an object back and forth from hand to hand you are measuring its inertia, how hard or easy it is to change its state of motion.
Volume and weight are NOT the same as mass.
Weight, measured in Newtons, is the force of gravity on an object. If you hold an object in your hand, you are measuring its weight.
A mass of 1 kg weights 10 N at the surface of the Earth. (Show with mass and spring balance.)
A mass of 1 kg also weighs about 2.2 lbs on Earth. One Newton is about the same as 0.22 lbs (A mass of 1 kg weighs 2.2 lbs) 0.22 lbs ~ 0.25 lbs. Therefore, instead of ordering a quarter pounder, you could order a Newtonburger.
Normal is a mathematical term meaning perpendicular to a surface. A normal force, which you have only with a surface (NOT strings) is the force perpendicular to that surface. Do NOT just include a normal force in all problems. There has to be a surface.
Introduced the idea of free-body diagrams. Isolate an object and show only the external forces that act on that object. You do NOT show velocity vectors, etc. or any forces that that object exerts on something else. Did a few examples of drawing free body diagrams.
Students worked on Free-Body Diagram worksheet and then we went over it in class.
Talked about the various labs and explained them in terms of inertia.
Handed back RA 4.1 and went over it.
Show demo of compressing spine and why you are taller in the morning.
A force is simply a push or a pull.
Explained what is meant by a net force - vector sum of all forces acting on an object.
Introduced Newton's First Law of Motion: If there is no net external force acting on an object, an object at rest remains at rest and an object in motion keeps moving in a straight line with constant speed.
"Straight line with constant speed" means constant velocity.
Constant velocity means NO NET FORCE.
Mass, measured in kg, is a measure of inertia. If you toss an object back and forth from hand to hand you are measuring its inertia, how hard or easy it is to change its state of motion.
Volume and weight are NOT the same as mass.
Weight, measured in Newtons, is the force of gravity on an object. If you hold an object in your hand, you are measuring its weight.
A mass of 1 kg weights 10 N at the surface of the Earth. (Show with mass and spring balance.)
A mass of 1 kg also weighs about 2.2 lbs on Earth. One Newton is about the same as 0.22 lbs (A mass of 1 kg weighs 2.2 lbs) 0.22 lbs ~ 0.25 lbs. Therefore, instead of ordering a quarter pounder, you could order a Newtonburger.
Normal is a mathematical term meaning perpendicular to a surface. A normal force, which you have only with a surface (NOT strings) is the force perpendicular to that surface. Do NOT just include a normal force in all problems. There has to be a surface.
Introduced the idea of free-body diagrams. Isolate an object and show only the external forces that act on that object. You do NOT show velocity vectors, etc. or any forces that that object exerts on something else. Did a few examples of drawing free body diagrams.
Students worked on Free-Body Diagram worksheet and then we went over it in class.
Thursday, Oct 23, 2008 - Block 1
Went around room asking student what they told their parents about the inertia labs.
Talked about the various labs and explained them in terms of inertia.
Handed back RA 4.1 and went over it.
Show demo of compressing spine and why you are taller in the morning.
A force is simply a push or a pull.
Explained what is meant by a net force - vector sum of all forces acting on an object.
Introduced Newton's First Law of Motion: If there is no net external force acting on an object, an object at rest remains at rest and an object in motion keeps moving in a straight line with constant speed.
"Straight line with constant speed" means constant velocity.
Constant velocity means NO NET FORCE.
Mass, measured in kg, is a measure of inertia. If you toss an object back and forth from hand to hand you are measuring its inertia, how hard or easy it is to change its state of motion.
Volume and weight are NOT the same as mass.
Weight, measured in Newtons, is the force of gravity on an object. If you hold an object in your hand, you are measuring its weight.
A mass of 1 kg weights 10 N at the surface of the Earth. (Show with mass and spring balance.)
A mass of 1 kg also weighs about 2.2 lbs on Earth. One Newton is about the same as 0.22 lbs (A mass of 1 kg weighs 2.2 lbs) 0.22 lbs ~ 0.25 lbs. Therefore, instead of ordering a quarter pounder, you could order a Newtonburger.
Normal is a mathematical term meaning perpendicular to a surface. A normal force, which you have only with a surface (NOT strings) is the force perpendicular to that surface. Do NOT just include a normal force in all problems. There has to be a surface.
Introduced the idea of free-body diagrams. Isolate an object and show only the external forces that act on that object. You do NOT show velocity vectors, etc. or any forces that that object exerts on something else. Did a few examples of drawing free body diagrams.
Homework sheet Newton's Laws worksheet.
Talked about the various labs and explained them in terms of inertia.
Handed back RA 4.1 and went over it.
Show demo of compressing spine and why you are taller in the morning.
A force is simply a push or a pull.
Explained what is meant by a net force - vector sum of all forces acting on an object.
Introduced Newton's First Law of Motion: If there is no net external force acting on an object, an object at rest remains at rest and an object in motion keeps moving in a straight line with constant speed.
"Straight line with constant speed" means constant velocity.
Constant velocity means NO NET FORCE.
Mass, measured in kg, is a measure of inertia. If you toss an object back and forth from hand to hand you are measuring its inertia, how hard or easy it is to change its state of motion.
Volume and weight are NOT the same as mass.
Weight, measured in Newtons, is the force of gravity on an object. If you hold an object in your hand, you are measuring its weight.
A mass of 1 kg weights 10 N at the surface of the Earth. (Show with mass and spring balance.)
A mass of 1 kg also weighs about 2.2 lbs on Earth. One Newton is about the same as 0.22 lbs (A mass of 1 kg weighs 2.2 lbs) 0.22 lbs ~ 0.25 lbs. Therefore, instead of ordering a quarter pounder, you could order a Newtonburger.
Normal is a mathematical term meaning perpendicular to a surface. A normal force, which you have only with a surface (NOT strings) is the force perpendicular to that surface. Do NOT just include a normal force in all problems. There has to be a surface.
Introduced the idea of free-body diagrams. Isolate an object and show only the external forces that act on that object. You do NOT show velocity vectors, etc. or any forces that that object exerts on something else. Did a few examples of drawing free body diagrams.
Homework sheet Newton's Laws worksheet.
Wednesday, Oct 22, 2008 - Blocks 1 and 3
Collected RA 4.1
Went over Vector and Projectile Motion Test
Today we are starting a new unit. We are going to learns the ways of S I N (Sir Isaac Newton)
Introduced idea of inertia. How many people slept in over the 4-day weekend. If you did you were practicing good physics. An object at rest tends to stay at rest. You were exhibiting Galileo's idea of inertia which is so important it is Newton's First Law of Motion - the Law of Inertia.
An object at rest tends to stay at rest and an object in motion tends to keep moving in a straight line at constant speed unless acted on by an outside force.
Today you weren't able to sleep. An outside force acted on you to change your state of motion. Often this force is F = ma (your mother). But that's Newton's second law which will come a bit later.
Demos with railway tie. Showed inertia mini-lab demos. Students did mini-labs.
Homework - tell parents about what you did in class today and relate it to inertia.
Went over Vector and Projectile Motion Test
Today we are starting a new unit. We are going to learns the ways of S I N (Sir Isaac Newton)
Introduced idea of inertia. How many people slept in over the 4-day weekend. If you did you were practicing good physics. An object at rest tends to stay at rest. You were exhibiting Galileo's idea of inertia which is so important it is Newton's First Law of Motion - the Law of Inertia.
An object at rest tends to stay at rest and an object in motion tends to keep moving in a straight line at constant speed unless acted on by an outside force.
Today you weren't able to sleep. An outside force acted on you to change your state of motion. Often this force is F = ma (your mother). But that's Newton's second law which will come a bit later.
Demos with railway tie. Showed inertia mini-lab demos. Students did mini-labs.
Homework - tell parents about what you did in class today and relate it to inertia.
Tuesday, Oct 21, 2008 - Blocks 1 and 3
Test on Vectors and Projectile Motion.
Students picked up RA 4.1 due on Wednesday.
Students picked up RA 4.1 due on Wednesday.
Monday, October 20, 2008
Monday, October 20, 2008 - Blocks 1 and 3
After a few questions, it was clear the students needed more time to review for tomorrow's test instead of starting the new material.
I answered questions at the board and individual questions one-on-one.
Test is tomorrow.
I answered questions at the board and individual questions one-on-one.
Test is tomorrow.
Wednesday, October 15, 2008
Wednesday, Oct 15, 2008 - Blocks 1 and 3
Showed Hit the Bar video.
Went over end of chapter questions. Expanded them to include finding launch angle and speeds and angles at various points in the trajectory.
When finding launch angle, you have to use the velocities, NOT the height and range distances.
Talked about test.
Gave Projectile Rocket Quiz 2 (IB)
Block 3 also did retake for uncertainty quiz
Offered extra credit for students attending the Saturday lecture at PSU on Our Cosmis Context.
Time: 10 am, Saturday, Oct 18
Place: Hoffman Hall PSU
To get credit, bring a brief outline of what you found interesting or bring a picture of you with Dr. Todd Duncan.
Went over end of chapter questions. Expanded them to include finding launch angle and speeds and angles at various points in the trajectory.
When finding launch angle, you have to use the velocities, NOT the height and range distances.
Talked about test.
Gave Projectile Rocket Quiz 2 (IB)
Block 3 also did retake for uncertainty quiz
Offered extra credit for students attending the Saturday lecture at PSU on Our Cosmis Context.
Time: 10 am, Saturday, Oct 18
Place: Hoffman Hall PSU
To get credit, bring a brief outline of what you found interesting or bring a picture of you with Dr. Todd Duncan.
Tuesday, Oct 14, 2008 - Blocks 1 and 3
Went over problems in relative velocity. Showed how to use it for airplanes landing and taking off, and for the raindrop on windshield problem.
Gave quizzes on Gen Phys Rocket Projectile Motion, and Rocket Trajectory.
In Block 3, also gave Physical Science Math Skills Quizzes 1 and 2.
Students counted off by 4 and worked on end of chapter 3 questions, exercises, problems.
Gave quizzes on Gen Phys Rocket Projectile Motion, and Rocket Trajectory.
In Block 3, also gave Physical Science Math Skills Quizzes 1 and 2.
Students counted off by 4 and worked on end of chapter 3 questions, exercises, problems.
Monday, Oct 13, 2008 - Blocks 1 and 3
Covered relative velocity.
Did several examples. Handed out vector worksheet 6 on relative velocity which students did in class.
Did several examples. Handed out vector worksheet 6 on relative velocity which students did in class.
Wednesday, October 8, 2008
Thursday, Oct 9, 2008 - Blocks 1 and 3
Hit the Bar Lab!!
Write-ups for those who missed are due on Tuesday.
Write-ups for those who missed are due on Tuesday.
Tuesday, October 7, 2008
Wednesday, October 8, 2008 - Blocks 1 and 3
Quiz 3 on graphical addition of vectors. I'll keep the best 2.
Quiz on analytic addition of vectors.
Finish going over Hit the Bar Lab competition 3.
Magic Tube demo.
Ballistic Cart demo.
Quiz on analytic addition of vectors.
Finish going over Hit the Bar Lab competition 3.
Magic Tube demo.
Ballistic Cart demo.
Tuesday, Oct 7, 2008 - Blocks 1 and 3
Collected Rocket 2 labs.
Students are still not doing well on the graphical addition of vector quizzes and on the analytic addition of vectors (vector worksheet 4).
I went over in detail an example of graphical addition of vectors and did the same example in detail for analytic addition of vectors.
Handed back quizzes and vector worksheet 4. Also handed back CD 3.2
Asked if any questions on Rocket Lab or on the homework problems 17-25
Students did vector worksheet 5 on ijk notation.
Explained set-up for Hit the Bar Lab and went through competitions 1 and 2. Didn't get through competition 3. Left the details for homework - find distance ball falls from max height, time to fall, total time in air, x location.
Students are still not doing well on the graphical addition of vector quizzes and on the analytic addition of vectors (vector worksheet 4).
I went over in detail an example of graphical addition of vectors and did the same example in detail for analytic addition of vectors.
Handed back quizzes and vector worksheet 4. Also handed back CD 3.2
Asked if any questions on Rocket Lab or on the homework problems 17-25
Students did vector worksheet 5 on ijk notation.
Explained set-up for Hit the Bar Lab and went through competitions 1 and 2. Didn't get through competition 3. Left the details for homework - find distance ball falls from max height, time to fall, total time in air, x location.
Monday, October 6, 2008
Monday, Oct 6, 2008 - Blocks 1 and 3
Handed back quizzes on Graphical Addition of Vectors.
Also handed back Vector Worksheet 4 and redos for CD 3.2
Asked if there were any questions.
Asked students to measure in metric units (cm) and NOT inches.
Gave another quiz on Graphical Addition of Vectors.
Showed rest of Hewitt video on Vectors and Projectile Motion.
At end of class, gave students time to complete CD 3.2, Vector Worksheet 4, or work on homework problems 17-25.
Also handed back Vector Worksheet 4 and redos for CD 3.2
Asked if there were any questions.
Asked students to measure in metric units (cm) and NOT inches.
Gave another quiz on Graphical Addition of Vectors.
Showed rest of Hewitt video on Vectors and Projectile Motion.
At end of class, gave students time to complete CD 3.2, Vector Worksheet 4, or work on homework problems 17-25.
Friday, October 3, 2008
Friday, October 3, 2008 - Blocks 1 and 3
Collected Vector Worksheet 4
Gave Graphical Addition of Vector Quiz
Graded Vector Worksheet 4 while students took quiz
Handed back Vector Worksheet 4. If students got it all right, then I entered it in my gradebook. If students had errors, I asked them to correct errors and hand back. Those students who did not hand it in must hand it in Monday but don't get the second chance.
Went over Graphical Addition of Vector Quiz.
If students had problems, another quiz on Monday on graphical addition of vectors.
Did example of shooting a rocket straight up (launch angle 90 deg) and hitting the ground after 8 seconds.
Re-did example, same rocket, SAME LAUNCH SPEED, but with a launch angle of 60 deg. Found vix, viy, tup, tdown, total time in air, range.
Students re-did example with launch angle of 45 deg.
Did another example of shooting a rocket off at some angle and having it hit 100 m down range after 5.2 seconds.
Found vix, viy, launch speed, launch angle, height
In block 1 handed out problem set and asked students to do problems 17-25.
Many had difficulties so in block 3 I did the problem of object shot horizontally off cliff 37 m high and landing 77 m away. Found launch velocity, time in air, vy hit, and hitting speed.
Asked Block 3 to omit prob 22
Gave Graphical Addition of Vector Quiz
Graded Vector Worksheet 4 while students took quiz
Handed back Vector Worksheet 4. If students got it all right, then I entered it in my gradebook. If students had errors, I asked them to correct errors and hand back. Those students who did not hand it in must hand it in Monday but don't get the second chance.
Went over Graphical Addition of Vector Quiz.
If students had problems, another quiz on Monday on graphical addition of vectors.
Did example of shooting a rocket straight up (launch angle 90 deg) and hitting the ground after 8 seconds.
Re-did example, same rocket, SAME LAUNCH SPEED, but with a launch angle of 60 deg. Found vix, viy, tup, tdown, total time in air, range.
Students re-did example with launch angle of 45 deg.
Did another example of shooting a rocket off at some angle and having it hit 100 m down range after 5.2 seconds.
Found vix, viy, launch speed, launch angle, height
In block 1 handed out problem set and asked students to do problems 17-25.
Many had difficulties so in block 3 I did the problem of object shot horizontally off cliff 37 m high and landing 77 m away. Found launch velocity, time in air, vy hit, and hitting speed.
Asked Block 3 to omit prob 22
Thursday, October 2, 2008
Thursday, Oct 2, 2008 - Blocks 1 and 3
Showed rocket video
Went over vector worksheet 2
Students did vector worksheet 3 - went over it in class
Handed out problem solving strategy for analytic vector addition
Handed out vector worksheet 4 - students started it in class, finish for homework.
Went over vector worksheet 2
Students did vector worksheet 3 - went over it in class
Handed out problem solving strategy for analytic vector addition
Handed out vector worksheet 4 - students started it in class, finish for homework.
Wednesday, October 1, 2008
Tuesday, September 30, 2008
Tuesday, Sept 30, 2008 - Blocks 1 and 3
Went over several examples of calculations for Ball Roll Lab.
Demonstrated how to set up equipment and explained rules. No ball below the table, must hit 40 or more cm away to count.
Students did Lab - gave them about 20-25 minutes.
Went over RA ch 3.
Students did Vector Worksheet 1. Started Vector Worksheet 2 - due tomorrow.
Tomorrow we shoot off rockets.
Demonstrated how to set up equipment and explained rules. No ball below the table, must hit 40 or more cm away to count.
Students did Lab - gave them about 20-25 minutes.
Went over RA ch 3.
Students did Vector Worksheet 1. Started Vector Worksheet 2 - due tomorrow.
Tomorrow we shoot off rockets.
Monday, September 29, 2008
Monday, Sept 29, 2008 - Blocks 1 and 3
Handed back and went over Linear Motion test.
Students wrote up hypotheses for Rocket 2 Lab. Weather permitting we will do that lab on Wednesday.
Started Hewitt video on Chapter 3 - Vectors and Projectile Motion.
Stopped video a lot to discuss major points.
Talked about tomorrow's lab - roll ball off table and predict where it will land by having it land inside a tape roll.
Handed out CD 3.2. Told students they needed to use a ruler to do it neatly and to show the parallelograms.
Students wrote up hypotheses for Rocket 2 Lab. Weather permitting we will do that lab on Wednesday.
Started Hewitt video on Chapter 3 - Vectors and Projectile Motion.
Stopped video a lot to discuss major points.
Talked about tomorrow's lab - roll ball off table and predict where it will land by having it land inside a tape roll.
Handed out CD 3.2. Told students they needed to use a ruler to do it neatly and to show the parallelograms.
Friday, September 26, 2008
Thursday, Sept 25, 2008 - Blocks 1 and 3
Went over any problems from the packet that students had. Then gave students time to work on problems from the packet that they had not yet done. Answered any questions. Described the test.
Last day to hand in CD 2.2
Last day to hand in CD 2.2
Wednesday, Sept 24, 2008 - Blocks 1 and 3
Divided students into groups of 3. Gave each group a set of Review Questions, Exercises, and Problems from the end of Chapter 2. Gave each group time to work on them and write out answers. Went over any questions students had.
Tuesday, September 23, 2008
Tuesday, Sept 23, 2008 - Blocks 1 and 3
Went over homework problems if students had questions.
Showed the graphical method of solving problems.
In a velocity vs time graph, the area under the curve is the displacement and the slope of the curve is the acceleration.
Handed out RA 2.5 for homework due tomorrow.
Quiz on rockets.
Test on Friday.
Bring textbook to class tomorrow.
Showed the graphical method of solving problems.
In a velocity vs time graph, the area under the curve is the displacement and the slope of the curve is the acceleration.
Handed out RA 2.5 for homework due tomorrow.
Quiz on rockets.
Test on Friday.
Bring textbook to class tomorrow.
Monday, Sept 22, 2008- Block 1 and 3
Handed back Sun Lab and went over lab write-up
Work day to get practice on solving linear motion problems. Assigned problems 4,5, 7-12, 14, 16, 17, 20, 22. Students worked on these in class and were to finish for homework.
Also graded and handed back CD 2.2 allowing students to make corrections and hand back in.
Work day to get practice on solving linear motion problems. Assigned problems 4,5, 7-12, 14, 16, 17, 20, 22. Students worked on these in class and were to finish for homework.
Also graded and handed back CD 2.2 allowing students to make corrections and hand back in.
Thursday, September 18, 2008
Friday, Sept 19, 2008 - Block 3
Handed back Uncertainty Quiz
If students got 5 or less, do quiz problems and also do and hand in problems from practice worksheet. We will have a retake at a later date.
Handed back and went over RA 2.2, 2.3, 2.4
Derived equations of motion for constant acceleration.
Handed out Problem Set of Linear Motion Problems - do 1,2,6,18, 19 for HW
Rocket Lab 1 writeup also due on Monday.
If students got 5 or less, do quiz problems and also do and hand in problems from practice worksheet. We will have a retake at a later date.
Handed back and went over RA 2.2, 2.3, 2.4
Derived equations of motion for constant acceleration.
Handed out Problem Set of Linear Motion Problems - do 1,2,6,18, 19 for HW
Rocket Lab 1 writeup also due on Monday.
Friday, Sept 19, 2008 - Block 1
Handed back and went over RA 2.2, 2.3, 2.4
Derived equations of motion for constant acceleration.
Handed out Problem Set of Linear Motion Problems - do 1,2,6,18, 19 for HW
Rocket Lab 1 writeup also due on Monday.
Derived equations of motion for constant acceleration.
Handed out Problem Set of Linear Motion Problems - do 1,2,6,18, 19 for HW
Rocket Lab 1 writeup also due on Monday.
Thursday, Sept 18, 2008 - Block 3
Went over rocket examples.
Explained Rocket 1 lab.
Students did Rocket 1 lab in groups of 3.
Explained Rocket 1 lab.
Students did Rocket 1 lab in groups of 3.
Thursday, Sept 18, 2008 - Block 1
Handed back uncertainty quiz, RA 2.1
Asked people who got 5 or less on quiz to do the quiz and also do the worksheet and hand in.
Went over rocket examples.
Explained Rocket 1 lab.
Students did Rocket 1 lab in groups of 3.
Asked people who got 5 or less on quiz to do the quiz and also do the worksheet and hand in.
Went over rocket examples.
Explained Rocket 1 lab.
Students did Rocket 1 lab in groups of 3.
Wednesday, September 17, 2008
Wednesday, Sept 17, 2008 - Block 3
Collect RA 2.1
Quiz on Uncertainties
Seattle example for v = d/t, velocity is a rate.
Acceleration is a rate of a rate. It is how the velocity changes with time.
a = change in velocity/time interval = (vf -vi) /t
or
vf = vi + a * t
Example of a rate of a rate comparing hourly wage with yearly raise.
Examples of acceleration.
You can feel acceleration (slowing down, speeding up, turning) but you cannot feel constant velocity.
amount = initial amount + rate * time
Picket fence lab to measure acceleration near surface of Earth ~ 10 m/s/s
Examples calculating final velocity of an object dropped an falling for a given time.
Examples calculating final velocity of an object thrown down and then falling for a given time.
Included examples of throwing an object up.
On the way down, an object picks up speed at a rate of 10 m/s/s. On the way up, an object loses speed at a rate of 10 m/s/s.
In d = v*t, if the acceleration is constant, we can still use the equation if we use the average velocity for v. vavg = (vf + vi)/2
Several examples of calculating distance an object falls if it falls for a certain time or is thrown down and falls for a given time.
Examples of calculating displacement of an object if you throw it up.
Worksheets RA 2.2, 2.3, 2.4 due Thursday. Students had time to work on them in class.
Quiz on Uncertainties
Seattle example for v = d/t, velocity is a rate.
Acceleration is a rate of a rate. It is how the velocity changes with time.
a = change in velocity/time interval = (vf -vi) /t
or
vf = vi + a * t
Example of a rate of a rate comparing hourly wage with yearly raise.
Examples of acceleration.
You can feel acceleration (slowing down, speeding up, turning) but you cannot feel constant velocity.
amount = initial amount + rate * time
Picket fence lab to measure acceleration near surface of Earth ~ 10 m/s/s
Examples calculating final velocity of an object dropped an falling for a given time.
Examples calculating final velocity of an object thrown down and then falling for a given time.
Included examples of throwing an object up.
On the way down, an object picks up speed at a rate of 10 m/s/s. On the way up, an object loses speed at a rate of 10 m/s/s.
In d = v*t, if the acceleration is constant, we can still use the equation if we use the average velocity for v. vavg = (vf + vi)/2
Several examples of calculating distance an object falls if it falls for a certain time or is thrown down and falls for a given time.
Examples of calculating displacement of an object if you throw it up.
Worksheets RA 2.2, 2.3, 2.4 due Thursday. Students had time to work on them in class.
Wednesday, Sept 17, 2008 - Block 1
Collect RA 2.1
Quiz on Uncertainties
Seattle example for v = d/t, velocity is a rate.
Acceleration is a rate of a rate. It is how the velocity changes with time.
a = change in velocity/time interval = (vf -vi) /t
or
vf = vi + a * t
Example of a rate of a rate comparing hourly wage with yearly raise.
Examples of acceleration.
You can feel acceleration (slowing down, speeding up, turning) but you cannot feel constant velocity.
amount = initial amount + rate * time
Picket fence lab to measure acceleration near surface of Earth ~ 10 m/s/s
Examples calculating final velocity of an object dropped an falling for a given time.
Examples calculating final velocity of an object thrown down and then falling for a given time.
In d = v*t, if the acceleration is constant, we can use the average velocity for v.
Several examples of calculating distance an object falls if it falls for a certain time or is thrown down and falls for a given time.
Worksheets RA 2.2, 2.3, 2.4 due Thursday. Students had time to work on them in class.
Quiz on Uncertainties
Seattle example for v = d/t, velocity is a rate.
Acceleration is a rate of a rate. It is how the velocity changes with time.
a = change in velocity/time interval = (vf -vi) /t
or
vf = vi + a * t
Example of a rate of a rate comparing hourly wage with yearly raise.
Examples of acceleration.
You can feel acceleration (slowing down, speeding up, turning) but you cannot feel constant velocity.
amount = initial amount + rate * time
Picket fence lab to measure acceleration near surface of Earth ~ 10 m/s/s
Examples calculating final velocity of an object dropped an falling for a given time.
Examples calculating final velocity of an object thrown down and then falling for a given time.
In d = v*t, if the acceleration is constant, we can use the average velocity for v.
Several examples of calculating distance an object falls if it falls for a certain time or is thrown down and falls for a given time.
Worksheets RA 2.2, 2.3, 2.4 due Thursday. Students had time to work on them in class.
Tuesday, September 16, 2008
Tuesday, Sept 16, 2008 - Block 1
Collect Sun Lab
Hand back RA 1
Showed Cosmos clip
Go over RA 1
Go over Sun Lab Model showing linear sun, why image is inverted, and why you can get the image of the Sun regardless of the shape of the hole.
Quiz on uncertainties tomorrow - also need to know formulas for circumference, area, volume.
Intro to Linear Motion
Views of Aristotle
Genius of Galileo was to image a world in which he could remove contact friction and air resistance.
Thought experiment of rolling balls showing idea of inertia.
Thought experiments showing that two objects should fall at the same rate if there is no air resistance.
Galileo dealt with rates - how some quantity changes with time.
distance - how far you travel
speed = distance/time (rate at which you cover distance)
average speed = total distance/total time
instantaneous speed = how fast at any instant in time
displacement: How far from some starting point and in which direction
velocity: how fast and in what direction
average velocity = change in displacement/total time
instantaneous velocity = how fast and in which direction at an instant in time
Handed out RA 2.1 due tomorrow.
Hand back RA 1
Showed Cosmos clip
Go over RA 1
Go over Sun Lab Model showing linear sun, why image is inverted, and why you can get the image of the Sun regardless of the shape of the hole.
Quiz on uncertainties tomorrow - also need to know formulas for circumference, area, volume.
Intro to Linear Motion
Views of Aristotle
Genius of Galileo was to image a world in which he could remove contact friction and air resistance.
Thought experiment of rolling balls showing idea of inertia.
Thought experiments showing that two objects should fall at the same rate if there is no air resistance.
Galileo dealt with rates - how some quantity changes with time.
distance - how far you travel
speed = distance/time (rate at which you cover distance)
average speed = total distance/total time
instantaneous speed = how fast at any instant in time
displacement: How far from some starting point and in which direction
velocity: how fast and in what direction
average velocity = change in displacement/total time
instantaneous velocity = how fast and in which direction at an instant in time
Handed out RA 2.1 due tomorrow.
Monday, September 15, 2008
Monday, Sept 15, 2008 - Block 3
Collected RA 1
Asked if there were any questions on uncertainty or on the Excel Lab.
Showed how to include error bars in Excel.
Described max min method of finding uncertainty in slope.
Talked about skills needed in Physics
We've already covered estimation and graphing
Need ways to express big and small numbers - two ways - scientific notation and metric prefixes.
Asked for examples of big and small objects and wrote their sizes in scientific notation. Did example of atom expanded to size of football field.
Worksheet on scientific notation and using a calculator. Students did it, put answers on board, and then we went over them.
Powers of 10 video.
Metric Prefixes worksheet.
Showed how to do unit conversions between metric prefixes.
Students read blurb on unit conversions. Did worksheet. I gave them the answer sheet to check their work.
Asked if there were any questions on uncertainty or on the Excel Lab.
Showed how to include error bars in Excel.
Described max min method of finding uncertainty in slope.
Talked about skills needed in Physics
We've already covered estimation and graphing
Need ways to express big and small numbers - two ways - scientific notation and metric prefixes.
Asked for examples of big and small objects and wrote their sizes in scientific notation. Did example of atom expanded to size of football field.
Worksheet on scientific notation and using a calculator. Students did it, put answers on board, and then we went over them.
Powers of 10 video.
Metric Prefixes worksheet.
Showed how to do unit conversions between metric prefixes.
Students read blurb on unit conversions. Did worksheet. I gave them the answer sheet to check their work.
Monday, Sept 15, 2008 - Block 1
Collected RA 1
Asked if there were any questions on uncertainty or on the Excel Lab.
Showed how to include error bars in Excel.
Described max min method of finding uncertainty in slope.
Talked about skills needed in Physics
We've already covered estimation and graphing
Need ways to express big and small numbers - two ways - scientific notation and metric prefixes.
Asked for examples of big and small objects and wrote their sizes in scientific notation. Did example of atom expanded to size of football field.
Worksheet on scientific notation and using a calculator. Students did it, put answers on board, and then we went over them.
Powers of 10 video.
Metric Prefixes worksheet.
Showed how to do unit conversions between metric prefixes.
Students read blurb on unit conversions. Did worksheet. I gave them the answer sheet to check their work.
Asked if there were any questions on uncertainty or on the Excel Lab.
Showed how to include error bars in Excel.
Described max min method of finding uncertainty in slope.
Talked about skills needed in Physics
We've already covered estimation and graphing
Need ways to express big and small numbers - two ways - scientific notation and metric prefixes.
Asked for examples of big and small objects and wrote their sizes in scientific notation. Did example of atom expanded to size of football field.
Worksheet on scientific notation and using a calculator. Students did it, put answers on board, and then we went over them.
Powers of 10 video.
Metric Prefixes worksheet.
Showed how to do unit conversions between metric prefixes.
Students read blurb on unit conversions. Did worksheet. I gave them the answer sheet to check their work.
Friday, September 12, 2008
Friday, Sept 12, 2008 - Block 3
Answered questions and went over some problems from the uncertainty worksheet.
Handed out graph checklist and went over it.
Went to computer lab and did the Excel spreadsheet lab
Handed out RA 1 - due Monday
Handed out graph checklist and went over it.
Went to computer lab and did the Excel spreadsheet lab
Handed out RA 1 - due Monday
Friday, Sept 12, 2008 - Block 1
Answered questions and went over some problems from the uncertainty worksheet.
Handed out graph checklist and went over it.
Went to computer lab and did the Excel spreadsheet lab
Handed out RA 1 - due Monday
Handed out graph checklist and went over it.
Went to computer lab and did the Excel spreadsheet lab
Handed out RA 1 - due Monday
Thursday, September 11, 2008
Thursday, Sept 11, 2008 - Block 3
Students measured the mass, and dimensions of an aluminum block and calculated the density. Examined table of density measurements.
1. When making measurements with a digital device (electronic balance, stopwatch) the reading uncertainty is the smallest division.
2. When making measurements with a ruler, you can read to 1/2 the smallest scale division, but you might also take the uncertainty to be the smallest scale division since there is uncertainty at both ends.
3. When making measurements with a ruler, be sure to look straight down to avoid parallax errors
4. Precision vs Accuracy
Precise but not accurate - systematic errors - consistent reading errors, problems in calibration, or problems in measuring instrument (measuring with metal ruler on very hot day, not zeroing measuring device)
Accurate but not precise - random errors - uncertainty can be improved by repeated measurements (time it takes an object to fall, landing position for fired projectile)
In the case of random errors, you can calculate the uncertainty by taking the sum of the absolute values of (avg - measurement) and dividing by the number of measurements.
Uncertainties in calculated values
1. When adding or subtracting measurements, you add the absolute uncertainties to get the uncertainty in the result (example - perimeter of rectangle)
2. When multiplying, dividing or raising to power...
A. Min-Max method
avg = (min + max)/2
unc = (max - min)/2
B. Method of relative uncertainties
unc = quantity * (sum of relative uncertainties)
if you have exponents, the absolute value of the exponent is the coefficient for the relative uncertainty.
Handed out worksheet on uncertainties. Do as many as you need to to understand the methods.
Explained Sun Lab
This is an IB lab that will be graded on Data Collection and Processing, and Conclusions.
1. Data Table - table neatly made with labels, units, uncertainties
Short explanation on why you chose the uncertainties the way you did.
2. Calculation Section:
Calculate values and uncertainties using
A. Min/Max method and
B. Method of Relative Uncertainties. Clearly explain all steps in calculations (state what it is you are calculating, show equations, plug in numbers with units, get result)
3. Conclusions
A. Clearly state result with uncertainty, explain significance of result, compare to accepted value
B. Evaluate procedure - how good was it? sources of error or uncertainty?
C. Ways in which method could be improved? or other ways to get the result.
Did Sun Lab - write-up due Tuesday
1. When making measurements with a digital device (electronic balance, stopwatch) the reading uncertainty is the smallest division.
2. When making measurements with a ruler, you can read to 1/2 the smallest scale division, but you might also take the uncertainty to be the smallest scale division since there is uncertainty at both ends.
3. When making measurements with a ruler, be sure to look straight down to avoid parallax errors
4. Precision vs Accuracy
Precise but not accurate - systematic errors - consistent reading errors, problems in calibration, or problems in measuring instrument (measuring with metal ruler on very hot day, not zeroing measuring device)
Accurate but not precise - random errors - uncertainty can be improved by repeated measurements (time it takes an object to fall, landing position for fired projectile)
In the case of random errors, you can calculate the uncertainty by taking the sum of the absolute values of (avg - measurement) and dividing by the number of measurements.
Uncertainties in calculated values
1. When adding or subtracting measurements, you add the absolute uncertainties to get the uncertainty in the result (example - perimeter of rectangle)
2. When multiplying, dividing or raising to power...
A. Min-Max method
avg = (min + max)/2
unc = (max - min)/2
B. Method of relative uncertainties
unc = quantity * (sum of relative uncertainties)
if you have exponents, the absolute value of the exponent is the coefficient for the relative uncertainty.
Handed out worksheet on uncertainties. Do as many as you need to to understand the methods.
Explained Sun Lab
This is an IB lab that will be graded on Data Collection and Processing, and Conclusions.
1. Data Table - table neatly made with labels, units, uncertainties
Short explanation on why you chose the uncertainties the way you did.
2. Calculation Section:
Calculate values and uncertainties using
A. Min/Max method and
B. Method of Relative Uncertainties. Clearly explain all steps in calculations (state what it is you are calculating, show equations, plug in numbers with units, get result)
3. Conclusions
A. Clearly state result with uncertainty, explain significance of result, compare to accepted value
B. Evaluate procedure - how good was it? sources of error or uncertainty?
C. Ways in which method could be improved? or other ways to get the result.
Did Sun Lab - write-up due Tuesday
Thursday, Sept 11, 2008 - Block 1
Examined table of density measurements.
1. When making measurements with a digital device (electronic balance, stopwatch) the reading uncertainty is the smallest division.
2. When making measurements with a ruler, you can read to 1/2 the smallest scale division, but you might also take the uncertainty to be the smallest scale division since there is uncertainty at both ends.
3. When making measurements with a ruler, be sure to look straight down to avoid parallax errors
4. Precision vs Accuracy
Precise but not accurate - systematic errors - consistent reading errors, problems in calibration, or problems in measuring instrument (measuring with metal ruler on very hot day, not zeroing measuring device)
Accurate but not precise - random errors - uncertainty can be improved by repeated measurements (time it takes an object to fall, landing position for fired projectile)
Uncertainties in calculated values
1. When adding or subtracting measurements, you add the absolute uncertainties to get the uncertainty in the result (example - perimeter of rectangle)
2. When multiplying, dividing or raising to power...
A. Min-Max method
avg = (min + max)/2
unc = (max - min)/2
B. Method of relative uncertainties
unc = quantity * (sum of relative uncertainties)
if you have exponents, the absolute value of the exponent is the coefficient for the relative uncertainty.
Handed out worksheet on uncertainties. Do as many as you need to to understand the methods.
Explained Sun Lab
This is an IB lab that will be graded on Data Collection and Processing, and Conclusions.
1. Data Table - table neatly made with labels, units, uncertainties
Short explanation on why you chose the uncertainties the way you did.
2. Calculation Section:
Calculate values and uncertainties using
A. Min/Max method and
B. Method of Relative Uncertainties. Clearly explain all steps in calculations (state what it is you are calculating, show equations, plug in numbers with units, get result)
3. Conclusions
A. Clearly state result with uncertainty, explain significance of result, compare to accepted value
B. Evaluate procedure - how good was it? sources of error or uncertainty?
C. Ways in which method could be improved? or other ways to get the result.
Did Sun Lab - write-up due Tuesday
1. When making measurements with a digital device (electronic balance, stopwatch) the reading uncertainty is the smallest division.
2. When making measurements with a ruler, you can read to 1/2 the smallest scale division, but you might also take the uncertainty to be the smallest scale division since there is uncertainty at both ends.
3. When making measurements with a ruler, be sure to look straight down to avoid parallax errors
4. Precision vs Accuracy
Precise but not accurate - systematic errors - consistent reading errors, problems in calibration, or problems in measuring instrument (measuring with metal ruler on very hot day, not zeroing measuring device)
Accurate but not precise - random errors - uncertainty can be improved by repeated measurements (time it takes an object to fall, landing position for fired projectile)
Uncertainties in calculated values
1. When adding or subtracting measurements, you add the absolute uncertainties to get the uncertainty in the result (example - perimeter of rectangle)
2. When multiplying, dividing or raising to power...
A. Min-Max method
avg = (min + max)/2
unc = (max - min)/2
B. Method of relative uncertainties
unc = quantity * (sum of relative uncertainties)
if you have exponents, the absolute value of the exponent is the coefficient for the relative uncertainty.
Handed out worksheet on uncertainties. Do as many as you need to to understand the methods.
Explained Sun Lab
This is an IB lab that will be graded on Data Collection and Processing, and Conclusions.
1. Data Table - table neatly made with labels, units, uncertainties
Short explanation on why you chose the uncertainties the way you did.
2. Calculation Section:
Calculate values and uncertainties using
A. Min/Max method and
B. Method of Relative Uncertainties. Clearly explain all steps in calculations (state what it is you are calculating, show equations, plug in numbers with units, get result)
3. Conclusions
A. Clearly state result with uncertainty, explain significance of result, compare to accepted value
B. Evaluate procedure - how good was it? sources of error or uncertainty?
C. Ways in which method could be improved? or other ways to get the result.
Did Sun Lab - write-up due Tuesday
Wednesday, September 10, 2008
Wednesday, Sept 10, 2008 - Block 3
What did you tell your parents about the Textbook Scavenger Hunt?
Go around classroom
Finish going over some of the Textbook Scavenger Hunt.
Did examples of atom and football field.
What is Physics? Brainstorm
Physics is an activity to search for RULES that explain, simplify and predict the way nature works.
Science began when people recognized patterns that allowed them to make predictions. Look for the rules of nature.
You Can't Say the Rule
Go around classroom
Finish going over some of the Textbook Scavenger Hunt.
Did examples of atom and football field.
What is Physics? Brainstorm
Physics is an activity to search for RULES that explain, simplify and predict the way nature works.
Science began when people recognized patterns that allowed them to make predictions. Look for the rules of nature.
You Can't Say the Rule
Wednesday, Sept 10, 2008 - Block 1
What did you tell your parents about the Textbook Scavenger Hunt?
Go around classroom
Finish going over some of the Textbook Scavenger Hunt.
What is Physics? Brainstorm
Physics is an activity to search for RULES that explain, simplify and predict the way nature works.
Science began when people recognized patterns that allowed them to make predictions. Look for the rules of nature.
You Can't Say the Rule
Start measurement and uncertainty exercise by finding density of aluminum blocks
Go around classroom
Finish going over some of the Textbook Scavenger Hunt.
What is Physics? Brainstorm
Physics is an activity to search for RULES that explain, simplify and predict the way nature works.
Science began when people recognized patterns that allowed them to make predictions. Look for the rules of nature.
You Can't Say the Rule
Start measurement and uncertainty exercise by finding density of aluminum blocks
Tuesday, September 9, 2008
Tuesday, Sept 9, 2008 - Block 3
Checked for textbook covers
Hand back quiz on Course Expectations
Hand back Textbook Scavenger Hunt sheets
Go over Textbook Scavenger Hunt.
Did not finish so will continue and finish tomorrow
Hand back quiz on Course Expectations
Hand back Textbook Scavenger Hunt sheets
Go over Textbook Scavenger Hunt.
Did not finish so will continue and finish tomorrow
Tuesday, Sept 9, 2008 - Block 1
Checked for textbook covers
Problem of number of atoms in Earth.
Hand back quiz on Course Expectations
Hand back Textbook Scavenger Hunt sheets
Go over Textbook Scavenger Hunt.
Did not finish so will continue and finish tomorrow
Problem of number of atoms in Earth.
Hand back quiz on Course Expectations
Hand back Textbook Scavenger Hunt sheets
Go over Textbook Scavenger Hunt.
Did not finish so will continue and finish tomorrow
Monday, September 8, 2008
Monday, Sept 8, 2008 - Block 3
Took Role
Checked for Textbook Covers
Quiz on Course Expectation Sheet
Students did Textbook Scavenger Hunt in Class. Handed in papers.
Demonstrated diamagnetism with grapes.
Demonstrated penny in balloon - inertia, circular, force, walking in space station
Demonstrated hex nut in balloon - annoying, frequency, pitch
Checked for Textbook Covers
Quiz on Course Expectation Sheet
Students did Textbook Scavenger Hunt in Class. Handed in papers.
Demonstrated diamagnetism with grapes.
Demonstrated penny in balloon - inertia, circular, force, walking in space station
Demonstrated hex nut in balloon - annoying, frequency, pitch
Monday, Sept 8, 2008 - Block 1
Take role
Collect any remaining Notice to Parents and Expectations forms
Check for covered textbooks
Quiz on Expectations
Stamp for completion on Textbook Scavenger Hunt sheets
Collect
Hand back Guestimation worksheets and go over. Took the entire period.
For homework - finish calculating the number of atoms in the Earth.
Collect any remaining Notice to Parents and Expectations forms
Check for covered textbooks
Quiz on Expectations
Stamp for completion on Textbook Scavenger Hunt sheets
Collect
Hand back Guestimation worksheets and go over. Took the entire period.
For homework - finish calculating the number of atoms in the Earth.
Friday, September 5, 2008
Friday, Sept 5, 2008 - Block 3
Collected Parent Notice Forms and Signed Expectation Forms
Get Textbooks
Students put names in textbooks
Students put name on front cover of planner with sharpie
Went over Guestimation and Mental Gymnastic worksheets.
Didn't have time to start Textbook Scavenger Hunt
Homework: Cover textbook for Monday - worth 10 points
Quiz on Course Expectations on Monday
Get Textbooks
Students put names in textbooks
Students put name on front cover of planner with sharpie
Went over Guestimation and Mental Gymnastic worksheets.
Didn't have time to start Textbook Scavenger Hunt
Homework: Cover textbook for Monday - worth 10 points
Quiz on Course Expectations on Monday
Friday, Sept 5, 2008 - Block 1
Collected Parent Notice Forms and Signed Expectation Forms
Get Textbooks
Students put names in textbooks
Students put name on front cover of planner with sharpie
Since students were leaving for pictures and band I just had the students work on the Textbook Scavenger Hunt. If they didn't finish in class, they could finish for homework.
Collected Guestimation and Mental Gymnastic worksheets to look over.
Homework: Cover textbook for Monday - worth 10 points
Finish Textbook Scavenger Hunt
Quiz on Course Expectations on Monday
Get Textbooks
Students put names in textbooks
Students put name on front cover of planner with sharpie
Since students were leaving for pictures and band I just had the students work on the Textbook Scavenger Hunt. If they didn't finish in class, they could finish for homework.
Collected Guestimation and Mental Gymnastic worksheets to look over.
Homework: Cover textbook for Monday - worth 10 points
Finish Textbook Scavenger Hunt
Quiz on Course Expectations on Monday
Thursday, September 4, 2008
Thursday, Sept 4, 2008 - Block 3
Intro
Student Profile - done in class and handed in
Notice to Parent forms - hand in on Friday for 10 pts
Went over Course Expectation sheet - Students should review with parents, sign and return completion form on Friday for 5 pts
Looked at seismic sections of salt dome and Baltimore Canyon. Calculated water depth from two way time. Sound is a longitudinal wave in which the motion of the particles is along the direction of wave propagation.
Demo with "magic jar"
Brief room tour
Showed students meeting place for fire drills
Handed out polarizers and had students view polarization of light from scattering by air molecules.
Briefly sketched why scattered light should be polarized.
Use of polarization to analyze stress. Demo with protractor.
Model of polarization using picket fence.
Forgot to give out blog URL info
Handed out Guestimation worksheet. Students worked on it in class for 30 minutes. I asked students to finish it at home.
Homework due Friday 9/5/08
Return Notice to Parent Sheet
Return signed expectation completion sheet
Guestimation and Mental Gymnastics sheet
Student Profile - done in class and handed in
Notice to Parent forms - hand in on Friday for 10 pts
Went over Course Expectation sheet - Students should review with parents, sign and return completion form on Friday for 5 pts
Looked at seismic sections of salt dome and Baltimore Canyon. Calculated water depth from two way time. Sound is a longitudinal wave in which the motion of the particles is along the direction of wave propagation.
Demo with "magic jar"
Brief room tour
Showed students meeting place for fire drills
Handed out polarizers and had students view polarization of light from scattering by air molecules.
Briefly sketched why scattered light should be polarized.
Use of polarization to analyze stress. Demo with protractor.
Model of polarization using picket fence.
Forgot to give out blog URL info
Handed out Guestimation worksheet. Students worked on it in class for 30 minutes. I asked students to finish it at home.
Homework due Friday 9/5/08
Return Notice to Parent Sheet
Return signed expectation completion sheet
Guestimation and Mental Gymnastics sheet
Thursday, Sept 4, 2008 - Block 1
Intro
Student Profile - done in class and handed in
Notice to Parent forms - hand in on Friday for 10 pts
Went over Course Expectation sheet - Students should review with parents, sign and return completion form on Friday for 5 pts
Brief room tour
Showed students meeting place for fire drills
Gave out blog URL info
Demo with "magic jar"
Demo and model with polarizers
Demo of diamagnetic repulsion of grapes
Polarization by scattering - sky is polarized.
Handed out Guestimation worksheet. Students worked on it in class for 10 minutes. I asked students to finish it at home.
Homework due Friday 9/5/08
Return Notice to Parent Sheet
Return signed expectation completion sheet
Tell parents about something interesting from today's class
Guestimation and Mental Gymnastics sheet
Student Profile - done in class and handed in
Notice to Parent forms - hand in on Friday for 10 pts
Went over Course Expectation sheet - Students should review with parents, sign and return completion form on Friday for 5 pts
Brief room tour
Showed students meeting place for fire drills
Gave out blog URL info
Demo with "magic jar"
Demo and model with polarizers
Demo of diamagnetic repulsion of grapes
Polarization by scattering - sky is polarized.
Handed out Guestimation worksheet. Students worked on it in class for 10 minutes. I asked students to finish it at home.
Homework due Friday 9/5/08
Return Notice to Parent Sheet
Return signed expectation completion sheet
Tell parents about something interesting from today's class
Guestimation and Mental Gymnastics sheet
Thursday, June 12, 2008
Thursday, June 12, 2008
Physics poems and songs.
Matt won first place with Kyle J in close second.
Went over Hewitt 60 questions test.
Have a great summer!!
Matt won first place with Kyle J in close second.
Went over Hewitt 60 questions test.
Have a great summer!!
Wednesday, June 11, 2008
Hewitt 60 question test (I selected 36 of the 60 questions)
Watched the 3rd Rock video "Physics of Being Dick"
Time to work on physics poems
Watched the 3rd Rock video "Physics of Being Dick"
Time to work on physics poems
Tuesday, June 10, 2008
Interesting calculations:
Derived gravitational PE equation and used it to determine escape velocities.
Calculated the size of the Earth if it were a black hole of the same mass.
Calculated nuclear density and compared to the density of the Earth black hole.
Calculated the radius of the Earth if it had nuclear density (neutron star)
Derived equation for tidal forces.
Calculated tidal forces of Sun and Moon on Earth.
Calculated tidal forces of Sun, Moon, and Watermelon on person.
Derived gravitational PE equation and used it to determine escape velocities.
Calculated the size of the Earth if it were a black hole of the same mass.
Calculated nuclear density and compared to the density of the Earth black hole.
Calculated the radius of the Earth if it had nuclear density (neutron star)
Derived equation for tidal forces.
Calculated tidal forces of Sun and Moon on Earth.
Calculated tidal forces of Sun, Moon, and Watermelon on person.
Friday, June 6, 2008
Personal Holiday
Students watched video, 95 Moons and Counting, and then worked on their physics poems.
Students will present poems next Thursday
Students watched video, 95 Moons and Counting, and then worked on their physics poems.
Students will present poems next Thursday
Thursday, June 5, 2008
Tuesday, June 3, 2008
Tuesday, June 3, 2008
Reviewed Zapping the Law of Gravitation to get Kepler's 2nd and 3rd laws.
Gave examples of close is fast and far is slow.
Described how the breakdown of this relationship in galaxies led to the idea of dark matter.
Worked examples using Kepler's 3rd law.
Students worked on Kepler's Law worksheet.
Went over worksheet.
Weird Orbit of Mercury.
For homework, students will demonstrate the results to their parents.
Gave examples of close is fast and far is slow.
Described how the breakdown of this relationship in galaxies led to the idea of dark matter.
Worked examples using Kepler's 3rd law.
Students worked on Kepler's Law worksheet.
Went over worksheet.
Weird Orbit of Mercury.
For homework, students will demonstrate the results to their parents.
Monday, June 2, 2008
Monday, June 2, 2008
Reviewed importance of getting straight line relationship on graph.
Use a large slope triangle when calculating the slope.
Do not just count squares to get slope - this does not work if the axes have different spacings.
Reviewed circular motion and gravity.
Zapped law of gravitation to get Kepler's Laws.
Seniors left for assembly.
Handed out Kepler's Laws Worksheet.
Use a large slope triangle when calculating the slope.
Do not just count squares to get slope - this does not work if the axes have different spacings.
Reviewed circular motion and gravity.
Zapped law of gravitation to get Kepler's Laws.
Seniors left for assembly.
Handed out Kepler's Laws Worksheet.
Friday, May 30, 2008
Thursday, May 29, 2008
Thursday, May 29, 2008
Went over questions on Circular Motion Problem sheet.
Quiz on Circular Motion requiring a Zap!
Went over quiz.
Started Hewitt video on Gravity.
Quiz on Circular Motion requiring a Zap!
Went over quiz.
Started Hewitt video on Gravity.
Wednesday, May 28, 2008
Wednesday, May 28, 2008
Answered any questions on RA 7.4
Collected RA 7.4
Circular Motion Quiz
Went over Quiz
Students worked on Circular Motion Problems.
Graded and handed back RA 7.4 and Circular Motion Quiz. Talked to each student individually, explained corrections to work and answered any remaining questions.
Collected RA 7.4
Circular Motion Quiz
Went over Quiz
Students worked on Circular Motion Problems.
Graded and handed back RA 7.4 and Circular Motion Quiz. Talked to each student individually, explained corrections to work and answered any remaining questions.
Tuesday, May 27, 2008
Tuesday, May 27, 2008
Collected Circular Motion Lab Reports
Uniform circular motion - Motion in a circle at constant (uniform) speed.
Showed using definition of acceleration, a = (vf-vi)/t and adding the vectors using the parallelogram rule that for uniform circular motion, the acceleration is directed towards the center of circle.
Since there is an acceleration directed towards the center of the circle, and F = m*a, there must be a force also directed towards the center of the circle. The acceleration is ALWAYS in the direction of the net force. There must be an acceleration since the direction of velocity always changes even though the speed is constant. Since the force is perpendicular to the direction of motion, the direction changes even though the speed remains constant.
When the acceleration and force are directed towards the center of the circle, they are called the centripetal acceleration and centripetal force. Centripetal means "center seeking". This is not to be confused with centrifugal which is a "dirty" word in physics and should not be used. There is no such thing as a centrifugal force - this is only what you feel due to inertia.
Showed using octagons that F ~ 1/R, and F ~ v^2.
The complete equation is F = m * v^2/R
In solving problems, you always choose one axis in the direction of the acceleration which is towards the center of the circle. Find the sum of the forces in the radial direction and, instead of setting it equal to m * a, draw a little lightning bolt, write the word "zap", and set the sum equal to m * v^2/R. We "Zap" it because we didn't actually derive the equation, just pulled it out of thin air.
Note that m * v^2/R has the units of mass * acceleration. It is the centripetal force. v^2/R is the centripetal acceleration.
There must always be something physical that you can name as the centripetal force. Never just write down a centripetal force without identifying what causes it.
Gave several examples of centripetal force and solved several problems using uniform circular motion.
Handed out RA 7.4 for homework due tomorrow.
Also handed out problem sheet on circular motion. The front side is for practice. The three problems on the back are for extra credit if handed in by Friday.
Uniform circular motion - Motion in a circle at constant (uniform) speed.
Showed using definition of acceleration, a = (vf-vi)/t and adding the vectors using the parallelogram rule that for uniform circular motion, the acceleration is directed towards the center of circle.
Since there is an acceleration directed towards the center of the circle, and F = m*a, there must be a force also directed towards the center of the circle. The acceleration is ALWAYS in the direction of the net force. There must be an acceleration since the direction of velocity always changes even though the speed is constant. Since the force is perpendicular to the direction of motion, the direction changes even though the speed remains constant.
When the acceleration and force are directed towards the center of the circle, they are called the centripetal acceleration and centripetal force. Centripetal means "center seeking". This is not to be confused with centrifugal which is a "dirty" word in physics and should not be used. There is no such thing as a centrifugal force - this is only what you feel due to inertia.
Showed using octagons that F ~ 1/R, and F ~ v^2.
The complete equation is F = m * v^2/R
In solving problems, you always choose one axis in the direction of the acceleration which is towards the center of the circle. Find the sum of the forces in the radial direction and, instead of setting it equal to m * a, draw a little lightning bolt, write the word "zap", and set the sum equal to m * v^2/R. We "Zap" it because we didn't actually derive the equation, just pulled it out of thin air.
Note that m * v^2/R has the units of mass * acceleration. It is the centripetal force. v^2/R is the centripetal acceleration.
There must always be something physical that you can name as the centripetal force. Never just write down a centripetal force without identifying what causes it.
Gave several examples of centripetal force and solved several problems using uniform circular motion.
Handed out RA 7.4 for homework due tomorrow.
Also handed out problem sheet on circular motion. The front side is for practice. The three problems on the back are for extra credit if handed in by Friday.
Friday, May 23, 2008
Friday, May 23, 2008
Handed back RA 7.2. Brandon worked out the final problem on the board.
Handed out worksheet on static equilibrium including problem solving strategy. Gave students time in class to work on the problems.
Finished class with short demos on center of mass:
balancing ruler, balancing bird, rolling on ramp, belt, finding center of mass of an object using a pin and string, unable to touch toes when standing against wall.
Mentioned how center of mass can be used with "wobble" of stars to find planets in other solar systems.
Students have circular motion lab due next Tuesday as well as try to finish torque problems.
Handed out worksheet on static equilibrium including problem solving strategy. Gave students time in class to work on the problems.
Finished class with short demos on center of mass:
balancing ruler, balancing bird, rolling on ramp, belt, finding center of mass of an object using a pin and string, unable to touch toes when standing against wall.
Mentioned how center of mass can be used with "wobble" of stars to find planets in other solar systems.
Students have circular motion lab due next Tuesday as well as try to finish torque problems.
Thursday, May 22, 2008
Thursday, May 22, 2008
While students who went the Physics Extravaganza filled out an evaluation form, other students unloaded equipment.
Introduced Circular Motion Lab. Explained frequency and period.
Students did Circular Motion Lab.
Lab write-up is due on Tuesday after the Memorial Day weekend.
Collected RA 7.2 and supplemental problems sheet on torque.
Handed out RA 7.3 due tomorrow.
Introduced Circular Motion Lab. Explained frequency and period.
Students did Circular Motion Lab.
Lab write-up is due on Tuesday after the Memorial Day weekend.
Collected RA 7.2 and supplemental problems sheet on torque.
Handed out RA 7.3 due tomorrow.
Wednesday, May 21, 2008
Showed all the demos for the Physics Extravaganza which is tonight at TuHS.
People practiced the demos for their booths.
Lots of people tried out the Van de Graaff.
People practiced the demos for their booths.
Lots of people tried out the Van de Graaff.
Tuesday, May 20, 2008
Tuesday, May 20, 2008
Went over RA 7.1
Talked about torque.
Demo opening door.
Finding lines of action and lever arms.
Ranking torques.
Demo with spool
Problem solving strategy for solving torque problems
Example problems on torque:
Seesaw
Canoe problem
Handed out RA 7.2, supplemental problems in torque - due tomorrow
Talked about torque.
Demo opening door.
Finding lines of action and lever arms.
Ranking torques.
Demo with spool
Problem solving strategy for solving torque problems
Example problems on torque:
Seesaw
Canoe problem
Handed out RA 7.2, supplemental problems in torque - due tomorrow
Thursday, May 15, 2008
Thursday, May 15, 2008
Went over RA 6.3, CD 6.1, CD 6.2
Most students did not look at WebAssign. Gave students 20 minutes working in pairs to do the problems.
Went over the questions from the end of the chapter.
Briefly described what to expect on tomorrow's test.
Most students did not look at WebAssign. Gave students 20 minutes working in pairs to do the problems.
Went over the questions from the end of the chapter.
Briefly described what to expect on tomorrow's test.
Wednesday, May 14, 2008
Wednesday, May 14, 2008
Last call for any Looney Tunes and Pulley Labs.
Went over Roller Coaster, Pulley Lab, and Looney Tunes Labs.
Quiz on momentum and energy.
Handed out CD 6.2 for homework.
Showed video, "How Things Go"
RA 6.3 is do tomorrow.
To prepare for Friday's test, students should complete CD 6.1, 6.2, and the WebAssign review of Hewitt Chapter 6 - energy.
Went over Roller Coaster, Pulley Lab, and Looney Tunes Labs.
Quiz on momentum and energy.
Handed out CD 6.2 for homework.
Showed video, "How Things Go"
RA 6.3 is do tomorrow.
To prepare for Friday's test, students should complete CD 6.1, 6.2, and the WebAssign review of Hewitt Chapter 6 - energy.
Tuesday, May 13, 2008
Tuesday, May 13, 2008
Collected Looney Tune and Pulley Labs.
Demo and calculations for ballistic pendulum using protractor. Requires both conservation of momentum and conservation of energy.
Students calculated the initial speed of the bullet as well as the percent energy that went into heat in the inelastic collision. Reviewed calculations in detail.
Quiz on finding speed and time for a ball dropped a given distance.
Quiz on block sliding down incline plane.
Handed out CD 6.2 on energy for homework.
Test on Friday
Demo and calculations for ballistic pendulum using protractor. Requires both conservation of momentum and conservation of energy.
Students calculated the initial speed of the bullet as well as the percent energy that went into heat in the inelastic collision. Reviewed calculations in detail.
Quiz on finding speed and time for a ball dropped a given distance.
Quiz on block sliding down incline plane.
Handed out CD 6.2 on energy for homework.
Test on Friday
Monday, May 12, 2008
Monday, May 12, 2008
Described problem on Roller Coaster Lab where students said power = force/time instead of power = energy/time
Went over energy problems with emphasis on energy balance equations.
Went over questions on WebAssign. Gave extension on WebAssign to Tuesday night.
Handed out RA 6.3 for students to work on in class and finish for homework.
Looney Tunes and Pulley Labs due tomorrow.
Went over energy problems with emphasis on energy balance equations.
Went over questions on WebAssign. Gave extension on WebAssign to Tuesday night.
Handed out RA 6.3 for students to work on in class and finish for homework.
Looney Tunes and Pulley Labs due tomorrow.
Friday, May 9, 2008
Friday, May 9, 2008
Day two of Looney Tune and Pulley labs. Write-ups due on Tuesday.
WebAssign due on Monday.
WebAssign due on Monday.
Thursday, May 8, 2008
Thursday, May 8, 2008
Pulley Lab and Looney Tune Lab - day 1
Went over what is required for Pulley Lab and Looney Tune Lab.
Both lab write-ups are due on Tuesday.
Went over what is required for Pulley Lab and Looney Tune Lab.
Both lab write-ups are due on Tuesday.
Wednesday, May 7, 2008
Wednesday, May 7, 2008
Review of energy
1. Kinetic energy - energy of motion = (1/2) * m * v^2
Did examples calculating KE
KE cannot be negative since m and v^2 are always positive.
If you double the mass, the KE doubles. Mass is proportional to KE. For the same velocity, a graph of KE vs m is a straight line through the origin with slope (1/2)v^2.
If you double the velocity, the KE increases by a factor of 4 (=2^2). Because velocity is squared, it has an even greater effect on the KE. If you make the velocity 3 times greater, the KE increases by a factor of 9. Did several examples including giving a KE of 3x10^6 J at 20 mph and finding KE at 40 mph, 120 mph.
A graph of KE vs v gives a parabola. A graph of KE vs v^2 gives a straight line through the origin with a slope of m/2
Slamming on brakes example. Energy balance equation is KE = work done by friction
(1/2) m v^2 = Ff * d
Since the friction force does not depend on the speed, if you double the speed, you increase the KE by a factor of 4 and increase the stopping distance by a factor of 4. Did several examples.
2. Gravitational potential energy = GPE = m*g*h
Did examples calculating GPE.
Graphs of GPE vs m and GPE vs h are straight lines through the origin.
Examples of choosing different locations for h = 0 (and thus GPE = 0).
GPE can be negative depending on the choice of h = 0. What is important is the difference in GPE between locations.
GPE does not depend on the path you took to get there.
3. Energy balance equations (equations for conservation of energy)
Energy you start with + energy you add = energy you end up with + places energy went
Energy balance equations:
Roller coaster lab
Introduced energy balance equation for Looney Tunes Lab
Showed energy balance equation for Looney Tunes Lab half-way down.
Energy balance equation for dropping an object with no air resistance.
Calculated speed of dropped object using energy. If you know the speed you can easily find the time.
Energy balance equation for an object that is thrown down.
4. Machines
Principle of machines is that work in = work out
Machines can change the force at the expense of distance. Machines do not "create" energy.
Showed examples using one and two strings to support and then lift a weight.
Introduced pulley lab ideas.
5. Handed out worksheet on energy problems. Gave students 15-20 minutes to work on it in class.
Roller Coaster Lab due tomorrow.
1. Kinetic energy - energy of motion = (1/2) * m * v^2
Did examples calculating KE
KE cannot be negative since m and v^2 are always positive.
If you double the mass, the KE doubles. Mass is proportional to KE. For the same velocity, a graph of KE vs m is a straight line through the origin with slope (1/2)v^2.
If you double the velocity, the KE increases by a factor of 4 (=2^2). Because velocity is squared, it has an even greater effect on the KE. If you make the velocity 3 times greater, the KE increases by a factor of 9. Did several examples including giving a KE of 3x10^6 J at 20 mph and finding KE at 40 mph, 120 mph.
A graph of KE vs v gives a parabola. A graph of KE vs v^2 gives a straight line through the origin with a slope of m/2
Slamming on brakes example. Energy balance equation is KE = work done by friction
(1/2) m v^2 = Ff * d
Since the friction force does not depend on the speed, if you double the speed, you increase the KE by a factor of 4 and increase the stopping distance by a factor of 4. Did several examples.
2. Gravitational potential energy = GPE = m*g*h
Did examples calculating GPE.
Graphs of GPE vs m and GPE vs h are straight lines through the origin.
Examples of choosing different locations for h = 0 (and thus GPE = 0).
GPE can be negative depending on the choice of h = 0. What is important is the difference in GPE between locations.
GPE does not depend on the path you took to get there.
3. Energy balance equations (equations for conservation of energy)
Energy you start with + energy you add = energy you end up with + places energy went
Energy balance equations:
Roller coaster lab
Introduced energy balance equation for Looney Tunes Lab
Showed energy balance equation for Looney Tunes Lab half-way down.
Energy balance equation for dropping an object with no air resistance.
Calculated speed of dropped object using energy. If you know the speed you can easily find the time.
Energy balance equation for an object that is thrown down.
4. Machines
Principle of machines is that work in = work out
Machines can change the force at the expense of distance. Machines do not "create" energy.
Showed examples using one and two strings to support and then lift a weight.
Introduced pulley lab ideas.
5. Handed out worksheet on energy problems. Gave students 15-20 minutes to work on it in class.
Roller Coaster Lab due tomorrow.
Tuesday, May 6, 2008
Monday, May 5, 2008
Monday, May 5, 2008
Introduction to Energy
Feynman block story
Around the class asking for forms of energy (places energy can hide)
Indicated the main forms of energy we will be concerned with: work, gravitational potential energy, kinetic energy, elastic potential energy, heat
Importance of energy is that if you add up all the places energy can hide before something happens and then do it after something happens, you will get the same number. Conservation of energy. The equation is the energy balance equation.
Showed equations for various forms of energy:
GPE = m*g*h = gravitational potential energy = energy of location or position
KE = 1/2 * m * v^2 = energy of motion
elastic PE = 1/2 * k * x^2 = energy stored in a stretched rubber band or spring with spring constant k and stretch x
Went over RA 6.1 on work
Discussed work in detail. Work = F * d where F is the component of force in the direction of motion. If the force is perpendicular to the direction of motion (velocity) no work is done by that force.
Compared work and impulse.
Did example of lifting block showing that work done is equal to the change in gravitational potential energy.
Showed some energy balance equations.
Handed out RA 6.2 due tomorrow.
If students scored less than 85 on the last test, the WebAssign assignment is required and due for tomorrow.
Feynman block story
Around the class asking for forms of energy (places energy can hide)
Indicated the main forms of energy we will be concerned with: work, gravitational potential energy, kinetic energy, elastic potential energy, heat
Importance of energy is that if you add up all the places energy can hide before something happens and then do it after something happens, you will get the same number. Conservation of energy. The equation is the energy balance equation.
Showed equations for various forms of energy:
GPE = m*g*h = gravitational potential energy = energy of location or position
KE = 1/2 * m * v^2 = energy of motion
elastic PE = 1/2 * k * x^2 = energy stored in a stretched rubber band or spring with spring constant k and stretch x
Went over RA 6.1 on work
Discussed work in detail. Work = F * d where F is the component of force in the direction of motion. If the force is perpendicular to the direction of motion (velocity) no work is done by that force.
Compared work and impulse.
Did example of lifting block showing that work done is equal to the change in gravitational potential energy.
Showed some energy balance equations.
Handed out RA 6.2 due tomorrow.
If students scored less than 85 on the last test, the WebAssign assignment is required and due for tomorrow.
Friday, May 2, 2008
Friday, May 2, 2008
Went over momentum test in some detail.
Showed video - Understanding Car Crashes.
Collected RA 6.1
Showed video - Understanding Car Crashes.
Collected RA 6.1
Thursday, May 1, 2008
Wednesday, April 30, 2008
Wednesday, April 30, 2008
Quiz on 7 blocks both elastic and inelastic.
Went over quiz and varied it a bit for more practice.
Showed parts of the Hewitt video - those dealing with boxing and trains.
Went over problem questions from WebAssign.
Asked if there were any questions on the Momentum Problem worksheet. Many students had not done it so I let the students work and review on their own, going around and answering any questions.
Test tomorrow on impulse and momentum
Went over quiz and varied it a bit for more practice.
Showed parts of the Hewitt video - those dealing with boxing and trains.
Went over problem questions from WebAssign.
Asked if there were any questions on the Momentum Problem worksheet. Many students had not done it so I let the students work and review on their own, going around and answering any questions.
Test tomorrow on impulse and momentum
Tuesday, April 29, 2008
Tuesday, April 29, 2008
Handed back Collision Lab.
Went over 7-block elastic collision problem - first the long way and then showing how to do it the easy way. Then did the problem assuming an inelastic collision - the important thing here is to check which blocks actually collide.
Went over RA 5.3
Ballistic Pendulum Lab/Demo/Calculation
Showed how to calculate impulse graphically for a non-constant force.
Gave students time in class to work on worksheet Problems in Momentum.
Assigned WebAssign Hewitt chapter 5 for review (due tomorrow)
Wednesday we will go over any questions on the problem sheet, any questions from WebAssign, and review for the test.
Test scheduled for Thursday.
Went over 7-block elastic collision problem - first the long way and then showing how to do it the easy way. Then did the problem assuming an inelastic collision - the important thing here is to check which blocks actually collide.
Went over RA 5.3
Ballistic Pendulum Lab/Demo/Calculation
Showed how to calculate impulse graphically for a non-constant force.
Gave students time in class to work on worksheet Problems in Momentum.
Assigned WebAssign Hewitt chapter 5 for review (due tomorrow)
Wednesday we will go over any questions on the problem sheet, any questions from WebAssign, and review for the test.
Test scheduled for Thursday.
Monday, April 28, 2008
Monday, April 28, 2008
Reviewed collisions and demos from Friday.
Collisions Lab
Bowling ball and golf ball competition.
Talked about slingshot effect and did problem.
Supernova demo.
Handed out Problems in Momentum worksheet and assigned 1,2 for tomorrow.
Collisions Lab
Bowling ball and golf ball competition.
Talked about slingshot effect and did problem.
Supernova demo.
Handed out Problems in Momentum worksheet and assigned 1,2 for tomorrow.
Friday, April 25, 2008
Friday, April 25, 2008
Went over RA 5.1
Demo with blowpipes and marshmallows to show that longer cannons impart more impulse (same force, longer time) than short cannons.
Momentum Quiz
Demo with happy/sad balls knocking down block.
Intro to conservation of momentum: If no net external force acts on the system, then there is no change in momentum.
Conservation of Momentum has never been shown to fail. It does not apply in cases in which there is an external force, such as dropping an object.
Applied Conservation of Momentum to collisions.
Two basic types of collisions:
1. Elastic (Things bounce)
2. Inelastic (Things stick)
If there is no net external force, momentum is conserved in both types of collisions.
Demos with air track for both types of collisions.
Worked inelastic collision problems on board showing problems solving strategy.
Students worked on and handed in Elastic Collision Worksheet.
Homework: RA 5.3
Demo with blowpipes and marshmallows to show that longer cannons impart more impulse (same force, longer time) than short cannons.
Momentum Quiz
Demo with happy/sad balls knocking down block.
Intro to conservation of momentum: If no net external force acts on the system, then there is no change in momentum.
Conservation of Momentum has never been shown to fail. It does not apply in cases in which there is an external force, such as dropping an object.
Applied Conservation of Momentum to collisions.
Two basic types of collisions:
1. Elastic (Things bounce)
2. Inelastic (Things stick)
If there is no net external force, momentum is conserved in both types of collisions.
Demos with air track for both types of collisions.
Worked inelastic collision problems on board showing problems solving strategy.
Students worked on and handed in Elastic Collision Worksheet.
Homework: RA 5.3
Thursday, April 24, 2008
Thursday, April 24, 2008
Went over Newton's Laws test.
Intro to Impulse and Momentum.
Impulse = Fnet * t
Units of impulse are N s
Momentum = ooomph = mass * velocity
Derived Impulse = Change in momentum
Several examples
Egg toss lab
Force plate demo - flex knees, lock knees
Handed out RA 5.2. Students had 10 min in class to work on assignment - finish for homework.
Intro to Impulse and Momentum.
Impulse = Fnet * t
Units of impulse are N s
Momentum = ooomph = mass * velocity
Derived Impulse = Change in momentum
Several examples
Egg toss lab
Force plate demo - flex knees, lock knees
Handed out RA 5.2. Students had 10 min in class to work on assignment - finish for homework.
Tuesday, April 22, 2008
Tuesday, April 22, 2008
Newton's Laws Test on 2nd and 3rd laws.
RA 5.1 due Thursday.
No class on Wednesday
RA 5.1 due Thursday.
No class on Wednesday
Monday, April 21, 2008
Monday April 21, 2008
Reviewed some of the WebAssign problems that gave people trouble.
Andrew demonstrated jumping into the air.
Students predicted what a graph of normal force vs time would look like for his jump.
Discussed these graphs. Used force plate to observe the actual force vs time.
Talked about man on bathroom scale in elevator problems.
Suppose you have a jar of flies on an electronic balance and all the flies are sitting on the bottom. How would the scale reading change if the flies took off and flew around the jar. Referred to finger in water demo - the scale reading would not change.
Demo with flying saucer on force plate - same reading when it is resting on plate as when it is hovering above it.
Gave time for students to ask questions one on one.
Test tomorrow.
Andrew demonstrated jumping into the air.
Students predicted what a graph of normal force vs time would look like for his jump.
Discussed these graphs. Used force plate to observe the actual force vs time.
Talked about man on bathroom scale in elevator problems.
Suppose you have a jar of flies on an electronic balance and all the flies are sitting on the bottom. How would the scale reading change if the flies took off and flew around the jar. Referred to finger in water demo - the scale reading would not change.
Demo with flying saucer on force plate - same reading when it is resting on plate as when it is hovering above it.
Gave time for students to ask questions one on one.
Test tomorrow.
Thursday, April 17, 2008
Thursday, April 17, 2008
Collected problem 1 and then went over problems 2 and 4 on Applying Newton's Laws worksheet.
Handed out CD 5.2 and gave students time in class to do it.
Corrected CD 5.2. If students had mistakes, gave it back for them to correct and hand in again.
Assigned problems 42, 43, 44, 45 from the reverse side of the Applying Newton's Laws worksheet.
Handed out CD 5.2 and gave students time in class to do it.
Corrected CD 5.2. If students had mistakes, gave it back for them to correct and hand in again.
Assigned problems 42, 43, 44, 45 from the reverse side of the Applying Newton's Laws worksheet.
Wednesday, April 16, 2008
Wednesday, April 16, 2008
Stamped and then went over RA 4.5, particularly the kicking football problem.
Showed that it is not possible to apply a force of 200 N to a piece of paper held in front of you. We estimated the mass, time, distance and calculated the acceleration and force - much less than 1 N.
Handed back RA 4.4
Handed out Applications of Newton's Laws Worksheets. Worked problem 3 after giving students a chance to think about it.
Assigned problems 2,4 for tomorrow and will give extra credit for clearly written, correct solutions to problem 1.
Assigned WebAssign Hewitt Chapter 4 Part 2 - due Sunday 10:30 PM.
Last day to hand in CD 6.1 is Friday.
Test on Tuesday of next week.
Showed that it is not possible to apply a force of 200 N to a piece of paper held in front of you. We estimated the mass, time, distance and calculated the acceleration and force - much less than 1 N.
Handed back RA 4.4
Handed out Applications of Newton's Laws Worksheets. Worked problem 3 after giving students a chance to think about it.
Assigned problems 2,4 for tomorrow and will give extra credit for clearly written, correct solutions to problem 1.
Assigned WebAssign Hewitt Chapter 4 Part 2 - due Sunday 10:30 PM.
Last day to hand in CD 6.1 is Friday.
Test on Tuesday of next week.
Tuesday, April 15, 2008
Tuesday, April 15, 2008
Stamped homework, RA 4.4.
Went over worksheet as a review of yesterday's demos.
Showed clips from Independence Day video. Hollywood does not understand Newton's 3rd Law.
Students did Horse Sense worksheet in class. Voted on best pictures.
Handed out RA 4.5 for homework due tomorrow.
Went over worksheet as a review of yesterday's demos.
Showed clips from Independence Day video. Hollywood does not understand Newton's 3rd Law.
Students did Horse Sense worksheet in class. Voted on best pictures.
Handed out RA 4.5 for homework due tomorrow.
Monday, April 14, 2008
Monday, April 14, 2008
Newton's 3rd Law introductory lecture:
Inanimate objects can exert elastic forces: demo with rubber band, laser beam on wall.
No such thing as an isolated force - forces come in pairs (pears)
Newton's 3rd law recipe: A acts on B, B acts on B
Demo with finger in water.
Demo with force sensors. Chris can't pull harder on Jake than Jake pulls on Chris.
Newton's 3rd Law: If object A exerts a force on object B, then B exerts a force on A that is equal in magnitude and opposite in direction.
Tug-of-War: Janae and Chris. The one who wins the tug-of-war is the person who pushes harder against the ground.
Action/Reaction forces never cancel out because they do not act on the same object. Because they do not act on the same object, they never appear in the same free body diagram.
Examples of action reaction pairs. Contrast with forces that are equal in magnitude but opposite in direction but are NOT action reaction pairs.
Action and Reaction for Different Masses: If you drop a ball, why does the ball fall down and not the Earth fall up? Same magnitude force = m A = M a. Ball has much less mass so it has larger acceleration. Earth has huge mass, tiny acceleration.
Magic tube: tube exerts upward force on ball, ball exerts downward force on tube. We can measure this extra force using a force sensor and, if the ball is falling at terminal velocity, determine the weight of the ball.
Hand out RA 4.4 (summary of class notes) due tomorrow.
Hand out CD 6, due for the last time on Thursday.
Inanimate objects can exert elastic forces: demo with rubber band, laser beam on wall.
No such thing as an isolated force - forces come in pairs (pears)
Newton's 3rd law recipe: A acts on B, B acts on B
Demo with finger in water.
Demo with force sensors. Chris can't pull harder on Jake than Jake pulls on Chris.
Newton's 3rd Law: If object A exerts a force on object B, then B exerts a force on A that is equal in magnitude and opposite in direction.
Tug-of-War: Janae and Chris. The one who wins the tug-of-war is the person who pushes harder against the ground.
Action/Reaction forces never cancel out because they do not act on the same object. Because they do not act on the same object, they never appear in the same free body diagram.
Examples of action reaction pairs. Contrast with forces that are equal in magnitude but opposite in direction but are NOT action reaction pairs.
Action and Reaction for Different Masses: If you drop a ball, why does the ball fall down and not the Earth fall up? Same magnitude force = m A = M a. Ball has much less mass so it has larger acceleration. Earth has huge mass, tiny acceleration.
Magic tube: tube exerts upward force on ball, ball exerts downward force on tube. We can measure this extra force using a force sensor and, if the ball is falling at terminal velocity, determine the weight of the ball.
Hand out RA 4.4 (summary of class notes) due tomorrow.
Hand out CD 6, due for the last time on Thursday.
Thursday, April 10, 2008
Wednesday, April 9, 2008
Tuesday, April 8, 2008
Review for tomorrow's test.
I checked student answers and went over questions that gave difficulties.
Answered any other questions on other WebAssign problems.
Students worked on a review problem sheet and could check answers against a key.
Reviewed what to expect on tomorrow's test and things to pay particular attention to.
I checked student answers and went over questions that gave difficulties.
Answered any other questions on other WebAssign problems.
Students worked on a review problem sheet and could check answers against a key.
Reviewed what to expect on tomorrow's test and things to pay particular attention to.
Monday, April 7, 2008
Monday, April 7, 2008
Handed back Air Resistance Labs. Went over and answered questions.
Compared and contrasted contact friction and air resistance.
Answered questions from WebAssign.
Showed the rest of the Hewitt video with emphasis on why when you drop two different masses they will hit the ground at the same if air resistance is negligible and the idea of air resistance.
Handed out Problem Solving strategy sheet.
Handed out Newton's Laws Practice problems. Students worked on them in class. I supplied an answer key.
Compared and contrasted contact friction and air resistance.
Answered questions from WebAssign.
Showed the rest of the Hewitt video with emphasis on why when you drop two different masses they will hit the ground at the same if air resistance is negligible and the idea of air resistance.
Handed out Problem Solving strategy sheet.
Handed out Newton's Laws Practice problems. Students worked on them in class. I supplied an answer key.
Friday, April 4, 2008
Friday, April 4, 2008
Collected Air Resistance Labs.
Went over friction worksheet - did all problems.
Went over problem solving strategy for Newton's Laws.
Two Interesting Problems with Real Life Applications:
1. Showed that if you push up on an object, the normal force decreases and the friction force decreases. Useful for football linemen.
2. Pulling car out of the mud problem.
Started Hewitt video.
Two WebAssign Assignments. Hewitt one due Monday. Students should try second one.
Went over friction worksheet - did all problems.
Went over problem solving strategy for Newton's Laws.
Two Interesting Problems with Real Life Applications:
1. Showed that if you push up on an object, the normal force decreases and the friction force decreases. Useful for football linemen.
2. Pulling car out of the mud problem.
Started Hewitt video.
Two WebAssign Assignments. Hewitt one due Monday. Students should try second one.
Thursday, April 3, 2008
Thursday, April 3, 2008
Went over Newton's Worksheet. Included calculation of coefficients of friction in some of the problems.
Handed out worksheet on friction to give students more practice in using the coefficients of friction.
Worksheet is due tomorrow.
Test is next Tuesday. All Concept Dev sheets are due on Tuesday.
Handed out worksheet on friction to give students more practice in using the coefficients of friction.
Worksheet is due tomorrow.
Test is next Tuesday. All Concept Dev sheets are due on Tuesday.
Wednesday, April 2, 2008
Wednesday, April 2, 2008
Reviewed Friction Lab
Demonstrated static vs kinetic friction using bricks and force sensor.
Reviewed factors affecting contact friction: Normal force and surface texture
Discussed factors affecting air resistance: Speed and cross sectional area
Described Air Resistance Lab
For write-up: Answer preliminary questions 1-4, show data table with all raw data and averages and then square of average terminal velocity, 2 graphs (analysis question 1), Which model gives the best fit straight line through the origin?, Which model best describes air resistance for the falling coffee filter, analysis question 4.
Lab write-up due on Friday.
Students did the air resistance lab.
Demonstrated static vs kinetic friction using bricks and force sensor.
Reviewed factors affecting contact friction: Normal force and surface texture
Discussed factors affecting air resistance: Speed and cross sectional area
Described Air Resistance Lab
For write-up: Answer preliminary questions 1-4, show data table with all raw data and averages and then square of average terminal velocity, 2 graphs (analysis question 1), Which model gives the best fit straight line through the origin?, Which model best describes air resistance for the falling coffee filter, analysis question 4.
Lab write-up due on Friday.
Students did the air resistance lab.
Tuesday, April 1, 2008
Tuesday, April 1, 2008
Collected Newton's Packet.
Factors affecting friction - class lab.
Introduced coefficient of friction.
Factors affecting friction - class lab.
Introduced coefficient of friction.
Monday, March 31, 2008
Monday, March 31, 2008
Several students absent due to band trip.
Students worked on CD 4.3, CD 5.1. When done they could work on homework packet for tomorrow on Newton's Laws.
Gyroscopic stability with plates.
Students worked on CD 4.3, CD 5.1. When done they could work on homework packet for tomorrow on Newton's Laws.
Gyroscopic stability with plates.
Friday, March 21, 2008
Friday, March 21, 2008
Quiz on Analytic Method of solving statics problems.
Went over quiz.
Magic Tube
Checked and stamped RA 4.2 for completeness. Went over RA 4.2. Collected RA 4.2.
Handed out packet on Newton's 2nd Lab (problem solving strategy + 10 problems). Due the Tuesday after Spring Break.
Have a GREAT SPRING BREAK!
Went over quiz.
Magic Tube
Checked and stamped RA 4.2 for completeness. Went over RA 4.2. Collected RA 4.2.
Handed out packet on Newton's 2nd Lab (problem solving strategy + 10 problems). Due the Tuesday after Spring Break.
Have a GREAT SPRING BREAK!
Thursday, March 20, 2008
Thursday, March 20, 2008
Quiz on graphical solution of statics problems.
Went over homework sheet on analytic solution of statics problems.
Quiz tomorrow on analytic solution of statics problems.
Went over front side of Free-Body diagram worksheet.
Handed out RA 4.2, due tomorrow.
Went over homework sheet on analytic solution of statics problems.
Quiz tomorrow on analytic solution of statics problems.
Went over front side of Free-Body diagram worksheet.
Handed out RA 4.2, due tomorrow.
Wednesday, March 19, 2008
Wednesday, March 19, 2008
Handed back and went over RA 4.1, Inertia Quiz, Statics Lab
Handed out sheet on drawing construction to solve statics problems with masses and strings.
Showed graphical example on white board. Gave students a practice problem to solve graphically. Went over example.
Went over an analytic solution.
For homework, students will do the four problems on the worksheet.
Quiz tomorrow on graphical method.
Handed out sheet on drawing construction to solve statics problems with masses and strings.
Showed graphical example on white board. Gave students a practice problem to solve graphically. Went over example.
Went over an analytic solution.
For homework, students will do the four problems on the worksheet.
Quiz tomorrow on graphical method.
Tuesday, March 18, 2008
Tuesday, March 18, 2008
Collected RA 4.1
Students did the Statics Lab - due at the end of the period.
Handed out Free Body Diagram worksheet for homework due tomorrow. Asked students to do it in pencil since some of them are difficult.
Students did the Statics Lab - due at the end of the period.
Handed out Free Body Diagram worksheet for homework due tomorrow. Asked students to do it in pencil since some of them are difficult.
Monday, March 17, 2008
Monday, March 17, 2008 - St Patrick's Day
Went around room asking students what they told their parents about last Wednesday's Inertia Labs. Some students made the potato head for parents and took pictures for extra credit.
Students explained the two cases for the pulling string mini-station. Discussed which was due to weight and which was due to inertia.
Collected write-ups.
A force is simply a push or a pull.
Explained what is meant by a net force - vector sum of all forces acting on an object.
Introduced Newton's First Law of Motion: If there is no net external force acting on an object, an object at rest remains at rest and an object in motion keeps moving in a straight line with constant speed.
Constant velocity means NO NET FORCE.
Mass, measured in kg, is a measure of inertia. If you toss an object from hand to hand you are measuring its inertia.
Volume and weight are NOT the same as mass.
Weight, measured in Newtons, is the force of gravity on an object. If you hold an object in your hand, you are measuring its weight.
A mass of 1 kg weighs 10 N at the surface of the Earth. It also weighs about 2.2 lbs. One Newton is about the same as 0.22 lbs ~ 0.25 lbs. Therefore, instead of ordering a quarter pounder, you could order a Newtonburger.
Problem of who has more gold - 100 lbs of gold on Earth or 100 lbs of gold on Moon.
Quiz on inertia.
Normal is a mathematical term meaning perpendicular to a surface. A normal force, which you only have with a surface (NOT with strings) is the force perpendicular to that surface.
Introduced the idea of free body diagrams. Isolate an object and show only the external forces that act on that object. You do NOT show velocity vectors, etc. or any forces that that object exerts on something else. Did a few examples of drawing free body diagrams.
Did some examples in statics.
Handed out RA 4.1 due tomorrow.
Students explained the two cases for the pulling string mini-station. Discussed which was due to weight and which was due to inertia.
Collected write-ups.
A force is simply a push or a pull.
Explained what is meant by a net force - vector sum of all forces acting on an object.
Introduced Newton's First Law of Motion: If there is no net external force acting on an object, an object at rest remains at rest and an object in motion keeps moving in a straight line with constant speed.
Constant velocity means NO NET FORCE.
Mass, measured in kg, is a measure of inertia. If you toss an object from hand to hand you are measuring its inertia.
Volume and weight are NOT the same as mass.
Weight, measured in Newtons, is the force of gravity on an object. If you hold an object in your hand, you are measuring its weight.
A mass of 1 kg weighs 10 N at the surface of the Earth. It also weighs about 2.2 lbs. One Newton is about the same as 0.22 lbs ~ 0.25 lbs. Therefore, instead of ordering a quarter pounder, you could order a Newtonburger.
Problem of who has more gold - 100 lbs of gold on Earth or 100 lbs of gold on Moon.
Quiz on inertia.
Normal is a mathematical term meaning perpendicular to a surface. A normal force, which you only have with a surface (NOT with strings) is the force perpendicular to that surface.
Introduced the idea of free body diagrams. Isolate an object and show only the external forces that act on that object. You do NOT show velocity vectors, etc. or any forces that that object exerts on something else. Did a few examples of drawing free body diagrams.
Did some examples in statics.
Handed out RA 4.1 due tomorrow.
Thursday, March 13, 2008
Wednesday, March 12, 2008
Went over Projectile Motion and Vector test.
Demonstrated inertia mini-labs.
Students did the inertia mini-labs.
Students will write-up the pulling mass on string lab. Explain what you did, what was the result, and which case illustrates weight and which illustrates inertia.
Extra credit if students bring in a picture of a parent wearing the potato head.
Demonstrated inertia mini-labs.
Students did the inertia mini-labs.
Students will write-up the pulling mass on string lab. Explain what you did, what was the result, and which case illustrates weight and which illustrates inertia.
Extra credit if students bring in a picture of a parent wearing the potato head.
Tuesday, March 11, 2008
Tuesday, March 11, 2008
Test on Projectile Motion and Vectors.
Checked Career Pathways Summit forms for extra credit.
No homework tonight.
Checked Career Pathways Summit forms for extra credit.
No homework tonight.
Monday, March 10, 2008
Monday, March 10, 2008
Apparently I made a mistake and set the deadline for the WebAssign to be 10 AM on Sunday instead of 10 PM. As a result only 5 students submitted any answers. To cover the material, I gave the students 30 min in class to work on the exercises and problems and then went over them, embellishing them.
Test tomorrow. There will be a multiple choice section, short answer including graphical addition and resolution of vectors, and problems. In the problems there will be an analytic addition of vector type problem, a rocket projectile problem, a relative velocity problem, and maybe a couple others.
Test tomorrow. There will be a multiple choice section, short answer including graphical addition and resolution of vectors, and problems. In the problems there will be an analytic addition of vector type problem, a rocket projectile problem, a relative velocity problem, and maybe a couple others.
Friday, March 7, 2008
Friday, March 7, 2008
Handed back Rocket 2 Labs. Forgot to go over conclusion section.
Showed ballistic cart demo. Mr. Holmes has the coolest toys.
Went over vectors on board.
Review and work day. Students worked on problem worksheet.
WebAssign Review is due Sunday at 10 pm.
Showed ballistic cart demo. Mr. Holmes has the coolest toys.
Went over vectors on board.
Review and work day. Students worked on problem worksheet.
WebAssign Review is due Sunday at 10 pm.
Thursday, March 6, 2008
Thursday, March 6, 2008
Workday:
Students corrected some problems in Rocket 2 Lab Calculations
Students worked on Supplemental Problems Worksheet.
Test on Tuesday of next week, March 11
Students corrected some problems in Rocket 2 Lab Calculations
Students worked on Supplemental Problems Worksheet.
Test on Tuesday of next week, March 11
Wednesday, March 5, 2008
Wed, March 5, 2008
Rocket Trajectory Quiz.
Went over quiz
IB Projectile Motion Rocket Quiz.
Went over quiz
Handed back CD 3.2, first rocket projectile quiz, analytic addition of vector quiz.
Showed the rest of the Hewitt video on Vectors and Projectile Motion. Explained why objects in free fall are "weightless" even though there is a force of gravity on them. Astronauts in the space shuttle appear weightless because they are falling around the Earth.
Hit the Bar write-up due Friday
Test on Projectile Motion next Tuesday.
Went over quiz
IB Projectile Motion Rocket Quiz.
Went over quiz
Handed back CD 3.2, first rocket projectile quiz, analytic addition of vector quiz.
Showed the rest of the Hewitt video on Vectors and Projectile Motion. Explained why objects in free fall are "weightless" even though there is a force of gravity on them. Astronauts in the space shuttle appear weightless because they are falling around the Earth.
Hit the Bar write-up due Friday
Test on Projectile Motion next Tuesday.
Tuesday, March 4, 2008
Tuesday, March 4, 2008
Collected Rocket Lab 2 reports
Hit the Bar Lab
Unfortunately interrupted by yet another false fire alarm
Student who did not hit the bar all three times need to write up those portions of the lab they missed. Start with a data table with ALL the information from Competition 1 and the data from the competition(s) they missed. Show all relevant calculations in a form that is easy for me to follow. This write-up is due on Friday.
Hit the Bar Lab
Unfortunately interrupted by yet another false fire alarm
Student who did not hit the bar all three times need to write up those portions of the lab they missed. Start with a data table with ALL the information from Competition 1 and the data from the competition(s) they missed. Show all relevant calculations in a form that is easy for me to follow. This write-up is due on Friday.
Monday, March 3, 2008
Monday, March 3, 2008
Asked if any questions on Rocket 2 Lab due tomorrow.
Projectile motion quiz with rocket (1 page). Students went over quiz on board. Showed how to sketch in vx, vtot, and vy.
Lecture on Relative Velocity
Po Boy example
Relative Velocity Equation
Examples of boat crossing stream heading straight across and then actually traveling straight across. Example of plane flying though air.
Examples:
Plane taking off (into the wind to maximize lift)
Plane landing (into the wind to minimize runway distance)
Rain streaks on car window
Handed out RA 3.1 - ran out, will hand out rest tomorrow. Due Wed
Work on problems from worksheet
Tomorrow we do the Hit the Bar Lab - prepare your calculations.
Projectile motion quiz with rocket (1 page). Students went over quiz on board. Showed how to sketch in vx, vtot, and vy.
Lecture on Relative Velocity
Po Boy example
Relative Velocity Equation
Examples of boat crossing stream heading straight across and then actually traveling straight across. Example of plane flying though air.
Examples:
Plane taking off (into the wind to maximize lift)
Plane landing (into the wind to minimize runway distance)
Rain streaks on car window
Handed out RA 3.1 - ran out, will hand out rest tomorrow. Due Wed
Work on problems from worksheet
Tomorrow we do the Hit the Bar Lab - prepare your calculations.
Friday, February 29, 2008
Friday, Feb 29, 2008
Quiz on analytic addition of vectors
Showed set-up for Hit-the-Bar Lab
Went through sample calculations for all three competitions of the Hit-the-Bar Lab.
Quiz on Monday on projectile motion
Rocket Lab 2 due on Tuesday
Hit-the-Bar Lab on Tuesday.
Showed set-up for Hit-the-Bar Lab
Went through sample calculations for all three competitions of the Hit-the-Bar Lab.
Quiz on Monday on projectile motion
Rocket Lab 2 due on Tuesday
Hit-the-Bar Lab on Tuesday.
Thursday, February 28, 2008
Thursday, Feb 28, 2008
Rocket Day!! Rocket Lab 2.
Handed out lab sheet and assessment sheet.
Went over lab and what is expected in write-up.
Students shot rockets in practice field. Great job, lots of enthusiasm.
Keith, Ryan, Bryce, and Garrett won the closest to the box contest.
Students came back to lab and exchanged data in the groups. Lab is due next Tuesday.
Handed out lab sheet and assessment sheet.
Went over lab and what is expected in write-up.
Students shot rockets in practice field. Great job, lots of enthusiasm.
Keith, Ryan, Bryce, and Garrett won the closest to the box contest.
Students came back to lab and exchanged data in the groups. Lab is due next Tuesday.
Wednesday, February 27, 2008
Wed, Feb 27, 2008
Quiz on graphical addition of vectors.
Asked if there were any questions on Vector Worksheet 3 (resolution of vectors).
Handed out Problem Solving Strategy for adding vectors analytically.
Went over strategy. Used strategy to solve a problem.
Handed out Vector Worksheet 4 - Analytic addition of vectors. Students did the worksheet problems. I answered questions as needed.
Students checked answers against answer sheet.
Handed out Vector Worksheet 5 on i,j,k notation. Students did the worksheet and used the 3-D Pythagorean Theorem to find the magnitude of a vector with components in 3 dimensions.
Handed out combined problem sheet for all types of problems in this chapter.
Asked if there were any questions on Vector Worksheet 3 (resolution of vectors).
Handed out Problem Solving Strategy for adding vectors analytically.
Went over strategy. Used strategy to solve a problem.
Handed out Vector Worksheet 4 - Analytic addition of vectors. Students did the worksheet problems. I answered questions as needed.
Students checked answers against answer sheet.
Handed out Vector Worksheet 5 on i,j,k notation. Students did the worksheet and used the 3-D Pythagorean Theorem to find the magnitude of a vector with components in 3 dimensions.
Handed out combined problem sheet for all types of problems in this chapter.
Tuesday, February 26, 2008
Tues, Feb 26, 2008
Gave students time to finish Vector Worksheet 2. Students took a lot of time to finish it.
Handed out Vector Worksheet 3. Introduced trig functions and showed how to use them to resolve vectors into components analytically. Students worked on Vector Worksheet 3.
I collected CD 3.2 for those students who had completed it.
Handed out Vector Worksheet 3. Introduced trig functions and showed how to use them to resolve vectors into components analytically. Students worked on Vector Worksheet 3.
I collected CD 3.2 for those students who had completed it.
Monday, February 25, 2008
Monday, Feb 25, 2008
Demonstrated how to set up Ball Roll Projectile Lab
Ball Roll Projectile Lab - Congratulations to team 5: Chris B., Hend, Matt, Trenton
Went over lab calculation
Handed back Rocket 2 Hypotheses sheets - these MUST be included in lab report.
Handed back RA 3.1 - Went over sheet
Handed out CD 3.1 - must be done neatly with a ruler. Due for the last time on Friday
Handed out Vector Worksheet 1 - Students worked on it, went over it
Handed out Vector Worksheet 2 - Students started to work on it.
Ball Roll Projectile Lab - Congratulations to team 5: Chris B., Hend, Matt, Trenton
Went over lab calculation
Handed back Rocket 2 Hypotheses sheets - these MUST be included in lab report.
Handed back RA 3.1 - Went over sheet
Handed out CD 3.1 - must be done neatly with a ruler. Due for the last time on Friday
Handed out Vector Worksheet 1 - Students worked on it, went over it
Handed out Vector Worksheet 2 - Students started to work on it.
Friday, February 22, 2008
Friday, Feb 22, 2008
Handed back and went over Linear motion test.
Students wrote up hypotheses for Rocket 2 Lab. Weather permitting, we will do this lab next Tuesday or Wednesday.
Started Hewitt video on Chapter 3 - Vectors and Projectile Motion.
Stopped video a lot to discuss major points.
Talked about lab on Monday - roll ball off table and predict where it will land by having it land inside tape roll.
No homework over the weekend.
Students wrote up hypotheses for Rocket 2 Lab. Weather permitting, we will do this lab next Tuesday or Wednesday.
Started Hewitt video on Chapter 3 - Vectors and Projectile Motion.
Stopped video a lot to discuss major points.
Talked about lab on Monday - roll ball off table and predict where it will land by having it land inside tape roll.
No homework over the weekend.
Thursday, February 21, 2008
Thursday, Feb 21, 2008
Linear Motion test.
When done, students picked up and worked on RA 3.1 due tomorrow.
When done, students picked up and worked on RA 3.1 due tomorrow.
Wednesday, February 20, 2008
Wednesday, Feb 20, 2008
Test tomorrow on Linear Motion.
Test will include multiple choice, short answer, and problems. Equations will be given on the test. One of the problems will be a rocket problem.
Gave practice rocket problem including graphing of d, v, and a vs time.
Went over questions from end of chapter 2. Each answering student nominated next student to answer a question.
Answered questions from problem sets and solved a couple of the problems on the board.
Gave students time to study on their own or in small groups - went around and talked to students individually about any questions.
Test will include multiple choice, short answer, and problems. Equations will be given on the test. One of the problems will be a rocket problem.
Gave practice rocket problem including graphing of d, v, and a vs time.
Went over questions from end of chapter 2. Each answering student nominated next student to answer a question.
Answered questions from problem sets and solved a couple of the problems on the board.
Gave students time to study on their own or in small groups - went around and talked to students individually about any questions.
Tuesday, February 19, 2008
Tuesday, Feb 19, 2008
Handed back Rocket Lab 1, RA 2.5, Abstract Reasoning Extra Credit Worksheet, Reaction Time Lab
Asked if students made money from showing Reaction Time Lab to parents.
Went over Sunken Track, Straight Track problem. Demonstrated analogy with running around a track. The one with the higher average speed wins even though they have the same final speed.
Went over acceleration down slope problem. Sketched v vs t curves and showed that for the same area (same displacement) it takes less time for the curve with a greater initial slope.
Handed out practice problem worksheet and let students work on it. Showed demo of problem 3 using track and fan glider.
Test on Thursday.
Asked if students made money from showing Reaction Time Lab to parents.
Went over Sunken Track, Straight Track problem. Demonstrated analogy with running around a track. The one with the higher average speed wins even though they have the same final speed.
Went over acceleration down slope problem. Sketched v vs t curves and showed that for the same area (same displacement) it takes less time for the curve with a greater initial slope.
Handed out practice problem worksheet and let students work on it. Showed demo of problem 3 using track and fan glider.
Test on Thursday.
Friday, February 15, 2008
Friday, Feb 15, 2008
Collected RA 2.5
Handed back CD 2.2
Reaction time lab
Students plot graph, drop meter stick, go from distance to graph and down to reaction time. Use the elements of a good graph. Graph is a parabola since d~t^2.
Homework, try out reaction time lab on parent with dollar bill. See if they can make money.
Picket Fence Lab - Introduction to using computers. Students did lab, found slope of straight line on velocity vs time graph. slope = acceleration of gravity.
These are two examples of shapes of graphs of linear motion. d vs t shows a parabola, v vs t shows a straight line.
Did some examples of v vs t graphs: Dropping ball, throwing ball up, bouncing ball.
Collected CD 2.2 for last time.
Homework: Look over problem sheet on linear motion.
Test on Thursday of next week. No school on Monday - President's Day
Handed back CD 2.2
Reaction time lab
Students plot graph, drop meter stick, go from distance to graph and down to reaction time. Use the elements of a good graph. Graph is a parabola since d~t^2.
Homework, try out reaction time lab on parent with dollar bill. See if they can make money.
Picket Fence Lab - Introduction to using computers. Students did lab, found slope of straight line on velocity vs time graph. slope = acceleration of gravity.
These are two examples of shapes of graphs of linear motion. d vs t shows a parabola, v vs t shows a straight line.
Did some examples of v vs t graphs: Dropping ball, throwing ball up, bouncing ball.
Collected CD 2.2 for last time.
Homework: Look over problem sheet on linear motion.
Test on Thursday of next week. No school on Monday - President's Day
Thursday, February 14, 2008
Thursday, Feb 14, 2008 - Valentine's Day
Handed back graded rocket quiz
Solved problems using equations of motion for constant acceleration.
a. Given a distance, find how long and how fast a dropped object is falling.
b. Shoot an object straight up into the air. It is in the air for 2.7 sec. At what time(s) is the object 7 m above the ground?
Answered questions on yesterday's problem worksheet. Solved rock falling by window problem.
Lectured on graphical approach to linear motion problems.
In a velocity vs time graph, the area under the curve gives the displacement.
In a velocity vs time graph, the slope of the curve gives the instantaneous acceleration.
Handed out RA 2.5, due on Friday
WebAssign Chapter 2 part 2 is due tonight
Friday is the last day to hand in CD 2.2
Plan for a test on chapter 2 next Thursday.
No school on Monday - President's Day Holiday.
Solved problems using equations of motion for constant acceleration.
a. Given a distance, find how long and how fast a dropped object is falling.
b. Shoot an object straight up into the air. It is in the air for 2.7 sec. At what time(s) is the object 7 m above the ground?
Answered questions on yesterday's problem worksheet. Solved rock falling by window problem.
Lectured on graphical approach to linear motion problems.
In a velocity vs time graph, the area under the curve gives the displacement.
In a velocity vs time graph, the slope of the curve gives the instantaneous acceleration.
Handed out RA 2.5, due on Friday
WebAssign Chapter 2 part 2 is due tonight
Friday is the last day to hand in CD 2.2
Plan for a test on chapter 2 next Thursday.
No school on Monday - President's Day Holiday.
Wednesday, Feb 13, 2008
Collected Rocket Lab 1
Handed back RA 2.3, RA 2.4
Went over problem areas on worksheets.
Reviewed "Sus It Out" method.
Rocket quiz using "Sus It Out" method.
Went over quiz
Bike and Bee problem. Usually there is more than one way to solve a problem. Life is too short, choose the easy way.
Gave example of a problem not easily solved using "Sus It Out" method.
Derived equations of motion for constant acceleration:
d = vi * t + (1/2)* a * t^2
vf^2 = vi^2 + 2 * a * d
Handed out problem worksheet on linear motion problems.
Students had some class time to work on problems.
Went around class answering questions.
Handed back RA 2.3, RA 2.4
Went over problem areas on worksheets.
Reviewed "Sus It Out" method.
Rocket quiz using "Sus It Out" method.
Went over quiz
Bike and Bee problem. Usually there is more than one way to solve a problem. Life is too short, choose the easy way.
Gave example of a problem not easily solved using "Sus It Out" method.
Derived equations of motion for constant acceleration:
d = vi * t + (1/2)* a * t^2
vf^2 = vi^2 + 2 * a * d
Handed out problem worksheet on linear motion problems.
Students had some class time to work on problems.
Went around class answering questions.
Tuesday, February 12, 2008
Tuesday, Feb 12, 2008
Today's class was designed to make students experts in using the "Sus it out" method for solving linear motion problems.
Reviewed the "Sus it out" method.
Students worked on worksheets in class:
RA 2.3 (how fast)
RA 2.4 (how far)
CD 2.2
Collected RA 2.3, 2.4
Collected CD 2.2 for those students who completed it. Students get 3 tries to get the Concept Development sheets completely correct.
Homework: Rocket Lab 1 lab report due Wednesday (tomorrow)
WebAssign Chapter 2 Hewitt Part 2 due Thursday
CD 2.2 due for last time on Friday.
Reviewed the "Sus it out" method.
Students worked on worksheets in class:
RA 2.3 (how fast)
RA 2.4 (how far)
CD 2.2
Collected RA 2.3, 2.4
Collected CD 2.2 for those students who completed it. Students get 3 tries to get the Concept Development sheets completely correct.
Homework: Rocket Lab 1 lab report due Wednesday (tomorrow)
WebAssign Chapter 2 Hewitt Part 2 due Thursday
CD 2.2 due for last time on Friday.
Monday, February 11, 2008
Monday, Feb 11, 2008
Return RA 2.2
Students did really well on WebAssign assignment Chapter 2 part 1. I was very pleased.
Quick review of last lesson on acceleration, how far, how fast
Introduce Rocket Lab 1
Went outside and shot off rockets for Rocket Lab 1
Lab writeup is due on Wednesday, Feb 13.
Students did really well on WebAssign assignment Chapter 2 part 1. I was very pleased.
Quick review of last lesson on acceleration, how far, how fast
Introduce Rocket Lab 1
Went outside and shot off rockets for Rocket Lab 1
Lab writeup is due on Wednesday, Feb 13.
Friday, February 8, 2008
Friday, Feb 8, 2008
Collected Abstract Reasoning Problem set. I will grade on the first 5 correct, additional correct problems will earn extra credit.
Showed video of objects dropped in vacuum (remove air from tube, and also dropped on the airless Moon). If no air, they fall at the same rate.
Discussed a model of air resistance - knocking aside molecules of air. Air resistance depends on speed and cross-sectional area - increasing either of these increases the number of air molecules you knock aside in a given time. If you drop a book and a piece of paper, the book reaches the ground first but it also has the greater force of air resistance acting on it (even though the EFFECT of air resistance is more noticeable with the paper) since the book knocks aside more air molecules in the same amount of time. Galileo was able to separate air resistance from the effects of gravity.
Worked some examples with average speed = total distance/total time interval. You have to use the equation.
Talked about rates, how some quantity changes with time. Speed is the rate at which distance is covered. Worked examples of v = d/t. Introduced Seattle example.
Showed using the example of hourly wage and pay raises that the two are different.
A person earns $9/hr. If every year he gets a raise of $3/hr, after 1 year he is earning $12/hr. This is the pay rate. The rate at which the pay rate increased was $9/hr/year - a rate of a rate.
Acceleration is a rate of a rate. It is the rate at which velocity changes.
a = (vf -vi)/t or vf = vi + a*t
Note that final amount = initial amount + rate * time
Worked some examples of changing speed while driving. Answers had units of miles/hr/min. There are two units of time since acceleration is a rate of a rate.
If the acceleration is in the direction of the velocity, the object speeds up.
If the acceleration is opposite the direction of the velocity, the object slows down.
Showed example of tossing ball into air. It slows down on the way up and speeds up on the way down.
Near the surface of the Earth, the acceleration of gravity is about 10 m/s/s (approx to 9.8 m/s/s). This means that for every second of fall (neglecting air resistance) the object picks up 10 m/s of speed every second on the way down and loses 10 m/s of speed for every second on the way up.
Worked examples of how fast an object is falling after a given time when dropped.
Worked examples of how fast an object is moving after a given time if thrown into the air.
IF THE ACCELERATION IS CONSTANT (as it is near the surface of the Earth), then we can write d = vavg * time where the average velocity is just, vavg = (vi + vf)/t
Used this "sus it out" technique to calculate how far an object falls in a given time.
Finished by showing that the "d" in that equation is actually displacement (distance from starting point and in what direction) and NOT actual distance traveled. If you throw a ball up into the air, you can use d = vavg * t to find how far above or below the starting point the ball is after a given time, which is not always the same as the total distance traveled.
Homework due Monday - do WebAssign assignment WA Chapter 2 part 1. The cutoff time is Sunday night at 10 pm.
If Monday is warm (above 50 deg F), and sunny, we will shoot rockets. Be prepared to go outside to do the Rocket Lab 1.
Showed video of objects dropped in vacuum (remove air from tube, and also dropped on the airless Moon). If no air, they fall at the same rate.
Discussed a model of air resistance - knocking aside molecules of air. Air resistance depends on speed and cross-sectional area - increasing either of these increases the number of air molecules you knock aside in a given time. If you drop a book and a piece of paper, the book reaches the ground first but it also has the greater force of air resistance acting on it (even though the EFFECT of air resistance is more noticeable with the paper) since the book knocks aside more air molecules in the same amount of time. Galileo was able to separate air resistance from the effects of gravity.
Worked some examples with average speed = total distance/total time interval. You have to use the equation.
Talked about rates, how some quantity changes with time. Speed is the rate at which distance is covered. Worked examples of v = d/t. Introduced Seattle example.
Showed using the example of hourly wage and pay raises that the two are different.
A person earns $9/hr. If every year he gets a raise of $3/hr, after 1 year he is earning $12/hr. This is the pay rate. The rate at which the pay rate increased was $9/hr/year - a rate of a rate.
Acceleration is a rate of a rate. It is the rate at which velocity changes.
a = (vf -vi)/t or vf = vi + a*t
Note that final amount = initial amount + rate * time
Worked some examples of changing speed while driving. Answers had units of miles/hr/min. There are two units of time since acceleration is a rate of a rate.
If the acceleration is in the direction of the velocity, the object speeds up.
If the acceleration is opposite the direction of the velocity, the object slows down.
Showed example of tossing ball into air. It slows down on the way up and speeds up on the way down.
Near the surface of the Earth, the acceleration of gravity is about 10 m/s/s (approx to 9.8 m/s/s). This means that for every second of fall (neglecting air resistance) the object picks up 10 m/s of speed every second on the way down and loses 10 m/s of speed for every second on the way up.
Worked examples of how fast an object is falling after a given time when dropped.
Worked examples of how fast an object is moving after a given time if thrown into the air.
IF THE ACCELERATION IS CONSTANT (as it is near the surface of the Earth), then we can write d = vavg * time where the average velocity is just, vavg = (vi + vf)/t
Used this "sus it out" technique to calculate how far an object falls in a given time.
Finished by showing that the "d" in that equation is actually displacement (distance from starting point and in what direction) and NOT actual distance traveled. If you throw a ball up into the air, you can use d = vavg * t to find how far above or below the starting point the ball is after a given time, which is not always the same as the total distance traveled.
Homework due Monday - do WebAssign assignment WA Chapter 2 part 1. The cutoff time is Sunday night at 10 pm.
If Monday is warm (above 50 deg F), and sunny, we will shoot rockets. Be prepared to go outside to do the Rocket Lab 1.
Thursday, February 7, 2008
Thursday, Feb 7, 2008
Went over Math Skills Worksheet
Went over RA 1
Eratosthenes hired someone to walk the distance from Alexandria to Syene counting steps. Possibly done with knotted rope like British spies in India. A step is about 2.5 ft, a pace is a double step = 5 ft. Mille comes from Roman for 1000 paces = 5000 ft. Meter from French revolution in 1789.
Upcoming lunar eclipse on Feb 20, 6 months after previous lunar eclipse. Talked about eclipse seasons caused by tilt of Moon's orbit around Earth.
Motion - Introduction
Aristotle and four essences Earth, Water, Fire, Air and their natural states
Violet and Natural motion
Fifth essence, quintessence - perfection in heavens, natural motion of planets, Sun, and stars is to move in circles.
Heavier object has more Earth and wants to get to ground (natural state) faster than lighter object. Aristotle was correct, heavier objects do fall faster through medium - demo with soap and ball bearings.
Aside - add fire to earth (lead) to get gold -> alchemy -> chemistry
Galileo
Able to visualize world without friction, air resistance
Thought experiments for falling object (light object tied to heavy) and inertia (ball in bowl)
Vocabulary:
distance: what you pay gas for
displacement: how far from some starting point and in what direction
speed: how fast
instantaneous speed: how fast at some instant in time (speedometer reading)
average speed = total distance traveled/ total time of trip
velocity: how fast and in what direction
instantaneous velocity: velocity at some instant in time
average velocity = change in displacement/time interval
Assigned RA 2.2 due Friday
Assigned WA Chapter 2 part 1 due Sunday 10 pm for discussion on Monday
If it is sunny and warm on Friday, we will do rocket lab.
Went over RA 1
Eratosthenes hired someone to walk the distance from Alexandria to Syene counting steps. Possibly done with knotted rope like British spies in India. A step is about 2.5 ft, a pace is a double step = 5 ft. Mille comes from Roman for 1000 paces = 5000 ft. Meter from French revolution in 1789.
Upcoming lunar eclipse on Feb 20, 6 months after previous lunar eclipse. Talked about eclipse seasons caused by tilt of Moon's orbit around Earth.
Motion - Introduction
Aristotle and four essences Earth, Water, Fire, Air and their natural states
Violet and Natural motion
Fifth essence, quintessence - perfection in heavens, natural motion of planets, Sun, and stars is to move in circles.
Heavier object has more Earth and wants to get to ground (natural state) faster than lighter object. Aristotle was correct, heavier objects do fall faster through medium - demo with soap and ball bearings.
Aside - add fire to earth (lead) to get gold -> alchemy -> chemistry
Galileo
Able to visualize world without friction, air resistance
Thought experiments for falling object (light object tied to heavy) and inertia (ball in bowl)
Vocabulary:
distance: what you pay gas for
displacement: how far from some starting point and in what direction
speed: how fast
instantaneous speed: how fast at some instant in time (speedometer reading)
average speed = total distance traveled/ total time of trip
velocity: how fast and in what direction
instantaneous velocity: velocity at some instant in time
average velocity = change in displacement/time interval
Assigned RA 2.2 due Friday
Assigned WA Chapter 2 part 1 due Sunday 10 pm for discussion on Monday
If it is sunny and warm on Friday, we will do rocket lab.
Wednesday, February 6, 2008
Wednesday, Feb 6, 2008
Answered questions on RA Chapter 1, collected RA.1
Handed out RA 2.1 - due Thursday
Students did Excel Spreadsheet Lab in Library Computer Lab
Handed out RA 2.1 - due Thursday
Students did Excel Spreadsheet Lab in Library Computer Lab
Tuesday, February 5, 2008
Tuesday, Feb 5, 2008
Collected HW on scientific notation and algebra
Handed back Graphing Labs
Discussed some problem areas
With a straight line graph, you get a relationship between variables given by the slope. The equation for a straight line through the origin is y = m*x, or in the case of this lab with the circumference plotted on the y-axis, C = slope * diameter. By finding the slope, you have determined the value of pi.
Used the method of max and min slope to determine the uncertainty in the slope.
Lectured on uncertainties:
1. If you have multiple measurements:
Find the average by: (M1 + M2 + ... + Mn)/n
Find the uncertainty by: (abs(M1-avg) + abs(M2-avg) + ... + abs(Mn-avg))/n
2. If you have one measurement of each quantity:
2a. Max Min method
Example of area of a rectangle
Max area = (L + uncL)*(W + uncW)
Min area = (L - uncL)*(W - uncW)
Avg area = (Max area + Min area)/ 2
Unc Area = (Max area - Min area)/ 2
2b. Method of Relative Uncertainty
This method cannot be used if the terms are added or subtracted but otherwise is powerful and easy to use
Used example of area of a rectangle
Area = L * W
Unc Area = A * (uncL/L + uncW/W)
If you have a complicated expression like: Z = (A^1/2) * (B^3)/(C^5)
you can use this method taking the absolute values of the exponents as coefficients in the relative uncertainty equation: uncZ = Z*((1/2)*uncA/A + 3*uncB/B + 5*uncC/C)
Handed out practice sheet on uncertainties with summary of class notes - will post answers in answer folder.
Showed Cosmos video of Eratosthenes finding circumference of Earth (including Beethoven's 7th symphony).
Handed out RA Chapter 1, due Wednesday.
Handed back Graphing Labs
Discussed some problem areas
With a straight line graph, you get a relationship between variables given by the slope. The equation for a straight line through the origin is y = m*x, or in the case of this lab with the circumference plotted on the y-axis, C = slope * diameter. By finding the slope, you have determined the value of pi.
Used the method of max and min slope to determine the uncertainty in the slope.
Lectured on uncertainties:
1. If you have multiple measurements:
Find the average by: (M1 + M2 + ... + Mn)/n
Find the uncertainty by: (abs(M1-avg) + abs(M2-avg) + ... + abs(Mn-avg))/n
2. If you have one measurement of each quantity:
2a. Max Min method
Example of area of a rectangle
Max area = (L + uncL)*(W + uncW)
Min area = (L - uncL)*(W - uncW)
Avg area = (Max area + Min area)/ 2
Unc Area = (Max area - Min area)/ 2
2b. Method of Relative Uncertainty
This method cannot be used if the terms are added or subtracted but otherwise is powerful and easy to use
Used example of area of a rectangle
Area = L * W
Unc Area = A * (uncL/L + uncW/W)
If you have a complicated expression like: Z = (A^1/2) * (B^3)/(C^5)
you can use this method taking the absolute values of the exponents as coefficients in the relative uncertainty equation: uncZ = Z*((1/2)*uncA/A + 3*uncB/B + 5*uncC/C)
Handed out practice sheet on uncertainties with summary of class notes - will post answers in answer folder.
Showed Cosmos video of Eratosthenes finding circumference of Earth (including Beethoven's 7th symphony).
Handed out RA Chapter 1, due Wednesday.
Monday, February 4, 2008
Monday, Feb 4, 2008
Collected Graphs and Data Tables for Measurement of Round Objects Lab
Covered "Skills Needed In Physics":
Dealing with BIG and small numbers
Scientific notation and using your calculator: Use the EXP or EE key, 2 x 10^2 is NOT the same as 2^2 so be careful with notation and don't take shortcuts.
Be careful when entering numbers into your calculator: 10^5 = 1 EE 5 and not 10 EE 5
Went over prefixes - students must memorize the basic ones (nano, micro, milli, centi, kilo, mega, giga). Did prefix worksheet in class.
Watched "Powers of 10" video
Went over unit conversion explanation sheet. Students worked on unit conversion worksheet in class - just getting the correct answer is not sufficient - students MUST show the proper strategy. Students checked answers against answer sheet.
Homework due Tuesday: handed out worksheet on scientific notation and algebraic manipulations.
Also handed out Abstract Reasoning worksheet. I will expect students to get at least 5 of these correct. Five correctly answered problems will earn full credit, more than five correct will earn extra credit. I will collect this sheet on Friday - no late work will be accepted for this sheet.
Covered "Skills Needed In Physics":
Dealing with BIG and small numbers
Scientific notation and using your calculator: Use the EXP or EE key, 2 x 10^2 is NOT the same as 2^2 so be careful with notation and don't take shortcuts.
Be careful when entering numbers into your calculator: 10^5 = 1 EE 5 and not 10 EE 5
Went over prefixes - students must memorize the basic ones (nano, micro, milli, centi, kilo, mega, giga). Did prefix worksheet in class.
Watched "Powers of 10" video
Went over unit conversion explanation sheet. Students worked on unit conversion worksheet in class - just getting the correct answer is not sufficient - students MUST show the proper strategy. Students checked answers against answer sheet.
Homework due Tuesday: handed out worksheet on scientific notation and algebraic manipulations.
Also handed out Abstract Reasoning worksheet. I will expect students to get at least 5 of these correct. Five correctly answered problems will earn full credit, more than five correct will earn extra credit. I will collect this sheet on Friday - no late work will be accepted for this sheet.
Friday, February 1, 2008
Friday, Feb 1, 2008
Went around room asking what students told parents about Textbook Scavenger Hunt.
Demo with slinky modeling light as a transverse wave:
High frequency = high energy = short wavelength
Low frequency = low energy = long lazy wavelength
Spectrum of visible light given by ROY G BIV
Purple tie days are high energy days => Violet light photons are higher energy than red photons.
Fermi number calculation of number of stars in the Milky Way galaxy assuming galaxy is a rectangular slab 100,000 LY x 100,000 LY x 1000 LY and stars are evenly spaced at 4 LY apart (distance from our Sun to nearest star).
What is Physics? brainstorm
You Can't Say the Rule
Elements of a good graph handout
Measurement and Graphing of Round Objects Lab
HW: Students finish calculations and make graph using all the elements of a good graph.
Demo with slinky modeling light as a transverse wave:
High frequency = high energy = short wavelength
Low frequency = low energy = long lazy wavelength
Spectrum of visible light given by ROY G BIV
Purple tie days are high energy days => Violet light photons are higher energy than red photons.
Fermi number calculation of number of stars in the Milky Way galaxy assuming galaxy is a rectangular slab 100,000 LY x 100,000 LY x 1000 LY and stars are evenly spaced at 4 LY apart (distance from our Sun to nearest star).
What is Physics? brainstorm
You Can't Say the Rule
Elements of a good graph handout
Measurement and Graphing of Round Objects Lab
HW: Students finish calculations and make graph using all the elements of a good graph.
Thursday, January 31, 2008
Thursday, Jan 31, 2008
Checked for textbook covers
Stamped Textbook Scavenger Hunt papers for completeness
Went over Textbook Scavenger Hunt worksheet showing why I felt these questions were useful.
HW: Talk to parents about some of the ideas in the Textbook Scavenger Hunt worksheet. Which ones did you find most interesting? Which ones did the parents find interesting? Any parent comments?
Stamped Textbook Scavenger Hunt papers for completeness
Went over Textbook Scavenger Hunt worksheet showing why I felt these questions were useful.
HW: Talk to parents about some of the ideas in the Textbook Scavenger Hunt worksheet. Which ones did you find most interesting? Which ones did the parents find interesting? Any parent comments?
Wednesday, January 30, 2008
Wednesday, Jan 30, 2008
Collected Parent Contact Form, Course Syllabus form
Checked out textbooks from Library
Bring covered textbook to class on Thursday
At library computer lab, signed in WebAssign and did Intro to Web Assign 2007
Students logged on and viewed course blogsite
Students worked on Textbook Scavenger Hunt worksheet, finish for HW, due Thurs
Checked out textbooks from Library
Bring covered textbook to class on Thursday
At library computer lab, signed in WebAssign and did Intro to Web Assign 2007
Students logged on and viewed course blogsite
Students worked on Textbook Scavenger Hunt worksheet, finish for HW, due Thurs
Tuesday, January 29, 2008
Tuesday, Jan 29, 2008
Introduction
Student Profile
Parent Contact Forms - return on Wed
Went over Course Syllabus
Course Syllabus Completion form - return on Wed
Demo with "magic jar"
Demo and model of polarizers
Brief room tour and emergency exit info
Student Profile
Parent Contact Forms - return on Wed
Went over Course Syllabus
Course Syllabus Completion form - return on Wed
Demo with "magic jar"
Demo and model of polarizers
Brief room tour and emergency exit info
Monday, January 28, 2008
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