Ask students what they told their parents about inertia mini-labs or what result they got by measuring their night and morning heights.
Stamped RA 4.1
Went over RA 4.1
Showed how to draw simple free-body diagrams.
Showed free-body diagram for strings and mass. Showed how to graphically solve for the tensions in the strings.
Went over Statics Worksheet - Students did the two problems. Checked to make sure everyone did them correctly.
Quiz next time on inertia
Next time we do the statics lab.
Thursday, December 3, 2009
Tuesday, Dec 1, 2009
Introduce inertia and Newton's 1st Law
Did you sleep in during the Thanksgiving break? Newton's 1st Law - an object at rest remains at rest
Inertia Mini-labs
Did you sleep in during the Thanksgiving break? Newton's 1st Law - an object at rest remains at rest
Inertia Mini-labs
Tuesday, October 27, 2009
Tuesday, Oct 27, 2009 - 1A, 4A
Did vector worksheets 1 and 2 in class. Started sheet 3 - finish for HW
Monday, October 26, 2009
Wed, Oct 21, 2009
Block 1A
Weather not good for rockets for 1A.
Gave quiz on plotting trajectory of rocket from distance it fell below no gravity case.
Went over ball and tower problems.
Students did lab in which they rolled ball off table and predicted where it would land.
Block 4A
Weather cleared enough to shoot rockets for Rocket 2 Lab.
Weather not good for rockets for 1A.
Gave quiz on plotting trajectory of rocket from distance it fell below no gravity case.
Went over ball and tower problems.
Students did lab in which they rolled ball off table and predicted where it would land.
Block 4A
Weather cleared enough to shoot rockets for Rocket 2 Lab.
Monday, October 19, 2009
Monday, Oct 19, 2009
Went over test.
Collected RA 3.1
Showed first part of Hewitt video on vectors and projectile motion - up through example of throwing ball off tower.
For homework - write up answers to exercises 1-17 at end of chapter 3.
Collected RA 3.1
Showed first part of Hewitt video on vectors and projectile motion - up through example of throwing ball off tower.
For homework - write up answers to exercises 1-17 at end of chapter 3.
Thursday, October 15, 2009
Tues, Oct 13, 2009
Hand back CD2.2 - due for last time on Thursday
Collected RA 2.5
Second rocket quiz - took higher of two grades.
Asked it any questions from problem packet.
Went over review questions and exercises at end of chapter 2
Posted Quia review quiz for end of chapter problems.
Test on Thursday, Oct 15.
Collected RA 2.5
Second rocket quiz - took higher of two grades.
Asked it any questions from problem packet.
Went over review questions and exercises at end of chapter 2
Posted Quia review quiz for end of chapter problems.
Test on Thursday, Oct 15.
Thurs, Oct 8, 2009
Handed back Rocket 1 lab reports.
Went over graphical method of solving linear motion problems.
Handed out RA 2.5 due next period.
Went over graphical method of solving linear motion problems.
Handed out RA 2.5 due next period.
Tues, Oct 6, 2009
Collected Rocket Lab Reports
Quiz on rockets using sus-it-out method
Derived two more equations of motion for "Equation Method"
Gave students time in class to work on additional problems from the problem packet.
Quiz on rockets using sus-it-out method
Derived two more equations of motion for "Equation Method"
Gave students time in class to work on additional problems from the problem packet.
Friday, Oct 2, 2009
Went over Sus-it-out method of solving problems in linear motion with constant acceleration.
Wednesday, September 30, 2009
Wed Sept 30, 2009 - IB1-4A
HW: RA 2.3
The weather cleared up enough to shoot rockets.
Went over lab and safety precautions.
Students shot rockets. Since we haven't yet gone over the method, the lab write-up will due on Tuesday of next week.
The weather cleared up enough to shoot rockets.
Went over lab and safety precautions.
Students shot rockets. Since we haven't yet gone over the method, the lab write-up will due on Tuesday of next week.
Wed Sept 30, 2009, IB Physics 1-1A
HW: RA 2.3
Problem sheet: 17, 18, 19, 20
Asked if there were questions on RA 2.2
Collected RA 2.2
Reviewed results of Picket Fence Lab
Showed how to calculate how fast using definition of acceleration in the form
vf = vi + a*t
which works if the acceleration is constant.
Did several examples of "how fast?" for dropping a ball, throwing a ball down, and throwing a ball up.
Showed how you can modify equation for distance: d = v * t into
displacement = v avg * t
in order to find how far you are and in what direction from your starting point.
If the acceleration is constant, which it is near the surface of the earth, and air resistance can be ignored, then v avg = (vi + vf)/2
Did several examples of finding "how far?"
This is the sus-it-out method which you will use in your rocket lab 1 (hopefully on Friday)
Gave students ~ 25 minutes in class to work on RA 2.3 and on problems from problem set.
Problem sheet: 17, 18, 19, 20
Asked if there were questions on RA 2.2
Collected RA 2.2
Reviewed results of Picket Fence Lab
Showed how to calculate how fast using definition of acceleration in the form
vf = vi + a*t
which works if the acceleration is constant.
Did several examples of "how fast?" for dropping a ball, throwing a ball down, and throwing a ball up.
Showed how you can modify equation for distance: d = v * t into
displacement = v avg * t
in order to find how far you are and in what direction from your starting point.
If the acceleration is constant, which it is near the surface of the earth, and air resistance can be ignored, then v avg = (vi + vf)/2
Did several examples of finding "how far?"
This is the sus-it-out method which you will use in your rocket lab 1 (hopefully on Friday)
Gave students ~ 25 minutes in class to work on RA 2.3 and on problems from problem set.
Tuesday, September 29, 2009
Monday, Sept 29, 2009 - 1A, 4A
HW: RA 2.2
Check Quia for practice problems on d, v, t, a
Stamped RA 2.1 for completion. Went over RA 2.1 in class.
Showed ball bearing in soap
Intro lecture on motion
avg speed = total distance traveled/total time
instantaneous speed = speed at a specific moment in time (read from speedometer or from graph of v vs t)
velocity = how fast and in what direction
distance = how far (how much gasoline you need)
displacement = how far and in what direction from starting point
acceleration
a = (vf-vi)/t or vf = vi + a * t
Did several examples including hourly wage and yearly pay raise example.
Students did Picket Fence Lab to get introduced to the computers and Vernier equipment.
If weather is good on Wednesday, we will do Rocket Lab
Handed out RA 2.2 due on Wednesday.
Check Quia for practice problems on d,v,t,a
Check Quia for practice problems on d, v, t, a
Stamped RA 2.1 for completion. Went over RA 2.1 in class.
Showed ball bearing in soap
Intro lecture on motion
avg speed = total distance traveled/total time
instantaneous speed = speed at a specific moment in time (read from speedometer or from graph of v vs t)
velocity = how fast and in what direction
distance = how far (how much gasoline you need)
displacement = how far and in what direction from starting point
acceleration
a = (vf-vi)/t or vf = vi + a * t
Did several examples including hourly wage and yearly pay raise example.
Students did Picket Fence Lab to get introduced to the computers and Vernier equipment.
If weather is good on Wednesday, we will do Rocket Lab
Handed out RA 2.2 due on Wednesday.
Check Quia for practice problems on d,v,t,a
Thursday, Sept 24, 2009 - 1A, 4A
HW: Finish unit conversion worksheet and compare to answer sheet
Do RA 2.1 for Monday
Skills needed in physics
Expressing large and small numbers using scientific notation and metric prefixes
Metric Prefixes worksheet - done in class
Showed video of Powers of Ten
Fermi number calculations of numbers of stars in Milky Way Galaxy
Express to impress for size of nucleus in atom the size of football field
Went over pitfalls in using a calculator
Unit conversion sheet
Unit conversion problem worksheet - please do before checking answers against answer sheet.
Handed out RA 2.1 due Monday
Do RA 2.1 for Monday
Skills needed in physics
Expressing large and small numbers using scientific notation and metric prefixes
Metric Prefixes worksheet - done in class
Showed video of Powers of Ten
Fermi number calculations of numbers of stars in Milky Way Galaxy
Express to impress for size of nucleus in atom the size of football field
Went over pitfalls in using a calculator
Unit conversion sheet
Unit conversion problem worksheet - please do before checking answers against answer sheet.
Handed out RA 2.1 due Monday
Tuesday, September 22, 2009
Tues, Sept 22, 2009 - IB Physics 1, Blocks 1A, 4A
No Homework for Thursday.
Collected graphs and data tables for Graphing of Round Objects Lab.
Took students to computer lab 448 where they did an Excel Spreadsheet Lab for Graphing Round Objects.
Collected graphs and data tables for Graphing of Round Objects Lab.
Took students to computer lab 448 where they did an Excel Spreadsheet Lab for Graphing Round Objects.
Thursday, September 17, 2009
Friday, Sept 18, 2009 - 1A, 4A
Homework: Finish Graph using all the elements of a good graph. Attach data table as the first page in the lab write-up.
Went around room asking what students told their parents about yesterday or what was their favorite demo.
In the Textbook Scavenger Hunt we have seen several interesting examples of Physics, but what is Physics?
Asked class.
Physics is an activity to search for RULES that EXPLAIN. SIMPLIFY and PREDICT the way nature works. Physics is about finding patterns and making predictions. Science is about finding relationships.
Science arose when humans found patterns in nature and were able to make predictions.
You can memorize a lot of data, or you can find relationships and rules.
Play : YOU CAN'T SAY THE RULE
If you uncover the rule you feel really good. If you can't, sometimes it can be frustrating.
Show Cosmos video about Erastosthenes.
Hand back RA 1 and go over.
Go over skills needed in Physics
Already mentioned method of rapid estimation
Graphing skills
Do round objects lab.
Went around room asking what students told their parents about yesterday or what was their favorite demo.
In the Textbook Scavenger Hunt we have seen several interesting examples of Physics, but what is Physics?
Asked class.
Physics is an activity to search for RULES that EXPLAIN. SIMPLIFY and PREDICT the way nature works. Physics is about finding patterns and making predictions. Science is about finding relationships.
Science arose when humans found patterns in nature and were able to make predictions.
You can memorize a lot of data, or you can find relationships and rules.
Play : YOU CAN'T SAY THE RULE
If you uncover the rule you feel really good. If you can't, sometimes it can be frustrating.
Show Cosmos video about Erastosthenes.
Hand back RA 1 and go over.
Go over skills needed in Physics
Already mentioned method of rapid estimation
Graphing skills
Do round objects lab.
Wednesday, September 16, 2009
Wednesday, Sept 16, 2009 - Blocks 1A, 4A
HW: Tell your parents 2 or 3 of the interesting things you learned in class today.
Collect RA Chpt 1
Hand back Textbook Scavenger Hunt
Go over Textbook Scavenge Hunt
Collect RA Chpt 1
Hand back Textbook Scavenger Hunt
Go over Textbook Scavenge Hunt
Sunday, September 13, 2009
Monday, Sept 14, 2009 Blocks 1A, 4A
Homework:
Redo Quia exercises to get 100%
Quiz next time on Significant Figures, Rounding, Pythagorean Theorem
Reading Assignment Chapter 1 in Textbook
Finish Textbook Scavenger Hunt if not completed in class (Hand in TOMORROW even though we don't have class, so I can correct them and get them all back to you on Wednesday.)
Check Attendance
Collect:
Parent Notification Forms
course Expectation Forms
Check for Covers on Books
What did you tell your parents about the last class? What did you find interesting?
Quiz on Class Policies
Check for any email problems (couldn't send a message)
Handout on Sig Figs, Rounding, Pythagorean Theorem
Go over Quia homework using projector
Show Mr. Holmes' favorite proof of the Pythagorean Theorem and favorite use of Pythagorean Theorem (How slow does your moving clock tick?)
Textbook Scavenger Hunt - students should have time to finish this in class. If not, finish it and hand in TOMORROW even though we don't have class, so I can grade them and get them back to you on Wednesday.
Redo Quia exercises to get 100%
Quiz next time on Significant Figures, Rounding, Pythagorean Theorem
Reading Assignment Chapter 1 in Textbook
Finish Textbook Scavenger Hunt if not completed in class (Hand in TOMORROW even though we don't have class, so I can correct them and get them all back to you on Wednesday.)
Check Attendance
Collect:
Parent Notification Forms
course Expectation Forms
Check for Covers on Books
What did you tell your parents about the last class? What did you find interesting?
Quiz on Class Policies
Check for any email problems (couldn't send a message)
Handout on Sig Figs, Rounding, Pythagorean Theorem
Go over Quia homework using projector
Show Mr. Holmes' favorite proof of the Pythagorean Theorem and favorite use of Pythagorean Theorem (How slow does your moving clock tick?)
Textbook Scavenger Hunt - students should have time to finish this in class. If not, finish it and hand in TOMORROW even though we don't have class, so I can grade them and get them back to you on Wednesday.
Thursday, September 10, 2009
Thursday, Sept 10, 2009 - Block 1A/4A
Homework due next class (Monday Sept 14)
. Return Parent Notification Form (10 Points)
. Return Course Expectation From (5 Points)
. Bring covered textbook (10 Points) (good "structural" cover, not taped to book)
. Tell parents about something interesting you learned in class today
. Quia exercises on significant figures, rounding, Pythagorean Theorem
Quiz next class on Class Policies
Students signed in seating chart
Student Profiles
Get Textbooks - need to be covered
Teacher Introduction
Give out Quia user names and passwords.
Go over Course Expectation Form
Magic Jar Demo
Brief room tour - showed fire drill location
Demo of grape diamagnetism - mentioned YouTube of levitating frog
Balloon skewers
Penny in balloon (concept of inertia), hex nut in balloon (pitch of sound depends on frequency)
Demo of Polarizers and protractors
Picket fence model of polarizers
traverse vs longitudinal waves
Speed of sound in air using lightning flash/thunder and counting - Thunder Tube
Seismic line of Baltimore Canyon
calculate depth of water for given time
Model of transmission of sound wave - why sound faster in water than in air
Model of transmission of light wave - why light slower in water than in air
Max speed is speed of light in vacuum - Epstein model, there is only one speed. Einstein - space and time are all coordinates. If you use your speed to travel through space you do not have as much speed left to travel through time.
Forgot about spaghettification as you approach a Black Hole in 1A but did mention it in 4A
. Return Parent Notification Form (10 Points)
. Return Course Expectation From (5 Points)
. Bring covered textbook (10 Points) (good "structural" cover, not taped to book)
. Tell parents about something interesting you learned in class today
. Quia exercises on significant figures, rounding, Pythagorean Theorem
Quiz next class on Class Policies
Students signed in seating chart
Student Profiles
Get Textbooks - need to be covered
Teacher Introduction
Give out Quia user names and passwords.
Go over Course Expectation Form
Magic Jar Demo
Brief room tour - showed fire drill location
Demo of grape diamagnetism - mentioned YouTube of levitating frog
Balloon skewers
Penny in balloon (concept of inertia), hex nut in balloon (pitch of sound depends on frequency)
Demo of Polarizers and protractors
Picket fence model of polarizers
traverse vs longitudinal waves
Speed of sound in air using lightning flash/thunder and counting - Thunder Tube
Seismic line of Baltimore Canyon
calculate depth of water for given time
Model of transmission of sound wave - why sound faster in water than in air
Model of transmission of light wave - why light slower in water than in air
Max speed is speed of light in vacuum - Epstein model, there is only one speed. Einstein - space and time are all coordinates. If you use your speed to travel through space you do not have as much speed left to travel through time.
Forgot about spaghettification as you approach a Black Hole in 1A but did mention it in 4A
Wednesday, June 17, 2009
Tuesday, June 16, 2009
Talk about tides. Show that tidal forces are differential forces that vary as the inverse cube of the distance. Calculate the relative tidal strengths of the Sun and Moon on the Earth.
Weird Orbit of Mercury exercise.
Answer any questions for tomorrows final.
Weird Orbit of Mercury exercise.
Answer any questions for tomorrows final.
Tuesday, June 9, 2009
Thursday, June 11, 2009
Start Hewitt gravity video
Discussed how the inverse square law is a consequence of our 3-D world.
Showed how to calculate g from Newton's Law of Gravitation.
Showed how to get Kepler's 2nd law by zapping the Law of Gravitation.
Discussed problems of docking orbiting spacecraft.
Hand out problem sheet on Kepler's Laws - due tomorrow
Discussed how the inverse square law is a consequence of our 3-D world.
Showed how to calculate g from Newton's Law of Gravitation.
Showed how to get Kepler's 2nd law by zapping the Law of Gravitation.
Discussed problems of docking orbiting spacecraft.
Hand out problem sheet on Kepler's Laws - due tomorrow
Wednesday, June 10, 2009
Go over any remaining questions on torque
Gave quizzes on torque (canoe and bar).
Gave quizzes on torque (canoe and bar).
Monday, June 8, 2009
Monday, June 8, 2009
Hand back Circular Motion Labs
Go over why we plot data to get relationships
Collect RA 7.2
Answer any questions on Torque
Go over problems on worksheet
True Lies - bird lands on hood and truck falls off bridge
Center of Gravity demos
For homework - do the three problems on the supplementary problem sheet on static equilibrium.
Go over why we plot data to get relationships
Collect RA 7.2
Answer any questions on Torque
Go over problems on worksheet
True Lies - bird lands on hood and truck falls off bridge
Center of Gravity demos
For homework - do the three problems on the supplementary problem sheet on static equilibrium.
Friday, June 5, 2009
Go over Final Exam
Intro to Torque
Hand out RA 7.2 due Monday
Also handed out Torque Problem sheet and Supplemental Problems in Torque
Intro to Torque
Hand out RA 7.2 due Monday
Also handed out Torque Problem sheet and Supplemental Problems in Torque
Thursday, May 28, 2009
Thursday, May 28, 2009
Students filled out wrap-up forms for Physics Extravaganza
Day at Races
RA 7.1 for HW due tomorrow
Day at Races
RA 7.1 for HW due tomorrow
Wednesday, May 27, 2009
Prepare for Physics Extravaganza
Students practiced their demos and made posters
Students practiced their demos and made posters
Tuesday, May 26, 2009
Friday, May 22, 2009
Friday, May 22, 2009
Students were not ready to take Energy test.
Spent the period answering questions and doing problems.
Spent the period answering questions and doing problems.
Thursday, May 21, 2009
Energy card test.
Went over energy card test.
Reviewed for energy test tomorrow.
Went over questions at end of chapter.
Went over energy card test.
Reviewed for energy test tomorrow.
Went over questions at end of chapter.
Wednesday, May 20, 2009
Handed back Pulley Lab and Looney Tunes labs. Went over them.
Gave students time in class to do Quia problems and do worksheet on energy problems. Used laptop computers
Gave students time in class to do Quia problems and do worksheet on energy problems. Used laptop computers
Wednesday, May 13, 2009
Went over Reading Assignment worksheets.
Described Pulley and Looney Tunes labs for Thursday and Friday.
Described Pulley and Looney Tunes labs for Thursday and Friday.
Monday, May 11, 2009
Monday, May 11, 2009
Went around room with review of energy.
Handed back and went over ungraded RA 6.1
Talked about energy balance equations.
Described Roller Coaster Lab for tomorrow
Handed back and went over ungraded RA 6.1
Talked about energy balance equations.
Described Roller Coaster Lab for tomorrow
Wednesday, May6, 2009
Went over momentum and impulse test.
Collected RA 6.1
Started energy.
Walk on beach. Feynman blocks.
Different forms of energy.
Students responsible for KE, GPE, Work, heat
Did problem of raising object showing that work done equals change in gravitational potential energy.
Collected RA 6.1
Started energy.
Walk on beach. Feynman blocks.
Different forms of energy.
Students responsible for KE, GPE, Work, heat
Did problem of raising object showing that work done equals change in gravitational potential energy.
Monday, May 4, 2009
Reviewed for test.
Went over problems from worksheet.
Went over end of chapter questions.
Went over problems from worksheet.
Went over end of chapter questions.
Monday, April 27, 2009
Tuesday, April 28, 2009 - Block 2
Collect RA 5.2
Show parts of video dealing with railroad cars.
Momentum Quiz
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, CD chapt 5
Show parts of video dealing with railroad cars.
Momentum Quiz
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, CD chapt 5
Monday, April 27, 2009 - Block 2
Go over Newton's 3rd Law Test
Collected, graded, and 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.
Demo with force plate. Much larger force when lock knees. The impulse is the same but the time to stop is shorter. If the force varies, you can find the impulse by finding the area under the curve.
Rebounding increases impulse.
Demo with happy/sad balls knocking down block.
Homework: RA 5.2
Collected, graded, and 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.
Demo with force plate. Much larger force when lock knees. The impulse is the same but the time to stop is shorter. If the force varies, you can find the impulse by finding the area under the curve.
Rebounding increases impulse.
Demo with happy/sad balls knocking down block.
Homework: RA 5.2
Friday, April 24, 2009 - Block 2
Did not have time to grade Newton's 3rd Law test so did not go over it.
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
Handed out RA 5.1. 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
Handed out RA 5.1. Students had 10 min in class to work on assignment - finish for homework.
Thursday, April 23, 2009 - Block 2
Newton's 3rd Law Test
Did not give reading assignment for next unit.
Did not give reading assignment for next unit.
Tuesday, April 21, 2009 - Block 2
Reviewed for test.
Went over end of chapter questions
Did several problems from problem worksheet
Handed out CD 5.2 for practice
No School on Wednesday, Test on Thursday
Went over end of chapter questions
Did several problems from problem worksheet
Handed out CD 5.2 for practice
No School on Wednesday, Test on Thursday
Monday, April 20, 2009 - Block 2
Went over problems from worksheet in class.
Did my problems from front of worksheet, except for problem 1.
Assigned inclined plane problems and ball problem for HW.
Did my problems from front of worksheet, except for problem 1.
Assigned inclined plane problems and ball problem for HW.
Friday, April 17, 2009
Friday, April 17, 2009 - Block 2
Collected RA 4.5
Hung pictures on board and students voted on Horse Sense
Went over RA 4.4
Talked about what force a bathroom scale actually reads (It reads the reaction to normal force of person on scale. Did examples of bathroom scale in elevator showing how you draw the free body diagram, choose the direction of acceleration to be positive, write down Newton's Law and solve for the normal force (which has the same magnitude as the scale reading).
Asked students to predict what a Force vs Time diagram would be for someone stepping on the force plate, jumping up and coming down, and then stepping off. After discussion the predictions on board, students did demo.
On Applying Newton's Laws worksheet, asked students to do the blocks problem. Explained it in detail on the board.
Homework, do circled problems 3-24 for Monday. Gave students 15 minutes in class to work on them. Test is Thursday.
Hung pictures on board and students voted on Horse Sense
Went over RA 4.4
Talked about what force a bathroom scale actually reads (It reads the reaction to normal force of person on scale. Did examples of bathroom scale in elevator showing how you draw the free body diagram, choose the direction of acceleration to be positive, write down Newton's Law and solve for the normal force (which has the same magnitude as the scale reading).
Asked students to predict what a Force vs Time diagram would be for someone stepping on the force plate, jumping up and coming down, and then stepping off. After discussion the predictions on board, students did demo.
On Applying Newton's Laws worksheet, asked students to do the blocks problem. Explained it in detail on the board.
Homework, do circled problems 3-24 for Monday. Gave students 15 minutes in class to work on them. Test is Thursday.
Thursday, April 16, 2009
Thursday, April 16, 2009 - Block 2
Collected RA 4.4
Reviewed Newton's 3rd Law
Explained problem of boxer hitting paper - Can he exert a force of 200 N on paper? Showed using F = m*a that it was not possible if paper hung in air, but would be possible if paper was against a wall.
To examine the magnitude of the force, look what happens. When hit at the same speed, the "free paper" accelerated and the fist carried through. Not enough force of paper on fist to stop the fist. When against the wall, the paper exerts enough force on the fist the stop the fist. If the paper exerted an even greater force, the fist might rebound.
Showed video clip from Independence Day. Hollywood does not understand the 3rd Law.
Example of flies in a jar.
Helicopter on force plate.
Handed out RA 4.5 due tomorrow.
Handed out CD 6.1 due for last time on Monday. Explained that I wanted not just arrows but descriptions of the forces written in the margins for the last problem on the front side.
Reviewed Newton's 3rd Law
Explained problem of boxer hitting paper - Can he exert a force of 200 N on paper? Showed using F = m*a that it was not possible if paper hung in air, but would be possible if paper was against a wall.
To examine the magnitude of the force, look what happens. When hit at the same speed, the "free paper" accelerated and the fist carried through. Not enough force of paper on fist to stop the fist. When against the wall, the paper exerts enough force on the fist the stop the fist. If the paper exerted an even greater force, the fist might rebound.
Showed video clip from Independence Day. Hollywood does not understand the 3rd Law.
Example of flies in a jar.
Helicopter on force plate.
Handed out RA 4.5 due tomorrow.
Handed out CD 6.1 due for last time on Monday. Explained that I wanted not just arrows but descriptions of the forces written in the margins for the last problem on the front side.
Wednesday, April 15, 2009 - Block 2
Newton's 3rd Law lecture with demos.
Included magic tube.
Handed out RA 4.4 due tomorrow. Students had about 15 minutes to work on it in class.
Included magic tube.
Handed out RA 4.4 due tomorrow. Students had about 15 minutes to work on it in class.
Tuesday, April 14, 2009 - Block 2
Handed back and went over Air Resistance Lab
Went over test
Handed out Applying Newton's Laws Worksheet
Showed part of Physics Extravaganza video
Went over test
Handed out Applying Newton's Laws Worksheet
Showed part of Physics Extravaganza video
Tuesday, April 14, 2009
Thursday, April 9, 2009
Thursday, April 9, 2009 - Block 2
Went around room asking students what they thought would be on the test.
Elaborated on their answers and answered any questions.
Assigned problems 4,5,8 at end of chapter. Went over them.
Went over some end of chapter questions.
Gave students time in class to work on problems from the two worksheets while I graded CD 5.1. Unfortunately handed back CD 5.1 before entering grades. Students wanted it to study by so I told them hand them back in tomorrow.
Test tomorrow.
Elaborated on their answers and answered any questions.
Assigned problems 4,5,8 at end of chapter. Went over them.
Went over some end of chapter questions.
Gave students time in class to work on problems from the two worksheets while I graded CD 5.1. Unfortunately handed back CD 5.1 before entering grades. Students wanted it to study by so I told them hand them back in tomorrow.
Test tomorrow.
Wednesday, April 8, 2009
Wednesday, April 8, 2009 - Block 2
Practice quiz on Newton's 2nd Law including coefficient of friction. Did not collect quizzes.
Handed out Problems in Newton's Laws problem sheet. Gave students time to work on it in class. Went over problem 11 with car in mud and explained how this worked with my fallen cedar tree.
Graded CD 5.1 while students worked on problems. Handed back graded sheets for correction.
Handed out worksheet on coefficients of friction. Did problem 5. Showed how pushing or pulling up decreases the normal force which then decreases the friction force. Related it to football.
Asked students to bring textbooks to class tomorrow.
Handed out Problems in Newton's Laws problem sheet. Gave students time to work on it in class. Went over problem 11 with car in mud and explained how this worked with my fallen cedar tree.
Graded CD 5.1 while students worked on problems. Handed back graded sheets for correction.
Handed out worksheet on coefficients of friction. Did problem 5. Showed how pushing or pulling up decreases the normal force which then decreases the friction force. Related it to football.
Asked students to bring textbooks to class tomorrow.
Tuesday, April 7, 2009
Tuesday, April 7, 2009 - Block 2
Collected Air Resistance Labs
Reviewed Friction lab in detail. Reviewed the concept of coefficient of friction.
Compared factors affecting contact friction to factors affecting air resistance.
Showed how to determine coefficients of friction by raising a board and seeing at what angle the object begins to slide and then at what angle it continues to slide with constant velocity.
Did a problem in calculating coefficient of friction and using the problem solving strategy for Newton's Laws problems.
Watched last part of Hewitt's 2nd law video, the part on air resistance.
Went outside and threw boomerangs for the last 15 minutes of class.
Reviewed Friction lab in detail. Reviewed the concept of coefficient of friction.
Compared factors affecting contact friction to factors affecting air resistance.
Showed how to determine coefficients of friction by raising a board and seeing at what angle the object begins to slide and then at what angle it continues to slide with constant velocity.
Did a problem in calculating coefficient of friction and using the problem solving strategy for Newton's Laws problems.
Watched last part of Hewitt's 2nd law video, the part on air resistance.
Went outside and threw boomerangs for the last 15 minutes of class.
Monday, April 6, 2009
Monday, April 6, 2009 - Block 2
Handed back Quiz on analytic statics, CD 4.2, RA 4.2, Newton's 2nd Law problem set
Gave students one more day to redo CD 4.2 since I forgot to hand them back on Friday due to the lab.
Went over RA 4.2
Friction Lab - How to do an IB lab.
Gave students one more day to redo CD 4.2 since I forgot to hand them back on Friday due to the lab.
Went over RA 4.2
Friction Lab - How to do an IB lab.
Friday, April 3, 2009 - Block 2
Talked about air resistance. Factors that affect air resistance are speed and cross-sectional area.
Discussed Air Resistance Lab.
For write-up I need the name, partner's name, name of lab, date.
Answers to Preliminary Questions. Tell me what it is you are answering in your answer.
Data table with labels and units including 3 trials for each number of filters, average terminal velocity and the square of the average terminal velocity.
Graphs: 2 graphs, VT vs number of filters and VT^2 vs number of filters. For the one that gives the best fit straight line through the origin, use the Linest function of Excel to find the slope and uncertainty in the slope.
Results:
1. Which graph gives the best fit straight line through the origin
2. Which model give the best fit, drag force = -bv, drag force = -c v^2
VT ~ mass, VT^2 ~ mass
3. Answer question 4 in analysis section.
Students worked in pairs to do the lab.
Discussed Air Resistance Lab.
For write-up I need the name, partner's name, name of lab, date.
Answers to Preliminary Questions. Tell me what it is you are answering in your answer.
Data table with labels and units including 3 trials for each number of filters, average terminal velocity and the square of the average terminal velocity.
Graphs: 2 graphs, VT vs number of filters and VT^2 vs number of filters. For the one that gives the best fit straight line through the origin, use the Linest function of Excel to find the slope and uncertainty in the slope.
Results:
1. Which graph gives the best fit straight line through the origin
2. Which model give the best fit, drag force = -bv, drag force = -c v^2
VT ~ mass, VT^2 ~ mass
3. Answer question 4 in analysis section.
Students worked in pairs to do the lab.
Thursday, April 2, 2009
Thursday, April 2, 2009 - Block 2
Handed back graphical statics quiz and CD 4.2
Collected RA 4.2
Students did analytic statics quiz.
Went over the quiz on the board.
Continued Hewitt 2nd Law video
Asked students why two objects of different weight fall at the same rate. For those students who said the forces were the same, I had them come to the front of the class and hold the bowling ball and tennis ball out in front of them so really show that the forces are not the same.
Re-explained it is the ratio of the force to mass that is the same. This is the second really big thing I want students to know. (The first was the reason why astronauts in the space shuttle appear to be weightless).
Handed out Newton's 2nd Law Problem worksheet. Gave students time in class to work on it. It is due tomorrow.
Collected RA 4.2
Students did analytic statics quiz.
Went over the quiz on the board.
Continued Hewitt 2nd Law video
Asked students why two objects of different weight fall at the same rate. For those students who said the forces were the same, I had them come to the front of the class and hold the bowling ball and tennis ball out in front of them so really show that the forces are not the same.
Re-explained it is the ratio of the force to mass that is the same. This is the second really big thing I want students to know. (The first was the reason why astronauts in the space shuttle appear to be weightless).
Handed out Newton's 2nd Law Problem worksheet. Gave students time in class to work on it. It is due tomorrow.
Wednesday, April 1, 2009
Wednesday, April 1, 2009 - Block 2
Quiz on Graphical Statics Problems
Went over Analytic Solution to Statics Problems
What happens if the forces don't balance out? If the net force does NOT equal zero?
Then the object changes the way it moves, it accelerates.
This is the biggie - Newton's 2nd Law
a = Fnet/mass
Demo with cart on ramp.
Draw free-body diagram.
Calculate the force of friction, calculate the angle. Check angle measurement. It works!!
Start Hewitt video on Newton's 2nd Law.
Hand out RA 4.2 - due tomorrow
Went over Analytic Solution to Statics Problems
What happens if the forces don't balance out? If the net force does NOT equal zero?
Then the object changes the way it moves, it accelerates.
This is the biggie - Newton's 2nd Law
a = Fnet/mass
Demo with cart on ramp.
Draw free-body diagram.
Calculate the force of friction, calculate the angle. Check angle measurement. It works!!
Start Hewitt video on Newton's 2nd Law.
Hand out RA 4.2 - due tomorrow
Tuesday, March 31, 2009
Tuesday, March 31, 2009 - Block 2
Handed back Inertia Quiz, Statics Lab
Reviewed some sections of the statics lab that gave students difficulty.
Showed that with two spring balances, the vertical components sum to the weight but you can make the horizontal as great as you please.
Handed out worksheet on graphical solution to statics problems.
Went over example of graphical solution to statics problems. Students did the other four problems on the back of the worksheet.
Handed out worksheet on analytic solution to statics problems.
Went over one example in detail. Students did the other four problems on the back of the worksheet.
Handed out CD 4.2 - due for the last time on Friday.
Reviewed some sections of the statics lab that gave students difficulty.
Showed that with two spring balances, the vertical components sum to the weight but you can make the horizontal as great as you please.
Handed out worksheet on graphical solution to statics problems.
Went over example of graphical solution to statics problems. Students did the other four problems on the back of the worksheet.
Handed out worksheet on analytic solution to statics problems.
Went over one example in detail. Students did the other four problems on the back of the worksheet.
Handed out CD 4.2 - due for the last time on Friday.
Monday, March 30, 2009
Monday, March 30, 2009 - Block 2
Reviewed ideas for Statics Lab
Students did Statics Lab and handed it in.
Students did Statics Lab and handed it in.
Friday, March 20, 2009 - Block 2
Inertia Quiz
Went over examples of Newton's First Law.
Went over Free-Body Diagram Worksheet.
Went over examples of Newton's First Law.
Went over Free-Body Diagram Worksheet.
Thursday, March 19, 2009
Thursday, March 19, 2009 - Block 2
Went around the room and asked what the students told their parents about yesterday's class.
Handed back RA 4.1 and went over it. It took a long time.
Newton's First Law - An object at rest will remain at rest and a moving object will continue moving in a straight line with constant speed unless acted on by an outside net force.
Showed the students that a mass of 1 kg weighs 10 N on Earth.
Introduced free-body diagrams - a picture that shows ONLY the forces that act ON an object.
Showed helium balloon on cart demo.
Finished with ballistic cart demo.
Tomorrow we will do the quiz on inertia and the free-body diagram worksheet.
Handed back RA 4.1 and went over it. It took a long time.
Newton's First Law - An object at rest will remain at rest and a moving object will continue moving in a straight line with constant speed unless acted on by an outside net force.
Showed the students that a mass of 1 kg weighs 10 N on Earth.
Introduced free-body diagrams - a picture that shows ONLY the forces that act ON an object.
Showed helium balloon on cart demo.
Finished with ballistic cart demo.
Tomorrow we will do the quiz on inertia and the free-body diagram worksheet.
Wednesday, March 18, 2009
Wednesday, March 18, 2009 - Block 2
Handed back and went over Projectile Motion Test.
Collected RA 4.1
Talked briefly about inertia.
Students did mini-labs on inertia.
Collected RA 4.1
Talked briefly about inertia.
Students did mini-labs on inertia.
Tuesday, March 17, 2009
Tuesday, March 17, 2009 - Block 2
Students took the projectile motion test.
When done, they picked up RA 4.1 for homework due tomorrow.
When done, they picked up RA 4.1 for homework due tomorrow.
Monday, March 16, 2009 - Block 2
Gave another quiz on projectile motion with rockets. Went over it in class. If students did well, they handed them in for grades. If students did not do well, they could keep them to study.
Answered questions on the problem packet.
Allowed students time in class to work on problems and ask questions individually.
Test tomorrow on Vectors and Projectile Motion.
Answered questions on the problem packet.
Allowed students time in class to work on problems and ask questions individually.
Test tomorrow on Vectors and Projectile Motion.
Thursday, March 12, 2009 - Block 2
Reviewed Rocket Lab results.
Reviewed for test by going over end of chapter questions.
Gave students time to work on problems in class.
Reviewed for test by going over end of chapter questions.
Gave students time to work on problems in class.
Wednesday, March 11, 2009 - Block 2
Gave the general physics quiz on projectile motion followed by the IB Physics quiz on projectile motion. Several students had difficulty. I did not think the students were ready for the test tomorrow so I postponed it until Tuesday of next week.
Answered questions and gave students time to work on problems from the problem sheet.
Answered questions and gave students time to work on problems from the problem sheet.
Tuesday, March 10, 2009
Tuesday, March 10, 2009 - Block 2
Collected Rocket Lab 2 reports.
Collected RA 3.2
Explained rules of Hit the Bar Lab.
Students did the Hit the Bar Lab.
For those who missed in a competition, they need to supply a data table of all the data for competition 1 and write up the calculations for the competition(s) that they missed.
Collected RA 3.2
Explained rules of Hit the Bar Lab.
Students did the Hit the Bar Lab.
For those who missed in a competition, they need to supply a data table of all the data for competition 1 and write up the calculations for the competition(s) that they missed.
Monday, March 9, 2009
Monday, March 9, 2009 - Block 2
Wrote program for students to check Rocket Lab 2. Set it up on a laptop.
Lectured on relative velocities. Did a boat problem, rain on the car window, and taking off and landing an airplane.
Handed out RA 3.2, due tomorrow.
Allowed students to either work on RA or check Rocket Lab 2 data.
I will collect the Rocket Labs tomorrow.
Lectured on relative velocities. Did a boat problem, rain on the car window, and taking off and landing an airplane.
Handed out RA 3.2, due tomorrow.
Allowed students to either work on RA or check Rocket Lab 2 data.
I will collect the Rocket Labs tomorrow.
Thursday, February 26, 2009
Thursday, Feb 26, 2009
Went around room and asked students what they learned from the video.
Quiz on plotting trajectories.
Went over RA 3.1
Students did Vector Worksheets 1 and 2 - didn't have time to go over Worksheet 2.
Handed out CD 3.2
Quiz on plotting trajectories.
Went over RA 3.1
Students did Vector Worksheets 1 and 2 - didn't have time to go over Worksheet 2.
Handed out CD 3.2
Wednesday, Feb 25, 2009
Collected RA 3.1
Handed back and went over Linear Motion Test.
Showed first part of Hewitt video on Projectile Motion and Vectors thru Hewitt jumping into the swimming pool. Stopped video at several places and discussed.
Showed how to plot trajectories by plotting the no gravity case and then adding in the effects of gravity.
Handed out CD 3.1 - due on Friday.
Quiz tomorrow on plotting trajectories.
Handed back and went over Linear Motion Test.
Showed first part of Hewitt video on Projectile Motion and Vectors thru Hewitt jumping into the swimming pool. Stopped video at several places and discussed.
Showed how to plot trajectories by plotting the no gravity case and then adding in the effects of gravity.
Handed out CD 3.1 - due on Friday.
Quiz tomorrow on plotting trajectories.
Tuesday, Feb 24, 2009
Test on Linear Motion
When students were done they picked up RA 3.1 due tomorrow
When students were done they picked up RA 3.1 due tomorrow
Monday, Feb 23, 2009
Collected CD 2.2 for the last time.
Collected Rocket Lab 1 write-ups
Redo on Rocket Quiz
Reviewed end of chapter questions in preparation for test.
Answered any questions from Linear Motion Problem Sheet.
Collected Rocket Lab 1 write-ups
Redo on Rocket Quiz
Reviewed end of chapter questions in preparation for test.
Answered any questions from Linear Motion Problem Sheet.
Friday, Feb 20, 2009
Rocket Quiz
Went over velocity vs time graph for bouncing ball.
Reviewed velocity vs time graphs for rockets.
Answered any questions from the rest of the linear motion problem set.
Students counted off and worked on end-of-chapter questions.
Went over velocity vs time graph for bouncing ball.
Reviewed velocity vs time graphs for rockets.
Answered any questions from the rest of the linear motion problem set.
Students counted off and worked on end-of-chapter questions.
Thursday, Feb 19, 2009
Collected RA 2.5
Rocket Day!! Lab Write-up due on Monday
Explained Rocket Lab procedure and safety precautions and then went out and shot rockets.
Rocket Day!! Lab Write-up due on Monday
Explained Rocket Lab procedure and safety precautions and then went out and shot rockets.
Wednesday, February 18, 2009
Wednesday, Feb 18, 2009 - Block 2
Checked temperature - too cold for rockets. Only 42 deg F. Will shoot rockets tomorrow if weather improves and it gets warmer.
Collected RA 2.3, RA 2.4, and CD 2.2
Handed back RA 2.2 and answered any questions.
Answered questions and worked a few problems from the linear motion problem sheet.
Showed graphical approach to linear motion problems.
Handed out RA 2.5, due tomorrow.
Collected RA 2.3, RA 2.4, and CD 2.2
Handed back RA 2.2 and answered any questions.
Answered questions and worked a few problems from the linear motion problem sheet.
Showed graphical approach to linear motion problems.
Handed out RA 2.5, due tomorrow.
Tuesday, Feb 17, 2009 - Block 2 - IB Physics 1
Collected RA 2.2
Explained and handed out Concept Development 2.2. It is due for the last time on Monday.
Reviewed Sus-It-Out Method for solving problems in linear motion with constant acceleration. Showed how to use the Sus-It-Out method to solve rocket problems.
Derived equations of motion for constant acceleration.
Gave students the problem sheet on linear motion problems. Asked them to solve the problems on the first page (problems 1-12).
Gave students time in class to work on them.
If it is nice tomorrow, we will shoot rockets.
Explained and handed out Concept Development 2.2. It is due for the last time on Monday.
Reviewed Sus-It-Out Method for solving problems in linear motion with constant acceleration. Showed how to use the Sus-It-Out method to solve rocket problems.
Derived equations of motion for constant acceleration.
Gave students the problem sheet on linear motion problems. Asked them to solve the problems on the first page (problems 1-12).
Gave students time in class to work on them.
If it is nice tomorrow, we will shoot rockets.
Friday, February 13, 2009
Friday, Feb 13, 2009 - Block 2
Gave students average speed problem to work on.
A plane flies 200 miles at a speed 80 miles/hr. It then immediately turns around and flies back at a speed of 120 miles/hr.
What is the total distance traveled?
What is the displacement?
What is the average speed?
What is the average velocity?
Most students gave the average speed as 100 miles/hr but it should be 96 miles/hr since average speed = total distance/total time.
Gave students the bike and bee problem. There are often many ways of doing a problem, some easy, some hard. Think about the problem and choose an easy way - life is too short.
Went over Seattle example.
Showed that we get the equations d = v * t, v = d/t, t = d/v
Mentioned that this is the average speed since you probably were not traveling at the same constant speed for the entire trip.
A rate is some quantity divided by time. V is a rate, the rate at which you cover distance.
Went around the room and asked students to give additional examples of rates, something that changes with time.
Hourly wage is the rate at which you make money. The amount you make is the rate * time. Amount you have = amount you started with + rate * time.
Suppose you have a job that pays $10/hr. This is the rate at which you make money.
Suppose the next year, they pay you $15/hr, and the year after that, $20/hr. Note that your hourly wage is increasing by $5/hr/year. This is the rate of a rate.
Did examples of driving a car, speeding up from 45 mph to 55 mph in 2 seconds. The rate at which you increase speed is (vf-vi)/t = 5 miles/hr/sec.
We call this change in velocity/time (the rate at which you change velocity) the acceleration. Acceleration is any change in VELOCITY/time. You are accelerating if you speed up, slow down, or change direction.
If the acceleration is in the same direction as the velocity, you speed up.
If the acceleration is opposite in direction to the acceleration, you slow down.
If the acceleration is perpendicular to the velocity, you don't change your speed, but you do change direction.
Driving the car example. You FEEL acceleration but you do not FEEL constant velocity.
Near the surface of the Earth, the acceleration of gravity is about 10 m/s/s down. This is the rate at which a dropped object picks up speed.
Did picket fence demo to show not only how to use the computer and how a photogate works but also how to measure the acceleration of gravity. We measured about 9.76 m/s/s.
Went around the room and students answers how fast an object would be traveling after falling for a given time.
vf = vi + a * t which we got from the definition of acceleration.
Did several examples of dropping an object, throwing an object up, throwing an object down.
Referred back to the Seattle Example: d = v* t
This gives the displacement, but what do we use for v since it is not constant?
If the acceleration is constant, as it is near the surface of the Earth, then we can use vavg = (vi+vf)/2
d = vavg*t = (vi+vf)/2 * t
Did several examples of finding displacement for dropping, throwing up, or throwing down.
Handed out RA 2.2, 2.3, 2.4
RA 2.2 is due on Tuesday, RA 2.3, 2.4 are due on Wednesday
A plane flies 200 miles at a speed 80 miles/hr. It then immediately turns around and flies back at a speed of 120 miles/hr.
What is the total distance traveled?
What is the displacement?
What is the average speed?
What is the average velocity?
Most students gave the average speed as 100 miles/hr but it should be 96 miles/hr since average speed = total distance/total time.
Gave students the bike and bee problem. There are often many ways of doing a problem, some easy, some hard. Think about the problem and choose an easy way - life is too short.
Went over Seattle example.
Showed that we get the equations d = v * t, v = d/t, t = d/v
Mentioned that this is the average speed since you probably were not traveling at the same constant speed for the entire trip.
A rate is some quantity divided by time. V is a rate, the rate at which you cover distance.
Went around the room and asked students to give additional examples of rates, something that changes with time.
Hourly wage is the rate at which you make money. The amount you make is the rate * time. Amount you have = amount you started with + rate * time.
Suppose you have a job that pays $10/hr. This is the rate at which you make money.
Suppose the next year, they pay you $15/hr, and the year after that, $20/hr. Note that your hourly wage is increasing by $5/hr/year. This is the rate of a rate.
Did examples of driving a car, speeding up from 45 mph to 55 mph in 2 seconds. The rate at which you increase speed is (vf-vi)/t = 5 miles/hr/sec.
We call this change in velocity/time (the rate at which you change velocity) the acceleration. Acceleration is any change in VELOCITY/time. You are accelerating if you speed up, slow down, or change direction.
If the acceleration is in the same direction as the velocity, you speed up.
If the acceleration is opposite in direction to the acceleration, you slow down.
If the acceleration is perpendicular to the velocity, you don't change your speed, but you do change direction.
Driving the car example. You FEEL acceleration but you do not FEEL constant velocity.
Near the surface of the Earth, the acceleration of gravity is about 10 m/s/s down. This is the rate at which a dropped object picks up speed.
Did picket fence demo to show not only how to use the computer and how a photogate works but also how to measure the acceleration of gravity. We measured about 9.76 m/s/s.
Went around the room and students answers how fast an object would be traveling after falling for a given time.
vf = vi + a * t which we got from the definition of acceleration.
Did several examples of dropping an object, throwing an object up, throwing an object down.
Referred back to the Seattle Example: d = v* t
This gives the displacement, but what do we use for v since it is not constant?
If the acceleration is constant, as it is near the surface of the Earth, then we can use vavg = (vi+vf)/2
d = vavg*t = (vi+vf)/2 * t
Did several examples of finding displacement for dropping, throwing up, or throwing down.
Handed out RA 2.2, 2.3, 2.4
RA 2.2 is due on Tuesday, RA 2.3, 2.4 are due on Wednesday
Thursday, Feb 12, 2009 - Block 2
Intro to motion lecture
Talked about the Greek view of the universe and how they thought force was needed to maintain motion. They could not imagine a world without air resistance or without friction. Galileo could.
Showed video clip of dropping a coin and feather in a vacuum, and also dropping hammer and feather on Moon.
Demo of dropping ball bearings in soap.
Galileo's thought experiments for air resistance and inertia.
Defined distance, displacement, speed, average speed, velocity, average velocity.
Gave students time in class to work on RA 2.1
Talked about the Greek view of the universe and how they thought force was needed to maintain motion. They could not imagine a world without air resistance or without friction. Galileo could.
Showed video clip of dropping a coin and feather in a vacuum, and also dropping hammer and feather on Moon.
Demo of dropping ball bearings in soap.
Galileo's thought experiments for air resistance and inertia.
Defined distance, displacement, speed, average speed, velocity, average velocity.
Gave students time in class to work on RA 2.1
Wednesday, Feb 11, 2009 - Block 2
Handed out answers to unit conversion worksheet.
Took students to the computer lab 448. There they did the Excel Spreadsheet lab. When they got the first part done, they put in the data values for their Graphing Round Objects Lab and printed out the graph. On the graph they showed the slope and the uncertainty in the slope they got from the Linest function in Excel.
If they finished, they had the option to continue with the exercises in finding uncertainties using the Max Min method and the Method of Relative Uncertainties.
Students handed back their original labs and their computer generated graphs for the Graphing Round Objects Lab.
Took students to the computer lab 448. There they did the Excel Spreadsheet lab. When they got the first part done, they put in the data values for their Graphing Round Objects Lab and printed out the graph. On the graph they showed the slope and the uncertainty in the slope they got from the Linest function in Excel.
If they finished, they had the option to continue with the exercises in finding uncertainties using the Max Min method and the Method of Relative Uncertainties.
Students handed back their original labs and their computer generated graphs for the Graphing Round Objects Lab.
Tuesday, Feb 10, 2009 - Block 2 - IB Physics 1
Handed out slips of paper and asked students to write down what they got for the number of atoms in the Sun. They then arranged themselves in a line from small to large. We went over the calculation to get about 10^56.
Had students draw min and max lines of best fit on their graphs for the Graphing Round Object Lab. They found the slopes of these lines, the average slope, and the uncertainty in the slope. This gave them the value of pi and its uncertainty from this experiment.
Talked about using calculators - how to enter in numbers in scientific notation using the EE or EXP key. The difference between 2^2 and 2 x 10^2, how to enter 10^7 as 1 EE 7 and not 10 EE 7. Went over order of operations and had students calculate 3/(2*4) (without the (). To do this on your calculator you need to be careful about the denominator. One was is to use ().
Students put their calculators in radian mode and found the sin(100000000). We compared answers and showed that they are different. Do NOT include all the digits on your calculator as the answer to a problem. More digits does not mean more correct - just the opposite. In this class, round off to 3 or 4 sig figs in problems and on tests.
Talked about expressing large and small numbers in Physics using scientific notation and metric prefixes. Gave students worksheet on metric prefixes, the prefix and the power of 10 are interchangeable.
Showed Powers of 10 video.
Students read Unit Conversion blurb and then did the Unit Conversion Worksheet. I gave them a little time in class to start and then they finished it for homework.
Had students draw min and max lines of best fit on their graphs for the Graphing Round Object Lab. They found the slopes of these lines, the average slope, and the uncertainty in the slope. This gave them the value of pi and its uncertainty from this experiment.
Talked about using calculators - how to enter in numbers in scientific notation using the EE or EXP key. The difference between 2^2 and 2 x 10^2, how to enter 10^7 as 1 EE 7 and not 10 EE 7. Went over order of operations and had students calculate 3/(2*4) (without the (). To do this on your calculator you need to be careful about the denominator. One was is to use ().
Students put their calculators in radian mode and found the sin(100000000). We compared answers and showed that they are different. Do NOT include all the digits on your calculator as the answer to a problem. More digits does not mean more correct - just the opposite. In this class, round off to 3 or 4 sig figs in problems and on tests.
Talked about expressing large and small numbers in Physics using scientific notation and metric prefixes. Gave students worksheet on metric prefixes, the prefix and the power of 10 are interchangeable.
Showed Powers of 10 video.
Students read Unit Conversion blurb and then did the Unit Conversion Worksheet. I gave them a little time in class to start and then they finished it for homework.
Monday, February 9, 2009
Monday, Feb 9, 2009 - Block 2 IB Physics 1
Skills you need in Physics:
Guestimation
Graphs
Dealing with BIG and small numbers
Scientific Notation
Metric Prefixes
Using a calculator
Unit conversions
Hand back and go over guestimation worksheet.
For homework, guestimate the number of atoms in the Sun.
Go over graphing.
Students do Graphing Round Objects Lab
Make measurements in class, do graph for homework and hand in tomorrow.
Guestimation
Graphs
Dealing with BIG and small numbers
Scientific Notation
Metric Prefixes
Using a calculator
Unit conversions
Hand back and go over guestimation worksheet.
For homework, guestimate the number of atoms in the Sun.
Go over graphing.
Students do Graphing Round Objects Lab
Make measurements in class, do graph for homework and hand in tomorrow.
Friday, February 6, 2009
Friday, Feb 6, 2009 - Block 2 - IB Physics 1
Collected Guestimation and Estimation Worksheets
Went around room asking what students told their parents about yesterday or what was their favorite demo.
Did two more:
17 - look at spectrum
How can we know about the stars? We can't go their - yet. We look at the light that comes to us from the stars.
20 - Franklin
21 - lightning - A knowledge of Physics might save your life
22 - People are ruled by emotion. You have to understand the minds of the stakeholders if you want to sell your product
26 - Principle of Least Time
29 - Quantum theory - energy is quantized.
35 - Fission, fusion - iron
Hand back Sun Labs
Keep the two methods of calculating uncertainty separate
Do not use the average calculated using the min-max method as the result for the method of relative uncertainty.
In Physics we use models. Our diagram of similar triangles is a model. Is this model valid? Can we make a prediction from this model?
Image should be inverted
You should see the image of the Sun if far enough away, regardless of the shape of the Sun.
Show how you can get the image of the Sun through any shaped hole.
So far we have seen several interesting examples of Physics, but what is Physics?
Asked class.
Physics is an activity to search for RULES that EXPLAIN. SIMPLIFY and PREDICT the way nature works. Physics is about finding patterns and making predictions. Science is about finding relationships.
Science arose when humans found patterns in nature and were able to make predictions.
Human beings are unique, at least on Earth
.We wonder about the universe
.We have need to control our destinies
You can memorize a lot of data, or you can find relationships and rules.
Play : YOU CAN'T SAY THE RULE
If you uncover the rule you feel really good. If you can't, sometimes it can be frustrating.
Show Cosmos video about Erastosthenes.
Ran out of time and did not get to the rest.
Hand out user names and passwords for Quia. Ask students to try some of the quizzes and activities, especially those from physical science. Later this weekend, there will be some IB Physics 1 activities for math skills review.
Give students time to work on RA 1.
Went around room asking what students told their parents about yesterday or what was their favorite demo.
Did two more:
17 - look at spectrum
How can we know about the stars? We can't go their - yet. We look at the light that comes to us from the stars.
20 - Franklin
21 - lightning - A knowledge of Physics might save your life
22 - People are ruled by emotion. You have to understand the minds of the stakeholders if you want to sell your product
26 - Principle of Least Time
29 - Quantum theory - energy is quantized.
35 - Fission, fusion - iron
Hand back Sun Labs
Keep the two methods of calculating uncertainty separate
Do not use the average calculated using the min-max method as the result for the method of relative uncertainty.
In Physics we use models. Our diagram of similar triangles is a model. Is this model valid? Can we make a prediction from this model?
Image should be inverted
You should see the image of the Sun if far enough away, regardless of the shape of the Sun.
Show how you can get the image of the Sun through any shaped hole.
So far we have seen several interesting examples of Physics, but what is Physics?
Asked class.
Physics is an activity to search for RULES that EXPLAIN. SIMPLIFY and PREDICT the way nature works. Physics is about finding patterns and making predictions. Science is about finding relationships.
Science arose when humans found patterns in nature and were able to make predictions.
Human beings are unique, at least on Earth
.We wonder about the universe
.We have need to control our destinies
You can memorize a lot of data, or you can find relationships and rules.
Play : YOU CAN'T SAY THE RULE
If you uncover the rule you feel really good. If you can't, sometimes it can be frustrating.
Show Cosmos video about Erastosthenes.
Ran out of time and did not get to the rest.
Hand out user names and passwords for Quia. Ask students to try some of the quizzes and activities, especially those from physical science. Later this weekend, there will be some IB Physics 1 activities for math skills review.
Give students time to work on RA 1.
Thursday, February 5, 2009
Thursday, Feb 5, 2009 - Block 2
Handed back quiz on Classroom Policies
Handed back graded Scavenger Hunt
Went over the good questions on the Scavenger Hunt.
Reuben demonstrated his laser.
Handed out RA 1 - due Monday
Guestimation and Estimation Worksheet due tomorrow.
Handed back graded Scavenger Hunt
Went over the good questions on the Scavenger Hunt.
Reuben demonstrated his laser.
Handed out RA 1 - due Monday
Guestimation and Estimation Worksheet due tomorrow.
Wednesday, Feb 4, 2009 - Block 2
Showed EBS video.
Handed out Textbook Scavenger Hunt packet. Students worked on it in class.
When they finished, I gave them the Guestimation and Estimation worksheet due on Friday.
Sun Lab write-up due tomorrow.
Handed out Textbook Scavenger Hunt packet. Students worked on it in class.
When they finished, I gave them the Guestimation and Estimation worksheet due on Friday.
Sun Lab write-up due tomorrow.
Tuesday, February 3, 2009
Tuesday, Feb 3, 2009 - Block 2
Collected parent forms and signed syllabus forms.
Checked for textbook covers.
Asked if there were any question about syllabus and course expectations.
Gave quiz on course expectations and classroom policies.
Reviewed meter, cm, mm. When you make measurements you have to avoid parallax.
Measured the length and width of the lab table. Students guestimated the uncertainty in each measurement. Calculated the area.
Showed how to find the uncertainty in the area using both the max-min method and the method of relative uncertainty.
Explained the Sun lab procedure.
Students went outside and worked in groups of 3 or 4 to measure the distance from the Earth to the Sun in terms of Sun diameters.
Back inside, explained what was expected in the write-up
Title, Name, Partners, Date of Lab
Data table in data table format with labels, units and uncertainties.
Calculation section for both uncertainty methods.
Clearly state what is being calculated, show calculation.
Results section. Sketch and label a diagram showing why this method works and give a sentence or two explaining it.
Clearly state the results including uncertainty.
Lab write-up is due Thursday. Gave students 15 minutes in class to do calculations and start write-up.
Checked for textbook covers.
Asked if there were any question about syllabus and course expectations.
Gave quiz on course expectations and classroom policies.
Reviewed meter, cm, mm. When you make measurements you have to avoid parallax.
Measured the length and width of the lab table. Students guestimated the uncertainty in each measurement. Calculated the area.
Showed how to find the uncertainty in the area using both the max-min method and the method of relative uncertainty.
Explained the Sun lab procedure.
Students went outside and worked in groups of 3 or 4 to measure the distance from the Earth to the Sun in terms of Sun diameters.
Back inside, explained what was expected in the write-up
Title, Name, Partners, Date of Lab
Data table in data table format with labels, units and uncertainties.
Calculation section for both uncertainty methods.
Clearly state what is being calculated, show calculation.
Results section. Sketch and label a diagram showing why this method works and give a sentence or two explaining it.
Clearly state the results including uncertainty.
Lab write-up is due Thursday. Gave students 15 minutes in class to do calculations and start write-up.
Monday, February 2, 2009
IB Physics 1 - Block 2
Start of new semester
Go to library and get textbooks, Conceptual Physics 8th edition
Students put names in textbook
Bring covered textbook to class tomorrow and receive 10/10 points.
Hand out seating chart
Pass out student profiles - students put in bin when complete
Pass out Parent Notice form - bring home, get signed, return tomorrow for 10 points credit.
Self-introduction
Overhead of salt dome. Talk about density of salt vs rock, oil vs water. Trap oil in sand beds up against salt dome. Morton salt girl, when it rains it pours. Salt shakes even when humid. Engineering disaster - Texaco and Morton salt.
1983 Area-wide lease sale in GOM. Mobil-Sohio left $91 Million on the table on their bid for SS357,
Seismic line for Baltimore Canyon. Model for sound - longitudinal wave. Sound travels faster in water than in air because molecules closer in water. In air, speed of sound is about 330 m/s, 1040 ft/sec. If you see a lightning flash, 1 km for every 3 seconds and 1 mile for every 5 seconds.
Speed of sound in water is 5000 ft/sec, 1500 m/s. The seismic line shows 2-way time. At a time of 2 seconds, the water depth is about 5000 ft.
Mentioned EIS for Ekati Diamond mine. Temperature of -40 C = -40 F (cold)
Went over course expectation sheet - students read fun parts.
Showed demo of magic jar. Not air pressure (showed that too) but in this case it is due to surface tension.
Showed penny and hex nut in balloon. Lots of physics - inertia, friction, frequency and pitch.
Showed stress analysis with polarizers and protractors. Classroom lighting is not polarized but light scattered from air molecules is. Went outside to test it. Also showed that light reflecting off shiny parts of car (glare) is polarized.
While outside, showed meeting place for fire and evacuation drill. Meet at fence near "No animals on turf field sign"
Back in classroom, finished going over course expectation form.
Go to library and get textbooks, Conceptual Physics 8th edition
Students put names in textbook
Bring covered textbook to class tomorrow and receive 10/10 points.
Hand out seating chart
Pass out student profiles - students put in bin when complete
Pass out Parent Notice form - bring home, get signed, return tomorrow for 10 points credit.
Self-introduction
Overhead of salt dome. Talk about density of salt vs rock, oil vs water. Trap oil in sand beds up against salt dome. Morton salt girl, when it rains it pours. Salt shakes even when humid. Engineering disaster - Texaco and Morton salt.
1983 Area-wide lease sale in GOM. Mobil-Sohio left $91 Million on the table on their bid for SS357,
Seismic line for Baltimore Canyon. Model for sound - longitudinal wave. Sound travels faster in water than in air because molecules closer in water. In air, speed of sound is about 330 m/s, 1040 ft/sec. If you see a lightning flash, 1 km for every 3 seconds and 1 mile for every 5 seconds.
Speed of sound in water is 5000 ft/sec, 1500 m/s. The seismic line shows 2-way time. At a time of 2 seconds, the water depth is about 5000 ft.
Mentioned EIS for Ekati Diamond mine. Temperature of -40 C = -40 F (cold)
Went over course expectation sheet - students read fun parts.
Showed demo of magic jar. Not air pressure (showed that too) but in this case it is due to surface tension.
Showed penny and hex nut in balloon. Lots of physics - inertia, friction, frequency and pitch.
Showed stress analysis with polarizers and protractors. Classroom lighting is not polarized but light scattered from air molecules is. Went outside to test it. Also showed that light reflecting off shiny parts of car (glare) is polarized.
While outside, showed meeting place for fire and evacuation drill. Meet at fence near "No animals on turf field sign"
Back in classroom, finished going over course expectation form.
Friday, January 30, 2009
Tuesday, Jan 27, 2009 - Blocks 1 and 3
Went over Kepler's laws worksheet.
Very Odd Orbit of Mercury
Went over review sheet of topics on final
Final for Block 1 is Thursday, Jan 29, 2009
Final for Block 3 is Wednesday, Jan 28, 2009
Very Odd Orbit of Mercury
Went over review sheet of topics on final
Final for Block 1 is Thursday, Jan 29, 2009
Final for Block 3 is Wednesday, Jan 28, 2009
Monday, Jan 26, 2009 - Blocks 1 and 3
Gave a second quiz on torques - this time a bar problem.
Asked what student's remembered from the Hewitt video.
Zapped the law of gravitation to derive Kepler's laws. Went over several examples of close is fast.
Did not have time to do Orbit of Mercury so instead, for fun, showed parts of 3rd Rock From the Sun - The Physics of Being Dick. Block 1 liked it. Block 3 not so much so instead I started going over the Kepler's Laws Worksheet.
Asked what student's remembered from the Hewitt video.
Zapped the law of gravitation to derive Kepler's laws. Went over several examples of close is fast.
Did not have time to do Orbit of Mercury so instead, for fun, showed parts of 3rd Rock From the Sun - The Physics of Being Dick. Block 1 liked it. Block 3 not so much so instead I started going over the Kepler's Laws Worksheet.
Friday, Jan 23, 2009 - Blocks 1 and 3
Answered any remaining questions on the torque worksheets.
Quiz on canoe problem.
Finished Hewitt video on Gravity.
Several students did not complete the Kepler's Laws worksheet so I asked them to finish it for Monday.
Quiz on canoe problem.
Finished Hewitt video on Gravity.
Several students did not complete the Kepler's Laws worksheet so I asked them to finish it for Monday.
Thursday, Jan 22, 2009 - Blocks 1 and 3
Went over problems on Statics and Equilibrium worksheet. Many students did not complete the worksheet so I gave a bit of time in class for students to work on them before continuing to go over the problems.
Started Hewitt video on Gravity. Discussed revolution in thinking caused by the Law of Universal Gravitation.
Showed how the inverse square law results from our world with 3 spacial dimensions.
Handed out Worksheet on Kepler's Laws as homework.
Started Hewitt video on Gravity. Discussed revolution in thinking caused by the Law of Universal Gravitation.
Showed how the inverse square law results from our world with 3 spacial dimensions.
Handed out Worksheet on Kepler's Laws as homework.
Wednesday, Jan 21, 2009 - Blocks 1 and 3
Lectured on torque. Showed demos using spool and had students vote with their feet on outcomes. In Block 3, Tommy stood alone and was correct.
Tried to show demo using Health-o-meters and board.
Solved canoe and bar problems.
Handed out worksheets: Statics and Equilibrium worksheet - students had a bit of time to start this worksheet in class with me available for questions.
Also handed out Supplemental Problems in Statics for homework
Tried to show demo using Health-o-meters and board.
Solved canoe and bar problems.
Handed out worksheets: Statics and Equilibrium worksheet - students had a bit of time to start this worksheet in class with me available for questions.
Also handed out Supplemental Problems in Statics for homework
Tuesday, January 20, 2009
Tuesday, Jan 20, 2009 - Blocks 1 and 3
Collect RA 7.2
Hand back and go over RA 7.3, 7.4
Go over EC circular motion problems
Hand back and go over circular motion lab.
----------------------------------------------
Didn't get to torques - do that tomorrow. Lecture and demos on torque.
Hand out worksheets: Statics - Equilibrium worksheet
Supplemental Problems in Statics
Hand back and go over RA 7.3, 7.4
Go over EC circular motion problems
Hand back and go over circular motion lab.
----------------------------------------------
Didn't get to torques - do that tomorrow. Lecture and demos on torque.
Hand out worksheets: Statics - Equilibrium worksheet
Supplemental Problems in Statics
Friday, January 16, 2009
Friday, Jan 16, 2009 - Blocks 1 and 3
Quiz using Zap
Center of mass lecture and demos.
Show beginning of Physics Extravaganza Video from TuHS
Center of mass lecture and demos.
Show beginning of Physics Extravaganza Video from TuHS
Thursday, January 15, 2009
Thursday, Jan 15, 2009 - Blocks 1 and 3
Collected Circular Motion Labs
Collected RA 7.4
Asked if any questions on uniform circular motion from yesterday.
Gave quiz on circular motion.
Handed back RA 7.3
Went over any questions on RA 7.3
Handed out problem sheet on uniform circular motion, including 3 problems on reverse side. Gave students time to work on the problem sheet in class.
Extra credit for correct solutions to "Return of the Cone", and/or "Mr. Holmes' Favorite Physics Problem" by Monday.
Collected RA 7.4
Asked if any questions on uniform circular motion from yesterday.
Gave quiz on circular motion.
Handed back RA 7.3
Went over any questions on RA 7.3
Handed out problem sheet on uniform circular motion, including 3 problems on reverse side. Gave students time to work on the problem sheet in class.
Extra credit for correct solutions to "Return of the Cone", and/or "Mr. Holmes' Favorite Physics Problem" by Monday.
Wednesday, January 14, 2009
Wednesday, Jan 14, 2009 - Blocks 1 and 3
Collected RA 7.1
Handed back RA 7.1.
Expanded chart showing correspondence between linear motion and rotational motion to include forces and torques. Used this to lead into going over RA 7.1.
Talked about the energy stored in diatomic molecules and monoatomic gases.
Showed demo tossing book into the air. Alan W said you could rank the size of the rotational inertia by the length of the axis that intersected the book - the greater the length, the smaller the rotational inertia. Very astute. Showed that rotation about the middle axis is unstable.
Introductory lecture on Uniform Circular Motion.
Showed that acceleration and centripetal force are directed towards center and thus centripetal. Derived the centripetal force equation. Did examples on calculating period, frequency, linear velocity, centripetal acceleration, centripetal force.
In problem solving strategy, always choose one coordinate axis in the direction of the acceleration. Showed some examples using "zap".
Handed out RA 7.4. Due tomorrow along with Circular Motion Lab.
Handed back RA 7.1.
Expanded chart showing correspondence between linear motion and rotational motion to include forces and torques. Used this to lead into going over RA 7.1.
Talked about the energy stored in diatomic molecules and monoatomic gases.
Showed demo tossing book into the air. Alan W said you could rank the size of the rotational inertia by the length of the axis that intersected the book - the greater the length, the smaller the rotational inertia. Very astute. Showed that rotation about the middle axis is unstable.
Introductory lecture on Uniform Circular Motion.
Showed that acceleration and centripetal force are directed towards center and thus centripetal. Derived the centripetal force equation. Did examples on calculating period, frequency, linear velocity, centripetal acceleration, centripetal force.
In problem solving strategy, always choose one coordinate axis in the direction of the acceleration. Showed some examples using "zap".
Handed out RA 7.4. Due tomorrow along with Circular Motion Lab.
Tuesday, Jan 13, 2009 - Blocks 1 and 3
Collected RA 7.1
Handed out RA 7.2 due Wednesday
Circular Motion Lab
Lab due Thursday
Handed out RA 7.2 due Wednesday
Circular Motion Lab
Lab due Thursday
Monday, Jan 12, 2009 - Blocks 1 and 3
Handed back and went over Energy test.
Day at the Races.
Handed out RA 7.1 due Tuesday
Day at the Races.
Handed out RA 7.1 due Tuesday
Sunday, January 11, 2009
Thursday, Jan 8, 2009 - Blocks 1 and 3
Energy test.
For homework, polish up Physics poem/song for tomorrow.
For homework, polish up Physics poem/song for tomorrow.
Wednesday, Jan 7, 2009 - Blocks 1 and 3
Went over Pulley Lab and Looney Tune Lab
Went over exercises and questions at end of chapter
Went over any questions students had on Concept Development sheets and problem sets.
Test is on Thursday.
Went over exercises and questions at end of chapter
Went over any questions students had on Concept Development sheets and problem sets.
Test is on Thursday.
Tuesday, Jan 6, 2009 - Blocks 1 and 3
Collected Looney Tunes and Pulley Labs.
Demo of ballistic pendulum using both conservation of momentum and conservation of energy.
Went over review questions at end of chapter as a class.
Students did end of chapter exercises and problems.
Demo of ballistic pendulum using both conservation of momentum and conservation of energy.
Went over review questions at end of chapter as a class.
Students did end of chapter exercises and problems.
Monday, Jan 5, 2009 - Blocks 1 and 3
Took students to computer lab 448 and had them do Quia exercises to help them review and remember for the test on Thursday.
Wednesday is the last day to hand in the two Concept Development Sheets.
Looney Tunes and Pulley Labs are due on Tuesday.
Handed out two sets of problems and asked students to work on them.
Wednesday is the last day to hand in the two Concept Development Sheets.
Looney Tunes and Pulley Labs are due on Tuesday.
Handed out two sets of problems and asked students to work on them.
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