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
Thursday, February 26, 2009
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.
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