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Calculate Volume Objectives: Student will calculate the volume of different object using geometric formulas Materials: Ball, book Ruler Calculator Procedure: 1.Identify the geometric figure of the object (book, ball, and 1 student) 2.Measure the relevant variable to use along with the formula. 3.Calculate the volume in cm 3, m 3, l 4.Write data on the chart and answer questions Diagram/Data: Questions: 1.What is the geometric figure you chose for the student and why? 2.How can the precision be increased? 3.Which of the volumes is less accurate? Why? Rubric ObjectDistance measured Formula used V (cm 3 )

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Solving Numerical Problems Objectives: Student will practice using equations Materials : Pencils, Calculators Procedure: Solve the following problems using the formulas and givens F= M x AV = I x R a = (Vf – Vi) / tmgh = ½ mv 2 Solve for F m = 3kg a = 9.8m/s 2 Solve for V I = 3 mA R = 9 Ω Solve for a Vf = 5m/s Vi = 3m/s t = 4sec Solve for g h=5m v=10 m/s Solve for M F = 10 N a = 9.8m/s 2 Solve for I V = 162 volts R = 9 Ω Solve for t Vf = 7 m/s Vi = 3.5 m/s a = 9.8m/s 2 Solve for h g= 9.8m/s 2 v=10 m/s Solve for A m = 3kg F = 46 N Solver for R I = 5.2 mA V = 1000 volts Solve for Vf a = 1.5 m/s 2 Vi = 3 m/s t = 4 sec Solve for v 2 g= 9.8m/s 2 h=5m Solve for F m = 3.52 x 10 5 kg a = 1.2 x m/s 2 Solve for V I = 3.00 x A R = 9.00 x 10 3 Ω Solve for Vi a = 1.5 m/s 2 Vf= 3 m/s t = 4 sec Solve for v g= 9.8m/s 2 h=10m

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Time Reaction Objectives: Student will measure and calculate the time reaction. Materials : Stopwatch, Ruler, calculator Diagram/Data: Questions: 1.Why do both times differ? Is this difference constant? Why do we have this difference? 2.Why do we make different trials? How do the trials affect the accuracy? And the precision? 3.How could we increase the precision of the experiment? Rubric TrialDisplacement (m)Time measured (s)Time calculated (s)

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Scientific Notation and Significant Figures Objectives: Student will practice scientific notation and learn the importance of significant figures Materials : Calculators, pencils Procedure: 1.Complete the chart re-writing the numbers in the first column in scientific notation. 2.Write in the chart the significant figures of the second column. Diagram/Data: Questions : 1.Explain the rules used to convert the numbers into Scientific Notation 2.Write the rules used to calculate the significant figures in each case 3.What happens to the exponent when you square it? Rubric Number Scientific Notation Ex: 3.4 x 10 6 Scientific Notation Ex: 3.4 E 6 Significant Digits Multiplied by 5.5 E 5 Squared

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Forces acting on an object Objectives: Student will measure some of the forces acting in an object. Materials : Spring-scales, Blocks Procedure: 1.Hang the object from the spring-scale. 2.Write down the FORCE (N) measured. 3.Put the block over the table and measure the force again. 4.Pull the object horizontally over the table with a constant velocity. 5.Write down the force. 6.Measure the mass of the block (1g =.001Kg) 7. Calculate the Weight of the Object (g=9.8) Diagram/Data: Questions: 1.Complete the sentence: The force acting on the hanging block is the force of … 2.Explain the value of the force measured when the block is on the table? Did any force disapeared? Do you have new forces acting? 3.Where does the force measured while pulling come from? 4.Is there any way to increase the accuracy of these measures? Rubric OBJECTS Force hanging (N) Force on the table (N) Force Pulling (N) Mass (Kg) Weight of the object F=mg

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Solving Numerical Problems Objectives: Student will practice using equations WITHOUT numerical values Materials : Pencils Procedure: Solve for the following variables. a 2 + b 2 = c 2 a = (Vf – Vi) / t h = ½ gt 2 mgh = ½ mv 2 a = Vf = g = b = Vi = t 2 = h = c = t = v 2 = Describe how math a physics are interrelated. v =

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Measuring Volume Objectives: Student will measure the volume of different objects directly using physical principles Materials : Density blocks, Ball, Calculator, water, beaker Procedure: 1.Fill the beaker with () of water 2.Submerge the object in the beaker and measure the new volume in the beaker. 3.Complete the chart and answer questions Questions: What is the physical principle used to measure the volume of the objects. Did you expected a different measure with the density blocks? Why? What do they have in common and in what they differ? How can you increase the precision of the measure? Is this method accurate? Diagram/Data: Rubric ObjectInitial Volume () cm 3 Final Volume Volume of the object

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Crash-Test Dummies Objectives: Student will observe, measure and make hypothesis about a common motion Materials : Motion Cars, Ramp, Blocks, ruler Procedure: 1.Place the block in the car. 2.Drop the car (no initial velocity) from the top of the ramp. 3.Stop the car at the end of the ramp with an obstacle. 4.Write an hypothesis using the stem sentence: “ The more massive object will stop… from the ramp” 5.Measure the distance that the block has covered from the end of the ramp. 6.Try with different blocks. Diagram/Data: Questions: Was your hypothesis confirmed or rejected? What is the physical principle that explains the behavior of the block? Write a real world situation close related to the motion studied here. Rubric BlockMass of the block (kg)Distance covered from ramp (m)

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