1. Friction 2/16Holiday 2/17Friction WB p 141 TB pp. 965-967 HW: TB p. 966 #6-8 in NB 2/18Friction WB p. 142 -143 2/19Friction TB p. 968 Read and CN / Roller Coaster Gallery Walk HW: TB p. 968 #1-3 2/20Friction WB p. 149-150 Quiz - Friction and free fall on the moon. Turn in WB pages, notebook, and HW

2. Date: 1/10-11 Objective: I can investigate momentum during a collision Bell Ringer: 1.What is the GPE for both Students? 2. Explain why student B has more potential energy than student A.

3. In the diagram below, the letters A, B, and C represent three identical satellites and their relative distances from Earth as seen from space. 1.Which satellite would experience the strongest pull of Earth’s gravity? Why? 2.State a scientific principle that explains your answer in part

4. At which position does the boulder have the greatest kinetic energy? (1) A (2) B (3) C (4) D

5. Date: 2/17Objective: I can investigate how friction is affected by weight. Bell Ringer: At which position does the boulder have the greatest 1.kinetic energy and 2.gravitational potential energy? Explain Why.

6. Date: 1/15/13Objective: I can understand, graph and write a conclusion about how friction and weight are related Bell Ringer: A golf club with a mass of.35kg and a velocity of 38 m/s strikes and a.04kg golf ball at rest. After the contact the club moves with a velocity of 29 m/s. What is the golf ball’s velocity after contact? m 1 v 1 + m 2 v 2 = m 1 v 1 + m 2 v 2 before = after

7. 2/17 Activity Objective: I can investigate how friction is affected by weight. Friction WB p 141-142 TB pp. 965-966 Investigate #1-8 Coefficent- a number that is constant for a given substance, body, or process under certain specified conditions, serving as a measure of one of its properties: coefficient of friction.

8. 2/17 Activity Objective: I can investigate how friction is affected by weight. Complete Investigate #1a-e TB pp. 965-966 in your notebook with your group 5 min

9. 2/17 Activity Objective: I can investigate how friction is affected by weight. Complete Investigate #1-4 TB pp. 965-966 in your notebook with your group Answers as a class 1a.back 1b. Force of the floor- friction 1c. forward 1d. Force of the floor-friction 1e. not as much force pushing back

10. 2/17 Activity Objective: I can investigate how friction is affected by weight. Friction WB p 141-142 TB: p. 966 #2 as a class Weight (Newtons)Frictional force (Newtons) Ratio of friction and weight 0g 100g 200g 300g

11. 2/17 Activity Objective: I can investigate how friction is affected by weight. Friction WB p 141-142 TB: p. 966 #3-4 as a class Weight (Newtons)Frictional force (Newtons) Ratio of friction and weight 0g 100g 200g 300g

12. 2/17 Activity Objective: I can investigate how friction is affected by weight. Friction WB p 141-142 TB: p. 966 #5 as group Weight (Newtons)Frictional force (Newtons) Ratio of friction and weight 0g 100g 200g 300g

13. 2/17 Activity Objective: I can investigate how friction is affected by weight. WB p 141-142TB: p. 966 #6-8 Graph data 1. Label axis 2. Number the whole axis Using the whole graph 3.Plot data 4.Create best fit line

14. Date: 2/18 Objective: I can analyse how friction is affected by weight. Bell Ringer: Next Page

15. Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes. Describe the effects Zebra mussels has on the phytoplankton Population and predict The effects on the rest of the ecosystem. You May reference the Passage and graph EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

16. Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes. Describe the effects Zebra mussels has on the phytoplankton Population and predict The effects on the rest of the ecosystem. You May reference the Passage and graph EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

17. Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes. Describe the effects Zebra mussels has on the phytoplankton Population and predict the effects on the rest of the ecosystem. You may reference the passage and graph EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

18. 2/18 Activity Objective: I can analyse how friction is affected by weight. WB p 139-140TB: p. 966 #6-8 10 min Graph data 1. Label axis 2. Number the whole axis Using the whole graph 3.Plot data 4.Create best fit line 5.Answer questions #6-8 in NB (possible quiz questions)

19. 2/18 Activity Objective: I can analyse how friction is affected by weight. WB p 140 claim Evidence What is the relationshipWhat evidence supports Between weight andthe claim friction 5 min

20. 2/18 Activity Objective: I can analyse how friction is affected by weight. WB p 141 Write a conclusion: claim Evidenceand Reasoning 5 min

21. Date: 2/20 Objective: I can summarize a conclusion about the relationship between weight and friction Bell Ringer: Next Slide

22. Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes Graph 2. Analyze the information from both graphs (graph 1 and graph 2) and develop a hypothesis about the effects the zebra mussel has on the unionid population. EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

23. Date: 2/20 Objective: I can summarize a conclusion about the relationship between weight and friction Bell Ringer: Which diagram best represents the correct reading for a spring scale being used to weigh a 200 gram mass? Why?

24. 2/20 Activity Objective: I can summarize a conclusion about the relationship between weight and friction Quiz moved to Monday Friction Gravity study guide on Mr Stoll’s school web site Work for this week due next Monday after quiz

25. 2/20 Activity Objective: I can summarize a conclusion about the relationship between weight and friction Independently read TB p. 968 and take cornell notes 5 minutes

26. 1/18 Activity Objective: I can explain friction force and the factors that affecting it. With your shoulder partner complete the triple entry journal on WB p 143. Use your textbook page 968. 7 minutes and it will be collected

27. 1/18 Activity Objective: I can explain friction force and the factors that affecting it. Video

33. Frictional force is defined as force that opposes the motion of an object. Frictional force occurs whenever two surfaces are in contact with each other. Frictional force is in opposite direction to the moving object and it is parallel to the surface. Frictional force has direction and magnitude.

34. Overcoming the static friction takes a lot of force, but when the block "lifts" out of this lock-key arrangement...

35. Now it's easy to imagine that the friction force between two objects might be proportional to the force pushing them together — and it is. Imagine, for example, pushing a smooth block along a smooth table. Now place ten pounds of weight on the block - to squeeze the surfaces closer together. It will be harder to push because of increased friction. The atomic- level basis for this is further pressing of high points and low points of surfaces together.

37. 2/20 Objective: I can explain friction force and the factors that affecting it. With your shoulder partner complete the essential questions on TB page 970 in your notebook Collected in 10 minutes

38. 2/20 Objective: I can explain friction force and the factors that affecting it. Roller Coaster Project Gallery Walk 1. Group meets at your poster 2.Group decides on two presenters 3.Group discusses what is to be presented 3 min

39. 2/20 Objective: I can explain friction force and the factors that affecting it. Roller Coaster Project Gallery Walk 1. All group member except presenter moves on poster to the right 2.Presenter stays with the group poster and presents to the grading group. 3.Grading group grades the presentation using the rubric. Member 1 grades#1-4, member 2 grades #5-8,and member 3 grades #9-13. Graded rubric stays with the poster 3 min

40. 2/20 Objective: I can explain friction force and the factors that affecting it. Roller Coaster Project Gallery Walk Grading group grades the presentation using the rubric. Member 1 grades#1-4, member 2 grades #5-8,and member 3 grades #9-13. Graded rubric stays with the poster 1.Identifies the audience riders and modifications for the riders 2.Top view drawings with measurement labeled 3.Side view drawings with measurement labeled 4.Design elements Included:1 st hill, 2 nd hill, a vertical loop, and a horizontal turn. 5.Explains and shows calculations work done by the motor to bring the coaster to the top of the first hill. 6.Explains and shows total gravitational energy at the top of the first hill. 7.Explains and shows power expended by the motor. 8.Explains and shows calculations PE, KE, and ME at ¾ the way down the first hill 9.Explains and shows calculations PE, KE, and ME top of the second hill 10.Explains and shows velocity at the bottom of the 1 st hill 11.Explains and shows calculations for centripetal force at the top of the vertical loop 12.Describes how GPE and KE would be affected if the roller coaster were on the moon rather than on Earth. 13.Identify 3 areas where riders experience the most thrills

41. 1/16/13 Activity Objective: I can explain investigate terminal velocity. Class activity: TB p. 981-982 Investigate #1-3 Write answers in your notebook Title TB p. 981

42. Terminal Velocity

43. In the diagram below, the letters A, B, and C represent three identical satellites and their relative distances from Earth as seen from space. 1.Which satellite would experience the strongest pull of Earth’s gravity? Why? 2.State a scientific principle that explains your answer in part