WARM UP Describe the motions that you can see in this photo

Physics schedule 10/5/15 10/5 Roller Coaster Introduction/ Sketch TB p. 248 Part A 1-5a 10/6Roller Coaster simulation -Acceleration TB p. 349 Part B #1-3 and #4-8 HW: TB p. 357 Essential Questions 10/7 Measuring Velocities TB: p. 350 Part C #1-7 10/8 Measuring Velocities TB: p. 350 Part C #1-7 10/9 Vectors Adding Activity HW: TB p a-d 10/9 SF Research

Activity Date: Objective: I can investigate the design of a roller coaster. Independently complete Part A #1 and 1a on TB p. 348 in your Notebook (NB) Title: TB p. 348 Part A

Activity Date: Objective: I can investigate the design of a roller coaster. With your group complete Part A #4-5 on TB p. 349 in your Notebook (NB) Title: TB p. 348 Part A

Activity Goal: Investigate the design of a roller coaster. p. 5 Part A 1. Complete #1 in your notebook independently 3 minutes

Activity Goal: Investigate the design of a roller coaster. Part A 2.With your shoulder partner complete #2 write down reasons for part 2a. 2 minutes

Activity Goal: Investigate the design of a roller coaster. Part A 3a. Answer #3a in your notebook working with your shoulder partner 2 minutes

Activity Goal: Investigate the design of a roller coaster. What did you discover about the design of a roller coaster? Answer independently in your notebook

Date: 10/6Goal: I can investigate what makes a roller coaster exciting. Bell Ringer: What parts of the roller coaster is the most thrilling?

Goal: I can investigate what makes a roller coaster exciting Bell ringer: Sketch a side view The Terminator Express roller-coaster car begins from the loading platform at A and then rises along the lift. It reaches the 20 m of the hilltop#1 at B and then makes its first 10 m drop. It then goes into a vertical loop with max height of 17m. The coaster car then goes along the track starting at E for 3m, rises over hilltop#2 at 13 m from the ground and swings into a horizontal loop at F. The brakes are applied after the loop and it comes to stop at J 4 m above ground level.

Date: 10/Goal: I can investigate what makes a roller coaster exciting. Class read textbook 349 Part B

Date: 10/. Goal: I can investigate what makes a roller coaster exciting Data Table -- textbook 349 Create this data table 5= Thrilling1= no thrill Rider 1Rider 2Rider 3 Constant Speed Increasing speed Change direction

Date: 10/7Goal: I can investigate what makes a roller coaster exciting. With you shoulder partner complete #4-8 on TB p. 350 in your notebook

Date: 10/7Goal: I can measure velocities and calculate velocities Bell Ringer: Based on the data below, which movement experienced the most thrill. Is the data collected qualitative or quantitative? MovementRider 1Rider 2Rider 3 Constant Speed 111 Increasing speed 433 Change direction 545 5= Thrilling1= no thrill

Date: 10/7Goal: I can measure velocities and calculate velocities You measured the length of a cylinder as cm. The accepted value of the cylinder is cm. Calculate your percent error and show your work.

Goal: I can measure velocities and calculate velocities When solving a physics problem you GUESS Strategy G-Given U- Unknown E-Equation S- Substitute S- Solve

Date: 10/7Goal: I can measure velocities and calculate velocities

Date: 10/Goal: I can measure velocities and calculate velocities One person from each table get a textbook from the cabinet Open to page 350 TB p. 350 Part C #1-7a

Date: 10/Goal: I can measure velocities and calculate velocities With your group complete TB p. 350 Part C #1-7a Supplies Track Steel ball Ruler or meter stick Velocimeter (demonstrate use) Track stand

Date: 10/8Goal: I can measure velocities and calculate velocities With your group complete TB p. 350 Part C #1-7a Member 1 reads direction Member 2 records time (use stop watch on phone) runs velocimeter Member 3 make measurements and records the data Member 4 make the calculations (calculator) Everyone write the answers in their notebook

Date: 10/8Goal: I can measure velocities and calculate velocities Bell ringer You measured the length of a cylinder as cm. The accepted value of the cylinder is cm. Calculate your percent error and show your work.

Date: 10/8Goal: I can measure velocities and calculate velocities Bell ringer A large steel ball travels distance of 4m. The elapsed time recorded on the timer is 2 seconds Calculate the speed of the ball

Goal: I can measure velocities and calculate velocities When solving a physics problem you GUESS Strategy G-Given U- Unknown E-Equation S- Substitute S- Solve

Goal: I can measure velocities and calculate velocities Note Book Data organization Title: 10/7-8 TB p.350 Part C Activity #2a v=d/t ___________________________ #3a v=d/t (slower)____________________ #4a ____________________________ #5a v=d/t _______________________ #7a _____________________________ #7bv i = v f = t= a=

WARM UP Describe the motions that you can see in this photo

Goal: I can review how to solve physics equations. What is the formula for speed?.

Motion – a change in an object’s position relative to a stationary point MOTION involves 2 measurements: distance and time SPEED is a math ratio which compares distance to time

VELOCITY – is SPEED with a DIRECTION (60 miles/hour, SOUTH) Any change in speed, direction, or both is a change in VELOCITY V = speed with a direction of N, S, E, or W UNITS – – Distance – m, mm, cm – Time – sec, min, hr

Simple Motion Lab What words did you use to describe motion? What words can you add to your description now?

Speed Problems

Warm Up 1.What is the formula for finding distance? 2.If a car was traveling at 60 miles per hour (mph), for 10 hours, how far did the car go?

Graphing Speed Demo

DistanceTime

Warm Up 1. What is the formula for time? 2. How long would it take for a car to drive 60 miles at a speed of 10 miles per hour?

Interpreting a SPEED GRAPH Why can you start at the origin?

Slope and the Speed When you look at a slope of a line on a distance-time graph you may notice how slopes can be different. The slope of the line determines the speed; the higher the slope the greater the speed, but if the slope is low then the speed is low. Lets looks at the examples below

In the first chart, the slope is very high, this means that the car must be traveling at a great speed. In the second graph, the slope is relatively low, which means that the car is driving at a very low speed The slope of a line is equal to the rise divided by the run To translate this – speed if the slope of the line. – It is equal to the change in distance divided by the change in time. – The speed is determined from the line of best fit on a distance-time graph. slope = rise/run or v= d / t

Graphing Tutorial /AbsorbPhysicsAdvd/DistanceTime/page.htm /AbsorbPhysicsAdvd/DistanceTime/page.htm les/chap5/5.2/index.htm les/chap5/5.2/index.htm time-graph-activity.php time-graph-activity.php

Warm Up 1.At 3 seconds how many yards have been covered? 2.What is the speed of this runner? (use the units – yards/seconds)

Warm Up Draw the speed triangle. Calculate the speed for a car that went a distance of 125 miles in 2 hours time.

Date: 10/Goal: I can measure velocities and calculate velocities With your shoulder partner complete TB p. 352 Part D In your notebook

Date: 10/Goal: I can understand vectors and how to calculate resultant vectors Bell Ringer: Explain how the velocimeter, that you used yesterday, works and how it calculates velocity.

Date: 10/Goal: I can understand vectors and how to calculate resultant vectors One person from each table get a textbook from the cabinet

Date: 10/7Goal: I can understand vectors and how to calculate resultant vectors Homework: Have your progress report signed by your parents and have them make comments

Date: 10/Goal: I can understand vectors and how to calculate resultant vectors Independently read TB p and take cornell notes in your notebook Title: 10/8 TB p minutes

Date: 10/Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p and take cornell notes in your notebook 2.Answer questions #1-2c 5 minutes

Date: 10/Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p and take cornell notes in your notebook 2.Answer questions #1-2c Partner share

Date: 10/ Goal: I can understand vectors and how to calculate resultant vectors Bellringer: 1.From home a car drives 16 km [E], and then 24 km [S]. Draw the vector and calculate the resultant vector.

Date: 10/ Goal: I can understand vectors and how to calculate resultant vectors Homework: Progress report check

Date: 10/Goal: I can understand vectors and how to calculate resultant vectors Pirate’s Treasure Vectors Read introduction Names at top Scale at bottom 1cm=1pace At end measure resultant and direction

Date: 10/ Goal: I can understand vectors and how to calculate resultant vectors Pirate’s Treasure Vectors Use graph paper Each line = one pace

Date: 10/ Goal: I can understand vectors and how to calculate resultant vectors Pirate’s Treasure Vectors Use graph paper Each line = one pace Calculate the resultant vector from your starting to your ending point

Date: 10/ Goal: I can understand vectors and how to calculate resultant vectors Bell ringer: A snail starts at the center and moves 2 cm south, then moves 4 cm west, and finally moves 9 cm north. What is the magnitude and direction resultant displacement the snail moved ? Create a head to tail design ( like pirate’s map) of the vectors above.

Date: 10/Goal: I can understand vectors and how to calculate resultant vectors Schedule for today: 1.Quiz 2.Science Fair research 3.Collect work due this week Everything is to be done independently

Date: Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p and take cornell notes in your notebook 5 minutes

Date: 10/8Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p and take cornell notes in your notebook 2. Answer questions 1-2d on page 180

Date: 10/8Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p and take cornell notes in your notebook 2.Answer questions 1-2d on page Partner share

Date: 10/Goal: I can understand vectors and how to calculate resultant vectors Quiz questions

Date: Goal: I can understand terminology about linear motion. Bell Ringer: A girl walked from point A to B to C. What is the girl’s distance and displacement in meters? Work Independently

Date: Goal: I can understand terminology about linear motion. Speed velocity video

Activity Goal: Understand terminology about linear motion Units of distance and displacement is meter = m