1. Momentum 3/7/16 3/7Roller Coaster Project – Gallery Walk 3/85 Week Exam Review 3/95 Week Exam 3/10Momentum in a collision TB p 304 #1-7 WB p.127-128 3/11 Momentum TB p. 306 and take CN TB p. 308 Essential Questions HW: Text Book p. 307 # 1-3

2. Momentum 2/23/15 2/23Quiz-Gravity on the moon and friction 2/24Momentum in a collision TB p 304 #1-7 WB p.127-128 2/25Momentum TB p. 306 and take CN TB p. 308 Essential Questions HW: Text Book p. 307 # 1-3 2/26 Momentum video and Worksheet HW: TB: p. 315 #1-3 2/27Conservation of Momentum TB p. 312-315 read and take CN WB p.136-137

3. Date: 3/7 Objective: I can work together as a team to develop a roller coaster project Bell Ringer: 1.Would you be interested in going to Six Flags for a Physics Day Field Trip? Yes/ No 2.If there was a cost of $45 to go on the trip, would you and your parents be comfortable paying the cost? Yes/No 3.What educational benefit would you receive from going on this trip?

4. Date: 3/7 Objective: I can work together as a team to develop a roller coaster project With your group Write information on separate construction paper and copy paper and then glue or tape it to the poster board. That will allow all members to work at the same time. All work is to stay in the classroom at the end of class. (30 min) Complete the poster- only take one supply at a time

5. Roller Coaster Tall RC 20-40 meters Middle RC10-20 meters Low RC5-10 meters GPE=mghmass= people + cars 1lbs =.5kg Car = 500 lbs Average adult= ?lbs

7. Date: 3/3 Objective: I can work together as a team to develop a roller coaster project

8. 1 st Hill How high is the first hill? ? m

9. 2 nd Hill Determine the height of the 2 nd hill? ?

10. Car mass Determine the mass of the roller coaster car and people. Why?

11. Work 1.30 second to the top of the 1 st hill 2.The cars are accelerating at 3m/s 2 up the 1 st hill W= F (d) How do you get the force?

12. Gravitational Potential Energy 1.What is the GPE at the top of the first hill? Equation? GPE = mgh

13. Kinetic Energy What is the KE at the bottom of the first hill? How is KE at the bottom of the first hill related to GPE at the top of the first hill? KE bottom =GPE top

14. Velocity What is the velocity at the bottom of the first hill? What do we know so far? Textbook page ?

15. Velocity KE bottom =GPE top 1/2 mV 2 (Bottom) = mgh(top) Cancel out mass Arrange to solve for V V 2 =2gh Velocity at the bottom

16. Design Update your roller coaster design. ?m ?m/s

17. Roller Coaster Project Presentation Checklist The final presentation needs to include: Top and side view drawings Appropriate calculations of GPE, KE, velocity, and acceleration Written report of physics concepts used in the design of the roller coaster Groups will have 3 minutes to present

18. Poster board ?m ?m/s Coaster Name Audience and ModificationsCalculations -energy transfer -velocity -Points of acceleration Explain the roller coaster and its thrills Safety Friction and air resistance Add pictures and color Through out

19. 3/8 Objective: I can grade roller coaster projects and prepare for the five week exam 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

20. 3/8 Objective: I can grade roller coaster projects and prepare for the five week exam Return to your group The write the question numbers you completed next to your name on the poster. This is not the questions you graded

21. 3/8 Objective: I can grade roller coaster projects and prepare for the five week exam The write the question numbers you completed next to your name on the poster.

22. 3/8 Objective: I can grade roller coaster projects and prepare for the five week exam With your partner complete the study guide #1-16 The 5 week exam is tomorrow

23. Date:

24. Date: 3/10Goal: I can investigate the momentum of two objects in a collision Bell Ringer: If a 35kg monkey goes to planet Y that is 5 times the mass of Earth, what is the monkey’s weight on planet Y?

25. Date: 3/10Goal: I investigate the momentum of two objects in a collision TB p 304

26. Date: 3/10Goal: I investigate the momentum of two objects in a collision TB p 304 #1-7 You will use 10g mass as a small car You can use the 20g mass for the larger car 10 cm height = low velocity 20 cm height= high velocity Member #1 reads directions 1-3 Member #2 reads directions 4-6 Member #3 slides masses for 1-3 Member #4 slides masses for 4-7 All members write down observations on WB p 127

27. Date: 3/10Goal: I can understand the momentum of two objects in a collision Bell Ringer: A group of students are dragging a block with a constant speed across the same surface used in Experiment 3. Its contact area is twice that of Side B and the load is 3.58 N. Use the results of Experiment 3 to predict the force that must be applied to the block. a. 2.03 N b. 2.62 Nc. 5.26 Nd. 9.16 N Experiment 3 Another student makes an effort to determine if the area of contact between the block and the table affects the amount of friction. The scientist finds a rectangular block with three unequal length sides. The three areas of the face of the block are: The student pulls the block (without the sandpaper) along each of the sides at a constant speed. The data are shown in Table 3.

28. Date: 3/11Goal: I can understand the momentum of two objects in a collision TB p 304 #1-7 Describe observation from the activity What happen when a slow moving small mass collided with a stationary small mass? Before After

29. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision TB p 304 #1-7 Describe observation from the activity What happen when a fast moving small mass collided with a stationary small mass? Before After

30. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Independently read TB p. 306 and take cornell notes 7 min

31. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Independently answer TB p. 308 Essential Questions

32. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Discuss your answers to TB p. 308 Essential Questions with your partner

33. Date: 2/25/15Goal: I can understand the momentum of two objects in a collision Independently read TB p. 312-315 and take cornell notes

34. Date: 2/26Goal: I can understand how the change in momentum can affect an object Which statement is consistent with the data collected in Experiment 1 and Experiment 2? a. A greater contact area between block and surface results in greater friction force. b. Changing the contact area has little to no effect upon the amount of friction force. c. Varying the mass of the block does not have any effect upon the amount of friction. d. For the same load, a sandpaper surface causes more friction than a plain wood surface. Experiment 1 Diagram 1 depicts a procedure that is used to measure the friction force. A horizontal force is applied to a block on a table to accelerate it from rest. One observes that the force needed to initiate the motion (accelerate it from rest) is greater than the force needed to sustain the motion at a constant speed. Masses can be added to the block, thus increasing the load (L). The force required to initiate the motion is equal to the static friction force (Fstatic). The force required to sustain the motion at a constant speed is equal to the kinetic friction force (Fkinetic). Table 1 represents typical data from such an experiment. Experiment 2 - A student decides to investigate the effect of the surface on the amount of friction. She layers the bottom of the block with coarse sandpaper and then repeats the procedure described in Experiment 1. Her data is shown in Table 2

35. Date: 2/26Goal: I can understand how the change in momentum can affect an object Video

36. Date: 2/27Goal: I can expalin how the change in momentum can affect an object W=F (d) F w =mg v 2 =2gh GPE =mgh P= W/t KE=1/2 mv 2 Bell Ringer In the roller coaster project your team calculated the velocity of your roller coaster at the bottom of the first hill. Calculate the velocity of a 2500 kg roller coaster at the bottom of a 27m tall hill.

37. Date: 2/26Goal: I can expalin how the change in momentum can affect an object With your shoulder partner complete the movie sheet from yesterday #1-8 15 min

38. Date: 2/26Goal: I can expalin how the change in momentum can affect an object With your shoulder partner complete WB p. 136 TEJ 10 min

39. Date: 2/26Goal: I can expalin how the change in momentum can affect an object Independently complete WB p. 137 5 min

40. Date: 2/26Goal: I can expalin how the change in momentum can affect an object Home work over the weekend TB p. 309 1-3,6 and p. 319 1,2,6,7 in your note book

41. Date: 2/26Goal: I can expalin how the change in momentum can affect an object Due today Notebook – TB p. 306 and take CN – TB p. 308 Essential Questions – HW: TB p. 307 # 1-3 – HW: TB: p. 315 #1-3 WB p.127-128 Momentum video and Worksheet WB p.136-137

42. Date: 2/26Goal: I can expalin how the change in momentum can affect an object p. 309 1-3,6 p. 315 1,2,6,7

43. M As I'm sure you suspect, momentum in physics is different from "momentum" in sports on tv, as in "Yes, Chris, the Bengals really have momentum on this drive!". However, physics momentum is related to football momentum in that both concepts refer to how difficult it will be to stop something.What makes an object difficult to stop? Its mass, for one thing. After all, mass measures the inertia of an object - how much the object resists accelerating. Certainly, more mass means more momentum - the momentum of an object is directly proportional to its mass. Twice the mass means twice the momentum. Momentum is not the same as mass, though. For one thing, an object that is not moving has no momentum, no matter how much mass it has.Fast objects are also difficult to stop. Bullets have a very small mass, but you wouldn't want to try and stop one! More speed means more momentum - momentum is directly proportional to velocity. Twice the speed means twice the momentum.Since the momentum of an object is directly proportional to both its mass and its velocity,Momentum = (mass)(velocity) = mvMomentum is a vector quantity. Its direction is the same as the direction of the object's velocity.