1. Regents Physics Course Guidelines
open house
Welcome
Regents Physics Course Guidelines
Keep a well organized and “up-to-date” notebook. It is your responsibility to take good notes on the class work. You can often use “in-class” problems and example to help you with your homework and to prepare for tests.
Be prepared for hard work:
Homework everyday.
Quiz every week.
Tests will be given at the end of each chapter and often after each unit of new material.
Physics Labs Guidelines:
Each lab must be completed by the last day of the “three-day rotation”. (i.e. the third “A “ or “B” day)
If you have any labs that are incomplete or wrong, you need to correct the problems and resubmit the labs to me.
All lab work must be completed in the quarter in which it is assigned. Any “incomplete labs” or “leftover labs” from the previous quarter will be placed in the “dead lab folder”.
Any “clowning around” in lab may result in having your lab placed in the “Dead Lab Folder”
By the end of the school year you must have completed 100% of the labs listed on the “Lab Summary” sheet. Failure to meet theses requirements will result in not being able to take the state’s “regents” exam.
Supplies Needed for Course:
A 1.5 or 2 inch 3 ring binder is required.
Scientific or graphing calculator: TI 30; T1 35; T1 82; T1 83 plus; or T1 89
Metric ruler and protractor.
Student resources:
Physics Interactive Tutor (installed on classroom computers)
Purpose: integrates physics concepts with interactive problem solving practice. It will grade your answers and give the correct response.
Internet sites
Course: Regents Physics
Room: 207
Teacher: Mrs. LaBarbera
Post : Room 207, Tues. – Thurs.

2. Student information form
open house
Objectives
Student information form
Course guidelines
Lab safety
Physics
Student information form
Course guidelines
Supplies & Resources
Classroom rules
Grade policy

3. Lab - General guidelines
open house
Lab - General guidelines
Conduct yourself in a responsible manner.
Perform only those experiments and activities for which you have received instruction and permission.
Be alert, notify the instructor immediately of any unsafe conditions you observe.
Work area must be kept clean.
Dress properly during a laboratory activity. Long hair should be tied back, jackets, ties, and other loose garments and jewelry should be removed.
When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hand must be completely dry before touching an electrical switch, plug, or outlet.
Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and loose connections. Do not use damaged electrical equipment.
Conduct yourself in a responsible manner.
Perform only those experiments and activities for which you have received instruction and permission.
Be alert, notify the instructor immediately of any unsafe conditions you observe.
Work area must be kept clean.
Dress properly during a laboratory activity. Long hair should be tied back, jackets, ties, and other loose garments and jewelry should be removed.
When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hand must be completely dry before touching an electrical switch, plug, or outlet.
Report damaged electrical equipment immediately. Look for things such as frayed cords, exposed wires, and loose connections. Do not use damaged electrical equipment.

4. open house
homework
Read, print and sign the Lab Requirement Letter – both your signature and your parent/guardian’s signature.
Read, print and sign the Student Safety Agreement – both your signature and your guardian’s signature.

5. Sign on lab safety lesson sheet
9/3 do now
Homework is due
Information sheet
Lab requirement letter
Sign on lab safety lesson sheet

6. Topic 1
&
Mathematics

7. Topic 1 objectives SI Units Select the tools for measurement
Use significant figures in measurements and calculations.
Convert measurement into scientific notation. Perform order of magnitude calculations
Evaluating experimental results
Interpret data in tables and graphs, and recognize equations that summarize data
Distinguish scalar and vector quantities
Solving equations using algebra

8. List basic SI Units and the quantities they describe
Units – objectives
Define unit
List basic SI units and the quantities they describe.
Differentiate fundamental and derived units.
master the metric conversion techniques using SI prefixes.
Distinguish symbols for units and quantities.
Use dimensional analysis to check the validity of expressions.
A ____________________ is a standard quantity with which other similar quantities can be compared.
Example:
Meter, or mile for measuring ____________________.
Kilogram, pound for measuring ________________.
Liter or cubic meter for measuring _________________.
Second, minute, hour, or day for measuring ____________.
The SI system
The ____________________ provides standardized units for scientific measurements.
All quantities can be expressed by _______________ fundamental units.
Derived units
_______________________ are combinations of _________________________ of the fundamental units and are used to simplify notation.
the unit for _____________________ is m/s, which is a derived unit.
The unit for ________________ is watt, is also a derived unit because it is not on the list of the basic units.
List basic SI Units and the quantities they describe
Define unit
List basic SI units and the quantities they describe.
Differentiate basic and derived units.
Distinguish symbols for units and quantities.
Using dimensional analysis to determine the unit of an unknown quantity.
Master the metric conversion techniques using SI prefixes.
quantity
name
symbol
length
meter m
Mass
kilogram kg
Time
second s
Ele. current
ampere A
Temp.
Kelvin K
Amount of substance
mole
mol
Luminous intensity
candela cd

9. units
A unit is a standard quantity with which other similar quantities can be compared.
The SI units provides STANDARDIZED units for scientific measurements.
All quantities can be expressed by seven BASIC (FUNDAMENTAL) units.
In physics, all measurements are expressed by a number and a unit.
QUANTITY
NAME
SYMBOL
Length
meter m
Mass
kilogram kg
Time
second s
ele. current
ampere A
Temp.
Kelvin K
Amount of substance
mole
mol
Luminous intensity
candela cd

10. Quantity being measured
Derived units
Kind of unit
Quantity being measured
Name of unit
symbol
Fundamental
length
meter m SI
mass
kilogram kg
time
second s
Electric current
ampere A
temperature
kelvin K
Amount of substance*
mole
mol
Luminous intensity*
candela cd
Derived SI
frequency
hertz Hz
force
newton N
Energy, work
joule J
Quantity of electric charge
coulomb C
Electric potential, potential difference
volt V
power
watt W
Magnetic flux
weber Wb
Electric resistance
ohm Ω
resistivity
Ohm∙meter
Ω∙m
Non-SI
angstrom Å
gram g
Universal mass unit u
hour h
electronvolt eV
Angle size
degree o
A Derived unit is unit that is derived from COMBINATIONS (multiplying or dividing) of two or more of the fundamental units, they are used to simplify notation.
Example:
Given: speed (v) = distance / time, what is the unit for speed (v)?
Given: area = length x width, what is the unit for area?
the unit for v is m/s, which is a derived unit.
The unit for area is m x m = m2 which is a derived unit.

11. Differentiate symbols for quantity and unit
Symbols for quantities are denoted as italic fonts.
Symbols for units are denoted as non-italic fonts.
QUANTITY
NAME
SYMBOL
Length (d, l, x, y…)
meter m
Mass (m)
kilogram kg
Time (t)
second s

12. units (Dimensions) can be treated as algebraic quantities
The quantities can be added or subtracted if they have the same units.
Units can multiply or divide to form a new unit or cancel unit.
The units on the left side of an equation must always be equivalent to the units on the right side of the equation.

13. Dimensional analysis Example -
Given l in m, g in m/s2, determine the unit for

14. Example
Which unit is equivalent to a newton per kilogram? ( 1 newton = 1 kg∙m/s2)
m/s2
W/m
J∙s
Kg∙m/s

15. 9/3 do now – on a blank sheet of paper
Homework is due
Information sheet
Lab requirement letter
Sign on lab safety lesson sheet

16. SI prefixes
prefix
symbol
notation
tera- T
1012
giga- G
109
mega- M
106
kilo- k
103
deci- d
10-1
centi- c
10-2
milli- m
10-3
micro-
10-6
nono- n
10-9
pico- p
10-12
Standard unit
10-12 T
10-9 G
10-6 M
10-3 k
101 d
102 c
103 m
106 µ
109 n
1012 p
SI prefixes are symbols (such as T, G, M, k …). When SI prefixes combine with SI base units, it forms new units that are larger or smaller than the base units by a multiple or sub-multiple of 10.
SI prefixes are prefixes combined with SI base units to form new units that are larger or smaller than the base units by a multiple or sub-multiple of 10.
The symbol for the new unit consists of the symbol for the prefix followed by the symbol for the base unit.
Example: km – where k is prefix, m is base unit for length.
Practice:

17. Metrics conversions practice
prefix
symbol
notation
tera- T
1012
giga- G
109
mega- M
106
kilo- k
103
deci- d
10-1
centi- c
10-2
milli- m
10-3
micro-
10-6
nono- n
10-9
pico- p
10-12
Standard unit
10-12 T
10-9 G
10-6 M
10-3 k
101 d
102 c
103 m
106 µ
109 n
1012 p
1 Tm = _________ mm
1 ng = _________ kg
1 Mm = _________ m
1 μm = ________ nm
1 mg = _______ kg
1 m = ________ nm
1 cg = ________ kg
1 pm = ________ μm
1 Mg = ________ kg
1 Gm = ________ m
SI prefixes are prefixes combined with SI base units to form new units that are larger or smaller than the base units by a multiple or sub-multiple of 10.
The symbol for the new unit consists of the symbol for the prefix followed by the symbol for the base unit.
Example: km – where k is prefix, m is base unit for length.
Practice:

18. Class work
Packet – questions #1-16

19. 2. Tools for measurement objectives
Select appropriate equipment to make measurements
Use trigonometry to solve some types physics problems
Measuring length
Tool: ______________________ Unit: ______________________________
Measuring mass
Mass is the ________________________________________ contained in an object
Tool: _______________________________________________________________________
Unit: _______________________________________________________________________
Measuring time
Tool: ____________________________ Unit: _____________________________
Measuring force
Force: _____________________________________________
Tool: ______________________________ Unit: ____________________________
Measuring an angle
Tool: __________________________ Unit: ______________________________
Trigonometry
Trigonometry: a branch of mathematics that treats the relationships between the
___________________________________________________________________________.
Important ratios of the sides of a right triangle:
_______________________________________________________________________________
tools for measurements
2. Tools for measurement objectives
Select appropriate equipment to make measurements
Determine the scale of a quantity shown
Apply trigonometry to solve physics problems

20. Select proper equipment
Angles:
tools for measurements
Select proper equipment
quantity
tool
unit
Length, distance, height …
Meter stick, metric ruler,
Tape measurer
m, cm, mm, etc.
mass
Scale, triple beam balance,
kg, g, etc.
time
Timer, stop watch
photo gates
s, ms, min, etc.
force
Spring scale,
Force meter N,
angle
protractor
degrees

21. Measuring length (meter)
What is the length of the object?
5.31 cm

22. Measuring mass (kg)
What is the mass of the object?
62.40 g

23. Measuring time (second)
What is the elapsed time in seconds?
Total of seconds

24. Measuring force (Newton)
What is the weight of the object?
20.1 N

25. Measuring an Angle (degree)
tools for measurements
Measuring an Angle (degree)
The bottom of the protractor must match the line from which the angle is to be measured and the hole must match the corner of the angle.
37.9o

26. tools for measurements
Measuring an Angle
The bottom of the protractor must match the line from which the angle is to be measured.
52.5o

27. Draw a quantity with given scale
On the diagram, starting at point A, draw a 28 N of force on the box. Use a scale of 1.0 cm = 5.0 N
28 N = ____________ cm ?
x = 5.6 cm

28. Determine the scale of quantities shown
Use a metric ruler to determine the scale used in the diagram.

29. 9/4 do now
List 3 fundamental units.
Give an example of derived unit

30. Apply trigonometry to solve physics problems
tools for measurements
Apply trigonometry to solve physics problems
Important trigonometry equations of a right triangle:
SOH CAH TOA
a2 + b2 = c2 
SOH
CAH
TOA θ

31. tools for measurements
Example
A block is positioned as shown.
A) How far is the block displaced horizontally?
B) what is the measurement of the angle of inclination of the plane to the horizontal?
c2 = a2 + b2
b2 = (1.25m)2 – (0.75m)2
b = 1.0 m
1.25 m
0.75 m b θ
B) sinθ = O/H = 0.75m / 1.25m
θ = 37o

32. tools for measurements
Example 2
The diagram represents a ramp inclined to the horizontal at angle 30.o. If the upper end of the ramp is 37 cm above the horizontal, what is the length of the ramp?
SOH
sin30o = 37 cm / x
x = 74 cm x
37 cm
30o

33. Example 3
From the information provided by the following diagram, determine angle θ.
40 m/s
25 m/s θ

34. Example 4 x = (40 m)∙sin30o y = (40 m)∙cos30o x = 20 m x = 35 m
From the given diagram, find x and y.
40 m x
30o y
x = (40 m)∙sin30o
x = 20 m
y = (40 m)∙cos30o
x = 35 m

35. Class work
Packet #17-32

36. Lab 1 – Measuring Immeasurable Heights
Purpose: How do you measure the height of some tall objects outside?
Material: protractor, tape measurer, Objects (LCD projector (in-class practice), scoreboard, bleachers, football field light fixture, batting cage, gym roof)
Object
Angle (o)
Distance from object (m)
Height of object (m)
LCD Projector
Scoreboard
Bleachers (top of announcer’s booth)
lights
Batting cage
Gym roof

37. 3. Uncertainty in measurement objectives
Know every measurement has an experimental uncertainty.
Understand the rules of adding/subtracting, multiplying/dividing with significant figures.
Be able to perform calculations with significant figures.

38. Significant figures (digits)
In a measured value, the digits that are known with certainty plus the one digit whose value has been estimated are called significant figures or significant digits.
In this measurement, The length is 5.31 cm. there are 3 sig. figs. The number of significant figures depends on how precise an instrument is.

39. Significant Digits : Rules
Ignore all LEADING zero’s
Decimal
point?
YES NO
Count ALL remaining
digits as significant
Count remaining
digits (except trailing
zero’s) as significant

40. Significant Digits : Examples
How many significant digits in each?
456000
85067
0.204 3 2 4 5 3

41. Addition and subtraction with measured values
Measured values must have the same units before they are added or subtracted.
The sum or difference is rounded to the same decimal place value as the least sensitive measurement.
Example: what is the perimeter of a rectangle are 4.3 cm and 0.08 m?
4.3 cm
8 cm
0.25 m or 25 cm
24.6 cm

42. Examples – use a calculator
uncertainty in measurement
Examples – use a calculator
31.1 m – m =
24.82 cm cm + 2 cm =
3.11 m – m =
24.82 cm cm cm =
28.6 32
.65
31.7
31.1 m – m =
24.82 cm cm + 2 cm =

43. Multiplication and division with measured values
When you multiply or divide, the answer has the same number of significant figures as the measurement having the smallest number of significant figures.
Example: what is the area of a rectangle that is cm by 2.6 cm ?
(200.0 cm) (2.6 cm) = 520 cm2

44. uncertainty in measurement
Class work
Packet #33-48

45. 4. Scientific notation objectives
Know the form of scientific notation.
Be able to perform mathematic operations on numbers with scientific notation
Be able to estimate the measurements using order of magnitude.

46. scientific notation
Example
(1.3 x 105 m)∙(3.47 x 102 m) = _________________________________________________
(1.3 x 10-5 m)∙(3.47 x 102 m) = __________________________________________________
(8.4 x 105 m) ÷ (2.10 x 102 m) = _________________________________________________
(8.4 x 105 m) ÷ (2.10 x 10-2 m) = ______________________________________________
Practice
(4.73 x 105 m)∙(5.2 x 102 m) = _________________________________________________
(2.10 x 102 m) ÷ (8.4 x 105 m) = _______________________________________________
Estimation and orders of magnitude
Estimate the answer to a problem before performing the calculations makes it possible to determine the _____________________________________________ of the answer.
Example: you are driving to another city that is 725 km away. If you drive at a speed of 80 km/h, estimate how long it will take you to reach the city.
Example:
Use the formula ( F = Gm1m2/r2) and he reference table to estimate the magnitude of the gravitational force between Earth and the moon and compare it with the actual value.
F = (6.67 x 10-11)(7.35 x 1022)(5.98 x 1024)
(3.84 x 108)2
Estimating answers using __________________________________ also helps in evaluating the reasonableness of an answer.
Example: the distance from Earth to Uranus is 2.71 x 1012 m. the speed of light in vacuum is 3.00 x 108 m/s. Determine the order of magnitude of the time in seconds for a signal to reach Earth from the Voyager spacecraft passing the planet Uranus.
Scientific notation
Measurements that have very large or very small values are usually expressed in scientific notation.
Scientific notation consists of a number equal to or greater than one and less than ten followed by a multiplication sign and the base ten raised to some integral power.
The general form of a number expressed in scientific notation is A x 10n, all the digits in A are significant.

47. example
6,370,000 m has 3 significant digits, it can be expressed in scientific notation as x 106 m
N∙m2/kg2 has 3 significant digits, it can be expressed as 6.67 x N∙m2/kg2
Length of an ant is meters, which can be expressed as __________________.

48. Addition and subtraction
Set the calculator to sci. mode.
5.0 x 10-3 N x 10-2 N =
4 x 106 s – 2 x 105 s =

49. Multiplication and division
(A x 10n)∙(B x 10m) = (A x B)∙(10n+m)
Division:
(Ax10n) A
The rules for significant figures apply = x
10n-m
(B x10m) B

50. examples (4.73 x 105 m)∙(5.2 x 102 m) (2.10 x 102 m) ÷ (8.4 x 105 m)

51. examples How many significant figures does 2014 m have? 4
Write 2014 with 1 significant figure.
Write 2014 with 2 significant figure.
Write 2014 with 3 significant figure.
Write 2014 with 5 significant figure. 4
2000 m
2.0 x 103 m
2.01 x 103 m
x 103 m

52. Order of magnitude
Order of magnitude is a scale to measure how large or how small a number is. It is used to make approximate comparisons. Order of magnitude is based on power of 10.
For example:
an average man’s height is 1.75 m = 1.75 x 100 m in USA. We say the order of magnitude of average man’s height is 0.
an average student’s mass is about 70 kg = 7.0 x 101 kg. We say the order of magnitude of average student’s mass is 2.
The average distance between Earth to the moon is 3.84 x 108 m. the order of magnitude of the distance is 8

53. graphing data
example
What is the order of the magnitude of the ratio of the Electrostatic constant to the Universal gravitational constant?
8.99x109 / 6.67x10-11 = 1.34x1020 20

54. Estimate using order of magnitude
In order to do estimations, we need to have an idea of length:
1000 m (The Burj Khalifa in Dubai, Mount Fuji)
100 m (102 m - length of high school track, The Great Pyramid)
10 m (101 m – school bus, blue whale)
1 m (100 m - baseball bat)
1 dm (10-1 m - height of a soda can)
1 cm (10-2 m – diameter of a penny)
1 mm (10-3 m - thickness of a credit card)
You also need to have an idea of mass:
1000 kg (103 kg – mass of a car)
100 kg (102 kg – a football player)
10 kg (101 kg – a book bag)
1 kg (100 kg – a text book)
100 g (10-1 kg – an apple. A golf ball, an egg)
10 g ( 10-2 kg – a pencil)
1 g (10-3 kg – paper clip)
1 kg ≈ 2 lb
1 kg ≈ 10 N

55. Class work Homework - castle learning log on: www.castlelearning.com
Your id: vc.first name.last name (vc.john.doe)
Your password: student ID #

56. 9/10 do now
What is the order of magnitude of the ratio of the mass of the moon to the mass of Earth?
Simplify expressions:
kg(m/s)(1/s) = _____________
(kg/s)(m/s)2 = _____________
Homework question?
Homework assignment:
Packet page #74-76, #86-93
Castle learning – due 9/14
Project – due 9/12

57. 5. Evaluating experimental results
Objectives:
Know the definition of terms: Range and mean,
Calculate percent error.

58. Range and mean Range: difference between highest to lowest.
Mean: average of a set of measurements.
For example:
A student made seven measurements of the period of a simple pendulum of constant length: 1.34 s, 1.28 s, 1.26 s, 1.28 s, 1.33 s, 1.33 s, and 1.28 s. Determine the range, and mean for the data.

59. Percent error
Measurements made during laboratory work yield an experimental value
Accepted value are the measurements determined by scientists and published in the reference table.
The difference between and experimental value and the published accepted value is called the absolute error.
The percent error of a measurement can be calculated by equation:

60. example
In an experiment, a student determines that the acceleration due to gravity is 9.98 m/s2. determine the percent error. (the accepted value is 9.81 m/s2)
experimental value – accepted value
Percent error =
X 100%
accepted value
Percent error = 1.7%

61. example
According to the data table, find range and mean value of time.
Year
Time (min)
1960
4.66
1964
4.73
1968
4.51
1972
4.32
1976
4.17
1980
4.15
1984
4.12
1988
4.07
Range = 4.73 s – 4.07 s = 0.66 s
Mean = 4.34 min

62. Class work

63. 9/11 do now Convert the following 20 nm = ________________ cm
6 x 10-2 Tm = ____________mm
Copy the diagram onto your do now sheet, starting at point A, draw a 30 N of force to the right on the box with an arrow. Use a scale of 1.0 cm = 6.0 N.
Homework question?
Homework assignment:
Packet page #86-93
Castle learning – due 9/14
Project – due 9/12

64. 6. Graphing data - objectives
Represent data in graphical form
Determine common relationships between quantities by the shapes of graphs
Making a graph
The _____________________________, the one the experimenter changes is graphed on the x- or horizontal axis.
The _____________________________, the one that changes a a result of the changes make by the experimenter, is graphed on the y- or vertical axis.
The axes are labeled with the _______________________ and their _____________are given in the parenthesis.
An appropriate __________________________ that accommodates the range of data is determined for each axis.
The graph should be_________________________________ as dependent variable vs. independent variable.
The ____________________________ is a straight or curved line. This line usually does not pass through all measured points.
______________________________ means extending the line beyond the region in which data was taken.
The ________________________________, or inclination of a graphed line, often has a physical meaning.
________________________________________
in determining the slope of a line, you can use points directly form the data table only if those points lie __________ ___________________________________________________________
Example: The position of a moving car is recorded in the following table. Graph the data on the grid provided and draw the line of best fit. Determine the slope of the line.
6. Graphing data - objectives
Represent data in graphical form
Determine common relationships between quantities by the shapes of graphs
100 80 60 40 20
Position vs. time
Time (s)
Position (m)
0.0
1.0 18
2.0
40.
3.0 62
4.0
80.
5.0
100.
Position (m) ,
Time (s)

65. graphing data
Making a graph
The data collected in a physics experiment are often represented in graphical form. A graph makes it easier to determine whether there is a trend or pattern in the data.
dependent variable
independent variable
The independent variable, the one the experimenter changes, is graphed on the x- or horizontal axis.
The dependent variable, the one that changes as the result of the changes made by the experimenter, is graphed on the y- or vertical axis.

66. graphing data
The axes are labeled with the quantities and their units are given in the parenthesis.
An appropriate, linear scale that accommodates the range of data is determined for each axis.
The graph should be titled as dependent variable vs. independent variable.
position vs. time
100 80 60 40 20
100 80 60 40 20
Position (m)
Time (s)

67. graphing data
The line of best fit is a straight or curved line. This line usually does not pass through all measured points.
Extrapolation means extending the line beyond the region in which data was taken.
The slope, or inclination of a graphed line, often has a physical meaning.
In determining the slope of a line, you must use the date on the line of the best fit. The date can come from the data table only if those points lie on the line of best fit.

68. example Time (s) Position (m) 0.0 1.0 18 2.0 40. 3.0 62 4.0 80. 5.0
graphing data
example
Time (s)
Position (m)
0.0
1.0 18
2.0
40.
3.0 62
4.0
80.
5.0
100.
The position of a moving car is recorded in the following table. Graph the data on the grid provided and draw the line of best fit. Determine the slope of the line.
Position vs. Time
100 80 60 40 20
Position (m)
Time (s)

69. Slopes of common curves
graphing data
Slope of common curves
Mathematical relationships
Two quantities are ________________________________ or _____________________________ if the graph is a straight line.
Two quantities are _________________________________ ( y = 1/x ) or ______________________________________ (y = 1/x2) if the graph looks like this
The _____________________________________________ is a graph looks like this:
y = √x
Slopes of common curves y y x x
Negative slope
a slope of zero y y y x x x
Decreasing slope
constant slope
increasing slope

70. Mathematical relationships and shapes of graphs
Nonlinear Inverse
constant
linear
Direct squared
Direct square root
Inverse (Indirect) squared

71. scalar and vector quantitis
7. Vector and scalar
Objectives:
Distinguish between a scalar and a vector
Scalar quantity
Scalar - quantity with _______________________________ indicated by a number and a unit.
Example: how far is the nearest ShopRite from here?
The nearest ShopRite is about 2000 meters from here.
Examples of Scalar quantities:
___________________________________: how far is your house from here? m
________________________: what is the speed limit on Rt. 17 K? 55 mi/h
_____________________: how many minutes in a period of class? 43 min.
____________________: 45 kg of candy are eaten by Jon today.
_____________________: Kelly consumed 2000 calories yesterday.
Vector quantity
Vector - quantity with both _________________________________________________________________.
It is indicated by a number + unit + direction ( 25 m/s N.)
Examples of vector quantities:
________________________: the change in position - can you tell me the direction to ShopRite? Go out of the school, turn right, go to the stop light, turn right, go about 500 m, turn right go about 200 m.
__________________: how fast and in what direction are you driving? 55 mi/hr north
___________________: are you speeding up? Slowing down, or turning around?
______________: how much force and in what direction are you applying to the object?
Vectors are represented with _________________________
The ______________________of the arrow represents the magnitude (how far, how fast, how strong, etc, depending on the type of vector).
The arrow points in the _______________________ of the force, motion, displacement, etc. It is often specified by an ______________________________.
Distinguish between a scalar and a vector.

72. Scalars vs. Vectors
Scalars are quantities that are fully described by a magnitude (or numerical value) alone.
Vectors are quantities that are fully described by both a magnitude and a direction.

73. examples
To test your understanding of this distinction, consider the following quantities listed below. Categorize each quantity as being either a vector or a scalar.
Quantity
Category
a. 5 m
b. 30 m/sec, East
c. 5 mi., North
d. 20 degrees Celsius
e. 256 bytes
f Calories

74. 9/12 do now
Sketch a graph that represents the relationship between the kinetic energy and speed in this equation: KE = ½ mv2
What is the difference between a vector and a scalar?
In an experiment to determine the gravitational acceleration, g, a student obtained a value of 9.90 m/s2. The accepted value is 9.81 m/s2. Determine the student’s percent error. 

75. 8. Solving equations using algebra objective
scalar and vector quantitis
8. Solving equations using algebra objective
Objective:
Solve an equation for an unknown quantity.
Axioms used for solving equations
If equal are added to equals, the sums are _____________
If equal are subtracted from equals, the remainders are _______________
If equal are multiplied by equals, the __________________are equal.
If equal are divided by equals, the __________________ are equal.
A quantity may be substituted for its _____________________
Like ________________ or like _____________________of equals are equal.
Order in performing a series of operations
Simplify the expression within each set of ___________________________
Perform _________________________
Perform the ________________________________________ in order from left to right.
Do the ____________________________________________ from left to right
Example:
Solve for r F = kq1q2/r2
Solve an equation for an unknown quantity.

76. Axioms used for solving equations
scalar and vector quantitis
Axioms used for solving equations
If equal are added to equals, the sums are equal.
If equal are subtracted from equals, the remainders are equal.
If equal are multiplied by equals, the products are equal.
If equal are divided by equals, the quotients are equal.
A quantity may be substituted for its equal.
Like powers or like roots of equals are equal.

77. Order in performing a series of operations
scalar and vector quantitis
Order in performing a series of operations
Simplify the expression within each set of parentheses
Perform exponents
Perform the multiplications and divisions in order from left to right.
Do the additions and subtractions from left to right

78. Algebra : Example #1
Solve for m1

79. Algebra : Example #2
Solve for r

80. Algebra : Example #3
Solve for vi

81. Calculators : Order of Operations
Biggest issue is proper order of operations
Force correct order using PARENTHESES
Avoid parentheses by using EE notation

82. Calculators : EE Notation
3,000,000
Can be entered into the calculator as:
3 x 10 ^ 6
3E6
BETTER METHOD
The calculator treats this as a
SINGLE number – no PARENTHESES
required!!!

83. Calculators : EE Notation Example
What is the quotient of 2.0 x 102 and 4.0 x 10-4 ?
Without EE notation:
(2.0 x 10^2) / (4.0 x 10^-4)
With EE notation:
2E2 / 4E-4
Answer:
or 5.0 x 105 or 5E5

84. Class work
Homework packet #94-103

85. Lab 1 – know your measurements
Purpose:
Know the relationship between pound and kilograms
Know the relationship between newton and kilograms
know objects with dimensions from 103 m – 10-3 m
Know objects with mass from 103 kg – 10-3 kg
know objects with weight from 103 N – 10-2 N
Material:
Ruler, meter stick, triple beam balance, spring scale, computer

86. 4th pd. Do now
The graph represents the relationship between the speed and time for a car moving in a straight line. What is the slope of the line?
Slope = ∆y / ∆x
(20. m/s – 10.m/s)
(2.0 s – 1.0 s)
Slope = 10. m/s2 =

87. Do now What is the approximate mass of a pencil? 5.0 × 10-3 kg

88. 9/5 do now Determine the unit of Potential Energy PE: PE = mgh
The unit of m is kg
The unit of g is m/s2
The unit of h is m

89. 9/9 do now
What is the area of a rectangle having dimensions of 5.4 m and m?
Homework questions?
Homework: page 6-7 #49-73

90. Lab - Measuring Immeasurable Objects
In a group of 3 or 4
Protractor Peeker
Protractor Reader and recorder
1 distance measurers
COUNT FROM 90O