1. Physics schedule 10/27/14 10/27GPE and KE TB p 365-367 TBp 370 #1-6 10/28GPE and KE TB. WB p. 49-50 and video GPE KE 10/29EPAS / 5 th and 6 th Science Fair Work 10/30 Graphing MotionActivity TB: pg. 35 HW: TB pg. 41-43 read and take cornell notes 10/31 Motion Graphs WB: pg. 47-48

2. Bell ringer: 1. At what point in the swing of the 200kg wrecking ball should the ball make contact with the wall to make a collision with the greatest kinetic energy? 2. What is the GPE at point 4 if the ball is 5 meters off the ground? Date: 10/27Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate information into a table, graph, or diagram

3. Background check comments on turnitin and make adjustments Date: 10/27Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate information into a table, graph, or diagram

4. With your shoulder partner complete TB p. 370 #1-6 10 min Date: 10/27Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate information into a table, graph, or diagram

5. With your shoulder partner complete TB p. 370 #1-6 Class discussion ME = KE + GPE Date: 10/27Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate information into a table, graph, or diagram

6. Bell ringer: Fill in the a chart based on the pendulum’s positions. mass of bob=.4kg height at #1=.24m Date: 10/28Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate information into a table, graph, or diagram Position of bobHeight (m)GPE (J) =mghKE (J)=1/2 mv 2 GPE + KE (J) 1.24m 2.12m 30 m

7. GPE and KE TB. WB p. 49-50 ME = KE + GPE Date: 10/28Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate information into a table, graph, or diagram

8. Video GPE KE Date: 10/28Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate information into a table, graph, or diagram

9. Bell Ringer: Which ball will have the greatest velocity at the bottom of the ramp, if they all start at the same height? Why? Date: 9/20Goal: I can understand how height affects velocity in terms of energy A BC D All the same

10. Open your notebook to CN from TB p. 362 Date: 9/20Goal: I can understand how height affects velocity in terms of energy A BC D All the same

11. Quiz Date: 9/20Goal: I can understand how height affects velocity in terms of energy A BC D All the same

12. Distance stays the same and height changes

14. Title: 10/7-8 Homework: In your notebook, write a summary of the relationship between speed at the bottom of a ramp and both height and distance of the ramp. Based on the results from your activity. Did the height or distance change have a greater effect on the speed at the bottom of the ramp? (5-10 sentences) This is on the weekly schedule on Mr. Stoll’s web page

15. 10/9 xXx Movie Calculation Vin Deisel is trying to catch a jet boat to dismantle a bomb. He has to drive his GTO 50 miles to catch the boat. The boat is traveling 10 miles up river at a velocity of 40 mile per hour. 1.How do you calculate the average velocity at which 50miles 10miles the GTO must travel? 40mi./h 2. Is this possible in real life? Why or Why not?

16. Date: 10/29Goal: I can graph motion and can understand the relationship between distance and time. Bell Ringer: Below are two balls with the same mass. Ball 1 start at a height of 3m and ball 2 starts at a height of 2m. Both balls roll down the incline. Based on your results of the incline activity and pendulum activity, which ball will have the greater velocity at the bottom of the incline? Explain why

17. Date: 10/1Goal: I can graph motion and can understand the relationship between distance and time. With your group of 4 perform the activity TB p. 35 #4-8 and draw and answer the questions in your NB. All group member will write answers in their NB Roles Person 1 performs the activity Person 2 operates the GLX Person 3 read the direction Person 4 writes results and check Front of Class

18. Today’s activity TB p 35 complete the following questions and activities in your notebook Title TB p. 35 10/1 #4 a-e #5a-b #6a-b #7a-d #8a-f

19. Date: 10/3Goal: I can graph motion and can understand the relationship between distance and time. Bell Ringer: 1.Draw a distance vs time graph of a ball rolling across a table away from you at a constant speed. 2.Draw a distance vs time graph of a ball at rest on a table. d t d t

20. 10/3 Today’s activity Independently read TB p.41-43 Model III and take cornell notes 10 minutes

21. 10/3 Today’s activity With your partner answer #6 on TB p. 50 1. Partner 1 does a and Partner 2 does b Then you share your results 2. Partner 1 does c and Partner 2 does d Then you share your results.

22. 10/3 Today’s activity Independently read TB. 37-39 and take cornell Notes. 10 minutes

23. 10/3 Today’s activity With your partner answer #7 on TB p. 50 1. Partner 1 does a and Partner 2 does b Then you share your results 2. Both work on c.

24. Date: 10/4 Goal: I can describe the motion in each graph Bell Ringer: Describe the motion in each graph 1 2 3 4

25. 10/26/12 Workbook p 49- 50 pair share