Oct. 18, 2012 AGENDA: 1 – Bell Ringer 2 – Acceleration Lab 3 – Acceleration Lab Analysis Today’s Goal: Students will be able to understand calculate acceleration

Oct. 18, 2012

AGENDA:1 – Bell Ringer2 – Acceleration Lab3 – Acceleration Lab

Analysis

Today’s Goal:Students will be able to understand calculate acceleration from position and time dataHomework

1. Acceleration Lab Analysis

(p. 18-20)

2. Quiz Tomorrow

CHAMPS for Bell Ringer

C – Conversation – No Talking H – Help – RAISE HAND for questionsA – Activity – Solve Bell Ringer on

binder paper. Homework out on desk

M – Materials and Movement – Pen/Pencil, Notebook or Paper

P – Participation – Be in assigned seats, work silently

S – Success – Get a stamp! I will collect!

Thursday , Oct. 18th (p. 22)

Objective: Students will be able to understand calculate acceleration from position and time data

Bell Ringer:1. How do you calculate

velocity from position time data?

2. How do you calculate acceleration from knowing an initial and final velocity and a time

4 MINUTES REMAINING…


















1minute Remaining…






30 Seconds Remaining…






BELL-RINGER TIME IS

UP!






Shout Outs

Period 5 – Nana JenkinsPeriod 7 – Jasmine Thomas, Montanez Arnold

Oct. 18, 2012

AGENDA:1 – Bell Ringer2 – Acceleration Lab3 – Acceleration Lab

Analysis

Today’s Goal:Students will be able to understand calculate acceleration from position and time dataHomework

1. Acceleration Lab Analysis

2. (p. 18-20)

3. Quiz Tomorrow

Week 6

Weekly AgendaMonday – AccelerationTuesday – AccelerationWednesday – Acceleration & Results Section of LabsThursday – Acceleration LabFriday – Quiz # 3

CHAMPS for Labs

C – Conversation – Talk to your group no louder than a whisper

H – Help – RAISE HAND for questionsA – Activity – Take Position Time DataM – Materials and Movement –

Pen/Pencil, Packet Pages 18-21P – Participation – Complete Page 18-

21S – Success – Understand how to

calculate acceleration

Lab Analysis (p. 18)

Classwork for Thursday, 10/18/12: Acceleration Lab

Hypothesis: What will be the average speed of a tennis ball rolling down a 20cm tall ramp and traveling

5m? Will the ball continually accelerate as it travels the 5m? Or will it decelerate?


Experiment: Materials- stack of books, wood ramp (shelf from cabinet), masking tape, stopwatch or

watch with second hand, meter stick, pen or pencil, and tennis ball Procedure- 1. Set up a 5m runway with a ramp at one end that raises 20cm. Be sure to smooth the

ramp transition with the runway with a taped firm piece of paper. 2. Place a masking taper marker where the ramp touches the floor and label 0m. Label

also 1m, 2m, 3m, 4m, and 5m markers from the start of the ramp. 3. Take a practice run with your tennis ball. Launch it from the top of the ramp and begin

timing it at the 0m mark. You will need to take enough trial runs to get timing measurements for the following distances: 0m to 1m, 0m to 2m, 0m to 3m, 0m to 4m, and 0m to 5m


Record your time data below

a. 0m to 1m ____________

b. 0m to 2m ____________

c. 0m to 3m ____________

d. 0m to 4m ____________

e. 0m to 5m ____________


4. Record your time data below

a. 0m to 1m 1s

b. 0m to 2m 1.25 s

c. 0m to 3m 2.03 s

d. 0m to 4m 2.28 s

e. 0m to 5m 2.35 s

Lab Analysis (p. 18-19)

Analysis:

5. Calculate the instantaneous speed at the following distances

f. 1m ____________ (1/a)

g. 2m ____________ (2/b)

h. 3m ____________ (3/c)

i. 4m ____________ (4/d)

j. 5m ____________ (5/e)

Lab Analysis (p. 18-19)

Analysis:

5. Calculate the instantaneous speed at the following distances

f. 1m 1 m / 1 s = 1m/s (1/a)

g. 2m 2 m / 1.25 s = 1.6 m/s (2/b)

h. 3m 3 m / 2.03 s = 1.48 m/s (3/c)

i. 4m 4 m / 2.28 s = 1.75 m/s (4/d)

j. 5m 5 m / 2.35 s = 2.13 m/s (5/e)

a. 0m to 1m 1s b. 0m to 2m 1.25 s

c. 0m to 3m 2.03 s

d. 0m to 4m 2.28 s

e. 0m to 5m 2.35 s Now you do it!

Lab Analysis (p.19)

Analysis:

6. Calculate the time between each of the following distances

k. 1m to 2m ________________ (b – a)

l. 2m to 3m ________________ (c- b)

m. 3m to 4m _________________ (d – c)

n. 4m to 5m __________________ (e – d)

Lab Analysis (p.19)

Analysis:

6. Calculate the time between each of the following distances

k. 1m to 2m 1.25 – 1.00 = 0.25s (b – a)

l. 2m to 3m 2.03 – 1.25 = .78s (c- b)

m. 3m to 4m 2.28 – 2.03 = .25 s (d – c)

n. 4m to 5m 2.35 – 2.28 s = .07 s (e – d)

Now you do it!

Lab Analysis (p.19)Analysis:

Calculate the acceleration for the following distances

1m to 3m ____________ (h – f/k + l)

2m to 4m ____________ (i – g/l + m)

3m to 5m ____________ (j - h/m + n)

Lab Analysis (p.19)

Calculate the acceleration for the following distances

1m to 3m (1.48 – 1 m/s) / (0.25 + .78 s) = .47 m/s2 (h – f/k +

l)

2m to 4m ____________ (i – g/l + m)

3m to 5m ____________ (j - h/m + n)

Now you do it!

Solving Kinematics Problems

Step 1: Read the Problem, underline key quantitiesStep 2: Assign key quantities a variableStep 3: Identify the missing variableStep 4: Choose the pertinent equation:Step 5: Solve for the missing variable.Step 6: Substitute and solve.


9. While drag racing out of our school parking lot, I time myself at a speed of 40 meters per second

seven seconds after starting. What was my acceleration during this time?




Step 1: Read the Problem, underline key quantities








Step 2: Assign key quantities a variable




Step 2: Assign key quantities a variable

Vf = 40 m/sVi = 0 m/s

Δt = 7s




Step 3: Identify the missing variable

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?




Step 4: Choose the pertinent equation:

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

Δx = xf – xi V = Δx/Δt a = (vf – vi)/Δt





Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?






Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?





Step 5: Solve for the missing variable.

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt




Step 6: Substitute and solve.

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt




Step 6: Substitute and solve.

Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt = (40 – 0 m/s)/7 s = 5.71 m/s2





Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt





Vf = 40 m/sVi = 0 m/s

Δt = 7sa = ?

a = (vf – vi)/Δt


Step 1: Read the Problem, underline key quantitiesStep 2: Assign key quantities a variableStep 3: Identify the missing variableStep 4: Choose the pertinent equation:Step 5: Solve for the missing variable.Step 6: Substitute and solve.


14. Use the following graph to answer the following questions about the acceleration of Bob

the Pickup:

a. What is the acceleration of Bob the Pickup in the first 10 minutes that the graph shows

us?

0 10 20 30 40 50 600

500

1000

1500

2000

2500

3000

Velocity of Bob the Pickup

Time (minutes)

Velo

cit

y (

feet/

min

ute

)


14. Use the following graph to answer the following questions about the acceleration of Bob

the Pickup:

a. What is the acceleration of Bob the Pickup in the first 10 minutes that the graph shows

us?


Classwork for 10/17 (p. 13)

Example 1: Growth Table

Growth of Plant (cm) Time (days)

1.0 `1 1.0 2 1.0 3 1.0 4 0.9 5 1.0 6 0.3 7 0.2 8 0.3 9 0.3 10 1.0 11 1.0 12

What do you expect the data table earned (out of 3)? Why?

Classwork for 10/17: Rubric (p. 12)

Data Table: 0 Points: Data is not given in a data table.

1 Point: There is a data table. A large amount of data is wrong or missing. Table is not drawn neatly. Units are not given. Data table has no title, or a title that makes no sense.

2 Points: Data is recorded in a data table. Some mistakes may have been made, but table is mostly accurate. Table is not drawn very neatly. Units are not given correctly, or at all. Data table has no title, or a title that makes no sense.

3 Points: All data is accurately recorded in a data table. Data table is neatly drawn. Units are given correctly. Data table is titled (e.g. Table 1: Position vs. Time of Walker)

Classwork for 10/17 (p. 13)

Example 1: Growth Table

Growth of Plant (cm) Time (days)

1.0 `1 1.0 2 1.0 3 1.0 4 0.9 5 1.0 6 0.3 7 0.2 8 0.3 9 0.3 10 1.0 11 1.0 12

What do you expect the data table earned (out of 3)? Why? 3/3, because it is complete, neatly drawn, has correct units, and has a title

Classwork for 10/17: (p. 14)

The growth of the plant each day is recorded in Table 1. As Figure 1 shows, growth was fairly constant from days 1 through six. On day 7, the growth of the plant fell markedly, and then rose back to its earlier value on day 11. What do you expect the graph earned (out of 3)? Why? What do you expect the text earned (out of 3)? Why?

Figure 1: Growth of Plant vs. Time

0

0.2

0.4

0.6

0.8

1

1.2

1 2 3 4 5 6 7 8 9 10 11 12

Time (days)

Gro

wth

(cm

)

Classwork for 10/17: Rubric (p. 12)

Graph: 0 Points: Data is not graphed.

1 Point: There is a graph, but the data is mostly plotted incorrectly, or mostly missing. Axes may be backwards. Graph is very sloppy. Axes are too big or too small—graph is too “zoomed out” or too “zoomed in”. Axes are unlabeled. Graph has no title, or title doesn’t make sense.

2 Points: Data is plotted on a graph, but a few mistakes have been made. Axes may be backwards. Graph is a little sloppy. Axes are too big or too small—graph is too “zoomed out” or too “zoomed in”. Axes are labeled, but without units. Graph has no title, or the title doesn’t make sense.

3 Points: All pertinent data is correctly plotted in a graph. Axes are correct. Graph is neatly drawn. Axes are sized to show all data without being too “zoomed out” Axes are labeled, with units. Graph is titled (e.g. Figure 1: Position vs. Time of Walker)

Classwork for 10/17: (p. 14)

The growth of the plant each day is recorded in Table 1. As Figure 1 shows, growth was fairly constant from days 1 through six. On day 7, the growth of the plant fell markedly, and then rose back to its earlier value on day 11. What do you expect the graph earned (out of 3)? Why? 3/3, Graph is titled, neat, axes are labeled, and all pertinent data is there. What do you expect the text earned (out of 3)? Why? 3/3, professional tone, mentions title, clear language, measures important features (change in growth rate)

Figure 1: Growth of Plant vs. Time

0

0.2

0.4

0.6

0.8

1

1.2

1 2 3 4 5 6 7 8 9 10 11 12

Time (days)

Gro

wth

(cm

)

Group Work

Grade the Results Sections on pages 15-16

Independent Work

Grade the Results Sections on pages 16-17

Documents

Oct. 18, 2012 AGENDA: 1 – Bell Ringer 2 – Acceleration Lab 3 – Acceleration Lab Analysis Today’s Goal: Students will be able to understand calculate acceleration