Physical Science Journal - OHVA Staffohvastaff.weebly.com/uploads/2/0/3/5/20351051/mjgwnzk1nw.pdf · Honors / Regular Physical Science B Date: _____ 1 Unit 1: Physical Science B Journal

Name: ______________________________

Honors / Regular Physical Science B

Date: ______________

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Unit 1: Physical Science B Journal Notebook

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PSB Unit 1: Forces & Motion

Table of Contents U1 L1: Distance and Displacement ............................................................................................... 3

U1 L2: Speed and Velocity ............................................................................................................. 7

U1 L3: Acceleration ..................................................................................................................... 16

U1 L4: Forces ............................................................................................................................... 20

U1 L5: Newton’s First and Second Laws of Motion ..................................................................... 23

U1 L6: Newton’s Third Law of Motion .......................................................................................... 26

U1 L7: Virtual Momentum Lab ..................................................................................................... 29

U1 L1: Distance and Displacement .............................................................................................................. 6

11.1 Notes on textbook reading (pp. 328-331)............................................................................................. 6

1.1 Exploring Distance and Displacement ..................................................................................................... 6

11.1 Quick Lab (p330) ................................................................................................................................... 7

11.1 Section Questions #1-3 (pp. 331) .......................................................................................................... 7

1.1 Distance Vs Displacement Worksheet .................................................................................................... 8

U1 L2: Forces and Motion ........................................................................................................................... 10

1.2 “Need for Speed” Discovery Education ™ Science Exploration ............................................................ 10

11.2 Notes on textbook reading (pp. 332-337)........................................................................................... 10

11.2 Fig 7 ~ Calculating Speed (pp. 334) ..................................................................................................... 10

11.2 Math Skills Practice (pp. 333) .............................................................................................................. 10

1.2 The “Distance-Time” Gizmo .................................................................................................................. 11

1.2 Exploring Speed and Velocity ................................................................................................................ 18

11.2 Section Questions #1-9 (pp. 337) ........................................................................................................ 18

11.2 Reading Checkpoints (pp. 332-337) .................................................................................................... 18

U1 L3: Acceleration ..................................................................................................................................... 19

1.3 “Acceleration” BrainPOP® Movie ........................................................................................................... 19



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11.3 Section Questions #1-4 and #8-9 (pp. 348)......................................................................................... 22


U1 L4: Forces ............................................................................................................................................... 23

1.4 “Force” BrainPOP® Movie ...................................................................................................................... 23


12.1 Section Questions #1-5 (pp. 362) ................................................................................................... 24

12.1 Reading Checkpoints (pp. 356-362) ............................................................................................... 25

1.4 “Monster Truck Pull” Discovery Education ™ Science Exploration ...................................................... 25

1.4 “Motion and Friction” SAS® Curriculum Pathways® ~ Optional ............................................................ 25

U1 L5: Newton’s First & Second Laws of Motion ........................................................................................ 26

1.5 “Laws of Motion ” Discovery Education™ Interactive Movie ............................................................... 26

1.5 “Net Forces and Newton’s Second Law” SAS® Curriculum Pathways® ~ Optional ............................... 26

1.5 Online Curriculum Activity .................................................................................................................... 27


12.2 “Investigating Inertia” Quick Lab (pp. 365) ......................................................................................... 28




U1 L6: Newton’s Third Law of Motion and Momentum ............................................................................. 29

1.6 “Newton’s Third Law of Motion” Discovery Education™ Streaming Movie Newton's Third Law of Motion 29


12.3 Writing in Science (pp. 375) ........................................................................................................... 29

12.3 Section Questions #1-4 (pp. 377) ........................................................................................................ 30

12.3 Reading Checkpoint (pp. 372-377)...................................................................................................... 30

1.6 “Newton’s Laws of Motion” BrainPOP® Movie ..................................................................................... 30

1.7 “Generating Momentum” Discovery Education™ Streaming Movie .................................................... 32

U4 L8: Universal Forces ............................................................................................................................... 33

1.8 “Maglev: Magnetic Levitation” Discovery Education™ Streaming Exploration Maglev: Magnetic Levitation 33

1.8 “Lose Weight without Dieting” Discovery Education™ Science Exploration ........................................ 33


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12.4 Writing in Science (pp. 382) ................................................................................................................ 34

12.4 “Investigating Force & Distance” Quick Lab (pp. 380) - Optional ....................................................... 34

12.4 Reading Checkpoints (pp.228-234) ..................................................................................................... 34

12.4 Analyze and Conclude Questions (pp.228-234) .................................................................................. 34

U1 L9: Fluid Pressure................................................................................................................................... 35

1.9 “Fluid Pressure” Teachlet® Tutorial ....................................................................................................... 35

1.9 “Fluid Pressure” SAS® Curriculum Pathways® ~ Optional Extension Activity ........................................ 35





U1 L10: Forces & Pressures in Fluids .......................................................................................................... 38

1.10 “Hydraulics” BrainPOP® Movie ............................................................................................................ 38


13.2 Section Questions #1-4 and 6-7 (pp. 397) ..................................................................................... 40


U1 L11: Buoyancy ........................................................................................................................................ 41

1.11 “Buoyancy” BrainPOP® Movie ............................................................................................................. 41

4.4 Notes on textbook reading (pp. 400-404)............................................................................................. 42

1.4 “Buoyancy” PhET Interactive Simulation ~ Optional ........................................................................... 42


13.3 Writing in Science (pp. 404) ................................................................................................................ 42

13.3 Reading Checkpoints (pp. 404) ........................................................................................................... 42

1.11 “Archimedes’ Principle” Gizmo ........................................................................................................... 43

U1: Section Review ..................................................................................................................................... 50

Chapter 11 Review Questions (pp. 350-351) .............................................................................................. 50



U11: Vocabulary Terms ............................................................................................................................... 51

U1 L12: Chapter Review ................................................................................................................ 48

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U1: Vocabulary Terms ................................................................................................................... 50

6 U1 L1: Distance and Displacement Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

11.1 Notes on textbook reading (pp. 328-331) Fill in the Prior Knowledge column with what you already know about each term. If you have no prior knowledge for a specific term, then make a prediction about its meaning by using it in a sentence. Complete the second column of your chart after reading the section.

Prior Knowledge Chart Term Prior to reading your textbook,

define each term in your own words.

New Knowledge

Frame of Reference

Distance

Displacement

1.1 Exploring Distance and Displacement Reference the pictures that are shown on the right to answer the questions below:

1. What is the total distance covered if you walk 5 meters to the east, 5 meters to the south, 5 meters to the west, and 5 meters to the north?

2. If you start at letter A and walk 5 meters to the east, 5 meters to the south, 5 meters to the west, and then 5 meters to the north, what is your displacement?

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3. If you again started at letter A and walk 5 meters to the east and then 5 meters to the south, what is your displacement?

11.1 Quick Lab (p330) Complete this activity and then answer the “Analyze and Conclude” questions below.

1. Observing: Which is shorter, the distance or the displacement?

2. Evaluating and Revising: How could you have made the distance shorter?

3. Inferring: If you keep the Start and End points the same, is it possible to make the displacement shorter? Provide an explanation to support yes/no responses.

11.1 Section Questions #1-3 (pp. 331) It is important for you to answer all of these questions in your own words and to do so WITHOUT consulting reference materials. Be sure to number and write out the entire question BEFORE providing what you believe is an appropriate response. Next, check your work by referencing the proposed answers, which can be accessed by clicking on a link in your online lesson.

8 1.1 Distance Vs Displacement Worksheet Complete the activity by using the map shown and then answer the questions that follow.

1. A red X marks the spot where you are to begin on a site seeing tour of Fun Maps USA. Helpful Hint: Due to a delayed flight, you almost missed the tour bus!

1. By consulting the incomplete stop schedule outlined below, determine the planned route for your tour bus. You may need to use the key below your map to determine miles traveled. Convert the miles to kilometers (1 mile = 1.61 kilometers). Record this distance.

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Stop Number

Activity Distance Traveled

(km)

Name &/or Description of

Destination

0 Starting point for site seeing tour of Fun Maps USA

0 Red X marks the spot of….???

1 Head north on Crash Avenue and turn right on Airport Way

Enter number

here

You pick stop- type name here!

2 Head west on Airport Way, which changes street names to Bron Smith Blvd.

Enter number

here

Toon Town Recreation Center with City Pool

3 You specify driving directions Enter number

here

Sewer Tours Entrance


here

You pick stop- type name here!


here

Toontown International Airport

1. Determine the total distance traveled from Stop 0 to Stop 3 by using the system of roads or paths on the map. Note total distance in km here:

2. Draw a straight line from Stop 0 to Stop 2 to represent the displacement value. The line you have drawn is known as a vector. Calculate the displacement by using vector addition. Note total displacement in km here:

3. Write a paragraph (5 sentences or more) to describe how the distance traveled from stop 0 to stop 5 is different from the displacement measurement from stop 0 to stop 5.

10 U1 L2: Forces and Motion Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.2 “Need for Speed” Discovery Education ™ Science Exploration Click on the link below to watch this movie and take notes on what is discussed below.

Need for Speed

11.2 Notes on textbook reading (pp. 332-337) After completing this reading assignment, identify three or more things that you learned which are relevant to your life. Explain why / how they are relevant to you.

11.2 Fig 7 ~ Calculating Speed (pp. 334) Use Figure 7 to answer the following questions:

1. Calculate the speed using the slope of the lines found in Figure 7 graphs A, B, and C.

2. How do the three slopes compare?

3. Which graph shows the fastest speed?

11.2 Math Skills Practice (pp. 333) Provide each question number along with your work and the correct answer.

http://www.unitedstreaming.com/videos/dsc/externalApplications/simulations/NeedForSpeed/index.html

11 1.2 The “Distance-Time” Gizmo Complete the “Distance-Time” Gizmo by clicking on the link below. Distance-Time

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

Max ran 50 meters in 10 seconds. Molly ran 30 meters in 5 seconds.

1. Who ran farther, Max or Molly? ________________

2. Who ran faster? ________________ Explain: ____________________________________

_________________________________________________________________________

The Distance-Time Graphs GizmoTM shows a graph and a runner on a track. You can control he motion of the runner by manipulating the graph (drag the red dots).

Check that Number of points is 2, and that under Runner 1 both Show graph and Show animation are turned on.

The graph should look like the one shown to the right – one point at (0, 0) and the other point at (4, 40).

1. Click the green Start button on the stopwatch. What happens? _______________________________

2. Click the red Reset button on the stopwatch. The vertical green probe on the graph allows you to see a snapshot of the runner at any point in time. Drag it back and forth. As you do, watch the runner and the stopwatch.

A. What was the position of the runner at 1 second? ____________________________

B. What are the coordinates of the point on the graph that tells you this? ____________

C. When was the runner on the 30-meter line? ________________________________

D. What are the coordinates of the point on the graph that tells you this? ____________

https://www.connexus.com/external/gizmos/default.aspx?idMedia=146216

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Activity A:

Runner position

Get the Gizmo ready:

• Click the red Reset button on the stopwatch. • Be sure the Number of Points is 2.

In the Gizmo, run the “race” many times with a variety of different graphs. (The red points on the graph can be dragged vertically.) Pay attention to what the graph tells you about the runner.

1. If a distance-time graph contains the point (4, 15), what does that tell you about the runner?

(Be specific, and answer in a complete sentence.) _________________________________

_________________________________________________________________________

2. Look at the graph to the right. Notice where the green probe is. If you could see the runner and the stopwatch at this moment, what would you see?

_______________________________________________

3. Look at the image below, from the Gizmo. What must be true about this runner’s graph?

_________________________________________________________________________

4. The point on the graph that lies on the y-axis (vertical axis) is called the y-intercept. What does the y-intercept tell you about the runner?

_________________________________________________________________________

In the Gizmo, set the Number of Points to 3. Then create a graph of a runner who starts at the 20-meter line, runs to the 40-meter line, and finishes at the 30-meter line.

A. Take a picture of the graph that results by clicking the camera ( ) or “copy screen” button. Next, click below when viewing this page in your science journal and use the CTRL-V to paste a copy of this image into your science journal.

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CLICK HERE – Look for blinking cursor

B. What is the y-intercept of your graph? ____________

Activity B:

Runner direction and speed


• Click the red Reset button on the stopwatch.

Run the Gizmo several times with different types of graphs. (Remember, the red points on the graph can be dragged vertically.) Pay attention to the speed and direction of the runner.

1. Create a graph of a runner that is running forward (from left to right) in the Gizmo. Take a picture of the graph that results by clicking the camera ( ) or “copy screen” button. Next, click below when viewing this page in your science journal and use the CTRL-V to paste a copy of this image into your science journal.


If the runner is moving from left to right in the Gizmo, how does the graph always look?

2. Click the red Reset button. Create a graph of a runner that is running from right to left. Take a picture of the graph that results by clicking the camera ( ) or “copy screen” button. Next, click below when viewing this page in your science journal and use the CTRL-V to paste a copy of this image into your science journal.


How does the graph always look if the runner is moving from right to left in the Gizmo?

__________________________________________________

3. Change the Number of Points to 5. Create a graph of a runner that runs left-to-right for one second, rests for two seconds, and then continues running in the same direction.

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Take a picture of the graph that results by clicking the camera ( ) or “copy screen” button. Next, click below when viewing this page in your science journal and use the CTRL-V to paste a copy of this image into your science journal.


How does a graph show a runner at rest? ________________ __________________________________________________

4. In general, how does a distance-time graph show you which direction the runner is moving?

_________________________________________________________________________

5. With Number of Points set to 3, create the graph shown at right. Your graph should include (0, 0), (2, 10), and (4, 40).

A. Where does the runner start? ____________________

B. Where will he be after 2 seconds? ________________

C. Where will he be after 4 seconds? ________________

D. In which time interval do you think the runner will be moving most quickly? (select answer below.) 0 to 2 seconds 2 to 4 seconds

6. Click the Start button and watch the animation. What about the runner changed after 2

seconds of running? ________________________________________________________

7. Speed is a measure of how fast something is moving. To calculate speed, divide the distance by the time. In the Gizmo, the units of speed are meters per second (m/s).

A. In the first 2 seconds, how far did the runner go? ____________________________

B. In this time interval, how far did the runner go each second? ___________________

C. In this time interval, what was the runner’s speed? ___________________________ 8. Now look at the last two seconds represented on the graph.

A. In the last 2 seconds, how far did the runner go? ____________________________

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B. In this time interval, how far did the runner go each second? ___________________

C. In this time interval, what was the runner’s speed? ___________________________

9. Click the Reset button. Experiment with a variety of graphs, focusing on the speed of the runner. In general, how can you estimate the speed of the runner by looking at a graph?

_________________________________________________________________________

10. How are distance-time graphs useful? Explain why or why not.

_________________________________________________________________________

Then answer the five assessment questions that follow to test your knowledge of this topic. Be sure to check your work and make corrections as needed.

1. In which of the following graphs is the runner running the fastest?

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2. Each of the following function rules describes a hypothetical runner. Which runner would be fastest?

a. Distance = 2 • Time

b. Time = 3 • Distance

c. Distance = Time

d. Distance = 2 • Time

3. Which of the following graphs indicates that one of runners started 10 meters ahead of the other?

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4. In which of the following graphs are both runners moving at the same speed?

5. Which sentence best describes the runner whose distance-time graph is shown below?

a. The runner ran forward for 2 seconds, and then ran backward for 2 more seconds.

b. The runner ran forward for 2 seconds, and then stood still for 2 more seconds.

c. The runner ran forward for 2 seconds, and then ran forward more slowly for 2 more seconds.

d. The runner ran forward for 2 seconds, and then turned right and continued forward at the same speed for 2 more seconds.

18 1.2 Exploring Speed and Velocity The following data table represents the coach’s notes from an Olympic sprinter’s time trial for the 100 meter race. How does the coach know the instantaneous speed of the runner? What is the average speed achieved by this runner at the time trials? Is there any change in velocity? Study this data table and then answer the questions that follow.

Trial Distance (m)

Time (s)

Speed (m/s) Velocity

1 100 meters 13 seconds

2 100 meters 15 seconds

3 100 meters 15.5 seconds

1. How does the coach know the instantaneous speed of the runner in the example above? 2. What is the average speed achieved by this runner at the time trials? 3. Is there any change in velocity?


11.2 Reading Checkpoints (pp. 332-337) Provide the correct answers to the following questions that were asked within this lesson.

1. What are the appropriate SI units for speed and velocity?

2. Compare and contrast average speed and instantaneous speed.

3. How can you use a distance time graph to calculate speed?

4. How can the motion of an object involve more than one velocity? Explain.

19 U1 L3: Acceleration Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.3 “Acceleration” BrainPOP® Movie Watch the movie and then answer the ten assessment questions that follow to test your knowledge of this topic. Be sure to check your work and make corrections as needed.

Acceleration

Answers must be typed out in their entirety.

1. What does speed measure?

2. Which of the following can be used measure an object’s speed?

3. What does acceleration measure?

4. What is the difference between positive and negative acceleration?

5. Which of these statements is true?

6. If you are sitting still in a chair reading this, what is your acceleration?

7. How does braking stop a bike?

8. Which variables must you know to calculate acceleration?

http://www.brainpop.com/user/loginDo.weml?user=connectionsacademy&password=school&targetPage=/science/motionsforcesandtime/acceleration/zoom.weml

20 11.3 Notes on textbook reading (pp. 342-348) This section describes the relationships among speed, velocity, and acceleration. Examples of these concepts are discussed. Sample calculations of acceleration and graphs representing accelerated motion are presented. Complete the concept map to organize what you know about acceleration.

1. The rate at which velocity changes is called _____________. 2. In terms of speed and direction, in what ways can an object accelerate? 3. Because acceleration is a quantity that has both magnitude and direction, it is a(n) _____________. 4. True or false? Acceleration is the result of increases or decreases in speed. 5. Ignoring air resistance, a rock in free fall will have a velocity of _____________ after 4.0 seconds. 6. A horse on a carousel that is moving at a constant speed is accelerating because _____________. 7. Describe constant acceleration. 8. Write the equation used to calculate the acceleration of an object. 9. True or false? When the final velocity is less than the initial velocity of an object, the acceleration is negative. 10. A skateboarder begins down a ramp at a speed of 1.0 m/s. After 3 seconds, her speed has increased to 4.0 m/s. Calculate her acceleration. 11. A speed-time graph in which the displayed data forms a straight line is an example of a(n) _____________.

Double Click HERE to Active Text Box and then Type in

Answer


Answer


Answer

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For questions 12 through 15, refer to the graphs below.

12. Graph A represents the motion of a downhill skier. How fast was the skier moving after traveling down the hill for 2.5 seconds? 13. In which graph does an object move at constant speed during the first 4 seconds? 14. Graph B represents the motion of a mountain biker. What is the biker’s speed at times of 10 s and 20 s? 15. Determine the acceleration of the mountain biker during the 10 second to 20 second time period. Show your work. 16. The plotted data points representing acceleration in a distance-time graph form a(n) _____________. 17. The measure of how fast a velocity is changing at a specific instant is known as _____________.

Optional Extension: Research acceleration rates of other vehicles, animals, and machines. What car makes and models are known to have the fastest acceleration rate? Is there any other animal that compares with the speed and acceleration of the cheetah? Share your research with your family and friends.


22 11.3 Section Questions #1-4 and #8-9 (pp. 348) It is important for you to answer all of these questions in your own words and to do so WITHOUT consulting reference materials. Be sure to number and write out the entire question BEFORE providing what you believe is an appropriate response. Next, check your work by referencing the proposed answers, which can be accessed by clicking on a link in your online lesson.

11.3 Reading Checkpoints (pp. 342-348) Provide the correct answers to the following questions that were asked within this lesson.

1. How is acceleration defined? What is constant acceleration? 2. It takes 5 seconds for an object to move at a rate of 10 m/s to 20 m/s. What is the

acceleration of this object? 3. How can acceleration be positive and negative? Explain. 4. What is meant by instant acceleration?

23 U1 L4: Forces Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.4 “Force” BrainPOP® Movie As you watch the movie, answer the following questions: Force

1. How do you determine the acceleration of an object? 2. Explain what friction is and give an example.

Complete the ten question quiz that follows to test your knowledge of this topic. Be sure to check your work and make corrections as needed. Answers must be typed out in their entirety. 1. What happens when an unbalanced force is applied to an object at rest? 2. Which of the following is a unit of acceleration? 3. What do measurements of velocity and acceleration have in common? 4. If you were driving a car, and wanted to accelerate at a rate of -10 m/s/s, what would you do? 5. Which of the following can change the acceleration of a car? 6. Approximately how fast is this ball accelerating? 7. If a 10 kg object is accelerating at a rate of 2 m/s/s, how much force does it have? 8. Objects can easily slide past each other when the force of friction between them is low. Which of the following examples has the least amount of friction? 9. What is the mass of an object that has 50 newtons of force and is accelerating at a rate of 2 m/s/s? 10. Why were units of force named after Sir Isaac Newton?

http://www.brainpop.com/user/loginDo.weml?user=connectionsacademy&password=school&targetPage=/science/motionsforcesandtime/force/zoom.weml

24 12.1 Notes on textbook reading (pp. 356-362) Can you guess the four main types of friction? Find out the answer to this question and review about the concepts of forces and motion while taking notes below.

Figure Is Net Force Zero? Describe the Effect on Motion

2A 2B

3 5A 5B


Complete the Connecting Concepts question on velocity and acceleration found on p. 362 of your textbook.

25 12.1 Reading Checkpoints (pp. 356-362) Answer the following Reading Checkpoint questions from the text:

1. What amount of force accelerates a 1 kilogram mass at 1 m/s2? 2. What is the net force of a pair of balanced forces? 3. What are two common examples of fluid friction?

1.4 “Monster Truck Pull” Discovery Education ™ Science Exploration Consider the following questions while conducting this simulation. Monster Truck Pull

1. Are the forces here balanced or unbalanced? How can you tell? 2. Which truck displayed the strongest pulling force? What led you to this conclusion? 3. Hypothesize what might happen if you combine the forces of the trucks displayed here.

What might they be capable of?

1.4 “Motion and Friction” SAS® Curriculum Pathways® ~ Optional Review motion and friction with the following laboratory experiment. Consider using several pairs of your own shoes if you do not have a group to work with. Click on the link below to complete this activity.

Motion and Friction Note: The first time you click on a Curriculum Pathways link, you will notice that log-in information appears in the Student user name section. Do not change the information in this box. Instead, click on the Log in button to access the activity. This information appears when you click on the link for the first time. After your initial log in, you will be directed to your lesson activity.

http://www.unitedstreaming.com/videos/dsc/externalApplications/simulations/MonsterTruckPull/index.html

https://www.connexus.com/external/curriculumPathways/default.aspx?idMedia=146270

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U1 L5: Newton’s First & Second Laws of Motion

Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.5 “Laws of Motion ” Discovery Education™ Interactive Movie As you watch the movie, answer the following questions: Laws of Motion

1. What is Newton’s first law of motion? Give an example of this law in everyday life. 2. What is Newton’s second law of motion? Give an example of this law in everyday life. 3. Newton’s third law of motion states that for every action there is an equal and opposite

reaction. Give an example of Newton’s third law that is common in your life.

1.5 “Net Forces and Newton’s Second Law” SAS® Curriculum Pathways® ~ Optional While completing the activity, pay attention to how actions and reactions can be predicted by Newton’s Second Law.

Click on the link below to complete the “Net Forces and Newton’s Second Law” SAS® Curriculum Pathways® activity.

Net Forces and Newton’s Second Law Note: The first time you click on a Curriculum Pathways link, you will notice that log-in information appears in the Student user name section. Do not change the information in this box. Instead, click on the Log in button to access the activity. This information appears when you click on the link for the first time. After your initial log in, you will be directed to your lesson activity.

http://gtm-media.discoveryeducation.com/videos/dsc/externalApplications/interactiveVideos/index.html?vid=23


27 1.5 Online Curriculum Activity Based on the equations provided below answer the questions that follow.

Weight = Mass × Acceleration due to gravity

W = mg

1. If the mass of an object is 100 kg and the acceleration due to gravity is 9.8 m/s2, what is the weight of the object?

2. Hypothesize how the weight of the object would change if the gravity was 1/2 that of Earth.

12.2 Notes on textbook reading (pp. 363-369) Learn about the major terms and concepts with respect to Newton’s first and second laws of motion. Based on your reading assignment, answer the questions below.

Identify the scientist who is recognized for each of the accomplishments described below: A. Italian scientist who did experiments that helped correct misconceptions about force

and motion Name of Scientist: _____________

B. Scientist who studied in England and introduced several laws describing force and motion Name of Scientist: _____________

C. An ancient Greek philosopher who made many scientific discoveries through observation and logical reasoning Name of Scientist: _____________

1. True or false? According to Newton’s first law of motion, an object’s state of motion does not change as long as the net force acting on it is zero.

2. What is inertia? _____________________________________________________. 3. True or false? The law of inertia states that an object in motion will eventually slow

down and come to a complete stop if it travels far enough in the same direction. 4. According to Newton’s second law of motion, acceleration of an object depends upon

the _____________ of the object and the acting on it. 5. True or false? The acceleration of an object is always in the same direction as the net

force acting on the object. 6. True or false? If the same force acts upon two objects with different masses, the

acceleration will be greater for the object with greater mass. 7. What is weight? _____________________________________________________.

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8. Write the formula used to calculate the weight of an object. _________________________.

9. True or false? Because the weight formula shows that mass and weight are proportional, doubling the mass of an object will not affect its weight.

10. Describe the difference between mass and weight. 11. On the moon, the acceleration due to gravity is only about one sixth that on Earth. Thus,

an object will weigh _____________ on the moon than it weighs on Earth.

For each description, provide the appropriate vocabulary term. _____________ A measure of the inertia of an object _____________ Net force/Mass _____________ Causes an object’s velocity to change

12.2 “Investigating Inertia” Quick Lab (pp. 365) Complete this activity and answer the analyze and conclude questions that follow.



12.2 Reading Checkpoints (pp. 363-369) Provide the correct answers to the following questions from this lesson.

1. What is inertia? 2. Using Newton's second law, what is the force exerted on an object if the mass is 20 kg

and the acceleration due to gravity is 9.8 m/s2? 3. Compare and contrast the meaning of mass and weight.

29 U1 L6: Newton’s Third Law of Motion and Momentum Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.6 “Newton’s Third Law of Motion” Discovery Education™ Streaming Movie Newton's Third Law of Motion As you watch the movie, answer the following questions.

1. How does a rocket or a CO2 powered car demonstrate Newton's third law of motion? 2. What is centripetal force and how does it provide another example of Newton's laws?

12.3 Notes on textbook reading (pp. 372-377) Complete the concept map below to organize what you know about momentum.

12.3 Writing in Science (pp. 375) Write a paragraph in your science journal to answer the prompt provided.

http://connect.discoveryeducation.com/index.cfm?guidassetid=FC182FB9-6047-4219-8F83-C4701677B4B5&cdPartner=MDC1-45TH&cdUser=1eff-c931&blnPopup=1

30 12.3 Section Questions #1-4 (pp. 377) It is important for you to answer all of these questions in your own words and to do so WITHOUT consulting reference materials. Be sure to number and write out the entire question BEFORE providing what you believe is an appropriate response. Next, check your work by referencing the proposed answers, which can be accessed by clicking on a link in your online lesson.

Honors ONLY: Want to know more about momentum? Complete the "Momentum" Data Analysis on p. 377 in Physical Science: Concepts in Action.

12.3 Reading Checkpoint (pp. 372-377) Provide the correct answer to the following questions from this lesson.

1. Why don't action and reaction forces cancel each other out?

1.6 “Newton’s Laws of Motion” BrainPOP® Movie

As you watch the movie, answer the following questions: Newton's Laws of Motion

1. How does friction act as an unbalanced force for objects in motion? 2. Explain the meaning of the equation a = F/m. 3. Although not covered in the movie, what is momentum?

Complete the ten question quiz that follows to test your knowledge of this topic. Be sure to check your work and make corrections as needed. Answers must be typed out in their

1. What will happen if you’re in a car, and the driver slams on the brake? 2. According to Newton’s first law, an object in motion will stay in motion unless: 3. What might happen if you were in a braking car, and you weren’t wearing your seat belt? 4. What causes a ball rolling across a rug to slow to a stop? 5. What part(s) of a moving car experience the most friction? Choose the best answer. a. [Engine] b. [Steering wheel] c. [Car radio] d. [Tires]

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6. Which of the following is an opinion about friction? 7. If an unbalanced force acts on an object, what will happen? 8. Ordinarily, gravity and the normal force counterbalance each other. In other words: 9. What is net force? 10. According to Newton’s third law, what happens when you push against a wall? [Moby pushing wall]

32 U1 L7: Virtual Momentum Lab

Read through the information in the lesson and answer the questions below BEFORE running the virtual lab simulation and completing the associated portfolio assessment worksheet.

1.7 “Generating Momentum” Discovery Education™ Streaming Movie As you watch the movie, answer the following questions.

1. How is the momentum of the ball generated by the pitcher? 2. In many track and field events such as javelin, shot put, and hammer throwing, a great

amount of momentum is generated as the athlete releases his or her equipment. Using one of these examples, explain how the transfer of momentum from the athlete to the equipment is accomplished.

33 U4 L8: Universal Forces Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.8 “Maglev: Magnetic Levitation” Discovery Education™ Streaming Exploration Maglev: Magnetic Levitation Click on the link below to watch this movie and take notes on what is discussed below.

1.8 “Lose Weight without Dieting” Discovery Education™ Science Exploration Click on the link below to complete this activity and then answer the following question. Lose Weight Without Dieting

1. What is the relationship between the gravitational force on planets and distance from the sun? Provide support for this conclusion by referencing your simulation results.

HONORS Only: Research the gravitational force of the sun on different planets in our universe. In addition, what impacts does centripetal force have with respect to Earth, the moon, and the sun?

12.4 Notes on textbook reading (pp. 378-382) After reading the section, complete the Comparing and Contrasting Table below.

http://connect.discoveryeducation.com/index.cfm?guidassetid=6581C80B-C521-4467-9A8A-E56533E3FC83&cdPartner=MDC1-45TH&cdUser=1eff-c931&blnPopup=1

http://www.unitedstreaming.com/videos/dsc/externalApplications/simulations/draganddrop/LooseWeightWithoutDieting/index.html

http://www.unitedstreaming.com/videos/dsc/externalApplications/simulations/draganddrop/LooseWeightWithoutDieting/index.html

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Comparing & Contrasting

Force Acts on Which

Particles Acts Over What

Distance Relative Strength

Strong Nuclear Force Weak Nuclear Force



12.4 “Investigating Force & Distance” Quick Lab (pp. 380) - Optional Complete this activity and answer the analyze and conclude questions that follow.

12.4 Reading Checkpoints (pp.228-234) Provide each question and then identify the correct answer.

12.4 Analyze and Conclude Questions (pp.228-234) Answer the following:

1. What is Newton's first law of motion? 2. Explain the equation F = ma? 3. Are weight and mass the same thing? Explain. 4. Newton's third law states that for every action there is an equal but opposite reaction.

Give an example of this law. 5. How is momentum calculated? 6. What are the four universal forces that impact all known things? 7. Forces that hold protons and neutrons together in the nucleus are known as

__________? 8. Forces that both attract and repel are known as __________?

35 U1 L9: Fluid Pressure Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.9 “Fluid Pressure” Teachlet® Tutorial Click on the link below to watch this movie and take notes on what is discussed below.

Fluid Pressure

1.9 “Fluid Pressure” SAS® Curriculum Pathways® ~ Optional Extension Activity Do you want to know more about fluid pressure and how to use the units in which it is measured? Try the following web inquiry to learn more.

Click on the link below to complete the “Fluid Pressure” SAS® Curriculum Pathways® activity.

Fluid Pressure Note: The first time you click on a Curriculum Pathways link, you will notice that log-in information appears in the Student user name section. Do not change the information in this box. Instead, click on the Log in button to access the activity. This information appears when you click on the link for the first time. After your initial log in, you will be directed to your lesson activity.

13.1 Notes on textbook reading (pp. 390-393) Complete the table below to organize what you know about pressure and then answer the questions that follow.

https://www.connexus.com/content/play.aspx?idMedia=290024&width=820&height=640


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Meanings of Pressure Common “Every Day” Definition Scientific Definition

1. How is pressure calculated? 2. How does water pressure change with depth? 3. How is pressure distributed at a given level in a fluid? 4. How does air pressure change with altitude?



HONORS Only: The atmosphere puts pressure on us from above. To learn more about this type of pressure, complete the "Planetary Atmospheres" Data Analysis on p. 392 in Physical Science: Concepts in Action.

37 13.1 Reading Checkpoints (pp. 390-393) Provide each question and then identify the correct answer.

1. How is fluid pressure related to fluid depth? 2. How are water depth and pressure related? 3. How does the pressure from the atmosphere differ at sea level as compared to on top of

Mt. Everest?

38 U1 L10: Forces & Pressures in Fluids Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.10 “Hydraulics” BrainPOP® Movie Click on the link below to watch this movie and take notes by answering the following

questions: Hydraulics

1. What makes hydraulic machines so strong? 2. Is hydraulics the same thing as hydropower? 3. What are some examples of different machines that use hydraulics? 4. Can you tell me about pneumatics? 5. What is pressure?

Complete the ten question quiz that follows to test your knowledge of this topic. Be sure to check your work and make corrections as needed. Answers must be typed out in their entirety.

1. In the movie, Tim gives both a general and specific definition for the term “hydraulics.” Which of the following examples falls under Tim’s specific definition? a. Water clock b. Canal c. Water well d. Forklift 2. What can you infer about why hydraulic fluid is usually made of oil instead of water? 3. Which of the following best describes the role played by hydraulic fluid in a hydraulic machine?

4. What is the greatest benefit of the use of hydraulics in machinery? 5. Why would this hydraulic system not be found in an actual hydraulic machine?

6. Which lever configuration is most similar to the hydraulic system pictured? a. [Lever with fulcrum to the right] b. [Lever with fulcrum to the left] c. [Lever with fulcrum in the middle] d. [Lever with two fulcrums]

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7. Which of the following traces the path of oil through a hydraulic machine in the correct order from left to right? 8. If the red parts on this machine are comparable to muscles, what are the green parts comparable to?

9. Which of the following machines would be most likely to use a hydraulic motor, rather than a cylinder? a. [Log splitter] b. [Jet engine] c. [Forklift] d. [Hydraulic lift] 10. According to Pascal’s Law, what happens when you apply pressure to a system of closed cylinders containing hydraulic fluid?

13.2 Notes on textbook reading (pp. 394-397) Complete the table below to organize what you know and then answer the questions that follow.

Prediction

Reason for Prediction

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1. How does Pascal’s principle describe the transmission of pressure through a fluid?

2. How is the speed of a fluid related to the pressure within the fluid?

13.2 Section Questions #1-4 and 6-7 (pp. 397) It is important for you to answer all of these questions in your own words and to do so WITHOUT consulting reference materials. Be sure to number and write out the entire question BEFORE providing what you believe is an appropriate response. Next, check your work by referencing the proposed answers, which can be accessed by clicking on a link in your online lesson.

13.2 Reading Checkpoints (pp. 394-397) Provide each question and then identify the correct answer.

1. How is a fluid's speed related to the pressure it exerts?

Required Extension: To review concepts of Bernoulli's principle, read the "Airplane Motion" Concepts in Action on pp. 398–399 in Physical Science: Concepts in Action. Then complete the first Going Further activity on p. 399.

41 U1 L11: Buoyancy Read through the information in the lesson and answer the questions below BEFORE completing the lesson assessment.

1.11 “Buoyancy” BrainPOP® Movie Click on the link below to watch this movie and take notes by answering the following

questions: Buoyancy

1. What is buoyancy? 2. How do I know if I have positive or neutral buoyancy? 3. How do submarines float and dive? 4. How do ships float if they are so heavy? 5. When we are underwater, the gravity pulls us down but our hair still stands up. Why? 6. How do fish float?

Complete the ten question quiz that follows to test your knowledge of this topic. Be sure to check your work and make corrections as needed. Answers must be typed out in their entirety.

1. Which of the following objects has positive buoyancy? a. A duck b. A piece of cement c. A steel hammer d. A 42-inch television

2. Which of the following objects has negative buoyancy? a. [a cruise ship] b. [an inner tube] c. [a beach ball] d. [a boulder]

3. When does a submarine have neutral buoyancy? 4. You drop a rock into a glass of water, and the water level rises by 40 milliliters. What can you conclude about the rock from this? 5. Why does a steel cube sink in water?

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6. How do the molecules of a heavy stone compare with the molecules of water within a freshwater lake? 7. Why doesn’t a steel cruise ship sink in the ocean? 8. What can you infer about how density is calculated? 9. A helium balloon floats in the air. What can you infer about helium? 10. Which of the following substances is the least dense?

4.4 Notes on textbook reading (pp. 400-404) As you read about buoyancy, type out each green heading below and then write a brief summary of what is addressed by that section of reading. You summary should include only the most important information.

1.4 “Buoyancy” PhET Interactive Simulation ~ Optional Read How It Works: Submarine on page 402 in Physical Science: Concepts in Action. Next, click on the link below to conduct a simulation addressing buoyancy. While completing the activity, pay attention to which items sink or float under which circumstances.

Buoyancy



13.3 Reading Checkpoints (pp. 404) Provide each question and then identify the correct answer.

http://phet.colorado.edu/en/simulation/buoyancy

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1. What will cause an object to sink? 2. When an object displaces a large amount of water due to its weight and creates an

equally large buoyant force, the object will . . . 3. What is Archimedes' principle?

1.11 “Archimedes’ Principle” Gizmo Follow the steps below. Write your observations in your science journal.

Prior Knowledge Questions (Do these BEFORE using the Gizmo.)

1. Why does a small pebble sink in water? _________________________________________

2. A motorboat is a lot heavier than a pebble. Why does the boat float? __________________

_________________________________________________________________________

In the Archimedes’ Principle Gizmo™, you will see how these forces cause objects to either sink or float.

Gizmo Warm-up

When you place an object in liquid, the downward pull of gravity causes it to start to sink. As the object sinks, the liquid pushes back up on the object with a force that opposes gravity.

1. Check that the Width, Length, and Height of the boat are set to 5.0 cm. Drag one of the green 50-g cubes into the rectangular “boat.” What happens? ___________________________

2. Add cubes until the boat sinks. What mass of cubes causes the boat to sink? ____________________________________ (Note: In this Gizmo, the mass of the boat itself is insignificant.)

3. Click Reset. Experiment with different boat dimensions until you create a boat that holds the most cubes without sinking.

A. What are the boat’s dimensions? Width: ______ Length: ______ Height: ______

B. How much mass can the boat hold without sinking? __________________________

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Activity A:

Displaced liquid


• Click Reset. • Set the Width, Length, and Height to 5.0 cm. • Be sure the Liquid density is set to 1.0 g/mL.

Question: How does the mass of the boat relate to the amount of displaced liquid?

1. Observe: Place several of the 50-g cubes into the boat. What happens to some of the liquid

in the tank? _______________________________________________________________

The liquid that is pushed into the graduated cylinder is called displaced liquid.

2. Predict: How do you think the mass of the boat will relate to the amount of displaced liquid?

_________________________________________________________________________

3. Observe: Click Reset. Drag two cubes into the boat, yielding a total mass of 100 grams.

How much water is displaced into the graduated cylinder? (Units are mL.) ______________

4. Experiment: Click Reset. Choose a new set of boat dimensions. Add cubes to the boat and record the volume of displaced liquid. (If the boat sinks, try a larger set of dimensions.) Record your findings for three boats in the table (include units). Leave the last column blank.

5. Width (cm)

Length (cm)

Height (cm)

Boat mass (g)

Volume of displaced liquid (mL)

Mass of displaced liquid (g)

6. Calculate: Density is equal to mass per unit volume. To calculate density, divide an object’s mass by its volume.

If the liquid’s density is 1 gram per milliliter (the density of water), the mass in grams is equal to the volume in milliliters. Use this information to fill in the last column of your data table.

7. Draw conclusions: What is the relationship between the mass of the boat and the mass of

the displaced liquid? ________________________________________________________

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Activity B:

How low does it go?


• Click Reset. • Be sure the Liquid density is set to 1.0 g/mL. • Set the Height of the boat to 10.0 cm.

Introduction: In activity A, you learned that, for floating boats, the mass of the boat is equal to the mass of displaced liquid. You can use this knowledge to predict how deep a boat will sink.

Question: How far will a boat sink in water?

1. Experiment: Turn on Magnify waterline. Experiment with several different sets of boat dimensions and loads. In the table, record each boat’s width, length, and mass; the depth to which it sinks, and the volume of displaced liquid. Leave the last column blank.

Width (cm)

Length (cm)

Boat mass (g)

Sinking depth (cm)

Volume of displaced water (mL)

2. Calculate: Label the last column in your table Volume underwater. To calculate the volume of the boat that is underwater, multiply the width, length, and depth of the boat. Record the underwater volume of each boat. The units of volume are cm3 and mL (1 cm3 = 1 mL).

3. Analyze: What is the relationship between a boat’s mass, the volume of displaced water,

and the volume of the boat that is under water? ___________________________________

4. Make a rule: If you know the width, length, and mass of a boat, how can you calculate how

deep it will sink in water? _____________________________________________________

5. Practice: Based on what you have learned, calculate how deep each of the following boats will sink. Use the Gizmo to check your answers.

Boat Width Length Boat mass

Sinking depth (calculated)

Sinking depth (actual)

A 8.0 cm 5.0 cm 100 g

B 6.0 cm 5.0 cm 150 g

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8. Predict: Not all liquids have the same density as water. How do you think increasing the density of the liquid will change each of the following?

A. How far the boat sinks into the liquid: _____________________________________

B. The volume of displaced liquid: __________________________________________

C. The mass of displaced liquid: ___________________________________________

9. Observe: Set the Width, Length, and Height of the boat to 5 cm. Add one cube to the boat. Move the Liquid density slider back and forth.

What do you notice? ________________________________________________________

10. Gather data: Measure how far the boat sinks into liquids with each density listed below. Click Reset between each trial. Calculate the volume and mass of displaced liquid. (Note: The mass of the displaced liquid is equal to the volume of the liquid multiplied by its density.)

Boat mass Liquid density

Sinking depth (cm)

Volume of displaced liquid (mL)


50 g 0.5 g/mL

50 g 1.0 g/mL

50 g 2.0 g/mL

11. Analyze: In the first part of this activity, you discovered that when a boat is placed in water, the volume of displaced water is equal to the mass of the boat. What is true now? _________________________________________________________________________

12. Summarize: If you know the length, width, and mass of the boat as well as the density of the liquid, how would you calculate how far the boat sinks into the liquid? _________________________________________________________________________

_________________________________________________________________________

13. Practice: A rectangular boat has a width of 5 cm, a length of 8 cm, and a mass of 150 g. How far will the boat sink into liquid with a density of 1.2 g/mL? Check your answer.

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_________________________________________________________________________

Activity C:

Weight and buoyancy


• Click Reset, and turn off Magnify waterline. • Set the Width, Length, and Height to 10.0 cm.

Introduction: When a boat is placed in liquid, two forces act on the boat. Gravity pulls the boat down with a force equal to the weight of the boat. Weight is measured in newtons (N). To calculate the weight of a boat, multiply its mass in grams by 0.00982.

As the boat sinks into the liquid, the liquid pushes back. The force of the liquid pushing up on the boat is called the buoyant force.

Question: How do gravity and the buoyant force affect a boat?

1. Observe: Turn on Show data. Place four cubes in the boat.

A. What is the Boat weight? ________

B. What is the Buoyant force? ________

C. What is the Net force on the boat? ________

2. Analyze: Try dragging the boat up or down. Pay attention to the Buoyant force.

A. What happens to the buoyant force when the boat is pulled down? ______________

B. Why do you think this happens? _________________________________________

C. What happens to the buoyant force when the boat is lifted up? _________________

D. Why do you think this happens? _________________________________________

3. Explore: Answer the following questions by dragging the boat up or down in the liquid.

A. What happens to the boat when its weight is greater than the buoyant force? ___________________________________________________________________

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B. What happens to the boat when its weight is less than the buoyant force? ___________________________________________________________________

C. What happens to the boat when its weight is equal to the buoyant force? ___________________________________________________________________

4. Observe: Click Reset. Set the Liquid density to 1.0 g/mL. Add a 50-g cube to the boat.

A. What is the weight of the boat? _____________

B. What is the mass of the displaced liquid in the graduated cylinder? _____________

C. What is the weight of the displaced liquid? _____________

(Hint: If the mass is measured in grams, w = m • 0.00982.)

D. What is the Buoyant force on the boat? _____________

5. Predict: What do you think is the relationship between the buoyant force and the weight of

displaced liquid? ___________________________________________________________

6. Collect data: As you add cubes to the boat, record the boat’s weight, the mass of displaced liquid in the graduated cylinder, the weight of displaced liquid, and the buoyant force.

Number of cubes

Boat weight (N)


Weight of displaced liquid (N)

Buoyant force (N)

2

3

4

7. Analyze: What do you notice? _________________________________________________

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8. Make a rule: Archimedes’ principle states that an object is pushed up by a buoyant force

that is equal to the ____________________ of the displaced liquid.

9. Apply: A hollow ball weighs 40 newtons. In a water tank, it displaces 15 newtons of water.

A. What is the buoyant force on the ball? ____________________________________

B. Will the ball float or sink? Explain your reasoning. ___________________________

50 U1: Section Review

Chapter 11 Review Questions (pp. 350-351) Answer the following questions BEFORE taking your unit test: 1–11, 13, 15, 17, 19, 21 and 23 on pp. 351. Be sure to number and write out the entire question BEFORE providing what you believe is an appropriate response. Next, check your work by referencing the proposed answers, which can be accessed by clicking on a link in your online lesson.

Chapter 12 Review Questions (pp. 384-385) Answer the following questions BEFORE taking your unit test: 1–11, 13, 15, 17, 19 and 21 on p. 385. Be sure to number and write out the entire question BEFORE providing what you believe is an appropriate response. Next, check your work by referencing the proposed answers, which can be accessed by clicking on a link in your online lesson.

Chapter 13 Review Questions (pp. 406-407) Answer the following questions BEFORE taking your unit test: 1, 3, 5, 7, 9, 11, 13, 15, 17 and 19 on p. 407. Be sure to number and write out the entire question BEFORE providing what you believe is an appropriate response. Next, check your work by referencing the proposed answers, which can be accessed by clicking on a link in your online lesson.

51 U11: Vocabulary Terms While completing your lessons for this unit, construct a list of these words in alphabetical order. After each vocabulary term, use parenthesis to identify the page number on which it was first encountered and then provide its corresponding textbook definition. Below is an example:

Sample Response: Astronomy (pp. 4): the study of the universe beyond Earth

Vocabulary Terms from this Unit – out of order

• distance • frame of reference • relative motion • resultant vector • vector • average speed • instantaneous speed • speed • velocity • acceleration • constant acceleration • free fall • linear graph • nonlinear graph • inertia • mass • weight • air resistance • fluid friction • force • friction • gravity • net force • newton • law of conservation of momentum • momentum • elastic collision • inelastic collision • kinetic energy • momentum • perfectly elastic collision • centripetal force • electromagnetic force

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• gravitational force • strong nuclear force • weak nuclear force • fluid • pascal • pressure • hydraulic system • Archimedes' principle • buoyancy • buoyant force

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