Ask about Newton's Laws over long Thanksgiving weekend. "How many people slept in...?"
Newton's First Law - objects at rest tend to stay at rest.
What force got you up this morning? Fnet = ma. Force that got you up was your "ma".
Went over content objectives:
1. State Newton's 2nd Law both in words and in equations
2. Draw a correct free-body diagram with labels, that shows all the forces acting on an object
3. Explain why, with no air resistance, objects with different weights fall at the same rate.
Showed video clip on falling objects, vacuum and on Moon.
Went over RA 2.2
Showed start of Hewitt video on Newton's 2nd Law
Got as far as derivation of Fnet = ma
Asked why objects with different weights fall at the same rate...did not resolve due to lack of time.
Monday, November 30, 2009
Tuesday, Nov 24, 2009 - APS 1B, 4B
Ask students what they told their parents about Inertia Lab Day.
Ask students what they found out about their morning and evening heights.
Tell students that there are two Quia quizzes available for Newton's First and Second Laws
Collect RA 2.2
Hand back RA 2.1 and go over it.
Demos:
ballistic cart demo in context of inertia.
big balloon for difference between weight and mass (inertia)
Show spring balance - a mass of 1 kg on Earth weighs 1 N
Ask students what they found out about their morning and evening heights.
Tell students that there are two Quia quizzes available for Newton's First and Second Laws
Collect RA 2.2
Hand back RA 2.1 and go over it.
Demos:
ballistic cart demo in context of inertia.
big balloon for difference between weight and mass (inertia)
Show spring balance - a mass of 1 kg on Earth weighs 1 N
Monday, November 23, 2009
Monday, Nov 23, 2009 - 3A
Ask students what they told their parents about Inertia Lab Day.
Ask students what they found out about their morning and evening heights.
Tell students that there are two Quia quizzes available for Newton's First and Second Laws
Collect RA 2.2
Hand back RA 2.1 and go over it.
Demos:
ballistic cart demo in context of inertia.
big balloon for difference between weight and mass (inertia)
Show spring balance - a mass of 1 kg on Earth weighs 1 N
Ask students what they found out about their morning and evening heights.
Tell students that there are two Quia quizzes available for Newton's First and Second Laws
Collect RA 2.2
Hand back RA 2.1 and go over it.
Demos:
ballistic cart demo in context of inertia.
big balloon for difference between weight and mass (inertia)
Show spring balance - a mass of 1 kg on Earth weighs 1 N
Friday, Nov 20, 2009 - 1B, 4B
Homework:
Tell parents about Inertia Lab Day.
See if there is a difference between their morning and evening heights.
RA 2.2
Hand back and go over Linear Motion test
Review inertia - definitions
Examples: Intel man in car
Put hammer head back on hammer
Model of hammer (PVS and wood block)
Astronauts are taller in space - model of compressing vertebrae
Railroad tie demo
Inertia Lab Mini-labs
Table cloth
Penny, card, and cup
Quarter on thumb
Spinning eggs
Mr. Potato Head
Tell parents about Inertia Lab Day.
See if there is a difference between their morning and evening heights.
RA 2.2
Hand back and go over Linear Motion test
Review inertia - definitions
Examples: Intel man in car
Put hammer head back on hammer
Model of hammer (PVS and wood block)
Astronauts are taller in space - model of compressing vertebrae
Railroad tie demo
Inertia Lab Mini-labs
Table cloth
Penny, card, and cup
Quarter on thumb
Spinning eggs
Mr. Potato Head
Thurs, Nov 19, 2009 - 3A
Homework:
Tell parents about Inertia Lab Day.
See if there is a difference between their morning and evening heights.
RA 2.2
Hand back and go over Linear Motion test
Review inertia - definitions
Examples: Intel man in car
Put hammer head back on hammer
Model of hammer (PVS and wood block)
Astronauts are taller in space - model of compressing vertebrae
Railroad tie demo
Inertia Lab Mini-labs
Table cloth
Penny, card, and cup
Quarter on thumb
Spinning eggs
Mr. Potato Head
Tell parents about Inertia Lab Day.
See if there is a difference between their morning and evening heights.
RA 2.2
Hand back and go over Linear Motion test
Review inertia - definitions
Examples: Intel man in car
Put hammer head back on hammer
Model of hammer (PVS and wood block)
Astronauts are taller in space - model of compressing vertebrae
Railroad tie demo
Inertia Lab Mini-labs
Table cloth
Penny, card, and cup
Quarter on thumb
Spinning eggs
Mr. Potato Head
Wed, Nov 18, 2009 - 1B, 4B
Out sick. Hank Dietz took class.
Linear Motion Test
Homework due Friday: RA 2.1
Linear Motion Test
Homework due Friday: RA 2.1
Monday, Nov 16, 2009 - 1B, 4B
Out sick. Hank Dietz took class.
Students worked on problems (hard copies) from Quia as review for test
Students worked on problems (hard copies) from Quia as review for test
Monday, Nov 9 2009 - 1B, 4B
Stamp RA 1.3 then go over in class
End of chapter Review Questions, Exercises, Problems
End of chapter Review Questions, Exercises, Problems
Friday, November 6, 2009
Friday, Nov 6, 2009 - 3A
Stamp RA 1.3 then go over in class
End of chapter Review Questions, Exercises, Problems
End of chapter Review Questions, Exercises, Problems
Tuesday, November 3, 2009
Tuesday, Nov 3, 2009 - 1B, 4B
Collected Ball and Ramp Labs
Handed back Act-A-Graph HW
Asked if any questions on Act-A-Graph HW
Asked what curve students got from Ball and Ramp Lab and what it indicates.
Curve shows the ball starts off slow and gradually speeds up. The control in a car that allows you to speed up is the gas pedal or accelerator. You are changing your speed, you are accelerating.
You accelerate when you change your velocity in a given time interval. There are three ways in which you can change your velocity - speed up, slow down, change direction.
Demo with Intel man and Jeep Rubicon. You can feel acceleration. Demo with car trip - you can feel acceleration. In Oaks Park on the Roller Coaster, as it suddenly dips, your body is down but your stomach is up - you feel acceleration. You cannot feel constant velocity. Suppose student wins all expense paid trip to Europe. On 747, plane is traveling at 1000 km/hr. If there is no turbulence, you cannot feel the motion.
Examples with money. Amount earned is pay rate * time
Amount you have = amount you started with + amount earned = amount you start with + pay rate * time. Did several examples.
Suppose you get a pay raise. In the second year you earn $12/hr and in the third year you earn $14/hr. Your pay rate is increasing at a rate of $2/hr/year. There are two time terms since this is the rate of a rate. This is not your pay rate, it tell you how your pay rate is changing. Analogy with velocity and acceleration. How fast you are going = how fast you started + acceleration * time
Acceleration is defined as the change in velocity in a time interval, a = (vf-vi)/t
Velocity is the rate at which you cover distance in a particular direction. It is how fast you are going in a particular direction. Acceleration is the rate of a rate, the rate at which velocity changes.
Did examples with cars speeding up and slowing down. Did examples of finding acceleration and also finding how fast after a given time.
You can be moving but not accelerating (if you are moving at a constant velocity). You can be accelerating if you are not moving. (Move ruler in ball and lamp lab to release ball. If there were no acceleration, it wouldn't change how its moving so it would stay still. Throw a ball up into the air. On the way up it slows down. At its highest point it is momentarily at rest, but the acceleration is NOT zero. It the acceleration were zero, it would just hover in the air since it would not change how it's moving.
The ball and ramp lab showed the ball accelerated (sped up) down the ramp. When you drop a ball, it also speeds up on the way down.
Did Picket Fence Lab to show students how to use the computers and how to determine the acceleration of gravity. Students got values around 9.7 m/s/s. The generally accepted value is about 9.8 m/s/s at the surface of the Earth. We will round this to 10 m/s/s. This makes it particularly easy to determine how fast a ball is moving after falling for a given time. vf = vi + a * t
Did several examples with dropping a ball, throwing a ball down, and even throwing a ball up.
Homework - RA 1.2
Also can do CD
Also try Quia for motion graphs, activities, and acceleration quizzes.
Handed back Act-A-Graph HW
Asked if any questions on Act-A-Graph HW
Asked what curve students got from Ball and Ramp Lab and what it indicates.
Curve shows the ball starts off slow and gradually speeds up. The control in a car that allows you to speed up is the gas pedal or accelerator. You are changing your speed, you are accelerating.
You accelerate when you change your velocity in a given time interval. There are three ways in which you can change your velocity - speed up, slow down, change direction.
Demo with Intel man and Jeep Rubicon. You can feel acceleration. Demo with car trip - you can feel acceleration. In Oaks Park on the Roller Coaster, as it suddenly dips, your body is down but your stomach is up - you feel acceleration. You cannot feel constant velocity. Suppose student wins all expense paid trip to Europe. On 747, plane is traveling at 1000 km/hr. If there is no turbulence, you cannot feel the motion.
Examples with money. Amount earned is pay rate * time
Amount you have = amount you started with + amount earned = amount you start with + pay rate * time. Did several examples.
Suppose you get a pay raise. In the second year you earn $12/hr and in the third year you earn $14/hr. Your pay rate is increasing at a rate of $2/hr/year. There are two time terms since this is the rate of a rate. This is not your pay rate, it tell you how your pay rate is changing. Analogy with velocity and acceleration. How fast you are going = how fast you started + acceleration * time
Acceleration is defined as the change in velocity in a time interval, a = (vf-vi)/t
Velocity is the rate at which you cover distance in a particular direction. It is how fast you are going in a particular direction. Acceleration is the rate of a rate, the rate at which velocity changes.
Did examples with cars speeding up and slowing down. Did examples of finding acceleration and also finding how fast after a given time.
You can be moving but not accelerating (if you are moving at a constant velocity). You can be accelerating if you are not moving. (Move ruler in ball and lamp lab to release ball. If there were no acceleration, it wouldn't change how its moving so it would stay still. Throw a ball up into the air. On the way up it slows down. At its highest point it is momentarily at rest, but the acceleration is NOT zero. It the acceleration were zero, it would just hover in the air since it would not change how it's moving.
The ball and ramp lab showed the ball accelerated (sped up) down the ramp. When you drop a ball, it also speeds up on the way down.
Did Picket Fence Lab to show students how to use the computers and how to determine the acceleration of gravity. Students got values around 9.7 m/s/s. The generally accepted value is about 9.8 m/s/s at the surface of the Earth. We will round this to 10 m/s/s. This makes it particularly easy to determine how fast a ball is moving after falling for a given time. vf = vi + a * t
Did several examples with dropping a ball, throwing a ball down, and even throwing a ball up.
Homework - RA 1.2
Also can do CD
Also try Quia for motion graphs, activities, and acceleration quizzes.
Monday, Nov 2, 2009 - 3A
Collected Ball and Ramp Labs
Handed back Act-A-Graph HW
Asked if any questions on Act-A-Graph HW
Asked what curve students got from Ball and Ramp Lab and what it indicates.
Curve shows the ball starts off slow and gradually speeds up. The control in a car that allows you to speed up is the gas pedal or accelerator. You are changing your speed, you are accelerating.
You accelerate when you change your velocity in a given time interval. There are three ways in which you can change your velocity - speed up, slow down, change direction.
Demo with Intel man and Jeep Rubicon. You can feel acceleration. Demo with car trip - you can feel acceleration. In Oaks Park on the Roller Coaster, as it suddenly dips, your body is down but your stomach is up - you feel acceleration. You cannot feel constant velocity. Suppose student wins all expense paid trip to Europe. On 747, plane is traveling at 1000 km/hr. If there is no turbulence, you cannot feel the motion.
Examples with money. Amount earned is pay rate * time
Amount you have = amount you started with + amount earned = amount you start with + pay rate * time. Did several examples.
Suppose you get a pay raise. In the second year you earn $12/hr and in the third year you earn $14/hr. Your pay rate is increasing at a rate of $2/hr/year. There are two time terms since this is the rate of a rate. This is not your pay rate, it tell you how your pay rate is changing. Analogy with velocity and acceleration. How fast you are going = how fast you started + acceleration * time
Acceleration is defined as the change in velocity in a time interval, a = (vf-vi)/t
Velocity is the rate at which you cover distance in a particular direction. It is how fast you are going in a particular direction. Acceleration is the rate of a rate, the rate at which velocity changes.
Did examples with cars speeding up and slowing down. Did examples of finding acceleration and also finding how fast after a given time.
You can be moving but not accelerating (if you are moving at a constant velocity). You can be accelerating if you are not moving. (Move ruler in ball and lamp lab to release ball. If there were no acceleration, it wouldn't change how its moving so it would stay still. Throw a ball up into the air. On the way up it slows down. At its highest point it is momentarily at rest, but the acceleration is NOT zero. It the acceleration were zero, it would just hover in the air since it would not change how it's moving.
The ball and ramp lab showed the ball accelerated (sped up) down the ramp. When you drop a ball, it also speeds up on the way down.
Did Picket Fence Lab to show students how to use the computers and how to determine the acceleration of gravity. Students got values around 9.7 m/s/s. The generally accepted value is about 9.8 m/s/s at the surface of the Earth. We will round this to 10 m/s/s. This makes it particularly easy to determine how fast a ball is moving after falling for a given time. vf = vi + a * t
Did several examples with dropping a ball, throwing a ball down, and even throwing a ball up.
Homework - RA 1.2
Also can do CD
Also try Quia for motion graphs, activities, and acceleration quizzes.
Handed back Act-A-Graph HW
Asked if any questions on Act-A-Graph HW
Asked what curve students got from Ball and Ramp Lab and what it indicates.
Curve shows the ball starts off slow and gradually speeds up. The control in a car that allows you to speed up is the gas pedal or accelerator. You are changing your speed, you are accelerating.
You accelerate when you change your velocity in a given time interval. There are three ways in which you can change your velocity - speed up, slow down, change direction.
Demo with Intel man and Jeep Rubicon. You can feel acceleration. Demo with car trip - you can feel acceleration. In Oaks Park on the Roller Coaster, as it suddenly dips, your body is down but your stomach is up - you feel acceleration. You cannot feel constant velocity. Suppose student wins all expense paid trip to Europe. On 747, plane is traveling at 1000 km/hr. If there is no turbulence, you cannot feel the motion.
Examples with money. Amount earned is pay rate * time
Amount you have = amount you started with + amount earned = amount you start with + pay rate * time. Did several examples.
Suppose you get a pay raise. In the second year you earn $12/hr and in the third year you earn $14/hr. Your pay rate is increasing at a rate of $2/hr/year. There are two time terms since this is the rate of a rate. This is not your pay rate, it tell you how your pay rate is changing. Analogy with velocity and acceleration. How fast you are going = how fast you started + acceleration * time
Acceleration is defined as the change in velocity in a time interval, a = (vf-vi)/t
Velocity is the rate at which you cover distance in a particular direction. It is how fast you are going in a particular direction. Acceleration is the rate of a rate, the rate at which velocity changes.
Did examples with cars speeding up and slowing down. Did examples of finding acceleration and also finding how fast after a given time.
You can be moving but not accelerating (if you are moving at a constant velocity). You can be accelerating if you are not moving. (Move ruler in ball and lamp lab to release ball. If there were no acceleration, it wouldn't change how its moving so it would stay still. Throw a ball up into the air. On the way up it slows down. At its highest point it is momentarily at rest, but the acceleration is NOT zero. It the acceleration were zero, it would just hover in the air since it would not change how it's moving.
The ball and ramp lab showed the ball accelerated (sped up) down the ramp. When you drop a ball, it also speeds up on the way down.
Did Picket Fence Lab to show students how to use the computers and how to determine the acceleration of gravity. Students got values around 9.7 m/s/s. The generally accepted value is about 9.8 m/s/s at the surface of the Earth. We will round this to 10 m/s/s. This makes it particularly easy to determine how fast a ball is moving after falling for a given time. vf = vi + a * t
Did several examples with dropping a ball, throwing a ball down, and even throwing a ball up.
Homework - RA 1.2
Also can do CD
Also try Quia for motion graphs, activities, and acceleration quizzes.
Friday, Oct 30, 2009 - 1B, 4B
Handed back papers
Answered questions on graphical addition of vectors
Handed out CD on graphical addition of vectors.
Went over Act-A-Graph HW. Did several examples showing both distance vs time graphs and corresponding velocity vs time graphs.
Students did Ball and Ramp Lab for last 40 minutes of class. If they did not finish the write-up, hand in next time.
Answered questions on graphical addition of vectors
Handed out CD on graphical addition of vectors.
Went over Act-A-Graph HW. Did several examples showing both distance vs time graphs and corresponding velocity vs time graphs.
Students did Ball and Ramp Lab for last 40 minutes of class. If they did not finish the write-up, hand in next time.
Thursday, Oct 29, 2009 - 3A
Handed back papers
Answered questions on graphical addition of vectors
Handed out CD on graphical addition of vectors.
Went over Act-A-Graph HW. Did several examples showing both distance vs time graphs and corresponding velocity vs time graphs.
Students did Ball and Ramp Lab for last 40 minutes of class. If they did not finish the write-up, hand in next time.
Answered questions on graphical addition of vectors
Handed out CD on graphical addition of vectors.
Went over Act-A-Graph HW. Did several examples showing both distance vs time graphs and corresponding velocity vs time graphs.
Students did Ball and Ramp Lab for last 40 minutes of class. If they did not finish the write-up, hand in next time.
Wed, Oct 28, 2009 - 1B, 4B
Act-A-Graph lab
Student worked in groups of 2 or 3 (12 computers and motion detectors)
Handed out worksheet for homework, due on Friday.
Student worked in groups of 2 or 3 (12 computers and motion detectors)
Handed out worksheet for homework, due on Friday.
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