Directions: Follow the link to the second law computer experiment and then collect data on time and acceleration for 10 totally different cart weights and ten totally different hanging mass weights.
When you are done you should answer the following analysis questions:
1. What effect does adding mass to the cart have on acceleration?
2. What effect does lowering mass to the cart have on acceleration?
3. What effect does increasing mass on the hanging weight have on acceleration?
4. What causes the downward force on the hanging mass?
5. What is the formula that links force, mass and acceleration? and what is it called?
6. If a 1 kg falling mass pulls a 1 kg cart what is the acceleration?
7. How does this lab relate to the way your car would accelerate when pulling a trailer or loaded with passengers?
8. What would the physics justification be for limiting the number of passengers for new drivers?
Monday, October 31, 2011
Wednesday, October 19, 2011
Numbered heads Review Chap 5 Conceptual Physics
1. Form into the designated groups
2. Take out one full sheet of paper per group and list the name of the group at the top. Then list the names of the group members and place numbers next to each name (1, 2, 3…..If four members then write 4 also). It doesn’t matter who gets what number.
3. Hand the paper to the instructor. It will be used for assessment and graded.
4. Begin reviewing/ learning the listed concepts. Make up sample questions related to the concept. Try and figure out what question the teacher will ask. Time is limited; so don’t waste it!
5. Once you understand the concepts make sure each group members also understand by assessing them. Do not ask yes or no assessment questions.
Good Assessment. “Sam, could you show me how to do number three on the list?”
Poor Assessment. “Do you guys all know it?”
6. When the instructor calls a number randomly (ex. = 3) the three will go to a designated area alone and respond to a similar question. Make sure they have something to write with and a calculator. After they leave begin studying the next set of concepts for the next round.
7. After a short amount of time the person will then return to the group and their answer will be graded by the teacher and given to the entire group as a communal score.
8. The returning group member may be called again so they should receive extra instruction to help get caught up.
9. The scores are added at the end to determine winners. The top three groups receive extra points on the test.
Test Review List
1. What produces accelerations?
2. How are acceleration and Force related?
3. How are mass and acceleration related?
4. Acceleration at terminal velocity
5. Rate of falling in air with same parachute differing mass
6. Calculating force of gravity given mass
7. Force needed to maintain constant velocity with friction
8. Net force on an object sitting on a table or desk
9. Net force on a massive object in initial freefall before terminal velocity
10. Calculating net force given applied and frictional forces opposing each other
11. Calculating net acceleration in #10 given mass also
12. Definition of pressure
13. Units of pressure examples where high pressure is generated
14. Heavy ball vs light ball falling without air compare acceleration
15. Same situation as 14 but in air compare acceleration
16. Compare velocity and acceleration for falling objects in air over time
17. Normal support force for flat and inclined plane
18. If force triples what happens to acceleration on a cart
19. Calculate force given mass and acceleration
20. Calculate weight given mass and “g”
21. Calculating total acceleration given several forces in trhe same direction and total mass
22. Calculate force using sin, cos, tan
2. Take out one full sheet of paper per group and list the name of the group at the top. Then list the names of the group members and place numbers next to each name (1, 2, 3…..If four members then write 4 also). It doesn’t matter who gets what number.
3. Hand the paper to the instructor. It will be used for assessment and graded.
4. Begin reviewing/ learning the listed concepts. Make up sample questions related to the concept. Try and figure out what question the teacher will ask. Time is limited; so don’t waste it!
5. Once you understand the concepts make sure each group members also understand by assessing them. Do not ask yes or no assessment questions.
Good Assessment. “Sam, could you show me how to do number three on the list?”
Poor Assessment. “Do you guys all know it?”
6. When the instructor calls a number randomly (ex. = 3) the three will go to a designated area alone and respond to a similar question. Make sure they have something to write with and a calculator. After they leave begin studying the next set of concepts for the next round.
7. After a short amount of time the person will then return to the group and their answer will be graded by the teacher and given to the entire group as a communal score.
8. The returning group member may be called again so they should receive extra instruction to help get caught up.
9. The scores are added at the end to determine winners. The top three groups receive extra points on the test.
Test Review List
1. What produces accelerations?
2. How are acceleration and Force related?
3. How are mass and acceleration related?
4. Acceleration at terminal velocity
5. Rate of falling in air with same parachute differing mass
6. Calculating force of gravity given mass
7. Force needed to maintain constant velocity with friction
8. Net force on an object sitting on a table or desk
9. Net force on a massive object in initial freefall before terminal velocity
10. Calculating net force given applied and frictional forces opposing each other
11. Calculating net acceleration in #10 given mass also
12. Definition of pressure
13. Units of pressure examples where high pressure is generated
14. Heavy ball vs light ball falling without air compare acceleration
15. Same situation as 14 but in air compare acceleration
16. Compare velocity and acceleration for falling objects in air over time
17. Normal support force for flat and inclined plane
18. If force triples what happens to acceleration on a cart
19. Calculate force given mass and acceleration
20. Calculate weight given mass and “g”
21. Calculating total acceleration given several forces in trhe same direction and total mass
22. Calculate force using sin, cos, tan
Monday, October 17, 2011
Friction Lab for Oct 17
Here is the link to the Friction Lab. Make sure to include a digital photograph and to have everyone answer the qurstions
Wednesday, October 5, 2011
Numbered Heads Review Chap 3 Conceptual Physics
1. Form into the designated groups
2. Take out one full sheet of paper per group and list the name of the group at the top. Then list the names of the group members and place numbers next to each name (1, 2, 3…..If four members then write 4 also). It doesn’t matter who gets what number.
3. Hand the paper to the instructor. It will be used for assessment and graded.
4. Begin reviewing/ learning the listed concepts. Make up sample questions related to the concept. Try and figure out what question the teacher will ask. Time is limited; so don’t waste it!
5. Once you understand the concepts make sure each group members also understand by assessing them. Do not ask yes or no assessment questions.
Good Assessment. “Sam, could you show me how to do number three on the list?”
Poor Assessment. “Do you guys all know it?”
6. When the instructor calls a number randomly (ex. = 3) the three will go to a designated area alone and respond to a similar question. Make sure they have something to write with and a calculator. After they leave begin studying the next set of concepts for the next round.
7. After a short amount of time the person will then return to the group and their answer will be graded by the teacher and given to the entire group as a communal score.
8. The returning group member may be called again so they should receive extra instruction to help get caught up.
9. The scores are added at the end to determine winners. The top three groups receive extra points on the test.
Concepts:
1. Similarity and difference of vector and scalar
2. How to draw or represent a vector system accurately (2 Components Plus resultant)
3. How to solve for the resultant of a vector system using the components
4. What it takes to be a projectile (Eliminate the non projectile)
5. Relationship between horizontal and vertical velocity of projectiles
6. Time to hit ground for thrown vs dropped objects
7. Angle needed to get the most range for a thrown projectile
8. Place where projectiles have minimum speed
9. Calculate range for a horizontally shot projectile given time and speed
10. Complimentary angles for projectiles
11. Solving for the resultant in a vector word problem
12. satellite motion including horizontal escape velocity
13. calculate time for a projectile to return given initial vertical velocity
14. Solve for resultant crossing a river where boat and current speed are known
2. Take out one full sheet of paper per group and list the name of the group at the top. Then list the names of the group members and place numbers next to each name (1, 2, 3…..If four members then write 4 also). It doesn’t matter who gets what number.
3. Hand the paper to the instructor. It will be used for assessment and graded.
4. Begin reviewing/ learning the listed concepts. Make up sample questions related to the concept. Try and figure out what question the teacher will ask. Time is limited; so don’t waste it!
5. Once you understand the concepts make sure each group members also understand by assessing them. Do not ask yes or no assessment questions.
Good Assessment. “Sam, could you show me how to do number three on the list?”
Poor Assessment. “Do you guys all know it?”
6. When the instructor calls a number randomly (ex. = 3) the three will go to a designated area alone and respond to a similar question. Make sure they have something to write with and a calculator. After they leave begin studying the next set of concepts for the next round.
7. After a short amount of time the person will then return to the group and their answer will be graded by the teacher and given to the entire group as a communal score.
8. The returning group member may be called again so they should receive extra instruction to help get caught up.
9. The scores are added at the end to determine winners. The top three groups receive extra points on the test.
Concepts:
1. Similarity and difference of vector and scalar
2. How to draw or represent a vector system accurately (2 Components Plus resultant)
3. How to solve for the resultant of a vector system using the components
4. What it takes to be a projectile (Eliminate the non projectile)
5. Relationship between horizontal and vertical velocity of projectiles
6. Time to hit ground for thrown vs dropped objects
7. Angle needed to get the most range for a thrown projectile
8. Place where projectiles have minimum speed
9. Calculate range for a horizontally shot projectile given time and speed
10. Complimentary angles for projectiles
11. Solving for the resultant in a vector word problem
12. satellite motion including horizontal escape velocity
13. calculate time for a projectile to return given initial vertical velocity
14. Solve for resultant crossing a river where boat and current speed are known
Monday, October 3, 2011
Vernier Graph matching Lab Video
This week's lab will use the Vernier Motion detectors and is called Graph matching. Watch the short Graph matching video and write a summary of the material you will need and the procedure to open the lab and measure. Your procedure should have at least seven steps. It is a You Tube video that you will only be able to watch from home.
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