Wave generator Link

Read the goals and objectives first and then follow the dandy link to the wave generator

Here are the goals and objectives for the activity:

Waves in Media Goals

1.  Know the three possibilities for wave energy passing to a different media (transmit, reflect, absorb)  Demonstrate each in the simulation

2.  Know the condition when reflected waves invert or remain erect  and demonstrate it.

3.  Know and demonstrate the difference between  amplitude, frequency, speed and wavelength

4.  Demonstrate the inverse relationship between wavelength and frequency for a standing wave.


Wave interference goals

5.  Show constructive and destructive interference of both wave pulses and standing waves.

AP Physics Specific Heat of Metals Lab

Here is a wonderful link to an interesting lab on finding the specific heat of metals.

Numbered Heads Energy Test Review

Numbered Heads Instructions

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.

1.  Using work in a sentence in a scientific way

2.  Direction and magnitude of force and displacement in order to have work

3.   meaning of  - work

4.   meaning of no net work

5.  calculating total work given  force and two opposing displacements

6.  Calculate work given horizontal force and displacement

7.  Calculate vertical work given vertical force and displacement

8.  Calculate horizontal work given horizontal displacement and a force applied at an angle to horizontal

9.  Energy form associated with objects in motion

10.  Energy form associated with position

11. Calculate Kinetic Energy or PE (Either gravitational or elastic PE)

12.  Solve  for height fallen given increase in speed

13.  Solve for speed given height raised and allowed to fall

14.  Effect of  4X  or 5X mass on the KE

15.  Units of the spring constant

16.  definition of power and being able to calculate it either with Force and ave velocity or Force, total displacement  and time

Mouse Trap Vehicle Project Description and Grade Scale

Project Description:

This is a performance based assessment, meaning you are graded largely on how your project performs not on the number of hours you worked on it.  There are no partners and no teams.  Students will use one Victor brand mouse trap as the energy source to drive a vehicle as far as possible down the hallway.  They will get a maximum of three tries to produce their best distance and that distance will be the basis for their grade.

You may use any materials you wish as long as those materials do not add energy to the vehicle.  For example rubber bands or springs or rockets that store elastic energy are forbidden.  However, no kits are allowed.  The use of a kit will result in a 30 point reduction in score.  A 90 would become a 60.


Due Date:  The first lab  day after return from Winter Break.

Point value:  100 points for the final test output, with other point values assigned also.   Example 5 points for drawing and materials list.



Grade Scale for mouse trap project

D = 10-12.99 meters

D+ = 13-14.99 meters

C- = 15-16.99 meters

C = 17-18.99 meters

C+ = 19-20.99 meters

B- = 21- 23.99meters

B= 24- 27.99 meters

B+ = 28-29.99 meters

A- = 30 -32.99meters

A = 33-34.99 meters

A+ beyond 35 meters

AP Physics Open Ended Fluids Lab

Given: A two liter soft drink bottle full of water, with a hole in the side, 

and a meterstick. 

Find: The speed at the exit point of the hole and the range.

Numbered Heads Force Test Review

Numbered Heads Instructions

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.

Force test Review

1.  What is the cause of an acceleration and what is the cause of something to stay doing what it is doing?   These are two different concepts

2.   Meaning of the length of a force vector 

3.  Complete third law statements   ex given action be  able to state reaction

4.  Calculate acceleration given force and mass

5.  Calculate force given mass and acceleration

6.  Use 4 kinematic equations to calculate "a"and "F"

7.  Add two perpendicular force vectors and then use mass to find acceleration

8.  Know the first, second and third laws of motion

9.  Units of Mu

10.  Calculate mu given mass and friction

11.  identify force of gravity in a free body diagram

12.  Find the resultant given the horizontal component and an angle from horizontal

13.  calculate acceleration for a car with trailer given the mass of each and the force from the car engine

14.  the measure of the quantity of matter

15.  find normal force for an object held in equilibrium on a ramp given angle from horizontal

16.  Calculate mu given initial and final velocity and distance for an ice skater coming to a halt

17.  find net force in a  tug of war 

18.  Find force of friction for  sled pulled at constant velocity given resultant force and angle of pull

Energy of a tossed ball Lab

Here is the lil' linkie doodle to the lab

Numbered Heads Chap 3 Review

Numbered Heads Instructions

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.

Chap 3 Concepts for the test.

1.  Vx and Vy  of an object at rest and at the top of an ark and shot horizontally

2.  memorized equations for motion ---One for X and four for Y

3.  vector v scalar

4.  how to add or subtract perpendicular vector components

5.  sliding vectors over to apply tip to tail rule for vectors 

6.  adding and subtracting vectors that are parallel.  (ie in a line)

7.  Find resultant displacement or velocity involving N,S, E, W given resultant (Expressing the angle from a reference line)

8.Find Horizontal displacement given resultant velocity and angle 

9.  Relative velocity of an object dropped straight down from the perspective of an observer moving with the object

10. Given a bunch of vectors, state the number of vectors that have only Y components or X components

11.  projectile motion problems

12.  shape of an object in projectile motion

13.  interpreting D-T graphs for projectile motion

14.  Given the resultant and a third side, find the perpendicular component of the vector system

15.  addition of nonperpendicular vectors by adding x and y components to make a perpendicular system

16.  projectile problem given resultant velocity,  angle of throw and time in the air, find the height.

Physics Chap 2 test Numbered Heads Review

Numbered Heads Instructions

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.

Chap 2 concepts

1.  speed of an object at rest

2.  Understand difference between initial, final and change in position.

3.  Significance of slope in D-T and V-T graphs.

4.  Describe the motion in a D-T graph

5.  Describe the motion in a V-T graph

6.  meaning of positive and negative acceleration.  Know all combinations possible.

7.  Memorize all four equations for acceleration.

8.  Understand that acceleration must be constant for the four equations to be valid

9.  Describe free fall in terms of velocity and displacement.

10.  Describe the motion of a feather and a metal bolt falling in a vacuum.

11.  know the formula for average speed (when a = 0)

12.  Calculate v average  given two different displacements and two different velocities.  a = 0

13.  calculate D given vi  a  and t

14.  Calculate a given vf vi and d

15.  calculate a given vi, vf d and t

16.  find d in a ruler drop given t

17.  find d max for a rock thrown upward given vi

18.  two objects dropped from same known height , known time apart (say three seconds) where one just hits ground,  find height above ground of second object.

Stomp Rocket Lab

This is the most excellent link to the stomp rocket lab.

What is required of you is the following by next lab period:

I.  google doc with names of each member in the title, shared with teacher = bdavison40@gmail.com

II.  Clearly stated purpose

III.  Summary of Procedure  (7-10 steps)

IV.  Data table of your results

V picture showing setup and team members

VI.   All analysis questions answered by each member in a different color.

Projectile Motion Lab

Here is the darn link to the Vernier Projectile Motion Lab.    Your lab report should be in Google Docs form and include:

I.  Purpose

II.  Preliminary questions  (each member dif. color)

II.  Summarized procedure (8-10 steps)

III  Data in table form

IV.  Picture of setup

V.  Analysis questions answered by each group member.



This is due by next lab period.

Vernier Graph Matching Lab

Here is the Vernier Graph matching Lab.  If the Formatting is an issue view the lab using "this here link"

Graph Matching

Computer 1

One of the most effective methods of describing motion is to plot graphs of position, velocity, and acceleration vs. time. From such a graphical representation, it is possible to determine in what direction an object is going, how fast it is moving, how far it traveled, and whether it is speeding up or slowing down. In this experiment, you will use a Motion Detector to determine this information by plotting a real time graph of your motion as you move across the classroom.

The Motion Detector measures the time it takes for a high frequency sound pulse to travel from the detector to an object and back. Using this round-trip time and the speed of sound, you can determine the position of the object. Logger Pro will perform this calculation for you. It can then use the change in position to calculate the object’s velocity and acceleration. All of this information can be displayed either as a table or a graph. A qualitative analysis of the graphs of your motion will help you develop an understanding of the concepts of kinematics.

walk back and forth in front of Motion Detector

OBJECTIVES

• Analyze the motion of a student walking across the room. • Predict, sketch, and test position vs. time kinematics graphs. • Predict, sketch, and test velocity vs. time kinematics graphs.

MATERIALS

computer Vernier computer interface Logger Pro

Vernier Motion Detector meter stick masking tape

Physics with Vernier

1 - 1Computer 1

PRELIMINARY QUESTIONS

1. Use a coordinate system with the origin at far left and positive positions increasing to the right. Sketch the position vs. time graph for each of the following situations:

• An object at rest • An object moving in the positive direction with a constant speed • An object moving in the negative direction with a constant speed • An object that is accelerating in the positive direction, starting from rest

2. Sketch the velocity vs. time graph for each of the situations described above.

PROCEDURE Part l Preliminary Experiments

1. Connect the Motion Detector to the DIG/SONIC 1 channel of the interface. If the Motion Detector has a sensitivity switch, set it to Normal.

2. Place the Motion Detector so that it points toward an open space at least 4 m long. Use short strips of masking tape on the floor to mark the 1 m, 2 m, 3 m, and 4 m positions from the Motion Detector.

3. Open the file “01a Graph Matching” from the Physics with Vernier folder.

4. Using Logger Pro, produce a graph of your motion when you walk away from the detector with constant velocity. To do this, stand about 1 m from the Motion Detector and have your lab partner click . Walk slowly away from the Motion Detector when you hear it begin to click.

5. Sketch what the position vs. time graph will look like if you walk faster. Check your prediction with the Motion Detector.

6. Try to match the shape of the position vs. time graphs that you sketched in the Preliminary Questions section by walking in front of the Motion Detector.

Part Il Position vs. Time Graph Matching 7. Open the experiment file “01b Graph Matching.” A position vs. time graph will appear. 8. Describe how you would walk to produce this target graph.

9. To test your prediction, choose a starting position and stand at that point. Start data collection by clicking . When you hear the Motion Detector begin to click, walk in such a way that the graph of your motion matches the target graph on the computer screen.

10. If you were not successful, repeat the process until your motion closely matches the graph on the screen. If a printer is attached, print the graph with your best attempt.

11. Open the experiment file “01c Graph Matching” and repeat Steps 8–10, using a new target graph.

12. Answer the Analysis questions for Part II before proceeding to Part III.

Part IIl Velocity vs. Time Graph Matching 13. Open the experiment file “01d Graph Matching.” A velocity vs. time graph will appear.

1 - 2 Physics with Vernier

14. Describe how you would walk to produce this target graph.

15. To test your prediction, choose a starting position and stand at that point. Start by clicking . When you hear the Motion Detector begin to click, walk in such a way that the graph

of your motion matches the target graph on the screen. It will be more difficult to match the velocity graph than it was for the position graph.

16. Open the experiment file “01e Graph Matching.” Repeat Steps 14–15 to match this graph. 17. Remove the masking tape strips from the floor.

ANALYSIS Part II Position vs. Time Graph Matching

1. Describe how you walked for each of the graphs that you matched.

2. Explain the significance of the slope of a position vs. time graph. Include a discussion of positive and negative slope.

3. What type of motion is occurring when the slope of a position vs. time graph is zero?

4. What type of motion is occurring when the slope of a position vs. time graph is constant?

5. What type of motion is occurring when the slope of a position vs. time graph is changing? Test your answer to this question using the Motion Detector.

6. Return to the procedure and complete Part III.

Part III Velocity vs. Time Graph Matching 7. Describe how you walked for each of the graphs that you matched.

8. What type of motion is occurring when the slope of a velocity vs. time graph is zero? 9. What type of motion is occurring when the slope of a velocity vs. time graph is not zero? Test

your answer using the Motion Detector.

Physics with Vernier 1 - 3

Graph Matching

Computer 1

EXTENSIONS

1. Create a graph-matching challenge. Sketch a position vs. time graph using the prediction feature of Logger Pro: Choose Draw Prediction from the Analyze menu, and use the mouse to draw a new target graph. Challenge another student in the class to match your graph. Have the other student challenge you in the same way.

2. Create a velocity vs. time challenge in a similar manner.

3. Create a position vs. time graph by walking in front of the Motion Detector. Store the graph by choosing Store Latest Run from the Experiment menu. Have another student match your run.

4. Create a velocity vs. time graph by walking in front of the Motion Detector. Store the graph by choosing Store Latest Run from the Experiment menu. Have another student match your run.

5. Use the automatic graph-match feature of Logger Pro to generate additional exercises. Open the experiment file "01f Graph Matching" for position matches and "01g Graph Matching" for velocity matches. Click the Generate Graph Match button in the toolbar to get a new match exercise.

Falling Kitty Podcast Assessment

Directions:  Listen to the Podcast about falling cats (It's  NPR radio) and be able to discuss the survivability of cats falling out of various heights.  Here is the link to the falling kitty podcast assessment  which you must take and do well on after the podcast to justify a passing score.

Instructions For Google Lab Format

Here is the link to the instructions for how to submit your labs electronically

Link to Student Parent Identification Letter

Instructions: Make sure you have created a google account first before submitting the correct form

Per 1  Physics Identification Form

Per 3  Physics Identification Form

Per 5  Physics Identification Form

Per 8 AP Physics Identification Form

Solar Cooker Project

Solar Cooker project


Description:  Build a solar powered device that cooks an egg within a 30 minute time period.

The device must be small enough to transport to class regularly when folded.   Nothing larger than 50cm L X 30cm W X 50cm H , and must be completely powered by the sun.  No fossil fuels or combustion or electricity.

Partners:  Individual or teams of two allowed.  Different grades will be assigned to partnerships if one partner fails to demonstrate understanding and or work on the project.

Value:  100 points

Due Date:   June 6, 2013

Grading:
Fully cooked egg (yolk and white ) = A (Not translucent, everything solid, no runniness)

¾ cooked egg = B (Mostly non translucent (mostly white) , Significant runniness or yolk partially cooked)

½ cooked egg = C (Significant translucence, runniness and yolk uncooked)

¼ cooked egg = D (Mostly translucent, yolk uncooked

No cooking = F     (No evidence of cooking)

Chap 11 Conceptual Physics review

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.

Chap 11 conceptual Physics Concepts

1. define torque
2. Calculate torque with units
3. Know ways to maximize torque on a stuck bolt or screw
4. How to make an object rotate when kicked or punched
5. Definition of rotational inertia
6. Difference in rolling speed between a tire and a solid disk of the same size and mass and how it relates to rotational inertia
7. Rotational inertia with short legged dogs and long legged dogs
8. How to make rotational inertia small?
9. Definition of angular momentum
10. Calculate angular momentum with units
11. Conservation of angular momentum for:
a. satellite motion around a planet
b. ice skater legs being tucked in


12. rotational speed vs angular speed
13. What is a cam? What is varying in a cam?
14. How to avoid falling in terms of rotational inertia

Marshmallow Catapult Description and Rubric

Marshmallow Catapult Competition


Objective: Construct a catapult that throws standard marshmallows as far as possible using only gravitational potential energy (GPE)

Value: 120 points in project category

Description: This is a performance assessment, meaning the your grade will be based on how your project does, not on how hard you worked. This is an individual project, with no partners. The only source of energy for the catapult is a falling weight that you provide. The weight may be made of any material including water, sand, iron, lead, etc. The entire project must fit in a box 18” X 9” X 12”, stowable in your locker. Projects that do not fit in this box will receive deductions of 2 percentage points for every inch beyond the specification. Example, a 20” long project would lose 4 points from the final grade. The projects will be tested in the science wing hallway, which has a ceiling height of 9 feet.

The use of elastic bands, springs, rockets, chemical energy or anything else that adds energy to your projectile will disqualify your project and result in a grade of “F”.

Deadlines:

10 pts Diagrams (overhead and side) with desc. and dimensions: Th, Feb, 16

10 pts Materials Due for two day building session: W, Feb, 22

Final Project Due: W, April 4


Grade Rubric for Performance Assessment

D = 10-12.99 meters

D+ = 13-14.99 meters

C- = 15-16.99 meters

C = 17-18.99 meters

C+ = 19-20.99 meters

B- = 21- 23.99meters

B= 24- 27.99 meters

B+ = 28-29.99 meters

A- = 30 -32.99meters

Circular Motion Lab assessment

This is a 3 question assessment about the circular motion lab. Hit submit when you are done

Chap 8 energy Numbered Heads Energy Review

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.


Chap 8 Concepts
1. Definition of work and power and units for each

2. Calculate work against gravity (GPE), using mass, gravity and height

3. Calculate power given work and time

4. Definitions of Kinetic Energy (KE) and Potential Energy (PE) and units

5. Calculate KE given speed and mass

6. Compare work in lifting one story versus four stories

7. Conversion of PE to KE for a falling object or pendulum

8. Calculate increase in KE given a doubling or tripling of speed

9. Slowly working versus quickly working compare power output

10. Efficiency calculation = ration between useful work and total energy expended

11. Mechanical advantage calculation = ratio between force to lift an object and force to move an object

12. Calculate power output in watts for units of energy in joules and time in days