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
Wednesday, February 8, 2012
Tuesday, January 17, 2012
Circular Motion Lab assessment
This is a 3 question assessment about the circular motion lab. Hit submit when you are done
Monday, January 9, 2012
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
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
Thursday, December 15, 2011
Revised Mouse Trap Vehicle Grade Scale
In light of the fact that this year project grades are based on two separate test, the new grade scale is as follows:
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
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
Tuesday, December 13, 2011
Link to Coefficients of friction
Here is a link to table of coefficients of Friction. Make sure to only look at the kinetic or rolling coefficient.
Wednesday, December 7, 2011
Chap 7 Numbered Heads Review Instructions and Concepts
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 7 Concepts
1. Calculate change in momentum for a 2 kg ball that hits a ball at 3m/s and bounces off the wall at the same speed.
2. Calculate impact force for a 5 kg object hitting at 2 m/s and coming to rest in 2 sec
3. Find momentum for a 10 kg object that goes 200m in 2 seconds
4. Find the mass of a ball given its speed and momentum.
5. Find the speed of a ball given its mass and momentum
6. Evaluate who has greater impulse, a light car or heavy one pushed by the same force over the same distance
7. Evaluate collision of Superman throwing an asteroid. What should happen?
8. Impact force for a falling object of known weight. What quantities are required?
9. Recoil for “almost” throwing a ball on roller skates
10. What makes an elastic collision?
11. Force, impulse, change in momentum, time of collision for a karate chop on a board
12. Time of impact for stiff legged jump versus bent legged jump
13. Definition of momentum
14. Calculate relative increase in momentum when you double speed or triple speed of a car
15. Why have padded dashes in cars?
16. Table tennis ball and launcher force, impulse, momentum change, and time of collision
17. Why speed of a cannon recoil is small in relation to cannonball
18. Why move hand backward when catching a ball?
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 7 Concepts
1. Calculate change in momentum for a 2 kg ball that hits a ball at 3m/s and bounces off the wall at the same speed.
2. Calculate impact force for a 5 kg object hitting at 2 m/s and coming to rest in 2 sec
3. Find momentum for a 10 kg object that goes 200m in 2 seconds
4. Find the mass of a ball given its speed and momentum.
5. Find the speed of a ball given its mass and momentum
6. Evaluate who has greater impulse, a light car or heavy one pushed by the same force over the same distance
7. Evaluate collision of Superman throwing an asteroid. What should happen?
8. Impact force for a falling object of known weight. What quantities are required?
9. Recoil for “almost” throwing a ball on roller skates
10. What makes an elastic collision?
11. Force, impulse, change in momentum, time of collision for a karate chop on a board
12. Time of impact for stiff legged jump versus bent legged jump
13. Definition of momentum
14. Calculate relative increase in momentum when you double speed or triple speed of a car
15. Why have padded dashes in cars?
16. Table tennis ball and launcher force, impulse, momentum change, and time of collision
17. Why speed of a cannon recoil is small in relation to cannonball
18. Why move hand backward when catching a ball?
Tuesday, December 6, 2011
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