Wednesday, September 5, 2012
Instructions For Google Lab Format
Here is the link to the instructions for how to submit your labs electronically
Tuesday, September 4, 2012
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
Per 1 Physics Identification Form
Per 3 Physics Identification Form
Per 5 Physics Identification Form
Per 8 AP Physics Identification Form
Friday, May 4, 2012
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)
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)
Wednesday, February 15, 2012
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
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
Wednesday, February 8, 2012
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
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
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
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