Monday, September 24, 2012

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.

Friday, September 7, 2012

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.

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

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)

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

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