Barbie Bungee Teacher Pages
|
|
|
- Randall Chandler
- 6 years ago
- Views:
Transcription
1 90 Minutes Objective Students will differentiate between speed, velocity and acceleration Students will compare and contrast Newton s three laws. TEKS 8.6A Demonstrate and calculate how unbalanced forces change the speed or direction of an object s motion. 8.6C Investigate and describe applications of Newton s law of inertia, law of force and acceleration and law of action-reaction such as sports activities, amusement park rides, Earth s tectonic activities and rocket launches 8.2D Construct tables and graphs, using repeated trials and means, to organize data and identify patterns Guiding Questions 1. Barbie and her friends are very fashion conscious and are very worried about answering the intro questions from the bungee design team. Do you think it would matter if they lie about their height or weight? Yes, if Barbie lied about her height or weight she could crash into the ground. 2. What precautions should be taken during this lab? Follow all procedures Use caution when standing on the table Other answers may vary 3. Compare and contrast potential and kinetic energy? Kinetic energy is energy associated with motion Potential energy is the energy that matter has because of its position, composition or condition 4. Discuss the pros and cons of bungee jumping. Answers will vary 5. What is the formula for calculating speed? Speed = distance/time Materials Triple beam balance Tape measure/meter Sticks (2) Barbie Doll Rubber bands Calculator Barbie Bungee Teacher Page 1
2 Teacher Notes Before you begin the lab, you will need to decide how many groups you are going to have. Tape two tape measures together end to end to make one large tape measure. Hang the double tape measure from the ceiling (this is where students will be bungee jumping Barbie) Review definitions of speed and velocity before doing this lab. For ELL draw pictures of Barbie with arrows showing forces and energy. Teaching Procedure Split students into groups of four. Begin by going through the PowerPoint with the students. During the lab, make sure students are on task and being safe. Students will need to stand on cabinets or tables to reach the ceiling, so it is imperative that they are being safe. Students will choose a member of the team for the following jobs: a. Safety Sheriff The team member responsible for making sure all safety procedures are followed during the lab b. Bungee Manager The team member responsible for making sure that everyone gets a chance to bungee jump Barbie. c. Measure Manager The team member responsible for making sure everyone watches Barbie bungee jump, and agrees on the same distance jumped. d. Equipment Manager The team member responsible for collecting and returning the equipment, and making sure everyone on the team keeps the area tidy. Students will measure Barbie s mass and height and record them on your data sheet. (see figure 1) Students will use two rubber bands to create a double-loop around Barbie s feet. A double-loop is made by securing one rubber band to another using a slip knot (see figure 2). Students will then wrap the open end of the double-loop tightly around Barbie s feet as shown (see figure 3). Barbie Bungee Teacher Page 2
3 Figure 1 Figure 2 Figure 3 Students will hold Barbie upside down with her feet at the top of the tape measure. Students will then hold the rubber band at the top of the tape measure, and simply let Barbie drop from the head-down position. (see figure 4) This is the tricky part. You need to observe the LOWEST spot her head reaches during the bounce. The final resting spot is NOT the lowest spot. One student will drop Barbie three times each time you add a rubber band to get an accurate reading, and record the data on your data sheet. After three drops, the students need to rotate so everyone has a chance to bungee Barbie. They will calculate the average distance and record on their data sheet. The students will then attach a second rubber band to the first one, again using a slip knot. (see figure 5) Figure 4 Figure 5 With two rubber bands now attached, they will hold the end of the rubber bands at the jump line with one hand, and drop Barbie from the line with the other hand. Students will measure the jump distance in centimeters, and record the value on their data sheet. Make sure the students are having Barbie jump three times and calculating the average every time they add a rubber band. Accuracy is important Barbie s life could depend on it! Have students repeatedly attach an additional rubber band for each new jump. They will need to measure the jump distance, and record the results in the data table each time. If your team worked with Barbie, discuss your results with a Ken team. If your team worked with Ken discuss your results with a Barbie team. Barbie Bungee Teacher Page 3
4 When they have completed the data table, they will graph their results, answer the questions and complete the C.E.R. Follow Up Have students review their C.E.R. with a partner, and then share as a whole group. Allow students to give any experiences they have had with real-life situations Barbie Bungee Teacher Page 4
5 Round Name Tags Print on cardstock and laminate, if possible. Safety Sheriff Barbie Manager Measure Manager Equipment Manager Barbie Bungee Teacher Page 5
6 1. What is the relationship between the number of rubber bands and jump distance? The more rubber bands, the further the jump. 2. Based on your data, what would you predict is the maximum number of rubber bands so that Barbie could still safely jump from 300 cm? Answers will vary 3. If Barbie were to bungee from a height of 150 meters and reach the bottom of the jump in 5 seconds, calculate Barbie s average speed and velocity. Speed=30 m/s Velocity=30 m/s downward 4. Barbie s friends were watching her bungee jump from the bottom, name at least two times when they saw Barbie accelerate. Barbie s friends saw her accelerate any time she changed direction: she jumped off the bungee platform, when she stopped coming down and started going back up, when she started coming back down again.etc 5. Describe how the Law of Inertia applies to bungee jumping. Barbie stayed in motion downward until the bungee cord stretched to its limit and the force pulled her upward. 6. What forces acted upon Barbie as she bungee jumped? Friction, air resistance, gravity Barbie Bungee Teacher Page 6
7 7. When bungee jumping, where did Barbie experience potential energy? Kinetic energy? Barbie experienced Potential Energy at the top of bungee platform, and at the point where the rubber band was stretched to its max. Barbie experienced Kinetic Energy when she was falling, or when she was being pulled back up by the rubber band. Conclusion Prompt Barbie and her friends are very fashion conscious and are very worried about answering the introduction questions from the bungee design team. Will it matter if they lie about their height or weight? Claim (answer the question) Yes, if Barbie lied about her height or weight she could crash into the ground. Evidence (give evidence from the lab) Answers may vary Reasoning (show your scientific reasoning) The Law of Acceleration says that the smaller the mass, the greater the acceleration. If Barbie had lied about her weight, she could accelerate at an unsafe speed. If she had lied about her height, the bungee cord may be too long. Barbie Bungee Teacher Page 7
8 Name: Barbie Bungee Objective Students will differentiate between speed, velocity and acceleration Students will compare and contrast Newton s three laws. Date: Period: Materials Triple beam balance Tape measure/meter stick (2) Barbie Doll Rubber bands Calculator Procedures 1. Choose a member of the team for the following jobs: e. Safety Sheriff The team member responsible for making sure all safety procedures are followed during the lab b. Bungee Manager The team member responsible for making sure that everyone gets a chance to bungee jump Barbie. c. Measure Manager The team member responsible for making sure everyone watches Barbie bungee jump, and agrees on the same distance jumped. d. Equipment Manager The team member responsible for collecting and returning the equipment, and making sure everyone on the team keeps the area tidy. 2. Measure Barbie s mass and height and record them on your data sheet. (see figure 1) 3. Use two rubber bands to create a double-loop around Barbie s feet. A double-loop is made by securing one rubber band to another using a slip knot. (see figure 2) 4. Wrap the open end of the double-loop tightly around Barbie s feet, as shown. (see figure 3) Figure 1 Figure 2 Figure 3 Barbie Bungee Student Page 1
9 Barbie Bungee 5. Hold Barbie upside down with her feet at the top of the tape measure. 6. Hold the rubber band at the top of the tape measure, and simply let Barbie drop from the headdown position. (see figure 4) 7. This is the tricky part. You need to observe the LOWEST spot her head reaches during the bounce. The final resting spot is NOT the lowest spot. 8. You will drop Barbie three times each time you add a rubber band to get an accurate reading, and record the data on your data sheet. 9. Calculate the average distance and record on your data sheet. 10. Attach a second rubber band to the first one, again using a slip knot. (see figure 5) 11. With two rubber bands now attached, hold the end of the rubber bands at the jump line with one hand, and drop Barbie from the line with the other hand. 12. Measure the jump distance in centimeters, and record the value on your data sheet. Make sure Barbie jumps three times every time you add a rubber band. 13. Accuracy is important Barbie s life could depend on it! 14. Repeatedly attach an additional rubber band for each new jump. Measure the jump distance, and record the results in the data table. 15. When you have completed the data table, graph your results, answer the questions and complete the C.E.R. Figure 4 Figure 5 Barbie Bungee Student Page 2
10 Barbie Bungee Barbie s Mass: Barbie s Height: Number of Rubber Bands (X) Jump 1 (in cm) Jump 2 (in cm) Jump 3 (in cm) Average Distance of jump (in cm) Barbie Bungee Student Page 3
11 Barbie Bungee Barbie Bungee Student Page 4
12 Barbie Bungee 1. What is the relationship between the number of rubber bands and jump distance? 2. Based on your data, what would you predict is the maximum number of rubber bands so that Barbie could still safely jump from 300 cm? 3. If Barbie were to bungee from a height of 150 meters and reach the bottom of the jump in 3 seconds, calculate Barbie s average speed and velocity. Speed= Velocity= 4. Barbie s friends were watching her bungee jump from the bottom, name two times when they saw Barbie accelerate. 5. Describe how the Law of Inertia applies to bungee jumping. 6. What forces acted upon Barbie as she bungee jumped? Barbie Bungee Student Page 5
13 Barbie Bungee 7. When bungee jumping, where did Barbie experience potential energy? Kinetic energy? Conclusion Prompt Barbie and her friends are very fashion conscious and are very worried about answering the introduction questions from the bungee design team. Will it matter if they lie about their height or weight? Claim (answer the question) Evidence (give evidence from the lab) Reasoning (show your scientific reasoning) Barbie Bungee Student Page 6
Graphing and Extrapolating Data
Barbie Bungee Jumping Graphing and Extrapolating Data Team members have been hired to work for the Evil Knievel Entertainment Company. This company provides rock climbing, sky diving, extreme skateboarding,
Barbie Bungee Challenge
Activity B-1: Barbie Bungee Challenge Adapted from www.mathlab.com and Laying The Foundation. Barbie Bungee Challenge The consideration of cord length is very important in a bungee jump too short, and
Ball Toss. Data Pro program. 2. Make a sketch of your prediction for the velocity vs. time graph. Describe in words what this graph means.
Ball Toss Experiment 34 When a juggler tosses a ball straight upward, the ball slows down until it reaches the top of its path. The ball then speeds up on its way back down. A graph of its velocity vs.
AIMS Common Core Math Standards Alignment
AIMS Common Core Math Standards Alignment Eighth Grade The Number System (8.NS) Cluster Standard Activity To copy the files from this disc to your computer, create a new folder and drag all of the files
Date Course Name Instructor Name Student(s) Name WHERE WILL IT LAND?
Date Course Name Instructor Name Student(s) Name WHERE WILL IT LAND? You have watched a ball roll off a table and strike the floor. What determines where it will land? Could you predict where it will land?
Projectile Motion. Photogate 2 Photogate 1 Ramp and Marble. C-clamp. Figure 1
Projectile Motion Purpose Apply concepts from two-dimensional kinematics to predict the impact point of a ball in projectile motion, and compare the result with direct measurement. Introduction and Theory
Purpose of the experiment
Projectile Motion PES 116 Advanced Physics Lab I Purpose of the experiment Measure the velocity of a ball using two photogates and Logger Pro. Apply the concepts of two-dimensional kinematics to predict
Fig [1] Fig v =...[4]
![Fig [1] Fig v =...[4]](/thumbs/90/102448981.jpg "Fig [1] Fig v =...[4]")
1 (a) (i) On Fig. 3.1, draw a graph of extension against load for a spring which obeys Hooke s law. [1] extension load Fig. 3.1 (ii) State the word used to describe the energy stored in a spring that has
Preview. Two-Dimensional Motion and Vectors Section 1. Section 1 Introduction to Vectors. Section 2 Vector Operations. Section 3 Projectile Motion
Two-Dimensional Motion and Vectors Section 1 Preview Section 1 Introduction to Vectors Section 2 Vector Operations Section 3 Projectile Motion Section 4 Relative Motion Two-Dimensional Motion and Vectors
Air Resistance Lab Discovery PSI Physics Dynamics
Air Resistance Lab Discovery PSI Physics Dynamics 1 Name Date Period Description In this lab coffee filters will be used along with Pasco Capstone Figure 1.1 software to determine the value of the air
ACTIVITY FIVE-A NEWTON S SECOND LAW: THE ATWOOD MACHINE
1 ACTIVITY FIVE-A NEWTON S SECOND LAW: THE ATWOOD MACHINE PURPOSE For this experiment, the Motion Visualizer (MV) is used to capture the motion of two masses which are suspended above the ground and connected
Free Fall. Objective. Materials. Part 1: Determining Gravitational Acceleration, g
Free Fall Objective Students will work in groups to investigate free fall acceleration on the Earth. Students will measure the fundamental physical constant, g, and evaluate the dependence of free fall
Motions and Forces Collision II
Motions and Forces Collision II Discovery Question When two objects hit, is the force on one the same as the force on the other? Introduction Thinking About the Question Materials Safety Trial I: Action
SPH3U1 Lesson 12 Kinematics
SPH3U1 Lesson 12 Kinematics PROJECTILE MOTION LEARNING GOALS Students will: Describe the motion of an object thrown at arbitrary angles through the air. Describe the horizontal and vertical motions of
2015/08 Hideo Nakano PAPER TUBE ROCKET (revised)
2015/08 Hideo Nakano nh1886@yahoo.co.jp PAPER TUBE ROCKET (revised) Introduction The paper tube rocket consists of a tubular rocket body and a set of stabilizer fins. Teachers and students can print out
GRAPH MATCHING EQUIPMENT/MATERIALS
GRAPH MATCHING LAB MECH 6.COMP. From Physics with Computers, Vernier Software & Technology, 2000. Mathematics Teacher, September, 1994. INTRODUCTION One of the most effective methods of describing motion
Exploring Projectile Motion with Interactive Physics
Purpose: The purpose of this lab will is to simulate a laboratory exercise using a program known as "Interactive Physics." Such simulations are becoming increasingly common, as they allow dynamic models
(40-455) Student Launcher
611-1415 (40-455) Student Launcher Congratulations on your purchase of the Science First student launcher. You will find Science First products in almost every school in the world. We have been making
Unit 1, Lesson 1: Tiling the Plane
Unit 1, Lesson 1: Tiling the Plane Let s look at tiling patterns and think about area. 1.1: Which One Doesn t Belong: Tilings Which pattern doesn t belong? 1 1.2: More Red, Green, or Blue? m.openup.org//6-1-1-2
Getting Started with Data Collection and the TI-84 Plus Family in High School Mathematics and Science
Getting Started with Data Collection and the TI-84 Plus Family in High School Mathematics and Science 2015 Texas Instruments Incorporated Materials for Workshop Participant * *This material is for the
2.3 Projectile Motion
Figure 1 An Olympic ski jumper uses his own body as a projectile. projectile an object that moves along a two-dimensional curved trajectory in response to gravity projectile motion the motion of a projectile
LAB 02: Graph Matching
LAB 02: Graph Matching One of the most effective methods of describing motion is to plot graphs of position/displacement, velocity, and acceleration vs. time. From such a graphical representation, it is
Math Learning Center Boise State 2010, Quadratic Modeling STEM 10
Quadratic Modeling STEM 10 Today we are going to put together an understanding of the two physics equations we have been using. Distance: Height : Recall the variables: o acceleration o gravitation force
Constructing a Model of ppbv of Surface Ozone
Constructing a Model of ppbv of Surface Ozone Purpose To construct a model that will provide students with a visual representation of parts per billion by volume of surface ozone in the air Overview Students
Quadratic Functions, Part 1
Quadratic Functions, Part 1 A2.F.BF.A.1 Write a function that describes a relationship between two quantities. A2.F.BF.A.1a Determine an explicit expression, a recursive process, or steps for calculation
Lesson 17: Graphing Quadratic Functions from the Standard Form,
: Graphing Quadratic Functions from the Standard Form, Student Outcomes Students graph a variety of quadratic functions using the form 2 (standard form). Students analyze and draw conclusions about contextual
Projectile Motion. A.1. Finding the flight time from the vertical motion. The five variables for the vertical motion are:
Projectile Motion A. Finding the muzzle speed v0 The speed of the projectile as it leaves the gun can be found by firing it horizontally from a table, and measuring the horizontal range R0. On the diagram,
LAB 03: The Equations of Uniform Motion
LAB 03: The Equations of Uniform Motion This experiment uses a ramp and a low-friction cart. If you give the cart a gentle push up the ramp, the cart will roll upward, slow and stop, and then roll back
Use the slope of a graph of the cart s acceleration versus sin to determine the value of g, the acceleration due to gravity.
Name Class Date Activity P03: Acceleration on an Incline (Acceleration Sensor) Concept DataStudio ScienceWorkshop (Mac) ScienceWorkshop (Win) Linear motion P03 Acceleration.ds (See end of activity) (See
Table of Contents. Engineering Challenge II Supplemental Lessons Resources
Table of Contents Activity Overview.................................................. 3 Standards Addressed by Activity...................................... 4 Construction QuickView.............................................10
Shoe Box or Small/Medium Cereal Box Construction Paper Masking Tape
Name: Slow Marble Project Materials: Shoe Box or Small/Medium Cereal Box Construction Paper Masking Tape Objective: You will create a marble track given specific materials. A marble will enter the box
Stomp Rocket Lab Physics
Stomp Rocket Lab Physics Stomp Rockets are plastic projectiles that are launched when a bladder of air is hit or stomped with a foot. Typically the launch angle can be changed, but should be left at 90
QuickView Students vary the mass of the nose cone to investigate the effect on the rocket s range.
Teacher Instruction QuickView Students vary the mass of the nose cone to investigate the effect on the rocket s range. Standards Addressed NSTA 5-8 Students develop abilities necessary to do scientific
Graph Matching. walk back and forth in front of Motion Detector
Graph Matching Experiment 1 One of the most effective methods of describing motion is to plot graphs of distance, velocity, and acceleration vs. time. From such a graphical representation, it is possible
(40-405) Projectile Launcher
611-1410 (40-405) Projectile Launcher Replacement Parts: 24-0405 Instructions 40-030 Aluminum ball with hole 40-069 Steel ball with hole Congratulations on your purchase of a Science First product You
Visual Physics Camera Parallax Lab 1
In this experiment you will be learning how to locate the camera properly in order to identify and minimize the sources of error that are introduced by parallax and perspective. These sources of error
MAC Rev.S Learning Objectives. Learning Objectives (Cont.) Module 4 Quadratic Functions and Equations
MAC 1140 Module 4 Quadratic Functions and Equations Learning Objectives Upon completing this module, you should be able to 1. understand basic concepts about quadratic functions and their graphs.. complete
Keep On Truckin. by Nathan Cotten. Physical Science, Science as Inquiry. Grade Level. Louisiana Curriculum Framework Content Strand:
Keep On Truckin by Nathan Cotten Louisiana Curriculum Framework Content Strand: Physical Science, Science as Inquiry Grade Level 9 Objectives: The students will be able to: use a TI 83+ Graphing Calculator,
Algebra I Notes Graphs of Functions OBJECTIVES: F.IF.A.1 Understand the concept of a function and use function notation. F.IF.A.2.
OBJECTIVES: F.IF.A.1 Understand the concept of a function and use function notation. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element
EXERCISE SET 10.2 MATD 0390 DUE DATE: INSTRUCTOR
EXERCISE SET 10. STUDENT MATD 090 DUE DATE: INSTRUCTOR You have studied the method known as "completing the square" to solve quadratic equations. Another use for this method is in transforming the equation
9.2. Formulas for Volume. Are You Ready? Lesson Opener Making Connections. Resources. Essential Question. Texas Essential Knowledge and Skills
9.2 Formulas for Volume? Essential Question How can you use formulas to find the volume of rectangular prisms? How can you use formulas to find the volume of rectangular prisms? Lesson Opener Making Connections
Learning Objectives. Math Prerequisites. Technology Prerequisites. Materials. Math Objectives. Technology Objectives
Learning Objectives Parametric Functions Lesson 2: Dude, Where s My Football? Level: Algebra 2 Time required: 60 minutes Many students expect a falling object graph to look just like the path of the falling
Name 13-6A. 1. Which is the volume of the solid? 2. What is the volume of the solid? A 72 cm 3 B 432 cm 3 C 672 cm 3 D 864 cm 3
. Which is the volume of the solid? Quick Check. What is the volume of the solid? 8 in. 9 in. 8 in. A 96 in B 9 in C 0 in D 6 in 8 in. A 7 B C 67 D 86. Writing to Explain Carlos is an architect. He wants
Lab 3: Acceleration of Gravity
Lab 3: Acceleration of Gravity The objective of this lab exercise is to measure a value for g, the acceleration due to gravity for an object in freefall. For Lab 1 and Lab 2 we used data, from a fictional
Zero Launch Angle. since θ=0, then v oy =0 and v ox = v o. The time required to reach the water. independent of v o!!
Zero Launch Angle y h since θ=0, then v oy =0 and v ox = v o and based on our coordinate system we have x o =0, y o =h x The time required to reach the water independent of v o!! 1 2 Combining Eliminating
Measuring in Pixels with Scratch
In the Primary division, a big mathematical idea is understanding how to measure correctly, using both non standard and standardized measurements. Many students struggle with measuring because they fail
Similarity - Using Mirrors to Find Heights
Similarity - Using Mirrors to Find Heights AUTHOR(S): DANA SHAMIR TEACH # 2 MENTOR: NANNETTE STRICKLAND DATE TO BE TAUGHT: 11/29/2007 LENGTH OF LESSON: 45 MINUTES GRADE LEVEL: 8 SOURCE OF THE LESSON: Connecting
2 Ranking Task: complete this section and submit it to your instructor before you begin the lab.
Experiment 2 Ranking Task: complete this section and submit it to your instructor before you begin the lab. The position vs. time graph below was made by a moving object. During certain times, the object
Laboratory One Distance and Time
Laboratory One Distance and Time Student Laboratory Description Distance and Time I. Background When an object is propelled upwards, its distance above the ground as a function of time is described by
Graphical Analysis of Kinematics
Physics Topics Graphical Analysis of Kinematics If necessary, review the following topics and relevant textbook sections from Serway / Jewett Physics for Scientists and Engineers, 9th Ed. Velocity and
Position vs Time Graphs *
OpenStax-CNX module: m54110 1 Position vs Time Graphs * OpenStax HS Physics This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 4.0 1 : By the end of this
TOPOGRAPHY - a LIDAR Simulation
Title TOPOGRAPHY - a LIDAR Simulation Grade Level(s): 9-12 Estimated Time: 1.5 hours Discussion of Technology: Appendix A Construction Details: Appendix B MSDE Indicator(s) Goal 1: Skills and Processes
One Dimensional Motion (Part I and Part II)
One Dimensional Motion (Part I and Part II) Purpose:To understand the relationship between displacement (position), motion (velocity), and change in motion (acceleration). Topics of PART I and PART II:
Unit 6 Quadratic Functions
Unit 6 Quadratic Functions 12.1 & 12.2 Introduction to Quadratic Functions What is A Quadratic Function? How do I tell if a Function is Quadratic? From a Graph The shape of a quadratic function is called
6.3 Creating and Comparing Quadratics
6.3 Creating and Comparing Quadratics Just like with exponentials and linear functions, to be able to compare quadratics, we ll need to be able to create equation forms of the quadratic functions. Let
Lesson 1: Analyzing Quadratic Functions
UNIT QUADRATIC FUNCTIONS AND MODELING Lesson 1: Analyzing Quadratic Functions Common Core State Standards F IF.7 F IF.8 Essential Questions Graph functions expressed symbolically and show key features
Shapes & Transformations and Angles & Measurements Spatial Visualization and Reflections a.) b.) c.) d.) a.) b.) c.)
Chapters 1 & 2 Team Number Name Shapes & Transformations and Angles & Measurements 1.2.1 Spatial Visualization and Reflections 1-47. d.) 1-48. 1-49. 1-50. 1-51. d.) 1-52. On the axes at right, graph the
Rocket Activity Pop! Rockets
Rocket Activity Pop! Rockets Objective Students design, construct, and launch paper rockets. Description A rocket with a triangular cross section is made from three rocket-shaped strips of card-stock paper
15.1 Understanding Geometric
Name Class Date 15.1 Understanding Geometric Sequences Essential Question: How are the terms of a geometric sequence related? Resource Locker Explore 1 Exploring Growth Patterns of Geometric Sequences
Using Technology to Make Connections in Algebra
Using Technology to Make Connections in Algebra Richard Parr rparr@rice.edu Rice University School Mathematics Project http://rusmp.rice.edu All On The Line Alg1Week17_Systems.tns Name Class Problem 1
Physics 2374 Lab 2: Graph Matching
Physics 2374 Lab 2: Graph Matching 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
Physics 1050 Experiment 2. Acceleration Due to Gravity
Acceleration Due to Gravity Prelab uestions! These questions need to be completed before entering the lab. Show all workings. Prelab 1: For a falling ball which bounces, draw the expected shape of the
Optics: Laser Light Show Student Advanced Version
Optics: Laser Light Show Student Advanced Version In this lab, you will explore the behavior of light. You will observe reflection and refraction of a laser beam in jello, and use a diffraction pattern
MAFS Algebra 1. Quadratic Functions. Day 17 - Student Packet
MAFS Algebra 1 Quadratic Functions Day 17 - Student Packet Day 17: Quadratic Functions MAFS.912.F-IF.3.7a, MAFS.912.F-IF.3.8a I CAN graph a quadratic function using key features identify and interpret
Unit 2: Functions and Graphs
AMHS Precalculus - Unit 16 Unit : Functions and Graphs Functions A function is a rule that assigns each element in the domain to exactly one element in the range. The domain is the set of all possible
Here is Instructions on reading your METRIC ruler!
Name Hr Length Lab Using a metric ruler or meter stick, find the length of all the items in both centimeters, and millimeters. Make sure to include the UNITS on all your answers or they will be wrong!
PROJECTILE MOTION PURPOSE
PURPOSE The purpose of this experiment is to study the motion of an object in two dimensions. The motion of the projectile is analyzed using Newton's laws of motion. During the motion of the projectile,
Since a projectile moves in 2-dimensions, it therefore has 2 components just like a resultant vector: Horizontal Vertical
Since a projectile moves in 2-dimensions, it therefore has 2 components just like a resultant vector: Horizontal Vertical With no gravity the projectile would follow the straight-line path (dashed line).
Name. Beaumont Middle School 8th Grade, Advanced Algebra I. A = l w P = 2 l + 2w
1 Name Beaumont Middle School 8th Grade, 2015-2016 Advanced Algebra I A = l w P = 2 l + 2w Graphing Quadratic Functions, Using the Zeroes (x-intercepts) EXAMPLES 1) y = x 2 9 2 a) Standard Form: b) a =,
2.1 Motion in Two Dimensions A Scale Diagram Approach
Figure The motion of these cyclists is two-dimensional in the plane of the road. carr LInK aval offi cers use gyroscopic compasses and satellite navigation to navigate Canada s naval fl eet. However, every
Algebra and Geometry Institute Summer 2006 Faculty Name: Maxine Williams School: Bell Elementary / Boyle, Ms Grade Level: 4 VOLUME OF A CUBE
Algebra and Geometry Institute Summer 2006 Faculty Name: Maxine Williams School: Bell Elementary / Boyle, Ms Grade Level: 4 VOLUME OF A CUBE Teaching Objective(s) Finding the volume of a cube and identifying
Overview: Students explore how they can use to communicate with real people within their schools, families, and communities.
Sending Email LESSON PLAN Essential Question: How do you connect with others through email? Learning Overview and Objectives Overview: Students explore how they can use email to communicate with real people
Take a while to familiarize yourself with the probe. When collecting, the small LED light is on and the unit makes a soft clicking sound.
Graphs made using a motion detector can be used to study motion. A motion detector measures the distance to the nearest object in front of it by emitting and receiving pulses of ultrasound. This data is
We ve defined vectors as quantities that have a magnitude and a direction Displacement, velocity, and acceleration Represent by an arrow whose length
We ve defined vectors as quantities that have a magnitude and a direction Displacement, velocity, and acceleration Represent by an arrow whose length represents magnitude and head represents direction
Lesson 3.1 Vertices and Intercepts. Important Features of Parabolas
Lesson 3.1 Vertices and Intercepts Name: _ Learning Objective: Students will be able to identify the vertex and intercepts of a parabola from its equation. CCSS.MATH.CONTENT.HSF.IF.C.7.A Graph linear and
Name Class Date. Activity P37: Time of Flight versus Initial Speed (Photogate)
Name Class Date Activity P37: Time of Flight versus Initial Speed (Photogate) Concept DataStudio ScienceWorkshop (Mac) ScienceWorkshop (Win) Projectile motion P37 Time of Flight.DS P08 Time of Flight P08_TOF.SWS
Graphical Analysis of Kinematics
Physics Topics Graphical Analysis of Kinematics If necessary, review the following topics and relevant textbook sections from Serway / Jewett Physics for Scientists and Engineers, 9th Ed. Velocity and
WHAT ARE THE PARTS OF A QUADRATIC?
4.1 Introduction to Quadratics and their Graphs Standard Form of a Quadratic: y ax bx c or f x ax bx c. ex. y x. Every function/graph in the Quadratic family originates from the parent function: While
An object in 3D space
An object in 3D space An object's viewpoint Every Alice object has a viewpoint. The viewpoint of an object is determined by: The position of the object in 3D space. The orientation of the object relative
Roller Coaster Lab. Teachers Initial (good plan). Now, you can get your material.
Roller Coaster Lab Objective: 1) Make a WORKING Roller Coaster out of the materials below. They key is that the marble stays in the track (tubing). You will also try to catch the marble at the end of the
Graph Matching. LabQuest App OBJECTIVES MATERIALS
Graph Matching LabQuest 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
Activity A 1-D Free-Fall with v i = 0
Physics 151 Practical 3 Python Programming Freefall Kinematics Department of Physics 60 St. George St. NOTE: Today's activities must be done in teams of one or two. There are now twice as many computers
Volume of Triangular Prisms and Pyramids. ESSENTIAL QUESTION How do you find the volume of a triangular prism or a triangular pyramid?
? LESSON 10.2 ESSENTIAL QUESTION How do you find the volume of a triangular prism or a triangular pyramid? Finding the Volume of a Triangular Prism The volume V of a prism is the area of its base B times
20/06/ Projectile Motion. 3-7 Projectile Motion. 3-7 Projectile Motion. 3-7 Projectile Motion
3-7 A projectile is an object moving in two dimensions under the influence of Earth's gravity; its path is a parabola. 3-7 It can be understood by analyzing the horizontal and vertical motions separately.
Name: Period: 2018 Geometry Spring Final Exam Review
2018 Geometry Spring Final Exam Review 1. Find the number of lunch combinations that can be created if you order a soup, sandwich, drink and dessert. There are 4 soup choices, 5 sandwich choices, 3 drink
225L Acceleration of Gravity and Measurement Statistics
225L Acceleration of Gravity and Measurement Statistics Introduction: The most important and readily available source of acceleration has been gravity, and in particular, free fall. One of the problems
Y36MVR Second Life inclined plane
Y36MVR Second Life inclined plane Ondřej Bartas, Petr Minařík, Radek Okrajek - Wednesday, 11:00 License: GNU LGPL http://www.gnu.org/licenses/lgpl-3.0.txt Inclined plane The inclined plane is one of the
Measurement Lab. In this lab investigation, you will use instruments to measure the following properties: Length Mass Volume Area
Name Period Lab# Measurement Lab Observation is a very important process in science, but observation is limited to the 5 human senses. Therefore instruments have been invented and developed to extend our
Translations, Reflections, and Rotations
Translations, Reflections, and Rotations This photo shows a classic optical illusion called the Necker Cube. It's an example of an impossible object. Optical illusions are often helpful to scientists who
Quadratics and Their Graphs
Quadratics and Their Graphs Graph each quadratic equation to determine its vertex and x-intercepts. Determine if the vertex is a maximum or minimum value. y = 0.3x + 3x 1 vertex maximum or minimum (circle
Investigating Force and Acceleration with an Action Man Bungee Jumper
Investigating Force and Acceleration with an Action Man Bungee Jumper Introduction Figure 1 Beginning the fall (Photograph courtesy Glyn Jones, York College) Bungee jumping as we know it today started
Stunt Car Lab P4-1340
WWW.ARBORSCI.COM Stunt Car Lab P4-1340 BACKGROUND: Create an exciting indoor projectile investigation with this complete lab, inspired by the movie Speed. Calculate the bus s landing spot, and then test
Covering & Surrounding
Covering & Surrounding Two-Dimensional Measurement and Three-Dimensional Measurement Name: Hour: Table of Contents Investigation 1 Investigation 1.1 page 3 Investigation 1.2 page 7 Investigation 1.3 page
Name: Algebra. Unit 8. Quadratic. Functions
Name: Algebra Unit 8 Quadratic Functions Quadratic Function Characteristics of the Graph: Maximum Minimum Parent Function Equation: Vertex How many solutions can there be? They mean what? What does a do?
4.5 Conservative Forces
4 CONSERVATION LAWS 4.5 Conservative Forces Name: 4.5 Conservative Forces In the last activity, you looked at the case of a block sliding down a curved plane, and determined the work done by gravity as
Two-Dimensional Motion
Two-Dimensional Motion Objects don't always move in a straight line. When an object moves in two dimensions, we must look at vector components. The most common kind of two dimensional motion you will encounter
ASSIGNMENT BETA COVER SHEET
Question Done Backpack Ready for test ASSIGNMENT BETA COVER SHEET Name Teacher Topic Teacher/student comment Drill A indices Drill B tangents Drill C differentiation Drill D normals Drill E gradient Section
Lab 4 Projectile Motion
b Lab 4 Projectile Motion What You Need To Know: x = x v = v v o ox = v + v ox ox + at 1 t + at + a x FIGURE 1 Linear Motion Equations The Physics So far in lab you ve dealt with an object moving horizontally
Georgia Online Formative Assessment Resource (GOFAR) AG Algebra Functions Domain
AG Algebra Functions Domain Name: Date: Copyright 2014 by Georgia Department of Education. Items shall not be used in a third party system or displayed publicly. Page: (1 of 21 ) 1. Which is equivalent
Geometry. Dilations. Talk About It. More Ideas. Formative Assessment
5 Objective Common Core State Standards Dilations A dilation is a transformation that produces an image that is the same shape as the original but of a different size. Dilations with a greater than 1 produce