physics schedule 10/27/14 10/27gpe and ke tb p 365-367 tbp 370 #1-6 10/28gpe and ke tb. wb p. 49-50...
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Physics schedule 10/27/1410/27 GPE and KE TB p 365-367 TBp 370 #1-610/28 GPE and KE TB. WB p. 49-50 and video GPE KE
10/29 EPAS / 5th and 6th Science Fair Work
10/30 Graphing Motion Activity TB: pg. 35 HW: TB pg. 41-43 read and take cornell notes
10/31 Motion Graphs WB: pg. 47-48
Bell ringer: 1. At what point in the swing of the 200kg wrecking ball should the ball make contact with the wall to make a collision with the greatest kinetic energy? 2. What is the GPE at point 4 if the ball is 5 meters off the ground?
Date: 10/27 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate
information into a table, graph, or diagram
Background check comments on turnitin and make adjustments
Date: 10/27 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate
information into a table, graph, or diagram
With your shoulder partner complete TB p. 370 #1-6
10 min
Date: 10/27 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate
information into a table, graph, or diagram
With your shoulder partner complete TB p. 370 #1-6
Class discussion
ME = KE + GPE
Date: 10/27 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate
information into a table, graph, or diagram
Bell ringer: Fill in the a chart based on the pendulum’s positions.mass of bob=.4kg height at #1=.24m
Date: 10/28 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate
information into a table, graph, or diagram
Position of bob Height (m) GPE (J) =mgh KE (J)=1/2 mv2 GPE + KE (J)
1 .24m
2 .12m
3 0 m
GPE and KE TB. WB p. 49-50
ME = KE + GPE
Date: 10/28 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate
information into a table, graph, or diagram
Video GPE KE
Date: 10/28 Goal: I can understand how energy transfers between GPE and KE on a roller coaster. CCRS: Interpretation of Data (IOD)20-23 Translate
information into a table, graph, or diagram
Bell Ringer: Which ball will have the greatest velocity at the bottom of the ramp, if they all start at the
same height? Why?
Date: 9/20 Goal: I can understand how height affects velocity in terms of energy
A B C DAll the same
Open your notebook to CN from TB p. 362
Date: 9/20 Goal: I can understand how height affects velocity in terms of energy
A B C DAll the same
Quiz
Date: 9/20 Goal: I can understand how height affects velocity in terms of energy
A B C DAll the same
Distance stays the same and height changes
Title: 10/7-8 Homework: In your notebook, write a summary of the
relationship between speed at the bottom of a ramp and both height and distance of the ramp. Based on the results from your activity. Did the height or distance change have a greater effect on the speed at the
bottom of the ramp? (5-10 sentences) This is on the weekly schedule on Mr. Stoll’s
web page
10/9 xXx Movie Calculation
Vin Deisel is trying to catch a jet boat to dismantle a bomb. He has to drive his GTO 50 miles to catch the
boat. The boat is traveling 10 miles up river at a velocity of 40 mile per hour.
1.How do you calculate the average velocity at which 50miles 10miles
the GTO must travel? 40mi./h
2. Is this possible in real life? Why or Why not?
Date: 10/29 Goal: I can graph motion and can understand the relationship between distance and time.
Bell Ringer: Below are two balls with the same mass. Ball 1start at a height of 3m and ball 2 starts at a height of 2m. Bothballs roll down the incline. Based on your results of the inclineactivity and pendulum activity, which ball will have the greatervelocity at the bottom of the incline? Explain why
Date: 10/1 Goal: I can graph motion and can understand the relationship between distance and time.
With your group of 4 perform the activity TB p. 35 #4-8 anddraw and answer the questions in your NB. All group member will write answers in their NB
RolesPerson 1 performs the activity Person 2 operates the GLX Person 3 read the directionPerson 4 writes results and check
Front of Class
Today’s activityTB p 35 complete the following questions and
activities in your notebookTitle TB p. 35 10/1#4 a-e#5a-b#6a-b#7a-d#8a-f
Date: 10/3 Goal: I can graph motion and can understand the relationship between distance and time.
Bell Ringer: 1.Draw a distance vs time graph of a ball rolling across a table away from you at a constant speed. 2.Draw a distance vs time graph of a ball at rest on a table.
d
t
d
t
10/3 Today’s activity
Independently read TB p.41-43 Model III and take cornell notes
10 minutes
10/3 Today’s activity
With your partner answer #6 on TB p. 501. Partner 1 does a and Partner 2 does bThen you share your results2. Partner 1 does c and Partner 2 does dThen you share your results.
10/3 Today’s activity
Independently read TB. 37-39 and take cornell Notes.
10 minutes
10/3 Today’s activity
With your partner answer #7 on TB p. 501. Partner 1 does a and Partner 2 does bThen you share your results2. Both work on c.
Date: 10/4 Goal: I can describe the motion in each graphBell Ringer: Describe the motion in each graph
1 2
34
10/26/12
Workbook p 49- 50 pair share