Science Study Guide: Term I
Use the information in your notebook, information from the labs, information found on the webpage and anything else you feel necessary to achieve an “Excellent” in all the indicators.
·Memorize and review the Pirate Ship example to show you understand the physics of the increase or decrease of potential and kinetic energy, Laws of motion, Law of Conservation, acceleration, Free Fall, mass, swings, bob, etc…
·Define the concepts above using your own words and using examples from information in your notebooks, labs, webpage, and information you investigated
·Review the Pendulum Lab and be able to explain the conclusions in your own words (relate the information to the Third Law of Motion, Second Law of Motion, and First Law of Motion and Free Fall conclusions)
·Pick two amusement park rides we have studied this term and convince Manny these choices are the best ones by comparing and contrasting physics laws and principles (Kinetic, Potential, Laws of Motion, Law of Conservation, other information you have investigated)
·Use examples from the field trip to Salitre Mágico, examples found in nature and in real-world design about the physics of the two amusement park rides you chose above. (see chart in your notebook)
·Describe the tools or strategies you used this term to become a physicists engineer and learn about physics. (Ex: I used my agenda as a tool to…,/ I Investigated more about … because…,/ I prepared… because…)
·Review the indicators and understand what is necessary to try your best to achieve an Excellent in all the indicators
Use the information in your notebook, information from the labs, information found on the webpage and anything else you feel necessary to achieve an “Excellent” in all the indicators.
·Memorize and review the Pirate Ship example to show you understand the physics of the increase or decrease of potential and kinetic energy, Laws of motion, Law of Conservation, acceleration, Free Fall, mass, swings, bob, etc…
·Define the concepts above using your own words and using examples from information in your notebooks, labs, webpage, and information you investigated
·Review the Pendulum Lab and be able to explain the conclusions in your own words (relate the information to the Third Law of Motion, Second Law of Motion, and First Law of Motion and Free Fall conclusions)
·Pick two amusement park rides we have studied this term and convince Manny these choices are the best ones by comparing and contrasting physics laws and principles (Kinetic, Potential, Laws of Motion, Law of Conservation, other information you have investigated)
·Use examples from the field trip to Salitre Mágico, examples found in nature and in real-world design about the physics of the two amusement park rides you chose above. (see chart in your notebook)
·Describe the tools or strategies you used this term to become a physicists engineer and learn about physics. (Ex: I used my agenda as a tool to…,/ I Investigated more about … because…,/ I prepared… because…)
·Review the indicators and understand what is necessary to try your best to achieve an Excellent in all the indicators
Review the Three Laws of Motion
ACTIVITY #1
http://www.mrmont.com/games/carcollision.html
ACTIVITY #2
Bumper Cars Newton's third law of motion comes into play on the bumper cars. This law, the law of interaction, says that if one body exerts a force on a second body, the second body exerts a force equal in magnitude and opposite in direction on the first body. It's the law of action-reaction, and it helps to explain why you feel a jolt when you collide with another bumper car.
How do bumper cars work? Bumper car rides are designed so that the cars can collide without much danger to the riders. Each car has a large rubber bumper all around it, which prolongs the impact and diffuses the force of the collision. The bumper cars run on electricity, carried by a pole on the back of the car that leads up to a wire grid in the ride's ceiling. This grid carries the electricity that runs the car. Electrical energy carried to the cars from the grid is converted to kinetic energy, some of which is converted to heat.
What happens to the drivers? When bumper cars collide, the drivers feel a change in their motion and become aware of their inertia. Though the cars themselves may stop or change direction, the drivers continue in the direction they were moving before the collision. This is why it's important to wear a seat belt while driving a real car, since otherwise you could suffer injury being thrown forward in a collision. The masses of the drivers also affect the collisions. A difference in mass between two bumper car riders will mean that one rider experiences more change in motion than the other (or more of a jolt). The type of collision, velocity of the cars, and mass of the individual drivers all come into play in bumper car collisions.
ACTIVITY #3
ACTIVITY #4
If you have time, you can review the video from class.
http://youtu.be/cP0Bb3WXJ_k
*******Week 6***** (in class activity)
You will need your notebook, folder, and total concentration to complete this assignment within the time given in class. Go in order and complete all the instructions, carefully.
1) Review your notes and readings, including online activities.
2) Review your Super Shot poster.
3) Review Lab #1 and conclusions
4) Watch this video related to KE and PE http://youtu.be/T5WJoup-RD8
5) Review Lab #2 and conclusions
6) Watch this video related to the Laws of Motion http://youtu.be/XFkn37BDvTw
7) Review Lab #3 and conclusions
8) Watch the following videos and take notes if necessary http://youtu.be/4IYDb6K5UF8 and http://youtu.be/y2Gb4NIv0Xg
9) Review physics vocabulary in your notebook, and see the following link http://quizlet.com/5489192/physics-vocabulary-words-flash-cards/
10) Review Indicator CT2 Science
11) Think: Can you explain the laws and physics concepts for bumper cars and the Super Shot? If you can’t, go back and do #1 through #9 again.
12) Review indicator CT1 Science
13) Think about bumper cars and the Super Shot: How are they similar in some ways, but different in other physics ways?
14) Review CR2 Science
15) Click on the following document. Mentally determine which pictures relate to bumper cars or the Super Shot.
- In your notebook, take notes about what you observe while playing on the simulator.
- Title: Bumper Cars
- Make a 4-column chart, labeled:
- MASS and Velocity: Vehicle 1
- MASS and Velocity Vehicle 2
- Bumper Material
- Observations
http://www.mrmont.com/games/carcollision.html
- After playing on the simulator and completing your chart, answer the following questions.
- What did you learn while playing on the simulator?
- How could the bumper material affect bumper cars?
ACTIVITY #2
- In your notebook, follow the instructions. Read each paragraph carefully.
Bumper Cars Newton's third law of motion comes into play on the bumper cars. This law, the law of interaction, says that if one body exerts a force on a second body, the second body exerts a force equal in magnitude and opposite in direction on the first body. It's the law of action-reaction, and it helps to explain why you feel a jolt when you collide with another bumper car.
- 1.In your own words, explain the paragraph above in your notebook.
How do bumper cars work? Bumper car rides are designed so that the cars can collide without much danger to the riders. Each car has a large rubber bumper all around it, which prolongs the impact and diffuses the force of the collision. The bumper cars run on electricity, carried by a pole on the back of the car that leads up to a wire grid in the ride's ceiling. This grid carries the electricity that runs the car. Electrical energy carried to the cars from the grid is converted to kinetic energy, some of which is converted to heat.
- 2. Explain in your own words, why bumper cars are really not that dangerous?
- 3. Explain kinetic energy related to bumper cars.
What happens to the drivers? When bumper cars collide, the drivers feel a change in their motion and become aware of their inertia. Though the cars themselves may stop or change direction, the drivers continue in the direction they were moving before the collision. This is why it's important to wear a seat belt while driving a real car, since otherwise you could suffer injury being thrown forward in a collision. The masses of the drivers also affect the collisions. A difference in mass between two bumper car riders will mean that one rider experiences more change in motion than the other (or more of a jolt). The type of collision, velocity of the cars, and mass of the individual drivers all come into play in bumper car collisions.
- 4. The driver in a bumper car is a good example to use to explain the First Law of Motion. Explain why this is true in your own words.
ACTIVITY #3
- You will take a short 3-question quiz.
- Take notes for each question, and explain the answer in your own words.
- Draw pictures of the correct answers.
- http://www.learner.org/interactives/parkphysics/bumpercars/
ACTIVITY #4
- Watch the video, and listen carefully to the examples.
- http://youtu.be/xfkdnnWrR94
- Draw in your notebook, 3 examples of the Third Law of Motion.
If you have time, you can review the video from class.
http://youtu.be/cP0Bb3WXJ_k
*******Week 6***** (in class activity)
You will need your notebook, folder, and total concentration to complete this assignment within the time given in class. Go in order and complete all the instructions, carefully.
1) Review your notes and readings, including online activities.
2) Review your Super Shot poster.
3) Review Lab #1 and conclusions
4) Watch this video related to KE and PE http://youtu.be/T5WJoup-RD8
5) Review Lab #2 and conclusions
6) Watch this video related to the Laws of Motion http://youtu.be/XFkn37BDvTw
7) Review Lab #3 and conclusions
8) Watch the following videos and take notes if necessary http://youtu.be/4IYDb6K5UF8 and http://youtu.be/y2Gb4NIv0Xg
9) Review physics vocabulary in your notebook, and see the following link http://quizlet.com/5489192/physics-vocabulary-words-flash-cards/
10) Review Indicator CT2 Science
11) Think: Can you explain the laws and physics concepts for bumper cars and the Super Shot? If you can’t, go back and do #1 through #9 again.
12) Review indicator CT1 Science
13) Think about bumper cars and the Super Shot: How are they similar in some ways, but different in other physics ways?
14) Review CR2 Science
15) Click on the following document. Mentally determine which pictures relate to bumper cars or the Super Shot.
pictures_examples_physics.docx | |
File Size: | 513 kb |
File Type: | docx |
16) Copy the following chart in your notebook. Use two full pages horizontally.
17) Here are some ideas for you to fill in your chart. If you use this information, you must explain the idea(s) in your own words.
· Top of the ride
· Transfer of energy after collision
· Gravity
· Push
· Meteorites
· Hammer hitting a nail
· After collision sound and heat
· Energy not in motion
· Rider keeps moving forward after collision
· Acceleration of gravity
· Goalie blocking a ball
· Sky diving
· Elevators
· Airbags
· Reaction after collision
· Movement with acceleration
· Equal energy used and transferred
· Falling seed from a plant or animal
· Rocket propulsion
18) Answer the following questions in your notebook using complete sentences.
Title: Connections Bumper Cars and Super Shot _____CT1_____CT2_____CR2
· Explain two differences you discovered about the Super Shot and Bumper Cars.
· Explain two similarities you discovered about the Super Shot and Bumper Cars.
· Did you investigate more information at home during the past 5 weeks? If yes, what did you discover?
· What connections did you discover about real-life applications of physics? Explain the connection(s).
· What connections did you discover about nature and physics? Explain the connection(s).
· Top of the ride
· Transfer of energy after collision
· Gravity
· Push
· Meteorites
· Hammer hitting a nail
· After collision sound and heat
· Energy not in motion
· Rider keeps moving forward after collision
· Acceleration of gravity
· Goalie blocking a ball
· Sky diving
· Elevators
· Airbags
· Reaction after collision
· Movement with acceleration
· Equal energy used and transferred
· Falling seed from a plant or animal
· Rocket propulsion
18) Answer the following questions in your notebook using complete sentences.
Title: Connections Bumper Cars and Super Shot _____CT1_____CT2_____CR2
· Explain two differences you discovered about the Super Shot and Bumper Cars.
· Explain two similarities you discovered about the Super Shot and Bumper Cars.
· Did you investigate more information at home during the past 5 weeks? If yes, what did you discover?
· What connections did you discover about real-life applications of physics? Explain the connection(s).
· What connections did you discover about nature and physics? Explain the connection(s).
WEEK 7 (in class actvity)
Watch the videos and write your answers in your notebook.
http://youtu.be/7K4V0NvUxRg
1) In your words, explain potential energy. (words, examples, or pictures if necessary)
2) In your words, explain kinetic energy. (words, examples,or pictures if necessary)
http://youtu.be/BVxEEn3w688
3) In your own words, explain the Law of Conservation of Energy.
http://youtu.be/7K4V0NvUxRg
1) In your words, explain potential energy. (words, examples, or pictures if necessary)
2) In your words, explain kinetic energy. (words, examples,or pictures if necessary)
http://youtu.be/BVxEEn3w688
3) In your own words, explain the Law of Conservation of Energy.
Week 8 (in class activity)
Use your notes from class and the vocabulary list. Answer the questions in your science notebook. ____IM1
1) Which might be scarier, a smaller pirate ship or a larger pirate ship? Explain. *think about the mass variable
2) What would the best seat on the pirate ship, the front, the middle or the back? Explain. *think about the increase or decrease of the motion of both the kinetic and the potential energy
3) In what position would you “feel” the heaviest, position A, B, or C? Why? *refer back to the first diagram in your notebook
4) Where would you “feel” the lightest, position A, B, C? Why? *refer back to the first diagram in your notebook
5) In your notebook, draw your own pirate ship with position A, position B, and postion C. Explain in your own words the physics of a pendulum.
1) Which might be scarier, a smaller pirate ship or a larger pirate ship? Explain. *think about the mass variable
2) What would the best seat on the pirate ship, the front, the middle or the back? Explain. *think about the increase or decrease of the motion of both the kinetic and the potential energy
3) In what position would you “feel” the heaviest, position A, B, or C? Why? *refer back to the first diagram in your notebook
4) Where would you “feel” the lightest, position A, B, C? Why? *refer back to the first diagram in your notebook
5) In your notebook, draw your own pirate ship with position A, position B, and postion C. Explain in your own words the physics of a pendulum.
Week 9 (class activity)
- Reread Indicator CR2 and each performance indicator for CR2 in your notebook. Make sure you understand what is necessary for a B, S and E.
- Follow the directions carefully. ****
- ****In your science notebook, write the title "Centripetal and Centrifugal Force: The Carousel" and today's date
- Read the following text:
The Carousel
Imagine holding a ball tied to a string over your head, and you are swing it around and around. As you read the next paragraph, mentally imagine each sentence either as you ride a carousel or twirling the ball around and around above your head. Remember the string is the centripetal force acting on the ball to keep it going in a circular motion; similar to the pendulum and the bob.
(a) Centripetal means "center-seeking" and is the force that is acting on the carousel. The platform upon which the horses and people are riding is the centripetal force that keeps them traveling in a circular motion just as the string is the centripetal force for the ball.
(b)As long as the ride is moving slowly enough, the centripetal force of the platform can keep everyone and everything on board without falling off.
(c) In theory, if the carousel starts moving really fast, centrifugal force* ("center-fearing") takes over and breaks the hold the platform or the centripetal force had on the riders would decrease and the riders would fly off.
http://www.hometrainingtools.com/a/amusement-park-science/
- Part I ****In your notebook, draw and explain in your own words each section. Use the vocabulary words: centripetal force and centrifugal force.
- (a)
- (b)
- (c)
- Look at the following pictures. Based on what you read above about the carousel and the ball tied to a string, explain in your own words what is centripetal force and centrifugal force. *****Copy the pictures and explain what you understand in your own words for (d) and (e).
****Part II (d) (e)
- Read the following paragraph. Look back at pictures (d) and (e) to help you better understand.
*Centrifugal force is actually not a real force. If the centripetal force that pulls an object into the center stops working (e.g. the string breaks), then it is the object's inertia that takes over and sends the object traveling in a straight path. You can test this outside by spinning a ball around you and letting go of the string. If centrifugal force was a real force, the ball would move straight away from the center at the point where the string was let go. But it doesn't. Instead, the ball follows its path of inertia and moves in a straight path or straight line from the circular path. (Make sure you remember what is inertia. Look back at your reading about the First Law of Motion)
- ****Answer the following questions in complete sentences in your notebook.
(f) In your own words, what is centrifugal force?
(g) If the string does not break, are centrifugal and centripetal forces equal? Why? (think Law of Conservation)
- Look at the following pictures and explain which one is centripetal and which one is centrifugal. (hint: you can consider gravity as centripetal in this case)
(h) Which image displays centripetal force (k) or (L)? Why?
(i) Which image shows centrifugal force (k) or (L)? Why?
(j) Is centrifugal force a "real" force? Why?
(K) (L)
- Watch the following video.
- *****Answer the following questions based in the video in complete sentences and using your own words. (hint: the time is given next to each question to help you get to the information on the video)
(m) Why is centripetal force really the Second Law of Motion? (3:27)
(n) True or False: Centripetal and centrifugal are opposite forces. Explain why. (3:06)
(o) What example does Nick give to explain the Third Law of Motion? (3:30)
(p) What three examples does Nick give about centripetal and centrifugal forces? Be specific. (2:53)
(q) Write about two more examples for centripetal and centrifugal forces not on this webpage.
- Review Indicator CR2. Reflect and take action. Double check your work. Add more information if necessary. Aim for the Excellent.
Week 10
Your speech should include the following information.
Review indicators IM2, CT1, CT2, and especially CR1.
In class during the next few weeks, you will be creating a PowToon to present your speech. Please make sure you have your campestre email by the week of October 27th-31st.
Review indicators IM2, CT1, CT2, and especially CR1.
- a description of two amusement park rides (similar to the information you had on the poster about the super shot or free fall)
- you must compare and contrast the two amusement park rides by using physics
- use physics vocabulary, explained in your own words
- when you describe or explain the physics of the two rides, you must use examples from the labs and information you have gathered
- Explain why those rides are safe (use physics to help you explain)
- Necessary Physics Vocabulary:
- First Law of Motion (Inertia)
- Second Law of Motion
- Third Law of Motion
- Law of Conservation
- Kinetic Energy
- Potential Energy
- Centripetal Force (if it applies to the ride)
- Centrifugal Force (if it applies to the ride)
- Mass
- Velocity
In class during the next few weeks, you will be creating a PowToon to present your speech. Please make sure you have your campestre email by the week of October 27th-31st.
Week 12
Activity #1
Click on the link and make the best roller coaster.
Then, answer the questions in your notebook.
Title: Roller Coaster
http://www.funderstanding.com/educators/coaster/
Activity #2
Click on the link and create a roller coaster. Try to get two thumbs up at the end of your roller coaster.
Take notes as you complete each section.
Then answer the questions in your notebook.
http://www.learner.org/interactives/parkphysics/coaster/
Activity #3
Learn more about roller coasters. Find main ideas and write them in your notebook.
If there are interesting illustrations about roller coaster physics, copy them in your notebook.
http://science.howstuffworks.com/engineering/structural/roller-coaster3.htm
Click on the link and make the best roller coaster.
Then, answer the questions in your notebook.
Title: Roller Coaster
http://www.funderstanding.com/educators/coaster/
- What do you have to consider when designing a roller coaster?
- What did you notice about the initial or first hill?
- Compare the initial or first hill with the other hills. Explain why there is a difference.
Activity #2
Click on the link and create a roller coaster. Try to get two thumbs up at the end of your roller coaster.
Take notes as you complete each section.
Then answer the questions in your notebook.
http://www.learner.org/interactives/parkphysics/coaster/
- Why didn’t your roller coaster work?
- What did you have to do to do to get two thumbs up?
- Draw your final roller coaster in your notebook
Activity #3
Learn more about roller coasters. Find main ideas and write them in your notebook.
If there are interesting illustrations about roller coaster physics, copy them in your notebook.
http://science.howstuffworks.com/engineering/structural/roller-coaster3.htm