Friction 2/29/16 2/29Friction TB pp #1-4 3/1Friction TB p #5-8 3/2Friction TB p. 968 Read and CN Friction TB p. 970 Essential Questions HW: TB p. 968 #1-3 3/3Roller Coaster Project HW: Roller Coaster Project 3/4Roller Coaster Project

Work and Power 2/22/16 New Note Books Names in NB Title all your work with page # Weekend homework TB: p. 433 # 1 & 2, 3, 6, 8, & 9 Quiz – any

Date: 2/29Objective: I can investigate how friction is affected by weight. Bell Ringer: If takes the earth one year to orbit the sun, but is actually days for that complete orbit. How do we account for the. 25 days?

2/29 Activity Objective: I can investigate how friction is affected by weight. TB pp Investigate #1-8 What do you think? Coefficent- a number that is constant for a given substance, body, or process under certain specified conditions, serving as a measure of one of its properties: coefficient of friction.

2/29 Activity Objective: I can investigate how friction is affected by weight. Complete Investigate #1a-e TB pp in your notebook with your group Member 1 reads 1, 1a,c Member 2 reads 1b,d,e Member 3 performs the activity and observations Member 4 performs the activity and observations Everyone writes down answers- Title 2/29 TB p min

2/29 Activity Objective: I can investigate how friction is affected by weight. Complete Investigate #1a-e TB pp in your notebook with your group Answers as a class 1a.back 1b. Force of the floor- friction 1c. forward 1d. Force of the floor-friction 1e. not as much force pushing back Force of your foot

Date: 3/1Objective: I can investigate how friction is affected by weight. Bell Ringer: At which position does the boulder have the greatest 1.kinetic energy and 2.gravitational potential energy? Explain Why.

Date: 3/1Objective: I can investigate how friction is affected by weight. Bell Ringer: 1.When a net force is applied to an object, what happens to the object? 2.If that same object is moving at a constant velocity, what could be said about the all the forces acting on the object?

3/1 Activity Objective: I can investigate how friction is affected by weight. TB: p. 966 #2 as a class Weight (Newtons)Frictional force (Newtons) Ratio of friction and weight 0g 100g 200g 300g

3/1 Activity Objective: I can investigate how friction is affected by weight. TB: p. 966 #3-4 as a class Weight (Newtons)Frictional force (Newtons) Ratio of friction and weight 0g 100g 200g 300g

3/1 Activity Objective: I can investigate how friction is affected by weight. #3 measure weight in newtons of hanging box with 0g mass, 100g, 200g, 300g #4 Slide box with 0g and answer questions #5 Add 100g and slide box at constant velocity and measure the force. Then repeat with 200g, 300g 10 min

3/1 Activity Objective: I can investigate how friction is affected by weight. Complete Investigate #4-8 TB pp. 966 in your notebook with your group Member 1 reads 5, 8 Member 2 reads 4 Member 3 adds mass and read #6 Member 4 measures the force and read #7 Everyone writes down answers

3/1 Activity Objective: I can investigate how friction is affected by weight. TB: p. 966 #5 as group Weight (Newtons)Frictional force (Newtons) Ratio of friction and weight 0g 100g 200g 300g

3/1 Activity Objective: I can investigate how friction is affected by weight. TB: p. 966 #6-8 Graph data 1. Label axis 2. Number the whole axis Using the whole graph 3.Plot data 4.Create best fit line

3/1 Activity Objective: I can investigate how friction is affected by weight. Review 4b 6b 7a

3/2 Activity Objective: I can analyse how friction is affected by weight. TB: p. 966 # min Graph data 1. Label axis 2. Number the whole axis Using the whole graph 3.Plot data 4.Create best fit line 5.Answer questions #6-8 in NB (possible quiz questions)

Date: 3/2 Objective: I can analyse how friction is affected by weight In the diagram below, the letters A, B, and C represent three identical satellites and their relative distances from Earth as seen from space. 1.Which satellite would experience the strongest pull of Earth’s gravity? Why? 2.State a scientific principle that explains your answer in question 1

Weight (Newtons)Frictional Force (Newtons)Ratio of frictional force and weight 0 mass plus box = 2N.5N.5N : 3N = g mass plus box = 4N 1N 1:4 = g mass plus box = 5.5N 1.5N 1.5 :5.5 = g mass plus box = 7.2N 2 2:7.2 = g mass plus box = 9N :9 =.278

Frictional Force (N) Weight (N)

3/2 Activity Objective: I can analyse how friction is affected by weight. In your NB create a claim and evidence for our friction activity claim Evidence What is the relationshipWhat evidence supports Between weight andthe claim friction 5 min

3/2 Activity Objective: I can analyse how friction is affected by weight. claim Evidenceand Reasoning RelationEvidenceReal life example 5 min

3/3 Activity Objective: I can summarize a conclusion about the relationship between weight and friction Independently read TB p. 968 and take cornell notes answer #1-3 5 minutes

3/4 Activity Objective: I can explain friction force and the factors that affecting it. Video

The table below lists some examples of coefficients of friction. Since it is mainly engineers who use these values, most coefficients found in reference materials are related to machinery and automotive applications.

Frictional force is defined as force that opposes the motion of an object. Frictional force occurs whenever two surfaces are in contact with each other. Frictional force is in opposite direction to the moving object and it is parallel to the surface. Frictional force has direction and magnitude.

Overcoming the static friction takes a lot of force, but when the block "lifts" out of this lock-key arrangement...

Now it's easy to imagine that the friction force between two objects might be proportional to the force pushing them together — and it is. Imagine, for example, pushing a smooth block along a smooth table. Now place ten pounds of weight on the block - to squeeze the surfaces closer together. It will be harder to push because of increased friction. The atomic- level basis for this is further pressing of high points and low points of surfaces together.

3/4 Objective: I can explain friction force and the factors that affecting it. With your shoulder partner complete the essential questions on TB page 970 in your notebook

Movie question 12/22 Define normal force Draw a diagram of the forces acting on a person sitting in a chair. Define friction

Claim: Evidence: Reasoning: If we increase the weight of an object, the frictional force will increase. We added mass to a box and increase the weight on the box. As the weight of the box was increased we observed that the frictional force on the box increased. A shoebox of rocks would be more difficult to slide on the floor than an empty shoe box

Read page 968 in the text book and write cornell notes in your notebook (10 minutes)

1/16/13 Activity Objective: I can explain investigate terminal velocity. Class activity: TB p Investigate #1-3 Write answers in your notebook Title TB p. 981

Terminal Velocity

Date: 3/1 Objective: I can analyse how friction is affected by weight. Bell Ringer: Next Page

Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes. Describe the effects Zebra mussels has on the phytoplankton Population and predict The effects on the rest of the ecosystem. You May reference the Passage and graph EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes. Describe the effects Zebra mussels has on the phytoplankton Population and predict The effects on the rest of the ecosystem. You May reference the Passage and graph EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes. Describe the effects Zebra mussels has on the phytoplankton Population and predict the effects on the rest of the ecosystem. You may reference the passage and graph EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

Zebra mussels are a species native to Eastern Europe and Western Asia. They were first introduced to the United States and the Great Lakes through large cargo ships traveling overseas, and continue to spread throughout the Great Lakes by attaching to recreational boats. Zebra mussels are filter feeders, meaning they feed by drawing water into their bodies and filtering out the microscopic detritus, including plants and animals, for food. They are extraordinarily prolific as they can lay as many as a million eggs per year. As they grow and reproduce they can have a large effect on local species. They directly compete with local clams and mussels (unionidae) for food, especially phytoplankton. Phytoplankton are photosynthetic producers that are vital to the Great Lakes ecosystem. Phytoplankton provide oxygen for the Great Lakes ecosystem and provide a food source for the primary consumers in the Great Lakes Graph 2. Analyze the information from both graphs (graph 1 and graph 2) and develop a hypothesis about the effects the zebra mussel has on the unionid population. EMI 501 (24-27). Determine which simple hypothesis, prediction, or conclusion is, or is not, consistent with two or more data presentations, models, and/or pieces of information in text

Date: 3/3 Objective: I can summarize a conclusion about the relationship between weight and friction Bell Ringer: Which diagram best represents the correct reading for a spring scale being used to weigh a 200 gram mass? Why?

Date: 3/3Goal: I can work with my group to complete a roller coaster design. If you need more help: Khan Academy ce/physics Physics Classroom

Date: 3/3Goal: I can work with my group to complete a roller coaster design. Three weightlifters were 1.5, 1.7, and 2.0 meters tall respectively. All three lifters raised an identical 75- kilogram mass above their heads. Which statement is correct? a.The 1.5-m tall lifter did the most work. b.The 2.0-m tall lifter did the most work. c.The 1.7-m tall lifter did the most work. d.All three lifters did the same amount of work.

Date: 3/3 Objective: I can work together as a team to develop a roller coaster project Read Directions TB p

Date: 3/3 Objective: I can work together as a team to develop a roller coaster project Write in your NB 1.Who is the group of riders for your roller coaster? 2.What are three modification you made for you roller coaster? 3.What is the most thrilling part of your roller coaster?

Date: 3/3 Objective: I can work together as a team to develop a roller coaster project With your group, answer a Day 1 Part 1 1.Who is the group of riders for your roller coaster? 2.What are three modification you made for you roller coaster? 3.Height of first hill? 4.Statement of conservation of Energy 5.Velocity – use TB p. 366

Poster Board Roller coaster project Project responsibilities Partner #1 Roller Coaster design (with group input) Partner #2 circles three of the calculations Partner #3 circles three of the calculations Partner #4 circles three of the calculations Group: Target audience, Thrills, Description of modifications to the roller coaster. Include : mass of car, safety, GPE at top of the first hill, KE at the bottom of the first hill,

Date: 3/4 Objective: I can work together as a team to develop a roller coaster project With your group, answer a Day 2 Part 1 Each member begins his or her role. Write information on separate construction paper and copy paper and then glue or tape it to the poster board. That will allow all members to work at the same time. All work is to stay in the classroom at the end of class. Complete the poster

Roller Coaster Tall RC meters Middle RC10-20 meters Low RC5-10 meters GPE=mghmass= people + cars 1lbs =.5kg Car = 500 lbs Average adult= ?lbs

Date: 3/3 Objective: I can work together as a team to develop a roller coaster project

1 st Hill How high is the first hill? ? m

2 nd Hill Determine the height of the 2 nd hill? ?

Car mass Determine the mass of the roller coaster car and people. Why?

Work 1.30 second to the top of the 1 st hill 2.The cars are accelerating at 3m/s 2 up the 1 st hill W= F (d) How do you get the force?

Gravitational Potential Energy 1.What is the GPE at the top of the first hill? Equation? GPE = mgh

Kinetic Energy What is the KE at the bottom of the first hill? How is KE at the bottom of the first hill related to GPE at the top of the first hill? KE bottom =GPE top

Velocity What is the velocity at the bottom of the first hill? What do we know so far? Textbook page ?

Velocity KE bottom =GPE top 1/2 mV 2 (Bottom) = mgh(top) Cancel out mass Arrange to solve for V V 2 =2gh Velocity at the bottom

Design Update your roller coaster design. ?m ?m/s

Roller Coaster Project Presentation Checklist The final presentation needs to include: Top and side view drawings Appropriate calculations of GPE, KE, velocity, and acceleration Written report of physics concepts used in the design of the roller coaster Groups will have 3 minutes to present

Poster board ?m ?m/s Coaster Name Audience and ModificationsCalculations -energy transfer -velocity -Points of acceleration Explain the roller coaster and its thrills Safety Friction and air resistance Add pictures and color Through out

3/3 Objective: I can explain friction force and the factors that affecting it. Roller Coaster Project Gallery Walk Grading group grades the presentation using the rubric. Member 1 grades#1-4, member 2 grades #5-8,and member 3 grades #9-13. Graded rubric stays with the poster 1.Identifies the audience riders and modifications for the riders 2.Top view drawings with measurement labeled 3.Side view drawings with measurement labeled 4.Design elements Included:1 st hill, 2 nd hill, a vertical loop, and a horizontal turn. 5.Explains and shows calculations work done by the motor to bring the coaster to the top of the first hill. 6.Explains and shows total gravitational energy at the top of the first hill. 7.Explains and shows power expended by the motor. 8.Explains and shows calculations PE, KE, and ME at ¾ the way down the first hill 9.Explains and shows calculations PE, KE, and ME top of the second hill 10.Explains and shows velocity at the bottom of the 1 st hill 11.Explains and shows calculations for centripetal force at the top of the vertical loop 12.Describes how GPE and KE would be affected if the roller coaster were on the moon rather than on Earth. 13.Identify 3 areas where riders experience the most thrills