MYP Physics 11/14/16 11/14 Science Fair Rubric Evaluation MYP Criterion Posters HW: Start SF-Data Analysis and Abstract 11/15 Q1 Exam Post Review and Written Response review 11/16 Gravitational Potential Energy and Kinetic Energy TB p. 360 Part A 11/17 GPE TB p. 362 part B in your NB 11/18 GPE TB p. 363-367 CN 11/20 SF-Data Analysis and Abstract due to Turnitin

MYP Physics 11/14/16 updated 11/14 Science Fair Rubric Evaluation HW: Start SF-Data Analysis and Abstract 11/15 SF- Evaluation 11/16 Q1 Exam Post Review and Written Response review 11/17 MYP Criterion Posters/ Learner Profile Posters 11/18 Quiz- Graphing Motion 11/20 SF-Data Analysis and Abstract due to Turnitin

Date: 11/14 Goal: I can reflect on my application of the MYP Science Criterion Bell ringer: 1. Draw a distance time graph of a roller coaster coasting away from you down a hill and then coasting up another hills 2. Draw a velocity time graph of a roller coaster coasting away from you down a hill and then coasting up another hills

2nd Period Front of Class door Wi ndows

3rd Period Front of Class door Wi ndows

7th Period Front of Class door Wi ndows

Animal and Human Endorsement for Science Fair

Data Analysis and Abstract due 11/20 Check Report template

Develop poster for each criterion Processing and evaluating Poster of questions Poster of hypothesis

Objective B: Inquiring and Designing

Objective B:

ii. outline a testable hypothesis and explain it using scientific reasoning

i. describe a problem or question to be tested by a scientific investigation

iii. describe how to manipulate the variables, and describe how data will be collected

iv. design scientific investigations.

Objective C:

Processing and Evaluating

i. present collected and transformed data

ii. interpret data and describe results using scientific reasoning

iii. discuss the validity of a hypothesis based on the outcome of the scientific

Investigation iv. discuss the validity of the method

v. describe improvements or extensions to the method.

Objective B: Inquiring and Designing i. describe a problem or question to be tested by a scientific investigation ii. outline a testable hypothesis and explain it using scientific reasoning iii. describe how to manipulate the variables, and describe how data will be collected iv. design scientific investigations. Write out your information for i, ii, iii, iv

Objective C: Processing and Evaluating i. present collected and transformed data ii. interpret data and describe results using scientific reasoning iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation iv. discuss the validity of the method v. describe improvements or extensions to the method.

Date: 10/19 Goal: I can reflect on my application of the MYP Science Criterion Bell ringer: A snail starts at the center and moves 2 cm south , then moves 4 cm west, and finally moves 9 cm north. What is the magnitude and direction resultant displacement the snail moved ? Create a head to tail design ( like pirate’s map) of the vectors above.

Date: 11/15 Goal: I can reflect on my application of the MYP Science Criterion Bell ringer: Below is the velocity time graph of a car’s movement that you are watching. Describe the motion you are watching. There are seven separate motions with particular directions. Increasing, decreasing, towards you or away

Date: 11/15 Goal: I can reflect on my application of the MYP Science Criterion Grab a computer Pull up your Science Fair Report Read the Science Fair Rubric

Date: 11/15 Goal: I can reflect on my application of the MYP Science Criterion Grab a computer Pull up your Science Fair Report Review the Science Fair Rubric Grade the Science Fair Project in front of you On the back, explain improvements on all scores below 8

Pull up your Science Fair Report Read the Science Fair Rubric Date: 11/15 Goal: I can reflect on my application of the MYP Science Criterion Grab a computer Pull up your Science Fair Report Read the Science Fair Rubric In your notebook score your report #1-5 Title: 11/15 My report score score Improvement Ex: 1. Scientific Question 6 Need to describe my quest 2. Hypothesis 7 need sci. reason 3. Variables and Data 5 need to describe how I manipulated the variables

Date: 11/15 Goal: I can reflect on my application of the MYP Science Criterion In your notebook score your report Title: 11/15 My report score score Improvement Ex: 1. Scientific Question 6 Need to describe my quest 2. Hypothesis 7 need sci. reason 3. Variables and Data 5 need to describe how I manipulated the variables If you finish your grading, work on the Abstract and Data Analysis

Date: 11/16 Goal: I can reflect on my understanding of the Q1 exam Bell Ringer: Draw a velocity time graph of a basketball you dropped away from you on the court and allowed to bounce up and down two times undisturbed.

Date: 11/16 Goal: I can reflect on understanding of the Q1 exam On a separate piece of paper, correct the questions below. Write the question number and explain why the answer you are choosing is correct Correct these questions 2, 3, 8, 10, 16, 17, 20, 21, 24, 25, 26

Date: 11/16 Goal: I can reflect on understanding of the Q1 exam Grade the written response Write minus points next to wrong answers Circle question where you are uncertain

Sketch the displacement-time, velocity-time, and acceleration-time graphs for each of the following scenarios. (Be prepared to explain your sketches.) a)  An elevator that ascends from the lobby to the 36th floor, stops, descends to the 27th floor, stops, and returns to the lobby. b)  A basketball is dropped on the court and allowed to bounce up and down several times undisturbed. c)  A car on a test track performing a zero-to-sixty acceleration test. (This acceleration will not be uniform.) d)  A race between a tortoise and a hare that unfolds just like the fable of the same name. (An acceleration-time graph is not necessary for this particular problem.) e)  Two cars are adjacent to each other on a four-lane highway. The first car accelerates uniformly from rest the moment the light changes to green. The second car approaches the intersection already moving and is beside the first car at the instant the light changes. It then continues driving with a constant velocity. f)  Traffic lights on some streets are timed to facilitate traffic flow at a certain speed. Goofus and Gallant are on this kind of street. When the light changes Goofus hammers the accelerator until he exceeds the speed limit. He arrives at the first light which is still red and stops. Gallant accelerates at a reasonable rate and never exceeds the speed limit. The second light turns green at just the right instant so that he never needs to brake at an intersection. Goofus and Gallant continue driving this way for three lights.

Date: 11/17 Goal: I can reflect on the MYP Learner profile Date: 11/17 Goal: I can reflect on the MYP Learner profile. Bell Ringer: Graph a distance time graph of an elevator that ascends from the lobby to the 36th floor, stops, descends to the 27th floor, stops, and returns to the lobby. You are watching from the lobby. Label the graph ascending, stop, 27th floor, 36th floor, lobby, descending

MYP Physics 11/14/16 updated 11/14 Science Fair Rubric Evaluation HW: Start SF-Data Analysis and Abstract 11/15 SF- Evaluation 11/16 Q1 Exam Post Review and Written Response review 11/17 MYP Criterion Posters/ Learner Profile Posters 11/18 Quiz- Graphing Motion 11/20 SF-Data Analysis and Abstract due to Turnitin

Date: 11/17 Goal: I can reflect on the MYP Learner profile Date: 11/17 Goal: I can reflect on the MYP Learner profile. Create your MYP Learner Profile Poster Choose an MYP learner profile characteristic that you have exemplified or have been developing this year

Date: 11/17 Goal: I can reflect on the MYP Learner profile Date: 11/17 Goal: I can reflect on the MYP Learner profile. Create your MYP Learner Profile Poster Choose an MYP learner profile characteristic that you have exemplify or have been developing this year Write the characteristic large Describe the characteristic or how you have demonstrated the characteristic. Draw an image that portrays the characteristic or you demonstration of the characteristic

Date: 11/17 Goal: I can reflect on the MYP Learner profile. TB p Date: 11/17 Goal: I can reflect on the MYP Learner profile. TB p. 55 #8 TB p. 69 #11 and #12 review

Date: 11/17 Goal: I can reflect on the MYP Learner profile Date: 11/17 Goal: I can reflect on the MYP Learner profile. Quiz tomorrow Construct graphs of motion d-t and v-t Interpret d-t and v-t graphs Calculate speed, distance, and time using the equation for average speed Vector vs scalar TB p. 55 #8 TB p. 69 #11 and 12 review

Date: 11/18 Goal: I can reflect on the MYP Learner profile Date: 11/18 Goal: I can reflect on the MYP Learner profile. Bell Ringer: Draw a distance time and a velocity time graph of a girl on a bike coasting down a hill towards you

Date: 11/18 Goal: I can reflect on the MYP Learner profile Date: 11/18 Goal: I can reflect on the MYP Learner profile. Complete your learner profile Science Fair- work on Abstract and Data Analysis Do not talk or disrupt the class

Date: 11/16 Goal: I can investigate the relationship between speed at the bottom of a hill and height and distance of the ramp. Bell Ringer:   What are three ways to describe acceleration?   2. A person runs 2.0 m/s [N] then 4.0 m/s [S]. Draw the vectors and calculate the resultant displacement vector. (Draw and show work

Date: 11/16 Goal: I can understand vectors and how to calculate resultant vectors Video –acceleration/velocity

Date: 11/16 Goal: I can investigate the relationship between speed at the bottom of a hill and height and distance of the ramp. Read “What do you think” in textbook page 360. Explain why?

Date: 11/16 Goal: I can investigate the relationship between speed at the bottom of a hill and height and distance of the ramp. Read investigate part A as a class 2a. Height is constant 20 cm and distance changes 2b Distance is constant 40cm and height changes

Date: 11/16 Goal: I can investigate the relationship between speed at the bottom of a hill and height and distance of the ramp. Create a graph in your notebook Height constant 20CM Distance velocity Distance constant 40CM Height velocity

Date: 11/16 Goal: I can investigate the relationship between speed at the bottom of a hill and height and distance of the ramp. Create a graph in your notebook Person 1 measurements Person 2 velocimeter Person 3 starts and stop ball Person 4 changes height and distance

Date: 11/17 Goal: I can investigate the relationship between speed at the bottom of a hill and height and distance of the ramp. Bell Ringer:   What are three ways to describe acceleration?   2. A person runs 2.0 m/s [N] then 4.0 m/s [S]. Draw the vectors and calculate the resultant displacement vector. (Draw and show work

Date: 11/17 Goal: I can investigate the relationship between speed at the bottom of a hill and height and distance of the ramp. Create a graph in your notebook Person 1 measurements Person 2 velocimeter Person 3 starts and stop ball Person 4 changes height and distance Complete the tables from yesterday TB p 360 With your group, complete #3-4c on page 362

Results Height Speed 1 2 3 Question #2a Height 20cm=.2m Distance Speed Question #2b Distance 40cm=.4m Height Speed 1 2 3

What affects speed? Question#2a Height 30cm=.3m Distance Velocity 3.64km/h 2 25cm 3.75km/h 3 60cm 3.59km/h Question #2b Distance 40cm=.4m Height Velocity 1 14cm 3.19km/h 2 17cm 4.96km/h 3 22cm 5.65km/h Answer in you Notebook: What created a greater increase in speed ?

Date: 11/18 Goal: I can understand how height affects velocity in terms of energy Bell ringer: 1. Based on the data collected in Table 1, Which of the following velocities would you predict to be at the distance of 75cm? 2.34km/h b. 3.67Km/h 4.24 km/h d. 5.45 km/h 2. What is the relationship between height and velocity In table 2 Table 1 Height 30cm=.3m Distance Velocity 1 90cm 3.64km/h 2 25cm 3.75km/h 3 60cm 3.59km/h Table 2 Distance 40cm=.4m Height Velocity 1 14cm 3.19km/h 2 17cm 4.96km/h 3 22cm 5.65km/h

Date: 11/18 Goal: I can understand how height affects velocity in terms of energy 1. Complete #3-4c on page 362 Independently read textbook page 363-365 and take Cornell notes in your NB Topic Title : TB p. 363 Physics talk 10 min

Date: 11/18 Goal: I can review linear motion problem solving Bell Ringer: Given the following equivalents, how many meters are 131.0 inches? 1000 mm = 1 m 12.0 inches = 1.0 foot 3.28 feet = 1.0 m

Date: 11/18 Goal: I can review linear motion problem solving Independently complete WB p. 29-30 10 min

Date: 11/18 Goal: I can review linear motion problem solving With your partner complete WB p. 29-30

Potential Energy Potential energy (PE) = stored energy of position possessed by an object Examples: The ball of a demolition machine A stretched bow Coconuts in a tree There are 2 types of potential energy:

1. Gravitational Potential Energy Gravitational potential energy = (PEgrav) the energy stored in an object as the result of its vertical position or height. The energy is stored as the result of the gravitational attraction of the Earth for the object.  Example: The PEgrav of the massive ball of a demolition machine is dependent on two variables - the mass of the ball and the height to which it is raised.

Kinetic Energy Kinetic Energy = (KE) energy of motion There are many types of kinetic energy, but we are going to focus on only one type: energy due to motion from one location to another. Examples: Roller coasters going downhill Skateboarding up and down a half-pipe Wind

Calculating GPE GPE = mgh m = mass of object (kg) g = acceleration due to gravity on Earth it equals 9.8 m/s2 Δ h = change in height of object (meters) PEgrav units are Joules(J) because we are measuring energy. Recall the weight (w) is mass x gravity (w = mg). As a result, PEgrav can also be calculated if you are given weight. PEgrav = wΔh

Kinetic Energy Calculating KE KE = ½ m v2 ½ = 0.5 or half (constant with no units) m = mass of object (kg) v2 = velocity2 or velocity x velocity (m/s) KE units are Joules because we are measuring energy.

Date: 11/21 Goal: I can understand how height affects velocity in terms of energy TB p. 367 #1- 3

Date: 11/21 Goal: I can investigate the relationship between speed at the bottom of a pendulum and height of the period of its swing Bell Ringer: Name something you have seen in life that looks and acts like a pendulum

Date: 11/21 Goal: I can investigate the relationship between speed at the bottom of a pendulum and height of the period of its swing Workbook p.362 Part B Read Directions as a class

Date: 11/21 Goal: I can investigate the relationship between speed at the bottom of a pendulum and height of the period of its swing WB page 362 part B Pendulum Height Velocity at bottom

Date: 11/21 Goal: I can investigate the relationship between speed at the bottom of a pendulum and height of the period of its swing Responibilities Person 1 measurements Person 2 velocimeter Person 3 starts and stop bob Person 4 records data

What affects speed? Complete Part B 1c and 2a Pendulum Height Velocity at bottom Complete Part B 1c and 2a

Date: 11/22 Goal: I can understand how height affects velocity in terms of energy Bell Ringer: Based on the pendulum activity yesterday, explain how height affects the velocity of the pendulum at the bottom.

Date: 9/19 Goal: I can understand how height affects velocity in terms of energy Review Results Ramp activity Part A Review Results pendulum activity Part B

Results Ramp Activity Part A Question #2a Height 20cm=.2m Distance Speed 1 2 3 Question #2b Distance 40cm=.4m Height Speed 1 2 3

What affects speed? Ramp Activity Question#2a Height 30cm=.3m Distance Velocity 1 90cm 3.64km/h 2 25cm 3.75km/h 3 60cm 3.59km/h Question #2b Distance 40cm=.4m Height Velocity 1 14cm 3.19km/h 2 17cm 4.96km/h 3 22cm 5.65km/h

What affects speed? Pendulum Part B Height Velocity at bottom Complete Part B 1c and 2a

Date: 9/19 Goal: I can understand how height affects velocity in terms of energy Independently read textbook page 363-365 and take Cornell notes in your NB Topic Title : TB p. 363 Physics talk 10 min

Date: 9/19 Goal: I can understand how height affects velocity in terms of energy WB p. 29-31

Date: 9/19 Goal: I can understand how height affects velocity in terms of energy Quiz and work due tomorrow

Date: 9/20 Goal: I can understand how height affects velocity in terms of energy Bell Ringer: Which ball will have the greatest velocity at the bottom of the ramp, if they all start at the same height? Why? A B C D All 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 Open your notebook to CN from TB p. 362 A B C D All the same

Date: 9/20 Goal: I can understand how height affects velocity in terms of energy Quiz A B C D All 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. 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: 9/16 Goal: I can develop a roller coaster for a particular group of riders. Bell Ringer: If a train has a velocity of 10 m/s And increases its velocity to 17 m/s in 6 seconds, What is the train’s acceleration? Use guess Show your work

Date: 9/16 Goal: I can develop a roller coaster for a particular group of riders. Roller Coaster Project WB p.7

Date: 9/16 Goal: I can develop a roller coaster for a particular group of riders. On the back of workbook WB p.7 List your group of riders List 5 ideas how you will make your roller coaster different to for your group of riders Everyone in the group must complete #1-3 on WB p. 8