In the library with Mrs. J for jib intrest. 10/31/16 In the library with Mrs. J for jib intrest.

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. EVERYDAY you MUST have your composition books, Colors, glue scissors and Ear buds. Complete work Everyday… if not in class for homework. Study, Study stack

Warm up 11/1/16 gather materials (handouts, journal, scissors, glue, pencil) Fill out paper warm up and glue in journal

Objective and goals 11/1/16 students will be able to: work in a group with out goofing off in a station lab to Learn the Voc word of the week Explain the effect of a balanced or unbalanced force on the motion of an object (stopped, constant motion, acceleration) Calculate the net force of an object by interpreting force diagrams

Vocabulary word of the week consideration-careful thought, typically over a period of time. "a long process involving a great deal of careful consideration" synonyms: thought, deliberation, reflection, contemplation, rumination, meditation;

Forces

Engage Work on the DO FIRST: Net force: __________________________

Visual Explore As we watch the video about the sky diver, jot down answers to the following questions: What forces are acting on the sky diver? __________________________ When were the forces balanced? __________________________________________ ___________________ When was the sky diver accelerating? __________________________________________ ___________________

NEW Information A force is a PUSH or PULL. Forces can cause objects to change location and direction, meaning forces can cause objects to MOVE. Forces are described by their STRENGTH & their DIRECTION (In Which it Acts).

Balanced VS Unbalanced An object that is not accelerating is acted on by ­­­­­­­­­­­­­BALANCED forces. (It could be in constant motion or constant state of rest) An object that is accelerating is acted on by UNBALANCED forces. Ask yourself, is the object accelerating (changing speed or direction)?

So, how do we know if it’s Balanced or Unbalanced: Calculate the Net Force! A net force is the sum of all the forces on one object. It is written as a NUMBER, a UNIT (Newtons), and a DIRECTION. If the net force = 0, then the forces are balanced. If the net force does not = 0, the forces are unbalanced.

Steps for Calculating Net Force First, we must identify the DIRECTION of the forces (Are they in the same direction or opposite?).   Second, we can find out the VECTOR (how strong) the force is. Opposite forces should be SUBTRACTED. Forces in the same direction should be ADDED.

Guided Practice 5 N 10 N Which force is stronger (will overpower the other)? ___________________ What direction will the object move? ____________________ Now to find the magnitude of the net force in that directions we subtract the two forces to find the difference. 10 N (West) – 5 N (East) =   Note: You need to do this in the vertical and horizontal directions!

Guided Practice – CFU Question 1: Are the forces in the same or opposite direction? ___________________   Will one force overpower the other? If yes, in what direction? ___________________________ So what is the NET FORCE? ________________________ Circle One: Balanced or Unbalanced?

Guided Practice – CFU QUESTION 2 Are the forces in the same or opposite direction? ___________________________   Will one force overpower the other? If yes, in what direction? _________________________________ What is the NET FORCE acting on the hot-air balloon? Circle One: balanced or unbalanced

Exit ticket Work on the problems with net force and glue them in your journal..

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. Complete work Everyday… if not in class for homework. Study, Study stack Atoms, elements, compounds, periodic table RE- test DURING LUNCH, MORNING, & AFTER SCHOOL!!!

Warm up 11/2/16 gather materials (handouts, journal, scissors, glue, pencil) Fill out paper warm up and glue in journal

Objective and goals 11/2/16 students will be able to: work in a group with out goofing off in a station lab to Explain the effect of a balanced or unbalanced force on the motion of an object (stopped, constant motion, acceleration) Calculate the net force of an object by interpreting force diagrams

Student Activity On printed form: Then the teacher will give instructions for the 3 stations that hit the math, reading and writing portion of unbalanced forces 1. read it 2. writing in science 3.guided practice sort

Exit Ticket Show work to Mrs. Evans

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. Complete work Everyday… if not in class for homework. Study, Study stack Atoms, elements, compounds, periodic table RE- test DURING LUNCH, MORNING, & AFTER SCHOOL!!!

Warm up 11/3/16 Students will prepare for the day by gathering materials (handouts, journal, scissors, glue, pencil) Wait for instructions

Objective and goals 11/3/16 Students will be able to: Calculate average speed using distance and time measurements. Differentiate between speed, velocity, and acceleration.

https://www.youtube.com/watch ?v=zw3-C1nHNbk Engage https://www.youtube.com/watch ?v=zw3-C1nHNbk

Student Activity 1. Work with a partner to write a description of this race using these words. a. Speed b. Constant Speed c. Average Speed d. Velocity e. Acceleration

Student Activity 2. volunteers to read their description. Common Misconception(s) - Velocity is another word for speed. An object's speed and velocity are always the same. - Acceleration is confused with speed. - Acceleration always means that an object is speeding up.

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. Complete work Everyday… if not in class for homework. Study, Study stack Atoms, elements, compounds, periodic table RE- test DURING LUNCH, MORNING, & AFTER SCHOOL!!!

Warm up 11/4/16 gather materials (handouts, journal, scissors, glue, pencil) Fill out paper warm up and glue in journal

Objective and goals 11/4/16 Students will do the following: students will be able to: work in a group with out goofing off in a station lab to Calculate average speed using distance and time measurements. Differentiate between speed, velocity, and acceleration.

Station lab Explore It! –I will spend much of my time at this station making sure that the students are building the model correctly. The teacher will mark out a start/finish line with tape that is 10 meters apart. You can use whatever distance works for your class. Students will need a timer (phone). You may need to help them fill in the data table Illustrate It! –Each member of the group will draw a quick sketch on the lab sheet the shows they understand the concept that is being taught. Use the map colors and markers that are provided. The directions for the sketch are provided on the task card at the table. Read It! – Each member of the group will read the passage and answer the questions from the task cards on the lab sheet in the Read It! section. The Research, Explore, or Watch it station should be completed first. Watch It! – The video is casesensitive. The original link is https://www.youtube.com/watch?v=WxCgVNqfub8 Every student will answer the questions from the task cards on the lab sheet in the Watch It! section of the lab sheet. Organize It! – The cards for this activity are attached near the end of this file. I keep several sets in Ziploc bags. I simply want student to be able to determine the differences between distance, time, and direction. I provide bonus points if students can align them all together by doing the math. Write It! – Students should be encouraged to do the Research and Explore stations before attempting this one. Answer each of the task card questions on the lab sheet in complete sentences. Research It! – The goo.gl link on the task card is case-sensitive. The original link is http://www.machineheadsoftware.co.uk/bike/speed_distance_time_calc.html Assess It! – Students should be encouraged to do the Research and Explore station before attempting this one. Each member will answer the questions from the task cards on the lab sheet in the Assess It! section.

Goal check: thumbs up or down. Reminders Goal check: thumbs up or down. Complete work Everyday… if not in class for homework. Study, Study stack Atoms, elements, compounds, periodic table RE- test DURING LUNCH, MORNING, & AFTER SCHOOL!!!