1. Force and Motion

2. Weekly Highlander Sheet
Students will brainstorm about “force” and create a working definition for force.
Students will investigate to discover and identify evidence and various types of forces.

3. Warm Up: FORCE
We have all heard the word “force”- we have even used it… but can you define it?
Write out your own definition of force.
What would a scientific definition of force sound like?
Are there any forces acting on you right now?

4. Nature of Forces Forces are a push or pull Forces can be added
Forces have direction as well as size
Unbalanced forces result in a change in motion
Balanced forces result in no change in motion

5. Evidence of Force For each item in the basket:
Indicate what force is present
Describe the force.
Identify what EVIDENCE you have that there are forces acting.
What should I know now? …
Unbalanced forces cause change in motion.
Forces are a push or a pull.

6. Types of forces Magnetic (non-contact) Gravity (non-contact) Elastic
Spring
Friction (contact)
Electrostatic (non-contact)
Cetripedal

7. Types of forces Magnetic (non-contact) Gravity (non-contact) Elastic
Spring
Friction (contact)
Electrostatic (non-contact)
Cetripedal

9. Exit Ticket:
What is evidence that there are unbalanced forces acting?

10. Force and Motion

11. Warm Up:

14. The additive force acting on an object
Net force defined…
The additive force acting on an object

15. Individual practice… write these in your journal for notes

16. Let’s practice… Elbow partners take good notes

17. Acceleration Defined…
A change in velocity's speed or direction

19. Lets try a problem…

20. Force and Motion
ts= &x-yt- cl= &v=CGnbiBvyl2w

21. Warm Up: F=ma Lets try a problem…
Solve this problem using G.U.E.S.S. method

22. F= ma word problems
1. If a ball with a mass of .30 kg is hit by a bat with a force of 50 N, what acceleration will be given to the ball?
2. What force is needed to accelerate a car with a mass of 950 kg at a rate of 5.0 m/s2?

23. F= ma story problem
Your little brother wants you to push him across the ice rink. He has a mass of 20kg. Frictional forces are small, only 2 N. How much force do you need to exert to give him an acceleration of m/s2.

24. Hints for Problem-Solving
Read the problem carefully at least once
Draw a picture of the system, identify the object of primary interest, and indicate forces with arrows
Label each force in the picture in a way that will bring to mind what physical quantity the label stands for (e.g., T for tension)
Draw a free-body diagram of the object of interest, based on the labeled picture. If additional objects are involved, draw separate free-body diagram for them
Choose a convenient coordinate system for each object
Apply Newton’s second law. The x- and y-components of Newton second law should be taken from the vector equation and written individually. This often results in two equations and two unknowns
Solve for the desired unknown quantity, and substitute the numbers

25. Whiteboard and Teach Diagnoser: Identifying Forces Diagnoser: Effects of Pushes and Pulls Set 1
Decide who will be the initial SCRIBE, take turns
Everyone must say something during the presentation portion
Complete the following as a team:
Read the question
Reread the question
Rule out the incorrect answers by determining what the outcome of would be
Finally write a statement and DRAW a picture that shows the concepts on the correct answer.

26. Example
Gravity pulls with equal down force as the table pushes with up force
Resulting in NO NET FORCE- so the book stays put
After a lecture on forces in science class, Frank was thinking about the forces acting on a box at rest on his desk. Which statement do you think best represents the forces acting on the box?
(a) No forces act on the box at rest.
(b) The force of gravity is the only force acting on the box.
(c) Earth pulls down and the table pushes up equally on the box.
(d) The downward pull of gravity is larger than the upward push of the desk.

27. Force and Motion

28. Warm Up: Choose the best answer
Frank pushes a box at rest, then pushes harder on the box until it starts to move. Frank pushes it across the desk at a constant speed.
Which of the following statements best represents the forces on the box now?
(a) The table can only push up on the box so any sideways force will cause it to move.
(b) The downward force of gravity is still larger than the up push of the table.
(c) The box will continue to move until the force of motion from Frank is used up.
(d) The box moves because the table can not push to keep the box from moving.
(e) The horizontal friction is exactly equal and opposite to the push from Frank.

29. Friday Quiz
Take it
Correct it

30. Force and Motion

31. Warm Up: Can you solve this math problem? Use the Pythagorean Theorem
a2 +b2 = c2

32. How does this apply to Physics?

33. Distance, Displacement, Frame of Reference
Distance: the actual footpath
Displacement: How far from the frame of reference.
Frame of Reference:  Location used to locate  or measure movement of a point in  space.

34. How far from the start is Anna?
In the Vector Addition Lab, Anna starts at the classroom door and walks:
2.0 meters, West
12.0 meters, North
31.0 meters, West
8.0 meters, South
3.0 meters, East
What is Anna’s distance?
What is her displacement?

35. How far from the start is Anna?

36. WORK THIS PROBLEM…
In a grocery store, a shopper walks 36.7 feet down an aisle. She then turns left and walks 17.0 feet straight ahead. Finally, she turns right and walks feet to a final destination.
(a) Determine the magnitude of the overall displacement.
Optional (b) Determine the direction of the displacement vector relative to the original line of motion

39. A student drives his car 6
A student drives his car 6.0 km, North before making a right hand turn and driving 6.0 km to the East. Finally, the student makes a left hand turn and travels another 2.0 km to the north. What is the magnitude of the overall displacement of the student?

40. Vector quantity- Magnitude and direction

41. Mac and Tosh are doing the Vector Walk Lab
Mac and Tosh are doing the Vector Walk Lab. Starting at the door of their physics classroom, they walk 2.0 meters, south. They make a right hand turn and walk meters, west. They turn right again and walk meters, north. They then turn left and walk 36.0 meters, west. What is the magnitude of their overall displacement?

42. Vector quantity- Magnitude and direction

43. Force and Motion

44. Warm Up: At what velocity is the stick-guy inside the train moving?
What is your frame of reference?

45. SWBAT/ Objective:
Students will use frame of reference in order to determine position.
Change in position will be used to calculate velocity.

46. Frame of Reference What is a frame of reference?
system for specifying the precise location of objects in space and time
2. How is it used to measure motion?

47. Notation Change in position
This symbol is used to indicate the starting position of an object. “i” stands for initial. This symbol is used to indicate the end position of an object. “f” stands for final. This symbol is used to indicate change in position of an object.

48. 1. 2. 3.
How fast?

49. Calculating Velocity Velocity is a speed in a given direction.
Velocity is calculated using a change in position during a certain amount of time.
______________ = V (in a given direction)
Time

50. Complete this assignment
Due by
the end of
the period

51. Force and Motion

52. Is displacement more like the length of a rope that is pulled tight or the length of a coiled rope?
It is more like the rope that is pulled tight because it measures the shortest distance between two points.

53. Total distance? Distance The length of the path between 2 points.
0……………………………….1 mile
Total distance?
1 mile
Total displacement?

54. Displacement
Is the direction from the starting point and the length of a straight line from the starting point to the ending point.
0………………………………………….1 mile
Total distance:
2 miles
Total displacement
zero

55. How are displacements combined?
Displacements are combined using vector addition.
We added the 2 vectors for the car to calculate its total displacement:
The car went 1 mile to the right
Then back one mile
For a total displacement of zero

56. SWBAT/Objective:
By the end of the period each student will accurately and confidently describe a position over time graph.

57. Set Up the Axes~ Make x & y axes on a white board
Label (y) South, label (–y) North
Begin y axis at the far left almost to end of the right side of the whiteboard.
The X axis will be Time without units, and the Y axis North/South without units. S
Time N

58. Jobs: Marker Person
One person acts a marker person… you sit facing South with marker in hand.
Your job is to move the marker north or south at the same rate as Ms. Lin moves north or south, -also to stop/pause when I do.
DO NOT move the marker left or right
At the start the marker is place a zero time wherever the teacher is standing on the north south line.

59. Jobs: Time Puller
Another person is the “Time Puller”: This person stands at the – East side of the table (left as facing North)
Place the white board at arm’s length toward the middle of the table, with just finger tips on it to get ready to pull toward them.
When the graphing time starts- the Time Puller pulls board toward them.
As the teacher counts down and begins to move the time puller slowly pulls the whiteboard toward them (east) at steady rate.
DO NOT stop or slow down or speed up.

60. I will call out what I am doing at each step.
Let’s DO some graphing!
I will call out what I am doing at each step.

61. Force and Motion

62. Warm Up: What is the motion shown in this graph?

63. Position-Time graphs with Displacement
The distance traveled by an object in a period of time often is expressed using a line graph. A line graph visually conveys info using sets of data
Directions:
Make a graph, use graph paper. Label X-axis, Time (s) and Y-axis, Position (m)
Mark the following data points: (0,0), (2,40), (4, 80), (6,120), (8,160), and (10, 200)
With a straight edge, connect the points
Describe the motion shown on the graph
What’s the distance traveled? Displacement?
Calculate the velocity.

64. Motion Graph Draw a graph (on graph paper)
Label X-axis time (s) & Y-axis position (m)
Graph the following coordinates
(0,5), (5,10), (15,10), (20,10), (25, 25), (30,15)
Questions
Describe the motion
Find the velocity between 0-5s and 15-20s
What’s the distance traveled?
What’s the displacement?
Between what times was the motion the fastest?

65. Force and Motion

66. Warm Up: Total distance? Displacement?
What 2 properties does a vector quantity have? 1. 2.
2 miles
Start
End
2 miles
1 mile
2 miles

67. Friday Quiz Key __/16 ? 3. Xi 1pt 1. Name 2 properties a force has:
Size 1pt
Direction 1pt
2. Distance: 7 miles 1pt
Displacement: 0 miles 1pt
3. Xi 1pt
Xf 1pt
Δx=16 cm (1pt number, 1pt units, 1pt direction)
How fast? 0.8cm/min (1pt number, 1pt units, 1 pt direction)
4. B 2pt
5. C 2pt

68. Force and Motion

69. Warm Up: What would the graph of Ms. Lin’s motion look like?
Ms. Lin lives across the street from HHS on Hoquiam, right near the Tennis Courts. Her home is roughly 1400m away from the main entrance. She forgot her Graded Quests from last week and needs to run home to grab them before 1st period. Starting at the main school entrance on Hoquiam, she runs to the crosswalk, waits for many cars to pass, then walks across the street, walks one block, waits for a car to pass at the next block, then walks into her house. She runs the whole way back, but has to wait at the crosswalk again.
What would the graph of Ms. Lin’s motion look like?

70. Todays SWBAT/Objective:
Use data, graph, and words to identify and analyze motion of an object.

71. Homework Due Wednesday!
There are 6 problems… this slide shows only the first problem.

72. Create the following table in your journal.
Story
Graph
Data Set
In pairs you must match the correct story, graph, and data set. There is one bogus set.
Use the table above to help stay organized.
When you think you have the correct answer- get Ms. Lin to verify.
Last- sketch the graph and relate it back to the data and story in your journal.

73. Force and Motion

74. Warm Up: What is slope?
Position: Time Velocity: Time

75. Remember last week… Let’s look at velocity. Can we graph it?
Velocity is the change in position(in a given direction) over time

76. Velocity
Definition : Velocity is the displacement (in a given direction) in a unit of time.
Mathematically : velocity = displacement / time ( in a direction)
Rate and direction of motion: 30 m/s south; 300m/s up
* If motion is in one direction, speed and the rate of velocity are the same.
* In taking data from data tables and graphs, note the start position— motion does not always start from position 0. Be sure to look at the number on the y axis.
*Velocity in a position :time graph is the slope of the line.
Units: m/s, km/hr, km/s, mm/day, etc. ALWAYS GIVE A DIRECTION
Do not use mps.

77. Can you find the match?

78. Force and Motion

79. Warm Up: You can do this … Calculating Velocity
The miners in Chile were 624 m underground. It took 15 minutes to bring up the first miner to be rescued. What was the average speed of the rescue capsule?
The International Space Station has an orbital speed of about m/s and orbits the earth about every 90 minutes. How big is the orbit?

80. Complete this assignment

81. Position VS time

82. Copy these two tables to your journal
Velocity
----
-15
-10 -5 5 10
Velocity
---- 5

83. Velocity vs Time

84. Complete this assignment

85. Force and Motion

86. Force and Motion

87. Instantaneous or average?

88. Force and Motion

89. Physics Exam

90. Force and Motion

91. Read and report- What is the article about? Identify the central idea.
Why do you think its about that? Support the central idea with evidence.
What do you think it means? Be sure that your analysis tightly connects evidence to central idea.

92. Force and Motion

93. Warm Up
A halfback (m = 60 kg), a tight end (m = 90 kg), and a lineman (m = 120 kg) are running down the football field. Consider their ticker tape patterns below.
Compare the velocities of these three players. How many times greater are the velocity of the halfback and the velocity of the tight end than the velocity of the lineman?

94. Dimensional Analysis How do I figure out how much…?
1lb = 4.45 N
1N = .225 lb
1kg = 2.20 lb
1lb = .454kg
How much force do I exert on the floor- and inevitably the Earth?
Weight = 124 lbs
Step 1
124lbs
Step 2 1N
Step 3 =
X what is in same line
…then ÷
.225lb

95. Dimensional Analysis How do I figure out how much…?
1lb = 4.45 N
1N = .225 lb
1kg = 2.20 lb
1lb = .454kg
What is the mass of a 40 N cat?
Step 1
40N
Step 2
.225lb
Step 3
.454kg
Step 4 =
X what is on top
÷ what is on bottom
Step 2 1N
Step 3
1lb

96. How much force do I exert on the floor- and inevitably the Earth?
Dimensional Analysis
How much force do I exert
on the floor-
and inevitably the Earth?
….Let’s just say I weigh lbs

98. Extras
Ben Tooclose is being chased through the woods by a bull moose which he was attempting to photograph. The enormous mass of the bull moose is extremely intimidating. Yet, if Ben makes a zigzag pattern through the woods, he swill be able to use the large mass of the moose to his own advantage. Explain this in terms of inertia and Newton’s first law of motion.
You are traveling in space and are working outside of your spaceship making repairs. You accidentally throw your wrench. What happens to the wrench? Why is this different from what would happen on earth?
You have just been to the grocery store and have several paper bags full of groceries standing in the back of your van. You have to make a sudden stop. What happens to the groceries and why?