1. WARM UP Describe the motions that you can see in this photo

2. Physics schedule 10/5/15 10/5 Roller Coaster Introduction/ Sketch TB p. 248 Part A 1-5a 10/6Roller Coaster simulation -Acceleration TB p. 349 Part B #1-3 and #4-8 HW: TB p. 357 Essential Questions 10/7 Measuring Velocities TB: p. 350 Part C #1-7 10/8 Measuring Velocities TB: p. 350 Part C #1-7 10/9 Vectors Adding Activity HW: TB p. 355-356 a-d 10/9 SF Research

3. Activity Date: Objective: I can investigate the design of a roller coaster. Independently complete Part A #1 and 1a on TB p. 348 in your Notebook (NB) Title: TB p. 348 Part A

4. Activity Date: Objective: I can investigate the design of a roller coaster. With your group complete Part A #4-5 on TB p. 349 in your Notebook (NB) Title: TB p. 348 Part A

5. Activity Goal: Investigate the design of a roller coaster. p. 5 Part A 1. Complete #1 in your notebook independently 3 minutes

6. Activity Goal: Investigate the design of a roller coaster. Part A 2.With your shoulder partner complete #2 write down reasons for part 2a. 2 minutes

7. Activity Goal: Investigate the design of a roller coaster. Part A 3a. Answer #3a in your notebook working with your shoulder partner 2 minutes

8. Activity Goal: Investigate the design of a roller coaster. What did you discover about the design of a roller coaster? Answer independently in your notebook

9. Date: 10/6Goal: I can investigate what makes a roller coaster exciting. Bell Ringer: What parts of the roller coaster is the most thrilling?

10. Goal: I can investigate what makes a roller coaster exciting Bell ringer: Sketch a side view The Terminator Express roller-coaster car begins from the loading platform at A and then rises along the lift. It reaches the 20 m of the hilltop#1 at B and then makes its first 10 m drop. It then goes into a vertical loop with max height of 17m. The coaster car then goes along the track starting at E for 3m, rises over hilltop#2 at 13 m from the ground and swings into a horizontal loop at F. The brakes are applied after the loop and it comes to stop at J 4 m above ground level.

11. Date: 10/Goal: I can investigate what makes a roller coaster exciting. Class read textbook 349 Part B

12. Date: 10/. Goal: I can investigate what makes a roller coaster exciting Data Table -- textbook 349 Create this data table 5= Thrilling1= no thrill Rider 1Rider 2Rider 3 Constant Speed Increasing speed Change direction

13. Date: 10/7Goal: I can investigate what makes a roller coaster exciting. With you shoulder partner complete #4-8 on TB p. 350 in your notebook

14. Date: 10/7Goal: I can measure velocities and calculate velocities Bell Ringer: Based on the data below, which movement experienced the most thrill. Is the data collected qualitative or quantitative? MovementRider 1Rider 2Rider 3 Constant Speed 111 Increasing speed 433 Change direction 545 5= Thrilling1= no thrill

15. Date: 10/7Goal: I can measure velocities and calculate velocities You measured the length of a cylinder as 12.38 cm. The accepted value of the cylinder is 12.40 cm. Calculate your percent error and show your work.

16. Goal: I can measure velocities and calculate velocities When solving a physics problem you GUESS Strategy G-Given U- Unknown E-Equation S- Substitute S- Solve

17. Date: 10/7Goal: I can measure velocities and calculate velocities

18. Date: 10/Goal: I can measure velocities and calculate velocities One person from each table get a textbook from the cabinet Open to page 350 TB p. 350 Part C #1-7a

19. Date: 10/Goal: I can measure velocities and calculate velocities With your group complete TB p. 350 Part C #1-7a Supplies Track Steel ball Ruler or meter stick Velocimeter (demonstrate use) Track stand

20. Date: 10/8Goal: I can measure velocities and calculate velocities With your group complete TB p. 350 Part C #1-7a Member 1 reads direction Member 2 records time (use stop watch on phone) runs velocimeter Member 3 make measurements and records the data Member 4 make the calculations (calculator) Everyone write the answers in their notebook

21. Date: 10/8Goal: I can measure velocities and calculate velocities Bell ringer You measured the length of a cylinder as 12.38 cm. The accepted value of the cylinder is 12.40 cm. Calculate your percent error and show your work.

22. Date: 10/8Goal: I can measure velocities and calculate velocities Bell ringer A large steel ball travels distance of 4m. The elapsed time recorded on the timer is 2 seconds Calculate the speed of the ball

23. Goal: I can measure velocities and calculate velocities When solving a physics problem you GUESS Strategy G-Given U- Unknown E-Equation S- Substitute S- Solve

24. Goal: I can measure velocities and calculate velocities Note Book Data organization Title: 10/7-8 TB p.350 Part C Activity #2a v=d/t ___________________________ #3a v=d/t (slower)____________________ #4a ____________________________ #5a v=d/t _______________________ #7a _____________________________ #7bv i = v f = t= a=

25. WARM UP Describe the motions that you can see in this photo

26. Physics schedule 10/12/15 10/13Cornell notes, TIJ, Vector/ Scalor 10/14Venn Diagram WB p. 19-20 / TB p. 357 Essential Questions HW: SF-Research 10/14Adding vectors TB p. 168-169 #1-2c and p.179-180 1-2d HW: SF-Research 10/15 Vectors Adding Activity 10/16 Quiz /SF Research

27. Chumba, 28, ran 2:09:25 for the victory. Fellow Kenyans Sammy Kitwara and Sammy Ndungu were second and third in 2:09:50 and 2:10:06, respectively. Participants of Chicago Marathon wishing to complete 26.2-mile event within 6:30:59 time limit frame will need to maintain a 15- minute/mile pace or faster. Calculate the winners speed If you participate in this race, how long will it take you to finish the race

28. Date: 10/13Goal: I can understand vectors and how to calculate resultant vectors Independently read TB p. 168-169 and take cornell notes in your notebook Title: 10/13 TB p 168 10 minutes

29. Date: 10/13Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p. 168-169 and take cornell notes in your notebook 2.Answer questions #1-2c 5 minutes

30. Date: 10/14Goal: I can understand vectors and how to calculate resultant vectors 1.Independently finish Venn diagram use your on page 19. Use your cornell notes in your notebook, TEJ, and TB p 353 Partner share

31. Goal: I can review how to solve physics equations. What is the formula for speed?.

34. Motion – a change in an object’s position relative to a stationary point MOTION involves 2 measurements: distance and time SPEED is a math ratio which compares distance to time

35. Date: 10/ 14Goal: I can understand vectors and how to calculate resultant vectors Bellringer: 1.From home a car drives 16 km [E], and then 24 km [S]. Draw the vector and calculate the resultant vector.

36. VELOCITY – is SPEED with a DIRECTION (60 miles/hour, SOUTH) Any change in speed, direction, or both is a change in VELOCITY V = speed with a direction of N, S, E, or W UNITS – – Distance – m, mm, cm – Time – sec, min, hr

37. Motion What words did you use to describe motion? What words can you add to your description now?

38. Speed Problems

39. Date: 10/Goal: I can calculate acceleration and compare and contrast scalar and vector concepts If a car is initially traveling at 30 m/s and increases it’s speed to 43 m /s in 6s, what is the car’s acceleration? G U a= v f -v i E tS S

40. Warm Up 1.If a car was traveling at 60 miles per hour (mph), for 10 hours, how far did the car go?

41. Graphing Speed Demo

42. DistanceTime

43. Warm Up How long would it take for a car to drive 60 miles at a speed of 10 miles per hour?

44. Interpreting a SPEED GRAPH Why can you start at the origin?

45. Slope and the Speed When you look at a slope of a line on a distance-time graph you may notice how slopes can be different. The slope of the line determines the speed; the higher the slope the greater the speed, but if the slope is low then the speed is low. Lets looks at the examples below

46. In the first chart, the slope is very high, this means that the car must be traveling at a great speed. In the second graph, the slope is relatively low, which means that the car is driving at a very low speed The slope of a line is equal to the rise divided by the run To translate this – speed if the slope of the line. – It is equal to the change in distance divided by the change in time. – The speed is determined from the line of best fit on a distance-time graph. slope = rise/run or v= d / t

47. Graphing Tutorial http://www.broadeducation.com/htmlDemos /AbsorbPhysicsAdvd/DistanceTime/page.htm http://www.broadeducation.com/htmlDemos /AbsorbPhysicsAdvd/DistanceTime/page.htm http://standards.nctm.org/document/eexamp les/chap5/5.2/index.htm http://standards.nctm.org/document/eexamp les/chap5/5.2/index.htm http://graphs.mathwarehouse.com/distance- time-graph-activity.php http://graphs.mathwarehouse.com/distance- time-graph-activity.php

48. Warm Up 1.At 3 seconds how many yards have been covered? 2.What is the speed of this runner? (use the units – yards/seconds)

49. Warm Up Draw the speed triangle. Calculate the speed for a car that went a distance of 125 miles in 2 hours time.

50. Date: 10/15Goal: I can measure velocities and calculate velocities With your shoulder partner complete TB p. 352 Part D In your notebook

51. Date: 10/15Goal: I can understand vectors and how to calculate resultant vectors Bell Ringer: Explain how the velocimeter, that you used yesterday, works and how it calculates velocity.

52. Date: 10/Goal: I can understand vectors and how to calculate resultant vectors One person from each table get a textbook from the cabinet

53. Date: 10/Goal: I can understand vectors and how to calculate resultant vectors Independently read TB p. 168-169 and take cornell notes in your notebook Title: 10/8 TB p 168 10 minutes

54. Date: 10/Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p. 168-169 and take cornell notes in your notebook 2.Answer questions #1-2c 5 minutes

55. Date: 10/Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p. 168-169 and take cornell notes in your notebook 2.Answer questions #1-2c Partner share

56. Date: 10/ Goal: I can understand vectors and how to calculate resultant vectors Bellringer: 1.From home a car drives 16 km [E], and then 24 km [S]. Draw the vector and calculate the resultant vector.

57. Date: 10/Goal: I can understand vectors and how to calculate resultant vectors Pirate’s Treasure Vectors Read introduction Names at top Scale at bottom 1cm=1pace At end measure resultant and direction

58. Date: 10/ Goal: I can understand vectors and how to calculate resultant vectors Pirate’s Treasure Vectors Use graph paper Each line = one pace

59. Date: 10/ Goal: I can understand vectors and how to calculate resultant vectors Pirate’s Treasure Vectors Use graph paper Each line = one pace Calculate the resultant vector from your starting to your ending point

60. Date: 10/ 19Goal: I can understand vectors and how to calculate resultant vectors 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.

61. Date: 10/23Goal: I can understand vectors and how to calculate resultant vectors Schedule for today: 1.Quiz 2.Science Fair research 3.Collect work due this week TIJ, Venn diagram, notebook Everything is to be done independently

62. Date: Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p.179-180 and take cornell notes in your notebook 5 minutes

63. Date: 10/Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p.179-180 and take cornell notes in your notebook 2. Answer questions 1-2d on page 180

64. Date: 10/Goal: I can understand vectors and how to calculate resultant vectors 1. Independently read TB p.179-180 and take cornell notes in your notebook 2.Answer questions 1-2d on page 180 2.Partner share

65. Date: 10/Goal: I can understand vectors and how to calculate resultant vectors Quiz questions

66. Date:10/15 Goal: I can understand terminology about linear motion. Bell Ringer: A girl walked from point A to B to C. What is the girl’s distance and displacement in meters? Work Independently

67. Date: Goal: I can understand terminology about linear motion. Speed velocity 1.https://www.youtube.com/watch?v=edm8uy7O9N Y https://www.youtube.com/watch?v=-6lrr6-ADY0

68. Activity Goal: Understand terminology about linear motion Units of distance and displacement is meter = m

69. Date: 10/16Goal: I can understand terminology about linear motion. Bell Ringer If an woman ran 2000 meter in 200 seconds, what was her average speed? Use GUESS strategy G U E S

70. Date: 10/Goal: I can understand terminology about linear motion. If an woman ran 2000 meter in with an average velocity of 12 m/s North, what was her time? Use GUESS strategy G U E S

71. Date: 10/Goal: I can calculate velocity and acceleration. Diana Nyad swam 110 miles with an average velocity of 2.1 mi/h. How long did it take her?

72. Date: 10/21Goal: I can calculate velocity and acceleration. Bell Ringer: Diana Nyad swam110 110 miles with an average velocity of 2.1 mi/h. How long did it take her?

73. Velocity and Acceleration Activity Time_______________ #1 Runner #2 Stopwatch and time recorder at 5m #3 Stopwatch and time recorder at 20m #4 Stopwatch and time recorder at 40m #1#2#3#4 5m 20m40m0m 10m

74. Velocity and Acceleration Activity Directions: 1.Each group has one runner and three timers 2.The timers line up at 5m, 20m, and 40m 3.The runner for each group lines up at the start. Ms. Sarhan will say go and the runner starts running and all the timers start there stop watch. 4.When the runner passes each of the timers, the timers stop their stop watch and record the time at their location. When the group returns to the classroom. All timers share their times

75. Velocity and Acceleration Activity Time_______________ With your shoulder partner calculate the following 1.Velocity of the runner at 5m ________ 2.Velocity of the runner at 20m________ 3.Velocity of the runner at 40m________ #1#2#3#4 5m 20m40m0m 10m V = d t

76. With your shoulder partner complete #1-3 Time 1.1s 3.2s 6.1s With your shoulder partner calculate the following 1.Acceleration from start to 5m ________ 2.Acceleration from 5m to 20m________ 3.Acceleration from 20 to 40m ________ #1#2#3#4 5m 20m40m0m 10m V=4.5m/s V=6.3m/sV=6.6m/s a = v f -v i t f -t i

77. Date: 10/Goal: I can calculate velocity and acceleration. A girl starts at rest and runs increasingly faster to a velocity of 5m/s after 10 seconds. What is the girls acceleration in the first 10 seconds? a = v f -v i t f -t i

78. 10/ Goal: I can compare and contrast distance and displacement and speed and velocity. Complete the TEJ on p. 9-10 with your shoulder partner. Fill in the column “New information” from your annotation. Take turns defining one word at a time 4 minutes

79. 10/ Goal: I can compare and contrast distance and displacement and speed and velocity. Independently complete the Venn diagram on page 19. 4 minutes

80. 10/ Goal: I can compare and contrast distance and displacement and speed and velocity. Share your answers with shoulder partner for the Venn diagram on page 19. 4 minutes

81. In your notebook, draw the the Venn Diagram below and fill in the terms at the bottom with your shoulder partner DistanceDisplacement -Magnitude -Scalar -Vector -Direction -No Direction -Depends only on the endpoints

82. Notes 1 Scalar – measurable, has magnitude (size or length) with no direction Examples : Speed and distance 2 Vector- measurable, has magnitude (size or length) with direction Examples : Velocity and displacement 3Magnitude –size or length 4Equation – a symbolic and mathematical representation of physics concepts Ex: v = d/t

83. Notes 1 distance – measured place along a path with no direction Example : one meter (m) 2 displacement- measurable distance with a direction. Depends only on the endpoints. Example : 2 kilometers north 3Speed – distance traveled divide by time elapsed. It is scalar and has no direction 4Velocity – displacement divide by time elapsed. It is vector and has magnitude and direction Ex: v = d/t

84. Date: 10/21Goal: I can calculate velocity and acceleration. Bell Ringer: Diana Nyad swam110 110 miles with an average velocity of 2.1 mi/h. How long did it take her?

85. Date:10/21 Goal: I can calculate velocity and review terms. Bell Ringer: A car travels 1000 meters West on Foster in 50 seconds. What is the cars velocity? Show your work! G U E S v = d t

86. Date: 10/Goal: I can calculate velocity and acceleration. A race car accelerates uniformly from 18.5 m/s to 46.1 m/s in 2.5 seconds. Determine the acceleration of the car. G U E S a = v f -v i t f -t i

87. Date: 10/Goal: I can calculate acceleration and compare and contrast scalar and vector concepts If a car is initially traveling at 30 m/s and increases it’s speed to 43 m /s in 6s, what is the car’s acceleration? G U a= v f -v i E tS S

88. Warm Up 1.If a car was traveling at 60 miles per hour (mph), for 10 hours, how far did the car go?

89. Warm Up How long would it take for a car to drive 60 miles at a speed of 10 miles per hour?

90. Date: 10/Goal: I can calculate velocity and acceleration. Science Fair Research Write the Background Research and Bibliography sections of your paper. Begin gathering the materials you will need to carry out your experiments. Ask for assistance with your project from your family, friends and professionals. Take notes about everything related to your project and keep these in your report notebook. If you are having difficulties, see your science teacher.