Hour Of Code Link

Click HERE to go to Hour of Code.

Power Point Friction Notes Link

Click HERE to view Friction Notes.

Click HERE for Gravity and Weight notes.

Falling Objects Videos

Friction Videos

Not Required Bonus Videos:  The Mythbusters separate two phone books using two tanks and 35,586 Newtons of force (8,000 lbs of force) AND What would happen to gravity if the Earth was twice the size? AND What is Gravity? from Minute Physics.

Egg Drop Requirements and Rubric

Egg Drop Rubric

Construction: Build your protective egg case!

·      Egg case must fit completely in a closed shoe box or shoebox

size or smaller container.

·      Egg must be held in a plastic bag for easy clean up.

·      Must be designed so that an egg provided by Mrs. Jenner can be placed inside the container right before the test and easily removed after testing.

·      Egg case can be made out of any materials you bring from home or provided in class but they must be safe and school appropriate. Please get clearance before using any food items and do not use sharp or brittle building materials. No glass, nuts, or helium.

·      The case should be sturdy and well constructed. You will not be allowed to drop a case that seems ready to fall apart.

Diagram: Neatly draw and label a diagram on an 8.5x11 white sheet of paper showing how you built your protective egg case

·      At least two different views (ex. Top view and side view; outer case and inner case) 

·      All materials are labeled

·      The purpose of the material is briefly described (ex. Structure/Safety Cell; Impact absorption/crumple zone; energy redirection…)

Egg Drop: Use your knowledge of physics and engineering to keep your egg safe as it falls 5 meters off the 2^nd floor balcony! Time the drop to calculate your egg’s velocity and carefully observe the impact. After the egg drop you will remove your egg and examine it for damage.

Behavior: Act like a scientist while designing, building, and testing your apparatus.

·      Respected other groups and their materials.

·      Remained on task and exhibited appropriate lab behavior.

·      Kept work area clean and treated class materials with respect.

·      Work was split equally among group members

·      Shared ideas and listened to all group members input.

Analysis & Revision: Write one or two paragraphs assessing the effectiveness of your design and considering modifications that could improve upon your original design.

·      Describe what happened to your egg after the drop and estimate impact force using one of the following calculations:

o   F=mgh/d

o   F=mv/t

o   Make sure to show how to set up the problem and define all your variables.

·      Include an explanation of why each material was used and a DATA driven evaluation of the effectiveness of each material.

·      Explain different structural elements/design choices and a DATA driven evaluation of their effectiveness.

·      Describe possible improvements and explain why you believe those improvements are necessary.

Conclusion: Write a paragraph summarizing how the egg drop experiment relates to the physics concepts we have been learning about in class.

·      Describe the different forces that act on falling objects.

·      Explain how your design mitigated some of those forces using academic language (mass, acceleration, velocity, impact, force, and at least one of Newton’s Laws)

·      Connect your experiment to real world engineering problems such as helmet design, car safety, Mars landing, shipping containers for fragile mail, airdropping humanitarian aid after a natural disaster, ect…

Egg Drop Rubric

Group Members: Period:

Score	Unsatisfactory	Needs improvement	Satisfactory	Excellent
Construction 10 points	Case exceeds size requirement, uses dangerous materials, OR multiple requirements are not met.	At least one of the construction requirements was not met; materials seem to be ‘thrown’ together or ’ready to fall apart’	Minimum requirements met; little effort or creativity seems to have gone into the design and construction.	All requirements met and the case is creative, visually appealing, and/or neatly constructed.
Diagram 10 points	Diagram does not reflect reality OR many pictures and/or labels are missing.	Some labels OR one picture missing/unclear.	Minimum requirements met; but diagram is simplistic, messy, or difficult to read	All requirements are met with great detail; visually appealing.
Egg Drop 10 points	Egg Breaks	Egg cracks and leaks	Egg cracks but does not leak	Egg is completely undamaged
Behavior 20 points	Damaged another group’s egg case OR needed consistent redirection. Many unresolved issues.	Redirected by teacher on several occasions. Several issues and/ or unresolved disagreements	One or two minor issues.	Behaved like a scientist at all times.  Participated in group building, drawing, and writing.
Analysis 20 points	Reasoning behind construction choices and evaluations are not adequately explained /attempted.	Explanations and evaluations are not data driven; some explanations are unclear.	Minimum requirements met. Few or minor errors may be present.	Thoroughly examines design choices and their effectiveness using data and descriptive language.
Conclusion 20 points	Many requirements are missing and/or several major errors are present.	Paragraph is unclear and/or does not use scientific language. Several minor errors present and/or a few requirements are missing	All questions answered logically but with limited scientific language. A few minor errors may be present.	Well-organized paragraph thoroughly and logically answers each question using scientific language.
A packet is turned in with all sections of the egg drop report labeled and stapled in order. A blank rubric with all group member names is stapled to the front of the packet.
Total Score/Comments (90 points)

PhET Simulation Lab - Forces Basics

Click on the link below to PhET Forces and Motion: Basics.

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

You want the PhET lab with the tug-of-war.

Click on the "Net Force" lab.

You may do the other labs and the Energy Skate Park once you finish the assigned lab.

Click here for the Energy Skate Park simulation:

https://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-park-basics_en.html

Study Guide for Test November 8

Test #2 Study Guide – Graphing, Data, Protecting Ourselves From Forces

1.    Data

A.    Be able to identify Quantitative and Qualitative Data (Notes and Labs)

B.     Be able to analyze and interpret a data table.  You will have to show that you can draw a conclusion from data recorded on a data table. (Notes and Labs)

2.    Graphing

A.    Know the parts of a graph – S.U.L.T.A.N (Notes and Assignments and Labs)

B.     Be able to explain what is correct and incorrect on a given graph. (Notes and Homework)

C.    Be able to read a graph to explain what the graph shows (Teasha and Josh Trips to School)

3.    Protecting Ourselves From Forces (Refer to Notes, Labs, Articles, and Projects)

A.    A force is a push or a pull.

B.     There are many forces acting on us at any given time like gravity, air pressure, friction, etc…

C.    Newton’s Three Laws of Motion

1)    Know the three laws and be able to describe how they are seen in everyday examples like riding a skateboard, stopping a car, wearing a seatbelt, walking.

2)    Be able to describe how mass affects Newton’s First and Second Laws

D.    Be able to explain inertia if given an example like the bowling ball/ basketball lab.

E.     Crumple Zones in Cars, Safety Helmets, and Packaging

1)    Why does stopping an object slowly vs. all at once save lives (and any shipment that UPS or FedEx might drop)?  (Video of jumping into an airbag.)

2)    Be able to explain how your egg drop packaging was designed to save your egg.  What materials did you use and why?

3)    Be able to describe how the crumple zone of a car works to save lives/

4)    Be able to describe the features of a good football helmet.

5)    How does the speed of an object affect Force?

F.     Be able to describe one safety feature used in buildings to protect the building and people during an earthquake.  Where is it used, what does it do, and how does it do this?

-       Review Notes, Homework Assignments, Articles, Labs, and Projects.

-       There will not be any math calculations on the test but you should be able to explain the meaning of F=ma and Speed = distance/time.

Can We Make Football Helmets Safer?

Watch these three videos in order.











The next videos are bonus videos if you finish all of your work early.  Do not watch them until after you do your annotation and answer the questions.

Forces Video - Adding and Subtracting Vectors

Lab Report Format

Writing Laboratory Reports in Science Classes

Lab reports, like any other writing, have their own format and style.  Their purpose is to communicate exactly what occurred in an experiment or observation and to clearly discuss the results.  The essence of a scientific experiment is that it must be repeatable.  Other students should be able to read your report, do the experiment following your description, and get the same or similar results. If they can’t, your report isn’t good enough.

USE THE REQUIRED FORMAT:            Lab reports have a standard form to make them easy to follow and read. No one, in college or on the job, has time to puzzle out non-standard organization. Use the format provided by your teacher.

WRITE LIKE A PROFESSIONAL:              Avoid personal pronouns such as “I” and “you.” Be clear and concise. Proofread, and correct errors. Make reports neat and clean. Labs should be written in blue or black ink or may be typed.  Do not use white out on a lab report.  Neatly line out any mistakes.

DO YOUR OWN WORK: While lab partners will have identical data, the analysis and conclusion sections must be done INDEPENDENTLY.  Students with identical or near identical lab reports will both receive zeros.

 

BASIC LAB REPORT FORMAT

TITLE	Include name of experiment, your name, class, instructor name, & date.
PURPOSE	State the problem to be solved or the experiment to be performed.  Explain the purpose and any necessary background.  You may use the purpose on your teacher supplied lab instructions.
MATERIALS or EQUIPMENT	Make a complete, accurate, neatly organized list of all supplies and equipment used.
PROCEDURE	Describe all the steps in the procedure.  When the teacher supplies a procedure, SUMMARIZE the steps so that someone familiar with proper lab procedure will understand and be able to repeat what you did.
DATA	Clearly record the results you obtained. Data should be displayed in neat tables and include the appropriate unit(s).
ANALYSIS OF DATA	Graph data if required.  Use SULTAN.  Make sure you label x-axis and y-axis with units.
DISCUSSION/ CONCLUSION	Explain your results. Evaluate what happened based on the claim/hypothesis and purpose of the experiment. This often entails the answering of conclusion questions.  Make sure that you answer these questions with complete sentences such that someone without the handout would know what the question was.  Avoid pronouns. If the results contained errors, analyze the reason(s) for the errors. The discussion shows how well you understand the procedures used and the processes that occurred.  This will be the longest section of the report.

Earthquake Safe Design Videos

Study Guide for Test#1

Study Guide Test #1 – Scientific Inquiry, Designing an Experiment, and Data

Scientific Inquiry, Experiments, and Data

A.    Hypothesis – what is it?

B.     What are variables in an experiment?

C.    What is a manipulated/independent variable?

D.    What is a controlled experiment?

E.     Why is it important that an experiment be controlled?

F.     What is the responding/dependent variable in an experiment?

G.   What are Qualitative and Quantitative Data?

H.    Why is data important when writing conclusions?

I.       Be prepared to analyze a scientific experiment to identify parts of the experiment.

J.    Be prepared to analyze data on a data table and come to a logical conclusion based  

       on the data given.

Equipment Identification

A.    Know the following pieces of scientific equipment, their purpose, and units of measurement:

1.    Beaker – Volume - ml

2.    Graduated Cylinder – Volume – ml – (bottom of the meniscus)

3.    Thermometer – Temperature – degrees C

4.    Balance  - Mass -  grams

5.    Test tube  - Does not measure – used for running tests, even heating,

Measuring Terms

A.    Mass – The amount of matter (atoms or molecules) in a substance.  (units= grams)

B.     Volume – The amount of space something takes up.  (units = liters, milliliters, cm³)

C.    Temperature – Energy of motion of the particles in a substance. More motion = higher temperature.

Structure of the test:

1.    The test will have a few multiple-choice (selected response) questions on equipment and vocabulary.

2.    You will have to identify parts of a scientific experiment.  You will need to be able to identify the Manipulated (Independent) Variable.  You will need to identify the controls.  Please see the assignment titled “Inquiry Practice” and the assignment with Snoopy as well as class notes and class assignments.

3.    You will need to analyze an experiment and explain if the experiment is well designed (fair) or not.  See the class activity where you analyzed Sue’s plant experiment and Greggy Bostrom’s bacteria experiment.

4.    You will need to be able to analyze data on a data table and come to a logical conclusion based on the data given.

5.    You will have to explain how to find volume using a graduated cylinder correctly.