Pendulum Model

Pendulum Investigation (based on: http://modeling.asu.edu/modeling/DB_AAPTtalk.pdf)

With a pendulum set up at front of room, have students discuss observations then brainstorm what can be measured. List everything that might effect what they see happening. Narrow list to include only variables that they can consistently measure to get at least six different data points to put on a graph. So humidity or temperature will be eliminated because you can't get six different humidity or temp measurements in one class period. Then given a stop watch (phone) and meterstick plus pendulum equipment, they will work in groups to take data and prepare a whiteboard presentation. This WB must include the following: written description of the relationship they have found, diagram of set-up, graphical representation, and algebraic representation, justification, and conclusions.

This activity worked well this year. (No time to go over HW...could be a problem). The timing was about right with the following schedule:
8:10-8:15   Come in and get settled. Have HW out on table will collect later. Lab groups listed on SmartBoard.

8:15-8:30   Observe pendulum-record variables that can be measured. Narrow down list to be reasonable. Decide on 6-8 data points. Groups will try to answer the question, "What is the relationship, if there is one, between __________ and ____________?" Their groups will decide which variable go in the blank. Groups decide how to take data, and record in notebooks. Try to get a variety of investigations...at least some mass-time, and length-time. Find a way to get them to use small swings of less that 45 degrees.

8:30-8:55   Take data. Keep class posted about how much time is left to keep them on pace. When about 5-8 minutes are left have them stop taking data and start making a graph in their notebooks. They will decide how to orient variables and axes.

9-9:05   Break

9:05-9:15   Create a WB presentation. Have these criteria on the SB:

1.Diagram of set-up with variables labeled
2.Written description of problem to be investigated.
3.Graphical representation of the investigation.
4.Mathematical representation of the result.
5.Written conclusion of investigation.
6.Names of group members.

9:15-9:35   WB presentations. Try to have everyone in group contribute. Try to have others ask questions.

9:35-9:40   Wrap up. Collect HW.

Uniformly Accelerated Motion

Week of Oct 22: Last week of quint...Catlin Gabel
Double Period
Try this...http://fnoschese.wordpress.com/2011/12/06/a-graph-to-visualize-average-velocity/

OR...

Paradigm Experiment: Have cart set up in front of room to be rolling down a ramp per (http://kellyoshea.wordpress.com/2011/11/08/building-the-constant-acceleration-model/). Ask for observations about the motion...is it CVM? How about BFM? Have students predict and sketch what the velocity-time graph would look like (NOT the position-time, yet). Collect data to show on SmartBoard. Predict what will happen to the graph if the board is raised/lowered. What does the slope represent? Ask this and give time to write answers on WB...don't just yell out. What are some ideas from students about things to try to get a different shaped graph. Could the slope be negative? How could the slope be zero? etc. Do several trials in front of everyone until they get a good sense of what the graph is showing.

Then ask...what does the sign of the slope represent? What about the area beneath the graph? At some point show them and discuss the position-time graph. Emphasize that it is NOT exponential! Then do the "Walk a Graph" just like Kelly describes.

Double Period:
Lab Extension: Increasing and Decreasing Speed (pg 1-2) activity together and/or Development of Accelerated Motion Representations (http://www.modelingphysics.org/consta/sframe.htm)

Single Period:
Discuss rocket project and determine teams.
Stacked graphs from Kelly's packet pg 10-11. Log in via Scribd.

Balance Force Model

Week of Oct. 1
Double Period:  Have students copy/tape Cheat Sheet into their lab notebooks. Go over Cheat Sheet with introductory information about the vocabulary of forces and types. Use the Matter Model and info from Kelly  (http://kellyoshea.wordpress.com/2011/12/29/common-types-of-forces-bfpm-cheat-sheet/ )Take about 30-40 min for this. Mostly fill in the table for students...don't spend a lot of time getting them to come up with the forces. Just list them for now.

Then pull out the Kick Disk and start discussing schema and FBD (http://kellyoshea.wordpress.com/2011/10/15/building-the-balanced-force-particle-model/#comment-891) Go through the first 2 system diagrams and leave time for them to discuss whether or not the forces should balance.

Double Period:
Continue with Kick Disk finishing discussion of FBD in different scenarios. Then have students work on Free Paricle Model Worksheet 1a (http://www.modelingphysics.org/freeparticle/sframe.htm) to draw FBDs. Or Kelly's Worksheet 2:FBDsAfter they have worked for awhile, assign groups to present as a WB activity.

Remember this unit is BALANCED FORCES....no acceleration, yet.

Single Period:
Experiment with force vs mass using either a spring scale or force probe. Showing balanced forces. Spring scale only measures ONE force on the mass. What does the slope represent? Complete lab write-up in lab notebook. Could do this with both sections together on Friday but must be efficient.
Other possibility...trig review...or Graphical Vector addition...this would flow nicely from the FBDs. Those students who have had trig can use component analysis and others can use graphical. I'd like to try this topic in this way this year.

WEEK 2
Double Period
Opener: Draw a FBD and do a VAD to check understanding.
Work together on Interactions Worksheet...combination of Modelling Worksheet 2 and 3. Can maybe differentiate some of these problems with trig/non-trig students. Need to make up this worksheet. Also look at Kelly's worksheet 4. WB meeting format?

Double Period
Lab...spring scale? Force table? Force plate? Something else? Just seems that they should have a practical activity in here. It would be great to do something with the force sensors and Logger Pro.

Model Deployment idea: http://noninertialteaching.wordpress.com/category/modeling/
scroll down to the two ramp race.

CV Plan for Week after S. Challenge

Double Period:
Read this post before doing this activity next year: http://pedagoguepadawan.net/141/cvbuggylab/
Have TB in front of room and have students watch back and forth motion.
Make observations and ask, "What can we measure?" Is there a difference between distance and position? What does time mean as a variable? Better to think of it as clock reading. In groups of 3 or 4 have students gather data using a TB, meterstick and stopwatch (phone) To determine the relationship between position and time for two buggies traveling at different speeds. Groups will decide on their own about how to set up the experiment. They will each record data in their lab notebook and create a WB presentation that will be given to the group. The WB must contain the following: diagram of the experimental set-up, properly labelled graph, slope calculation, algebraic representation, written description of relationship, names of group members. Data tables can remain in notebooks.
Try this wording next time: To graphically and mathematically model the relationship between position and time for two buggies traveling at different speeds.

No WB presentation for this activity. I think it is too straight forward. Check in about conclusions with group before the next part. HW will be for students to complete a lab report (NOT in notebook). Criteria will be handed out to describe what is required (available on Blogger). Write-ups due on Thur/Fri (single period).

Double Period:
With small WBs have students draw p-t and v-t graphs of various TB motions that I create at front of room or in hall. First start with just p-t graphs...various starting positions and direction of motion. Also two different speeds. Then have them sketch the v-t graphs for various motions. After each scenario have one pair explain their sketch. When they have gotten the hang of it, have the students come up with their own scenarios.


Work on lab reports.
Answer questions about lab write-ups.

Single Period:

Have objectives for this unit showing on the screen. This document will be available on Blogger. Possible opener on board about p-t graph...maybe draw the corresponding v-t graph for a couple of scenarios.

Sketch a p-t graph for the following scenario. Assume that all the locations are along the same street. Label the different parts of your graph and list any assumptions that you made. After making a p-t graph, sketch the corresponding v-t graph. Discuss with your table partner.
Mike McGill is hungry for a QFC donut. At 8 am he leaves NWS and walks east towards QFC. He stops to chat briefly outside Kaladi with a parent on his way. He buys a chocolate glazed donut at QFC and then heads back to school. However he goes past the main building and walks all the way down the hill to the convention center before realizing his mistake! At the convention center he immediately turns around and walks back to school.

Students will copy opener into lab book and solve. Explain meaning of area under the curve for a v-t graph.

Assign HW#2...from Kelly, Worksheet #1 and #2...4 sides. Can get started on it in class. Volunteers to present on Monday/Tuesday.

Double Period:
WB HW#2...
Go over objectives...Quiz on Thur/Fri
Position graphs wksh
TB Challenge activity...it would be great to do this with a different kind of constant motion toy/vehicle. Wind-up robots?
Create a CVM summary on WB and photo it...like this:
https://plus.google.com/photos/101034421593547481364/albums/5517864114778632225?banner=pwa

Double Period:
More practice problems. Logger Pro introduction and practice.

Homework #5

This will be your homework for Tues June 28.

Waves and Sound Problems

Photo of the Day

Have you heard the hype?

Intro to Physics

Here is the slide show we saw today in class.